The EMC Masterpiece Series, Literature and the Language Arts

Transcription

1 Correlation of The EMC Masterpiece Series, Literature and the Language Arts, Grade 10, 2001 copyright to the South Dakota Reading/Literature Standards EMCParadigm Publishing 875 Montreal Way St. Paul, Minnesota phone fax 1

2 Goal 1 READING Correlation: Teacher s Edition Students will read at increasing levels of complexity for a variety of purposes. Indicator 1: Students will use various reading cues/strategies to comprehend text, e.g., context, semantic, syntactic, and graphophonic cues. 1. Use etymology to determine meaning of words. Pg. 207 Pg 1015 Pg Apply various context clues to determine word meaning. Pg. 19 Pg. 112 Pg. 124 Pg. 289 Pg Discern the relationship between word pairs in analogies, e.g., synonyms/antonyms, connotation/denotation. Pg. 550 Pg Pg Pg Pg Pg

3 Goal 1 READING, Indicator 1 (Continued). Correlation: 4. Analyze how syntax and word choice in text influence understanding. Pgs Pgs Pg. 667 Pg Pg Use various pre-reading strategies to increase comprehension of what is read, e.g., skimming, scanning, word-webbing, scaffolding, questioning. Pg. 101 Pg. 523 Pg. 611 Pg Pg Confirm, reject, or revise predictions made about text. Pg. 14 Pg. 52 Pgs Pgs Pgs Connect and synthesize main ideas and concepts to determine relationships with other sources or topics. Pg. 44 Pg. 145 Pg. 404 Pg. 527 Pg

4 Goal 1 READING, Indicator 1 (Continued). Correlation: 8. Extend comprehension by combining new information with prior knowledge. 9. Evaluate new information in relationship to past experience/knowledge. Pg. 417 Pg. 423 Pg. 425 Pg. 431 Pg. 475 Pg. 480 Pg. 482 Pg. 486 Pg. 958 Pg. 963 Pg. 181 Pg. 324 Pg. 507 Pg. 549 Pg Analyze how personal knowledge may affect interpretation of text. Pg. 224 Pg. 268 Pg. 338 Pg. 414 Pg

5 Goal 1 READING Correlation: Students will use various processes and strategies to read independently at increasing to read independently at increasing levels of complexity. Indicator 2: Students will evaluate the patterns of organization, literary elements, and literary devices within various texts. 1. Analyze the relationships among elements of literature, e.g., plot, setting, character, tone, point-of-view, theme. Pgs Pg. 171 Pg. 229 Pg. 265 Pg. 395 Pg Explain how voice, persona, and narrator affect tone, characterization, plot and credibility. Pg. 536 Pg. 740 Pg. 789 Pg. 863 Pg Pg Analyze and trace an author s development of time and sequence, including the use of complex literary devices such as foreshadowing and flashbacks. Pg. 171 Pg. 309 Pg. 669 Pg. 992 Pgs

6 Goal 1 READING, Indicator 2 (Continued). Correlation: 4. Contrast points-of-view in narrative text and how they affect the overall body of work, e.g., first vs. third, limited vs. objective. Pg. 128 Pg. 132 Pg. 196 Pg. 691 Pg Evaluate the relationship between author s style and literary effect in works of poetry, drama, fictions, and non-fiction. Pg. 386 Pg. 667 Pg. 753 Pg. 831 Pg Compare/contrast similar themes across genres to determine how the genre shapes the message. Pg. 465 Pg. 795 Pg. 807 Pg Analyze the structural characteristics and functions of literary forms and genres, e.g., satire, parody; poetry, drama. Pg. 74 Pgs Pg. 662 Pg Pg

7 Goal 1 READING, Indicator 2 (Continued). Correlation: 8. Explain how the use of sound devices supports the subject and mood, e.g., rhyme, rhythm, onomatopoeia. Pg. 77 Pg. 94 Pg. 114 Pg Pg Analyze the effect of figurative language in various genres, e.g., personification, simile, metaphor. Pg. 120 Pg. 126 Pg. 440 Pg. 444 Pg. 613 Pg

8 Goal 1 READING Correlation: Students will read at increasing levels of complexity for a variety of purposes. Indicator 3: Students will interpret and respond to a diversity of works representative of a variety of cultures and time periods. 1. Determine the quality of reading materials by analyzing texts for their practical, informational, or aesthetic value, e.g., define the criteria that determines a classic literary work. Pgs Pgs Pgs Pgs Pgs Examine literary selections from several critical and personal perspectives. Pg. 384 Pg. 438 Pg. 536 Pg. 772 Pg Evaluate literary criticism for its accuracy, clarity, and insight. Pg

