STATE OF MICHIGAN CONTENT STANDARDS For Middle School Communications Arts Correlated to: Literature and the Language Arts: Responding to Literature (Grade 8) EMC/Paradigm Publishing Inc. CONTENT STANDARD 1: All students will read and comprehend general and technical material. A. (1) Use reading for purposes such as enjoyment, clarifying information, and learning complex procedures. (2) Read a variety of texts with developing fluency, such as short stories, novels, poetry, plays, textbooks, manuals, and periodicals. (3) Employ multiple strategies to construct meaning, such as generating questions, studying vocabulary, analyzing mood and tone, recognizing how authors use information, generalizing ideas, matching form to content, and developing reference skills. (4) Employ multiple strategies to recognize words as they construct meaning, including the use of context clues, word roots and affixes, and syntax. (5) Respond to a variety of oral, visual, written, and electronic texts by making connections to their personal lives and the lives of others. (1) Reading purposes: pgs. 894-899; enjoyment - pgs. 349-351 ( The Fun They Had ), pgs. 378-379 ( Paul Bunyan ), pgs. 264-269 ( The Story- Teller ); clarifying information - pgs. 168-171, 401, 446, 479, 491, 896, 898-899; also with each selection (Reader s Resource, Reader s Toolbox), (Cross-Curricular Activities); complex procedures - pgs. 256, 815-816, 827, 829-833, 853, 854-859, 976, 978. (2) Short stories - pgs. 186-193, 224-231, 265-269, 471-479, also (Reader s Journal); novella excerpt - pgs. 282-289; poetry - pgs. 252, 576-678; plays - pgs. 692-764; book review - pg. 353; Language Arts Survey (textbook) - pgs. 893-981; Handbook (manual) - pgs. 920-949; reading textbooks & periodicals - pg. 896. (3) Generating questions - pgs. 897-898, also (Guided Reading questions); studying vocabulary - pgs 91, 212, 232, 301, also (Words for Everyday Use); analyzing mood & tone - pgs. 200, 208, 393, 424, 467, 679, 988-989; how authors use information - pgs. 257, 262, 789, 793, 817, 826, 982; generalizing ideas - pgs. 961-963, also (Understanding Literature); matching form to content - pg. 904 (Respond to the Selection), (Investigate, Inquire, and Imagine); developing reference skills - pgs. 11, 34, 110, 198, 222, 324, 347, 392, 433, 479, 584, 787, 816, 853. (4) Context clues - pgs. 27, 91, 232, 294, 304, 480, 825, 899, also (Words for Everyday Use) (Footnotes); word roots - pgs. 634, 900-901; syntax - pgs. 853, 924; diction - pgs. 137, 151, 395-399, 985. (5) Connections: oral texts - pgs. 105-109, 151, 153; visual texts (pop art) - pgs. 13, 52-53, 88, 143, 317, also (Art Smart); written texts - pgs. 178-181, 185, 198, also (Writer s Journal), (Reader s Journal), (Skill Builders), (Graphic Organizers); electronic texts - pgs. 198, 208, 231, 238, 324.
