The main character is unhappy about her family’s move to Cincinnati and spends most of her time in her room, miserable. Then one day, she goes grocery shopping for her parents and falls in love with the bag boy. (McDougal Littell The Language of Literature, 2002)
This lesson was created as part of the Anthology Alignment Project, during which teachers created CCSS-aligned lessons for existing literary and information texts in anthologies. All page numbers and unit/week designations found in this lesson relate to the edition of the anthology named above. If you are using a trade book or different edition of this title, the page/unit/week references in this lesson will not match. Consult the content referenced in the body of the lesson to determine appropriate page numbers for your text.
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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2. 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.
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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.
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2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
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4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
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1. 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.
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2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
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