GLE

R–8–5.1 Explaining or supporting logical predictions (Local) R–8–5.2 Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time (Local) R–8–5.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (Local)  R–8–5.4 Explaining how the narrator’s point of view affects the reader’s interpretation (Local)   R—8--5.5 Explaining how the author’s message or theme (WHICH MAY INCLUDE UNIVERSAL THEMES) is supported within the text.  R–8–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local) R–8–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)  **OC–8–2: In oral communication, students make oral presentations by … ** OC–8–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose (Local) OC–8–2.2 Maintaining a consistent focus (Local) OC–8–2.3 Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion (Local)  EXAMPLES (of support and elaboration): Using illustrations, visuals, detailed descriptions, restatements, paraphrases, examples, comparisons, artifacts OC–8–2.4 Effectively responding to audience questions and feedback (Local)  OC–8–2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, inflection, intonation, rhythm, and gesture) to communicate ideas effectively (Local)
 * R–8–5: Analyze and interpret literary texts, citing evidence where appropriate by… **
 * <span style="font-family: Georgia, serif; color: windowtext; font-size: 10pt;">R-8-16 Generates a personal response to what is read through a variety of means … **

<span style="font-family: Georgia, serif; font-size: 90%;">**W–7–4 In written narratives, students organize and relate a story line/plot/series of events by**… W–7–4.1 Creating a clear and coherent (logically consistent) story line (State) W–7–4.2 Establishing context, __character motivation__, problem/conflict/challenge, and resolution and maintaining point of view (State) W–7–4.3 __Using a variety of effective transitional devices__ (e.g., ellipses, time transitions, white space, or words/phrases) to enhance meaning (State) <span style="font-family: Georgia, serif; font-size: 90%; mso-bidi-font-weight: bold; msobidifontweight: bold;">W–7–4.5 Establishing and maintaining a theme (Local) <span style="font-family: Georgia, serif; font-size: 90%;">W–7–4.6 Providing a sense of closure (Local ) W–7–5.1 Using relevant and descriptive details and sensory language to advance the plot/story line (State) W–7–5.2 Using dialogue to advance plot/story line (State) <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> W–7–5.4 Using voice appropriate to purpose (State) W – 7 – 5.5 Maintaining focus (State) W–7–5.6 Selecting and elaborating important ideas; and excluding extraneous details (Local)
 * W–7–5 Students demonstrate use of narrative strategies by… **