Page 2 - Correlation... Grade 8 Content Standard 2: All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions. A. (1) Write fluently for multiple purposes to produce compositions, such as personal narratives, persuasive essays, lab reports, poetry. (1) Personal narrative compositions - pgs. 57, 67, 776, 903, 914; persuasive essays - pgs. 158, 168-178, 884-889, 903; consumer report - pg. 633; poetry - pgs. 11, 110, 112-117, 433, 660, 816, 860; epistolary writing - pgs. 209-220; writing proposals/petitions - pgs. 34, 978-979; lab report/ directions - 829-833, 855-858, 859; comparison/contrast essays - pgs. 912, 915; writing newsletter copy - pgs. 77, 238, 324, 454, 794; also (Writer s Journal) accompanying all selections. (2) Recognize and use author s techniques that convey meaning and build empathy with readers when composing their own texts. Examples include appeals to reason and emotion, use of figurative language, and grammatical conventions which assist audience comprehension (3) Plan and draft text and revise and edit their own writing, and help others revise and edit in such areas as content, perspective, and effect. (2) Appeals to reason & emotion - pgs. 12, 103, 313, 903, 920-922, also (Reader s Journal); use of figurative language - pgs. 35, 43, 293, 578, 635, 638, 986; persuasive writing - 869-871; grammatical conventions to assist comprehension - pgs. 922-949, (Handbook). (3)Editing to clarify - pgs. 296-300, 648, 671, 934-935; total writing process - pgs. 168-178, 240-245, 566-573, 766-771; perspective - pgs. 158, 409, 564, 602, 666, 670; effect (correcting wordiness) - pg. 660, 930; evaluation - pgs. 196, 375, 358, 456-461, 478, 678. (4) Select and use appropriate language conventions when editing text. Examples include various grammatical constructions, subject-verb agreement, punctuation, and spelling (4) Grammatical construction - pgs. 595, 601, 619-620; prepositions, conjunctions & interjections - pgs. 633, 923, 939-940; punctuation - pgs. 347, 671-672, 943-947, also (Language, Grammar, & Style Handbook); spelling - pgs. 947, 949; pronoun/antecedent agreement - pgs. 932-933; subject-verb agreement - pgs. 297-298, 925, 931.
Page 3 - Correlation... Grade 8 Content Standard 3: All students will focus on meaning and communications as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts. A. (1) Integrate listening, viewing, speaking, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a career exploration. (2) Begin to implement strategies to regulate effects of variables of the communication process. An example is selecting a format for the message to influence the receiver s response. (3) Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include reporting formally to an audience, debating issues, and interviewing members of the public. (4) Practice verbal and nonverbal strategies that enhance understanding of spoken messages and promote effective listening behaviors. Examples include altering inflection, volume, and rate, using evidence, and reasoning. (5) Select appropriate strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include generating relevant questions, studying vocabulary, analyzing mood and tone, recognizing how authors and speakers use information, and matching form to content. (6) Determine the meaning of unfamiliar words and concepts in oral, visual, and written texts by using a variety of resources, such as semantic and structural features, prior knowledge, reference materials, and electronic sources. (1) Unit group projects - pgs. 52-53, 118-119, 180-181, 246-247, 390-361, 575, 691; projects researching careers - pgs. 44, 91, 505; project on media literacy - pgs. 890-891. (2) Influencing receiver s response (advertising) - 158, 324, 619, 671, 860, 872; press releases - pgs. 979-980; news reports/articles - pgs. 238, 324, 454, 794; public service announcements - pgs. 884-889, 980; frame stories - pgs. 264, 271, 987. (3) Reporting formally to audience - pg. 776; sharing oral stories - pgs. 68, 256, 958; debating issues - pgs. 294, 958-959; interviewing - pgs. 354, 324, 671, 868, 909; writing a personal essay - pgs. 601, 619. 671. (4) Speaking and listening strategies - pgs. 85, 602, 633, 661. 951-952; verbal and nonverbal communication - pg. 661; altering inflection, volume and rate - pgs. 610, 680, 921, 957; using evidence - pgs. 952, 956; reasoning - pgs. 53, 119, 596, 787, 961-963; adapting listening skills to specific tasks - pgs. 954-955. (5) Generating relevant questions - pgs. 907, 954; studying vocabulary, diction & word choice - pgs. 91, 18, 137,151, 232, 294, 480, 660, 832, 899, 952, 930, 985; analyzing mood and tone - pgs. 109, 200, 237, 255, 393, 424, 447, 453, 467, 611, 619, 679, 988-989, 993; recognizing how authors and speakers use information - pgs. 257, 262, 447, 789, 793, 817, 826, 982; matching form to content - pg. 904; intepreting literaturepgs. 957-958; see also Content Standard 1.3. (6) Structural/semantic features that enhance meaning - pgs. 314, 610, 634, 647, 787, 899-900, 966, also (Words for Everyday Use); prior knowledge - pgs. 639, 861, 867, 983; reference materials - pgs. 647, 898, 909, 966; electronic sources - pgs. 88, 238, 454, 839, 868, 898, 967, 971.
