Prentice Hall Literature, Grade Correlated to: Maryland Core Learning Goals - English (High School)

Transcription

1 Goal 1 Reading, Reviewing and Responding to Texts The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. Expectation 1.1 The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. Recognizing the implications of text features Linking appropriate experiences and prior knowledge about the topic, author, or type of material to the text Identifying an appropriate purpose for reading the text Identifying questions a reader would expect to be answered by reading the text Identifying topics of discussion that may enhance a reader's understanding of a text SE/TE: Purpose for reading, set/establish, 18, 518; Philosophical assumptions, analyze, 40, 376, 614; Signal words, recognize, 46; Sentences, break down long, 56, 291; Paraphrase to determine meaning, 74, 778, 1376; Context clues, use, 84, 1442; Reread, 122, 406; Cause and effect, analyze/identify, 139, 858, 1080, 1382; Summarize, 168, 256, 1026; Writer's perspective, analyze, 178; Writer's purpose, identify/analyze, 242, 517, 928, 1375; Historical period, evaluate influences of, 226, 634, 1216; Inference, draw, 270, 1346; Essential message, determine, 334, 552; Questioning the text, 364; Questions, generate, 492, 846; Background knowledge, use, 506, 536, 1056, 1160, 1392; Writer's views/insights, compare, 536; Predictions, make, 594, 846, 1160, 1296; Questions, ask, 650, 1324; Meaning, clarify, 650; Main idea, 1102; Philosophical argument, analyze, 626, 784; Political assumptions, analyze, 98, 982; Conclusions, draw, 1010, 1392; Arguments, evaluate, 1186; Relate to own experience,

2 1.1.2 The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing. Using visual aids Making connections between ideas within the text Making connections between ideas within the text and relevant prior knowledge Identifying the organizational pattern of the text Focusing on similarities or differences in organizational patterns, text/author's purpose, and relevant prior knowledge within or across texts Identifying the meaning of abovegrade-level words as they are used in context Identifying the appropriate meaning of multiple-meaning words as they are used in context Identifying the meaning of phrases as they are used in context Predicting the development of ideas that might logically be included in the text SE/TE: Purpose for reading, set/establish, 18, 22, 26, 29, 518, 523, 524, 528; Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Signal words, recognize, 46, 49, 54, 55; Sentences, break down long, 56, 64, 66, 291, 298, 304, 308, 313, 318; Paraphrase to determine meaning, 74, 76, 79, 778, 781, 783, 1376, 1381; Context clues, use, 84, 90, 92, 1442; Reread, 122, 127, 406, 409, 420; Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Summarize, 168, 176, 256, 258, 264, 268, 1026, 1030, 1038; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Inference, draw, 270, 275, 277, 279, 285, 1346, 1355; Essential message, determine, 334, 342, 349, 356, 552, 557; Questioning the text, 364, 372; Questions, generate, 492, 493, 497, 501, 505, 846, 850, 853, 854; Background knowledge, use, 506, 510, 514, 536, 542, 543, 1056, 1061, 1160, 1392, 1393, 1401; Writer's views/insights, compare, 536, 543; Predictions, make, 594, 597, 598, 600, 606, 611, 846, 857, 1160, 1163, 1168, 1176, 1177, 1180, 1182, 1296, 1304, 1307, 1308; Questions, ask, 650, 659, 660, 662, 1324, 1332; Meaning, clarify, 650, 659, 660, 662; Main idea, 1102, 1110, 1113; Philosophical argument, analyze, 626, 633, 784, 793; Political assumptions, analyze, 98, 108, 982, 998; Conclusions, draw, 1010, 1015, 1020, 1024, 1392, 1393, 1401; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Relate to own experience, 1424, 1428,

