This text resource illustrates the Standards Map for the Grade 8 Reading Literature domain in the Common Core State Standards.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Cite (Textual evidence)
6 - Support (Explicit text analysis)
6 - Support (Inferences)
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2 - I can cite textual evidence that most strongly supports an analysis of what the text says explicitly.
6 - I can support an analysis of what the text says explicitly
6 - I can support inferences drawn from the text.
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A. Text is analyzed to cite strong supporting evidence and inferences.
B. Inferences must follow the line of reasoning supported by the evidence in the text.
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A.1 Why do I analyze text?
B.1 How are inferences drawn?
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Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
Relationships
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2 - Determine (Theme or central idea)
4 - Analyze (Theme development over the course of the text)
2 - Include (Relationship to the characters)
2 - Include (Relationship to setting)
2 - Include (Relationship to plot)
3 - Provide (Objective summary)
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2 - I can determine a theme or central idea of a text.
4 - I can analyze theme development over the course of the text.
2 - I can include theme's relationship to the characters.
2 - I can include theme's relationship to the setting.
2 - I can include theme's relationship to the plot.
3 - I can provide an objective summary of the text.
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A. Characters, setting and plot reflect the theme.
B. Theme is shaped and refined by actions, interactions and reactions of the characters.
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A.1 How are the characters, setting, and plot influenced by the theme?
B.1 How is theme developed over the course of a text?
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Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Analysis of Lines of dialogue
Analysis of Incidents in a story or drama
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4 - Analyze (Particular lines of dialogue, incidents in a story or drama)
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4 - I can analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
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A. Particular words or incidents may lead to revelation of character or provoke decisions or action.
B. Carefully chosen lines at the right point in stories are memorable because they are so fitting to characters or actions in real life.
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A.1 How can particular lines of dialogue or story incidents influence the story or drama?
B.1 Why might some character lines be easily remembered?
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Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Determine (Meaning)
3 - Include (Figurative meanings)
3 - Include (Connotative meanings)
4 - Analyze (Impact of specific word choices on meaning)
4 - Analyze (Impact of specific word choices on tone)
3 - Include (Analogies or allusions to other texts)
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2 - I can determine the meaning of words and phrases as they are used in a text.
3 - I can include figurative meaning.
3 - I can include connotative meanings.
4 - I can analyze the impact of specific word choices on meaning.
4 - I can analyze the impact of specific word choices on tone.
3 - I can include analogies or allusions to other texts.
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A. Certain words can impact the tone or meaning of a text.
B. Connotative meaning implies and adds to exact meaning of words or phrases.
C. Figurative meanings cover exaggerations like: "He's as big as a house," or "He must weigh a ton."
D. Authors use analogies and allusions to help readers use previous understanding to understand new concepts.
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A.1 Why are words chosen carefully in writing?
B.1 How do I identify connotative meanings?
C.1 How do I recognize figurative meanings?
D.1 Why might authors use analogies or allusions to other texts?
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Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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6 - Compare (Structure of two or more texts)
6 - Contrast (Structure of two or more texts)
4 - Analyze (Structure contribution to meaning)
4 - Analyze (Structure contribution to style)
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6 - I can compare the structure of two or more texts.
6 - I can contrast the structure of two or more texts.
4 - I can analyze how the differing structure of each text contributes to its meaning.
4 - I can analyze how the differing structure of each text contributes to its style.
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A. Structure of a text may determine the classification of writing and therefore the audience more likely to read it.
B. Structure, order of events, parallel plots, and manipulation of time may create varied suspense, tension, mystery or surprise.
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A.1 How are meaning and style influenced by structure?
B.1 How might structure differ?
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Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Differences in points of view of the characters and the audience or reader)
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4 - I can analyze how differences in points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor.
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A. Humor or suspense may result when the points of view of the audience and the characters differ.
B. Dramatic irony keeps the audience in suspense but draws the audience in by making a piece humorous.
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A.1 How might the audience respond to varying points of view?
B.1 Why might an author use dramatic irony?
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Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Faithfulness to Text or Script
Evaluation
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4 - Analyze (Production faithfulness to script)
6 - Evaluate (Director or actors choices)
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4 - I can analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script.
6 - I can evaluate the choices made by the director or actors.
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A. Directors and actors of productions need to remain faithful to the text or script to avert misrepresentation of the original intent.
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A.1 How do choices of the director or actors of a production influence outcome?
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Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Modern work of fiction
Description
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4 - Analyze (Modern work of fiction)
4 - Analyze (Draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible)
2 - Include (Description of new rendering)
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4 - I can analyze how a modern work of fiction.
4 - I can analyze drawing on themes, patterns of events, or character types form myths, traditional stories, or religious works such as the Bible.
2 - I can include describing how the material is rendered new.
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A. Modern renditions may focus on timeless conflicts with current responses or solutions.
B. New rendering of traditional works may highlight current trends in society in a different light without altering the original storyline.
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A.1 Why might a modern rendering of a work of fiction be created?
B.1 How might modern renditions stay true to the original text?
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By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Read (Literature, including stories, dramas, and poems)
2 - Comprehend (Literature, indlucing stories, dramas, and poems)
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1 - I can, by the end of the year, read literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
2 - I can, by the end of the year, comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
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A. Students entering ninth grade should understand an array of literature independently and proficiently at level.
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A.1 How should I read before high school?
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