Page 4 - Correlation... Grade 8 Content Standard 3 (cont.): All students will focus on meaning and communications as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts. A. (7) Recognize and use varied techniques to construct text, convey meaning, and express feelings to influence an audience. Examples include identification with characters and multiple points of view. (7) Identification with characters - pgs. 12, 33, 66, 77, 391, 424, 433, 466, 503, 512, 984; multiple points of view - pgs. 272-279, 280, 340-345, 348, 352; narrator and repetition - pgs. 233, 237, 264, 270, 340, 345, 423, 629, 632, 649, 655. (8) Express their responses and make connections between oral, visual, written, and electronic texts and their own lives. (8) Respond and connect: oral - pgs. 4, 8, 123, 205, 218, 883; visual - pgs. 105, 158, 181, 854-855, 861, 870, see also any Art Smart features, pgs. 143, 153, 154, 160, 188; written - pgs. 164, 476, 562, 618, 889, see also any Reflecting on Your Reading questions at end of units, pgs. 178-179, 300; electronic- pgs. 861, 865, 868, see also any of the Internet Resources features accompanying selections, pgs. 324, 339, 467, 816, 1004; communicating with others- pgs. 153, 871.
Page 5 - Correlation... Grade 8 Content Standard 4: All students will use the English language effectively. (1) Compare and contrast spoken, written, and visual language patterns used in their communication contexts, such as community activities, discussions, mathematics and science classes, and the workplace. (2) Investigate the origins of language patterns and vocabularies and their impact on meaning in formal and informal situations. An example is comparing language in a business letter to language in a friendly letter. (3) Investigate idiomatic phrases and word origins and how they have contributed to contemporary meaning. (1) Compare & contrast language patterns - pgs. 602, 924, 927-931; spoken patterns- pgs. 238, 256, 293, 610, 633, 680, 920; written - pgs. 46-52, 85, 283-289, 827, 931-935; visual - pgs. 355-359; community activities - pgs. 32-34, 263, 920; mathematics and science classes - pgs. 329, 591-592, 664; workplace - pgs. 36-42, 44. (2) Formal and informal language patterns in formal and informal situations: comparing language in business letter to that of a friendly letter - pgs. 44, 221, 231, 271, 648, 826, 872, 920-921, 976-977. (3) Idiomatic phrases/dialect - pgs. 137, 151, 985; word origins and meaning - pgs. 294, 480, 574-575, 610, 634, 689, 900; Star Wars visual dictionary - pg. 308-313. (4) Demonstrate how communication is affected by connotation and denotation and why one particular word is more effective or appropriate than others in a given context. (5) Recognize and use levels of discourse appropriate for varied contexts, purposes, and audiences, including terminology specific to a particular field. Examples include community building, an explanation of a biological concept, comparison of computer programs, commentary on an artistic work, analysis of a fitness program, and classroom debates on political issues. (4) Connotation - pg. 901; denotation - pg. 901; context - pgs. 314, 610, 787, 899. (5) Appropriate levels of discourse - pgs. 920-921; writing a scientific report - pg. 829; writing directions- pgs. 68, 77, 402, 860, 975-976; writing step-by-step procedures - pg. 976; debating - pgs. 294, 958-959; identifying with your audience - pgs. 113, 241, 356, 567, 768, 830, 903; composing a letter to an author - pg. 275; group discussion - pgs. 91, 788, 953-954, 950; speeches - pgs. 392, 794, 956-957.