3 1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. Summarizing, comparing, contrasting, and synthesizing significant ideas in a text Summarizing or synthesizing significant ideas across texts and drawing conclusions based on the information in more than one text Drawing conclusions based upon information from the text Confirming the usefulness or purpose for reading the text Predicting the development, topics, or ideas that might logically be included if the text were extended SE/TE: Purpose for reading, set/establish, 29, 528; Philosophical assumptions, analyze, 45, 390, 624; Signal words, recognize, 55; Sentences, break down long, 66, 318; Paraphrase to determine meaning, 79, 783, 1381; Context clues, use, 92; Reread, 127, 420; Cause and effect, analyze/identify, 152, 865, 1091, 1390; Summarize, 176, 268, 1038; Writer's perspective, analyze, 187; Writer's purpose, identify/analyze, 240, 639, 1234; Inference, draw, 285, 1355; Essential message, determine, 356, 557; Questioning the text, 372; Questions, generate, 505, 854; Background knowledge, use, 543, 1061, 1401; Predictions, make, 611, 857, 1182, 1308; Questions, ask, 662, 1332; Meaning, clarify, 662; Main idea, 1113; Philosophical argument, analyze, 633, 793; Political assumptions, analyze, 998; Conclusions, draw, 1024, 1401; Arguments, evaluate, 1214; Relate to own experience, 1439; also see: Critical Reading, 28, 33, 39, 44, 72, 77, 82, 91, 103, 107, 115, 119, 150, 164, 175, 185, 239, 259, 264, 284, 310, 317, 332, 355, 368, 371, 387, 409, 411, 414, 427, 431, 433, 436, 501, 513, 610, 621, 638, 721, 722, 724, 752, 761, 769, 787, 790, 792, 806, 843, 856, 876, 879, 881, 907, 918, 926, 995, 997, 1006, 1023, 1054, 1100, 1181, 1213, 1233, 1307, 1337, 1343, 1354, 1372, 1380, 1399, 1406, 1420,

4 1.1.4 The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text. Recognizing the implications of nonprint text such as photographs, posters, art reproductions, cartoons, and stills from film or stage productions Identifying an appropriate purpose for viewing non-print text Confirming the usefulness or purpose for viewing a non-print text Evaluating non-print text as it relates to a print text Focusing on similarities and/or differences in purpose and effect across texts Summarizing, comparing, drawing conclusions about, and synthesizing significant ideas between print and non-print text SE/TE: Communications Workshop: Political Advertisement (nonprint) Analysis, 952, Entertainment Media Analysis / Evaluation, 1264, Print Media Coverage Comparison, 1456; Blogs, R47 R48; Social networking pages, R49; Podcasts, R50; also see: Informational Texts: Floor Plan, 184, 185; Map, 246; Pictures of Journal, 251, 252; Diagram, 394; Chart, 396; Caption and Photos, 560; Primary source photographs, 617, 766, 767, 768; Website maps, 941, 942; Posters, 1002, 1003; Cartoon, The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film. SE/TE: Focus on Literary Forms: Speeches, 96 97, Poetry, , Narrative Nonfiction, , Short Stories, , Drama, , Essay, ; Comparing Literary Works: Myths, 18, 29, Autobiographies, 157, 165, Gothic Literature, 323, 333, Refrains of Songs, 530, 535, Repetition/Parallelism, 1062, 1068, Rhetorical devices, 1102, 1113, Political Drama Past and Present, 1239, Social Commentary, 1346, 1355; also see: Informational Texts: text structures/features: analyze/evaluate information from, , text structures/features: analyze informational, , questions, generate, , information, organize/record, , online source, evaluate, , questions, ask: to distinguish between fact/opinion, , background knowledge, use, , context clues, use,

5 Expectation 1.2 The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. Determining the significance of the following as each contributes to the meaning of a text plot sequence of events (including foreshadowing and flashback), causeand-effect relationships, and events that are exposition, climax or turning point, resolution (Students will not be asked to label events.) characters' defining traits, motivations, and developments throughout the text details that provide clues to the setting, the mood created by the setting, and the role the setting plays in the text conflicts that motivate characters and those that serve to advance the plot the perspective of the author or speaker as well as the effects of first or third person narration and multiple narrators within and across text(s) SE/TE: Conflict, 190, 594, 598, 604, 606, 607, 609, 611, 796, 814, 819, 822, 826, 830, 1160, 1162, 1164, 1167, 1173, 1182; Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Point of view, 478, 481, 488, 490, 640, 650, 662, 797, 1424, 1439, 1450; Setting, 594, 611, 640, 648, 797, 1080, 1083, 1084, 1086, 1091; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303,

