8th Grade Writing Assessments - Ware County School System

Eighth Grade Writing
8 th Grade
Writing Assessments
Fictional or Personal Narrative Essay
Persuasive Essay
Compare / Contrast Essay
Poetry Analysis
Ware County
2005-2006
1

Eighth Grade Writing
Assessment dates for 2005 - 2006 school year
First assessment
To be implemented 2006-2007
Second assessment – Week of November 14 – 18
Report due Tuesday November 22
Third assessment
To be implemented 2006-2007
Fourth Assessment – Week of May 8 – 12
Report due Wednesday May 17
2

Eighth Grade Writing
Individual Writing Assessment Scoring Sheet
Name ________________________________________________ School __________________________________________
Sixth Grade Assessment Date Average
September Descriptive Essay
November Personal Narrative
February Compare/Contrast
May Persuasive Essay
Seventh Grade Assessment Date Average
September Persuasive Essay
November Compare/Contrast
February Problem and Solution
May Fictional Narrative
Eighth Grade Assessment Date Average
September Fictional or Personal Narrative
November Persuasive Essay
February Compare/Contrast
May Poetry Analysis
3

Eighth Grade Writing
Instructions for Individual Writing Folders
1. Each student will have an individual writing folder.
2. Each folder will contain the following information in this order:
• Individual Writing Assessment Scoring Sheet (overview of all grades)
• Individual Writing Assessment Summary Scoring sheet for each grade level
• The four writing assessments completed that year:
September
November
February
May
• For each assessment the following should be attached
• the final draft
• graphic organizer
• first draft
• rubric
3. Make sure all information is filled out on each form.
4

Eighth Grade Writing
Calendar Schedule
Writing Standards Assessments
Eighth Grade
Month Writing Assessment
September Narrative (Fictional or Personal)
November Persuasive Essay 1
February Compare/Contrast Essay
May Poetry Analysis 2
1 Thompson, Max. Learning Focused ® Benchmark Writing Assessments, Grades 6-8. Boone, NC: LCI Solutions, Inc. 2004, pp. 23-
29.
2 Thompson, Max. Learning Focused ® Benchmark Writing Assessments, Grades 6-8. Boone, NC: LCI Solutions, Inc. 2004, pp. 9-16.
5

Eighth Grade Writing
General Procedures
Grades 6 – 8
Students should have at least 2 or 3 experiences with each type of writing prior to the benchmark assessment.
1. Students will receive the matching rubric when assessment is introduced.
2. Students are to work independently without student/teacher assistance.
3. All parts of the assessment will be given in school.
4. Scores may be used for marking period average.
5. Examples included in the assessments are for teachers’ use only. Do not use these with the students.
6. Students may use writing tools for independent revising/ editing. (dictionary, thesaurus, etc.)
7. Samples should be hand-written unless an IEP indicates otherwise.
8. All student work samples should be placed in a personal folder.
9. Grade level teams should meet to assess strengths and weaknesses of assessment results.
6

Eighth Grade Writing
Individual Writing Assessment Summary Scoring Sheet
Eighth Grade
Name ____________________________ School _____________________
Teacher __________________________
Assessments Date Average
September – Personal or Fictional Narrative Essay ( Implement 06-07)
November – Persuasive Essay
February – Compare/Contrast Essay (Implement 06-07)
May – Poetry Analysis
Comments _______________________________________________________
____________________________________________
____________________________________________
____________________________________________
7

Eighth Grade Writing
Prioritizing and Mapping Course Map
Year-Long Course Map Eighth Grade Writing Assessment
August→
September
→ October
November
→ December
→ January
February
→ March
→ April
May
(Implement
2006-2007)
Fictional or
Personal
Narrative
Essay
Assessment
(Implement
2006-2007)
Persuasive
Essay
Assessment
Week of
Nov. 14-18
Topics
Compare/
from Standard/Strands
(Note: ELA/RLA: Topics are Genre/Literary Elements or Reading/Writing Strategies)
Reports Due
Nov. 22
(Implement
2006-2007)
Contrast Essay
Assessment
(Implement
2006-2007)
Poetry
Analysis
Assessment
Week of
May 8 – 12
Reports Due
May 17
Sept.
Aug.
Oct.
Sept.
Nov.
Oct.
Dec.
Nov.
Jan.
Dec.
Feb.
Jan.
Mar.
Feb.
Apr.
Mar.
May
Apr.
June
May
8

