8th Grade Common Core: W.8.4
Common Core Identifier: W.8.4 / Grade: 8
Curriculum: Writing: Production and Distribution of Writing
Detail: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
55 Common Core State Standards (CCSS) aligned worksheets found:
With this research report, students will choose an invention and write about how it has changed daily life.
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This research project asks students to think about how adolescents are impacted by bullying and use research and facts to back up their claims. The guided step-by-step format of this printout helps students with planning, developing, and organizing their ideas.
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This research report requires students to pick an ancient river, such as the Nile, Tigris-Euphrates, or Indus; and brainstorm, research, and report on how it influenced the development of an early civilization.
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With this writing prompt, students respond to the ways Walter Cunningham's and Burris Ewell's family backgrounds are portrayed and reacted to in the novel. They'll write about what they think this shows about the Maycomb County community using evidence from the text.
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Use this printout to test your students' understanding of the full text of To Kill a Mockingbird. Multiple choice and short answer questions are included, as is a graphic organizer chart for students to fill in.
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With this worksheet, reflect on the attitudes of the townspeople toward the Radleys and the children's curiosity about their house. Use evidence from the novel to describe a scenario that displays the children's curiosity and speculate about how it might make Boo and the rest of the family feel.
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With this writing prompt, students will analyze Jem's reaction to the knot-hole being filled with cement and Scout's lack of understanding and awareness about why Jem is reacting the way he is. Students will use inference skills, as well as evidence from the text to write their responses.
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Students will research cell theory and write about how its development caused science to advance.
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With this writing prompt, students will compare and contrast the positions and viewpoints of Mrs. Dubose in chapter 11 with those of Aunt Alexandra in chapter 9, using evidence from the text to support their responses.
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In chapter 6, Jem loses his pants on the Radley property but decides to retrieve them even though he knows Nathan Radley shoots at trespassers. This writing prompt asks students to think about what motivates Jem to do this despite the possible danger, as well as what it says about Jem’s character.
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How does light pollution impact wildlife? With this research paper template, students will come up with a thesis and write a report answering that question.
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Use details from the text to describe the conflict in chapter 15 that Scout plays a role in resolving.
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With this vocabulary packet, your students will review words from the entirety of To Kill a Mockingbird. If you have used our vocabulary worksheets for each section of the book, students should be familiar with all of the words included in this packet.
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Review key elements and details from these chapters of To Kill a Mockingbird with this set of multiple choice and short response questions.
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Review key events from chapters 28 through 31 of To Kill a Mockingbird with this set of reading comprehension questions.
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Use this graphic organizer to help your students succeed in writing an essay on how either Scout or Jem has evolved throughout the novel. Use this outline with the essay worksheet above.
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Use this writing prompt to help students analyze Jem's confession to Atticus about Boo Radley, as well as how Jem feels and what it shows about his characterization.
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Students will use evidence from the text to write a detailed response about Atticus's statements and feelings about defending Tom Robinson and how they compare to the reactions of some townspeople.
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Use these vocabulary cards to review key terms from this section of the book and their definitions. The words are: verdict, relenting, acquit, conviction, cynical, fatalistic, ruefully, wryly, furtive, circumstantial, adamant, and inevitable.
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Use this worksheet to help your students plan their essay responses to the argumentative essay prompt above.
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This writing exercise asks students to consider Scout's tone and choice of words when she describes Aunt Alexandra in chapter 13. They will write about why she uses this tone and how it contributes to Aunt Alexandra's characterization.
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For this argumentative essay, students will write about how either Jem or Scout changes throughout the novel due to being exposed to certain harsh realities of the world.
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Study the vocabulary words from this section of the book and their definitions with these word cards. The words are: haint, solitary, gait, alleged, mortification, staccato, untrammeled, spasm, stolidly, connived, and acquiescence.
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Make sure your students understand the definitions of this section of the book's vocabulary words with this matching activity.
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Answer a variety of short answer and multiple choice questions to support a meaningful understanding of the content from chapters 1 and 2.
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This writing prompt focuses on the discussion in Scout's class in chapter 26. Students will reflect on the irony of the discussion using direct quotations from the book and addressing particular points.
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Use context clues and your understanding of words to answer questions about the vocabulary terms from these chapters in To Kill a Mockingbird by Harper Lee.
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Have your students answer questions about the vocabulary terms from this section of the book to test or reinforce their understandings of the words and their definitions.
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With this writing prompt, students will identify two ways in which Maycomb's African American community shows respect toward Atticus and reflect upon why the community still demonstrates appreciation for him even after the trial is lost.
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Use the clues and optional word bank in this file to complete the crossword puzzle using vocabulary terms from the novel.
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Use this writing prompt to reflect on how Mr. Dolphus Raymond is described in the novel. Analyze the author's use of perspective, dialogue, word choice, and other literary elements and devices in developing the scene and revealing the community's attitudes about race and belonging.
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Unscramble the vocabulary words from chapters 21 through 23 of the novel with this engaging worksheet.
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Analyze the political cartoon discussed by Scout and Jem at the beginning of chapter 12. Explain its meaning and symbolism, how it portrays Atticus, and more using at least two pieces of textual evidence.
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This research paper asks students to study how the Mongol conquests in Eurasia caused cultural diffusion. Students will develop a thesis, brainstorm, plan, research, outline, and write a paper about the topic.
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This essay prompt asks students to consider Atticus's actions and decisions throughout the novel and what they reveal about his personal values. Responses should outline a theme about morality and integrity that Lee shows through her characterizations of Atticus.
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Answer the questions from this section of the book using critical thinking, inference, and other reading comprehension skills.
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With this writing prompt, students will react to Tom Robinson's testimony and cross-examination and how it was complicated by race relations at the time. They'll discuss the roles race relations and public perception played and use evidence from the text to support their responses.
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The vocab words for this part of the book are dainty, squalid, unrouged, commenced, devout, brevity, martyred, recluse, profound, and notoriety. Use these cards as flashcards to practice, a memory game, or any other way you can think of to review these words.
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This argumentative essay writing prompt has students reflect on how Scout's understanding of Boo changes throughout the novel.
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With this writing prompt, students are directed to describe Miss Maudie and Scout's relationship and compare and contrast it to that of Aunt Alexandra and Scout.
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This writing prompt focuses on the characterization of Bob and Mayella Ewell that occurs in chapters 17 and 18. Students will explain and reflect on the differing characterizations with details from the text.
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Use this graphic organizer with the worksheet above to help students plan out their essays on Atticus's actions and their relation to his personal values.
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Use this writing prompt to encourage your students to think about how Heck Tate accommodates Boo Radley and shows him compassion. Have them be sure to use evidence from the text to support their responses.
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Think about what is revealed about gender roles through the events of chapter 2. Use direct quotes as evidence to explain how female characters are viewed, spoken about, and treated by male characters in this part of the novel.
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With this writing prompt, students will explain Jem's view of Maycomb and how it changes after the verdict of Tom Robinson's trial.
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In this extended response activity, students will describe the violent interaction in the park between the greasers and Socs. They will also explain how it differs from student disagreements today, how it is similar, and delve into the details of confrontation among groups.
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These reading comprehension questions cover chapters 3 and 4 of The Outsiders and include short response and multiple choice questions involving theme, context clues, symbolism, and more.
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Once students have finished reading chapter 3, they can complete this graphic organizer on Johnny and Ponyboy's home lives and family relationships.
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Fill in the table using multiple quotes from the first two chapters to describe each character. Then answer the short-response question.
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This writing prompt asks students to write an extended response about the characterization of the book's narrator and his brothers. Explore relationships between Ponyboy, Sodapop, and Darry, and explain what they suggest about the family.
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Write a well-developed, multi-paragraph response to this writing prompt explaining how some of Johnny's actions at the drive-in are unexpected based on what you know about him and what this tells us about his character.
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This printout prompts students to write about the interaction that takes place between Bob, Randy, Cherry, and Marcia in chapter 3, focusing on its reflection of societal expectation of gender roles during the time period.
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This writing prompt asks students to reflect on the significance of the argument between Darry and Ponyboy, describe the argument, and tell what it reveals about the characters.
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In chapter 4, Ponyboy and Johnny decide to run away rather than seek help from authorities or family members. With this extended response worksheet, students will consider how their socioeconomic status and family experiences likely shaped this choice.
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This extended response question prompts students to write about how Darry is different from the rest of the boys in the gang. Students will use textual evidence and consider why Darry's differences might be important to the novel's narrative.
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