LAFS.8.SL.1.2Archived Standard

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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.
General Information
Subject Area: English Language Arts
Grade: 8
Strand: Standards for Speaking and Listening
Idea: Level 3: Strategic Thinking & Complex Reasoning
Cluster: Comprehension and Collaboration
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: TM , EBSR , MS , MC , SHT item(s)
    • Assessed with: LAFS.8.RL.3.7 and LAFS.8.SL.1.3
  • Assessment Limits :
    Items may ask students to analyze the purpose of information presented in more than one medium and evaluate the motives behind the presentation of the content in a particular media format.
  • Text Types :
    Items assessing these standards may be used with two or more grade-appropriate literary texts. Texts may vary in complexity
  • Response Mechanisms :
    The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess these standards (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select a comparison or analysis of the two sources and then to select words or phrases from the text to support the analysis selected.
    • Requires the student to select words or phrases that are similar in both sources and then to select a comparison or analysis of this similarity. 

    EBSR

    • Requires the student to select a comparison or analysis of the two sources and then to select words or phrases from the text to support the analysis selected.

    Task Demand

    Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

    Sample Response Mechanisms

    Multiple Choice

    • Requires the student to select an analysis or comparison of the sources.
    • Requires the student to select an analysis of the director’s/actor’s choice. 
    • Requires the student to select explicit or implicit details that support an analysis of the sources. 

    Multiselect

    • Requires the student to select explicit or implicit details that support an analysis of the sources. 

    Table Match

    • Requires the student to complete a table by comparing and contrasting a text and its multimedia equivalent to analyze how each medium’s portrayal of a subject impacts meaning.

    Task Demand

    Analyze the purpose of presenting the information in diverse media and format (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

    Sample Response Mechanisms

    Selectable Hot Text
    • Requires the student to select a comparison or analysis of the two sources and then to select words or phrases from the text to support the analysis selected.
    • Requires the student to select an analysis of the purpose of presenting the information in a particular media format and then to select reasons behind its presentation.
    • Requires the student to select an evaluation of the motives behind the decision to present information in a particular format and then to select details that support the evaluation. 

    EBSR

    • Requires the student to select a comparison or analysis of the two sources and then to select words or phrases from the text to support the analysis selected.
    • Requires the student to select an analysis of the purpose of presenting the information in a particular media format and then to select details to support the analysis.
    • Requires the student to select an evaluation of the motives behind the decision to present information in a particular format and then to select details that support the evaluation.

    Multiple Choice

    • Requires the student to select an analysis or comparison of the sources.
    • Requires the student to select an analysis of the purpose for presenting information in a particular media or format.
    • Requires the student to select an evaluation of the motives behind the presentation decision. 

    Multiselect

    • Requires the student to select multiple analyses of the purpose for presenting information in a particular media or format.
    • Requires the student to select multiple evaluations of the motives behind the presentation decision. 

    Table Match

    • Requires the student to complete a table by analyzing the purpose and motive for presenting information in different media formats.

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This benchmark is part of these courses.
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Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

Charge of the Light Brigade: Can a Poem Tell a Story?:

Students will be studying the narrative poem “The Charge of the Light Brigade” and discussing how a “poem can tell a story.” Students will focus upon citing evidence to support central ideas found in the poem and then using those inferences to complete a comparison/contrast essay. Part of this study will include watching a 4 minute clip from the movie The Blind Side in which Tim McGraw’s character explains the meaning of the poem in terms of a football game between rivals LSU and Ole Miss. Students will be asked to compare and contrast the poem’s meaning in terms of battle in war and battle on the football field, determine how these two situations are similar and different, and finally be asked to explain if the football analogy was helpful in aiding the understanding of the story the poem tells.

Type: Lesson Plan

Teaching Idea

Using Creative Movement in a Classroom Environment:

This twelve-minute video from Teaching Channel features dance teacher Brooke Charlebois demonstrating how to use cooperative groups to structure the expression of creative movement and choreographic forms to convey global issues. The video briefly focuses on how embedded dance allows students to demonstrate their understanding of concepts in math, science, history, geography and language.

Type: Teaching Idea

Student Resources

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Parent Resources

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