The Boy in the Striped Pajamas by John Boyne Socratic Seminar Questions Socratic Seminar Questions written by Gary Ciesla, M.S.
Introduction The Boy in the Striped Pajamas by John Boyne is a deeply moving novel that tells the story of a young boy and his family who live just outside of a concentration camp during the Second World War. The boy s father is the commandant of the camp, and the boy becomes friends with a young Jewish boy who is interred in the camp. This PDF file of Socratic Seminar Questions contains twenty-six carefully crafted queries on seven pages. The first six pages contain either four or five questions, while the seventh page contains one summary question which requires a more detailed response from the students. All of the questions can be used to facilitate in-class discussions about the novel. The Socratic Seminar Questions can also be used for other purposes, such as homework assignments or classroom quizzes, and the pages will help teachers gauge whether or not the students have read and understand the specific sections of the novel. It is my hope that these Socratic Seminar Questions will be helpful to teachers who present John Boyne s The Boy in the Striped Pajamas to their students, and I believe that as the students read the novel they will find that the questions help them develop critical thinking skills in English and Language Arts. Common Core Standards for Reading and Writing for grades seven and eight are included at the end of the Socratic Seminar Questions. -Gary Ciesla Highland Falls, NY March 14, 2014 gary.ciesla@gmail.com
Chapters 1-2 Student Name: 1. As the story begins, we meet Bruno and his family as they are about to move from Berlin, Germany to an unknown place. What are some of the things that Bruno will miss about moving away from his home in Berlin, and which of them does he feel is the most important? 2. What is your impression and opinion of Bruno s father? How does the man treat his family? What kind of a job does he have? Give examples from the story to support your answer. 3. In Chapter Two, Bruno s mother says, We don t have the luxury of thinking. Some people make all of the decisions for us. What does she mean by these statements? 4. Further on in Chapter Two, Bruno points out that his mother can interrupt him, but it doesn t work the other way around. Is Bruno s mother being fair to him, and does Bruno have the right to complain about this? Explain your answer. Use instances, if appropriate, from your own life. 5. Towards the end of Chapter Two, we are told that Bruno felt cold and unsafe when he looked out the window in his bedroom. Why do you think he felt this way?
Chapters 3-5 Student Name: 6. Describe Bruno s relationship with his sister Gretel. What does he do to make her upset, and how does she act towards him? 7. In Chapter Four, Gretel looks out of Bruno s window and suggests that what they see is the countryside. Bruno challenges her notion. What does Bruno say to convince his sister that her idea is wrong? 8. In Chapter Five, Bruno has a long conversation with his father, and the boy is quite bold in saying what is on his mind. Describe the conversation between Bruno and his father. Do you think Bruno should have been more careful in what he said to his father? 9. Near the end of Chapter Five, Bruno asks about the people he can see from his upstairs window, and his father makes the statement, Ah, those people. Those people... well, they re not people at all. What is your reaction to Bruno s father s attitude?
Chapters 6-7 Student Name: 10. At one point in Chapter Six, Bruno says his father is stupid. The family maid, Maria, reacts very strongly to Bruno s use of this word and tells Bruno what his father had done for her and her mother. Describe the story she told him. 11. At another point in Chapter Six, Maria started to speak about Bruno s father, saying, Wonder what he... how he can... At that instant, the conversation was interrupted by Gretel who came into the room. What do you think Maria was trying to say? 12. Near the end of Chapter Six, Maria tried to stop Bruno from speaking his mind about how much he disliked Out-With, which was the name of the house where they lived. Don t you know how much trouble you could cause? For all of us? she asked. What do you think she meant by that? 13. What is your opinion of Lieutenant Kotler? Give examples and evidence from the story which will support your view.
