Purpose of Curriculum Map The English Language Arts Curriculum Map is a tool for organizing what students should

know and be able to do in literacy each year. Each document lists the main concepts and skills for each grade level of the Common Core State Standards for English Language Arts. As you can imagine, a two- dimensional map cannot capture the rich, multi-dimensional curriculum we teach. In fact, the ELA Common Core State Standards themselves define what is most essential, they do not describe all that can or should be taught. Nonetheless, the documents serve as a tool that can guide teachers to plan and pace instructional experiences in order to ensure a guaranteed and viable curriculum for all students.

English Language Arts th 8 Grade Curriculum Map

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The K-12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. Students advancing through the grades are expected to meet each years grade specific standards, retain or further develop skills and understanding mastered in preceding grades.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, Technical Subjects

Organization and Use of the Curriculum Map The ELA Curriculum Map is organized into 3 sections: Systematic & Explicit Literacy Instruction, Writing and Language Development, and Research Projects. The standards are organized within the sections in order to serve as a guide for teaching, planning, and pacing focused on the selected standards in each quarter. Each section includes a focus on the strands of the ELA CCSS. The organization of the ELA CCSS Strands within the SLPS Curriculum Map is illustrated below: Systematic & Explicit Literacy Instruction
*Reading Literature (RL.1-10) *Reading Informational Text (RI.1-10) *Language (L.4-6) *Speaking and Listening (SL.1-3)

Florida Coding Schema

Writing and Language Development

* Writing (W.1-6 & W.9-10) *Language (L.1-3)

Research Projects Scales & Checklists

*Writing (W.1-2 & W.4-9) *Speaking and Listening (SL.4-6)

Scales are utilized as instructional resources in order to monitor and track student progress and mastery of the ELA Common Core State Standards. Scales are matched to the instructional target identified by the teacher that is most closely aligned to the content of the text. Scales may be posted/provided for a unit, week, or daily instruction depending on data and learning target. SCALES LINK HERE

While the Standards and the Curriculum Map are divided into these sections for conceptual clarity, the processes are closely connected. The Standards delineate specific expectations within these strands; each need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.

Checklists are utilized as instructional resources in order to monitor and track student progress and mastery of the ELA Common Core State Standards. Checklists are located in the instructional resources sections of Foundational Skills, Language, and Speaking & Listening. Checklists Link Here

Grade 8 Content Framework

Grade 8 English Language Arts Scope and Sequence
In grade 8, the Common Core State Standards call for students to grapple with highquality, complex nonfiction texts and great works of literature. Starting in grade 8, the focus of informational texts begins to shift from narrative to exposition. Students who leave grade 8 know how to cite the textual evidence that most strongly supports an analysis or critique. Students in grade 8 are primed to question an authors assumptions and assess the accuracy of his or her claims, and by the end of grade 8, they are adept at reading closely and uncovering evidence to use in their own writing. Students can, for instance, analyze in writing two or more texts that provide conflicting information on the same topic and identify whether the disagreement is over facts or interpretation. They can analyze how point of view can be manipulated to create specific effects such as dramatic irony and investigate how particular passages within a text connect to one another to advance the plot, reveal a character, or highlight an idea. Students are to draw explicitly on their reading and research in discussions. They respond to questions constructively by offering up relevant evidence, observations, and ideas. By grade 8, students have developed a rich vocabulary of academic words, which they use to speak and write with more precision. In addition, grade 8 students write with increasing sophistication, focusing on organizing ideas, concepts, and information into broader categories; choosing relevant facts well; and using varied transitions to clarify or show the relationships among elements. Students should be able to distinguish their claims from alternate or opposing claims and use words and phrases to clarify the relationships and transitions among claim(s), counterclaims, reasons, and evidence. Study & Apply Vocabulary
L.4-6

Systematic & Explicit Literacy Instruction

Writing & Language Development

Research Projects

Reading Complex Text

Writing to Texts
W.1-6 & W.9-10

Cite Evidence
RI.1 & RL.1

Routine Writing
Develop & Convey Understanding

Integrate Knowledge from Sources when Composing

Analyze Content
RL.2-9 & RI.2.9

4-6 Analyses
Focus on Opinions & Informing/ Explaning

1-2 Narratives

Conduct Discussions
SL.1-3

Convey Experiences, Events, and/or Procedures

Reporting Findings
SL.4-6

The Grade 8 Content Framework outlines the guiding principles/practices of integrated literacy.

