Correlations. Grades 9 through 12

Transcription

1 Correlations Grades 9 through 12 Grade 6 Grade 7 Grade 8 Texas Essential Knowledge and Skills (TEKS) Selections to the TEKS Texas Essential Knowledge and Skills/Texas Assessment of Knowledge and Skills (TEKS/TAKS) English Language Proficiency Standards (ELPS) College and Career Readiness Standards (CCRS) American Diploma Project Standards (ADP) Grade 9 Grade 10 Grade 11 Grade Copyright 2009 Pearson Education, Inc., or its affiliates. All Rights Reserved. ADV: X (FOR REP ORDERS) SAM: Lit093392

2 Correlations Grades 9 through 12 Section 1 Texas Essential Knowledge and Skills (TEKS) Correlation Grade Grade Grade Grade Section 2 Selection to the TEKS Correlation Grade Grade Grade Grade Section 3 Essential Knowledge and Skills/Texas Assessment of Knowledge and Skills (TEKS/TAKS) Correlation Grade Grade Grade Grade Section 4 English Language Proficiency Standards (ELPS) Correlation Grade Grade Grade Grade Section 5 College and Career Readiness Standards (CCRS) Correlation Grade Grade Grade Grade Section 6 American Diploma Project Standards (ADP) Correlation Grades Grades i

3 Complete coverage of the TEKS TEKS Selections to the TEKS TEKS/TAKS 2009 TEKS Aligned to 1999 TAKS Objectives Make lesson planning easy This all-in-one Texas Correlation Guide is designed to help you plan lessons and document coverage of: Prentice Hall Literature Texas provides Texas teachers with a correlation of the TEKS to the existing TAKS objectives to help guide you during the testing transition. Texas Essential Knowledge and Skills (TEKS) TEKS Correlated to TAKS Objectives English Language Proficiency Standards (ELPS) ii College and Career Readiness Standards (CCRS) American Diploma Project (ADP) Texas Essential Knowledge and Skills (TEKS) Correlation Prentice Hall Literature Texas aligns instruction to the TEKS in great depth, as reflected in the precise match of language in the standard and in the lesson. Selections to the TEKS Correlation Prentice Hall Literature Texas provides a correlation of the TEKS by selection to make it easy to document lesson plans and customize literacy instruction. iii

4 Ensure that All Standards are Covered ELPS CCRS ADP English Language Proficiency Standards (ELPS) College and Career Readiness Standards (CCRS) American Diploma Project Standards Prentice Hall Literature Texas thoroughly correlates and integrates the ELPS, providing instruction at four levels of English language proficiency: Beginning, Intermediate, Advanced, and Advanced High. Prentice Hall Literature Texas is a college-ready curriculum fully aligned to the College and Career Readiness Standards (CCRS) that helps students focus on long-term knowledge and skills. Prentice Hall Literature Texas provides a rigorous content framework that aligns with ADP benchmarks and workplace applications. iv v

5 Section 1 Texas Essential Knowledge and Skills (TEKS) Correlation Grade Grade Grade Grade vi 1

6 Grade 9 Standards Page Location READING Texas Essential Knowledge and Skills (TEKS) Grade 9 (1) Vocabulary Development Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; (B) analyze the textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; (C) produce analogies that describe a function of an object or its description; (D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Practice A; Practice B Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Apply It Practice A Activity; Teamwork; Practice B Spiral Review Practice A; Practice B; Activity; Teamwork Activity Practice A Practice B; Activity; Teamwork Standards Page Location (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology Practice A; Practice B; Teamwork; Activity Practice A; Practice B Revising Strategies Revising Strategies Voice Practice B; Teamwork Revising Strategies Practice A Practice B; Activity; Teamwork Revising Strategies (2) Comprehension of Literary Text/Theme and Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze how the genre of texts with similar themes shapes meaning; (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and (C) elate the figurative language of a literary work to its historical and cultural setting. (3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, and paradox) in poetry As You Read Comparing Themes Across Genres As You Read Comparing Archetypal Themes TEKS Check As You Read Comparing Literary Influences As You Read Comparing Influences on Contemporary Literature; Timed Using the Strategy TEKS Check As You Read Comparing Imagery As You Read Texas essential knowledge and skills (TEKS) 2 3

7 Standards Page Location Standards Page Location Grade 9 (4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text TEKS Check As You Read 1 4 As You Read 1 4 As You Read 1 4 As You Read 1, 2 (5) Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidences from text to support their understanding. Students are expected to: (A) analyze non-linear plot developments (e.g., flashbacks, foreshadowing, subplots, parallel plot structures) and compare it to linear plot development; (B) analyze how author develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; (C) analyze the way in which a work of fiction is shaped by the narrator s point of view; and As You Read TEKS Check As You Read Timed As You Read 1, 2 As You Read 1, 2 1, 2 1, 2 1, 2 As You Read As You Read Timed Spiral Review Spiral Review (D) demonstrate familiarity with works by authors from non-english-speaking literary traditions with emphasis on classical literature. (6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. (7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works. (8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author s purpose Comparing Forms of Lyric Poetry Critical Thinking Critical Thinking 1, 2 Spiral Review Spiral Review Spiral Review Spiral Review As You Read 1, 2 Using the Strategy Spiral Review Spiral Review As You Read 1 4 As You Read Comparing Satire Using the Strategy 4, 5 4, 5 As You Read Comparing Informational Texts; 5-Minute Planner As You Read Timed (9) Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: Texas essential knowledge and skills (TEKS) 4 5

8 Standards Page Location Standards Page Location Grade 9 (A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; (B) differentiate between opinions in a text that are substantiated and unsubstantiated in the text; (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence As You Read Comparing Informational Texts 5-Minute Planner Critical Thinking Critical Thinking Critical Thinking Critical Thinking As You Read Timed As You Read Comparing Informational Texts; Timed As You Read As You Read Comparing Informational Texts; Timed (10) Reading/Comprehension of Informational Text/Persuasive Text Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the relevance, quality and credibility of evidence given to support or oppose an argument for a specific audience; and Using the Strategy Spiral Review Spiral Review As You Read Comparing Informational Texts Gathering Sources and Details (A) analyze the clarity of the objective (s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications); and (B) analyze factual, quantitative, or technical data presented in multiple graphical sources Comparing Informational Texts As You Read Comparing Informational Texts As You Read Timed As You Read 5-Minute Planner (12) Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meanings. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes Media Literacy Learn the Skill Practice the Skill As You Read Comparing Informational Texts Media Literacy Learn the Skills Practice the Skills Media Literacy Media Literacy Research and Technology Talk About It Comparing Informational Texts As You Read Comparing Informational Texts Learn the Skills Practice the Skills Media Literacy Media Literacy Texas essential knowledge and skills (TEKS) (B) analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors propositions As You Read 5 5 (11) Reading/Comprehension of Informational Text/Procedural Texts Students understand how to glean and use information in procedural texts and documents. Students are expected to: WRITING (13) / Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discuss background reading, personal interests, interviews) and developing a thesis or controlling idea; Prewriting/Planning Strategies Prewriting/Planning Strategies Prewriting/Planning Strategies Prewriting/Planning Strategies Prewriting/Planning Strategies 6 7

9 Standards Page Location Standards Page Location Grade 9 (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and openended situations that include transitions and the rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Minute Planner 5-Minute Planner Focus and Coherence 5-Minute Planner Timed Revising Strategies Revising Strategies Revising Strategies Revising Strategies Revising Strategies Conventions Revising Strategies Revising Strategies Voice Teacher Feedback Publishing and Presenting Peer Feedback Publishing and Presenting Publishing and Presenting Teacher Feedback Publishing and Presenting Peer Feedback Publishing and Presenting Publishing and Presenting Teacher Feedback Publishing and Presenting Peer Feedback Publishing and Presenting Teacher Feedback Publishing and Presenting (14) /Literary Texts Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot; Organization (B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and (C) write a script with an explicit or implicit theme and details that contribute to a definitive mood or tone Organization Voice Development of Ideas Voice (15) /Expository and Procedural Texts Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductions and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices and transitions between paragraphs; (iii) a controlling idea or thesis (iv) an organizing structure appropriate to purpose, audience, and context; and (v) relevant information and valid inferences; Revising Strategies Conventions Revising Strategies Revising Strategies Expository Text: Problem-and-Solution Essay Prewriting/Planning Strategies Prewriting/Planning Strategies Expository Text: Cause-and-Effect Essay (B) write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include: (i) organized and accurately conveyed information; and (ii) reader-friendly formatting techniques; (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis; (ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and (iii) analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; and ; Revising Strategies Work-Related Text: Business Letter Expository Text: Interpretative Response Expository Text: Interpretative Response Revising Strategies Grammar in Your Expository Text: Interpretative Response Texas essential knowledge and skills (TEKS) 8 9