9 Goal 1 READING, Indicator 3 (Continued). Correlation: 4. Read and critique literary works from a variety of eras and a variety of cultures, e.g., ancient, Renaissance, contemporary, Greek, Native American, British. Pgs Pgs Pgs Pgs Pgs Analyze how historical context influences the form, style, and pointof-view of a written work. Pgs Pg. 196 Pgs Pg. 393 Pg Recognize possible differences between author s intent and the reader s interpretation. Pgs Pg. 181 Pg. 216 Pg. 265 Pgs Analyze an author s explicit and implicit philosophical beliefs and assumptions about a subject. Pg. 169 Pg. 207 Pgs Pgs Pg

10 Goal 1 READING, Indicator 3 (Continued). Correlation: 8. Analyze how a literary selection presents a view or comment on life and supports or contradicts contemporary views. Pg. 126 Pg. 286 Pg. 384 Pg. 561 Pg

11 Goal 1 READING Correlation: Students will read independently at increasing levels of complexity for a variety of purposes. Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources. 1. Use the reading process to understand directions and procedures, e.g., directions for home and auto repair, schedules, maps. Pgs Pg. 527 Pgs Pgs Read and follow instructions to use computer software, assemble or construct models or equipment, or complete a project. Pg. 474 Pg. 733 Pgs Pgs Pg Ascertain the difference between fact, reasoned judgment, and opinion in various texts. Pg. 21 Pg. 60 Pg. 229 Pg. 438 Pg

12 Goal 1 READING, Indicator 4 (Continued). Correlation: 4. Analyze information for clarity, relevance, point-of-view, credibility, and supporting data. Pg. 473 Pg. 623 Pg Locate, synthesize, and use information from multiple sources to solve problems and make decisions, e.g., newspapers, magazines, electronic media, public documents. Pg. 537 Pg. 641 Pg. 649 Pg. 661 Pg Analyze the effect of bias, stereotyping, unsupported inferences, fallacious reasoning, and propaganda techniques in expository text. Pg. 768 Pgs Use the media center for study and research, e.g., computerized data, cataloging systems. Reader s Guide, reference books. Pg. 537 Pg. 550 Pg. 587 Pgs

13 Goal 2 WRITING Correlation: Students will write effectively for different audiences and specific purposes. Indicator 1: Students will used appropriate mechanics, usage, and conventions of language. 1. Distinguish between clearly written sentences and sentences that contain errors in expression or construction, e.g., fragments. 2. Use correct spelling, language, punctuation, and capitalization in final copy. Pg. 22 Pg. 230 Pg. 527 Pg. 579 Pg. 728 Pgs Pg Pg. 189 Pg. 287 Pg. 424 Pg. 432 Pgs Use available technology for editing and revising. Pgs Pg. 453 Pg. 702 Pg. 856 Pg Pgs

14 Goal 2 WRITING, Indicator 1 (Continued). Correlation: 4. Employ precise language and technical vocabulary to communicate ideas clearly and concisely. Pgs Pgs Use clauses, phrases, and sentence structure correctly and appropriately. Pg. 719 Pgs Pgs Demonstrate proficient use of grammar, diction, syntax, and paragraph structure. Pg. 217 Pgs Revise for ideas, paragraph structure, sentence structure, and word choice. Pgs Pgs

15 Goal 2 WRITING, Indicator 1 (Continued). Correlation: 8. Use correct form when citing secondary sources, e.g., MLA, APA. Pgs Credit the sources of both quoted and paraphrased ideas. Pgs Use appropriate manuscript requirements, e.g., title page, source and support materials, in text citation, use of direct quote, paraphrasing. Pgs

16 Goal 2 WRITING Correlation: Students will write effectively for different audiences and specific purposes. Indicator 2: Students will used appropriate style, organization, and form in a variety of technical, transactional, creative, and personal writing. 1. Analyze speaker, audience, purpose, and form when planning descriptive, narrative, expository, and persuasive writing. Pgs Develop literary, personal, and technical writings to inform, explain, analyze, and entertain. Pg. 100 Pg. 537 Pg. 641 Pg. 698 Pg Write business correspondence acceptable for workplace or academics. Pg. 217 Pg. 424 Pg. 739 Pgs Pg