6 1.2.2 The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author s purpose. Identifying and/or explaining the significance of the following as each contributes to the author's purpose a particular speaker in a text the arrangement of ideas in a particular way the arrangement of words or phrases words that convey author's purpose syntax, words, and syllables that create rhythm to reveal the meaning of the text implied meaning or particular image associated with a particular word or phrase SE/TE: Author's purpose, 56, 62, 64, 66, 242, 516, 517, 518, 528, 552, 557, 1375, 1456; also see: Metaphor, 80, 83, 364, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Word choice, analyze, 110, 114, 120; Figurative language, 364, 369, 403, 449, 1050; Tone, 376, 390, 517, 552, 557, 676, 772, 776, 797, 798, 1374; Irony, 449, 594, 604, 609, 611, 626, 630, 633, 1186, 1186, 1193, 1194, 1195, 1200, 1207, 1212, 1214; Simile, 784, 793, 1050, 1055; Imagery, 792, 1364, 1367, 1369; Sound Devices, 1056; Puns, 1040, 1045; Rhyme, 407; Comparing Literary Works: Moods, 256, 268, Gothic Literature, 323, 333, Descriptions, 364, 372, Speaker's Attitude, 406, 420, Refrains of Songs, 530, 535, Humor Past and Present, 587, 593, Images, 718, 726, Personification, 866, 871, Poetry of Cultural Identity, 913, 919, Imagery, 922, 927, Repetition/Parallelism, 1062, 1068, Rhetorical devices, 1102, 1113, Points of view, 1424, The student will explain the effectiveness of stylistic elements in a text that communicate an author's purpose. Identifying and/or explaining the effect and/or effectiveness of the following as each contributes to the author's purpose: repetition exaggeration parallelism allusion analogy figurative language transitions choice of details syntax organizational patterns structural features SE/TE: Author's style, 376, 380, 385, 390, 406, 407, 424, 517, 676, 778, 782, 783, 798, 805, 807, 1324, 1328, 1330, 1331, 1332; also see: Repetition, Parallelism, 97, 98, 108, 425, 1062, 1068; Allusion, 101, 108, 706, 709, 714; Organizational patterns, analyze, 128, 478, 484, 490, 1094, 1098, 1101; Analogy, 196, 376, 390; Figurative language, 364, 369, 403, 449, 1050; Parallel structure, 449 6

7 1.2.4 The student will identify and/or explain connections between and among themes and/or styles of two or more texts. Analyzing the similarities or differences in styles (e.g., formal, informal, conversational, scholarly, journalistic, poetic) of two or more texts Analyzing the similarities or differences in themes of two or more texts Analyzing the ways in which different texts illustrate a similar theme SE/TE: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Social Commentary, 1346, 1355, Themes, 1408, 1421; also see: Essential Questions of the Literary Period: What is the relationship between place and literature?, 6, 214, 470, 694, 976, 1285; What makes American literature American?, 9, 219, 472, 699, 974, 1287; How does literature shape or reflect society?, 11, 216, 466, 696, 970, 1282; Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. Identifying and/or explaining ideas and issues of a text or across texts that may have implications for readers or contemporary society Extending ideas found in a text or across texts by connecting them to ideas that have personal or societal relevance SE/TE: Essential Questions of the Literary Period: What is the relationship between place and literature?, 6, 214, 470, 694, 976, 1285; What makes American literature American?, 9, 219, 472, 699, 974, 1287; How does literature shape or reflect society?, 11, 216, 466, 696, 970, 1282; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Essential message, determine, 334, 342, 349, 356, 552, 557; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793; Political assumptions, analyze, 98, 108, 982, 998; Relate to own experience, 1424, 1428, The student will extend or further develop meaning by comparing texts presented in different media. SE/TE: Communications Workshop: Political Advertisement (nonprint) Analysis, 952, Entertainment Media Analysis / Evaluation, 1264, Print Media Coverage Comparison, 1456; Blogs, R47 R48; Social networking pages, R49; Podcasts, R50 7

8 Expectation 1.3 The student will explain and give evidence to support perceptions about print and non-print works The student will explain how language and textual devices create meaning. SE/TE: Metaphor, 80, 83, 364, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449, 1050; Figurative expressions, 376, 390; Paradox, 406, 415, 420; Word choice, 425, 438, 448, 798; Simile, 784, 793, 1050, 1055; Sound Devices, 1056; Personification, 866, 869, 871; Puns, 1040, 1045; Rhyme, 407; also see: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Vocabulary Workshop: Political Science/History Terms, 450, Religious Traditions, Words from, Mythology, Words from, 678, Scientific/Medical/Mathematical Terms, 954, Idioms/Idiomatic Expressions, The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references. SE/TE: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Essential message, determine, 334, 342, 349, 356, 552, 557; Questioning the text, 364, 372; Writer's views/insights, compare, 536, 543; Philosophical argument, analyze, 626, 633, 784, 793; Political assumptions, analyze, 98, 108, 982, 998; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; also see: Critical Reading, 28, 33, 39, 44, 72, 77, 82, 91, 103, 107, 115, 119, 150, 164, 175, 185, 239, 259, 264, 284, 310, 317, 332, 355, 368, 371, 387, 409, 411, 414, 427, 431, 433, 436, 501, 513, 610, 621, 638, 721, 722, 724, 752, 761, 769, 787, 790, 792, 806, 843, 856, 876, 879, 881, 907, 918, 926, 995, 997, 1006, 1023, 1054, 1100, 1181, 1213, 1233, 1307, 1337, 1343, 1354, 1372, 1380, 1399, 1406, 1420,