Reading Foundational Skills

Study and Apply Grammar

Explicit Literacy Instruction Utilizing Grade Level Complex Text

When designing learning experiences for students, gradelevel complex text should be utilized where students are to cite evidence when analyzing content and participating in discussions about text.

Systematic & Explicit LIteracy Instruction

Instruction of foundational skills is focused on multisyllabic words in order to build student fluency when reading grade-level text.

Read Complex Text

Study and Apply Vocabulary

Reading Foundational Skills

Cite Evidence

Vocabulary is chosen in order to develop students use and understanding of grade appropriate terms.

Analyze Content Conduct Discussions

Systematic & Explicit Literacy Instruction

Reading Complex Texts:
Exposing students to grade-level texts of appropriate complexity lies at the heart of ELA CCSS. The modules reflect the balance of informational texts (literary nonfiction in ELA classes) and literature that students are expected to read. Fulfilling the ELA standards for grades 6-12 requires much greater attention to a specific category of informational text literary nonfiction than has been traditionally taught. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6-12 must take place in other classes to meet the demands of the standards. LACC.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently. LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity band independently and proficiently.

Three to five short texts from across the curriculum: Educators can create coherence within the curriculum as a whole by choosing short texts to complement the extended text described, by focusing instruction on similar standards and skills across multiple genres, and by choosing informational texts that build the background knowledge needed to read and comprehend other texts students will study. (Shorter texts can be chosen from Journeys, Science Fusion, DBQ, Appendix B, Etc.)

One extended text: This should be an extended, full-length work of literature (such as a novel or a play) or longer informational text. Like the others, this text would be aligned with the complexity and range specifications of the standards. As with shorter texts, students would perform a close, analytic reading of the extended text; compare and synthesize ideas across other related texts; conduct text-focused discussions; and produce written work aligned with the standards.

Cite Evidence:
The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade 8, students should refer explicitly to the text as the basis for answers. The ability to cite evidence and refer to the text as a basis for answers should be incorporated into all lessons, units, and learning experiences. LACC.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LACC.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze Content:
The content of each text should determine which standards (RL/RI.2-9) to target, allowing teachers to focus instruction and ensure that all the standards have been taught by the end of the year. LACC.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LACC.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LACC.8.RL.2.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. LACC.8.RL.2.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. LACC.8.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LACC.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). LACC.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LACC.8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. LACC.8.RI.2.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

LACC.8.RL.3.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the LACC.8.RI.3.7 Evaluate the advantages and disadvantages of using different choices made by the director or actors. mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. LACC.8.RL.3.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or LACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in a religious works such as the Bible, including describing how the material is text, assessing whether the reasoning is sound and the evidence is relevant rendered new. and sufficient; recognize when irrelevant evidence is introduced. LACC.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Study and Apply Vocabulary:

Focus vocabulary instruction on words that students would be encouraged to use in writing and speaking. Students should be given 510 Tier 2 academic words per week for each text. Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words meaning(s) and use the words effectively when writing and speaking. LACC.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a.) Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. b.) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c.) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d.) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). LACC.8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a.) Interpret figures of speech (e.g. verbal irony, puns) in context. b.) Use the relationship between particular words to better understand each of the words. c.) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). LACC.8.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Conduct Discussions:
Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion.

LACC.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. a.) Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b.) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c.) Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. d.) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LACC.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. LACC.8.SL.1.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency o f the evidence and identifying when irrelevant evidence is introduced.

