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Words Across the Table
Compare two original literary texts about moving to a new country, analyzing how organization, pacing, and endings shape meaning and style.
Grade 8ELAInteractive · Printable
Aligned toRL.8.5
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 8
- Subject
- ELA
- Question types
- Multiple choice, Circle the answer, Short answer
About this worksheet
What students practice
- Students compare a narrative organized by word entries with a narrative built around one continuous scene.
- Students analyze how pacing, repetition, and endings contribute to literary meaning and style.
- Students support structural comparisons with specific evidence from two texts.
How to use
Have students read both texts and mark their structural divisions. Complete the evidence questions before writing the final comparison.
Curriculum
Common Core standard covered
Compare the structures of two or more texts and analyze how each structure adds to its meaning and style.
Preview
OwlSheets.com
Words Across the Table
Compare how a word-organized narrative and a continuous scene shape an experience of learning a language.
Text A: A life organized by words
Read the original narrative. Notice how its four entries organize memories rather than simply listing events.
Definitions Still in Progress
1HOME. A place you can describe without searching. Before we moved from Chile to the United States, I could explain the quickest route to our apartment while eating a sandwich and arguing with my cousin. Here, I practice our street name before anyone asks for it. On my first afternoon at the recreation center, a registration form asks for my home address. I know exactly where I live. Somehow, the empty line suggests otherwise. Months later, I will remember that line more clearly than the color of our apartment door.
2RETURN. To send something back; also, to come again. During that first afternoon, I stand beside the table-tennis tables holding a borrowed paddle. A player points toward me and says something that ends with return. I picture an overdue object. He means the ball. At home that evening, I look up the word and discover several meanings crowded into one entry. I draw little arrows between them. The next week, when someone asks whether I will return on Thursday, I understand without reaching for the paddle. I keep the arrows anyway.
3PARTNER. Someone on your side of the table. Six weeks after the registration form, I play doubles with a girl named Tamsin. Between games, she asks about the word I mutter whenever I miss an easy shot. I explain it, then offer a less embarrassing Spanish word: otra, another. She tries it, placing the sound carefully, as if balancing a ball on her paddle. Her mistake makes me smile, but not because it is funny. For once, I am the person who can say, “Almost. Try it this way.”
4FLUENT. Able to move without stopping. This is not the definition in my school dictionary; it is the one I wrote in the margin during my first week. Yesterday, Tamsin and I argued cheerfully about whether a ball clipped the edge. I stopped twice to find words, and she waited twice. We settled nothing before the next serve. Afterward, I crossed out without stopping and wrote able to continue. The old words remain visible beneath the pencil line. I have not erased them. They belong to someone who arrived here carrying a paddle like a question.
- A. It separates the narrator's school experiences from experiences outside school.
- B. It presents language learning as a set of rules the narrator finally masters.
- C. It ranks the narrator's memories from least important to most important.
- D. It connects changing word meanings with the narrator's changing sense of belonging.
- A. The narrator looks up “return” and draws arrows between its several meanings.
- B. The narrator replaces “without stopping” with “able to continue” after an exchange with Tamsin.
- C. The narrator offers Tamsin a Spanish word after explaining an embarrassing expression.
- D. The narrator practices the street name before someone asks for the home address.
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