Eighth Grade Writing
Topic Map Worksheet
Topics from Standard/Strands
(Note: ELA/RLA: Topics are Genre/Literary Elements or Reading/Writing Strategies)
Standard/Strand: ELA8W1 The student produces writing that establishes the appropriate organizational structure, sets a context and engages the
reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA8W2 The student demonstrates competence in a variety of
genres. ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing.
(1) TOPIC: Persuasive Essay
(2) TOPIC: Persuasive Essay
Objective/Performance Indictors/Elements:
ELA8W1 Elements
a. Selects a focus, an organizational structure, and a
point of view based on purpose, genre expectations,
audience, length, and format requirements.
b. Writes texts of a length appropriate to address the
topic or tell the story.
c. Uses traditional structures for conveying
information
Objective/Performance Indictors/Elements:
ELA8W1 Elements Cont.
d. Uses appropriate structures to ensure coherence.
e. Supports statements and claims with anecdotes,
descriptions, facts and statistics, and specific
examples.
(3) TOPIC: Persuasive Essay
(4) TOPIC: Persuasive Essay
Objective/Performance Indictors/Elements:
ELA8W2 Elements
a. Engages the reader by establishing a context, creating
a speaker’s voice, and otherwise developing reader
interest.
b. States a clear position or perspective in support of a
proposition or proposal.
c. Creates an organizing structure that is appropriate to
the needs, values, and interests of a specified
audience, and arranges details, reasons, and examples.
Objective/Performance Indictors/Elements:
ELA8W2 Elements Cont.
d. Includes appropriate relevant information and
arguments.
e. Excludes information and arguments that are
irrelevant.
f. Provides details, reasons, and examples, arranging
them effectively by anticipating and answering
reader concerns and counter-arguments. 9

Eighth Grade Writing
Topic Map Worksheet
Topics from Standard/Strands
(Note: ELA/RLA: Topics are Genre/Literary Elements or Reading/Writing Strategies)
Standard/Strand: ELA8W1 The student produces writing that establishes the appropriate organizational structure, sets a context and engages the
reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA8W2 The student demonstrates competence in a variety of
genres. ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing.
(5) TOPIC: Persuasive Essay
(6) TOPIC: Persuasive Essay
Objective/Performance Indictors/Elements:
ELA8W2 Elements Cont.
g. Supports arguments with detailed evidence,
citing sources of information as appropriate.
h. Anticipates and addresses reader concerns and
counter-arguments.
i. Provides a sense of closure to the writing.
Objective/Performance Indictors/Elements:
ELA8W4 Elements
a. Plans and drafts independently and resourcefully.
b. Revises writing for appropriate organization,
consistent point of view, and transitions between
paragraphs, passages, and ideas.
c. Edits writing to improve word choice, grammar,
punctuation, etc.
10

Eighth Grade Writing
Topic Map Worksheet
Topics from Standard/Strands
(Note: ELA/RLA: Topics are Genre/Literary Elements or Reading/Writing Strategies)
Standard/Strand: ELA8W1 The student produces writing that establishes the appropriate organizational structure, sets a context and engages the
reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA8W2 The student demonstrates competence in a variety of
genres. ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing.
(1) TOPIC: Poetry Analysis
(2) TOPIC: Poetry Analysis
Objective/Performance Indictors/Elements:
ELA8W1 Elements
d. Selects a focus, an organizational structure, and a point of
view based on purpose, genre expectations, audience,
length, and format requirements.
e. Writes texts of a length appropriate to address the topic or
tell the story.
c. Uses traditional structures for conveying information
Objective/Performance Indictors/Elements:
ELA8W1 Elements Cont.
f. Uses appropriate structures to ensure coherence.
g. Supports statements and claims with anecdotes,
descriptions, facts and statistics, and specific examples.
(3) TOPIC: Poetry Analysis
(4) TOPIC: Poetry Analysis
Objective/Performance Indictors/Elements:
ELA8W2 Elements
a. Engages the reader by establishing a context, creating
a speaker’s voice, or otherwise developing reader
interest.
b. Demonstrates an understanding of the literary work.
c. Supports a judgment through references to the text and
personal knowledge.
d. Justifies interpretations through sustained used of
examples and textual evidence from the literary work.
Objective/Performance Indictors/Elements:
ELA8W2 Elements Cont.
e. Supports a judgment through references to the text,
references to other works, authors, or non-print media,
or references to personal knowledge.
f. Produces a judgment that is interpretive, and analytic,
evaluative, or reflective.
g. Anticipates and answers a reader’s questions.
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h. Provides a sense of closure to the writing.

Eighth Grade Writing
Topic Map Worksheet
Topics from Standard/Strands
(Note: ELA/RLA: Topics are Genre/Literary Elements or Reading/Writing Strategies)
Standard/Strand: ELA8W1 The student produces writing that establishes the appropriate organizational structure, sets a context and engages the
reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA8W2 The student demonstrates competence in a variety of
genres. ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing.
(5) TOPIC: Poetry Analysis
Objective/Performance Indictors/Elements:
ELA8W4 Elements
d. Plans and drafts independently and resourcefully.
e. Revises writing for appropriate organization,
consistent point of view, and transitions between
paragraphs, passages, and ideas.
f. Edits writing to improve word choice, grammar,
punctuation, etc.
12

Eighth Grade Writing
Content Map of Unit Topic: Persuasive Essay Grade: Eighth
Key Learning:
The student will develop the skills
necessary to write a persuasive essay.
Unit Essential Questions:
How do I express my point of view
to persuade an audience
Optional Instructional
Tools:
Overhead projector
Concept: Writing a
Persuasive Essay
Concept: Concept: Concept:
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How do I write a multiparagraph
essay expressing
my point of view to persuade
an audience
Vocabulary: point of view,
audience, evidence, counterarguments,
perspective, anticipate,
concerns
Vocabulary:
Vocabulary:
Vocabulary:
Additional Information:
Grade level: Eighth Participants:
13

Eighth Grade Writing
Content Map of Unit Topic: Poetry Analysis Grade: Eighth
Key Learning:
The student will develop the skills
necessary to analyze a poem.
Unit Essential Questions:
How do I analyze poetry using the
components of theme, mood,
figurative language, and poetic
devices
Optional Instructional
Tools:
Overhead projector
Concept: Poetry Analysis Concept: Concept: Concept:
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How do I write a multiparagraph
essay analyzing
poetry using the poetic
components
Vocabulary: figurative language
(personification, simile, metaphor,
etc.)
vocab cont. rhyme (ending
sounds, repetition, alliteration
ways),
vocab cont. theme, mood,
rhythm (musical rhythm,
vocab cont. natural speech
patterns, lines arranged in
new ways)
Additional Information:
Grade level: Eighth Participants:
14

Eighth Grade Writing
Persuasive Essay: Grade 8
Think and Write
Instructions to the Teacher
Session 1:
1. The assessment may or may not be used as part of a final examination. If it is part of the final exam, it will be done
in class previous to the day of the final exam.
2. Pass out the Persuasive Essay topics and briefly go over them with the students. Draw attention to the choices, the
graphic organizer and the grading rubric. The grading rubric will be familiar to the students because of previous
experiences writing persuasive essays.
3. The students will select the choice of topic and use the graphic organizer to outline the development of their essays.
4. Students will write a rough draft of the persuasive essay that will be about 200 - 250 words.
Time: one class session
Session 2:
1. Students will have access to both a dictionary and thesaurus. The students will complete their rough drafts and revise and
edit their essays, referring again to the rubric to review areas that will be assessed.
2. Students will write final copies, following standard publishing procedures that have been used throughout the year.
3. Students should proofread their papers, neatly making any final corrections.
Time: one class session
15

Eighth Grade Writing
Persuasive Essay: Grade 8
Think and Write
Instructions to the Student
Session 1:
1. Skim through the task with your teacher. Carefully read the grading rubric.
2. Read the choices of topic and select one that you are best able to prove.
3. Complete the graphic organizer to use as your essay outline.
4. Write a rough draft of the essay. It is a good idea to skip spaces between lines to make it easier to revise and edit.
Time: one class session
Session 2:
1. Review the grading rubric once again. Revise and edit the draft. Use the dictionary and/or thesaurus.
2. Write your final essay, following standard publishing guidelines you have used throughout the year.
3. Proofread the final essay, neatly making any final corrections.
Time: one class session
16

