integrated literary and informational texts, speaking and listening and

Exemplar 8th Grade ELA Unit: What is Tragedy?

Unit Plan Component

Big Goal

Comments The unit plan incorporates quantitative goals and qualitative goals. The teacher has taken great pains to really think of the actions and knowledge they want their students to have by the conclusion of the unit. The teacher has also outlined the relevance of this unit for the students’ current and future learning.

Standards

This unit has seamlessly integrated literary and informational texts, speaking and listening and appropriate writing standards. Though they did not explicitly identify remedial or enrichment standards, they did identify remedial and enrichment skills which are more appropriate as to how the Common Core standards have been designed.

Big Ideas

These topics have also been touched on in the Unit Goal section. The teacher identifies of the large, overarching skills and “big ideas” the students will have at the end of the unit.

Unpacked standards

The unit plan has laid out the daily objectives necessary to master the listed standards. They have been placed in a calendar format to demonstrate scaffolding of skills and knowledge in the unit.

Scaffolded learning

As mentioned before, the daily objectives build in complexity throughout the unit. Daily activities described also build in support of those objectives.

Resources

Appropriate Length of Time

Aligned Assessment

The teacher has established a balanced variety of informational and literary texts that will be utilized in this unit. They have even deconstructed the two main texts to ensure that they understand what the texts are about and what skills and understandings the students will need in order to pull out of them all that they want to. The unit encompasses a large amount of standards but they have been logically grouped and unpacked. The unit lasts for 21 days with one Flex day included. The unit has a variety of rubrics attached. Each rubric clearly demarcates what standard is being measured, descriptors, and a manner of scoring. The rubrics given measure all standards listed for reading, writing, and listening and speaking.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

8th grade, Unit 3: What is tragedy?

Unit Length: 21 full days + 1 Flex day

Text(s):Oedipus Rex Antigone Reading Common Core Standards

CCSS.ELA-Literacy.8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.8. RL.2 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. CCSS.ELA-Literacy.8. RL.3 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. CCSS.ELA-Literacy.8. RL.5 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. CCSS.ELA-Literacy.8. RL.6 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. CCSS.ELA-Literacy.8. RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.8. RI.2 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.

Writing Common Core Standards

CCSS.ELA-Literacy.8.W.1Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy. 8.W.1a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy. 8.W.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy. 8.W.1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy. 8.W.1d. Establish and maintain a formal style.


Speaking and Listening Common Core Standards

Remedial and Enrichment Skills

CCSS.ELA-Literacy. 8.SL.1Engage effectively in a range of collaborative discussions (one- on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy. 8.SL.1 a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy. 8.SL.1c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. Remedial - Textual evidence that supports an analysis of the text’s meaning both explicit and inferred - Determine two or more central ideas in a text and analyze their development over the course of a text - Analyze how a particular elements of a story or drama interact (how setting shapes the characters or plot) - Analyze how a poem’s form or structure contributes to its meaning - Analyze how an author develops and contrasts the points of views of different characters or narrators in a text - Pose questions that elicit elaboration and respond to others’ questions and comments as needed. Enrichment - Citations are strong and thorough and supports explicit and inferred meaning from text - Identify the central idea of a text, how it develops over the course of a text - Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme. - Analyze the author’s choices in structure, order of events can create certain effects like mystery, tension, and surprise - Analyze a particular cultural experience reflected in a piece of literature from outside the US - Use preparation, citations and text to stimulate a thoughtful, well-reasoned exchange of ideas - Propel conversations by actively incorporating others into the discussion - Clarify, verify or challenge ideas and conclusions


RESOURCES What materials will my students need in order to meet the goal? What materials will I as the teacher need to gather/create to ensure goal master? Oedipus Rex (Sophocles) Antigone (Sophocles) Companion to Sophocles (Kirk Ormand) Ancient Greece: from Prehistoric to Hellenistic times (Thomas Martin) Ancient Greece: A political, Social, and Cultural History (Sarah Pomeroy) (the following topics will be pulled from the above 3 texts) -Greek Tragedies -Greek Theatre -Government/ Polis -Sophocles (short synopsis) -Role of Gods/ Mythology -male role/responsibility -female role/responsibility -familial relationships/ties -Role of Royalty -Beliefs and customs to major life events -Greece’s change in beliefs Article on Hero’s Journey Article of Tragic Hero Sophocles Biography “Not my best side” poem