Chapters 8-11 Student Name: 14. In Chapter Eight, we read about a Christmas day event involving Bruno s family, including his beloved grandfather and grandmother. These two elders had very different views of their son, Bruno s father, Ralf. Describe their different viewpoints towards Ralf. 15. In Chapter Nine, Herr Liszt begins tutoring both Bruno and Gretel. This man loves to teach history and geography, while Bruno prefers reading and art. Herr Liszt says that the choices Bruno prefers are inferior. Those things are useless to you, he says. A sound understanding of the social sciences is far more important to you. He continues, saying that it is important to read... about things that matter in the world... but not storybooks. Not books about things that never happened... Do you agree with Herr Liszt s philosophy of education? Explain your answer. 16. In Chapter 10, as Bruno explores the perimeter fence of the concentration camp, he meets a young boy by the name of Shmuel who is sitting on the other side of the fence. As they speak, the two realize they have some things in common, but they also have some significant differences. Discuss their similarities and differences. 17. Chapter 11 is a description of the evening that the Fury came to Bruno s Berlin home. At several places in the chapter, Bruno s thoughts toward the Fury are made clear. In one instance, the author writes, What a horrible man, thought Bruno. What makes Bruno feel this way?
Chapters 12-15 Student Name: 18. In Chapter 12, as Bruno and Shmuel continued their conversation, it quickly became clear that Bruno did not understand that Shmuel was being held as a prisoner in the concentration camp. What are three examples that illustrate Bruno s lack of understanding during his conversation with Shmuel? 19. In Chapter 13, Lieutenant Kotler had dinner at Bruno s home. It appeared that Bruno s parents wanted to know more about the Lieutenant, for he might be a possible suitor for Gretel. What key events occurred during the dinner that provided information about the Lieutenant, his relationship with his family, and his character? 20. In Chapter 14, Bruno tells his sister Gretel about the conversations he has with his imaginary friend Shmuel. When Bruno told Gretel the details of an event that happened to Shmuel, he realized that his voice had suddenly gone very quiet, for he understood how sad Shmuel must have been. What other clues of Shmuel s sadness has Bruno missed or misunderstood? 21. In Chapter 15, Bruno was very surprised and pleased to discover that his friend Shmuel was sitting in the kitchen of his house. While they talked, Bruno gave some food to Shmuel, but almost immediately Lieutenant Kotler entered and accused Shmuel of stealing food from the refrigerator. Shmuel said that Bruno was his friend. When Bruno was asked if he was friends with Shmuel, Bruno denied that he d ever spoken to Shmuel or seen him before. As the chapter ends, Bruno apologized to Shmuel, and the apology was accepted. Do you think Shmuel should have forgiven Bruno? Explain your answer.
Chapters 16-19 Student Name: 22. In Chapter 16, Bruno asked his sister Gretel about the fence that surrounded the concentration camp. It soon became clear to Gretel that Bruno really did not understand the purpose for the fence. Gretel tried her best to explain it to him. How do you think Gretel felt about the Jews in the camp? What statements did she make to indicate her true inner feelings? 23. In Chapter 17, Bruno and Gretel were summoned into their father s office where the three of them discussed whether or not the family should go back to live in Berlin. Bruno gave a complicated answer, mindful that he would miss his friend Shmuel if he went back to the city. Describe how Bruno answered his father s questions, and how he indirectly stated his feelings. 24. In Chapter 18, Bruno told Shmuel that he would be going back to Berlin in two days, and they would no longer see each other. After they discussed this, Bruno had what is called a brainwave. He and Shmuel then discussed having one final adventure. Describe the adventure they planned, what preparations they needed to make for it, and what they would do during it. 25. In Chapter 19, Bruno meets Shmuel and puts on the striped pajamas and cap and enters the camp. Describe what he sees (or doesn t see), and also describe what happens to him while he is inside the camp with Shmuel.
Chapter 20: The Concluding Question Student Name: 26. The author ends the story with these words: Of course all this happened a long time ago and nothing like that could ever happen again. Not in this day and age. Do you agree with this statement by the author? Could something as terrible as the Holocaust happen again in the 21st Century? What can or should be done to ensure that it won t ever happen again?
The Holocaust is not only a tragedy of the Jewish people, it is a failure of humanity as a whole. - Moshe Katsav
The Boy in the Striped Pajamas by John Boyne Socratic Seminar Questions ANSWER KEY Socratic Seminar Questions written by Gary Ciesla, M.S.
