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RL.8.3Common CoreELAReading LiteratureGrade 8

RL.8.3: How Dialogue and Incidents Drive a Story

In plain English: RL.8.3 is the Common Core grade 8 ELA standard that asks students to 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. Students quote a line or name an event, say which job it does, and explain what changes because of it. It builds on RL.7.3.

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.

Common Core State Standards for English Language Arts & Literacy · Domain: Reading Standards for Literature · Cluster: Key Ideas and Details · Official standard

01

Lesson Plan

55-70 min

Overview

Students analyze how particular lines of dialogue or incidents in a story propel the action (make the next events happen), reveal aspects of a character (show what a person is like), or provoke a decision (push a character to make a choice). The move the standard asks for is analysis, not labeling: students quote one line or name one incident, say which job it does, and explain what changes because of it. Many lines do more than one job, and a second reading often shows a job that was hidden the first time.

The modeled story is O. Henry's After Twenty Years (1906), in which a man waits in a dark doorway in New York to meet his boyhood friend, exactly as they promised twenty years before. Its twist ending makes students reread the dialogue and find the incident that decided everything. In Independent Practice and on the quiz, students read two passages from Saki's The Interlopers (1919), in which two men whose families have fought for generations are trapped together under a fallen tree. The homework uses the ending of that story.

Learning Objectives

By the end of this lesson, students will be able to:

  • Explain how a particular line of dialogue or an incident propels the action of a story
  • Explain what a line of dialogue or an incident reveals about a character, supported by the words of the text
  • Trace how a line or an incident provokes a character's decision, and what follows from that decision
  • Recognize when one line does more than one job, including jobs that a twist ending makes visible on a second reading

Prior Knowledge Required

Students should already be comfortable with:

  • Analyzing how elements of a story, such as setting, characters and plot, interact RL.7.3
  • Citing the textual evidence that most strongly supports an analysis RL.8.1
  • Telling a character's spoken words apart from the narrator's words
  • Retelling the main events of a story in order

Lesson Procedure

55-70 minutes of class time across 5 phases.

  1. Warm-Up5-10 minutes

    Warm-Up Prompt

    "A friend sends you one text before school: 'We need to talk. Meet me at lunch. Don't tell Sam.' Write three short answers. (1) What will you do next because of the text? (2) What does the text tell you about your friend's mood right now? (3) What is one decision you might make because of it?"

    Collect a few answers to each question. Point out that one short message did three jobs: it made the next event happen (you meet at lunch), it showed something about the sender (worried, secretive), and it pushed you to choose (tell Sam or not). Tell the class that authors use lines of dialogue and incidents in exactly these three ways, and that RL.8.3 asks them to explain how.

  2. Direct Instruction15-20 minutes

    Terms to know:

    • Dialogue: the words characters say to each other, usually inside quotation marks.
    • Incident: a single event or action in the story, such as striking a match or a tree falling.
    • Propel the action: push the plot forward, so that something happens next because of the line or incident.
    • Reveal an aspect of a character: show one quality of a person, such as pride, loyalty or fear, often without the narrator naming it.
    • Provoke a decision: cause a character to make a choice. To show it, name who decides, what they decide, and what pushed them.
    • Twist ending: a surprise at the end that changes how earlier lines read. Rereading after a twist is one of the best ways to see what a line was really doing.

    Introduce the text: O. Henry was the pen name of William Sydney Porter, an American writer known for short stories with surprise endings. After Twenty Years takes place on a New York street in the early 1900s. Words to know: habitual (done out of habit), de-peopled (emptied of people), adown the pacific thoroughfare (down the peaceful street), stalwart (strong and sturdy), vicinity (neighborhood), scarfpin (a jeweled pin worn on a necktie), chum (close friend), corresponded (wrote letters), proposition (here, a thing or a place to deal with), stanchest (most loyal), plodder (a slow, steady worker), my pile (my fortune), razor-edge (a sharp edge), call time on him sharp (leave the minute the agreed time is up) and absurdity (silliness). Read the first two passages aloud while students follow the numbered paragraphs. Paragraph numbers restart in each passage.

    The policeman on the beat moved up the avenue impressively. The impressiveness was habitual and not for show, for spectators were few. The time was barely 10 o’clock at night, but chilly gusts of wind with a taste of rain in them had well nigh de-peopled the streets.

    Trying doors as he went, twirling his club with many intricate and artful movements, turning now and then to cast his watchful eye adown the pacific thoroughfare, the officer, with his stalwart form and slight swagger, made a fine picture of a guardian of the peace. The vicinity was one that kept early hours. Now and then you might see the lights of a cigar store or of an all-night lunch counter; but the majority of the doors belonged to business places that had long since been closed.

    When about midway of a certain block the policeman suddenly slowed his walk. In the doorway of a darkened hardware store a man leaned, with an unlighted cigar in his mouth. As the policeman walked up to him the man spoke up quickly.

    “It’s all right, officer,” he said, reassuringly. “I’m just waiting for a friend. It’s an appointment made twenty years ago. Sounds a little funny to you, doesn’t it? Well, I’ll explain if you’d like to make certain it’s all straight. About that long ago there used to be a restaurant where this store stands—‘Big Joe’ Brady’s restaurant.”