Page 6 - Correlation... Grade 8 Content Standard 5: All students will read and analyze a wide variety of classic and contemporary literature and other texts to seek information, ideas, enjoyment, and understanding of their individuality, our common heritage and common humanity, and the rich diversity in our society. (1) Select, read, listen to, view and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit. (1) Quality & literary merit: classic texts - pgs. 504-510, 580-581, 586-587, 604-607, 612-617, 636-634, 650-654, 664-665; contemporary texts - pgs.13, 105,186, 224, 273-282, 514-562, 674-679, 702-762. (2) Describe and discuss shared issues in the human experience that appear in literature and other texts from around the world. Examples include quests for happiness and service to others. (3) Identify and discuss how the tensions among characters, communities, themes, and issues in literature and other texts are related to one s own experience. (4) Investigate and demonstrate understanding of the cultural and historical contexts of the themes, issues, and our common heritage as depicted in literature and other texts. (2) Human experience issues: literacy - pgs. 301-303; family - pgs. 58-65, 88, 93-98, 118-119; growing up - pgs. 13-27, 81-83, 87, 105-108, 186-196, 210-217, 273-277, 640-641, 678, 702-762; death - pgs. 58-65, 186-196, 436-443, 514-562, 614-616, 651-654; justice - pgs. 29-32, 210-217, 234-236. (3) Themes & issues in literature that relate to own experience - pgs. 5-7, 52-53, 87, 105-108, 118-119, 159, 162-163, 180-181, 246-247, 316-322, 489-491, 773, 818-825, 992. (4) Historical and cultural contexts - pgs. 124-130, 185-192, 192-196, 197, 200-206, 282-288, 778-783, 36-42, 224-228, 273-277, 282-289, 290-291, 308-309, 394-398, 448-452, 468, 482-489, 636-637, 987. (5) Investigate through literature and other texts various examples of distortion and stereotypes. Examples include those associated with gender, race, culture, age, class, religion, and handicapping conditions. (5) Distortion and stereotyping: stereotyping - pgs. 11, 238, 962; discrimination - pgs. 13-27, 29-32, 36-43, 105-108, 246-247; gender bias - pgs. 83, 252; racism - pgs. 201-205, 234-237; 257-262, 263; religion - pgs. 219, 229, 258-261.
Page 7 - Correlation... Grade 8 Content Standard 6: All students will learn to communicate information accurately and effectively and demonstrate their expressive abilities by creating oral, written, and visual texts that enlighten and engage an audience. A. (1) Analyze their use of elements of effective communication that impact their relationships in their schools, families, and communities. Examples include use of pauses, suspense, and elaboration. (2) Demonstrate their ability to use different voices in oral and written communication to persuade, inform, entertain, and inspire their audiences. (1) Elements of effective communication: pg. 950, 953-954, 955, 957; suspense - pgs.223, 230-231, 325, 338, 992; elaboration - pgs. 296-300, 903. (2) Persuasive voice - pgs. 158, 168-178, 884-889, 903; informative voice - pgs. 296-300, 903; entertaining voice - pgs. 309, 378-379; inspiring voice - pgs. 462-463, 456-461; expressive voice - pgs. 110, 136, 402, 491, 609, 816, 906; finding your voice - pgs. 47, 241, 356, 567, 904, 920-921. (3) Compare and contrast the style and characteristics of individual authors, speakers, and illustrators and how they shape text and influence their audiences expectations. (3) How authors, speakers and illustrators shape text & influence audience expectations - pgs. 85, 113, 241, 257, 262, 356, 567, 602, 661, 764, 768, 789, 793, 804, 817, 826, 830, 838-840, 855-858, 874-876, 879-882, 903, 951-952, 982. (4) Document and enhance a developing voice through multiple media. Examples include reflections for their portfolios, audio and video tapes, and submissions for publications. (4) Opportunities to develop voice through reflections for portfolios - pgs. 359, 360-361, 462-463, 575, 918-919; audio and video tapes - pgs. 85, 434, 445, 823, 959; submissions for publications - pgs. 917, 918.