9 1.3.3 The student will identify features of language that create tone and voice. Analyzing the effects of certain words and phrases on the tone or voice of a text or across texts Identifying similarities or differences in the overall tone created by language choices throughout a text or across texts SE/TE: Tone, 376, 390, 517, 552, 557, 676, 772, 776, 797, 798, 1374; Voice, 445, 1346, The student will explain how devices such as staging, lighting, blocking, special effects, graphics, language, and other techniques unique to a non-print medium are used to create meaning and evoke response. SE/TE: Communications Workshop: Political Advertisement (nonprint) Analysis, 952, Entertainment Media Analysis / Evaluation, 1264, Print Media Coverage Comparison, 1456; also see: Informational Texts: Floor Plan, 184, 185; Map, 246; Pictures of Journal, 251, 252; Diagram, 394; Chart, 396; Caption and Photos, 560; Primary source photographs, 617, 766, 767, 768; Website maps, 941, 942; Posters, 1002, 1003; Cartoon, The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures. Identifying the experiences, emotions, issues and ideas in a text or across texts that give rise to universal literary themes Considering the influence, effect, or impact of historical, cultural, or biographical information on a text (will not be dependent on student's prior knowledge) SE/TE: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Social Commentary, 1346, 1355, Themes, 1408, 1421; also see: Essential Questions of the Literary Period: What is the relationship between place and literature?, 6, 214, 470, 694, 976, 1285; What makes American literature American?, 9, 219, 472, 699, 974, 1287; How does literature shape or reflect society?, 11, 216, 466, 696, 970, 1282; Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998,

10 1.3.6 The student will assess the literary merit of a text. SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Response to literature essay, 910, Essay of interpretation, 1025; also see: Timed Writing: What is the relationship between place and literature?, 187, 255, 505, 624; How does literature shape or reflect society?, 771, 1008 Goal 2 Composing in a Variety of Modes The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Expectation 2.1 The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas The student will compose to inform by using appropriate types of prose. Composing to explain an idea or examine a topic using description to support the writing purpose using personal ideas to support the writing purpose Composing to meet the criteria of the ECR rubric fulfilling the writing purpose as stated in the prompt including relevant and complete support of ideas organizing appropriately for the writing purpose using language carefully and correctly demonstrating attention to audience understanding and interest having no errors in usage or conventions that interfere with meaning SE/TE: Writing Workshop: Historical Investigation Report, Multimedia Presentation, ; also see: Writing: Interpretive Essay, 79, Character Study, 357, Evaluation, 373, Blog Entry, 421, Essay, 515, 1025, Analytical Essay, 584, 865, 871, 1055, 1355, Character Analysis, 715, Literary Criticism, 754, 777, 1069, 1236, Essay About Historical Context, 763, Critical Review, 831, Personality Profile,

11 2.1.2 The student will compose to describe, using prose and/or poetic forms. SE/TE: Writing Workshop: Autobiographical Narrative, , Reflective Essay, , Short Story, ; also see: Writing Lesson: Found Poem, 45, Journal Entry, 55, Essay of Tribute, 1101, Same Story, 1309, Memoir, The student will compose to express personal ideas, using prose and/or poetic forms. SE/TE: Writing Workshop: Autobiographical Narrative, , Reflective Essay, , Short Story, ; also see: Writing Lesson: Play, 30, Found Poem, 45, Journal Entry, 55, Modern Retelling of a Story, 241, Monologue, 845, Sequel, 857, Essay of Tribute, 1101, Same Story, 1309, Memoir, The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies. Composing to state and support, refute, or modify a position using description to support the writing purpose using personal ideas to support the writing purpose Composing to meet the criteria of the ECR rubric fulfilling the writing purpose as stated in the prompt including relevant and complete support of ideas organizing appropriately for the writing purpose using language carefully and correctly demonstrating attention to audience understanding and interest having no errors in usage or conventions that interfere with meaning SE/TE: Writing Workshop: Persuasive Essay, ; Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Memorandum, 127, Persuasive Essay, 255, 562, 1401, Analytical Essay, 505, 771, Essay, 1061, Persuasive Letter, 1183, Position Statements, 1255, Parody,

