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Student Learning Guide: Clarifying the Learning Targets
ELA
The DOK information listed addresses the necessary skills in each learning level. The skills are related to the expectations for learning as outlined in the state standards.
*DOK Level 1—Recall of Information
Level 1 generally requires that you identify, list, or define. This level usually asks you to recall facts, terms, concepts, and trends and may ask you to identify specific information contained in documents, maps, charts, tables, graphs, or illustrations. Items that require you to “describe” and/or “explain” could be classified as Level 1 or Level 2. A Level 1 item requires that you just recall, recite, or reproduce information. Skills Demonstrated : Make observations; recall information; recognize formulas, properties, patterns, processes; know vocabulary, definitions; know basic concepts; perform one-step processes; translate from one representation to another; identify relationships
****DOK Level 2—Basic Reasoning** Level 2 includes the engagement (use) of some mental processing beyond recalling or reproducing a response. A Level 2 “describe” and/or “explain” item would require that you go beyond a description or explanation of recalled information to describe and/or explain a result or “how” or “why.” Skills Demonstrated : Apply learned information to abstract and real-life situations; use methods, concepts, and theories in abstract and real-life situations; perform multi-step processes; solve problems using required skills or knowledge (requires more than habitual response); make a decision about how to proceed; identify and organize components of a whole; extend patterns; identify/describe cause and effect; recognize unstated assumptions; make inferences, Interpret facts; compare or contrast simple concepts/ideas
*****DOK Level 3—Complex Reasoning**
Level 3 requires reasoning, using evidence, and thinking on a higher and more abstract level than Level 1 and Level 2. You will go beyond explaining or describing “how and why” to justifying the “how and why” through application and evidence. Level 3 items often involve making connections across time and place to explain a concept or a “big idea.”
Skills Demonstrated: Solve an open-ended problem with more, than one correct answer; create a pattern; generalize from given facts; relate knowledge from several sources; draw conclusions; make predictions; translate knowledge into new contexts; compare and discriminate between ideas; assess value of methods, concepts, theories, processes, and formulas; make choices based on a reasoned argument; verify the value of evidence, information, numbers, and data ******DOK Level 4—Extended Reasoning** Level 4 requires the complex reasoning of Level 3 with the addition of planning, investigating, applying significant conceptual understanding, and/or developing that will most likely require an extended period of time. You may be required to connect and relate ideas and concepts within the content area or among content areas in order to be at this highest level. The Level 4 items would be a show of evidence, through a task, a product, or an extended response, that the cognitive demands have been met.
Skills Demonstrated : Analyze and synthesize information from multiple sources; examine and explain alternative perspectives across a variety of sources; describe and illustrate how common themes are found across texts from different cultures; combine and synthesize ideas into new concepts.
Student Learning Guide: Clarifying the Learning Targets
ELA
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RL2:
Determine a theme and/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.
Beginning Learner Identifies a theme or central idea of a text; identifies characters, setting, and plot; and provides a summary of the text. Developing Learner Identifies a theme or central idea of a text; analyzes characters, setting, and plot; and provides an objective summary of the text. Proficient Learner Determines a theme or central idea of a text and analyzes its development over the course of a text, including its relationship to the characters, setting, and plot, and provides an objective summary of the text. Distinguished Learner Determines a complex theme or central idea and analyzes its development over the course of a text; assesses its thorough, objective summary of the text.
Antagonist Biased/Unbiased Objective Central Idea Characterization Climax Dynamic Exposition Falling Action Mood Organizational Structure Plot Structure Protagonist Resolution Rising Action Setting Static Subjective Theme Tone Voice
- Understand the difference between theme and central idea
- Concept : some texts are concrete in nature and deal literally with a topic, such as World War II (main idea), while other texts tell a story in order to connect with or make a point about a larger, more universal human experience such as “friendship” or “betrayal” (theme)
- Practice summarizing a text in a way that makes it absolutely impossible to determine your personal feelings about the text
- Make predictions about developing themes within your annotations and class notes, citing evidence that influences your evolving opinion
- Make determinations regarding the theme or central idea, and allow it to change as you connect with the author and with other readers/lenses
- Incorporate all literary elements into your determination of theme (tone, mood, imagery, organizational structure, narrative voice, etc.)