Chapters 1-2 1. As the story begins, we meet Bruno and his family as they are about to move from Berlin, Germany to an unknown place. What are some of the things that Bruno will miss about moving away from his home in Berlin, and which of them does he feel is the most important? Students should indicate that Bruno would miss his friends Karl, Daniel, and Martin. They should also note that he would miss the beautiful Berlin home where he lived, as well as his grandparents. 2. What is your impression and opinion of Bruno s father? How does the man treat his family? What kind of a job does he have? Give examples from the story to support your answer. Students should respond that Bruno s father was very strict, and had very definite rules in the house. For example, Bruno knew that his father s office was... Out Of Bounds At All Times And No Exceptions.... Bruno s father sometimes raised his voice above other voices to indicate dominance. The story indicates:... until Father spoke louder than Mother could and that put a stop to their conversation. It appears that Bruno s father was a high-ranking officer in the German army, but that Bruno didn t know exactly what his father did. Bruno told his classmates that his father... was a man to watch and that the Fury had big things in mind for him. 3. In Chapter Two, Bruno s mother says, We don t have the luxury of thinking. Some people make all of the decisions for us. What does she mean by these statements? Students should indicate that Bruno s mother was saying they had very little freedom in their lives, and they had to do what they were told. 4. Further on in Chapter Two, Bruno points out that his mother can interrupt him, but it doesn t work the other way around. Is Bruno s mother being fair to him, and does Bruno have the right to complain about this? Explain your answer. Use instances, if appropriate, from your own life. In their answers, students might discuss the issue of parental control or authority in their lives, and may include instances describing their own relationships and conversations with their parents. A right or wrong answer can be difficult to determine; a reasonable and well-crafted answer should be the criteria for success. 5. Towards the end of Chapter Two, we are told that Bruno felt cold and unsafe when he looked out the window in his bedroom. Why do you think he felt this way? Although the author does not make clear what Bruno saw when he looked out the window, students might surmise that he saw or even sensed the cold atmosphere that surrounds a concentration camp.
Chapters 3-5 6. Describe Bruno s relationship with his sister Gretel. What does he do to make her upset, and how does she act towards him? Information regarding Bruno s relationship with his sister is found at the start of Chapter Three. Students might answer that Gretel was three years older than Bruno and made it clear to him that... she was in charge. He recognized that he was scared of her. To get her annoyed, Bruno often ignored most of his sister s questions and (asked) a few of his own in their place. 7. In Chapter Four, Gretel looks out of Bruno s window and suggests that what they see is the countryside. Bruno challenges her notion. What does Bruno say to convince his sister that her idea is wrong? Students should indicate that when Gretel and Bruno discussed the matter, Bruno told her that although she thought it was the countryside, there were no animals in sight, and if they grew food on the land, the ground would look much better than the plain dirt that they saw. 8. In Chapter Five, Bruno has a long conversation with his father, and the boy is quite bold in saying what is on his mind. Describe the conversation between Bruno and his father. Do you think Bruno should have been more careful in what he said to his father? Students should indicate that Bruno was quite bold in saying he did not like the place where he was now living, and he told his father that they should go back home to Berlin. At one point. Bruno asked his father if he had done something wrong to make the Fury (Hitler) angry. He suggested his father should go and apologize to the Fury. When his father told Bruno that he would have to accept life at their new home, known as Out-With, Bruno shouted, I don t want to accept it! As for the part of the answer that asks if Bruno should have been more careful with what he said to his father, students will present varied opinions. A right or wrong answer can be difficult to determine; a reasonable and well-crafted answer should be the criteria for success. 9. Near the end of Chapter Five, Bruno asks about the people he can see from his upstairs window, and his father makes the statement, Ah, those people. Those people... well, they re not people at all. What is your reaction to Bruno s father s attitude? Students will present varied opinions in answer to this question. A right or wrong answer can be difficult to determine; a reasonable and well-crafted answer should be the criteria for success.