10 Standards Page Location Standards Page Location Grade 9 (D) produce multimedia presentations (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience Research and Technology Research and Technology Publishing and Presenting (16) /Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; (B) consideration of the whole range of information and views on a topic and accurate and honest representation of those views; (C) counter-arguments based on evidence to anticipate and address objections; (D) an organizing structure appropriate to purpose, audience, and context; and (E) an analysis of the relative value of specific data, facts, and ideas ORAL AND WRITTEN CONVENTIONS Prewriting/Planning Strategies Prewriting/Planning Strategies Revising Strategies Persuasive Letter Persuasive Text: Editorial Gathering Sources and Details (17) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. The student is expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles) Practice A; Practice B; Application; Speaking Application Grammar Application Practice A; Practice B; Application; Speaking Application Grammar Application Practice A; Practice B; Application; Speaking Application Grammar Application (C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Speaking Application; Practice B; Application Grammar Application Speaking Application; Practice B; Application Grammar Application (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization; and (B) use correct punctuation marks including: Practice B; Application Grammar Application ; Spiral Review (i) quotation marks to indicate sarcasm or irony; 99 (ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and (iii) dashes to emphasize parenthetical information (19) Oral and Written Conventions/Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings RESEARCH Practice B; Application Grammar Application Practice A; Application Grammar Application Practice B; Application Grammar Application (20) Research/Research Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to: Texas essential knowledge and skills (TEKS) (ii) restrictive and nonrestrictive relative clauses; and Practice A; Practice B; Application; Speaking Application Grammar Application (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and Research and Technology Prewriting/Planning Strategies Research and Technology (iii) reciprocal pronouns (e.g., each other, one another); Practice A; Practice B; Speaking Application; Application Grammar Application (B) formulate a plan for engaging in research on a complex, multi-faceted topic Research and Technology Research and Technology Prewriting/Planning Strategies (B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and Practice A; Practice B; Speaking Application; Application Grammar Application (21) Research/Gathering Sources Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative source in a manner that identifies the major issues and debates within the field of inquiry; Prewriting/Planning Strategies Research : Research Report Gathering Sources and Details 10 11

11 Standards Page Location Standards Page Location Grade 9 (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to standard format (e.g., author, title, page number) Research and Technology Research and Technology Research and Technology Gathering Sources and Details Research and Technology Research and Technology Research and Technology Research and Technology Documenting Sources (22) Research/Synthesizing Information Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified Research and Technology Research and Technology As You Read Comparing Informational Texts Gathering Sources and Details Revising Strategies 1005 (23) Research/Organizing and Presenting Ideas Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C) uses graphics and illustrations to help explain concepts where appropriate; (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials Research : Research Report Research : Research Report Research and Technology Research and Technology Publishing and Presenting Research and Technology Research and Technology Documenting Sources LISTENING AND SPEAKING (24) /Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. The student is expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker s ideas for critical reflection and by asking questions related to the content for clarification and elaboration; (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and (C) evaluate the effectiveness of a speaker s main and supporting ideas (25) /Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. (26) /Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. The student is expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making Learn the Skills Practice the Skills Group Discussion Tell What You Think Tell What You Know Group Discussion Learn the Skills Learn the Skills Practice the Skills Practice the Skills Talk About It Learn the Skills Practice the Skills Talk About It Talk About It Teamwork Learn the Skills Practice the Skills Tell What You Know Group Discussion Tell What You Know Group Discussion Tell What You Know Group Discussion Talk About It; Group Discussion Tell What You Know Group Discussion Tell What You Know Texas essential knowledge and skills (TEKS) 12 13

12 Standards Page Location Standards Page Location Grade 9 reading and comprehension RC-9 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and Using the Strategy Using the Strategy Using the Strategy As You Read Using the Strategy Using the Strategy Using the Strategy As You Read (B) make complex inferences about text and use textual evidence to support understanding Using the Strategy Using the Strategy Using the Strategy 3, 4 3, 4 3,4 3,4 As You Read Compare Biographical Texas essential knowledge and skills (TEKS) 14 15

13 Grade 10 Standards Page Location READING Texas Essential Knowledge and Skills (TEKS) Grade 10 (1) Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words (C) infer word meaning through the identification and analysis of analogies and other word relationships; (D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments(e.g., glasnost, avant-garde, coup d état); and Word Power Word Power Word Power Word Power Word Power Word Power Word Power Word Power Word Power Word Power Word Power Practice B Word Power Word Power Word Power Word Power Word Power Word Power Word Power Word Power Word Power Word Power Activity Practice A Practice B; Activity; Teamwork Spiral Review Spiral Review Spiral Review Vocabulary Vocabulary Vocabulary Practice A Practice B; Activity; Teamwork Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Practice A Activity; Teamwork Teamwork Standards Page Location (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology Practice A Practice B; Activity; Teamwork Activity Revising Strategies Voice Vocabulary Vocabulary Revising Strategies Activity; Teamwork Practice B; Activity; Teamwork Practice B (2) Comprehension of Literary Text/Theme and Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast differences in similar themes expressed in different time periods; (B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and Comparing Universal and Culturally Specific Themes Timed Spiral Review Comparing Themes and Moral Dilemmas Comparing Themes and Moral Dilemmas 2, 3 2 TEKS Check As You Read Comparing Archetypal Narrative Patterns 1, 3 s 1 1 Texas essential knowledge and skills (TEKS) 16 17

14 Standards Page Location Standards Page Location Grade 10 (C) relate the figurative language of a literary work to its historical and cultural setting. (3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. (4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays Spiral Review Spiral Review As You Read LA ; RS 1, 2 2, 3 Spiral Review (5) Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction (B) analyze differences in the characters moral dilemmas in works of fiction across different countries or cultures; (C) evaluate the connection between forms of narration (e.g., unreliable, omniscient)and tone in works of fiction; and TEKS Check As You Read Spiral Review Comparing Universal and Culturally Specific Themes Comparing Themes and Moral Dilemmas Comparing Themes and Moral Dilemmas Comparing Narration and Tone Comparing Narration and Tone (D) demonstrate familiarity with works by authors from non-english-speaking literary traditions with emphasis on 20th century world literature. (6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. (7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works Critical Thinking Critical Thinking As You Read Comparing Theme Comparing Theme 4 Critical Thinking Critical Thinking TEKS Check As You Read Comparing Styles Comparing Tone, Voice, and Diction s Comparing Tone, Voice, and Diction 2, 3 TEKS Check 2 2 2b 2b As You Read Comparing Tone, Voice, and Mood 3, 4 As You Read 1 1 Spiral Review Spiral Review Spiral Review Spiral Review Texas essential knowledge and skills (TEKS) 18 19

15 Standards Page Location Standards Page Location Grade 10 (8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details es Comparing Informational Texts As You Read Timed As You Read es Comparing Informational Texts TEKS Check As You Read Comparing Authors Purposes (9) Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; (B) distinguish among different kinds of evidence used to support conclusions and arguments (e.g., logical, empirical, anecdotal) in texts; Timed ; 5-Minute Planner Critical Thinking 2 Critical Thinking 2 Critical Thinking 2 Critical Thinking 2 As You Read es Timed ; 5-Minute Planner es es Comparing Informational Texts; Timed ; 5-Minute Planner (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence As You Read Comparing Informational Texts As You Read Comparing Informational Texts As You Read Comparing Informational Texts Comparing Informational Texts (10) Reading/Comprehension of Informational Text/Persuasive Text Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks As You Read es es es Comparing Informational Texts; Timed ; 5-Minute Planner As You Read es Comparing Informational Texts; Timed ; 5-Minute Planner Research and Technology 2 (11) Reading/Comprehension of Informational Text/Procedural Texts Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) evaluate text for the clarity of its graphics and its visual appeal; and (B) synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics) As You Read Comparing Informational Texts As You Read es Comparing Informational Texts; Timed ; 5-Minute Planner As You Read Comparing Informational Texts Comparing Informational Texts Texas essential knowledge and skills (TEKS) (12) Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 20 21

16 Standards Page Location Standards Page Location Grade 10 (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (C) examine how individual perception or bias in coverage of the same event influences the audience; and (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. WRITING Analyzing Media Messages Practice the Skills Media Literacy 2 Research and Technology Analyzing Media Messages Practice the Skills 2 Practice the Skills Research and Technology 1 Comparing Media Coverage Practice the Skills Practice the Skills Comparing Media Coverage (13) / Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and openended situations that include transitions and rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; Prewriting/Planning Strategy Prewriting/Planning Strategies Prewriting/Planning Strategies Prewriting/Planning Strategy Prewriting/Planning Strategies Prewriting/Planning Strategies Prewriting/Planning Strategies 5-Minute Planner Organization Development of Ideas Timed Timed Prewriting/Planning Strategy Timed Organization Revising Strategies Revising Strategies Revising Strategies Conventions Revising Strategies Revising Strategies Revising Strategies Focus and Coherence (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Publishing and Presenting Peer Feedback Publishing and Presenting Publishing and Presenting Peer Review Publishing and Presenting Peer Review Publishing and Presenting Publishing and Presenting Peer Review (14) /Literary Texts Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone; (B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and (C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone Organization Drafting Strategy Prewriting/Planning Strategy Revising Strategies Prewriting/Planning Strategy Development of Ideas (15) /Expository and Procedural Texts Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; Focus and Coherence Texas essential knowledge and skills (TEKS) 22 23