12 Expectation 2.2 The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers The student will use a variety of prewriting strategies to generate and develop ideas. Identifying an appropriate prewriting strategy for a specific purpose or topic Identifying relevant sources of information SE/TE: Writing Workshop: Prewriting, 189, 441, 665, 945, 1257, 1449; Writing Lesson: Prewriting, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, The student will select and organize ideas for specific audiences and purposes. Selecting a logical sequence of ideas or sentences Determining an appropriate organizational structure emphasizing purpose and/or audience Selecting or deleting information to suit a given purpose or audience Identifying the logical placement of a sentence or paragraph within a text SE/TE: Purpose, consider, 177; Audience and purpose, consider, 189; Viewpoint, determine/support, 727, 1114; also see: Writing Workshop: Introduction, 188, 440, 664, 944, 1256, 1448, Prewriting, 189, 441, 665, 945, 1257,

13 2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness. Completing or expanding ideas logical coordination of ideas subordination to replace excessive coordination logical or succinct subordination subordination to show space or time, cause or effect, condition, or concession sequence of ideas in a sentence for effectiveness and emphasis conciseness (eliminating redundancy, superfluous words and phrases, and awkward constructions) Attending to audience elaboration or support sentences transitional devices between sentences and paragraphs coherence (focusing on a central idea) clear connectors word choice inverted word order for effectiveness Controlling language structures clear placement of modifiers shifts in person, number, and tone misplaced and dangling modifiers SE/TE: Writing Workshop: Revising, 192, 444, 948, 1260, 1452; Writing Lesson: Revising, 515, 777, 794, 845, 1025, 1236, 1422; Writer's Toolbox, 193, 445, 667, 949, 1261, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56 R The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions. SE/TE: Communications Workshop: Persuasive Speech, 196, 448, Oral Interpretation of Literary Work, 676; Oral report: historical investigation, 681; Testimonial, 704; Performance of essay, 910; Oral interpretation, 957; Read written statement, 980; also see: Oral presentation: Extend Your Learning, 14, 474, 565, Essential Questions, 702,

14 2.2.5 The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions. Using resources to select and use appropriate language avoiding the use of trite expressions and clichés using smooth and informative transitions arranging parallel elements appropriately and effectively selecting appropriate use of active or passive voice selecting an appropriate word for a given purpose SE/TE: Writing Workshop: Multimedia Presentation, ; Writing Lesson: Electronic Slide Presentation, 535; Formal Oral Presentation, 565; Multi-Genre Response to Literature, 910; Multi-Genre Response to Poetry, 1078; Ad Campaign, 1363; Communications Workshop: Oral Interpretation of a Literary Work, ; Research and Technology: Multimedia Presentation, The student will prepare the final product for presentation to an audience. SE/TE: Writing Workshop: Publishing and Presenting, 195, 447, 675, 1263, 1455; also see: Multimedia Presentation, ; Writing Lesson: Electronic Slide Presentation, 535, Formal Oral Presentation, 565, Multi-Genre Response to Literature, 910, Multi-Genre Response to Poetry, 1078, Ad Campaign, 1363; Communications Workshop: Oral Interpretation of a Literary Work, , Research and Technology: Multimedia Presentation,

15 Expectation 2.3 The student will locate, retrieve, and use information from various sources to accomplish a purpose The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. Determining the appropriateness of a resource to accomplish a purpose dictionary thesaurus encyclopedia magazines newspapers fiction and nonfiction books card catalogue (traditional and electronic) on-line websites and electronic resources SE/TE: Informational Texts: consumer documents (manual, public service announcement), , letters, floor plan (primary sources), , government document, field report, , public and government documents (consumer guide, report), , diaries, journals (civil war), , public, government documents (abstract, government form), , personal history, speech (primary sources), , photographs, ballad (primary sources), , digital reference tools (online citation organizer, online encyclopedia), , poster, editorial cartoon, editorial (primary sources), , newspaper articles (theater/film review, feature article), , oral history transcript, (primary sources), , workplace documents ( online technical report, Internet policy statement), ; Citing Sources and Preparing Manuscript, R21 R23; Blogs, R47 R48; Social networking pages, R49; Podcasts, R50; also see: Writing Workshop: Historical Investigation Report, ; Writing Lesson: Research Paper, The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and online services like Internet, World Wide Web, and others. SE/TE: Writing Workshop: Historical Investigation Report, ; Writing Lesson: Research Paper, 1381; Citing Sources and Preparing Manuscript, R21 R23; also see: Research and Technology, 201, 222, 453, 681, 702, 957, 1269, 1290, 1363,

