GRADE 8 Literary

Delaware English Language Arts Standards
Learning Progressions
GRADE 8: Literary Reading Standard 1

College and Career Readiness (CCR): Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Grade 7: Cite several pieces of Grade 8: Cite the textual Grade 9-10: Cite strong and thorough
textual evidence to support analysis evidence that most strongly textual evidence to support analysis of
of what the text says explicitly as supports an analysis of what the text says explicitly as well as
well as inferences drawn from the what the text says explicitly inferences drawn from the text.
text. as well as inferences drawn
from the text.
Progression toward Mastery Key Concepts Guiding Questions/Prompts
 Read and reread closely to  Close reading Use questions and prompts such as:
determine what the literary text  Explicit/ literal meaning  What happens or is said in the
says explicitly/ inferentially.  key ideas stated in text text?
 Identify key ideas stated in text  text evidence to support key  Did I say what the text said, not
 Identify explicit text evidence ideas what I think it means?
to support key ideas  difference between explicit  What evidence provides the
 Differentiate between strong and text evidence and implied strongest support for the explicit
weak textual support evidence meaning from the text?
 Evaluate evidence and choose the  draw logical  What pieces of evidence provide
strongest evidence to support conclusions/inferences the strongest support for the
inferences based on evidence inferences?
 Determine and evaluate the  select evidence that is the  Is there sound support from the
difference between explicit text strongest support text to support my inference? or
evidence and what one infers to  Characteristics of an Are my inferences made with
support comprehension analysis logical details from the text?
 Cite key evidence  Does the evidence clearly support
 Paraphrase key evidence used my inference?
 Properly quote evidence used
 Cite the textual evidence that
most strongly supports an
analysis of what the text says
explicitly as well as inferences
drawn from the text.
8RL10: Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band
independently and proficiently. [Lexile Range: 925-1185]
Literature: Stories, Drama, & Poetry

Stories: Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic
fiction, allegories, parodies, satire, and graphic novels. Drama: Includes one-act and multi-act plays, both in
written form and on film. Poetry: Includes the subgenres of narrative poems, lyrical poems, free verse, poems,
sonnets, odes, ballads, and epics.
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College and Career Ready (CCR): Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
Grade 7: Determine a theme or Grade 8: Determine a theme Grade 9-10: Determine a theme or
central idea of a text and analyze its or central idea of a text and central idea of a text and analyze in
development over the course of a text; analyze its development over details its development over the
provide an objective summary of the the course of the text, course of the text, including how it
text. including its relationship to the emerges and is shaped and refined
characters, setting, and plot; by specific details; provide an
provide an objective summary objective summary of the text.
of the text.
Progression to Mastery Key Concepts Guiding Questions/Prompts
 Describe or graphically represent  Literary texts Use questions and prompts such as:
the relationship between central  Central idea  Which graphic organizer will
ideas/theme and character, setting,  Theme help you best graphically
and plot  The purpose of and represent the development of the
central idea(s) and details?
 Determine a theme or central idea relationships between
Why? How?
of a text characters, setting, plot and  What is the theme or central
 Analyze how character, setting, the development of central idea of this text? Cite evidence
and plot develop to reveal a theme ideas/ themes from the text to support your
or convey the central idea  Characteristics of an effective determination of central idea/
 Summarize a text capturing the summary for literary texts theme?
most important parts (e.g., objective vs. subjective)  An example of how the theme
 Create an objective summary of recurs or is developed in this
text is ---
text
 Objectively summarize the text.
 Determine a theme or central idea
 How does the development of
of a text and analyze its
character, setting and/ or plot
development over the course of
contribute to the central theme
the text, including its relationship
or idea?
to the characters, setting, and plot;
provide an objective summary of
the text
literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band
independently and proficiently. [Lexile Range: 925-1185]

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GRADE 8: Literature Reading Standard 3

College and Career Ready (CCR): Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
Grade 7: Analyze how particular Grade 8: Analyze how particular Grade 9-10: Analyze how complex
elements of a story or drama interact lines of dialogue or incidents in a characters (e.g., those with multiple
(e.g., how setting shapes the story or drama propel the action, or conflicting motivations) develop
characters or plot). reveal aspects of a character, or over the course of a text, interact
provoke a decision. with other characters, and advance
the plot or develop the theme
 Identify key lines of dialogue or  Literary texts Use questions and prompts such as:
incidents in a story or drama  Story Elements  What statement(s) or action(s)
 Understand causal relationship o Plot (e.g., rising action, falling lead to a shift in advancement in
of dialogue and/ or events on action, flashback, the events of the story?
plot development foreshadowing, climax/  What is revealed about the
 Analyze how particular lines of turning point, resolution) character by events or dialogue?
dialogue or incidents in a story o Episodes  What decision is provoked by
or drama propel the action, o Conflicts (e.g., man vs. man, _________incident?
reveal aspects of a character, or man vs. nature, etc.)
provoke a decision. o Characters types (e.g.,
flat/round, static/ dynamic)
and character roles (e.g.,
major/ minor, protagonist/
antagonist, hero/villain)
o Setting (time, place)
o Mood
 Drama Elements
o Acts
o Scenes
o Dialogue
 Character actions, feelings, words,
and implied motivations
8RL10: Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature,
including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and
proficiently. [Lexile Range: 925-1185]