Eighth Grade Writing
Persuasive Essay Assessment
Below are six possible essay topics. Select the one that you are best able to prove. Write a well-organized essay of 200 to 250 words.
You must clearly express your opinion and support your idea with reasons, explanations, and examples.
Choose one topic:
1. What school subject is the most important and why
2. What makes a person a good parent
3. Does television help or hurt teenagers more
4. ______________ is the greatest living athlete.
5. If you could make three important changes to make this school a better place, what would they be
6. Should cigarette smoking become illegal
17

Eighth Grade Writing
CONSTRUCTING SUPPORT
Position Paper or Statement
Reasons
Facts
18

Eighth Grade Writing
Persuasive Essay – Grade 8
Scoring Rubric
Process Essay
Criteria 4 Points Each 3 Points Each 2 Points Each 1 Point Each
Opening
Support
Format
Mechanics
Expression
Language
Conclusion
Thoroughly and
clearly states
opinion, personal
preference or value
in a logical manner.
Strives for accuracy
in the recognition of
own bias.
Provides welldeveloped
and
accurate support for
the opinion,
personal preference
or value. May show
deeper insight into
the stand taken
Exactly followed
the format for a
persuasive essay
and language
mechanics and
expression were
excellent
Uses precise,
persuasive
techniques of
language to
influence the
readers at all key
point in the essay
Thoroughly and
clearly summarizes
opinion, personal
preference or value
in the concluding
statement
States clearly
the opinion,
personal
preference or
value in a
logical manner.
Provides
accurate and
sufficient
support for the
opinion,
personal
preference or
value
Followed the
format for a
persuasive
essay most of
the time –
mechanics and
expression were
proficient
Uses persuasive
techniques of
language to
influence the
readers at most
key points in
the essay
Accurately
summarizes the
opinion,
personal
preference or
value in the
concluding
statement
Opinion, personal
preference or
value is not
clearly stated or is
stated in an
illogical manner,
but opinion can
be derived
Provides some
accurate as well
as some
inaccurate
support for the
opinion, personal
preference or
value
Followed the
format for a
persuasive essay
some of the time
– difficulty with
mechanics and
expression
Uses some
persuasive
techniques of
language in some
points in the
essay
Concluding
statement of the
speech did not
clearly
summarize the
opinion, personal
preference or
value
Opinion, personal
preference or
value is so
illogically stated
the meaning
cannot be
understood
Provides little
accurate support
for the opinion,
personal
preference or
value
Was not able to
follow the format
for a persuasive
essay or use
proper mechanics
and expression
without help
Little attempt is
made to use the
persuasive
techniques of
language in the
essay
Concluding
statement, if one
is given, did not
summarize the
opinion, personal
preference or
value
19

Eighth Grade Writing
Poetry Analysis: Grade 8
Read and Write
Instructions to the Teacher
Session 1:
1. The assessment may or may not follow a unit on poetry or it may or may not be used as part of a midterm or final
exam.
2. Pass out the poetry packet and go over it briefly with the students. Go over the poem, poetry analysis question, the
graphic organizers, and the grading rubric. The rubric is the same rubric used previously with other poetry analysis
activities.
3. The students will read the poem “Fueled” by Marcia Hans.
4. Students will then complete a poetic strategies graphic organizer and a poetry analysis graphic organizer.
5. Using the information on the two graphic organizers, the students will complete a rough draft of a poetry analysis
consisting of about 200 words.
Time: one class session
Session 2:
1. Students will have access to copies of a dictionary and a thesaurus. They should revise and edit their analysis,
referring to the rubric for a review of areas to be assessed.
2. Students will then write final copies of the poetry analysis, following the regular publishing guidelines which have
been used throughout the year.
3. Students should proofread their papers, making any necessary corrections in a neat manner.
Time: one class session
20

