Grade 8

Other Florida English Language Arts sets

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• Grade 12

For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. 

Students should continue to work with the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include, but are not limited to, an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence. 

The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation. 

Structural elements for this benchmark are form, line length, white space, indention, line breaks, and stanza breaks

Sound can be created through the use of end rhyme, internal rhyme, slant rhyme, alliteration, assonance, consonance, onomatopoeia, repetition, and meter. 

Imagery, as used here, refers to language and description that appeals to the five senses. 

Figurative language types for this benchmark are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.

Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction. 

Students will explain the appropriateness of appeals in achieving a purpose. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos. 

See Secondary Figurative Language. 

See Rhetorical Appeals and Rhetorical Devices. 

For more information on types of reasoning, see Types of Logical Reasoning. 

Instruction in types of reasoning will include an introduction to fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal). 

Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.  

See Secondary Figurative Language. 

Most grade-level texts are appropriate for this benchmark. 

See Archetypes. 

Rhetorical devices for the purposes of this benchmark are the figurative language devices from 8.R.3.1 with the addition of irony, rhetorical question, antithesis, and zeugma.  

See Secondary Figurative Language. 

See Rhetorical Appeals and Rhetorical Devices. 

Students will explain the connection between an author’s use of rhetorical devices and the appeal—logos, ethos, or pathos—that is being made. Instruction should focus on ensuring students can explain how specific rhetorical devices contribute to the development of the rhetorical appeal(s) the author uses. 

Communicating Through WritingELA.8.C.1

Communicating Orally ELA.8.C.2

Following Conventions ELA.8.C.3

ResearchingELA.8.C.4

Creating and Collaborating ELA.8.C.5

See Writing Types and Narrative Techniques. 

See Writing Types and Elaborative Techniques. 

See Writing Types. 

At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. 

For further guidance, see the Secondary Oral Communication Rubric. 

Skills to be mastered at this grade level are as follows: 

Appropriately use passive and active voice.

Use semicolons to form sentences.

Use verbs with attention to voice and mood.

Skills to be implemented but not yet mastered are as follows:

Add variety to writing or presentations by using parallel structure and various types ofphrases and clauses.

See Conventions Progression by Grade Level for more information. 

There is no requirement that students research the additional questions generated. 

While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include. 

Finding Meaning  ELA.8.V.1

To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. 

Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction. 

See Common Greek and Latin Roots 6-8 and Affixes.  

Review of words learned in this way is critical to building background knowledge and related vocabulary. 

See Context Clues and Word Relationships. 

See 8.R.3.1 and Secondary Figurative Language.