Chapters 6-7 10. At one point in Chapter Six, Bruno says his father is stupid. The family maid, Maria, reacts very strongly to Bruno s use of this word and tells Bruno what his father had done for her and her mother. Describe the story she told him. Students should indicate that Maria told Bruno a deeply moving story about how his father had helped her when she needed help. He had given her a job, a home and food. Maria said that her mother had worked as a seamstress for Bruno s grandmother. When Maria s mother became ill, Bruno s father arranged for her medical care, paying for it out of his own pocket. Also, when she died, Bruno s father paid for the funeral. She concluded the story by saying to Bruno, So, don t you ever call your father stupid, Bruno. Not around me. I won t allow it. 11. At another point in Chapter Six, Maria started to speak about Bruno s father, saying, Wonder what he... how he can... At that instant, the conversation was interrupted by Gretel who came into the room. What do you think Maria was trying to say? Students might indicate that Maria was about to say something about the concentration camp when Gretel came into the room. It appeared that she didn t understand how Bruno s father could be so kind to her, and yet so cruel to the Jews in the camp. A reasonable and well-crafted answer should be the criteria for success. 12. Near the end of Chapter Six, Maria tried to stop Bruno from speaking his mind about how much he disliked Out-With, which was the name of the house where they lived. Don t you know how much trouble you could cause? For all of us? she asked. What do you think she meant by that? Students might offer a number of opinions in answer to this question. One possibility could include this line of reasoning: If Bruno were to cause problems, they might have an impact upon his father s job, after which his father s position as commandant at the camp might be in danger. If that happened, Maria s position as maid might also be jeopardized. The last commandant was removed in disgrace, and Maria did not want that to happen to Bruno s father. Many bad things might happen, and Maria was trying to warn Bruno. 13. What is your opinion of Lieutenant Kotler? Give examples and evidence from the story which will support your view. Students might offer a number of opinions in answer to this question, but few of the opinions, if any, will be favorable. One example that students might cite is included in Chapter Seven. In that chapter, Lieutenant Kotler spoke to an old man named Pavel in a way that made Bruno look away and feel ashamed.... A bit later in the chapter Bruno stated his feelings: But he hated the idea of leaving (his sister) alone with a man like Lieutenant Kotler. There really was no other way to dress it up: he was just plain nasty.
Chapters 8-11 14. In Chapter Eight, we read about a Christmas day event involving Bruno s family, including his beloved grandfather and grandmother. These two elders had very different views of their son, Bruno s father, Ralf. Describe their different viewpoints towards Ralf. The text indicates, Grandfather was very proud of his son when he saw him in his new uniform but Grandmother was the only one who seemed unimpressed. While Grandfather s pride in his son Ralf was quite evident, Grandmother s shame at what her son had become was made equally clear. The most important element of the students responses is that the difference between how these two elderly people must be made clear. 15. In Chapter Nine, Herr Liszt begins tutoring both Bruno and Gretel. This man loves to teach history and geography, while Bruno prefers reading and art. Herr Liszt says that the choices Bruno prefers are inferior. Those things are useless to you, he says. A sound understanding of the social sciences is far more important to you. He continues, saying that it is important to read... about things that matter in the world... but not storybooks. Not books about things that never happened... Do you agree with Herr Liszt s philosophy of education? Explain your answer. Students will present varied opinions in answer to this question. A right or wrong answer can be difficult to determine; a reasonable and well-crafted answer should be the criteria for success. 16. In Chapter 10, as Bruno explores the perimeter fence of the concentration camp, he meets a young boy by the name of Shmuel who is sitting on the other side of the fence. As they speak, the two realize they have some things in common, but they also have some significant differences. Discuss their similarities and differences. Student responses should indicate some of the following information: Shmuel shared his name with many others in the camp, while Bruno didn t know of anyone else with his name. The two boys realized they were born on the same day. Bruno mentioned that he was on one side of the fence with no friends, while Shmuel was on the other side with dozens of friends. Bruno was from the city of Berlin, while Shmuel was from Poland. 17. Chapter 11 is a description of the evening that the Fury came to Bruno s Berlin home. At several places in the chapter, Bruno s thoughts toward the Fury are made clear. In one instance, the author writes, What a horrible man, thought Bruno. What makes Bruno feel this way? Student responses might include some descriptions of the events that took place during the visit of the Fury. Bruno and his sister were summoned into their father s office before the visit, so that ground rules for their behavior could be established. It was obvious that Bruno s parents were very nervous about the visit. The Fury insulted Bruno when he and his sister were presented to him, for the Fury indicated he did not know which child was the boy and which was the girl. When Gretel told The Fury that she knew how to speak French, The Fury embarrassed her by asking why she would want to learn that language. At one point the text noted that the Fury... was the rudest guest Bruno had ever witnessed... The Fury also sat in the head chair - one normally reserved for Bruno s father - at the dining room table. Additionally, the Fury shouted and roared at his mistress Eva, ordering her to join him in the dining room. As the Fury was leaving, he did not open the door for Eva, but rudely climbed in first and began reading a newspaper while Eva said goodbye to Bruno s mother and father.