Page 8 - Correlation... Grade 8 Content Standard 7: All students will demonstrate, analyze, and reflect upon the skill and processes used to communicate through listening, speaking, reading, and writing. (1) Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include generating questions, studying vocabulary, analyzing mood and how creators of text use and represent information, and matching form to content. (2) Monitor their progress while using a variety of strategies to overcome difficulties when constructing and conveying meaning, and develop strategies to deal with new communication needs. (3) Reflect on their own developing literacy, set learning goals, and evaluate their progress. (4) Demonstrate a variety of strategies for planning, drafting, revising, and editing several different forms of texts for specific purposes. Examples include persuading a particular audience to take action and capturing feelings through poetry. (1) Constructing meaning by generating questions - pgs. 151 (interviewing grandparents), 294, 302 (group project), 324 (interview questions); by studying vocabulary - pgs. 232, 294, 300, 314, 360, 787, 834, 853; by analyzing mood & how text is used - pgs. 158, 200, 392, 401 (mood), 431, 835, 919; matching form to content - pgs. 394-399, 479, 481-491, 500. (2) Developing strategies - pgs. 564, 853, 860, 863, 869, 871, 884-889, 890 (media literacy & collaborative learning), pg. 564 (dramatizing a scene), 565 (forced story writing); using electronic communication - pgs. 78, 231, 238, 393, 454, 787, 839, 840, 898, 967, 971. (3) Analyzing different genres - pgs. 366, 466, 578, 692, 773, 774, 835, 838; compiling a poetry analogy - pgs. 112-117, 681, 619; comparing/contrasting poetry - pgs. 256, 682-688; group project/critical thinking - pgs. 53, 119, 302, 575, 596, 690, 835. (4) Developing strategies to meet different purposes - pgs. 158, 168-178, 578, 579, 598-599, 602, 691, 871 884-889, 903 (persuasion; capturing feelings through poetry); writing and editing narrative research paper - pgs. 655, 903, 914; writing a personal essay - pgs. 258, 601, 619, 635, 671; writing a comparison-contrast essay - pgs. 646, 680, 682-688.
Page 9 - Correlation... Grade 8 Content Standard 8: All students will explore and use the characteristics of different types of texts, aesthetic elements, and mechanics, including text structure, figurative and descriptive language, spelling, punctuation, and grammar to construct and convey meaning. (1) Select and use mechanics that enhance and clarify understanding. Examples include paragraphing, organizational patterns, variety in sentence structure, appropriate punctuation, grammatical constructions, conventional spelling, and the use of connective devices, such as previews and reviews. (2) Describe and use characteristics of various narrative genre and elements of narrative technique to convey ideas and perspectives. Examples include foreshadowing and flashback in poetry, science fiction, short stories, and novels. (3) Describe and use characteristics of various informational genre (e.g., biographies, newspapers, brochures, and persuasive arguments and essays) and elements of expository text structure (e.g., multiple patterns of organization, relational links, and central purposes) to convey facts. (4) Identify and use aspects of the craft of the speaker, writer, and illustrator to formulate and express their ideas artistically. Examples include color and composition, flashback, multi-dimensional characters, pacing, appropriate use of details, strong verbs, language that inspires, and effective leads. (1) Mechanics that clarify meaning - pgs. 595-596, 920-949 (Language, Grammar, and Style Resource); organizational patterns - pgs. 909-913; sentence variety - pgs. 49, 458-459, 568-569, 684-686, 794, 924; punctuation - pgs. 44, 671-672, 770-771, 943-947; grammatical constructions - pgs. 34, 166, 198-199, 222, 386, 409, 619-620, 671, 899, 922, 924-943. (2)Foreshadowing & flashback - pgs. 472, 635-638, 649-654, 986-987; in poetry - pgs. 635, 638; in science fiction - pgs. 281, 293, 307-313, 315-323, 339, 348-352, 360-361, 468; in short stories - pgs. 467, 566-573; in novellas - pgs. 468-479, 498, 514-563. (3) Biographies - pgs. 776, 777, 786, 983; newspaper articles, brochures & press releases - pgs. 238, 324, 454, 794, 840, 896, 979-980; persuasive arguments - pgs. 158, 168-178, 240-245, 884-889, 903; expository organization - pgs. 903; central purpose - 57, 66, 168, 466, 903, 910. (4) Artistic expression of ideas - pgs. 203, 235; color - pgs. 103, 158, 578, 931; composition - pgs. 912-914; flashback - pgs. 635, 638, 986; multi-dimensional characters - pgs. 503, 512, 984; pacing - pg. 238 ; use of details - pgs. 315, 324, 873, 877, 908, 911, 985; strong verbs - pgs. 103, 110, 113-114, 601, 925-926; inspiring language - pgs. 514-562; effective paragraph leads - pgs. 909-910; symbolism - pgs. 200, 208, 513, 563-564, 578, 898, 992. (5) Explain how the characteristics of various oral, visual, and written text (e.g., videos, hypertext, glossaries, textbooks, and speeches) and the textual aids they employ (e.g., subheadings/titles, charts, and indexes) are used to convey meaning. (5) How oral, visual and written texts are used to convey meaning - pgs. 371, 378, 427, 838-840, 844, 847; charts; graphic organizers - pgs. 35, 293, 325, 385, 469, 685, 804; captions/labels - pgs. 313; Venn diagrams - pg. 643; elements of visual & informational media - pgs. 764, 838-839, 873-876, 879-882, 884-889; general references - pgs. 208, 596, 965-968; glossaries - 994-999; indexes - pgs. 1000-1001, 1002-1003, 1004; maps - pg. 852.