- Identify how authors develop and support theme over time in the text
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RL1:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Characterization Analysis Diction Evidence Figurative Language Imagery Genre Inferred Literary period
- Practice careful and attentive reading by using annotations and identifying literary components of both assigned texts and independent text choices
- Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjects
Student Learning Guide: Clarifying the Learning Targets
ELA
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RI1:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Beginning Learner Identifies textual evidence to support an analysis of what the text says explicitly. Developing Learner Identifies examples of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text. Proficient Learner Identifies and cites the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Distinguished Learner Identifies and cites the textual evidence that most strongly supports an extensive analysis of the text as well as complex inferences drawn from the text.
Abstract Allegory Analysis Analysis Annotation Antithesis Bias Diction Ethos Explicit Fact/Opinion Implicit Inferred Journalism Logical Fallacy Logos Parallelism Pathos Rhetoric Strategy
- Practice close reading of both assigned texts and independent text choices
- Read a wide variety of texts, including a variety of styles, genres, historical periods, authors, perspectives, and subjects
- Exhibit knowledge of what “analysis” means as compared to “summary,” “paraphrase,” or “argument from opinion”
- Produce evidence from the text for all claims and inferences, both in formal academic work and collaborative discussion
- Annotate texts as you read, both formally for analytical reference and informally to cement comprehension
- Distinguish between evidence which strongly supports a claim or position and details which may be irrelevant or extraneous
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RL4:
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. Beginning Learner Determines the denotative meaning of some words and phrases with explicit textual support (e.g., context clues, embedded definitions).
Allusion Analogy Analyze Concrete Connotative Denotative Diction Figurative Hyperbole Onomatopoeia Symbolism Idiom Imagery Literal Metaphor
- Evaluate and analyze the effect of sound in poetry and in narrative,
- Concept -especially with regard to how sound itself can contribute to meaning, tone, or mood (for example, the alliterative “p” in “the pitter patter of plopping droplets” evoking the sensory experience of rain)
- Identify and understand the impact of major types of figurative language as they are used in the text (for Eighth Grade: metaphor, simile, hyperbole, personification, and idioms)
- Understand the difference between analogy and allusion:
Student Learning Guide: Clarifying the Learning Targets
ELA
Developing Learner Determines the meanings, including figurative and connotative meanings, of words and phrases with textual support (e.g., context clues, embedded definitions) and analyzes the impact of some specific word choices on meaning and tone, including analogies or allusions to other texts. Proficient Learner Determines the meanings, including figurative and connotative meanings, of words and phrases and analyzes the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Distinguished Learner Evaluates the effect of words and phrases, including figurative and connotative meanings, and analyzes and evaluates the effect of specific word choices on meaning and tone, including analogies or allusions to other texts.
Meter Nuance Personification Alliteration Rhyme Rhyme scheme Rhythm Simile
an analogy uses one concrete example to make a point about another concept (for example, being on the internet is like driving a race car - it is fast and fun, but can be dangerous if used incorrectly), an allusion is an indirect reference to another literary work or well- known concept (for example, Randy was running for the office of mayor, and considered that little office in city hall to be Camelot)
- Review and understand the basics of poetic structure and language appropriate to Eighth Grade (lyric and narrative forms, including ballad, sonnet, ode, free verse, etc.
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RL
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. Beginning Learner Identifies lines of dialogue or incidents in a story or drama that propel the action and reveal basic aspects of the character. Developing Learner Explains how specific lines of dialogue or incidents in a story or drama propel the action and reveal some aspects of the character. Proficient Learner Analyzes how specific lines of dialogue or incidents in a story or drama propel the action, reveal aspects of the character, or provoke a decision. Distinguished Learner Analyzes and evaluates the effectiveness of an author's use
Climax Conflict Exposition Falling Action First Person narrative Second Person Narrative Third Person Narrative Omniscient Flashback Objective Plot Protagonist Foreshadowing Resolution Rising Action Static Character Dynamic Character Antagonist Structure Characterization Dialogue Subjective
- Identify and analyze elements of plot: exposition, rising action, climax, falling action, resolution
- Examine plot structure, including parallel or sub-plots, understanding the way in which conflict drives the action in a story
- Identify and analyze the elements of characterization (a character’s thoughts, words, actions, appearance, experiences, etc.), understanding the ways in which an author creates a multi-dimensional and changing character (or a flat and unchanging one) by building contextual information around that character
- Understand the concept of narrative voice (first, second, or third person/omniscience, subjectivity, etc.)