16 2.3.3 The student will use a systematic process for recording and documenting information. Assessing the advantages, disadvantages, or limitations of sources of information (e.g., comprehensiveness, honesty, reliability, bias, accuracy, availability, variety, currency, multiple points of view) Identifying information to include or exclude in a reference citation when using either traditional or electronic sources of information Determining information that should be documented SE/TE: Writing Workshop: Works Cited, 670, 671; Writing Lesson: Essay About Historical Context, 763; Annotated Bibliography, 558; Citing Sources and Preparing Manuscript, R21 R23; also see: Writing Lesson: Research Paper, The student will take a position and support it with documented information from an authoritative source. SE/TE: Communications Workshop: Persuasive Speech, 196, 448, Political Advertisement (nonprint) Analysis, 952, Entertainment Media Analysis/Evaluation, 1264, Print Media Coverage Comparison, 1456; also see: Writing Workshop: Persuasive Essay, ; Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Memorandum, 127, Persuasive Essay, 255, 562, 1401, Analytical Essay, 505, 771, Essay, 1061, Persuasive Letter, 1183, Position Statements, 1255, Parody, The student will synthesize information from two or more sources to fulfill a self-selected or given purpose. SE/TE: Writing Workshop: Historical Investigation Report, ; Writing Lesson: Research Paper, 1381; Citing Sources and Preparing Manuscript, R21 R23; also see: Research and Technology, 201, 222, 453, 681, 702, 957, 1269, 1290, 1363,

17 Goal 3 Controlling Language The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking. Expectation 3.1 The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes. SE/TE: Writing Workshop: Autobiographical Narrative, , Reflective Essay, , Historical Investigation Report, , Multimedia Presentation, , Persuasive Essay, , Short Story, ; Communications Workshop: Persuasive Speech, 196, 448, Oral Interpretation of Literary Work, 676, Entertainment Media Analysis/Evaluation, 1264, Print Media Coverage Comparison, 1456; also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56 R63; Writer's Toolbox, 193, 445, 667, 949, 1261, 1453; Editing / Proofreading, 195, 447, 675, 951, 1263, The student will describe how intonation, pitch, volume, pause, and rate all influence meaning. SE/TE: Oral and Visual Communication Handbook, R54 R55; also see: Communications Workshop: Write and Deliver a Persuasive Speech, ; Listening and Speaking: Presentation, 14, Slide Presentation, 222, Group Discussion, 897, Interview, 16, 453, 978; Research and Technology: Multimedia Presentation,

18 3.1.3 The student will determine grammatical classification of words by using meaning, position, form, and function. Using the position and form to determine the function or classification of words and phrases subjects and objects: noun, pronoun, gerund, infinitive, appositive, simple, compound predicates: verb, verb phrase, simple, compound modifiers: adjective (including pronouns used as adjectives), adverb, prepositional phrase, participle, infinitive, article conjunctions: coordinating, subordinating, correlative, and conjunctive adverbs SE/TE: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56 R63; also see: Writer's Toolbox, 193, 445, 667, 949, 1261, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, The student will differentiate grammatically complete sentences from nonsentences. Identifying sentence fragments Identifying run-on sentences, including fused sentences and comma splices Completing inappropriate sentence fragments SE/TE: Avoiding Sentence Fragments and Runons, 1237; Varying Sentences, 1441; also see: Revising: Sentences, 192, 444, The student will incorporate subjects, predicates, and modifiers when composing original sentences. SE/TE: Grammar, Usage, and Mechanics Handbook: Subject and Predicate, R58; also see: Adjective Adverb clause, 287; Adjective, Adverb, 321; Subject-verb agreement, 755; Pronounantecedent agreement, The student will compound various sentence elements subjects, predicates, modifiers, phrases, and clauses to link or contrast related ideas. Combining sentences through the use of logical coordination logical and effective subordination logical sequencing of ideas SE/TE: Sentences, combining, 31, 94; also see: Sentences, vary, 192, 444, 613, 1114; Sentence fragments, 447, 951; Grammar, Usage, and Mechanics Handbook: Sentence Structure, R58 18