17 Standards Page Location Standards Page Location Grade 10 (ii) rhetorical devices, and transitions between paragraphs; (iii) a thesis or controlling idea; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant evidence and well-chosen details; and (vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; Prewriting/Planning Strategies Prewriting/Planning Strategies Prewriting/Planning Strategies Timed Revising Strategies Timed 5-Minute Planner Timed Timed Revising Strategies Revising Strategies Prewriting/Planning Strategies (B) write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include (i) organized and accurately conveyed information; Research and Technology Research and Technology Organization (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience Publishing and Presenting Research and Technology Publishing and Presenting Delivering a Multimedia Presentation Practice the Skills (16) /Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; (B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author s own words and not out of context); (C) counter-arguments based on evidence to anticipate and address objections; Minute Planner 1 Timed Prewriting/Planning Strategies 1 Revising Strategies 1 (D) an organizing structure appropriate to the purpose, audience, and context; 533 Focus and Coherence (E) an analysis of the relative value of specific data, facts, and ideas; and (F) a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations). ORAL AND WRITTEN CONVENTIONS Revising Strategies Revising Strategies (17) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: Texas essential knowledge and skills (TEKS) (ii) reader-friendly formatting techniques; and (iii) anticipation of readers questions; Research and Technology Research and Technology Research and Technology Revising Strategies (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); Practice A/Speaking App, Practice B/ App Practice A/Speaking App, Practice B/ App Practice A/Speaking App, Practice B/ App Conventions (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis; (ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and (iii) analyzes the aesthetic effects of an author s use of stylistic and rhetorical devices; and Timed Interpretative Response to a Literary Text Interpretative Response to a Literary Text Timed Timed Timed Timed Prewriting/Planning Strategies (ii) restrictive and nonrestrictive relative clauses; and Practice A/Speaking App, Practice B/ App (iii) reciprocal pronouns (e.g., each other, one another); 178 Practice A/Speaking App, Practice B/ App (B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and (C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). 366 Practice A/Speaking App, Practice B/ App Speaking Application, Application Speaking Application, Application Focus and Coherence (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization; and Practice B/ App (B) use punctuation marks including: 24 25

18 Standards Page Location Standards Page Location (i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; Practice B/ App Application (23) Research/Organizing and Presenting Ideas Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: Grade 10 (ii) quotation marks to indicate sarcasm or irony; and (iii) dashes to emphasize parenthetical information Applications (19) Oral and Written Conventions/Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. RESEARCH (20) Research/Research Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in research on a complex, multi-faceted topic Research and Technology Prewriting/Planning Strategies Research and Technology Prewriting/Planning Strategies Research and Technology Prewriting/Planning Strategies Research and Technology 1 Prewriting/Planning Strategies (A) marshals evidence in support of a clear thesis statement and related claims; (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C) uses graphics and illustrations to help explain concepts where appropriate (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials. LISTENING AND SPEAKING Research and Technology 1 Prewriting/Planning Strategies Research and Technology Revising Strategies Research and Technology Delivering a Multimedia Presentation Practice the Skills Research and Technology Research and Technology Revising Strategies Rubric for Self-Assessment Documenting Sources Research and Technology (24) /Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: Texas essential knowledge and skills (TEKS) (21) Research/Gathering Sources Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; Research and Technology Prewriting/Planning Strategies (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker s ideas for critical reflection and by asking questions related to the content for clarification and elaboration; Talk About It Viewing and Evaluating a Speech Publishing and Presenting Tell What You Know Explain What You Know (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number) Prewriting/Planning Strategies Research and Technology Research and Technology 3 Prewriting/Planning Strategies Documenting Sources (22) Research/Synthesizing Information Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified As You Read Timed Research and Technology Prewriting/Planning Strategies Revising Strategies (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and (C) evaluate how the style and structure of a speech support or undermine its purpose or meaning. (25) /Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively Giving and Following Oral Instructions Practice the Skills Publishing and Presenting Viewing and Evaluating a Speech Practice the Skills Publishing and Presenting Delivering a Persuasive Speech Practice the Skills Talk About It Talk About It Talk About It Delivering a Persuasive Speech Practice the Skills 26 27

19 Standards Page Location Standards Page Location Grade 10 (26) /Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making. reading and comprehension Tell What You Know Talk About It Tell What You Know Talk About It Tell What You Know Connecting to Citizenship Talk About It Tell What You Know Connecting to Citizenship Tell What You Know Connecting to Citizenship RC-1 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and As You Read 2 As You Read 2 (B) make complex inferences about text and use textual evidence to support understanding As You Read As You Read 2 As You Read 2 Texas essential knowledge and skills (TEKS) 28 29

20 Grade 11 Standards Page Location READING Texas Essential Knowledge and Skills (TEKS) Grade 11 (1) Vocabulary Development Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Critical Reading 5 Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Academic Words: Social Studies Vocabulary Development Lesson Vocabulary Critical Reading 6 Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Academic Vocabulary: Science and Math Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Critical Reading 4 Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Critical Reading 4 Standards Page Location (C) infer word meaning through the identification and analysis of analogies and other word relationships; (D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and (E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Critical Reading 4 Academic Words: Social Studies Words from Mythology and Religious Traditions Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Cognates Vocabulary Development Lesson Using References to Explore Vocabulary Research Project Using a Dictionary and Thesaurus; Practice Vocabulary Development Lesson Using References to Explore Vocabulary Vocabulary Development Lesson Using References to Explore Vocabulary Vocabulary Development Lesson Revising Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Using References to Explore Vocabulary Vocabulary Development Lesson Vocabulary Development Lesson Using References to Explore Vocabulary Vocabulary Vocabulary Texas essential knowledge and skills (TEKS) (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; Vocabulary Development Lesson Using a Dictionary and Thesaurus; Practice Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Development Lesson Vocabulary Vocabulary Development Lesson Vocabulary Development Lesson Practice

21 Standards Page Location Standards Page Location Grade 11 (2) Comprehension of Literary Text/Theme and Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition; (B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting Project Project Research Project Project Exploring Theme and Genre Project Project (3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry Texas essential knowledge and skills (TEKS) (4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama ; American Experience American Experience American Experience American Experience Comparing Themes in American Drama Comparing Periods of Modern American Drama 32 33

22 Standards Page Location Standards Page Location Grade 11 (5) Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author s portrayal of the plot and setting in works of fiction; (B) analyze the internal and external development of characters through a range of literary devices; (C) analyze the impact of narration when the narrator s point of view shifts from one character to another; and (D) demonstrate familiarity with works by authors in American fiction from each major literary period Lesson Lesson Lesson Lesson Lesson (6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning. (7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works Vocabulary Development Lesson Texas essential knowledge and skills (TEKS) 34 35

23 Standards Page Location Standards Page Location Grade 11 (8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author s purpose and perspective or stance (9) Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence Comparing Primary Sources Reading and Viewing Skill Comparing Primary Sources Comparing Primary Sources Critical Reading 2 Comparing Autobiography Past and Present Comparing Primary Sources 3b Comparing Primary Sources Expository Text Comparing Primary Sources Comparing Primary Sources Texas essential knowledge and skills (TEKS) (A) summarize a text in a manner that captures the author s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; (B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported; es Critical Reading 3 Critical Reading 1 3 (10) Comprehension of Informational Text/Persuasive Text Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) evaluate how the author s purpose and stated or perceived audience affect the tone of persuasive texts; and (B) analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations Comparing Primary Sources Critical Reading