17 Goal 2 WRITING, Indicator 2 (Continued). Correlation: 4. Make appropriate choices regarding voice, vocabulary, organization, and level of detail based upon audience, purpose, and context. Pg. 349 Pg. 452 Pg. 512 Pg. 700 Pgs Organize information to support the purpose of the writing. Pg. 233 Pg. 351 Pg. 513 Pg. 701 Pgs Write documented papers, e.g., research or I-search papers. Pg. 267 Pg. 404 Pg. 450 Pg. 790 Pg Use appropriate style for citing secondary sources, e.g,, MLA, APA. Pgs

18 Goal 2 WRITING, Indicator 2 (Continued). Correlation: 8. Conform to appropriate formats in writing, e.g., letters, memos, reports, summaries, resumes, applications. Pg. 189 Pg. 614 Pg. 661 Pg. 692 Pg Pg Publish completed pieces for a variety of audiences, e.g., school, parents, community, business, newspaper. Pg. 182 Pg. 562 Pg. 597 Pg. 649 Pg

19 Goal 2 WRITING Students will write effectively for different audiences and specific purposes. Indicator 3: Students will use various strategies and techniques to improve writing quality. 1. Analyze and model how authors establish and maintain a consistent tone and focus throughout the text. Pg. 31 Pg. 53 Pg. 61 Pg. 82 Pg. 100 Pg Analyze and model the structure or organizational patterns of various texts. Pg. 95 Pg. 104 Pg. 109 Pg. 114 Pg Use elements such as point-of-view, characterization, and irony for specific rhetorical and aesthetic purposes. Pg. 128 Pg. 162 Pg. 183 Pg. 208 Pg. 218 Pg. 222 Pg

20 Goal 2 WRITING, Indicator 3 (Continued). 4. Consider how language and visuals enliven characters, enhance plot developments, or evoke response, e.g., rhythm, rhyme, repetition, sensory imagery, dialect, and figurative language. 5. Articulate strengths and weaknesses as a writer through personal reflection and/or conferencing. Pg. 77 Pg. 88 Pg. 433 Pg. 438 Pg. 740 Pg. 743 Pg. 965 Pg. 976 Pg Pg Revise writing to improve logic of organization and controlling idea, level of detail, style, word choice and sentence variety. Pg. 153 Pgs Use available tools/resources to revise and edit personal work, e.g., Franklin speller, grammar checker, thesaurus. Pg

21 Goal 2 WRITING, Indicator 3 (Continued). 8. Use technology to share written work with other writers and review feedback. Pg Incorporate suggestions from others for revisions and editing into rewrites. Pg Maintain a personal writing journal/portfolio for reflection. Pg. 69 Pg. 82 Pg. 95 Pg. 119 Pg. 394 Pgs Use a variety of techniques to brainstorm, draft, revise, edit, and publish writing. Pg. 69 Pg. 153 Pg. 233 Pgs Pg

22 Goal 2 WRITING, Indicator 3 (Continued). 12. Use personal experience, opinions, and reactions to enhance writing. Pg. 31 Pg. 43 Pg. 182 Pg Use topics, concepts, and knowledge from other content areas as an arena and focus for writing. Pg. 325 Pg. 394 Pg. 424 Pg. 507 Pg Develop a personal routine to improve writing, e.g., formal/informal, impromptu/prepared, private/public. Pg. 562 Pg. 579 Pg. 597 Pg. 623 Pg

23 Goal 2 WRITING Students will write effectively for different audiences and specific purposes. Indicator 4: Students will write to clarify and enhance understanding of information. 1. Organize and link related information from multiple sources, e.g., government publications, microfiche, news sources, in-depth field studies, speeches, letters. Pg. 385 Pg. 537 Pg. 641 Pgs Pgs Distinguish one s own ideas from information created or discovered by others. Pg. 87 Pgs Pgs Pg Pg Present information and ideas from primary and secondary sources accurately and clearly. Pgs

24 Goal 2 WRITING, Indicator 4 (Continued). 4. Support key ideas and viewpoints through accurate and detailed references to the text or other works. Pgs Write responses that analyze the use of imagery, universal themes, and/or unique perspectives/aspects of text. Pg. 7 Pg. 98 Pg. 187 Pg. 414 Pg Write text, notes, outlines, comments, and observations to synthesize content, processes, and experiences from a variety of media. Pg. 91 Pg. 416 Pg. 450 Pg Pg Synthesize information from multiple sources and analyze how each medium offers different perspectives. Pg