19 3.1.7 The student will vary sentence types simple, compound, complex, and compound/complex to sustain reader or listener interest. SE/TE: Sentences, vary, 192, 444, 613, 1114; also see: Sentences, combining, 31, 94; Sentence fragments, 447, 951; Grammar, Usage, and Mechanics Handbook: Sentence Structure, R The student will expand sentences by positioning phrases and clauses to accomplish a purpose. Expanding sentences by using correctly placed modifiers, including appositives, verbals, dependent clauses, and restrictive or nonrestrictive clauses SE/TE: Phrase, Clause, 613; Grammar, Usage, and Mechanics Handbook: Phrases and Clauses, R57 R58; also see: Sentences, combining, 31, 94; Sentence fragments, 447, The student will recognize, combine, and transform basic sentence patterns to vary sentence structure, to emphasize selected ideas, and to achieve syntactic maturity. SE/TE: Sentences, vary, 192, 444, 613, 1114; also see: Sentences, combining, 31, 94; Sentence fragments, 447, 951; Grammar, Usage, and Mechanics Handbook: Sentence Structure, R58 Expectation 3.2 The student will identify how language choices in writing and speaking affect thoughts and feelings The student will choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose. SE/TE: Language, use appropriate, 121; Word choice, 191, 200, 391, 439, 452, 680, 927, 946; also see: Questions, address, 67, 680, 777, 1249, 1355, 1369; Arguments, 391, 612, 666, 1215, 1391; Informal expressions, 448; Emotional appeal, 663; Balance, strike a, 946; Appeals, effective, 1258; Formal & Informal essay, The student will differentiate connotative from denotative meanings of words. Determining implied meaning(s) or image(s) associated with a particular word or phrase Will not focus on the meaning of abovegrade-level words SE/TE: Denotation, 909; Connotation,

20 3.2.3 The student will describe how readers or listeners might respond differently to the same words. SE/TE: Language, use appropriate, 121; Word choice, 191, 200, 391, 439, 452, 680, 927, 946; also see: Questions, address, 67, 680, 777, 1249, 1355, 1369; Arguments, 391, 612, 666, 1215, 1391; Emotional appeal, 663; Balance, strike a, 946; Appeals, effective, The student will describe regional and social language differences. SE/TE: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Dialect, 569, 582, 858, 928, 937, 1310, 1316, 1319, 1321; also see: Vocabulary Workshop: Political Science/History Terms, 450, Religious Traditions, Words from, Mythology, Words from, 678, Idioms/Idiomatic Expressions, The student will describe the impact of regional and social variations of language on listener or reader response. SE/TE: Dialect, 569, 582, 858, 928, 937, 1310, 1316, 1319, 1321; also see: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Vocabulary Workshop: Political Science/History Terms, 450, Religious Traditions, Words from, Mythology, Words from, 678, Idioms/Idiomatic Expressions,

21 Expectation 3.3 The student will use capitalization, punctuation, and correct spelling appropriately The student will edit texts for spelling, capitalization, and punctuation. Using internalized knowledge to identify and correct errors spelling of commonly confused words end punctuation commas: in a series, after introductory elements, setting off appositives and parenthetical statements, in dates and places, before coordinating conjunctions in compound sentences semicolons between closely-related main clauses semicolon and comma in compound sentence with a conjunctive adverb apostrophes capitalization: proper nouns, proper adjectives, geographic places, businesses, organizations and institutions SE/TE: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56 R63; also see: Writer's Toolbox, 193, 445, 667, 949, 1261, 1453; Editing/Proofreading, 195, 447, 675, 951, 1263, The student will use available resources to correct or confirm revisions and/or editorial choices. Using a resource for all punctuation or capitalization skills not internalized or for rules that may be in flux Using a resource for standard English usage agreement of subject and verb agreement of pronoun and antecedent clear pronoun reference appropriate case of nouns and pronouns appropriate and consistent verb tenses Using a resource to apply other common rules of language usage that are grade appropriate Using a resource for standard English in place of nonstandard English and slang SE/TE: Writing Workshop: Revising, 192, 444, 948, 1260, 1452; Writer's Toolbox, 193, 445, 667, 949, 1261, 1453; Editing / Proofreading, 195, 447, 675, 951, 1263, 1455; Writing Lesson: Revising, 515, 777, 794, 845, 1025, 1236, 1422;also see: Grammar, Usage, and Mechanics, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56 R63 21