24 Standards Page Location Standards Page Location Grade 11 (11) Comprehension of Informational Text/Procedural Texts Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and (B) translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams Critical Reading 1 3 Critical Reading 1 5 Critical Reading 1 3 (12) Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (C) evaluate the objectivity of coverage of the same event in various types of media; and (D) evaluate changes in formality and tone across various media for different audiences and purposes. WRITING Media Literacy Activities: Evaluate Messages of Social and Cultural Views in Media and Traditional Texts Research Project Critical Reading 2 Activities: Evaluate Interactions of Techniques Research Activities: Evaluate the Interactions of Techniques Used in Electronic Journalism Media Literacy Activities: Evaluate Media Coverage of Same Event Media Literacy Media Literacy Activities: Evaluate Media Coverage of Same Event (13) Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g. discussion, background reading, personal interests, interviews) and developing a thesis or controlling idea; Prewriting and Planning Prewriting and Planning Lesson Lesson Prewriting and Planning Prewriting and Planning (C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g. metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony) schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures) and by adding transitional words and phrases; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Lesson Lesson Conventions Lesson Revising Revising Lesson Lesson Revising Revising Revising Lesson Lesson (14) Literary Texts Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g. dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone; (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and (C) write a script with an explicit or implicit theme, using a variety of literary techniques Lesson Lesson Lesson Literary Text Prewriting and Planning Drafting Lesson Critical Reading 2 Lesson Lesson Lesson (15) /Expository and Procedural Texts Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: Texas essential knowledge and skills (TEKS) (B) develop drafts in timed and open-ended situations that structure ideas in a sustained and persuasive way (e.g. using outlines, note taking, graphic organizers, lists) and include transitions and rhetorical devices to convey meaning; Drafting Drafting Lesson Lesson Drafting Lesson (i) effective introductions and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices and transitions between paragraphs; Lesson Timed Lesson Lesson 38 39

25 Standards Page Location Standards Page Location Grade 11 (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and well-chosen details; and (vi) information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources Lesson Timed Timed Lesson Timed Lesson Timed Lesson Timed Timed Timed Timed Lesson Lesson (B) Write procedural or work-related documents (e.g. resumes, proposals, college applications, operation manuals) that include: (i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g. headings, graphics, white space); (iii) relevant questions that engage readers and consider their needs; (iv) accurate technical information in accessible language; and (v) appropriate organizational structures supported by facts and details (documented if appropriate) Expository Text Expository Texts Lesson Expository Texts Revising Lesson Lesson Drafting Lesson Expository Texts Procedural Document Expository Texts Revising (iii) analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; (iv) identifies and analyzes the ambiguities, nuances, and complexities within the text; and (v) anticipates and responds to readers questions or contradictory information. (D) Produce a multimedia presentation (e.g. documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeal to a specific audience and synthesizes information from multiple points of view Lesson Timed Lesson Lesson Lesson Timed Lesson Lesson Lesson Lesson Expository Text Research Lesson Expository Text Prewriting and Planning Drafting Revising Development of Ideas ; Publishing, Presenting, and Reflecting Lesson Research Multimedia Presentation (16) /Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; Lesson Lesson Lesson Lesson Timed Lesson Texas essential knowledge and skills (TEKS) (C) Write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text; Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Timed Lesson (B) accurate and honest representation of divergent views (i.e. in the author s own words and not out of context); (C) Write an argumentative essay (e.g. evaluative essays, proposals) to the appropriate audience that includes an organizing structure appropriate to the purpose, audience, and context; (D) information on the complete range of relevant perspectives; (E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; and Lesson Prewriting and Planning Lesson Drafting Lesson Prewriting and Planning Lesson Timed 40 41

26 Standards Page Location Standards Page Location Grade 11 (F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g. appeals to logic, emotions, ethical beliefs). ORAL AND WRITTEN CONVENTIONS Drafting Lesson Lesson Lesson (17) Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of different types of clauses and phrases (e.g. adjectival, noun, and adverbial clauses and phrases); and (B) use a variety of correctly structured sentences (e.g. compound, complex, compound-complex). (18) Handwriting, Capitalization, and Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization. (19) Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings Conventions and Style Lesson Conventions and Style Lesson Conventions and Style Lesson Conventions and Style Lesson Conventions and Style Lesson Conventions and Style Lesson Conventions and Style Lesson Conventions and Style Lesson Conventions and Style Lesson Timed (22) Synthesizing Information Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and (C) critique the research process at each step to implement changes as the need occurs and is identified Lesson Research Project Research Project Timed Research Project Timed Research Project Drafting Research Project (23) Organizing and Presenting Ideas Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that: (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information; (B) uses a variety of formats and rhetorical strategies to argue for the thesis; (C) develops an argument that incorporates the complexities of discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments; Research Drafting Research Project Drafting Research Project Drafting Research Research Project Texas essential knowledge and skills (TEKS) (20) Research Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (D) uses a style manual (e.g. MLA, Chicago Manual of Style) to document sources and format written materials; and Providing Appropriate Citations Lesson (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and Research Project Prewriting and Planning Research Project (E) is of sufficient length and complexity to address the topic Research Project Expository Text Research (B) formulate a plan for engaging in research on a complex, multi-faceted topic in depth Research Project Research Project Prewriting and Planning Research Project Research (21) Gathering Sources Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; (B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/ timelines, and separate factual data from complex inferences; and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g. author, title, page number) differentiating among primary, secondary, and other sources Research Project Research Project Lesson Research Project Research Project Providing Appropriate Citations Lesson LISTENING AND SPEAKING (24) Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and (B) evaluate the clarity and coherence of a speaker s message and critique the impact of a speaker s diction and syntax on an audience Activity: Evaluate Formal Persuasive Speeches Activity: Evaluate Formal Persuasive Speeches 42 43

27 Standards Page Location Standards Page Location Grade 11 (25) Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. (26) Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria. reading and comprehension Deliver a Persuasive Speech Activity: Deliver a Formal Persuasive Speech Multimedia Presentation Critical Reading 3 Critical Reading 3 Research Research Critical Reading 2 (RC1)Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding Texas essential knowledge and skills (TEKS) (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing; making connections; creating sensory images); and

28 Grade 12 Standards Page Location READING Texas Essential Knowledge and Skills (TEKS) Grade 12 (1) Vocabulary Development Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; Timed Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Primary Sources Vocabulary Lesson Vocabulary Lesson Practice Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Primary Sources Practice Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Timed Vocabulary Lesson 8 Vocabulary Lesson Vocabulary Lesson Vocabulary Vocabulary Lesson Vocabulary Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Vocabulary Standards Page Location (D) analyze and explain how the English language has developed and been influenced by other languages; and (E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed Practice Practice Practice Practice Using References Practice Vocabulary Lesson Using References Timed Vocabulary Lesson Using References Practice Vocabulary Lesson Using References Vocabulary Lesson Practice Vocabulary Lesson Using References Etymology Study Practice Vocabulary Lesson Vocabulary Lesson Using References Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Critical Reading 5 (2) Comprehension of Literary Text/Theme and Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast works of literature that express a universal theme; (B) compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and Comparing and Contrasting Classical and Modern Reading: Group Discussion Project Texas essential knowledge and skills (TEKS) (C) use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation); Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Lesson Vocabulary Vocabulary Lesson 46 47

29 Standards Page Location Standards Page Location Grade 12 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time. (3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry) Strategies for Reading Poetry Reading Literary Text: Epic Poetry 4 Spiral Review 4 Critical Viewing 2 Strategies for Reading Poetry (4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to evaluate how the structure and elements of drama change in the works of British dramatists across literary periods Comparing British Dramas Past and Present As You Read Comparing British Dramas As You Read As You Read Comparing British Dramas Timed 3 Project (5) Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the behaviors of the characters (C) compare and contrast the effects of different forms of narration across various genres of fiction; and (D) demonstrate familiarity with works of fiction by British authors from each major literary period Project 1 1 Extend Your Learning Texas essential knowledge and skills (TEKS) 48 49

30 Standards Page Location Standards Page Location Grade 12 (6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction. (7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze how the author s patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works. (8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author s meaning or purpose Activity Etymology Study (9) Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (B) explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints; (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence Critical Reading 3 Critical Reading 5 s 1, 2 Critical Reading 3, 4 About the Text Forms Comparing Primary Sources 2 Comparing Primary Sources 2 Timed Timed Timed Comparing Primary Sources 2 (10) Reading/Comprehension of Informational Text/Persuasive Text Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; and (B) draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language Comparing Primary Sources 2 Comparing Primary Sources 1 3 (11) Reading/Comprehension of Informational Text/Procedural Texts Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and (B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose Critical Reading 2 Critical Reading 4 Texas essential knowledge and skills (TEKS) (A) summarize a text in a manner that captures the author s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; Reading Strategy Comparing Primary Sources 1 (12) Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 50 51

31 Standards Page Location Standards Page Location Grade 12 (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (C) evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and (D) evaluate changes in formality and tone across various media for different audiences and purposes. WRITING Media Literacy Project Media Literacy Activity Project Research Project Project Activity Activity Research Project Activity Media Literacy Research Project Activity (13) / Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning; Persuasive Text: Persuasive Essay Prewriting and Planning Timed Prewriting and Planning Drafting Drafting (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and: (C) write a script with an explicit or implicit theme, using a variety of literary techniques (15) /Expository and Procedural Texts Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; Timed Checklist Timed Timed Timed Texas essential knowledge and skills (TEKS) (C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Revising Revising Revising Publishing and Presenting Revising Publishing and Presenting Revising Publishing and Presenting Publishing and Presenting (14) /Literary Texts Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone; Literary Text: Short Story (v) relevant and substantial evidence and well-chosen details; (vi) information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and (vii) an analysis of views and information that contradict the thesis statement and the evidence presented for it; Timed Timed Timed (B) write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include: (i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and address their potential problems and misunderstandings; (iv) accurate technical information in accessible language; and Expository Texts: Work-Related Text Expository Texts: Work-Related Text Drafting 52 53