Student Learning Guide: Clarifying the Learning Targets
ELA
provide an objective summary of the text. Beginning Learner Identifies a central idea of a text and provides a retelling of the text. Developing Learner Identifies a central idea of a text and attempts to follow its development over the course of a text and provides a simple, objective summary of the text. Proficient Learner Determines a central idea of a text and analyzes its development over the course of a text, including its relationship to supporting ideas, and provides an objective summary of the text. Distinguished Learner Determines a central idea of a text and analyzes its development over the course of a text, including its relationship to supporting ideas; assesses the strength of each supporting idea; and provides a thorough, objective summary of the text.
Subjective Summary Supporting Ideas Extraneous Technical Text Theme
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RL6:
Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Beginning Learner Explains how differences in the points of view of the characters or the reader affect the text. Developing Learner Analyzes how differences in the points of view of the main characters or the reader affect the text and identifies suspense or humor in the text. Proficient Learner Analyzes how differences in the points of view of the characters or the reader (e.g., created through the use of dramatic
Audience Comedy Dramatic Irony Humor Irony Point of View Situational Irony Context Suspense Verbal Irony
- Review and apply knowledge of the concept of dramatic irony, from which most suspense and comedy derives (dramatic irony exists when one or more characters in a text knows something crucial than the other character or characters do not know; for example, when the protagonist is about to step into a trap, but she doesn’t know it)
- Be aware of this construction and try to identify examples in text and film where withheld knowledge creates suspense or humor
- Apply the concept of dramatic irony in writing
Student Learning Guide: Clarifying the Learning Targets
ELA
irony) create such effects as suspense or humor in the text. Distinguished Learner Analyzes how differences in the points of view of the characters and the reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor and evaluates their effect on the text.
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RI5:
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Beginning Learner Explains the basic structure of a specific paragraph in a text and describes the role of particular sentences in creating that structure. Developing Learner Determines the general structure of a specific paragraph in a text and describes the role of particular sentences in developing a key concept. Proficient Learner Analyzes in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Distinguished Learner Classifies the rhetorical effect of the structure of a specific paragraph in a text and its role in the text as a whole, including the role of particular sentences in developing, refining, and communicating a key concept.
Body Paragraph Subordinate Clause Independent Clause Clause Conclusion Evidence In-text Citation Introduction Modifier Develop Fluency Role Quote Text Structure Anecdote Bibliography Phrase Support Topic sentence Transition
- Analyze and evaluate common textual features (e.g., paragraphs, topic sentences, introduction, conclusion, footnotes, index, bibliography)
- Analyze and evaluate common organizational structures (e.g. chronological/logical order, cause and effect relationships, comparison and contrast, problem and solution, order of importance, question and answer)
- Review and apply knowledge of varying sentence structures, noting those that are most effective in a given text (beginning with a subordinate clause, for example, or the effective placement of phrases and modifiers)
- Recognize the effective placement of topic sentences in informational documents
- Note the differences in structure for paragraphs that present evidence, provide a quote, share an anecdote, or include other types of support
Student Learning Guide: Clarifying the Learning Targets
ELA
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RI8:
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Beginning Learner Determines the basic argument and claims in a text, describing the evidence used to support the claims. Developing Learner Delineates and evaluates the argument and specific claims in a text, assessing whether the evidence is relevant. Proficient Learner Delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient, and recognizes when irrelevant evidence is introduced. Distinguished Learner Classifies and evaluates the argument and specific claims in a text, citing specific language in an assessment of whether the reasoning is sound and the evidence is relevant and sufficient, and recognizes when irrelevant evidence is introduced and justifies reasoning.
