8th Grade Common Core: RL.8.3
Common Core Identifier: RL.8.3 / Grade: 8
Curriculum: Reading Literature: Key Ideas and Details
Detail: 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.
81 Common Core State Standards (CCSS) aligned worksheets found:
After reading chapters 1 through 3 of the novel, answer these questions about the text. Short response and multiple choice questions are included.
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Make sure students understand key events and details from chapters 15 through 17 of Hatchet with this review packet. Questions include multiple choice and short answer, as well as a chart for students to fill in.
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Use this worksheet to review this section of the book and the events that occurred in it. Students will answer short answer and multiple choice questions, and even complete a chart.
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Answer these reading comprehension questions about chapters 7 through 9 of Esperanza Rising. Multiple choice questions confirm understanding of key content, while short answer questions encourage thoughtful response.
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With this writing prompt, students will write about how they view Esperanza in the first three chapters of the book and how they predict her character will change throughout the rest of the book.
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Write about how roses are used as symbols in the first three chapters of Esperanza Rising. Use examples and evidence from the text.
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This reading comprehension packet for chapters 10 through 12 of Esperanza Rising includes a mix of short answer and multiple choice questions about the content of this section of the book.
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With this writing prompt, students will identify a theme from the novel and explain how it is shown throughout the story using direct quotes and details from the text.
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For this writing prompt, students will pretend they are Esperanza or another child at the camp. They will write a letter to a friend or family member who is not with them, telling about life in the camp and the challenges they are facing.
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With this writing prompt, students will choose two challenges Esperanza faces during this section of the text. They'll describe the challenges and write about how Esperanza responds to them using evidence from the text.
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This extended-response question asks students to think about why Brian seemed to reject the idea of using the rifle he found in the survival pack. They'll use evidence from the text to explain what this choice tells us about his view of his survival journey.
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Answer a variety of short answer and multiple choice questions to support a meaningful understanding of the content from chapters 1 and 2.
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This packet helps students gain a deeper understanding of what they read in this section of the book. A mix of multiple choice and short answer questions help them recall important details and think critically about the content of the chapters.
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These reading comprehension questions cover chapters 3 and 4 of The Outsiders and include short response and multiple choice questions involving theme, context clues, symbolism, and more.
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Use this graphic organizer to track the sequential progression of gifts left for Jem and Scout in the knot-hole. You may wish to give this to students at the beginning of chapter 4 so they can track as they read, or at the end of chapter 8 as a review activity.
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Read the quotes from chapters 3 and 4 and identify which character said them.
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Review key events and details from chapters 18 through 20 of To Kill a Mockingbird with this worksheet.
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Review the events, themes, and other key details from chapters 7 and 8 of the novel. Delve deeper into your understanding of these things with this printable packet of reading comprehension questions.
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With this writing prompt, students will think about how Esperanza helps Marta hide in chapter 12. They will explain how and why she helped Marta and how her actions show character growth.
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With this writing prompt, students respond to the ways Walter Cunningham's and Burris Ewell's family backgrounds are portrayed and reacted to in the novel. They'll write about what they think this shows about the Maycomb County community using evidence from the text.
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These short answer and multiple choice questions will help students develop a deeper comprehension of the text from chapters nine through eleven of To Kill a Mockingbird.
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Students can use this graphic organizer to compare how Atticus and Aunt Alexandra view different issues. They will summarize each character's perspective and point of view.
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Review key events and details from chapters 15 through 17 of the novel with this printable packet. Students will respond to quotes, complete a chart, answer multiple choice questions, and more.
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Assign this packet to help students digest and understand chapters twelve through fourteen of To Kill a Mockingbird. Short answer questions, multiple choice questions, and a chart are all included.
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Use this printout to test your students' understanding of the full text of To Kill a Mockingbird. Multiple choice and short answer questions are included, as is a graphic organizer chart for students to fill in.
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With this worksheet, reflect on the attitudes of the townspeople toward the Radleys and the children's curiosity about their house. Use evidence from the novel to describe a scenario that displays the children's curiosity and speculate about how it might make Boo and the rest of the family feel.