25 Goal 3 LISTENING AND VIEWING Students will use critical listening and viewing skills in various situations and for a variety of purposes. Indicator 1: Students will utilize various listening and viewing strategies in social, academic, and occupational situations. 1. Evaluate how differing verbal cues affect the impact of the message, e.g., speaker s diction, syntax, tone, rate, pitch, volume, quality. Pgs Pgs Use interpersonal etiquette and maintain an open mind when listening and viewing. Pgs Pg Pgs Ask appropriate, focused, and subject-related questions to interpret the intent of the communication. Pgs Pg Pgs Pgs

26 Goal 3 LISTENING AND VIEWING, Indicator 1 (Continued). 4. Summarize, restate, or paraphrase what has been presented for clarification and understanding. Pg Pg Interpret instructions and directions presented in a variety of forms and situations. Pgs Pgs Pg Determine how the clarity and organization of communication can impact the meaning of a message. Pg Pg Pgs Analyze how non-verbal communication can influence the believability and interpretation of the message, e.g., distracting behaviors or habits. Pg

27 Goal 3 LISTENING AND VIEWING, Indicator 1 (Continued). 8. Analyze the use and effect of eye contact, facial expressions, gestures, and posture. Pg Pgs

28 Goal 3 LISTENING AND VIEWING Students will use critical listening and viewing skills in various situations and for a variety of purposes. Indicator 2: Students will interpret and evaluate ideas/information from various oral and visual sources. 1. Analyze the varying effects of different modes of media coverage, e.g., nightly news, news magazines, documentaries, Internet. Pg. 53 Pg. 170 Pg. 385 Pg. 498 Pgs Pg Evaluate the credibility of a speaker and the plausibility of the message, e.g., hidden agenda, slanted materials, biased opinion. Pgs Pg Pgs Analyze strategies used by the media to inform, persuade, entertain and represent culture, e.g., advertising, perpetuation of stereotypes, visual representations, special effects, language. Pgs Pgs Pgs

29 Goal 3 LISTENING AND VIEWING, Indicator 2 (Continued 4. Evaluate types of evidence speakers use for credibility, validity, and relevance, e.g., statistics, testimonies, specific instances. Pg Pgs Analyze types of arguments used by various speakers, e.g., argument by causation, analogy, authority, emotion, logic. Pgs Pgs Pg Analyze how various techniques used to create aesthetic effects in media presentations may alter the message, e.g., Shakespeare s Henry V to Kenneth Branagh s 1990 version. Pgs Pgs Distinguish between various forms of logical and critical thinking used in persuasion/debate, e.g., inductive and deductive reasoning, reasoning from syllogisms, and analogies. Pgs Pgs

30 Goal 3 LISTENING AND VIEWING, Indicator 2 (Continued 8. Understand use of language techniques such as labeling, ambiguity, vagueness, hedging, assigning arbitrary definitions, and unsupported arguments. e.g., argument by causation, analogy, Pgs Pgs Pg

31 Goal 3 LISTENING AND VIEWING Students will use critical listening and viewing skills in various situations and for a variety of purposes. Indicator 3: Students will utilize various strategies to routinely retain/retrieve critical oral and visual information. 1. Use appropriate recognized sources to validate the credibility and reliability of information, e.g., books, journals, experts. Pgs Paraphrase the speaker s purpose and point-of-view for clarification and comprehension. Pg Ask relevant questions concerning content and meaning of information for increased comprehension and retention. Pg Pg Pgs

32 Goal 3 LISTENING AND VIEWING, Indicator 3 (Continued). 4. Use various grouping, ordering, and mnemonic strategies for organizing and recalling information. Pgs Pgs Pg Pg Use notetaking techniques to record, synthesize, and retrieve information. Pg. 450 Pg Pg Recognize and use logical patterns of organization, e.g., chronological order, topical, cause/effect. Pgs Pg Pgs

33 Goal 4 SPEAKING Students will speak effectively in a variety of formal and informal situations. Indicator 1: Students will use the appropriate structure and sequence to best express ideas and convey information. 1. Recognize and use elements of classical speech form, e.g., introduction, transitions, body, and conclusion. Pg. 44 Pgs Pg. 905 Pg. 997 Pgs Construct and deliver a variety of speeches, e.g., memorized, impromptu, extemporaneous, expository, narrative, informative, entertaining, persuasive. Pg. 344 Pg. 385 Pg. 498 Pg. 832 Pg Choose appropriate devices for introduction and conclusion, e.g., literary quotations, anecdotes, quotations from authorities. Pg. 498 Pg. 698 Pg. 754 Pg