UNIT GOAL What will my students know and be able to do after this unit that they couldn’t do before? Why does this matter? All students should score 80% or higher on all comprehension quizzes. All students should score 80% or higher on the Duality Essay and the Theme Essay rubrics. This will be the students’ first look at classic Greek drama and is crucial in their understanding of many literary, social, psychological, etc. allusions that play out in the world of academia. They will be able to lay out the difference between a tragedy and comedy, a classical and modern tragic hero, and the hero’s journey and hero myth that many stories and movies follow. They will better be able to make connections across genres, and have practice working with complicated texts that require using context clues and closereading skills. This entire unit is centered on students pulling meaning from text, identifying facts, quotes, and evidence to support their claims and arguments. This skill is heavily practiced in their writing as well as in all of the class discussions (partner, small group and whole group). They will also be able to have conversations about the roles of fate and free will amongst other various themes and symbols. Students will be pushed to think about why people are punished and what the implications of “guilty” and “innocent” truly are. The students will also be able to delve further into the idea of “What is tragedy?”. They will be able to make connections to their personal lives and the world around them but also peel back the many layers of tragedy that are involved with these 2 texts. They will also have a chance to ponder the endurance and repetition of various themes in literature and in the timeless human condition. ·


Deconstructing Your Text What main text will you be using? What is the author trying to convey? What is the main message or theme? We will read: Oedipus Rex – The author is attempting through tragedy to create a sense of catharsis in the readers and viewers; Sophocles forces the reader to ask questions about intentions, fate, free-will, punishment, innocence and guilt. Antigone- Through Antigone’s story readers must navigate where moral choices come from and where loyalty should ultimately lie: with the family, the gods, or the state (all very relevant to today’s society). It still deals with whether or not people should pay the price for the crimes of their families. How does the author create meaning? (List specific literary elements, or POs the author uses to create meaning and how these are used to create meaning) Oedipus Rex • Uses the structure of the Hero’s journey to lay out Oedipus’s quest • Uses dramatic irony to create suspense and catharsis for the audience • Uses symbols such as blindness to represent understanding • Follows Aristotle’s elements of a tragic hero in his description of Oedipus and his story Antigone • Uses the role of women to create a surprising and bold character through which meaning can be conveyed • Uses irony and dramatic irony to create suspense • Characterized Antigone in opposition to Ismelde • Relies on an understanding of the story of Oedipus and Oedipus and Cronus • Characterized Creon with the classic hamartia • Creates conflict between the loyalties to family, state and gods.

What must a reader do to get meaning? (consider which comprehension strategies are necessary) • The student will have to decipher the many different images and language of Ancient times. • Students will also need to know and understand Ancient Greek societal norms and general history in order to fully comprehend some of the deeper meanings and developments in the plot. • Analyze how Oedipus fits or does not fit the classic hero’s journey • Analyze how Oedipus fits or does not fit Aristotle’s elements of a tragic hero • Identify and explain symbols like blindness and the irony behind that • Define and identify instances of


Day 1

SWBAT: Discuss some of the topics and themes present in texts to build anticipation/interest. Anticipation Guide -Explore and talk about the major topics, themes and symbols (first self-reflection, partner and then group discussion). Oedipus Rex: Class Read and SSR HW: Read and annotate article (Close reading with end summary) (Use Informational Text Rubric)

Day 2

Day 3

SWBAT: Describe the context in which the play was written by gathering more information about Greek tragedy and traditions in theatre.

SWBAT: Explain fate and freewill. SWBAT: Compare and contrast the article about historical changes in beliefs with the character’s actions and beliefs in Oedipus Rex.

Notes by: Jigsaw Greek Tragedy Greek Theatre Government/ Polis Sophocles Fate/Role of Gods/ Mythology

Journal Reflection: How do some of the characters in the text feel about fate/destiny? Do they all share that same sentiment? What textual evidence supports your conclusions (inferred or explicit)? In what ways does the structure of Sophocles’ play promote or demote the ideas of freewill and fate?

Oedipus Rex: Class Read and SSR

HW: Close Read article on Historical changes in beliefs (provide end summary) (Use Informational Text Rubric)

What character or part of the text most aligns to your own beliefs about fate/destiny? Is your future, your fate or destiny already written? Is it possible to do anything to change it? Class discussion: Students share out their responses to all of the above answers with supportive citations. In disagreeing or agreeing with peers, students should also claim their textual support. (Use Listening and Speaking Rubric) Homework: Theme/Symbols sheet 1: Fate/Freewill

Day 4

Day 5

SWBAT: Describe the ideas of hubris and blindness in relationship to the characters in Oedipus Rex.

SWBAT: Describe the typical Hero’s journey using evidence from the text.