fiction, allegories, parodies, satire, and graphic novels. Drama: Includes one-act and multi-act plays, both in written
form and on film. Poetry: Includes the subgenres of narrative poems, lyrical poems, free verse, poems, sonnets, odes,
ballads, and epics.
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College and Career Ready (CCR): Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
Grade 7: Determine the meaning of Grade 8: Determine the Grade 9-10: Determine the
words and phrases as they are used meaning of words and phrases meaning of words and phrases as
in a text, including figurative and as they are used in a text, they are used in the text, including
connotative meanings; analyze the including figurative and figurative and connotative meanings;
impact of rhymes and other connotative meanings; analyze analyze the cumulative impact of
repetitions of sounds (e.g., the impact of specific word specific word choices on meaning
alliteration) on a specific verse or choices on meaning and tone, and tone (e.g., how the language
stanza of a poem or section of a including analogies or allusions evokes a sense of time and place;
story or drama. to other texts. how it sets a formal or informal
tone).
 Understand connotations of  Literary text Use questions and prompts such as:
words  Word/language choices  What does the word/ phrase
 Understand figurative language  Context clues ____ mean in this selection?
(simile, metaphor,  Literal/ Denotative meaning  The word/ phrase_______ is an
personification, hyperbole,  Connotative meaning example of _______________?
analogies, idiom)  Genre-specific terms (e.g.,  How does the author’s use of the
 Understand literary devices(e.g., line, verse, stanza, refrain, repetition of ______ impact the
alliteration, repetition, rhythm, scene, act, chapter, section) meaning and tone?
rhyme, dialogue, allusions)  Figurative or non-literal  The author uses connotation
 Determine the meanings of meaning (e.g., simile, to__________.
words and phrases in text metaphor, personification,  What does the author mean by
 Understand how word choice hyperbole, analogies, idiom) __________________?
impacts mood and tone  Literary devices (e.g.,  What does this analogy mean?
 Identify and understand the use alliteration, repetition,  What does _______ allude to?
of analogies and allusion rhythm, rhyme, dialogue,
 Determine the meaning of words allusions)
and phrases as they are used in a  Analogies
text, including figurative and  Allusions
connotative meanings; analyze  Mood
the impact of specific word  Tone
choices on meaning and tone,
including analogies or allusions
to other texts.
literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently
and proficiently. [Lexile Range: 925-1185]

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College and Career Ready (CCR): Analyze the structure of text, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Grade 7: Analyze how a drama’s or Grade 8: Compare and contrast Grade 9-10: Analyze how an author’s
a poem’s form or structure (e.g., the structure of two or more texts choices concerning how to structure a
soliloquy, sonnet) contributes to its and analyze how the differing text, order events within it (e.g.,
meaning. structure of each text contributes parallel plots), and manipulate time
to its meaning and style. (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise
 Compare the structures of two or  Text structures related to literary Use questions and prompts such as:
more literary texts text (e.g., chapter, scene, stanza)  How is a particular piece of
 Analyze connections between  Text features related to literary literary text organized?
structure , purpose, and theme of text (e.g., title, chapter titles, table  How are the structures of two or
a literary text of contents, pictures/illustrations, more literary texts similar/
 Analyze how structure enhances punctuation, bold print, font size, different?
purpose/theme/ style of a literary italics, quotation marks)  What is the meaning of this
text  Structural elements of prose (e.g. literary text?
 Explain how the purpose/theme sentence, paragraph, chapter)*  How does the structure of this
can vary when the author chooses  Structural elements/forms of literary text(s) contribute to the
different literary text structures poems (e.g., line, stanza, rhyme, meaning?
 Analyze the relationship between verse, rhythm, meter, soliloquy,  How would the meaning of this
structure and development of sonnet) literary text change if it had been
ideas/meaning of a literary text  Structural elements of drama written as a ____? Explain why
 Compare the relationship between (e.g., casts of characters, settings, the author chose to write it this
form/structure and meaning in two descriptions, dialogue, stage way.
or more literary texts directions)
 Analyze how the differing  Elements of style (e.g., tone, word
structure of literary texts choice, sentence structure)
contribute to their meaning and
style
 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.