    “Until five years ago,” said the policeman. “It was torn down then.”

    The man in the doorway struck a match and lit his cigar. The light showed a pale, square-jawed face with keen eyes, and a little white scar near his right eyebrow. His scarfpin was a large diamond, oddly set.

    “Twenty years ago to-night,” said the man, “I dined here at ‘Big Joe’ Brady’s with Jimmy Wells, my best chum, and the finest chap in the world. He and I were raised here in New York, just like two brothers, together. I was eighteen and Jimmy was twenty. The next morning I was to start for the West to make my fortune. You couldn’t have dragged Jimmy out of New York; he thought it was the only place on earth. Well, we agreed that night that we would meet here again exactly twenty years from that date and time, no matter what our conditions might be or from what distance we might have to come. We figured that in twenty years each of us ought to have our destiny worked out and our fortunes made, whatever they were going to be.”

    O. Henry, After Twenty Years (opening) (1906). Public domain (published 1906). Source text.

    “It sounds pretty interesting,” said the policeman. “Rather a long time between meets, though, it seems to me. Haven’t you heard from your friend since you left?”

    “Well, yes, for a time we corresponded,” said the other. “But after a year or two we lost track of each other. You see, the West is a pretty big proposition, and I kept hustling around over it pretty lively. But I know Jimmy will meet me here if he’s alive, for he always was the truest, stanchest old chap in the world. He’ll never forget. I came a thousand miles to stand in this door to-night, and it’s worth it if my old partner turns up.”

    The waiting man pulled out a handsome watch, the lids of it set with small diamonds.

    “Three minutes to ten,” he announced. “It was exactly ten o’clock when we parted here at the restaurant door.”

    “Did pretty well out West, didn’t you?” asked the policeman.

    “You bet! I hope Jimmy has done half as well. He was a kind of plodder, though, good fellow as he was. I’ve had to compete with some of the sharpest wits going to get my pile. A man gets in a groove in New York. It takes the West to put a razor-edge on him.”

    The policeman twirled his club and took a step or two.

    “I’ll be on my way. Hope your friend comes around all right. Going to call time on him sharp?”

    “I should say not!” said the other. “I’ll give him half an hour at least. If Jimmy is alive on earth he’ll be here by that time. So long, officer.”

    “Good-night, sir,” said the policeman, passing on along his beat, trying doors as he went.

    There was now a fine, cold drizzle falling, and the wind had risen from its uncertain puffs into a steady blow. The few foot passengers astir in that quarter hurried dismally and silently along with coat collars turned high and pocketed hands. And in the door of the hardware store the man who had come a thousand miles to fill an appointment, uncertain almost to absurdity, with the friend of his youth, smoked his cigar and waited.

    About twenty minutes he waited, and then a tall man in a long overcoat, with collar turned up to his ears, hurried across from the opposite side of the street. He went directly to the waiting man.

    O. Henry, After Twenty Years (the wait) (1906). Public domain (published 1906). Source text.
    • Dialogue that reveals a character

      The man in the doorway "spoke up quickly" (first passage, paragraph 3) before the policeman asked him anything: "It's all right, officer," he said, reassuringly (paragraph 4). What does this line reveal?

      Result: He answers a question no one has asked and offers to explain "if you'd like to make certain it's all straight" (paragraph 4). A man with nothing to hide rarely rushes to tell a policeman that everything is all right, so the line reveals that he expects a police officer to be suspicious of him. At this point it is only a hint about his character; students should keep it in mind as they read on.

    • Dialogue that propels the action

      In paragraph 7 of the first passage, the man explains why he is standing in the doorway. How does this speech push the story forward?

      Result: He says "we agreed that night that we would meet here again exactly twenty years from that date and time" (paragraph 7). The speech sets the time and place of everything that follows and gives the story its question: will Jimmy Wells come? Every later event, the waiting, the arrival of the tall man and the walk up the street, happens because of this promise.

    • An incident that reveals a character and plants a clue

      The man "struck a match and lit his cigar" (first passage, paragraph 6). What does this small incident show the reader?

      Result: The light shows "a pale, square-jawed face with keen eyes, and a little white scar near his right eyebrow" and a scarfpin that is "a large diamond, oddly set" (paragraph 6). The scar hints at a rough life and the diamond at new money he likes to show. The incident also lets the policeman see the man's face clearly. Tell students to remember this match; it matters again at the end.

    • Dialogue that reveals a character (two sides)

      Asked whether he did well out West, the man says "You bet! I hope Jimmy has done half as well" (second passage, paragraph 6). What does the rest of his answer reveal?

      Result: He calls Jimmy "a kind of plodder, though, good fellow as he was" and brags that "I've had to compete with some of the sharpest wits going to get my pile" (paragraph 6). The line reveals pride and a habit of looking down on his friend. "Sharpest wits" also hints that he made his money among clever, possibly dishonest men. Yet he still calls Jimmy a "good fellow," so the same line shows that he cares about him.