Journal Reflection: How does Sophocles create his characters with hubris in Oedipus Rex? Who in particular? What relationship do the ideas of hubris and blindness have within the play and the characters’ development? From our article readings, why do you think these symbols/themes play such a prominent role in Sophocles’ work? Did Sophocles capture their sentiments and connections accurately? Do these symbols and themes persist in present day society similarly to Ancient Greece?

SWBAT Analyze Oedipus Rex as an example or nonexample of the hero’s journey.

**Students must use textual evidence when responding in writing or in speech. Class discussion: Students share out their responses to all of the above answers with supportive citations. In disagreeing or agreeing with peers, students should also claim their textual support. (Use Listening and Speaking Rubric) Homework: Theme/Symbols sheet 1: Hubris and Sight


Close Read and Summarize: Hero’s Journey article (Use Informational Text Rubric) Create List of examples connect to textual evidence of article. Analyze Oedipus Rex comparing/contrasting to Hero’s Journey- gathering textual evidence. (The day’s work is done periodically individually, in partners, in groups, and whole class). HW: Close Read “Tragic Hero” for homework write summary

Day 6 SWBAT: Debate whether or not Oedipus Rex is an example of the hero’s journey, nonexample of the hero’s journey, and/or a tragic hero using textual evidence from articles and text. Journal Reflection: Has Sophocles crafted a tale that is an example of the hero’s journey, nonexample of the hero’s journey, and/or a tragic hero? What various points of evidence can you provide to support your claim? Small Group Discussions: Students will initially debate these topics and ideas (using their evidence) within small groups. Small groups will also be asked to submit 2 questions, quotes, or statements that they feel has polarized their group and/or will elicit strong debate from the class. Class Discussion: The discussion will now flow over to the whole class. The main focus of the discussion is still the objective for the day but students may explore these elements through the lens (Use Listening and Speaking Rubric)

Day 7

Day 8

SWBAT: Create an argument and structure appropriate textual evidence from a variety of sources to substantiate that claim.


Students will Journal/Pre-write individually on this prompt:

SWBAT: Evaluate and improve the organization and supporting facts of an argument.

Is duality (the idea of one person or thing actually being two things) a prevalent theme in Oedipus Rex? Be sure to support your argument with a variety of textual evidence. Consider these aspects when writing: -plot development -character development -the structure of the play -Greek historical context -Hero’s Journey -Tragic Hero (Literary Analysis Rubric)

Whole class: Teacher will model with a moderate example of an argument with mediocre to unclear facts/quotes. Partners: Students will in pairs work through organizing an argument and its facts/quotes.

Day 9

Day 10



Drafting: Individually for entire class time. Students will have access to all of their notes and texts previously used.

Students will continue the prompt they began the previous day. (Literary Analysis Rubric) HW: Analyze Oedipus’ Family Tree and create some predictions about how the story continued in Oedipus at Colonus and Antigone

SWBAT: Utilize appropriate transitions to link major sections, create cohesion and clarify the relationships. Whole Class: Using a moderate example of transitioning, the teacher will Think Aloud and model good transitioning for students. Models of transition relationships will be shared. Pairs: Using examples from previous literary essays, teacher will have students revise examples and improve the student work.

Pre-writing Revising: Students will now have the opportunity to go back and revise of their writing plan or develop some more of their evidence/quotes.

Pre-writing- Evidence Gathering and Argument Creation: Individually for (Literary Analysis Rubric) entire class time. Students will have access to all of their notes and texts previously used. Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Revise Individually for rest of class time. Students will have access to all of their notes and texts previously used.

Students will continue the prompt they began the previous day. (Literary Analysis Rubric)

Day 11

Day 12

Day 13

Day 14

Day 15



SWBAT: Describe Greek societal norms, specifically in relationship to: gender, ever day life, and major life events.

SWBAT: List a variety of themes and symbols that are prevalent in Antigone.

SWBAT: Analyze the development of the major characters in the trilogy through their interactions with other characters and the development of the plot.

SWBAT: Utilize formal style and objective tone in their writing. Whole Class: Using an example of student writing that falters or fails to maintain appropriate tone and style for a Think Aloud and analysis.

Students will finish the prompt they worked on the previous day.

Finalizing: Students will Finalize their Literary Analysis.

Graphic Organizer with tones/style associated with different types of writings and settings.

(Literary Analysis Rubric)

Pairs: Using examples from previous literary essays, teacher will have students revise examples and improve the student work.

HW: Analyze Oedipus’ Family Tree and create some predictions about how the story continued in Oedipus at Colonus and Antigone

Students will continue the prompt they worked on the previous day.