Page 10 - Correlation... Grade 8 Content Standard 9: All students will demonstrate understanding of the complexity of enduring issues and recurring problems by making connections and generating themes within and across texts. (1) Explore and reflect on universal themes and substantive issues from oral, visual, and written texts. Examples include coming of age, rights and responsibilities, group and individual roles, conflict and cooperation, creativity and resourcefulness. (2) Synthesize content from multiple texts representing varied perspectives and order to formulate principles and generalizations. (3) Develop a thesis using key concepts, supporting evidence, and logical arguments. (1)Universal themes and issues - pgs. T32-T34; 35, 301-302, 360-361; rights and responsibilities - pgs. 58-65; discrimination & racism - pgs. 36-43, 234-237, 258-262, 263, 790-792; group & individual roles- pgs. 159-166, 252-253, 818-825; child labor - pgs. 12-34; conflict and cooperation - pgs. 182-239; 246-247; creativity & resourcefulness - pgs. 248-295; family - pgs. 54-111, 91; critical thinking - pgs. 53, 119, 247, 835. (2) Synthesizing content - pgs. 33, 101, 301-303, 345, 786, 815, 839, 868, 877, 898, 965, 967, 971, 1004; comparing and contrasting content - pgs. 34, 76, 101, 963; formulating principles - pgs. 352, 960-964, 974; constructing generalizations - pgs. 101, 384, 401, 787, 961-963. (3) Developing a thesis - pgs. 168, 795, 803, 807-816, 828-833, 910-911, 993; supporting evidence - pgs. 208, 596, 804, 815, 816, 853, 872, 911-912; logical arguments - pgs. 53, 119, 596, 620, 817, 961-963.
Page 11 - Correlation... Grade 8 Content Standard 10: All students will apply knowledge, ideas, and issues drawn from texts to their lives and the lives of others. (1) Analyze themes and central ideas in literature and other texts in relation to issues in their own lives. (2) Perform the daily functions of a literate individual. Examples include acquiring information from multiple sources and then evaluating, organizing, and communicating it in various contexts. (3) Use oral, written, and visual texts to identify and research issues of importance that confront adolescents, their community, their nation, and the world. Examples include using research findings to organize and create texts to persuade others to take a particular position or to alter their course of action with regard to a particular school/ community issue or problem. (1)Theme analysis - pgs. 86, 118-119, 180, 455, 490-491, 773, 823; relationships to students lives - pgs. 100, 104, 117, 181, 247, 263, 867-868 (numerous personalization questions in Reader s Journal & Writer s Journal throughout text); interpreting literature s central ideas - pgs.185, 209, 233, 453, 490. (2) Acquiring, evaluating, organizing and communicating information - pgs. 502, 588, 594-595, 829-833; Reflecting on Your Reading - pgs. 53, 360-361, 462-463, 501, 575, 690-691; evaluation - pgs. 43, 536, 596, 620, 632, 804, 915, 961, 963; organization & coherence - pgs. 835, 891, 909-913, 965. (3) Researching issues of importance - pgs. 34, 67, 91, 110, 208, 222, 256, 294, 324; persuading others to take a particular position - pgs. 151, 158, 168-178, 232, 240-245, 293, 454, 647.