34 Goal 4 SPEAKING, Indicator 1 (Continued). 4. Choose logical patterns of organization to inform, persuade, or unite audiences, e.g., chronological, topical, cause/effect. Pg. 308 Pg. 455 Pg. 808 Pgs Plan formal oral presentations using various supporting strategies., e.g., well-structured, logical arguments, details, examples, illustrations, statistics, comparisons, analogies. Pg. 230 Pg. 308 Pg. 394 Pg. 507 Pg Present dramatic readings of literary selections. Pg. 87 Pg. 170 Pg. 359 Pg. 562 Pg Use specific rhetorical devices to back up assertions, e.g., an appeal to logic through reasoning: an appeal to emotional or ethical belief; a personal anecdote; a case study; an analogy. Pg. 182 Pg. 344 Pg. 498 Pg. 763 Pgs

35 Goal 4 SPEAKING, Indicator 1 (Continued). 8. Clarify and defend positions with precise and relevant evidence. Pg. 182 Pg. 207 Pg. 832 Pg. 925 Pgs Monitor audience for non-verbal feedback cues. Pg. 170 Pg. 527 Pg. 794 Pg. 905 Pgs Seek feedback on clarity and coherence of presentation or speech. Pgs Reassess choices and strategies used in oral communication based upon feedback. Pgs

36 Goal 4 SPEAKING Students will speak effectively in a variety of formal and informal situations. Indicator 2: Students will use the appropriate language and style for a variety of social, occupational, formal, and informal situations. 1. Analyze the audience before making final choices on a speech topic, format, and style, e.g., listener values, needs, perspectives, expectations. Pgs Pgs Recognize the influence physical and societal demographics can have on the response of an audience, e.g., age gender, religion: racial, ethnic, and cultural backgrounds. Pgs Pgs Use vocabulary and terminology appropriate for the audience. Pgs Pg. 232 Pg. 350 Pg Pg Pgs

37 Goal 4 SPEAKING, Indicator 2 (Continued). 4. Analyze the occasion to determine appropriate speech topic, format, and style. Pgs Determine the relationships among purpose, audience, and content of presentation. Pgs Compare and contrast characteristics of interpersonal, small group, and public communication. Pg. 61 Pg. 82 Pg. 115 Pg. 119 Pgs Work effectively in group settings to solve specific problems. Pg. 53 Pg. 95 Pg. 105 Pgs Pgs

38 Goal 4 SPEAKING, Indicator 2 (Continued). 8. Use technical terms and notations accurately in oral presentations. Pg Pgs Pgs Use appropriate grammar, sentence structure, and syntax in various speaking situations. Pgs Pgs Pg Use effective strategies in interpersonal communication settings., e.g., workplace communication, interviews, meetings. Pgs

39 Goal 4 SPEAKING Students will speak effectively in a variety of formal and informal situations. Indicator 3: Students will use various presentation strategies to enhance oral communication, e.g., non-verbal techniques, visual aids, physical settings/environments. 1. Use explicit verbal techniques for effective presentations, e.g., pitch, quality, volume, rate, inflections, enunciation, variety. Pg Use explicit non-verbal techniques for effective presentations, e.g., eye contact, gestures, body movements, platform movement, facial expressions. Pg Use non-verbal characteristics as transitional devices, to build a climax, and to reinforce ideas. Pg Pgs

40 Goal 4 SPEAKING, Indicator 3 (Continued). 4. Use effective strategies for speech preparation and presentation, e.g., written manuscripts, notes. Pg Use appropriate rehearsal strategies to achieve command of text, skillful and artistic staging, and attention to performance details. Pg Determine how the environment for an audience can effect communication, e.g., audience size, seating arrangement, lighting, temperature, proximity. Pg Adjust speaking style and format to the physical surroundings of the presentation setting. Pg

41 Goal 4 SPEAKING, Indicator 3 (Continued). 8. Use visual aids and/or technology to support presentations, e.g., props, charts, multimedia. Pgs Pgs Pg Pg Deliver multimedia presentations that combine text, images, and sound, e.g., video, CD-ROM, Internet and computer generated images. Pgs Determine when to use various resources to create effective presentations, e.g., music, sound effects, color, graphics, text. Pg