Chapters 12-15 18. In Chapter 12, as Bruno and Shmuel continued their conversation, it quickly became clear that Bruno did not understand that Shmuel was being held as a prisoner in the concentration camp. What are three examples that illustrate Bruno s lack of understanding during his conversation with Shmuel? Students should note three incidents which illustrate Bruno s lack of understanding. Some possible responses include: Bruno did not understand that the German soldiers took Shmuel s watch from him; he did not understand the significance of the armband that the Jews had to wear; Bruno didn t believe it possible that so many Jews would be forced to live in one room; he was unable to understand that there was no way to exit from the horribly crowded train cars; Bruno didn t understand that there was no place to explore inside the concentration camp, and no games to be played; he didn t understand that inviting Shmuel to dinner, or eating dinner with Shmuel in the concentration camp would not be a wise thing to do. 19. In Chapter 13, Lieutenant Kotler had dinner at Bruno s home. It appeared that Bruno s parents wanted to know more about the Lieutenant, for he might be a possible suitor for Gretel. What key events occurred during the dinner that provided information about the Lieutenant, his relationship with his family, and his character? Student responses should include some of the following details: Lieutenant Kotler s father had been a professor of literature at a university in Germany, but left the country in 1938, possibly because he disagreed with government policy. This did not please Bruno s father, who wanted to know if the lieutenant had reported the incident to his superiors. More importantly, when at one point the waiter Pavel accidentally spilled the contents of a wine bottle in Kotler s lap, the young lieutenant flew into a rage and apparently harmed Pavel, though the specifics were not described in the text. Students might offer differing opinions about Lieutenant Kotler s character, but few of the opinions, if any, will be favorable. 20. In Chapter 14, Bruno tells his sister Gretel about the conversations he has with his imaginary friend Shmuel. When Bruno told Gretel the details of an event that happened to Shmuel, he realized that his voice had suddenly gone very quiet, for he understood how sad Shmuel must have been. What other clues of Shmuel s sadness has Bruno missed or misunderstood? Students responses might include some of the things which happened to Shmuel, and which were described in Chapter 14: Shmuel suddenly appeared with a black eye, which he didn t want to talk about; Shmuel described the loss of many of his friends who disappeared suddenly without saying goodbye; Shmuel said that his grandfather had gone missing, and whenever he asked his father about it, his father started crying and hugged him very tightly. 21. In Chapter 15, Bruno was very surprised and pleased to discover that his friend Shmuel was sitting in the kitchen of his house. While they talked, Bruno gave some food to Shmuel, but almost immediately Lieutenant Kotler entered and accused Shmuel of stealing food from the refrigerator. Shmuel said that Bruno was his friend. When Bruno was asked if he was friends with Shmuel, Bruno denied that he d ever spoken to Shmuel or seen him before. As the chapter ends, Bruno apologized to Shmuel, and the apology was accepted. Do you think Shmuel should have forgiven Bruno? Explain your answer. Students will present varied opinions in answer to this question. A right or wrong answer can be difficult to determine; a reasonable and well-crafted answer should be the criteria for success.