    Quote, job, change. Model the three moves for each example: quote the exact line or name the incident with a paragraph number; name the job it does (propels, reveals, provokes); and explain the change it makes: what happens next, what we now know about the character, or what the character chooses. Give two sentence frames: "When ___ says '___' (paragraph __), it reveals that ___, because ___." and "The incident of ___ (paragraph __) propels the action / provokes a decision because afterward ___." Show Diagram 1 and fill in the first two columns together.

  3. Guided Practice15 minutes

    Read the end of the story aloud. Words to know: Bully (old slang for excellent), egotism (thinking too much about yourself), submerged (hidden, as if under water), simultaneously (at the same time), a Roman nose (a nose with a high, curved bridge), a pug nose (a short nose that turns up), wires us (sends us a telegram), a plain clothes man (a police officer who does not wear a uniform) and Patrolman (a police officer who walks a beat).

    “Is that you, Bob?” he asked, doubtfully.

    “Is that you, Jimmy Wells?” cried the man in the door.

    “Bless my heart!” exclaimed the new arrival, grasping both the other’s hands with his own. “It’s Bob, sure as fate. I was certain I’d find you here if you were still in existence. Well, well, well!—twenty years is a long time. The old restaurant’s gone, Bob; I wish it had lasted, so we could have had another dinner there. How has the West treated you, old man?”

    “Bully; it has given me everything I asked it for. You’ve changed lots, Jimmy. I never thought you were so tall by two or three inches.”

    “Oh, I grew a bit after I was twenty.”

    “Doing well in New York, Jimmy?”

    “Moderately. I have a position in one of the city departments. Come on, Bob; we’ll go around to a place I know of, and have a good long talk about old times.”

    The two men started up the street, arm in arm. The man from the West, his egotism enlarged by success, was beginning to outline the history of his career. The other, submerged in his overcoat, listened with interest.

    At the corner stood a drug store, brilliant with electric lights. When they came into this glare each of them turned simultaneously to gaze upon the other’s face.

    The man from the West stopped suddenly and released his arm.

    “You’re not Jimmy Wells,” he snapped. “Twenty years is a long time, but not long enough to change a man’s nose from a Roman to a pug.”

    “It sometimes changes a good man into a bad one,” said the tall man. “You’ve been under arrest for ten minutes, ‘Silky’ Bob. Chicago thinks you may have dropped over our way and wires us she wants to have a chat with you. Going quietly, are you? That’s sensible. Now, before we go on to the station here’s a note I was asked to hand you. You may read it here at the window. It’s from Patrolman Wells.”

    The man from the West unfolded the little piece of paper handed him. His hand was steady when he began to read, but it trembled a little by the time he had finished. The note was rather short.

    Bob: I was at the appointed place on time. When you struck the match to light your cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn’t do it myself, so I went around and got a plain clothes man to do the job.

    JIMMY.

    O. Henry, After Twenty Years (the ending) (1906). Public domain (published 1906). Source text.

    Pairs work through three lines from the ending, one for each job. Ask each question before revealing the teacher note.

    1. "You're not Jimmy Wells," he snapped. "Twenty years is a long time, but not long enough to change a man's nose from a Roman to a pug." (paragraph 11). Which job does this line do? Teacher note: it propels the action. It is the turning point: the friendly walk stops, and the tall man must now say who he is. The incident just before it, the two men turning to look at each other in the drug store's "glare" (paragraph 9), is what makes the discovery possible.
    2. "It sometimes changes a good man into a bad one," said the tall man (paragraph 12). What does this line reveal, and about whom? Teacher note: it answers Bob's remark about noses by turning it into a comment about Bob himself: twenty years have made him a criminal. It reveals that the officer knows exactly who Bob is, and it hints at Jimmy's sadness about what happened to his friend.
    3. The note: "When you struck the match to light your cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn't do it myself, so I went around and got a plain clothes man to do the job." (paragraph 14). Which incident provoked which decision? Teacher note: the match from the first passage (paragraph 6) showed Jimmy that his old friend was a wanted man, and that sight provoked his decision: arrest Bob, but not with his own hands. "Somehow I couldn't do it myself" reveals loyalty and duty pulling in opposite directions, so the one line does two jobs.

    Show Diagram 2 and trace the chain backward from the note to the match. Then have pairs reread the policeman's words in the first two passages: now that they know he is Jimmy, which lines read differently? Collect two or three ideas and save the rest for Activity 2. Each pair writes a three-sentence answer: the incident, the decision it provoked, and what happened because of the decision.

  4. Independent Practice15 minutes

    Students read two passages from Saki's The Interlopers on their own. Saki was the pen name of H. H. Munro, a British writer. What has happened before the first passage: for three generations the families of Ulrich von Gradwitz and Georg Znaeym have fought over a narrow strip of forest in the mountains of eastern Europe. A court gave the land to Ulrich's grandfather, but Georg's family never accepted the ruling, and each man now hates the other. On a stormy winter night Ulrich, rifle in hand, is out with his foresters looking for Georg, who he thinks is hunting on the land. The two men meet face to face, but before either can shoot, a huge beech tree crashes down and pins both of them to the ground, side by side. Paragraph numbers restart in each passage.

