Learning About Fairness from Literature

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

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.

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.

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.

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.

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.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Engage 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.

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.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

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

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

List and explain the reasons why people sometimes lie, steal, or cheat (e.g., “everybody is doing it”)

Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support

List and explain the reasons why people sometimes do not care or help others

Describe a role model who demonstrates a positive attitude, effort, and grit

Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner

Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support

Explain why it is important for all citizens to respect authority by following the rules and laws

Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct

Explain what the “common good” means and offer examples

Understand what it means to be an “active listener” (e.g., intellectual humility)

Describe how a role model actively participates in the democratic process (either as an elected official or in another capacity)

Experience and demonstrate empathy

Demonstrate respect for other people’s opinions and perspectives

Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond)

Practice “perspective taking” as a strategy to strengthen your acceptance of others

Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants

Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience