Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment Essential Elements Students use writing and/or analyze Students know: Students understand EERL.8.3. Identify Level IV Students will: speaking to: that/are able to: which incidents in a EERL.8.3. Explain how incidents in a story or drama lead to subsequent incidents. particular lines authors use dialogue story or drama lead to Ex. After reading a book, describe an incident and explain how other incidents lead to analyze how dialogue or of dialogue or or events identify significant subsequent action. it. events in a story or drama incidents purposefully dialogue or events Ex. After listening to or reading pick a The Adventures of Huckleberry Finn, move the text forward, conversation when Huck starts to view Big Jim differently. dialogue techniques for analyze how dialogue reveal aspects of a character, analyzing elements or events move story or provoke a decision Level III Students will: incidents of a story or drama forward or develop Identify which incidents in a story or drama lead to subsequent action. EERL.8.3. character Ex. After reading a book and discussing a critical incident in it, identify which story incidents lead up to the critical incident. Students understand Ex. After the teacher projects a passage on an interactive whiteboard and highlights drama that plot and character an incident, highlight two or more incidents that led to the incident. development in a Ex. Use a graphic organizer to link an incident from the story with other incidents propel the action story are dynamic and that led to it. lead to a better reveal aspects of understanding of Level II Students will: a character other perspectives EERL.8.3. Given two or more incidents from a book, identify which one led to the and cultures. other. provoke a Ex. Given a cause and effect filled in on a graphic organizer, select and arrow to decision show the direction of the cause/effect. Ex. Given a list of incidents from the book, identify which one is caused by the others. Level I Students will: EERL.8.3. Sequence two or more incidents from a familiar story. Ex. After reading a story the class created about a classroom activity and given symbolic representations of two incidents, identify which came first and which came last. Ex. After reading/listening to a familiar text and given two story incidents (in text or symbol form), move them into the right order.
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: analyze how dialogue or events in a story or drama move the text forward, reveal aspects of a character, or provoke a decision analyze particular lines of dialogue or incidents dialogue incidents story drama propel the action reveal aspects of a character provoke a decision Students know: authors use dialogue or events purposefully techniques for analyzing elements of a story or drama Students understand that/are able to: identify significant dialogue or events analyze how dialogue or events move story forward or develop character Students understand that plot and character development in a story are dynamic and lead to a better understanding of other perspectives and cultures. EERL.8.3. Identify which incidents in a story or drama lead to subsequent action. Level IV Students will: EERL.8.3. Explain how incidents in a story or drama lead to subsequent incidents. Ex. After reading a book, describe an incident and explain how other incidents lead to it. Ex. After listening to or reading The Adventures of Huckleberry Finn, pick a conversation when Huck starts to view Big Jim differently. Level III Students will: EERL.8.3. Identify which incidents in a story or drama lead to subsequent action. Ex. After reading a book and discussing a critical incident in it, identify which incidents lead up to the critical incident. Ex. After the teacher projects a passage on an interactive whiteboard and highlights an incident, highlight two or more incidents that led to the incident. Ex. Use a graphic organizer to link an incident from the story with other incidents that led to it. Level II Students will: EERL.8.3. Given two or more incidents from a book, identify which one led to the other. Ex. Given a cause and effect filled in on a graphic organizer, select and arrow to show the direction of the cause/effect. Ex. Given a list of incidents from the book, identify which one is caused by the others. Level I Students will: EERL.8.3. Sequence two or more incidents from a familiar story. Ex. After reading a story the class created about a classroom activity and given symbolic representations of two incidents, identify which came first and which came last. Ex. After reading/listening to a familiar text and given two story incidents (in text or symbol form), move them into the right order.
8th-ELA-Pacing-Guide-Version-3.docx