    Words to know: snared (caught, like an animal in a trap), plight (a bad situation), poaching (hunting on someone else's land without permission), for form's sake (only to look polite), condolences (a message of sympathy sent after a death), interlopers (outsiders who push into something that is not their business), forest-thief, game-snatcher (insults: a thief of the forest's animals), foresters (men who guard a forest), endeavours (efforts), draught (a drink), scarcely (hardly), languor (weakness and tiredness), compact (agreement), boundary dispute (an argument over where one person's land ends), gabble (chatter) and feud (a long, bitter quarrel between families).

    “So you’re not killed, as you ought to be, but you’re caught, anyway,” he cried; “caught fast. Ho, what a jest, Ulrich von Gradwitz snared in his stolen forest. There’s real justice for you!”

    And he laughed again, mockingly and savagely.

    “I’m caught in my own forest-land,” retorted Ulrich. “When my men come to release us you will wish, perhaps, that you were in a better plight than caught poaching on a neighbour’s land, shame on you.”

    Georg was silent for a moment; then he answered quietly:

    “Are you sure that your men will find much to release? I have men, too, in the forest to-night, close behind me, and they will be here first and do the releasing. When they drag me out from under these damned branches it won’t need much clumsiness on their part to roll this mass of trunk right over on the top of you. Your men will find you dead under a fallen beech tree. For form’s sake I shall send my condolences to your family.”

    “It is a useful hint,” said Ulrich fiercely. “My men had orders to follow in ten minutes time, seven of which must have gone by already, and when they get me out—I will remember the hint. Only as you will have met your death poaching on my lands I don’t think I can decently send any message of condolence to your family.”

    “Good,” snarled Georg, “good. We fight this quarrel out to the death, you and I and our foresters, with no cursed interlopers to come between us. Death and damnation to you, Ulrich von Gradwitz.”

    “The same to you, Georg Znaeym, forest-thief, game-snatcher.”

    Both men spoke with the bitterness of possible defeat before them, for each knew that it might be long before his men would seek him out or find him; it was a bare matter of chance which party would arrive first on the scene.

    Both had now given up the useless struggle to free themselves from the mass of wood that held them down; Ulrich limited his endeavours to an effort to bring his one partially free arm near enough to his outer coat-pocket to draw out his wine-flask. Even when he had accomplished that operation it was long before he could manage the unscrewing of the stopper or get any of the liquid down his throat. But what a Heaven-sent draught it seemed! [...] the wine was warming and reviving to the wounded man, and he looked across with something like a throb of pity to where his enemy lay, just keeping the groans of pain and weariness from crossing his lips.

    Saki (H. H. Munro), The Interlopers (the two enemies trapped, shortened) (1919). Public domain (published 1919). Source text.

    “Could you reach this flask if I threw it over to you?” asked Ulrich suddenly; “there is good wine in it, and one may as well be as comfortable as one can. Let us drink, even if to-night one of us dies.”

    “No, I can scarcely see anything; there is so much blood caked round my eyes,” said Georg, “and in any case I don’t drink wine with an enemy.”

    Ulrich was silent for a few minutes, and lay listening to the weary screeching of the wind. An idea was slowly forming and growing in his brain, an idea that gained strength every time that he looked across at the man who was fighting so grimly against pain and exhaustion. In the pain and languor that Ulrich himself was feeling the old fierce hatred seemed to be dying down.

    “Neighbour,” he said presently, “do as you please if your men come first. It was a fair compact. But as for me, I’ve changed my mind. If my men are the first to come you shall be the first to be helped, as though you were my guest. We have quarrelled like devils all our lives over this stupid strip of forest, where the trees can’t even stand upright in a breath of wind. Lying here to-night thinking I’ve come to think we’ve been rather fools; there are better things in life than getting the better of a boundary dispute. Neighbour, if you will help me to bury the old quarrel I—I will ask you to be my friend.”

    Georg Znaeym was silent for so long that Ulrich thought, perhaps, he had fainted with the pain of his injuries. Then he spoke slowly and in jerks.

    “How the whole region would stare and gabble if we rode into the market-square together. No one living can remember seeing a Znaeym and a von Gradwitz talking to one another in friendship. And what peace there would be among the forester folk if we ended our feud to-night. And if we choose to make peace among our people there is none other to interfere, no interlopers from outside . . . [...] In all the countryside there are none that could hinder if we willed to make peace. I never thought to have wanted to do other than hate you all my life, but I think I have changed my mind about things too, this last half-hour. And you offered me your wine-flask . . . Ulrich von Gradwitz, I will be your friend.”

    Saki (H. H. Munro), The Interlopers (the offer, shortened) (1919). Public domain (published 1919). Source text.

    On the handout, students fill in a chart with three columns (Line or incident, Job, What changes because of it) for four lines of dialogue of their choice, at least one from each passage, and one incident. Then they answer in two or three sentences: which moment in these passages provokes a decision, who decides, and what do they decide? The quiz uses both passages; its answers are not discussed until students have finished the chart.

  5. Closure5-10 minutes

    Exit ticket: (1) In one sentence, explain the difference between a line that propels the action and a line that reveals a character. (2) Choose one line from either story that does two jobs at once, quote it with its passage and paragraph number, and name both jobs.

