Grade 08 ELA - EC: E08.A-C.2.1.1

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

Instructional activities designed to be integrated into planned lessons
Questions/activities that grow in complexity
Opportunities for differentiation for each student’s level of performance

Grade Levels

8th Grade

Course, Subject

English Language Arts

Related Academic Standards / Eligible Content

E08.A-C.2.1.1 E08.A-C.2.1.1

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.

Activities

Identify the point of view of characters in a literary text.
Identify the point of view of the audience or reader of a literary text.
Define dramatic irony.

Compare the points of view of characters in a literary text to a reader’s.
Identify an author’s intended effect when one character knows something that another character does not know, or when a reader knows something the characters do not know.

Analyze how different points of view of the characters, narrator, and reader create suspense, humor, and/or dramatic irony.
Evaluate the decisions of an author to use point of view to cause an effect in a literary text.

Answer Key/Rubric

Student correctly identifies the point of view of characters in a literary text. A character’s point of view includes the character’s thoughts, beliefs or feelings about other characters, events or situations in the text. A character’s point of view is revealed to a reader through explicit and implicit textual evidence.
Student correctly identifies the point of the audience or reader of a literary text. A reader’s point of view includes the reader’s thoughts, beliefs, or feelings about the characters events or situations in a text. Authors may develop a reader’s point of view by providing the reader with information a character in the text does not know.
Student correctly defines dramatic irony. Dramatic irony is the difference between what a character in a literary text knows about another character or event and what the reader of that text knows to be true. An author’s use of dramatic irony may add suspense and humor to a text.
Student compares the points of view of characters in a literary text to a reader’s. The comparison ought to include information shared by both the character and the reader. It should also identify information a reader has about the text a character does not. Explicit and implied information from the text is used to support the comparison.
Student identifies an author’s intended effect when one character knows something that another character does not know, or when a reader knows something the characters do not know. Using evidence from a text, the student correctly identifies dramatic irony as a technique used by authors to create suspense and humor.
Student analyzes how different points of view of the characters, narrator, and reader create suspense, humor, and/or dramatic irony. The analysis correctly identifies differences in the points of views and the author’s intended effect.
Evaluate the decisions an author made to use point of view as the cause of an effect in a literary text. The evaluation explains the extent to which the suspense, humor, or dramatic irony intended by an author effectively develops meaning within a literary text.