The correct answer is I. What is the text trying to persuade or teach readers? analysis of literary text. What evaluative or opinion words does the author use? 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. Clearer? How does this organization of ideas help you learn more about the topic? Analyze how the idea develops through the text. How is this sentence similar to other sentences in the paragraph? Look for common word roots. Brainstorm key words. Students will learn how to analyze, make inferences and draw conclusions about literary texts. Identify two related individuals, events, or ideas. Incorporate a theme Try this order. GRADE 8: MODULE 1: UNIT 2: LESSON 12 Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 2 . Includes 1 worksheet and answer key, along with easy to follow directions on how to access each unique Augmented Reality worksheet. Use the ideas in Reading Thinking Step 3 to think about the kinds of choices directors and actors might make. Are these reasons enough to support the claim? Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can cite text-based evidence that provides the strongest support for my analysis of literary text. I can cite text-based evidence that provides the strongest support for an analysis of informational text. I can cite text-based evidence that provides the strongest support for my analysis of literary text. Analyzing Structures in Text th Grade Practice Test consists of practice questions aligned to RI.8.5 for Grade students to gain skills mastery in Analyzing Structures in Text. How did this event change the rest of the story? TEXT: organization, detail, text features. language. Opening Meeting Students’ Needs A. Study how the thematic topic is introduced in: Find evidence for the theme throughout the text. What key words are related to this central idea? Introducing Discussion Appointments (8 minutes) B. The Black Pearl, in which pearl dealers visit the Salazar family. Summarize them in a way that makes sense. Does that evidence contradict the view, argue against it, or respond to it in another way? Change the wording to analyze the impact. VIDEO: area of focus, lighting, expressions. How does the theme develop from the beginning to the end? The line ▢ includes only important events and details about key story elements. How is it different from the modern text? ▢ includes only important events and details about main events, people, and details. How does the event affect other events in the story? What challenges or limitations does it create? Take notes (in your journal) using the Structured Notes graphic organizer. Find evidence that: ▢ cites several pieces of textual evidence that support the analysis or claim, ▢ cites several pieces of textual evidence that supports the analysis or claim. 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. RI.8.3 | Grade 8 | Reading: Informational Text Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Analyze why the author chose these words. If Identify main events, people, and details. Closing and Ass essment Meeting Students’ Needs A. Venn Diagram: Comparing and Contrasting Speech and Text (5 minutes) • Draw two circles on the board overlapping (Venn Diagram). How is the character different after this event? Notice: ▢ includes a claim about the author’s purpose, ▢ includes a claim about the author’s point of view, ▢ cites textual evidence and explains how it supports the claim, Analyze How an Author Responds to Conflicting Evidence or Viewpoints. 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. What is the gist of nearby sentences on the same subject? Do the characters, narrator, and audience or reader all have the same information? (RL.8.3) I can use a variety of strategies to determine the meaning of unknown words or phrases. Homework as to whether a text at grade-level and thus is appropriate to be included on a Grades 3–8 assessment, New York State uses a two-step review process, which is an industry best-practice. Get it done faster — all your solutions on one page, free of ads. How would the text be different if it didn’t have these structural elements? Analyze How Contrasting Points of View Create Literary Effect. Unpack this standard --- 1 point . RL.8.6 Compare Multiple Points of View. What ideas or details does this sentence express? Work Time A. Which medium helped you understand the content better? (RL.8.4) • I can effectively engage in … The Grade 8 materials partially meet the expectations for text quality and complexity and alignment to the standards. How is the topic presented in each medium? (RI.8.1) I can analyze the connections and distinctions between individuals, ideas, or events in a text. Prompt with Reading Thinking Steps 2 and 3: document for supporting students with this skill. ▢ explains important similarities in the production’s presentation of the text, ▢ explains important differences in the production’s presentation of the text, ▢ identifies choices made by the director or actors, ▢ evaluates the success and impact of the choices made, ▢ cites evidence from both versions to support analysis. Analyze the Impact of Dialogue on a Narrative. Do certain people have different feelings, thoughts, or ideas? What page/paragraph/sentence proves your point? character’s thoughts, speech, or actions. Analyze the Use of Traditional Literary Material in Modern Fiction. Find relevant details to answer the question. What is the author conveying about the character, setting, or events by choosing this word or phrase? Notice: How does the author respond to other points of view? Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 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. First, all prospective passages undergo quantitative text complexity analysis using three text complexity measures. RL.8.3 You are here Analyze Character Dialogue. What mood or feeling does this word evoke for you? Compare and Contrast How Text Structures Contribute to Meaning and Style, ▢ explains similarities in the way the two structures affect the plot, meaning, theme, or style, ▢ explains differences in the way the two structures affect the plot, meaning, theme, or style, ▢ cites accurate textual evidence to support analysis. Step 2: Think where you will find details to answer the question. 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. (RL.8.1) The setting? Which techniques does the author use to show this relationship? Stimulus/Text Complexity: The quantitative measures range from 5.4 to 10. Find correct step-by-step solutions for ALL your homework for FREE! How does each structure contribute to the meaning or theme of the texts? RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to … Whose/what part of the story is not told? Unit 3: Craft and Structure in Informational Text 93 Lesson 10: Analyzing Word Meanings 95 RI 8 4 Lesson 11: Analyzing Word Choice 103RI 8 4 Lesson 12: Analyzing the Structure of Paragraphs 111 RI 8 5 Lesson 13: Determining Point of View 119 8 6 RI Analyze How a Text Makes Connections and Distinctions. If so, what words reveal this? Summarize the main ideas and details in an order that makes sense: ▢ states central idea(s) and key details for each idea, ▢ includes only important ideas and details about the topic. A. Why do the authors present conflicting information? (SL.8.1) Then read the questions that follow and decide on the BEST answer. • Analyze how the organizational structure helps develop the main idea of a paragraph. an analysis of what the text says explicitly as well as inferences drawn from the text. Which choices in the produced version helped you understand the written text? If the character has these thoughts or feelings, what does this mean about him/her? What does [person] do, say, or think because of [specific individual, event, or idea]? familiar character types, symbols, or patterns of events. RI.8.3 . Does it make you feel worried or concerned? Use the following lessons to enhance your understanding of the Common Core English Language Arts requirements, and teach 8th-grade students how to analyze literature and literary nonfiction. Analyze the choices made in the production. If the text that you are reading is a narrative story, then the setting is an important key detail of this text. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. This grade 8 mini-assessment is based on the poem “Dulce et Decorum Est” by Wilfred Owen. (RL.8.3) • I can analyze the impact of word choice on meaning and tone (analogies or allusions). Remember that you can organize chronologically, but still include details explaining cause and effect or comparison. • Grade 8: MS CCRS RI.8.5 requires students to analyze the structure of paragraphs and the role of each sentence in developing and clarifying a key concept. Is there enough evidence to prove the claim? Office of Assessment and Information Services 2011-2013 Sample Test, Grade 8 Oregon Department of Education 1 August 2011 DIRECTIONS Read each of the passages. What connects them? Do the reasons strongly relate to the main point? Does the contrast make you want to read more and find out what happens next? Has the author compared how two examples are the same or different? PREREQUISITE SKILLS • Identify organizational structures of texts, including compare-contrast, problem-solution, and cause-effect. Closing and Assessment. How does the paragraph’s structure help convey the author’s ideas? Where else in the text does that detail or one like it appear? Consult the Text Structure entry in the TEACHER RESOURCE GUIDE for support. 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. What do the format and audience tell you about the text’s purpose? Distribute the Discussion ▢ explains where and how the central idea was developed with details and evidence, ▢ explains how the central idea connects to supporting ideas, ▢ cites accurate evidence from throughout the text to supports explanation. Next? How do you know? theme. What is this sentence about? Find several details to answer the question. Provide an Objective Summary of a Narrative Text. What is the author’s point of view? Let Slader cultivate you that you are meant to be! ▢ identifies an interaction between individuals, events, and ideas, ▢ explains how events influence individuals or ideas/ideas influence individuals or events/individuals influence events or idea, ▢ explains the technique the author used to show the relationship. ▢ cites accurate evidence that supports the explanation. What does the author think, believe, or feel about the main topic? Do you see signal words (for her part, on the other hand, even though)? Describe two points of view, using clues from: Analyze the effects of having different points of view. Replace nuanced or unusual words with ordinary ones. Has the author used groups to show something similar about several examples? PERFORMANCE: tone of voice, eye focus, movements, or gesture. A. Evaluate Reasoning and Evidence in an Argument. How? Grade 8 Literature Mini-Assessment “Dulce et Decorum Est” by Wilfred Owen. Analyze how the dialogue impacts the plot. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). YES! Find details for your question related to: ▢ includes a claim that responds specifically to the prompt or question, ▢ includes strongest evidence: specific, detailed, frequent, ▢ references text location according to classroom style, ▢ explains how each piece of evidence supports analysis, Cite Strongest Textual Evidence to Support Analysis. Notice: What do you know about the source text or idea? You can look for numerals and quoted facts from credible sources to pull key details from the texts. At the bottom of each worksheet is Literary : Analyze literary text development. Which choices made your experience as a reader or viewer better or worse? What does Reading Thinking Step 3 say you should do if you don’t find very much evidence? Use the ideas in Reading Thinking Step 2 to think about the different techniques and qualities each medium includes. How would that change your understanding or experience? English Language Arts Standards » Reading: Informational Text » Grade 8 » 1 Print this page. How does that detail relate to your analysis? Did they change or grow? Can you remove this evidence without weakening the claim? What do you understand about the theme at this point? How does that detail relate to the central idea? POETRY: sound schemes, line length or patterns, FICTION: repeating motifs, narration, changes in time, embedded formats, DRAMA: soliloquy, dialogue, narration, repeating motifs, embedded formats. This text is considered to be worthy of students’ time to read and also meets the expectations for text complexity at grade 8. Step 4: Choose the strongest evidence to answer the question. How does it move the story along its arc? Imagine a sentence that answers that question. What events happen or change because of [specific individual, event, or idea]? Review Learning Targets (2 minutes) 2. What distinctions does the text draw between them? What evaluative words (something is better/worse than something else), opinion words (I like/think), or connotative language does the author use? What was the conflict and how was it resolved? How does the author change it so it can fit in this text? What evidence does the author include or exclude? Does the evidence show the claim or reason is true? How are their feelings different from the author’s? names of other texts or outside characters. Look for prefixes, suffixes, or word endings. 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. Identify a reference or similarity to a traditional text. Closing and Assessment A. Debrief Learning Targets and Preview Homework (5 minutes) 4. Is that detail important to the text’s central ideas? Which details are strongest? What inferences can you draw about each author’s thoughts, feelings, or beliefs based on this difference, What perspective does each author have on the events? Analyze why the author chose those words. RL.8.7 Compare Text … RL.8.1: ANALYZE A TEXT: Step 1: Ask a question to analyze the text. Now is the time to redefine your true self using Slader’s Collections: Grade 8 answers. MULTIMEDIA: layout,organization, colors, fonts, embedded widgets. What is the author’s purpose for writing for this audience? What are different words we could use to describe tone? 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. Does the author agree with any aspects of the other views presented? Last? 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 or allusions to other texts. Why did the author include it in this paragraph? What did you learn about the central idea from each detail provided? RL.8.4 Implied Meaning, Tone, and References. Notice where the production departs from the written text. on grade 8 reading and content, choosing flexibly from a range of strategies. RI.8.2 . Changes in any character’s motivations or feelings? 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. RL.8.5 Compare Structure of Multiple Texts. Shed the societal and cultural narratives holding you back and let step-by-step Collections: Grade 8 textbook solutions reorient your old paradigms. Grade 8 ELA Unit Text Support Resources Module 1 - Week 1-2 (Week 1, 2 Weeks) Module 1 - Week 1-2 (COLLECTION 1) "Culture and Belonging" Week Overview Has the author compared two unlike examples to show or describe something about them? The language is challenging, but the sentence structure is often fairly simple, which may explain the divergence. Trace the evidence the author includes for the idea. NOW is the time to make today the first day of the rest of your life. What does supporting evidence show about the author’s point of view? What kind of language does the author use to describe conflicting views? The qualitative analysis supports the placement of this passage at grade 8. Is this text written for a specific group, individual, or kind of reader? Notice: ▢ states the other point of view the author presents, ▢ Includes evidence from the text to support analysis. Reading: Literature. Guided Practice: Analyzing Paragraph Structure (15 minutes) B. 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