    Teacher note on language and content: After Twenty Years was published in 1906 and uses slang of its time, such as "chum," "my pile" and "Bully." The Interlopers was published in 1919. Its trapped enemies curse each other ("these damned branches," "Death and damnation to you"), threaten murder, and Ulrich drinks from a flask of wine and offers it to Georg; the last line leaves the injured men in danger, and what happens next is left for readers to imagine. Present these as part of a story about hatred and its cost. The words are Saki's and are kept exactly. Two passages from The Interlopers are shortened for length; each cut is marked [...] and described in the source note under the passage.

    For homework: students read the ending of The Interlopers, printed below. It follows directly from the second passage. Words to know: reconciliation (making peace after a quarrel), succour (help), honourable attention (respectful care, as a host gives a guest), lull (a short, quiet pause), halloo (a shout to call someone), pestilential (horribly annoying, like a disease), muster (gather up), distinctly (clearly) and unstrung (having lost control of the nerves).

    For a space both men were silent, turning over in their minds the wonderful changes that this dramatic reconciliation would bring about. In the cold, gloomy forest, with the wind tearing in fitful gusts through the naked branches and whistling round the tree-trunks, they lay and waited for the help that would now bring release and succour to both parties. And each prayed a private prayer that his men might be the first to arrive, so that he might be the first to show honourable attention to the enemy that had become a friend.

    Presently, as the wind dropped for a moment, Ulrich broke silence.

    “Let’s shout for help,” he said, “in this lull our voices may carry a little way.”

    “They won’t carry far through the trees and undergrowth,” said Georg, “but we can try. Together, then.”

    The two raised their voices in a prolonged hunting call.

    “Together again,” said Ulrich a few minutes later, after listening in vain for an answering halloo.

    “I heard nothing but the pestilential wind,” said Georg hoarsely.

    There was silence again for some minutes, and then Ulrich gave a joyful cry.

    “I can see figures coming through the wood. They are following in the way I came down the hillside.”

    Both men raised their voices in as loud a shout as they could muster.

    “They hear us! They’ve stopped. Now they see us. They’re running down the hill towards us,” cried Ulrich.

    “How many of them are there?” asked Georg.

    “I can’t see distinctly,” said Ulrich; “nine or ten,”

    “Then they are yours,” said Georg; “I had only seven out with me.”

    “They are making all the speed they can, brave lads,” said Ulrich gladly.

    “Are they your men?” asked Georg. “Are they your men?” he repeated impatiently as Ulrich did not answer.

    “No,” said Ulrich with a laugh, the idiotic chattering laugh of a man unstrung with hideous fear.

    “Who are they?” asked Georg quickly, straining his eyes to see what the other would gladly not have seen.

    “Wolves.”

    Saki (H. H. Munro), The Interlopers (the ending) (1919). Public domain (published 1919). Source text.

Differentiation Strategies

For Struggling Students

  • Give a card with the three jobs and one question for each: What happens because of it? What does it show? Who chooses what?
  • Mark four lines in the Interlopers passages ahead of time, so students practice explaining the job before they practice choosing the lines
  • Read the first Interlopers passage aloud with them, stopping after each speech to ask "Who is speaking, and what does he want?"

For Advanced Students

  • Ask them to find a line in either story that does all three jobs and defend the claim in a short paragraph
  • Have them rewrite one speech from the Interlopers passages so that it provokes a different decision, then explain how the rest of the story would have to change
  • Ask them to compare the two stories: in which one does a single incident matter more to the ending, and why?

Assessment Guidance

What to Look For

Check that each answer quotes a specific line or names a specific incident with its paragraph number, names a job, and explains what changes because of it. The best answers go past the label: they say what happens next, what quality the line shows and how the words show it, or who decides what. Watch for students who summarize the passage instead of analyzing one line, for students who say a line "reveals character" without naming the quality, and for students who miss that a line can do more than one job.

02

Classroom Activities

3 Activities

1

Line Sort: What Is This Line Doing?

15 minPairs

Pairs get 9 cards, each with one line of dialogue or one incident from After Twenty Years, and a mat with three columns: Propels the action, Reveals a character, Provokes a decision. They place each card and write one sentence on the back explaining what changes because of it. A card that does two jobs goes on the line between two columns.

The Cards

  • "Three minutes to ten," he announced. "It was exactly ten o'clock when we parted here at the restaurant door." (second passage, paragraph 4)
  • "I should say not!" said the other. "I'll give him half an hour at least." (second passage, paragraph 9)
  • The waiting man pulled out a handsome watch, the lids of it set with small diamonds. (second passage, paragraph 3)
  • "Is that you, Bob?" he asked, doubtfully. (third passage, paragraph 1)
  • "You've changed lots, Jimmy. I never thought you were so tall by two or three inches." (third passage, paragraph 4)
  • "Oh, I grew a bit after I was twenty." (third passage, paragraph 5)
  • "Moderately. I have a position in one of the city departments." (third passage, paragraph 7)
  • The two men started up the street, arm in arm. (third passage, paragraph 8)
  • At the corner stood a drug store, brilliant with electric lights. (third passage, paragraph 9)