22 Goal 4 Evaluating the Content, Organization, and Language Use of Texts The student will demonstrate the ability to evaluate the content, organization, and language use of texts. Expectation 4.1 The student will describe the effect that a given text, heard or read, has on a listener or reader The student will state and explain a personal response to a given text. Explaining the effectiveness of text(s) in accomplishing a purpose Explaining connections within or between texts Selecting and explaining appropriate textual evidence that supports a personal response specific words and phrases details scenes images symbols SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Response to literature essay, 910, Essay of interpretation, 1025; also see: Critical Reading, 28, 33, 39, 44, 72, 77, 82, 91, 103, 107, 115, 119, 150, 164, 175, 185, 239, 259, 264, 284, 310, 317, 332, 355, 368, 371, 387, 409, 411, 414, 427, 431, 433, 436, 501, 513, 610, 621, 638, 721, 722, 724, 752, 761, 769, 787, 790, 792, 806, 843, 856, 876, 879, 881, 907, 918, 926, 995, 997, 1006, 1023, 1054, 1100, 1181, 1213, 1233, 1307, 1337, 1343, 1354, 1372, 1380, 1399, 1406, 1420, 1438 Expectation 4.2 The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices The student will assess the effectiveness of diction that reveals an author's purpose. Evaluating author's choice of words, phrases, sentences, and word order for a particular audience or effect for a given purpose to extend meaning in a context to provide emphasis SE/TE: Diction: persuasive speech, 448, Whitman's style, 425, 429, 430, 438, patriotic writing, 536, 539, 543, poetry, 1070, 1077, Safire's style, 1376, 1381; also see: Tone, 376, 390, 517, 552, 557, 676, 772, 776, 797, 798,

23 4.2.2 The student will explain how the specific language and expression used by the writer or speaker affects reader or listener response. SE/TE: Metaphor, 80, 83, 364, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449, 1050; Figurative expressions, 376, 390; Paradox, 406, 415, 420; Word choice, 425, 438, 448, 798; Simile, 784, 793, 1050, 1055; Sound Devices, 1056; Personification, 866, 869, 871; Puns, 1040, 1045; Rhyme, 407; also see: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Vocabulary Workshop: Political Science/History Terms, 450, Religious Traditions, Words from, Mythology, Words from, 678, Scientific/Medical/Mathematical Terms, 954, Idioms/Idiomatic Expressions, The student will evaluate the use of transitions and their effectiveness in a text. SE/TE: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; Transitional expressions, The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text. SE/TE: Repetition, 97, 98, 108, 425, 1062,

24 Expectation 4.3 The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose The student will alter the tone of a text by revising its diction. Selecting appropriate revisions of words and phrases tone (e.g., humorous, urgent, official, authoritative, more or less critical, commanding, diplomatic, detached, resentful, sympathetic, formal, informal) purpose (inform, persuade, express personal ideas) audience (e.g., peer, adult, child, official authority) SE/TE: Read aloud: to catch awkward sections, 154; for natural rhythms, 439; for smooth flow, The student will justify revisions in syntax and diction from a previous draft of a text by explaining how the change affects meaning. SE/TE: Revising: Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078; Sentences, 192, 444, 1114; Word Choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, The student will alter a text to present the same content to a different audience via the same or different media. SE/TE: Writing Workshop: Multimedia Presentation, ; Writing Lesson: Electronic Slide Presentation, 535; Formal Oral Presentation, 565; Multi-Genre Response to Literature, 910; Multi-Genre Response to Poetry, 1078; Ad Campaign, 1363; Communications Workshop: Oral Interpretation of a Literary Work, ; Research and Technology: Multimedia Presentation, 702; also see: Writing Workshop: Publishing and Presenting, 195, 447, 675, 1263,

25 4.3.4 The student will compare the differences in effect of two texts on a given subject. SE/TE: Comparing Informational Texts, 132, 186, 254, 396, 504, 562, 622, 770, 1006, 1254, 1400, 1446; also see: Contemporary Commentary, 15 16, , , , , ; Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 139, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424,