Grade 08 ELA - EC: E08.D.2.1.5
Grade 08 ELA - EC: E08.D.2.1.5
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
8th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- List examples of punctuation that can be used by writers for effect.
- Identify examples of punctuation used in a text to achieve a particular effect.
- Explain a writer’s intended purpose for using specific types of punctuation.
- Explain the effect of specific types of punctuation on the meaning of a sentence.
- Construct original sentences that use punctuation to achieve a particular effect.
- Evaluate the effectiveness of punctuation used by a writer to achieve a particular effect.
Answer Key/Rubric
- Student lists examples of punctuation that can be used by writers for effect. Examples of punctuation that can be used for effect include, but are not limited to, commas, semicolons, dashes, ellipses, and sentence end marks.
- Commas: Used to set off nonrestrictive/parenthetical elements. Used to indicate a pause or break.
- Semicolons: Used to separate in a series that already include a comma.
- Dashes: Used to set off nonrestrictive/parenthetical elements. Used to indicate a pause or break.
- Ellipses: Used to indicate a pause or break. May also be used to indicate information that is eliminated.
- Sentence end marks:
- Period: Ends declarative and imperative sentences.
- Question mark: Ends an interrogative sentence.
- Exclamation point: Ends an exclamatory sentence.
- Student identifies examples of punctuation used in a text to achieve a particular effect. The student correctly matches punctuation used appropriately in a text with its intended purpose. Direct text evidence of the example is included in the identification.
- Student explains a writer’s intended purpose for using specific types of punctuation. A writer may use specific types of punctuation to emphasize ideas, establish relationships, engage their audience, or build suspense.
- Student explains the effect of specific types of punctuation on the meaning of a sentence. The student explains the effect specific types of punctuation have on the tone and style of a text. A writer’s style refers to the way ideas are expressed as a result of deliberate stylistic choices. These choices include, but are not limited to, choosing to use specific types of punctuation. A writer’s tone refers to how ideas are expressed and received by a reader. A writer’s tone is developed deliberate choices that relate to the writer’s intended purpose and audience for writing. A writer may choose to establish an academic, serious, or humorous tone depending on the intended purpose and audience.
- Student constructs original sentences that use punctuation to achieve a particular effect. The constructed sentences include evidence of specific types of punctuation used to achieve an intended effect. This includes, but is not limited to, emphasizing ideas, establishing relationships, engaging their audience, and building suspense.
- Student evaluates the effectiveness of punctuation used by a writer to achieve a particular effect. The evaluation includes an analysis of the punctuation used to achieve a particular effect. The student evaluates the effect specific types of punctuation has on the tone and style of a text.