32 Standards Page Location Standards Page Location (v) appropriate organizational structures supported by facts and details (documented if appropriate); 262 (B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) and Speaking Expository Texts: Work-Related Text Grade 12 (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; (iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and (v) anticipates and responds to readers questions and contradictory information; and (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view Research: Multimedia Presentation (16) /Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions); (B) accurate and honest representation of divergent views (i.e., in the author s own words and not out of context); Persuasive Text: Persuasive Essay Persuasive Text: Persuasive Essay (C) an organizing structure appropriate to the purpose, audience, and context; 442 Persuasive Text: Persuasive Essay (D) information on the complete range of relevant perspectives; 444 Drafting (E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; 446 Revising (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to. (19) Oral and Written Conventions/Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. RESEARCH Timed Timed Timed Timed Expository Texts: Work-Related Text Expository Texts: Work-Related Text (20) Research/Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in in-depth research on a complex, multifaceted topic Research Project Research Project Research Project Research Project Etymology Study Prewriting and Planning (21) Research/Gathering Sources Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; (B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/ timelines, and separate factual data from complex inferences; and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources Research Project Research Project Prewriting and Planning Research Project Research Project 291 Research Project Texas essential knowledge and skills (TEKS) (F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and (G) an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone. ORAL AND WRITTEN CONVENTIONS Drafting 446 Revising (17) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and Conventions and Style Conventions and Style (22) Research/Synthesizing Information Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and (C) critique the research process at each step to implement changes as the need occurs and is identified. 291 Research Project 291 Research Project 291 Research Project (23) Research/Plan Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that: (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information; 1096 Research: Historical Investigation 54 55

33 Standards Page Location Standards Page Location Grade 12 (B) uses a variety of formats and rhetorical strategies to argue for the thesis; 1096 Research: Historical Investigation (C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments; (D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and (E) is of sufficient length and complexity to address the topic Revising LISTENING AND SPEAKING Research Project Research: Historical Investigation 1096 Research: Historical Investigation (24) /Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and (B) assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery. (25) /Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively Activity Research Project Checklist Activity Research Project Checklist Deliver a Persuasive Speech Checklist Research Project (B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding Texas essential knowledge and skills (TEKS) (26) /Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria. reading and comprehension Critical Reading 2 Checklist Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and Strategies for Reading a Novel 56 57

34 Section 2 Selections to the TEKS Correlation Grade Grade Grade Grade

35 Selections to the TEKS Correlation Unit 2 Selection TEKS Grade 9 Unit Intro reading focus make predictions reading focus AUTHOR'S PURPOSE Grade 9: Unit 1 Selection from The Giant s House Elizabeth McCracken Desiderata Elizabeth McCracken The Washwoman Isaac Bashevis Singer New Directions Maya Angelou Sonata for Harp and Bicycle Joan Aiken The Cask of Amontillado Edgar Allan Poe TEKS (5), (6), (21), (23), RC-9(B) (1)(A), (6), (18)(A), (25) Informational Texts Article / Cookbook Article (9)(C), (13), (15) Comparing Literary Works Checkouts, Cynthia Rylant / The Girl Who Can, Ama Ata Aidoo Texas Workshop: Autobiographical Narrative from A White House Diary Lady Bird Johnson My English Julia Alvarez The Secret Life of Walter Mitty James Thurber Uncle Marcos Isabel Allende (1)(A), (5)(A), (15)(A)(v), (25), RC-9(A) (5)(C), (15)(C), RC-9(B) Informational Texts Train Schedule/Brochure (11)(B), (13), (15) Comparing Literary Works If I Forget Thee, Oh Earth..., Arthur C. Clarke / from Silent Spring, Rachel Carson Texas Workshop: Problem-and-Solution Essay Vocabulary Workshop: Using a Dictionary, Glossary, and Thesaurus (1)(E), (26) (1)(E), (13)(A), (C), (D), (E), (14)(A), (18)(A), (B)(i) (1)(A), (6), (13)(A), (17)(A)(iii), (15)(D), RC- 9(B) (5)(B), (15)(A)(v), (21)(B), (C), RC-9(A), (B) (2)(A), (15)(C), RC-9(B) (1)(E), (13)(A), (B), (C), (D), (E), (15)(A)(i-v), (19), (21)(A) Unit Intro reading focus make inferences reading focus Cause and effect The Jade Peony Wayson Choy (5)(A),(B), (C), (21), (22), (23) The Most Dangerous Game Richard Connell American History Judith Ortiz Cofer The Gift of the Magi O. Henry The Interlopers Saki Informational Texts Consumer Safety Guide/Technical Instructions Comparing Literary Works The Man to Send Rain Clouds, Leslie Marmon Silko/A Walk to the Jetty, Jamaica Kincaid Texas Workshop: Short Story Rules of the Game Amy Tan The Necklace Guy de Maupassant Blues Ain t No Mockin Bird Toni Cade Bambara The Invalid s Story Mark Twain Informational Texts Student Guide/Blog Entry Comparing Literary Works The Scarlet Ibis, James Hurst / The Golden Kite, the Silver Wind, Ray Bradbury Texas Workshop: Cause-and-Effect Essay (1)(A), (5),, (23)(C), (25), RC-9(B) (7), (23)(A), (24)(C), RC-9(B) (11)(A), (16)(A)(D) (5)(A) (15)(C), RC-9(B) (13)(D), (E), (14)(A), (23)(E) (1)(A), (5)(B), (13)(A), (17)(B), (20)(A), RC-9(A) (1)(A), (5)(B), (17)(A)(i), (24)(A), RC-9(A) (9)(A), (15)(C) (5), (15)(C), RC-9(B) Vocabulary Workshop: Word Origins and Derivations (1)(A), (E), (26) Workshop: Deliver and Evaluate Presentations (24)(A), (C), (25) On Your Own: Media Literacy (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iv), (19) (12)(B) SELECTIONS TO THE TEKS CORRELATION Workshop: Giving and Following Oral Instructions (24)(B), (24), (25), (26) On Your Own: Media Literacy (12)(A) 60 61

36 Unit 3 Unit 4 Selection TEKS Selection TEKS Unit Intro Before Hip-Hop Was Hip-Hop Rebecca Walker (9), (10), (21), (22), (23), RC-9(B) Unit Intro Uncoiling A Voice Pat Mora (3), (21), (23), RC-9(B) Grade 9 reading focus main idea reading focus analyze persuasion A Celebration of Grandfathers Rudolfo A. Anaya On Summer Lorraine Hansberry Single Room, Earth View Sally Ride The News Neil Postman (9), (16), (24)(A), (26), RC-9(A), (B) (8), (9), (14)(C), (20)(B), (22)(B) Informational Texts Technical Document/News Article/Blog Entries (9)(A), (11)(B), (12)(C), (13)(B), (15) Comparing Literary Works from A Lincoln Preface, Carl Sandburg / Arthur Ashe Remembered, John McPhee RC-9(B), (13), (15)(C) Texas Workshop: Business Letter (13)(A), (B), (C), (15)(B)(i), (ii), (18)(A), (19) Carry Your Own Skis Lian Dolan Libraries Face Sad Chapter Pete Hamill I Have a Dream Martin Luther King, Jr. First Inaugural Address Franklin D. Roosevelt (1)(A), (10), (10)(A), (24)(C), (25) (1)(A), (10), (10)(B), (25) Informational Texts Historical Study / Speech (10)(A), (B), (13)(B), (16) Comparing Literary Works The Talk, Gary Soto / Talk, Harold Courlander and George Herzog Texas Workshop: Editorial Vocabulary Workshop: Producing Analogies (1)(C),(26) (5), (6),15(C), RC-9(B) Media Literacy Workshop: Analyzing Media Messages (12)(B), (26) On Your Own: Media Literacy (1)(E), (13)(B), (C), (D), (E), (16)(A), (B), (C), (D), (E), (19) (12)(B) reading focus read fluently reading focus paraphrase Poetry Collection 1 Poetry Collection 2 Poetry Collection 3 Poetry Collection 4 Informational Texts Consumer Publication/Instructions for Software Comparing Literary Works There Is No Word for Goodbye, Mary TallMountain / Daily, Naomi Shihab Nye / Hope, David T. Hilbun / The Day of the Storm, Tyroneca Ty Booker Texas Workshop: Poem Poetry Collection 5 Poetry Collection 6 Poetry Collection 7 Poetry Collection 8 (1)(A), (7), (13)(A), (25) (1)(A), (3), (16)(D), (E), (25), RC-9(A) (11)(A) (13), (15)(C) (3), (6), (15)(C), RC-9(B) (1)(E), (13)(C), (D), (E), (14)(B) (1)(A), (E), (3), (12)(B), (14)(B), RC-9(A) (1)(A), (3), (17)(A)(i), (26), RC-9(A) Informational Texts Case Study/News Article (9)(A), (13)(B), (16) Comparing Literary Works I Hear America Singing, Walt Whitman / Three Haiku, Bashō and Chiyojo / Women, Alice Walker / Sonnet 30, William Shakespeare (3), (5)(D),(15)(C), RC-9(B) Texas Workshop: Interpretative Response to a Literary Text (13)(A), (B), (D), (15)(C)(i), (ii), (iii), (19) Vocabulary Workshop: Producing Analogies (1)(B), (E), (26) Media Literacy Workshop: Comparing Media Coverage (12)(A), (26) On Your Own: Media Literacy (12)(B) SELECTIONS TO THE TEKS CORRELATION 62 63