Argument Bandwagon Claim Deduction Delineate Ethos Evaluate Evidence Extraneous Hasty Generalization Induction Logic Logical Fallacy Logos Pathos Premise Reasoning Rebuttal Support Syllogism Valid
- Apply knowledge of common organizational structures for arguments (cause and effect, for example)
- Acquire or review knowledge of the types of logical fallacies commonly used in argument (see vocabulary below)
- Acquire or review knowledge of syllogisms, inductive reasoning, and deductive reasoning
- Make it a practice to provide valid and logical evidence and support for all claims, formal or informal, and require the same from discourse with others
- Extract extraneous information from an argument
Student Learning Guide: Clarifying the Learning Targets
ELA
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8W1:
Write arguments to support claims with clear reasons and relevant evidence. Beginning Learner Attempts to write basic arguments to support a claim with reasons. Developing Learner Writes general arguments to support a claim with reasons and evidence. Proficient Learner Writes arguments to support a claim with clear reasons and relevant evidence. Distinguished Learner Writes conclusive arguments to support a claim with clear reasons and analysis of relevant evidence.
Acknowledge Conclusion Argument Body Claim Clause Cohesion Counterclaim Credible Distinguish Evidence Fallacy Formal Style (APA, MLA) Bias Introduction Phrase Rhetoric Transition Valid
- Employ knowledge of appropriate organizational structures for argument writing that include a focus for audience and purpose
- Use appropriate transitions for optimal clarity and coherence
- Exclude extraneous, irrelevant, or overly trivial information
- Employ knowledge of rhetorical strategies and structural strategies, such as parallel structure or purposeful repetition
- Use sophisticated strategies for closure (such as a call to action), and avoid reiterating the points of your argument
- Use sophisticated strategies for introduction, such as a powerful anecdotal story, and avoid listing the points you will make in your argument
- Artfully employ the exploration of counterclaims and knowledge of audience bias in your arguments
Standard and
Achievement Level
Descriptors
Key Vocabulary Skills and Concepts
ELAGSE8RI10:
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Literary Fiction Informational Non-fiction Genre Claim Argument Rhetoric Summary Analysis Annotation Evidence Inference Citation Journal Memoir Periodical Biography Autobiography Literary Non-fiction
- Practice careful and attentive reading of both assigned texts and independent text choices
- Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjects
- Use annotation and note-taking
- Choose works from multiple genres, cultures, and historical periods
- Consider keeping a notebook of texts read with notes, annotations, and any relevant student work produced
Student Learning Guide: Clarifying the Learning Targets
ELA
understanding of figurative language, word relationships, and nuances in word meanings: a. Interprets more abstract figures of speech (e.g., verbal irony, puns) in context. b. Uses the relationship between particular words to develop a more thorough and better understanding of each of the words. c. Distinguishes and assesses the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Standard and
Achievement Level
Descriptors
Key Vocabulary Skill and Concepts
ELAGSE8RI9:
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Beginning Learner- Identifies a case in which two texts provide conflicting information on the same topic and attempts to identify where the texts disagree. Developing Learner- Identifies a case in which two texts provide conflicting information on the same topic and identifies where the texts disagree on matters of fact. Proficient Learner- Analyzes a case in which two or more texts provide conflicting information on the same topic and identifies where the texts disagree on matters of fact or interpretation. Distinguished Learner -Analyzes a case in which two or more texts provide conflicting information on the same topic and identifies where the texts disagree on matters of fact or interpretation, assessing the strength or reliability of each.
Compare/contrast Spin Bias Venn Diagram Interpretation Conflict Case Point of View Fact Validity Rhetoric Analyze
- Employ knowledge of organizational structures relevant to multiple or competing information or points of view (e.g., similarities/differences, compare/contrast, cause/effect)
- Read a wide variety of texts across genres, historical periods, styles, and points of view,
- read a wide of variety of texts on single topics or current topics of debate in our country and in the world in order to make a considered assessment of alternative points of view
- Make it a practice to construct your own assessment of the validity of a claim
- Rely on the ability to identify fallacies and unsupported claims versus solid arguments
Student Learning Guide: Clarifying the Learning Targets
ELA
Standard and
Achievement Level
Descriptors
Key Vocabulary Skill and Concepts
ELAGSE8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies.