ballads, and epics.
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College and Career Ready (CCR): Assess how point of view or purpose shapes the content and style of a text.
Grade 7: Analyze how an author Grade 8: Analyze how differences Grade 9-10: Analyze a particular
develops and contrasts the points of in the points of view of the point of view or cultural experience
view of different characters or characters and the audience or reflected in a work of literature
narrators in a text. reader (e.g., created through the
use of dramatic irony) create such
effects as suspense or humor.
Progressions to Mastery Key Concepts Guiding Questions/Prompts
 Explain and identify various  Literary text(s) Use questions and prompts such as:
points of view of characters  Point of view (omniscient, first-  What is the characters’ point of
 Understand and explain the person, third-person limited) view?
development of the narrator’s  Author’s view point/perspective  Which words from the_____
or speaker’s point of view  Perspective show that it is written
 Describe how point of view  Author’s purpose in____________________
affects a literary text  Speaker/Narrator person?
 Describe how point of view  Audience  How does the author’s word
impacts the reader  Word choice choice help to develop the
 Identify differences in the  Tone narrator/ speaker’s point of
points of view of the characters  Irony view?
and the audience or reader  Subjectivity/Objectivity  Does the character’s point of
 Recognize and understand text  Text Evidence view differ from that of the
devices (eg. irony)  Characters’ points of view audience? If so what effect is
 Recognize and understand text  Literary devices such as dramatic created?
effects (eg. suspense, humor) irony
 Analyze how differences in the  Text effects such as suspense or
points of view of the characters humor
and the audience or reader  Strategies for developing
create such effects as suspense narrative texts(e.g., point of
or humor view, character development,
dialogue, what information to
include and exclude)

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College and Career Ready (CCR): Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
Grade 7: Compare and contrast a Grade 8: Analyze the extent to Grade 9-10: Analyze the
written story, drama, or poem to its which a filmed or live production representation of a subject or a key
audio, filmed, staged, or multimedia of a story or drama stays faithful scene in two different artistic
version, analyzing the effects of to or departs from the text or mediums, including what is
techniques unique to each medium script, evaluating the choices made emphasized or absent in each treatment
(e.g., lighting, sound, color, or by the director or actors. (e.g.,
camera focus and angles in a film). Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of
Icarus).
 Identify the director’s /actor’s  Genre (e.g., story, drama) Use questions and prompts such as:
choices that stay faithful to or  Versions/media of text (e.g.,
depart from the text or script written/script, live, filmed)  How does reading a story compare
 Compare and contrast a filmed  Media techniques/tools-Visual to the audio or video version?
or live production with its text (e.g.,. color, lighting, props,  Select an event from the book and
or script costumes, focus, angles in a film) compare it to a scene from the
 Analyze the extent to which a  Media techniques/tools-Oral production. How are they
filmed or live production of a (e.g., sound effects, music, voice) different and why?
story or drama stays faithful to  Director’s choices  How does the production of a
or departs from the text or  Actor’s choices filmed or live differ from the script
script, evaluating the choices  Author’s choices (e.g., audience, or text?
made by the director or actors word choice, text structure, style,  Why do you think the director
mood, tone) chose to depart/stay faithful to the
 Author’s intention/purpose (e.g., script?
to reveal a dilemma, to promote  Do you agree with the director’s
self-reflection, to draw attention choice why or why not?
to an issue or event, to predict  Evaluate the effectiveness of the
the future, to understand the past) media techniques used to portray
 Narrative elements (e.g., the work.
character, setting, plot, tone,
mood, theme/central idea)

ballads, and epics.
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College and Career Ready (CCR) : Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
Grade 7: Compare and contrast a Grade 8: Analyze how a modern Grade 9-10: Analyze how an
fictional portrayal of a time, place, work of fiction draws on themes, author draws on and transforms
or character and a historical account patterns of events, or character source material in a specific work
of the same period as a means of types from myths, traditional (e.g., how Shakespeare treats a
understanding how authors of fiction stories, or religious works such as theme or topic from Ovid or the
use or alter history. the Bible, including describing how Bible or how a later author draws
the material is rendered new. on a play by Shakespeare).
 Recognize common classical  Theme(s) Use questions and prompts such as:
allusions  Allusions  What are the classical allusions
 Recognize classical themes,  Character types (e.g., dynamic, in this text?
patterns of events, and character flat, round, static)  How does the theme influence
types in modern works of fiction  Characteristics of various genres the classical allusions in this
 Compare classical and modern (e.g., fiction, historical fiction, text?
use of patterns of events and non-fiction)  What are the characteristics of
character types  Classical texts (e.g., traditional a modern work of fiction?
 Compare classical and modern stories, religious works, myths)  What are the theme patterns of
treatments of themes  Story patterns (e.g., good vs. events and or character types of
 Analyze how a modern work of evil, quests, repetition) these texts?
fiction draws on themes,  Archetypes/prototypes  How do the elements in the
patterns of events, or character  Text-to-text connections moderns texts compare with
types from myths, traditional traditional works?
stories, or religious works such  How are works of fiction
as the Bible and explain how the rendered new?
material is rendered new

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GRADE 8 Literary

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Delaware English Language Arts Standards

GRADE 8: Literary Reading Standard 1

Literature: Stories, Drama, & Poetry

GRADE 8: Literary Reading Standard 2

Literature: Stories, Drama, & Poetry

GRADE 8: Literature Reading Standard 3

Literature: Stories, Drama, & Poetry

GRADE 8: Literary Reading Standard 4

Literature: Stories, Drama, & Poetry

GRADE 8: Literary Reading Standard 5

Literature: Stories, Drama, & Poetry

GRADE 8: Literary Reading Standard 6

Literature: Stories, Drama, & Poetry

GRADE 8: Literary Reading Standard 7

Literature: Stories, Drama, & Poetry

GRADE 8: Literary Reading Standard 9

Literature: Stories, Drama, & Poetry

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