37 Unit 5 Unit 6 Selection TEKS Selection TEKS Unit Intro from The Shakespeare Stealer Gary L. Blackwood (4), RC-9(B) Unit Intro Play Hard; Play Together; Play Smart, from The Carolina Way Dean Smith (2)(B), (6), (21), (23), RC-9(B) Grade 9 reading focus summarize reading focus draw conclusions The Tragedy of Romeo and Juliet, Act I (1)(A), (4), (16)(A), (B), (C), (17)(A)(i), (24) (B), RC-9(A) The Tragedy of Romeo and Juliet, Act II The Tragedy of Romeo and Juliet, Act III The Tragedy of Romeo and Juliet, Act IV The Tragedy of Romeo and Juliet, Act V (1)(A), (25), RC-9(A) (4), (5)(B), (21)(B), (C), (22)(B), (23)(C), RC-9(A) (4), (7), (12)(B), RC-9(A) (4), (15)(D), (21)(C), RC-9(A) Informational Texts Website/Articles (12)(A), (C), (13), (16) Comparing Literary Works Pyramus and Thisbe, Ovid /from A Midsummer Night s Dream, William Shakespeare (2)(A) (4), (5), 15(C), RC-9(B) Texas Workshop: Script (13)(D), (14)(C), (19) The Inspector-General Anton Chekhov Informational Texts Web Site/Web Encyclopedia Entry Comparing Literary Works from The Importance of Being Earnest, Oscar Wilde / from Big Kiss, Henry Alford Texas Workshop: Research Report (1)(A), (4), (14)(C), (17)(A)(ii), (18)(B)(ii), (20)(B), (21)(B), (C), (23)(E) (9)(C),(13), (15)(C), (22)(B) (4), (7), 15(C), RC-9(B) Vocabulary Workshop: Borrowed and Foreign Words (1)(D), (E), (26) (1)(E), (10)(A), (13)(D), (E), (15)(D), (16)(E), (18)(A), (19), (20)(A), (B), (21)(A), (B), (C), (22)(A), (B), (C), (23)(A), (B), (C) reading focus HISTORICAL AND CULTURAL CONTEXT reading focus comparing AND CONTRASTING from the Odyssey, Part 1 Homer (2)(C), (5)(A), (12)(C), (14)(A), (17)(C) from the Odyssey, Part 2 Homer (2)(C), (3), (15), (17)(C), (26) Informational Texts Magazine Articles Comparing Literary Works An Ancient Gesture Edna St. Vincent Millay / Siren Song, Margaret Atwood / To a Lost Lover, Marie Delgado Travis / Ithaca, Constantine Cavafy (6), (9)(B), 15(C) (2)(B), (3), 15(C), RC-9(B) Texas Workshop: Instructions (1)(E), (13)(D), (E), (15)(B)(i), (ii), (19) Three Skeleton Key George G. Toudouze The Red-headed League Sir Arthur Conan Doyle There Is a Longing Chief Dan George Glory and Hope Nelson Mandela Informational Texts Almanac/Press Release Comparing Literary Works Pecos Bill: The Cyclone, Harold W. Felton / from Big Fish, John August and Daniel Wallace / Perseus, Edith Hamilton / from From the Old Age of Perseus, Geoffrey O'Brien Texas Workshop: Comparison-and-Contrast Essay (1)(A), (5)(B), (18)(B)(ii), (iii), (20)(A), (21) (B), (23)(C), (D), RC-9(A) (6), (12)(D), (15)(B), (23)(C), RC-9(A) (8), (9), 15(C) Vocabulary Workshop: Idioms, Jargon, and Technical Terms (1)(C), (25), (26) Workshop: Delivering Technical Presentations (24)(A), (25) On Your Own: Media Literacy (2)(B), (3), (4), (5), 15(C), RC-9(B) (1)(E), (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iii), (19) (12)(D) SELECTIONS TO THE TEKS CORRELATION Media Literacy Workshop: Evaluating Formality and Tone (12)(D) On Your Own: Media Literacy (12)(D) 64 65

38 Selections to the TEKS Correlation Unit 2 Selection TEKS Grade 10 Unit Intro reading focus make predictions reading focus cause and effect Grade 10: Unit 1 Selection Magdalena Looking from Girl in Hyacinth Blue Susan Vreeland Artful Research Susan Vreeland The Monkey s Paw W.W. Jacobs The Leap Louise Erdrich from Swimming to Antarctica Lynne Cox Occupation: Conductorette Maya Angelou Informational Texts Feature Articles Comparing Literary Works Marian Anderson, Famous Concert Singer, Langston Hughes / Tepeyac, Sandra Cisneros Texas Workshop: Autobiographical Narrative Contents of the Dead Man s Pocket Jack Finney Games at Twilight Anita Desai The Marginal World Rachel Carson Making History with Vitamin C Penny LeCouteur and Jay Burreson Informational Texts Web Site/Primary Source Comparing Literary Works Like the Sun, R.K. Narayan / The Open Window, Saki Texas Workshop: Autobiographical Narrative TEKS (2), (5), (6), (21), (23), RC-10(B) (1)(A), (5)(A), (14)(A), (18)(A), (24)(A) (1)(A), (6), (13)(C), (23)(C), RC-10(A) (8), (13), (16)(A) (6), (8), (15)(C)(iii), RC-10(B) (13)(A), (B), (C), (D), (14)(A), (18)(B)(ii) (1)(A), (5), (13)(E), (14)(A), (26), RC-10(B) (1)(A), (6), (13)(E), (14)(A), (17)(A)(iii), (26), RC-10(B) (9), (13), (15), (22)(B) (5), 15(C), RC-10(B) Vocabulary Workshop: Using a Dictionary, Glossary, and Thesaurus (1)(E), (26) (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iii), (iv, (v), (15)(D) Unit Intro reading focus make inferences reading focus draw conclusions The Threads of Time C. J. Cherryh A Visit to Grandmother William Melvin Kelley A Problem Anton Chekhov The Street of the Cañon Josephina Niggli There Will Come Soft Rains Ray Bradbury Informational Texts Technical Article/News Release Comparing Literary Works One Thousand Dollars, O. Henry /By the Waters of Babylon, Stephen Vincent Benét (2), (5)(B), 15(A), (21), (23), RC-10(B) (5), (13)(E), (14)(A), (20)(B), (22)(B), RC- 10(B) (1)(A), (E), (5), (13)(A), (15)(C)(ii), RC-10(B) (9)(B), (15)(A)(v) (5)(C)15(C), RC-10(B) Texas Workshop: Short Story (13)(B), (D), (14)(A), (19) How Much Land Does a Man Need? Leo Tolstoy Civil Peace Chinua Achebe The Masque of the Red Death Edgar Allan Poe The Garden of Stubborn Cats Italo Calvino Informational Texts Letter/Speech Comparing Literary Works The Censors, Luisa Valenzuela / The Leader in the Mirror, Pat Mora Texas Workshop: Problem-and-Solution Essay (1)(A), (2), (5)(D), (13)(E), (17)(B), (25), RC-10(B) (7), (14)(A), (17)(A)(i), (20)(A), (B), (21)(A), (23)(D), RC-10(B) (8), (13)(B), (15)(C)(iii) Vocabulary Workshop: Word Origins (1)(A), (E), (26) (2), (5), (6), 15(C), RC-10(B), RC-10(B) Workshop: Viewing and Evaluating a Speech (24)(A), (C), (25), (26) On Your Own: Media Literacy (13)(A), (B), (C), (D), (E), (15)(A)(iv), (v), (vi), (25) (12)(B) SELECTIONS TO THE TEKS CORRELATION Media Literacy Workshop: Analyzing Media Messages (12)(A), (B), (D), (26) On Your Own: Media Literacy (12)(B) 66 67