Eighth Grade Writing
Poetry Analysis: Grade 8
Read and Write
Instructions to the Student
Session 1:
1. Skim through the activity packet with your teacher, paying careful attention to the grading rubric.
2. Read the poem “Fueled” by Marcia Hans.
3. Complete a poetic strategies graphic organizer and a poetry analysis graphic organizer.
4. Write a rough draft of a poetry analysis illustrating the poem’s theme and how the theme is developed through the
poet’s use of mood, figurative language, and poetic devices. Sipping lines will help you revise and edit.
Time: one class session
Session 2:
1. Review rubric guidelines. Revise and edit your rough draft. Use the dictionary and thesaurus to help.
2. Write a final copy of the poetry analysis following the publishing guidelines we have used throughout the year.
3. Proofread your final copy and neatly make all necessary changes.
Time: one class session
21

Eighth Grade Writing
Fueled
By Marcia Hans
Fueled
by a million
man-made
wings of fire –
the rocket tore a tunnel
through the sky –
And everybody cheered.
Fueled
only by a thought from God –
the seedling urged its way
through the thicknesses of black—
and as it pierced
the heavy ceiling of soil
and launched itself
up into outer space—
no
one
even
clapped.
22

Eighth Grade Writing
Poetic Strategies
Metaphor
Personification
Simile
“Fueled”
Theme:
Alliteration
Rhyme
Repetition
23

Eighth Grade Writing
Poetry Analysis
Element Example(s) Effect
Theme
Mood
Figurative Language
24

Eighth Grade Writing
Poetry Analysis – Grade 8
Scoring Rubric
Task Components
4 Points Each 3 Points Each 2 Points Each 1 Point Each
Theme
Completely and
accurately states
overall purpose or
general theme of
the poem
Accurately states
overall purpose or
general theme of
the poem
Most conclusions about
the overall purpose or
general theme of the
poem are accurate
Unable to state the
overall purpose or
general theme of
the poem accurately
Mood
Completely and
accurately
describes the
mood presented
within the poem
Adequately and
accurately
describes the
mood presented
within the poem
Most of the description
of the mood presented
within the poem is
accurate. May have
some inaccurate points
Unable to describe
accurately the mood
presented within
the poem
Language
Poetic Devices
Mechanics and
Language
Accurately
identifies all
examples of
figurative
language used in
the poem and
effectively
explains the
implied meanings
Accurately
identifies poetic
devices such as
rhyme, rhythm
alliteration, etc.
and completely
describes their
effect on the
poem
Exhibits excellent
spelling,
capitalization,
punctuation,
sentence structure
and usage.
Accurately
identifies most
examples of
figurative
language used in
the poem and
effectively
explains the
implied meanings
Accurately
identifies poetic
devices such as
rhyme, rhythm,
alliteration, etc.
and adequately
describes their
effect on the
poem
Proficiently
spells, capitalizes,
punctuates, writes
sentences, and
employs correct
usage.
Accurately identifies
most examples of
figurative language
used in the poem but
has errors in explaining
the implied meanings
Accurately identifies
poetic devices such as
rhyme, rhythm,
alliteration, etc. but has
errors in describing
their effect on the poem
Includes errors in
spelling, capitalization,
punctuation, sentence
structure and usage that
do not seriously
interfere with reader’s
understanding.
Unable to identify
the examples of
figurative language
as well as to
explain the implied
meanings
Unable to identify
poetic devices such
as rhyme, rhythm,
alliteration etc. as
well as to describe
their effect on the
poem
Errors seriously
interfere with the
communication
25

Benchmark Assessments Grades 6 – 8
©2004 LCI Solutions, Inc.
Teacher Assessment Form
Teacher:____________________________________________ Grade Level:__________
Assessment:_________________________________________ Grading Period:____________
Students: Component Component Component Component Component
AVERAGE:
LEARNING-FOCUSED Writing Benchmark Assessments

Benchmark Assessments Grades 6 – 8
©2004 LCI Solutions, Inc.
Principal Assessment Form
Principal: ________________________ School: _____________________
Grade Level: _____________________ Grading Period: ______________
Assessment Name: ____________________________________________
Task Components:
Average Score:
Average for all components:
LEARNING-FOCUSED Writing Benchmark Assessments