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With this writing prompt, students will analyze Jem's reaction to the knot-hole being filled with cement and Scout's lack of understanding and awareness about why Jem is reacting the way he is. Students will use inference skills, as well as evidence from the text to write their responses.
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With this writing prompt, students will compare and contrast the positions and viewpoints of Mrs. Dubose in chapter 11 with those of Aunt Alexandra in chapter 9, using evidence from the text to support their responses.
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Use details from the text to describe the conflict in chapter 15 that Scout plays a role in resolving.
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In chapter 6, Jem loses his pants on the Radley property but decides to retrieve them even though he knows Nathan Radley shoots at trespassers. This writing prompt asks students to think about what motivates Jem to do this despite the possible danger, as well as what it says about Jem’s character.
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Once students have finished reading chapter 3, they can complete this graphic organizer on Johnny and Ponyboy's home lives and family relationships.
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This extended response question prompts students to write about how Darry is different from the rest of the boys in the gang. Students will use textual evidence and consider why Darry's differences might be important to the novel's narrative.
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Review key elements and details from these chapters of To Kill a Mockingbird with this set of multiple choice and short response questions.
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Use this graphic organizer to help your students succeed in writing an essay on how either Scout or Jem has evolved throughout the novel. Use this outline with the essay worksheet above.
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With this vocabulary packet, your students will review words from the entirety of To Kill a Mockingbird. If you have used our vocabulary worksheets for each section of the book, students should be familiar with all of the words included in this packet.
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Encourage students to think critically about several quotes from Atticus's closing statements and summarize their meaning.
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Review key events from chapters 28 through 31 of To Kill a Mockingbird with this set of reading comprehension questions.
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Make sure your students understand the definitions of this section of the book's vocabulary words with this matching activity.
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Use this writing prompt to help students analyze Jem's confession to Atticus about Boo Radley, as well as how Jem feels and what it shows about his characterization.
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Fill in the table using multiple quotes from the first two chapters to describe each character. Then answer the short-response question.
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Students will use evidence from the text to write a detailed response about Atticus's statements and feelings about defending Tom Robinson and how they compare to the reactions of some townspeople.
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For this argumentative essay, students will write about how either Jem or Scout changes throughout the novel due to being exposed to certain harsh realities of the world.
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Use this writing prompt to reflect on how Mr. Dolphus Raymond is described in the novel. Analyze the author's use of perspective, dialogue, word choice, and other literary elements and devices in developing the scene and revealing the community's attitudes about race and belonging.
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This printout prompts students to write about the interaction that takes place between Bob, Randy, Cherry, and Marcia in chapter 3, focusing on its reflection of societal expectation of gender roles during the time period.
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This writing exercise asks students to consider Scout's tone and choice of words when she describes Aunt Alexandra in chapter 13. They will write about why she uses this tone and how it contributes to Aunt Alexandra's characterization.
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In chapter 4, Ponyboy and Johnny decide to run away rather than seek help from authorities or family members. With this extended response worksheet, students will consider how their socioeconomic status and family experiences likely shaped this choice.
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With this writing prompt, students will identify two ways in which Maycomb's African American community shows respect toward Atticus and reflect upon why the community still demonstrates appreciation for him even after the trial is lost.
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Use this worksheet to help your students plan their essay responses to the argumentative essay prompt above.
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In this extended response activity, students will describe the violent interaction in the park between the greasers and Socs. They will also explain how it differs from student disagreements today, how it is similar, and delve into the details of confrontation among groups.
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Use these vocabulary cards to review key terms from this section of the book and their definitions. The words are: verdict, relenting, acquit, conviction, cynical, fatalistic, ruefully, wryly, furtive, circumstantial, adamant, and inevitable.
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This writing prompt focuses on the discussion in Scout's class in chapter 26. Students will reflect on the irony of the discussion using direct quotations from the book and addressing particular points.
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This essay prompt asks students to consider Atticus's actions and decisions throughout the novel and what they reveal about his personal values. Responses should outline a theme about morality and integrity that Lee shows through her characterizations of Atticus.
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Use context clues and your understanding of words to answer questions about the vocabulary terms from these chapters in To Kill a Mockingbird by Harper Lee.