39 Unit 3 Unit 4 Selection TEKS Selection TEKS Unit Intro Everest from Touch the Top of the World Erik Weihenmayer (6), (8), (15)(A), (21), (22), (23), RC-10(B) Unit Intro The Poetic Interpretation of the Twist Cornelius Eady The Empty Dance Shoes Cornelius Eady (3), (21), (23), RC-10(B) Grade 10 reading focus main idea reading focus persuasion The Spider and the Wasp Alexander Petrunkevitch from Longitude Dava Sobel The Sun Parlor Dorothy West from In Commemoration: One Million Volumes Rudolfo Anaya (6), (8), (9)(A), (15)(B)(i), (ii), (24)(B), RC- 10(A) (6), (14), (24)(A), RC-10(A) Informational Texts Technical Directions/Trail Guide (11)(A), (B), (13)(B), (16) Comparing Literary Works The Weather of New England, Mark Twain / The Dog That Bit People, James Thurber Texas Workshop: Letter to the Editor Keep Memory Alive Elie Wiesel from Nobel Lecture Alexander Solzhenitsyn The American Idea Theodore H. White What Makes a Degas a Degas? Richard Mühlberger Informational Texts Research Source/Course Catalog Comparing Literary Works from Desert Exile: The Uprooting of a Japanese-American Family, Yoshiko Uchida / from The Way to Rainy Mountain, N. Scott Momaday Texas Workshop: Persuasive Essay Vocabulary Workshop: Analogies and Other Word Relationships (1)(C), (26) (6), (15)(C)(iii), 15(C), RC-10(B) (13)(A), (B), (C), (E), (15)(B)(iii), (16)(C). (D), (F), (18)(A), (19) (6), (10), (13)(B), (15)(C)(i), (25), (26), RC- 10(B) (1)(A), (9)(B), (15)(B)(i), (ii), (15)(C)(iii), RC-10(B) (9)(C), (15)(A)(iv), (15)(A)(v) (8), (15)(C)(i), RC-10(B) Workshop: Delivering a Persuasive Speech (24)(C), (25) (1)(E), (13)(C), (13)(E), (16)(A), (B), (C), (D), (E), (F), (20)(A), (B), (21)(A), (24)(A), (C) reading focus read fluently reading focus paraphase Poetry Collection 1 Poetry Collection 2 Poetry Collection 3 Poetry Collection 4 Informational Texts Guide/Timeline Comparing Literary Works Fear, Gabriela Mistral/The Bean Eaters, Gwendolyn Brooks/How to React to Familiar Faces, Umberto Eco (3), (7), (13)(C), (E), (14)(B) (3), (13)(A), (14)(B), (26), RC-10(A) (9)(C), (15)(A) (3), (6), 15(C), RC-10(B) Texas Workshop: Poem (1)(E), (13)(C), (D), (E), (14)(B), (19) Poetry Collection 5 Poetry Collection 6 Poetry Collection 7 Poetry Collection 8 Informational Texts Atlas/Magazine Article Comparing Literary Works Hold Fast Your Dreams, Billy Joel/All, Bei Dao/Also All, Shu Ting Texas Workshop: Interpretative Response to a Literary Text (1)(A), (2)(C), (15)(C)(ii), (iii), (23)(B), (D), RC-10(A) (3), (13)(C), (14)(B), (17)(A)(i), (20)(A), RC- 10(A) (6), (9)(A), (D), 15(C) Vocabulary Workshop: Connotation and Denotation (1)(B), (E),(26) Workshop: Giving and Following Oral Instructions (24)(B),(26) On Your Own: Media Literacy (2), (3), (5)(D), (6), 15(C), RC-10(B) (1)(E), (13)(A), (B), (E), (15)(A)(i), (ii), (iii), (iv), (v), (vi), (15)(C)(i), (ii), (iii), (19) (12)(B) SELECTIONS TO THE TEKS CORRELATION On Your Own: Media Literacy (12)(B) 68 69

40 Unit 5 Unit 6 Selection TEKS Selection TEKS Unit Intro from Tibet Through the Red Box David Henry Hwang (4), (21), (23), RC-10(B) Unit Intro from Places Left Unfinished at the Time of Creation John Phillip Santos (2)(B), (5), (13)(B), 15(C), RC-10(B) Grade 10 reading focus summarize reading focus reading shakespearean drama Antigone Part 1 Sophocles Antigone Part 2 Sophocles Informational Texts Debate Comparing Literary Works scene from An Enemy of the People, Henrik Ibsen Texas Workshop: Script Julius Caesar Act I William Shakespeare Julius Caesar Act II William Shakespeare Julius Caesar Act III William Shakespeare Julius Caesar Act IV William Shakespeare Julius Caesar Act V William Shakespeare Informational Texts Safety Rules/Instructions Comparing Literary Works scene from A Raisin in the Sun, Lorraine Hansberry Texas Workshop: Research Report (1)(A), (E), (4), (17)(A)(i), (25), RC-10(A) (2)(B), (4), (25), (26), RC-10(A) (10)(B), (15)(A)(v) (2)(A), (4), (5)(B), 15(C), RC-10(B) (14)(A), (C), (17)(A)(i) (2)(B), (4), (12)(C), (25), RC-10(A) (3), (20)(B), (23)(A), RC-10(A) (1)(A), (4), (10)(B), (16)(A), (B), (C) (15)(D), (21)(C), RC-10(B) (1)(A), (2)(B), (4), (12)(A), (B), (17)(A)(ii), (18)(B)(i), RC-10(A) (11)(A), (B), (13), (15)(A) (2)(A), (4), RC-10(B) Vocabulary Workshop: Borrowed and Foreign Words (1)(D), (E), (26) Workshop: Delivering a Multimedia Presentation (9)(D), (13)(A), (15)(A)(iii), (iv), (20)(A), (B), (21)(B), (C), (22)(A), (C), (23)(A), (B), (C), (D) (12)(B), (15)(D), (23)(C) reading focus cultural context reading focus worldviews Prometheus and the First People Greek Myth retold by Olivia E. Coolidge The Orphan Boy and the Elk Dog Native American Myth from the Blackfeet Trib from Sundiata, An Epic of Old Mali D. T. Niane Rama s Initiation from the Ramayana R. K. Narayan Informational Texts Editorials Comparing Literary Works Cupid and Psyche, retold by Sally Benson / Ashputtle, Jakob and Wilhelm Grimm Texas Workshop: Procedural Document Arthur Becomes King of Britain from The Once and Future King T. H. White Morte d Arthur Alfred, Lord Tennyson from A Connecticut Yankee in King Arthur s Court Mark Twain from Don Quixote Miguel de Cervantes Informational Texts Publisher's Description/Web Site Comparing Literary Works Damon and Pythias, retold by William F. Russell / Two Friends, Guy de Maupassant Texas Workshop: Comparison-and-Contrast Essay (1)(A), (2)(B), (13)(A), (17)(C), (25), RC- 10(A) (2)(B), (13)(E), (17)(C), (26), RC-10(A) (10)(A), (16)(A) (2)(B), (13)(B) (13)(B), (D), (15)(B)(i), (ii), (iii), (19), (24)(B) (1)(A), (2)(B), (14)(C), (18)(B)(i), (iii), (12) (A), (B) (5), (14)(A), (18)(B)(ii), RC-10(A) (9)(A), (D), (13), (15)(A) (2)(A), (5)(B), 15(C), RC-10(B) Vocabulary Workshop: Idioms, Jargon, and Technical Terms (1)(A), (D), (E), (26) Media Literacy Workshop: Comparing Media Coverage (12)(C), (D) (24) On Your Own: Media Literacy (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iii), (iv), (17)(C), (23)(A), (B) (12)(D) SELECTIONS TO THE TEKS CORRELATION On Your Own: Media Literacy (12)(D) 70 71