Procedure

  • Pairs place all 9 cards, then compare with another pair and discuss any card they placed differently
  • Each pair chooses one card on a line between two columns and explains both jobs to the class
  • Suggested key for the teacher (other placements are fine with a reason). The clock line propels the action: it sets the minutes ticking toward the meeting. "Half an hour at least" reveals Bob's loyalty to his friend and propels the action, since he stays put. The diamond watch reveals Bob's showy new wealth. "Is that you, Bob?" asked "doubtfully" reveals that the tall man is unsure, a hint that he is a stranger. Bob's remark about height reveals a doubt, and the answer "Oh, I grew a bit" propels the action by calming the doubt so the walk goes on. "A position in one of the city departments" is true but hides that he is a police officer, so it reveals a careful speaker and propels the action. The walk arm in arm propels the action toward the corner. The drug store's lights are the incident that lets the two men see each other's faces, so they propel the action to the turning point

Discussion Questions

  • Which card changed columns once you knew the ending? Why?
  • The tall man's answers are short. What does that tell you about him?
  • Could the story work without the drug store's lights? What would O. Henry have had to write instead?

Modification

For students who need support, sort only five cards (the clock line, "half an hour," "Is that you, Bob?," "Oh, I grew a bit" and the drug store) and use two columns first, propels and reveals, before adding the third.

2

Reread with the Ending in Mind

15 minGroups of 4

Once students know that the policeman on the beat was Jimmy Wells, his words in the first two passages read differently. Groups take four of his lines and write two short readings for each: what the line seemed to do the first time, and what it really does. The goal is to see that a line can hide its job until a later incident reveals it.

The Lines

  • "Until five years ago," said the policeman. "It was torn down then." (first passage, paragraph 5)
  • "Haven't you heard from your friend since you left?" (second passage, paragraph 1)
  • "Did pretty well out West, didn't you?" asked the policeman. (second passage, paragraph 5)
  • "Hope your friend comes around all right. Going to call time on him sharp?" (second passage, paragraph 8)

Procedure

  • Each student takes one line and writes "First reading: ___" and "Second reading: ___"
  • The group decides which line changes the most and explains why in two sentences
  • Notes for the teacher. "Until five years ago": at first, a policeman who knows his beat; on a second reading, Jimmy knows the place because it is the spot he promised to come to. "Haven't you heard from your friend": at first, polite interest; on a second reading, Jimmy learns whether Bob kept track of him. "Did pretty well out West": at first, small talk; on a second reading, it gets Bob to talk about himself while Jimmy studies him. "Going to call time on him sharp?": at first, a friendly question; on a second reading, it gets Bob to promise to stay "half an hour at least," which gives Jimmy time to fetch the plain clothes man, so it propels the action

Discussion Questions

  • Did the policeman ever lie to Bob? Point to his exact words.
  • Which of the four lines propels the action most, once you know the ending?
  • Why might O. Henry have made the policeman say so little about himself?

Variation

Give half the groups the story with the ending covered and half with it uncovered. Both write the "first reading" for each line; then compare and discuss what the ending changed.

3

Change One Line

10-15 minPairs

Pairs test how much one line matters by changing it. They choose a line of dialogue from After Twenty Years, rewrite it so that it does a different job, and explain how the rest of the story would have to change. If changing a line changes the plot, that line was propelling the action.

Model

Original: "I should say not!" said the other. "I'll give him half an hour at least." (second passage, paragraph 9). Rewrite: "Sharp at ten. I can't wait around." What would change: Bob would leave before the tall man arrives about twenty minutes later (paragraph 12), so there would be no arrest. The original line reveals Bob's loyalty and also propels the action, because it keeps him in the doorway.

Procedure

  • Each pair chooses a different line and writes the original with its passage and paragraph number
  • They write the rewrite and two sentences: which job the original did, and what would change in the story
  • Pairs trade and judge each other's claim: would the story really have to change?

Variation

RL.8.3 also covers drama. Groups turn the third passage into a short play script with stage directions, such as (Bob stops and pulls his arm free). They cut any narrator's words that the actors can show instead, and explain which lines they could not cut because they propel the action or provoke a decision.

03

Diagrams & Visual Aids

2 diagrams

Diagram 1: Three Jobs a Line or an Incident Can Do

Three jobs a line or an incident can do Examples from After Twenty Years by O. Henry Propels the action Ask: What happens because of it? Bob explains the appointment: "meet here again exactly twenty years from that date and time" (first passage, paragraph 7) Effect: the story now has a question to answer. Will Jimmy come? Reveals a character Ask: What does it show about the speaker? Bob calls his friend "a kind of plodder" and brags about "the sharpest wits going" (second passage, paragraph 6) Effect: Bob is proud of himself and looks down on Jimmy. Provokes a decision Ask: Who chooses what because of it? Bob strikes a match, and the light shows his face (first passage, paragraph 6) Effect: Jimmy decides to send another officer (third passage, paragraph 14). One line can do more than one job. Name the job, quote the line, then say what changes because of it.
The three jobs named in RL.8.3, each with the question to ask and an example from the worked examples and Guided Practice. The third column needs the ending of the story: the match in paragraph 6 of the opening leads to Jimmy's choice in the note.