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Use imagery from chapter 17 to draw conclusions about Bob and Mayella Ewell, their values, and their ways of life. This printout makes it easy organize descriptions of the imagery and larger conclusions.
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Unscramble the vocabulary words from chapters 21 through 23 of the novel with this engaging worksheet.
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Use the clues and optional word bank in this file to complete the crossword puzzle using vocabulary terms from the novel.
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Write a well-developed, multi-paragraph response to this writing prompt explaining how some of Johnny's actions at the drive-in are unexpected based on what you know about him and what this tells us about his character.
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Study the vocabulary words from this section of the book and their definitions with these word cards. The words are: haint, solitary, gait, alleged, mortification, staccato, untrammeled, spasm, stolidly, connived, and acquiescence.
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With this writing prompt, students will react to Tom Robinson's testimony and cross-examination and how it was complicated by race relations at the time. They'll discuss the roles race relations and public perception played and use evidence from the text to support their responses.
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Analyze the political cartoon discussed by Scout and Jem at the beginning of chapter 12. Explain its meaning and symbolism, how it portrays Atticus, and more using at least two pieces of textual evidence.
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Have your students answer questions about the vocabulary terms from this section of the book to test or reinforce their understandings of the words and their definitions.
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Answer the questions from this section of the book using critical thinking, inference, and other reading comprehension skills.
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This argumentative essay writing prompt has students reflect on how Scout's understanding of Boo changes throughout the novel.
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Use your understanding of the novel so far to help answer the questions in this packet. Questions include multiple choice and short answer.
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Think about what is revealed about gender roles through the events of chapter 2. Use direct quotes as evidence to explain how female characters are viewed, spoken about, and treated by male characters in this part of the novel.
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This writing prompt focuses on the characterization of Bob and Mayella Ewell that occurs in chapters 17 and 18. Students will explain and reflect on the differing characterizations with details from the text.
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Use this graphic organizer with the worksheet above to help students plan out their essays on Atticus's actions and their relation to his personal values.
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The vocab words for this part of the book are dainty, squalid, unrouged, commenced, devout, brevity, martyred, recluse, profound, and notoriety. Use these cards as flashcards to practice, a memory game, or any other way you can think of to review these words.
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With this writing prompt, students will explain Jem's view of Maycomb and how it changes after the verdict of Tom Robinson's trial.
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This writing prompt asks students to reflect on the significance of the argument between Darry and Ponyboy, describe the argument, and tell what it reveals about the characters.
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With this writing prompt, students are directed to describe Miss Maudie and Scout's relationship and compare and contrast it to that of Aunt Alexandra and Scout.
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Use this writing prompt to encourage your students to think about how Heck Tate accommodates Boo Radley and shows him compassion. Have them be sure to use evidence from the text to support their responses.
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This writing prompt asks students to write an extended response about the characterization of the book's narrator and his brothers. Explore relationships between Ponyboy, Sodapop, and Darry, and explain what they suggest about the family.
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In chapter 13, Esperanza becomes upset with how they are being treated in California and asks Miguel, "Is this the better life that you left Mexico for?" She goes on to say, "Nothing is right here!" Explain why she feels this way and how Miguel feels.
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This writing prompt encourages students to write a journal entry from Esperanza's perspective about her birthday celebration, using details from chapter 14 and earlier in the book on how this celebration was different from her last birthday.
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Use quotes from chapters 1 through 6 of The Outsiders to identify and explain instances of different conflict types.
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Review important aspects of chapters 5 and 6 of The Outsiders with this question packet. Questions include both short answer and multiple choice responses.
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Use this writing prompt to help students understand situational irony as it is created by the moment when Ponyboy, Johnny, and Dally are praised by a teacher after the fire in chapter 6.
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Use evidence from the text to write about Dally's actions in regard to taking risks to visit and help Ponyboy and Johnny in chapters 5 and 6.
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In chapter 5, Ponyboy recites Robert Frost's poem "Nothing Gold Can Stay." With this prompt, students will write about its overall meaning and connection to the themes of the novel so far.
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Focusing on the hospital scene at the end of chapter 6, analyze how Ponyboy and Darry's relationship evolves over the course of the story. Explain what finally makes Ponyboy realize Darry loves him and what his words at the end of the chapter mean.
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