Writing and Language Development

Writing to Texts

Study and Apply Grammar

Routine Writing

4-6 Analyses

1-2 Narratives

Writing and Language Development

Writing to Texts:
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying and conveying real or imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. The balance of student writing at this level is 70 percent analytical (35 percent argument and 35 percent to explain/inform) and 30 percent narrative, with a mix of on-demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.

Routine Writing:
Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts. Routine written responses to such text-dependent questions allow students to build sophisticated understandings of vocabulary, text structure, and content and to develop needed proficiencies in analysis. LACC.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence a.) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b.) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c.) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d.) Establish and maintain a formal style. e.) Provide a concluding statement or section that follows from and supports the argument presented. LACC.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a.) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension b.) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c.) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d.) Use precise language and domain-specific vocabulary to inform about or explain the topic. e.) Establish and maintain a formal style f.) Provide a concluding statement or section that follows from and supports the information or explanation presented.

LACC.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a.) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b.) Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c.) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d.) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e.) Provide a conclusion that follows from and reflects on the narrated experiences or events. LACC.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. LACC.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a.) Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new). b.) Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced).

Analytical Writing (4-6 per Quarter):

All analytic writing should put a premium on using evidence as well as on crafting works that display a degree of logical integration and coherence. These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting multiparagraph responses, allowing teachers to assess students ability to paraphrase, infer, and integrate the ideas they have gleaned from what they have read. Over the course of the year, analytic writing should include comparative analysis and compositions that share findings from the research project. LACC.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence a.) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b.) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c.) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d.) Establish and maintain a formal style. e.) Provide a concluding statement or section that follows from and supports the argument presented. LACC.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a.) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g.,

b.) c.) d.) e.) f.)

headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style Provide a concluding statement or section that follows from and supports the information or explanation presented.

LACC.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.8.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LACC.8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. LACC.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a.) Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new). b.) Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced).

Narratives (1-2 per Quarter):

Narrative writing offers students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. It also provides an additional opportunity for students to reflect on what they read through imaginative writing and to practice sequencing events and ideas through narrative descriptions. LACC.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a.) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b.) Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c.) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d.) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e.) Provide a conclusion that follows from and reflects on the narrated experiences or events.

LACC.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.8.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LACC.8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. LACC.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a.) Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new). b.) Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced).

Study and Apply Grammar:

While grammar is meant to be a normal, everyday part of what students do, students should be taught explicit lessons in grammar as thy read, write, and speak. LACC.8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.) Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.. b.) Form and use verbs in the active and passive voice. c.) Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d.) Recognize and correct inappropriate shifts in verb voice and mood. LACC.8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.) Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b.) Use an ellipsis to indicate an omission. c.) Spell correctly. LACC.8.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a.) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Student use research and one or more of the texts used to address a topic, problem, or issue.

Research Projects

Students present findings in a variety of formal and informal modes.

Integrate Knowledge from Sources

Reporting Findings

Research Project:
Each quarter includes the opportunity for students to produce one extended project that uses research to address a significant topic, problem, or issue. This entails gathering and integrating relevant information from several additional literary or informational texts in various media or formats on a particular topic or question drawn from one or more texts from the quarter, taking notes, and categorizing information as well as providing a list of sources. Students can present their findings in a variety of informal and more formal argumentative or explanatory contexts, either in writing or orally. LACC.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence f.) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. g.) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. h.) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. i.) Establish and maintain a formal style. j.) Provide a concluding statement or section that follows from and supports the argument presented. LACC.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. g.) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension h.) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. i.) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. j.) Use precise language and domain-specific vocabulary to inform about or explain the topic. k.) Establish and maintain a formal style l.) Provide a concluding statement or section that follows from and supports the information or explanation presented.

LACC.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.8.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LACC.8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. LACC.8.W.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. LACC.8.W.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. LACC.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a.) Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new). b.) Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced). LACC.8.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. LACC.8.SL.2.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. LACC.8.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.