Page 12 - Correlation... Grade 8 Content Standard 11: All students will define and investigate important issues and problems using a variety of resources, including technology, to explore and create texts. A. (1) Generate questions about important issues that affect them or topics about which they are curious; narrow the questions to a clear focus; and create a thesis or a hypothesis. (2) Explain and use resources that are most appropriate and readily available for investigating a particular question or topic. Examples include knowledgeable people, field trips, tables of contents, indexes, glossaries, icons/headings, hypertext, storage addresses, CD-ROM/laser disks, electronic mail, and library catalogue databases. (3) Organize, analyze, and synthesize information to draw conclusions and implications based on their investigation of an issue or (1) Narrowing topics to create a thesis or hypothesis - pgs. 604, 787, 961-963, 974, 976, 980; (2) Researching a variety of sources - pgs. 314, 346, 371, 378, 427, 680, 838-840, 844, 847, 898-899; using experts - pgs. 208, 890; virtual exhibitions - pgs. 878, 883; tables of contents - pgs. T35-T36, v-x, xi - xiv; indexes - pgs. 1000-1001, 1002-1003, 1004; glossaries - pgs. 900, 967, 994-999; icons/headings - pgs. 308-309, 199, 200, 317; Internet research - pgs. 754, 759, 787, 816, 853, 868; lab notes - pg. 831; researching a chart - pgs. 804, 938; library catalogue databases - pgs. 634, 965-967, 970; see also: Guided Writing Software. (3) Analyzing and drawing conclusions - pgs. 502, 588, 594-595, 829-833, 869; organizing information - pgs. 835, 891, 909-913, 965; synthesizing information - pgs. 33, 43, 101, 301-303, 345, 536, 596, 620, 632, 786, 804, 815, 839, 868, 877, 898, 961, 963, 965, 967, 971, 1004; preparing a multimedia presentation - pg. 434, 959. (4) Use different means of developing and presenting conclusions based on the investigation of an issue or problem to an identified audience. Examples include election ballots, hypertext, and magazines and booklets including graphics. (4) Investigating and drawing conclusions - pgs. 44, 46-51, 353, 620, 960-964; magazines/booklets - pgs. 238, 315, 324, 454, 633, 672794; graphics - pgs. 251, 339, 427, 643, 804.
Page 13 - Correlation... Grade 8 Content Standard 12: All students will develop and apply personal, shared, and academic criteria for the enjoyment, appreciation and evaluation of their own and others oral, written, and visual texts. (1) Differentiate sets of standards for individual use according to the purpose of the communication context. An example is maintaining different sets of individual standards when creating texts for formal and informal situations. (2) Demonstrate understanding of individual standards when creating texts for formal and informal situations. (1)Standards for evaluating Internet sites - pgs. 968-969, 971, 1004; standards for evaluating reference works - pgs. 966-967; standards for creating formal texts - pgs. 231, 648, 976, 978-979; standards for creating informal texts - pgs. 44, 221, 271, 648, 976-977. (2) Recognizing individual standards - pgs. 292, 313, 352, 358, 376, 408, 620, 774, 860. (3) Develop critical standards based on aesthetic qualities, and use them to explain choices in reading, writing, speaking, listening, viewing, and representing. (4) Create a collection of personal work based on individual, shared, and academic standards, reflecting on the merit of each selection (3) Developing critical aesthetic standards - pgs. 694, 701, 704, 709, 719, 739, 766-771, 773 (drama); reading - pgs. 45, 894-895, 896-897; writing - pgs. 41, 902-909, 916-917; speaking - pgs. 47, 240, 392, 423, 567, 661, 953-958; listening - pgs. 455, 596, 950-951; viewing - pgs. 85, 354, 764, 823, 896, 952. (4) Creating a collection of personal work - pgs. 51, 245, 300, 359, 461, 662-688, 770-771, 833, 889, 902, 918-919; forming a reader s or writer s group - pgs. 45, 895. (5) Refine their own standards to evaluate personal and public communications within a responsible and ethical system for the expression of ideas. (5) Refining & evaluating - pgs. 390, 408, 456-461, 479, 517, 566-573, 895.