Beginning Learner- Determines the literal meaning of words and phrases as they are used in a text, with textual support (e.g., context clues, embedded definitions), and identifies the effect of basic specific word choices on meaning and tone. Developing Learner- Determines the meanings, including common figurative, connotative, and technical meanings, of words and phrases as they are used in a text with textual support (e.g., context clues, embedded definitions) and explains the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Proficient Learner- Determines the meanings, including figurative, connotative, and technical meanings, of words and phrases as they are used in a text and analyzes the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Distinguished Learner- Interprets the meanings, including figurative, connotative, and technical meanings, of words and phrases as they are used in a text and evaluates the rhetorical effect of specific word choices on meaning and tone, including analogies or allusions to other texts.
Domain-Specific Figurative Connotation/Connotative Denotation Concrete Literal Idiom Nuance Analogy Allusion Diction Tone Root Etymology Discipline
- Analyze and evaluate the effect of sound, form, non-literal language such as idioms and figures of speech, and graphics to aid in comprehension of complex informational text
- Analyze and evaluate how an author’s use of words creates tone, mood, or focus in informational text
- Understand and apply knowledge of how diction changes for varying audiences and purposes
- Acquire and apply knowledge of domain- specific terms for certain kinds of informational texts such as contracts or applications
- Determine pronunciations, meanings, alternate word choices, parts of speech and etymologies of words as needed, using context to aid in identifying the meaning of unfamiliar words
Student Learning Guide: Clarifying the Learning Targets
ELA
Annotation Evidence Inference Summary Prosody
- Consider keeping a notebook of texts read with notes, annotations, and any relevant student work produced
- Use self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting)
- Read with a rhythm, flow, and meter that sounds like everyday speech (prosody)
Sample Questions
ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ELAGSE8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ELAGSE8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
A Picture of the Struggles of Our Infant Nation by John Abbott 1 About the year 1685, Josiah Franklin, with his wife and three children, emigrated from Banbury, England, to seek his fortune in this new world. He was in all respects a very worthy man, intelligent, industrious, and influenced to conduct by high moral and religious principles. Several of Josiah Franklin’s neighbors accompanied him in his removal. 2 Boston was then a straggling village, of five or six thousand inhabitants. In front spread out its magnificent bay, with its beautiful islands. In the rear, the primeval forest extended, almost unbroken, through unexplored wilds to the Pacific. His trade was that of a dyer. Finding, however, but little employment in that business, he set up as a tallow chandler1 and soap boiler. Four years of life’s usual joys and sorrows passed away when Mrs. Franklin died, leaving six children. The eldest was but eleven years of age. This motherless little family needed a maternal guardian. Within the year, Mr. Franklin married Abiah Folger, of Nantucket. She was
the youngest daughter of Peter Folger, a man illustrious for many virtues, and of whom it has been well said, that “he was worthy to be the grandfather of Benjamin Franklin.” She proved to be a noble woman, and was all that either husband or children could wish for. Ten children were the fruit of this union. Benjamin was born on the sixth of January, (O.S.) 1706.... 3 Soon after the birth of Benjamin, his father removed to a humble but comfortable dwelling at the corner of Hanover and Union streets. Here he passed the remainder of his days. When Franklin had attained the age of five years, a terrible conflagration took place, since known as the Great Boston Fire. Just as the cold blasts of winter began to sweep the streets, this great calamity occurred. The whole heart of the thriving little town was laid in ashes. Over a hundred families found themselves in destitution in the streets. 4 An incident took place when Franklin was about seven years of age, which left so indelible2 an impression upon his mind, that it cannot be omitted
Student Learning Guide: Clarifying the Learning Targets
ELA
in any faithful record of his life. He gave the following account of the event in his autobiography, written after the lapse of sixty-six years: 5 “My friends, on a holiday, filled my pockets with coppers. I went directly to a shop where they sold toys for children; and being charmed with the sound of a whistle that I met by the way in the hands of another boy, I voluntarily gave all my money for one. I then came home and went whistling all over the house, much pleased with my whistle, but disturbing all the family. My brothers and sisters and cousins, understanding the bargain I had made, told me that I had given four times as much for it as it was worth; put me in mind what good things I might have bought with the rest of the money; and laughed at me so much for my folly, that I cried with vexation; 3 and the reflection gave me more chagrin4 than the whistle gave me pleasure.” 6 This story, as published by Franklin, with his keen practical reflections, has become as a household word in all the families of England and America; and has been translated into nearly all the languages of modern Europe. 1 tallow chandler: a person in the business of selling and making tallow, which is a fat rendered from beef or mutton, used in colonial time for making candles 2 indelible: lasting or unforgettable 3 vexation: the state of being troubled or irritated 4 chagrin: distress caused by humiliation or failure (^) ******
****Which statement BEST describes the connection the author draws between Benjamin Franklin and Peter Folger?**
A. The author suggests that Peter Folger was a highly respected man and passed some of his traits on to Franklin. B. The author explains that Peter Folger was intelligent and claims that intelligence was passed on to Franklin. C. The author describes Peter Folger as a religious man and suggests that he was someone Franklin admired. D. The author connected Peter Folger’s apparent popularity to Franklin’s later fame and success.