Editing/Finalizing: Individually for rest of class time students will be able to edit/revise for tone, style, grammar, etc. Once they are done they are able to Finalize.

Vocab (20) Habitual Harbinger Mentor Threshold Reluctant Abduct Mundane Notes by: Scavenger hunt -male role/responsibility -female role/responsibility -familial relationships/ties -Role of Royalty -Beliefs and customs to major life events

SWBAT: Describe possible motivations Sophocles had for writing Antigone and Oedipus Rex.

Journal Reflection: SSR and Dialectical Journal Small Group Share out of targeted pieces from Dialectical Journals.

Class Close Read Sophocles Biography. Class Discussion: What motivations did Sophocles have for writing the trilogy? Why did he write the texts in the manner in which he did (structure, character, themes, symbols, etc.)? Cite evidence from any texts to support your claims.

Antigone: Class Read and SSR Students will fill out a Dialectical Journal during SSR and share out targeted results in a small group. HW: Read and Dialectical Journal evidence

List: Utilizing the class discussion, past discussions on theme, etc. Students will now list out the strongest most prevalent themes they see in Antigone. They will also begin to gather textual evidence for each theme.

(Literary Analysis Rubric) Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Which character has undergone the greatest change in the series? What major developments or interactions caused that evolution? What major theme is best embodied by that character? Do you find this character to be and their development to be believable in current times? In Ancient Greece? Do you find all/most of Sophocles’ characters and their development to be realistic in current times? In Ancient Greece? In what ways are or aren’t they? Be sure to gather and provide textual evidence.

Small Group discussions utilizing their journal reflections and textual evidence.

HW: Continue to compile Theme list and textual Continue to compile Theme list and textual evidence **Focus on elements of character development

Reorganize students so that they are in groups with differing characters as much as possible. HW: Write short essay about the author’s craft, highlighting the structure of the texts and point of view. (Author’s Craft Rubric)


Day 16 SWBAT: Analyze how bias and POV can change the information, and therefore the meaning, of a text.

Small Group Read “Not my Best Side” with Dialectical Journal as group. Debrief poem whole class. Journal Reflection: How do bias and point of view interplay within the trilogy? Why has Sophocles chosen those two particular points of view in which to tell this story? Why has Sophocles chosen to change the point of view in the two texts? What impact has that had on character and plot development? The overall entertainment value of the texts? The moral or themes that are central in the texts? Small Group: Discuss how bias and POV interplay with the trilogy. HW: Continue to compile Theme list and textual evidence **Focus on elements of text structure

Day 17

Day 18

Day 19

Day 20

SWBAT: Determine a theme or central idea of a text and analyze in detail its emergence, development, and refinement over the course of the text.

SWBAT: Determine a theme or central idea of a text and analyze in detail its mergence, development, and refinement over the course of the text.

SWBAT: Determine a theme or central idea of a text and analyze in detail its mergence, development, and refinement over the course of the text.

SWBAT: Plan a short, visual presentation that incorporates the major elements of their Literary Analysis argument.

Literary Analysis: Determine a theme or central idea in Antigone and analyze in detail its emergence, development, and refinement over the course of the text. Be sure to consider these aspects when writing: -plot development -character development -text structure -Greek historical context -Author’s motivations.

Literary Analysis Revising and Editing: Students will continue the prompt from yesterday.

Literary Analysis Finalizing: Students will continue the prompt from yesterday.



All claims and arguments must be supported with textual evidence. Pre-writing/Drafting: Students will be able to choose from their list of themes and evidences and supports or they could start anew with a different theme. Students can also develop their writing plan and gather better, more evidence as necessary. (Literary Analysis Rubric) Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Whole Class: Teacher will introduce the assignment and the timeline for completion. Individuals: Students begin crafting out a visual plan of how they want to present their arguments.

Whole Class: Split between computer lab and Classroom for working.

HW: Students must finalize their presentation plans and begin practicing their presentations.

Day 21

Day 22

Day 23

Day 24

SWBAT: Create a short, visual presentation that incorporates the major elements of their Literary Analysis argument.

SWBAT: Create a short, visual presentation that incorporates the major elements of their Literary Analysis argument.

SWBAT: Present a central theme in Antigone utilizing persuasive evidence and images.

SWBAT: Present a central theme in Antigone utilizing persuasive evidence and images.

Whole Class: Will share video demo of a strong presentation from earlier years and the rebuttal portion. Partners Students will share their plan with 2 other students and provide critical feedback on gaps, improvements needed, and strengths. Whole Class: Split between computer lab and Classroom for working.