Diagram 2: The Match, from Incident to Decision

The match: from incident to decision How one small incident in paragraph 6 decides the ending of After Twenty Years 1. Incident Bob strikes a match to light his cigar first passage, paragraph 6 2. What Jimmy sees "the face of the man wanted in Chicago" third passage, paragraph 14 3. Decision "Somehow I couldn't do it myself" third passage, paragraph 14 4. Action A plain clothes man arrests Bob third passage, paragraph 12 Hidden until the note at the end On a first reading the match only shows us Bob's face. On a second reading it is the moment that decides the whole story.
The Guided Practice chain for After Twenty Years. Steps 2 and 3 are told only in Jimmy's note, so students trace the chain backward from the ending to the incident that provoked Jimmy's decision.

04

Homework Assignment

~30 min

RL.8.3 Homework: The Ending of The Interlopers

Directions: Read the ending of The Interlopers at the end of the lesson plan (in Closure). Its paragraphs are numbered 1-19. Some problems also ask you to look back at the two passages from the story in Independent Practice. Answer in complete sentences. Put every quotation in quotation marks and give its passage and paragraph number. For each line or incident you discuss, name the job it does and explain what changes because of it.

Part 1: Lines That Propel the Action (Problems 1-2)

  1. Ulrich says, "Let's shout for help" (paragraph 3), and Georg answers, "but we can try. Together, then" (paragraph 4). Explain how this exchange propels the action. Then explain what the single word "Together" shows about the two men now.
  2. Georg asks how many men are coming, and Ulrich answers "nine or ten" (paragraph 13). Explain how Georg's reply in paragraph 14 moves the story toward its ending, and why this detail makes the last word of the story hit harder.

Part 2: Lines and Incidents That Reveal Character (Problems 3-4)

  1. The narrator says that "each prayed a private prayer that his men might be the first to arrive, so that he might be the first to show honourable attention to the enemy that had become a friend" (paragraph 1). Explain what this reveals about both men, and how it shows the decision from the second Interlopers passage at work.
  2. Look at how Ulrich laughs in paragraph 17 and how Georg speaks in paragraphs 16 and 18. What does each detail reveal about how the man feels at that moment? Quote the words that show it.

Part 3: Decisions and the Whole Story (Problems 5-6)

  1. In the second Interlopers passage, both men decide to end the feud. How does the final word of the story, "Wolves" (paragraph 19), change what that decision means? Explain in 4-6 sentences, and use the title of the story in your answer.
  2. Write a paragraph of 5-7 sentences: choose the one line of dialogue from the three Interlopers passages that you think matters most to the story. Quote it, name every job it does, and support your choice with one piece of evidence from a different passage. End by naming one other line you considered and why you chose yours instead.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
Quoting the LineExact line or clearly named incident, with passage and paragraph numberCorrect line with no number, or a close paraphraseWrong or missing
Naming the JobNames the correct job or jobs and notices when a line does more than oneNames one job with a thin reasonNo job named, or a summary instead
Explaining the ChangeSays exactly what happens, what the character is like, or who decides what because of the lineExplains the change in general termsNo explanation
Connecting PassagesLinks the ending to the earlier passages with evidence from bothMentions an earlier passage without evidenceTreats the ending alone

05

Quiz: 20 Questions

Interactive, with answers

Instructions

Questions 2-8 use the first passage from The Interlopers in Independent Practice above, and questions 9-14 and 17 use the second passage. Questions 15, 16 and 20 use both. Questions 18 and 19 use After Twenty Years in Direct Instruction and Guided Practice. Question 1 asks about the standard in general. Paragraph numbers restart in each passage. Your score updates as you answer, and Reset quiz clears everything.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    Which example shows a line of dialogue that provokes a decision?

  2. Question 2 of 20 · Multiple Choice

    In the first Interlopers passage, Georg says Ulrich is "snared in his stolen forest" (paragraph 1). What do the words "his stolen forest" reveal about Georg?

  3. Question 3 of 20 · Multiple Choice

    Ulrich answers, "I'm caught in my own forest-land" (first Interlopers passage, paragraph 3). How does his reply to Georg's words reveal the feud?

  4. Question 4 of 20 · Multiple Choice

    Georg says, "I have men, too, in the forest to-night, close behind me, and they will be here first and do the releasing" (first Interlopers passage, paragraph 5). How does his speech propel the action?

  5. Question 5 of 20 · Multiple Choice

    Georg ends his threat with "For form's sake I shall send my condolences to your family" (first Interlopers passage, paragraph 5). What does this sentence reveal about him?

  6. Question 6 of 20 · Multiple Choice

    Ulrich replies that "My men had orders to follow in ten minutes time, seven of which must have gone by already" (first Interlopers passage, paragraph 6). What does this detail add to the scene?

  7. Question 7 of 20 · Multiple Choice

    After the threats, the narrator says, "Both men spoke with the bitterness of possible defeat before them" (first Interlopers passage, paragraph 9). What does this sentence reveal about the threats the two men have just made?

  8. Question 8 of 20 · Multiple Choice

    Near the end of the first Interlopers passage, the wine "was warming and reviving to the wounded man, and he looked across with something like a throb of pity" (paragraph 10). What does this incident reveal about Ulrich?