Chapters 16-19 22. In Chapter 16, Bruno asked his sister Gretel about the fence that surrounded the concentration camp. It soon became clear to Gretel that Bruno really did not understand the purpose for the fence. Gretel tried her best to explain it to him. How do you think Gretel felt about the Jews in the camp? What statements did she make to indicate her true inner feelings? Students will present varied opinions in answer to this question. Gretel was very surprised that Bruno did not know the purpose for the fence surrounding the concentration camp. She indicated that its purpose was to keep the Jews... from coming over here. She told Bruno the families, as Jews, had to be kept together. When Bruno asked her if she and Bruno were Jews, Gretel responded by opening... her mouth wide, as if she had been slapped in the face. She shamed Bruno for even asking that question. Lastly, she said, It s us (the Germans) who don t like them (the Jews), stupid. A reasonable and well-crafted answer should be the criteria for success. 23. In Chapter 17, Bruno and Gretel were summoned into their father s office where the three of them discussed whether or not the family should go back to live in Berlin. Bruno gave a complicated answer, mindful that he would miss his friend Shmuel if he went back to the city. Describe how Bruno answered his father s questions, and how he indirectly stated his feelings. Students should indicate that when Bruno was asked if he missed his friends, he answered that he would miss people wherever he went. When his father asked if he wanted to move back to Berlin, Bruno answered that he wouldn t like it if his father wasn t with them and said he would like everyone in the family to stay together. When his father stated, Perhaps this is not a place for children, Bruno responded, There are hundreds of children here, and then added, Only they re on the other side of the fence. When his father asked him what he knew about the other side of the fence, Bruno answered, I can see them from my bedroom window. Students might indicate that Bruno stated his feelings without mentioning anything about his friendship with Shmuel. 24. In Chapter 18, Bruno told Shmuel that he would be going back to Berlin in two days, and they would no longer see each other. After they discussed this, Bruno had what is called a brainwave. He and Shmuel then discussed having one final adventure. Describe the adventure they planned, what preparations they needed to make for it, and what they would do during it. Students should respond that Bruno would need to have a pair of striped pajamas so that they could go and explore to see if they could find Shmuel s father, who had disappeared. 25. In Chapter 19, Bruno met Shmuel and put on the striped pajamas and cap, and then entered the camp. Describe what he saw (or didn t see), and also describe what happened to him while he was inside the camp with Shmuel. Students should respond with some of the following information: Bruno expected to see happy families living in the huts, with children playing. He also thought there would be a shop in the center, and maybe a cafe. Instead he saw terribly sad-looking people together in groups These people were very skinny, with sunken eyes and shaved heads. Bruno saw some soldiers shouting at a group of men, and other soldiers laughing and pointing their guns at random, but not firing. Bruno and Shmuel looked for evidence to help them understand what happened to Shmuel s father, but they found none. Then suddenly, soldiers appeared and ordered all of the captives, including Bruno, into a group where they marched into a building, to their deaths.
Chapter 20: The Concluding Question 26. The author ends the story with these words: Of course all this happened a long time ago and nothing like that could ever happen again. Not in this day and age. Do you agree with this statement by the author? Could something as terrible as the Holocaust happen again in the 21st Century? What can or should be done to ensure that it won t ever happen again? Students will present varied opinions in answer to this question. A right or wrong answer can be difficult to determine; a reasonable and well-crafted answer should be the criteria for success.
READING COMMON CORE STANDARDS GRADE 7 CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.8 (RL.7.8 not applicable to literature) CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ******** WRITING CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.9.a Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). CCSS.ELA-Literacy.W.7.9.b Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
COMMON CORE STANDARDS GRADE 8 READING CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 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. CCSS.ELA-Literacy.RL.8.3 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. CCSS.ELA-Literacy.RL.8.6 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. ******** WRITING CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence CCSS.ELA-Literacy.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.8.9.b Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").