Cluster 2: Presentation of Knowledge and IdeasArchived

General Information
Number: LAFS.8.SL.2
Title: Presentation of Knowledge and Ideas
Type: Cluster
Subject: English Language Arts - Archived
Grade: 8
Strand: Standards for Speaking and Listening

Related Standards

This cluster includes the following benchmarks.

Related Access Points

This cluster includes the following access points.

Access Points

Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.
Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.
With guidance and support, determine and include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Recognize situations when the use of formal English is necessary (e.g., making a presentation vs. talking with friends).

Related Resources

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Lesson Plans

Gr. 8 Lesson 2-Threats to the Everglades:

Students will be able to:

  • Describe three ecosystem services provided by the Everglades
  • Explain how these three ecosystem services contribute to the social and economic quality of life for people living in South Florida 
  • Describe five specific threats to the ecological health of the Everglades incorporating relevant evidence of the impacts of each of these threats 
  • Present findings on threats to the Everglades based on information derived from various texts/websites

Type: Lesson Plan

Delivering a Speech: The Physical and Story Messages:

In this lesson, students will learn about the physical messages that a speaker can knowingly (or unknowingly!) convey to the audience through body language, eye contact, posture, voice inflection and gestures. A clip from the movie Ferris Bueller's Day Off is included as a hook. Students will participate in a short activity to practice voice inflection, volume, and tone. Students will also learn about the story message and the importance of crafting or adapting the content and language of a speech with the audience and purpose in mind. Students will practice taking an inspirational speech from the movie Rocky Balboa and adapting it for a new audience. As a summative assessment, students will take an essay they have previously written and adapt it into a speech for a new audience. A PowerPoint, activity handout, and a rubric for the summative assessment are included.

Type: Lesson Plan

Pack It Up:

Students use geometry formulas to solve a fruit growing company's dilemma of packing fruit into crates of varying dimensions. Students calculate the volume of the crates and the volume of the given fruit when given certain numerical facts about the fruit and the crates.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

To the Heart of Human Experience: Structure and Theme (Part 3 of 3):

In this third lesson of a three-part unit, students will explore structure and its affect on theme in poetry. Using pairs of poems about the Holocaust, students will use graphic organizers and rubrics to help them organize their observations into a comparison/contrast essay and Socratic Seminar contributions. The summative assessment for the three-lesson unit is a final draft of an essay (drafted in Part I of the unit) about what separates poetry from prose.

Type: Lesson Plan

Exactly What are You Alluding to?:

Allusions can be difficult for students and hard to teach because not all students have identical or equally extensive exposure to literature, history, and/or popular culture. To overcome this barrier, this lesson builds a "collective consciousness" in each classroom. Students research an allusion and prepare a visual and oral presentation to each explain their allusions. Students are then assessed on their understanding of the allusions taught in one another's presentations.

Type: Lesson Plan

Quest For Life: Space Exploration:

Students must decide the destination of a multi-billion dollar space flight to an unexplored world. The location must be selected based on its potential for valuable research opportunities. Some locations may have life, while others could hold the answers to global warming or our energy crisis. Students must choose the destination that they feel will be most helpful to human-kind.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

A Long Way Gone: Memoirs of a Boy Soldier - An Intro to Analysis & Argumentation Part II of III:

In this lesson students will independently read, outside of class, chapters 8-14 of Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier. In class, students will learn how to create position statements as they read several informational articles and speeches about a variety of topics. Students will also participate in a Philosophical Chairs discussion and use a SOAPTone strategy to help them with their creation of position statements. 

Type: Lesson Plan

From Text to Film: Exploring Classic Literature Adaptations:

Students learn about movie adaptations of books through a series of activities exploring the relationship between literature and film.

Type: Lesson Plan

A Long Way Gone: Memoirs of a Boy Soldier- An Intro to Analysis & Argumentation Part III of III:

In this lesson (part 3 of 3 in a unit), students will read chapters 15-21 of Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier while learning how to create an argumentation essay using a Socratic Seminar discussion, a SOAPTone Strategy, Opinion/Proof Two Column Notes, reading articles and graphics.

Type: Lesson Plan

Superhero Debate:

In this lesson, students will gather research and engage in a series of debates to determine the "Supreme Superhero." As students debate and the class progresses to a "final four" and then a National Championship, several debate methods will be used: Socratic Seminar, Philosophical Chairs, and a Fishbowl activity. After the "Supreme Superhero" is chosen, students will individually write an essay arguing why the hero deserved to win and include counter arguments for an additional hero.

Type: Lesson Plan

Unit/Lesson Sequences

Modeling Reading and Analysis Processes with the Works of Edgar Allan Poe:

"Explore reading strategies using the think-aloud process as students investigate connections between the life and writings of Edgar Allan Poe. The unit, which begins with an in-depth exploration of "The Raven," then moves students from a full-class reading of the poem to small-group readings of Poe's short stories ("The Black Cat," "Hop-Frog," "Masque of the Red Death," and "The Fall of the House of Usher"). The unit concludes with individual projects that explore the readings in more detail. Students have the opportunity to choose among the following [three] activities: write a narrative in Poe's style; design a sales brochure for the House of Usher; ...or investigate the author further by exploring biographical and background information in more detail. The lesson includes options for both students who need direct instruction and those who can explore with less structure."

Type: Unit/Lesson Sequence

Using Technology to Analyze and Illustrate Symbolism in Night:

What images symbolize hatred, peace, freedom, or confinement? What feelings do these images evoke in the viewer? What power do images have? These and many other questions provide the framework for students to use technology to explore symbolism in Elie Wiesel's Night. Students begin with a discussion of everyday symbols, such as street signs and hand gestures, to help them come up with their own definition for symbolism. Students then choose and analyze a passage from Night that uses darkness as a symbol, and then brainstorm how they might reinterpret their selected passage as an image. After learning about symbolism and discussing its use in the book, students create visual representations using an interactive tool. Students then express their response to the symbolism in the book by creating a photo montage using images from multiple websites about the Holocaust, text from survivor stories, articles about hate crimes, and Night.

Type: Unit/Lesson Sequence

Student Resources

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