  9. Question 9 of 20 · Multiple Choice

    Ulrich asks, "Could you reach this flask if I threw it over to you?" and adds, "Let us drink, even if to-night one of us dies" (second Interlopers passage, paragraph 1). What does this offer reveal?

  10. Question 10 of 20 · Multiple Choice

    Georg refuses the flask (second Interlopers passage, paragraph 2). Which choice names both reasons he gives?

  11. Question 11 of 20 · Multiple Choice

    In paragraph 3 of the second Interlopers passage, "An idea was slowly forming and growing in his brain." According to the narrator, what makes the idea grow stronger?

  12. Question 12 of 20 · Multiple Choice

    Ulrich calls the land "this stupid strip of forest, where the trees can't even stand upright in a breath of wind" (second Interlopers passage, paragraph 4). How does this description connect to the incident that trapped the men?

  13. Question 13 of 20 · Multiple Choice

    At the end of the second Interlopers passage, Georg says, "And you offered me your wine-flask . . ." (paragraph 6). What does this line show about his decision to become Ulrich's friend?

  14. Question 14 of 20 · Multiple Choice

    Before he answers Ulrich, "Georg Znaeym was silent for so long that Ulrich thought, perhaps, he had fainted," and then "he spoke slowly and in jerks" (second Interlopers passage, paragraph 5). What do these details suggest?

  15. Question 15 of 20 · Short Answer

    Georg uses the word "interlopers" twice: "no cursed interlopers to come between us" (first Interlopers passage, paragraph 7) and "there is none other to interfere, no interlopers from outside" (second passage, paragraph 6). What does the word mean each time, and what does the change show about Georg?

  16. Question 16 of 20 · Short Answer

    Compare the way Ulrich speaks to Georg in paragraph 3 of the first Interlopers passage with the first word of his speech in paragraph 4 of the second passage. What change does the dialogue reveal?

  17. Question 17 of 20 · Short Answer

    Ulrich says, "But as for me, I've changed my mind" (second Interlopers passage, paragraph 4), and Georg later says, "I think I have changed my mind about things too, this last half-hour" (paragraph 6). What does Saki show by giving both men nearly the same words?

  18. Question 18 of 20 · Short Answer

    In After Twenty Years, Bob says, "He'll never forget. I came a thousand miles to stand in this door to-night, and it's worth it if my old partner turns up" (second passage, paragraph 2). What does this line reveal about Bob, and why does it make the ending sadder?

  19. Question 19 of 20 · Short Answer

    In the third passage of After Twenty Years, "His hand was steady when he began to read, but it trembled a little by the time he had finished" (paragraph 13). What does this small incident reveal about Bob?

  20. Question 20 of 20 · Short Answer

    Write 4-6 sentences: choose one line Georg speaks in the first Interlopers passage and one he speaks in the second. Quote both, explain what each reveals about him, and explain how the difference between them propels the action.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does RL.8.3 mean?

It means eighth graders analyze how particular lines of dialogue or incidents in a story or play do one of three jobs: propel the action, reveal something about a character, or provoke a decision. Students quote the line or name the incident, say which job it does, and explain what changes in the story because of it.

How is RL.8.3 different from RL.7.3?

RL.7.3 looks at how story elements interact, such as how a setting shapes the characters. RL.8.3 zooms in on single lines and single incidents and asks what each one does to the plot and the characters. The grade 8 answer is more precise: one quotation, one job, one change.

What is the difference between propelling the action and revealing a character?

A line that propels the action makes something happen next; a line that reveals a character shows what a person is like. Ask "What happens because of it?" for the first and "What does it show about the speaker?" for the second. Many lines do both.

What counts as an incident?

An incident is a single event in the story: an action, an accident or a small moment such as someone striking a match. It does not have to be dramatic. Some of the most important incidents in short stories are small ones whose meaning becomes clear only later.

Can one line of dialogue do more than one job?

Yes, and strong answers point this out. A line can reveal a character's loyalty and, at the same moment, keep him in the place where the next event will happen. When a line does two jobs, name both and explain each one.

Does RL.8.3 apply to plays?

Yes. The standard names both stories and drama. In a play almost everything is dialogue and stage directions, so students analyze a line or an action shown on stage the same way. Turning a story scene into a short script is a good way to see which lines the plot cannot do without.

How is RL.8.3 assessed?

Reading tests often quote a line of dialogue and ask what it shows about a character or how it affects the plot, with wrong choices that misread the line or give it the wrong job. In class, short written answers that quote the line, name the job and explain the change work well, as do paragraph responses that compare two lines.

Why should students reread a story with a twist ending?

Because a twist changes what earlier lines were doing. A question that seemed like small talk on the first reading may turn out to set up the ending. Rereading with the ending in mind shows students how an author plants lines that do a hidden job.

How can parents help with RL.8.3 at home?

When you watch a show or read a book together, pause after an important line and ask, "What happened because of that?" or "What did that show about the character?" Asking which line made a character change their mind builds the same habit the standard asks for.

What comes after RL.8.3 in high school?

RL.9-10.3 asks students to analyze how complex characters develop over a whole text, interact with other characters and advance the plot or develop the theme. Explaining how single lines and incidents work, as in grade 8, is the groundwork for tracing a character across a whole novel or play.