HW: Students continue to work on the presentation, practicing their presentations, and preparing for the rebuttal.

Whole Class: Students are split between computer lab and Classroom and finishing their presentations today. HW: Students continue to work on the presentation, practicing their presentations, and preparing for the rebuttal.

Whole Class: Small Groups: The teacher will break students up into small groups for their presentations (a camera will be recording at each small group). Groups will then decide on their strongest presentation to present whole group. Students will have an opportunity in this practice round to refine their rebuttals.

The selected students from the previous day will present their work in front of their peers and engage in a rebuttal session. Students will ultimately vote for the most compelling argument. (Listening and Speaking Rubric)

(Listening and Speaking Rubric)


Flex day

Aligned Assessment: Listening and Speaking Rubric CCSS.ELA-Literacy. 8.SL.1 a.

Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

1 pt. Student prepared with notes and evidence 2 pts. Student uses text to look up evidence provided by other students with their comments 3 pts. Student consistently utilizes notes and evidence when speaking

CCSS.ELA-Literacy. 8.SL.1c.

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

3 pts. Student has posed appropriate and on topic questions to the group 4 pts. Student consistently responds to peers’ questions/comments with supported textual evidence

An appropriate listening and speaking behavior is employed.

1 pt. Student quietly listens while peers are speaking 1 pt. Student makes appropriate eye contact with others when listening and speaking 1 pt. Student uses appropriate volume and tone when speaking

Total pts.

/16 pts.


Literary Analysis CCSS.ELA-Literacy.8.RL.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

5 pt. Textual evidence cited strongly supports the author’s claim 5 pts. Textual evidence is appropriately set up and clearly described 3 pts. Author appropriately cites all textual evidence

CCSS.ELA-Literacy.8. RL.2

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.

5 pts. Author has accurately identified a theme or central idea to the text 6 pts. Author has thoroughly described how that theme emerged, developed, and refined throughout the plot’s development 4 pts. The author has accurately and objectively described the plot when and where it is appropriate


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.

6 pts. The author clearly describes how complex character(s) have developed a particular theme or central idea. 5 pts. The author has captured appropriate character textual evidence (dialogue, main events, descriptions, etc.) to support their argument

CCSS.ELA-Literacy.8. RI.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

5 pt. Textual evidence cited strongly supports the author’s claim 5 pts. Textual evidence is appropriately set up and clearly described 3 pts. Author appropriately cites all textual evidence

CCSS.ELA-Literacy.8.W.1a

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

5 pts. Author has organized the claim, evidence, and reasons logically. 3 pts. Author recognizes and uses to their benefit opposing or alternate claims


CCSS.ELA-Literacy. 8.W.1b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

5 pts. Author uses credible sources 4 pts. Author use of texts and sources demonstrates a thorough understanding of the topic and texts used

CCSS.ELA-Literacy. 8.W.1c.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

5 pts. Author uses appropriate transitional words and phrases to illustrate relationships among arguments, reasons and evidence 5 pts. Author uses appropriate transitional words and phrases that assist in the overall flow, readability, and organization of the text

CCSS.ELA-Literacy. 8.W.1d.

Establish and maintain a formal style.

3 pts. The author has crafted text in an appropriate style for the task 5 pts. The author has maintained a formal tone throughout the text.

Student has addressed all the necessary areas in their composition.

4 pts. Author clearly addresses the text structure and its connection to the theme 4 pts. Author clearly addresses the historical context and its connection to the theme 4 pts. Author clearly addresses the author’s motivations and its connection to the theme

Total pts.

/99 pts.


Informational Text Summary and Evidence Gathering CCSS.ELA-Literacy.8. RI.2

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.

4 pts. Author has clearly identified the central idea of the text 6 pts. Author has described the central idea and how it relates to various supporting details 6 pts. Author has objectively summarized the text

All textual evidence gathered and noted embodies strong and accurate representations of the text.

3 pts. The author has gathered strong, accurately representative evidence 3 pts. The textual evidence has been appropriately cited

Total pts.

/22 pts.

Author’s Craft CCSS.ELA-Literacy.8. RL.5

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.

4 pts. Author has accurately identified similarities and differences in the structures of two or more texts 6 pts. Author has clearly described how the structure of the text has impacted the meaning and style of the text.


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.

6 pts. The author has identified how the different points of view (characters and audience) has affected the plot development 3 pts. The author accurately labels these literary elements and effects as dramatic irony, suspenseful, humorous, etc.

Total pts.

/19 pts.