Student Learning Guide: Clarifying the Learning Targets
ELA
Sample Questions
ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RL2: Determine a theme and/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. ELAGSE8RL3: 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. ELAGSE8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on Eighth Grade reading and content, choosing flexibly from a range of strategies. ELAGSE8RL5: 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.
Summer Sun by Robert Louis Stevenson Great is the sun, and wide he goes Through empty heaven with repose; And in the blue and glowing days More thick than rain he showers his rays. (^5) Though closer still the blinds we pull To keep the shady parlour cool, Yet he will find a chink or two To slip his golden fingers through. The dusty attic spider-clad (^10) He, through the keyhole, maketh glad; And through the broken edge of tiles Into the laddered hay-loft smiles. Meantime his golden face around He bares to all the garden ground, (^15) And sheds a warm and glittering look Among the ivy's inmost nook.
Above the hills, along the blue, Round the bright air with footing true, To please the child, to paint the rose, (^20) The gardener of the World, he goes.
'Tis moonlight, summer moonlight by Emily Bronte
'Tis moonlight, summer moonlight, All soft and still and fair; The solemn hour of midnight Breathes sweet thoughts everywhere, (^5) But most where trees are sending Their breezy boughs on high, Or stooping low are lending A shelter from the sky.
And there in those wild bowers (^10) A lovely form is laid; Green grass and dew-steeped flowers Wave gently round her head.
****Which statement is true, based on Summer Sun and 'Tis moonlight, summer moonlight?** A. Sunlight and moonlight can both make people feel a sense of wonder. B. Being outside in the moonlight is more rewarding than being outside in the sunlight. C. Being outside in the sunlight is more pleasant than being outside in the moonlight. D. Sunlight and moonlight can both be threatening to people.
Student Learning Guide: Clarifying the Learning Targets
ELA
****Which statement about the use of figurative language in these two poems is MOST accurate?** A. Both poems use personification and imagery. B. Both poems use alliteration and onomatopoeia. C. Both poems use simile and metaphor. D. Both poems use symbolism and irony.
****In Summer Sun, the poet emphasizes which aspect of the sun?** A. his power to burn B. his ability to create joy C. the way he changes with the seasons D. his relationship to other stars and planets
*****In Summer Sun, how does the poet develop the idea of the sun’s powerful presence?** A. by explaining how people obey the sun as if it were a leader B. by portraying the sun as a character and describing its notable actions C. by giving the sun a voice to speak its point of view D. by describing the relationship between the sun and other objects in nature
*These passages are examples of A. dramas B. folk tales C. myths D. poems
Sample Questions
ELAGSE8RL1: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
The Myth of Achilles
Achilles is a well-known hero in Greek mythology. This brave warrior fought in the Trojan War. The following myth is where the phrase “Achilles’ heel” comes from.
(^1) Achilles was the son of Peleus and the sea goddess Thetis. When Achilles was still a baby, Thetis tried to make him immortal by dipping him in the river Styx. Her actions made Achilles’ body completely invulnerable to harm with one exception: his right heel. This was what Thetis
held on to as she dipped him into the flowing water.
(^2) When Achilles was still a young boy, Thetis was told that her son would either have a long but inglorious life of comfort and inactivity, or would have a short but heroic career, soon after which his life would end.
(^3) Thetis naturally hoped to prolong the life of Achilles, and made the decision to send him
