1. Strand: Reading-Literature Grade: 8 th Number & Letter: 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.

2. Seeing the Standard: RL.8.3 Released Test Questions:

3. Breaking Down the Standard: RL.8.3 Unit Goals PART A: PLOT Day 1: Define plot and identify the elements of a story on a plot diagram Day 2: Diagram the events of a passage on a plot diagram and justify the placement of each event Days 3-4: Diagram the events of an essay on a plot diagram and justify the placement of each event PART B: LINES OF DIALOGUE AND INCIDENTS IN A STORY Day 5: Examine a text and list two lines of dialogue that propel the action of the story Day 6: Examine a text and list two incidents that propel the action of the story Day 7: Examine a text and list two lines of dialogue or incidents that propel the action of the story PART C: CHARACTERIZATION Day 8: Describe the factors in analyzing a character using examples of each factor Day 9: Identify a character trait in text Day 10: Identify a character trait in text and list three lines of dialogue to support it Day 11: Describe the motivation of a character and list two pieces of background or personal history evidence to support it Day 12: Describe the motivation of a character and list three incidents from the story that support it Day 13: Describe how a relationship changes the characters actions using the sentence frame: _____s relationship with ___ causes him/her to ____ because ____, as is seen in ____(evidence). Day 14: List the five types of conflict found in literature and explain the difference between internal and external conflict. Day 15: Diagram the events of a passage on a plot diagram and identify a characters conflicts or struggles; Explain how these conflicts or struggles impact the events of the story PART D: LINES OF DIALOGUE AND INCIDENTS IN A STORY Days 16-17: Explain a characters decision in the story using three lines of dialogue or incidents from the story to support it

4. Days 16-17 Learning Objective: I will be able to explain a characters decision in the story using three lines of dialogue or incidents from the story to support it.

5. Days 16-17 Foundational Skills/Concepts (Review of Day 1-15 Concept/Skill):

6. Days 16-17 Concept Development:

7. Days 16-17 Social or Academic Application:

8. Days 16-17 Skill Development Steps (I Do):

10. Days 16-17 Skill Development Guided Practice (We Do):

12. Days 16-17 Structured Informal Assessment:

13. Days 16-17 Independent Assignment (In-class or Homework):

14. RL.8.3 Essential Questions: Which event represents the ___ (rising action/climax/resolution)? The author makes the events of the passage seem more realistic by ____. What causes the speaker/character to ___? Which excerpt reveals the authors/characters ____? In paragraph __, why does the speaker/character ___? How does (character A) resemble (character B)? Both characters A and B ____ because ___.