suspense reader (e.g., How is Amelia feeling as she is following directions and how are we Developing/Expanding (Reading/Listening) feeling as the reader?). analyze how Students are able to Ex. When reading a book with a great deal of suspense, compare the point of view of differences in the give examples from L2 the main character with the point of view of the reader. points of view of text of point of Level II Students will: author’s characters and the view. EERL.8.6. Identify the point of view of a character in a story that is humorous or audience/reader (Writing/Speaking) suspenseful. create specific Students are able to tell Ex. After shared reading of a suspenseful story, identify the point of view of the main effects or write how an character. point of view Ex. After shared reading of a humorous story, identify the point of view of a author’s Students understand in a text, influences the character. that an author story. Level I Students will: deliberately selects EERL.8.6. Identify a character in a story. and shapes a point Bridging/Reaching Ex. After shared reading of a story, select from choices the name of a character. of view to create a (Reading/Listening) Ex. After shared reading of a story, select an illustration from the story that shows the specific effect. Students are able to character the story is about. give examples of a point of character’s view and how it influences the audience or reader. (Writing/Speaking) Students are able to tell or write how a point of character’s view influences the point of audience’s view. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Grade: 8 Standard 7 (RL.8.7)
suspense analyze how differences in the points of view of characters and the audience/reader create specific effects Students understand that an author deliberately selects and shapes a point of view to create a specific effect. Developing/Expanding (Reading/Listening) Students are able to give examples from L2 text of author’s point of view. (Writing/Speaking) Students are able to tell or write how an author’s point of view in a text, influences the story. Bridging/Reaching (Reading/Listening) Students are able to give examples of a character’s point of view and how it influences the audience or reader. (Writing/Speaking) Students are able to tell or write how a character’s point of view influences the audience’s point of view. reader (e.g., How is Amelia feeling as she is following directions and how are we feeling as the reader?). Ex. When reading a book with a great deal of suspense, compare the point of view of the main character with the point of view of the reader. Level II Students will: EERL.8.6. Identify the point of view of a character in a story that is humorous or suspenseful. Ex. After shared reading of a suspenseful story, identify the point of view of the main character. Ex. After shared reading of a humorous story, identify the point of view of a character. Level I Students will: EERL.8.6. Identify a character in a story. Ex. After shared reading of a story, select from choices the name of a character. Ex. After shared reading of a story, select an illustration from the story that shows the character the story is about. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Grade: 8 Standard 7 (RL.8.7)
8th-ELA-Pacing-Guide-Version-4.docx