41 Selections to the TEKS Correlation Unit 2: A Growing Nation Literature of the American Renaissance ( ) Grade 11 Part 1 Part 2 Part 3 Grade 11: Unit 1: A Gathering of Voices Literature of Early America (Beginnings to 1800) Selection The Earth on Turtle s Back (MA), SE, p. 20; When Grizzlies Walked Upright (MA), SE, p. 24; from The Navajo Origin Legend (MA), SE, p. 27 from The Iroquois Constitution (A), SE, p. 41 A Journey Through Texas (A), Alvar Núñez Cabeza de Vaca, SE, p. 48; Boulders Taller Than the Great Tower of Seville (A), García López de Cárdenas, SE, p. 52 from Of Plymouth Plantation (MC), William Bradford, SE, p. 57 To My Dear and Loving Husband (A), Anne Bradstreet, SE, p. 76 Huswifery (MC), Edward Taylor, SE, p. 82 from Sinners in the Hands of an Angry God (MC), Jonathan Edwards, SE, p.86 Speech in the Virginia Convention (MC), Patrick Henry, SE, p. 100; Speech in the Convention (MC), Benjamin Franklin, SE, p. 104 The Declaration of Independence (MC), Thomas Jefferson, SE, p. 112; from The American Crisis, Number 1 (A), Thomas Paine, SE, p. 117 To His Excellency, General Washington (MC), Phillis Wheatley, SE, p. 125 Expository Texts: from The Federalist, No. 2, SE p. 129; from Anti-Federalist Letter, SE p. 131 from The Autobiography (MC), Benjamin Franklin, SE, p. 140; from Poor Richard s Almanack (MA), Benjamin Franklin, SE, p. 148 Straw into Gold: The Metamorphosis of the Everyday (A), Sandra Cisneros, SE, p. 159 from The Interesting Narrative of the Life of Olaudah Equiano (A), Olaudah Equiano, SE, p. 170 Primary Sources, SE, p. 178; Letter From the President s House (A), John Adams, SE, p. 181; Letter to Her Daughter From the New White House (A), Abigail Adams, SE, p. 182; Floor Plan of the President s House (A), Benjamin Henry Latrobe, SE, p. 184 TEKS (1)(B), (2)(A), (14)(C), (17)(B), RC-11(B) (9)(A), (14)(B) (9)(C), (13)(C), (E) (1)(C), (8), (13)(C), (22)(A), RC-11(A) (3), (15)(C)(iv), RC-11(A) (3), (15)(B)(i), RC-11(A) (1)(A), (1)(B), (6), (7), (15)(C)(i), (ii) (1)(A), (6), (7), (10)(A), (15)(C)(i)(ii) (1)(A), (8), (10)(A), (16)(A)(B) (3), (7), (15)(B)(i)(ii), RC-11(B) (1)(A), (9)(A), (13)(B), (16)(A),(C), (1)(C), (D), (E), (8), (13)(C), (15)(A)(ii), (iii), (iv), RC-11(B) (1)(E), (9)(D), (15)(A)(iii), (iv), (v) (8), (15)(B)(ii), (iv), (21)(B), RC-11(A) (1)(E), (8), (20)(B), (21)(B), (22)(C) Part 4 Part 3 Part 2 Part 1 Selection The Devil and Tom Walker (A), Washington Irving, SE, p. 228 Commission of Meriwether Lewis (A), Thomas Jefferson, SE p. 245; Crossing the Great Divide (A), Meriwether Lewis, SE, p. 250 from The Song of Hiawatha (A), Henry Wadsworth Longfellow, SE, p. 258; The Tide Rises, The Tide Falls (MA), Henry Wadsworth Longfellow, SE, p. 260; Thanatopsis (MC), William Cullen Bryant, SE, p. 262; Old Ironsides (A), Oliver Wendell Holmes, SE, p. 266 The Minister s Black Veil (MC), Nathaniel Hawthorne, SE, p. 272 The Fall of the House of Usher (MC), Edgar Allan Poe, SE, p. 293; The Raven (A), Edgar Allan Poe, SE, p. 312 Where Is Here?, SE, Joyce Carol Oates, p. 325 from Moby-Dick (MC), Herman Melville, SE, p. 336 from Nature (A), Ralph Waldo Emerson, SE, p. 366; from Self-Reliance (A), Ralph Waldo Emerson, SE, p. 369; Concord Hymn (A), Ralph Waldo Emerson, SE, p. 371 from Walden (MC), Henry David Thoreau, SE, p. 378; from Civil Disobedience (A), Henry David Thoreau, SE, p. 388 Expository Texts: Texas Declaration of Independence, SE p. 393; Travis s Appeal for Aid at the Alamo, SE p. 397;The Resolution Annexing Texas to the United States, SE p. 398 Emily Dickinson s Poetry (MC, A, MC, MC, MC, A, A, A), Emily Dickinson, SE, p. 408 Walt Whitman s Poetry (MC, A, MA, A, A, MA), Walt Whitman, SE, p. 426 Texas Workshop, Expository Text: College Application Essay, SE, p. 440 TEKS (1)(A), (5)(B), (14)(A) (9)(D), (22)(B) (3), (15)(C)(ii), (iii), RC-11(A) (1)(A), (5)(D), (15)(C)(iv), (17)(A), RC-11(B) (1)(A), (E), (5)(D), (13)(C), (15)(C)(iv)(v), RC-11(A) (1)(E), (15)(A)(v) (2)(A), (15)(C)(i), (v), (17)(B), (18), RC-11(A) (1)(C), (6), (16)(A) (1)(A), (7), (8), (16)(B) (1)(D), (9)(B) (3), (15)(C)(i), (v) (1)(B), (2)(A), (3), (14)(B) (13)(A), (B), (C), (D), (E), (15)(B)(i) Workshop: Deliver a Persuasive Speech, SE, p. 448 (23)(C), (25), (26) Vocabulary Workshop: Academic Words, Social Studies, SE, p. 450 Reading and Viewing Workshop: Traditional Characters and Text Structures, SE p. 451 Essential Question Workshop: Literature and Society, SE p. 453 (1)(A), (D) (2)(B), (15)(A) (2)(B), (12)(B), (24)(B) SELECTIONS TO THE TEKS CORRELATION Texas Workshop, Persuasive Text: Argumentative Essay, SE, p. 188 (13)(A), (C), (D), (E), (16)(B),(C), (F), (25) Workshop: Evaluate Formal Speech, SE, p. 196 Vocabulary Workshop: Using a Dictionary, Thesaurus, and Other Resources, SE, p. 198 Reading and Viewing Workshop: Mythic Characters and Text Structures, SE p. 199 Essential Question Workshop: Literature and Place, SE p. 200 (24) (A), (B) (1)(B), (E) (2)(B), (15)(A) (13)(B), (15)(A)(iii), (vi), (23)(A), (24)(A) 72 73

42 Unit 3: Division, Reconciliation, and Expansion Literature of the Civil War and the Frontier ( ) Unit 4: Disillusion, Defiance, and Discontent Literature of the Modern Age ( ) Selection TEKS Selection TEKS Grade 11 Part 1 Part 2 An Occurrence at Owl Creek Bridge (A), Ambrose Bierce, SE, p. 480 from Mary Chesnut s Civil War, Mary Chesnut, p. 495; Recollections of A Private, Warren Lee Goss, p. 500; A Confederate Account of the Battle of Gettysburg, Randolph McKim, p. 502 An Episode of War (A), Stephen Crane, SE, p. 508 from My Bondage and My Freedom (MC), Frederick Douglass, SE, p. 520 Go Down, Moses (A), SE, p. 532; Swing Low, Sweet Chariot (MA), SE, p. 534 The Gettysburg Address (A), Abraham Lincoln, SE, p. 538; Letter to His Son (MC), Robert E. Lee, SE, p. 541 Procedural Texts: Germinating Seeds and Growing Plants, SE p. 559 An Account of an Experience with Discrimination (MA), Sojourner Truth, SE, p. 554 The Boy s Ambition from Life on the Mississippi (A), Mark Twain, SE, p. 570; The Notorious Jumping Frog of Calaveras County (MC), Mark Twain, SE, p. 576 from The Life and Times of the Thunderbolt Kid, Bill Bryson, SE, p. 589 To Build a Fire (A), Jack London, SE, p. 596 Heading West (MA), Miriam Davis Colt, SE, p. 617; I Will Fight No More Forever (MA), Chief Joseph, SE, p. 622 The Story of an Hour (A), Kate Chopin, SE, p. 628 (1)(A), (5)(A), (15)(C)(iii) (1)(A), (9)(D), (20)(A), (21)(A) (2)(C), (15)(C),(i), (ii) (1)(B), (8), (13)(A) (7)(A), (15)(D), RC-11(A) (8), (9)(D), (15)(A) (ii), (iv) (1)(A), (11)(B) (8), (15)(B)(ii), (v) (1)(A), (E), (6)(A), (15)(C)(ii), (iii) (1)(B), (5)(A), (17)(B) (9)(C), (D), (21)(A) (2)(A), (14)(C) Part 1 Part 2 The Love Song of J. Alfred Prufrock (MC), T. S. Eliot, SE, p. 708 (1)(A), (E), (7) The Imagist Poets (MC, A), SE, p. 719 Winter Dreams (MC), F. Scott Fitzgerald, SE, p. 730 The Turtle from The Grapes of Wrath (A), John Steinbeck, SE, p. 758 Migrant Mother, Dorothea Lange, SE, p. 767; Dust Bowl Blues, Woody Guthrie, SE, p. 768 (1)(C), (E), (3), (15)(C), (v) (1)(A), (5)(B), (D), RC-11(B) (1)(C), (2)(A), (21)(A) (9)(C), (D), (22)(A), (C) The Unknown Citizen (A), W. H. Auden, SE, p. 774 (1)(A), (3), (8) old age sticks (MC), E. E. Cummings, SE, p. 780; anyone lived in a pretty how town (MC), E.E. Cummings, SE, p. 781 Of Modern Poetry (MC), Wallace Stevens, SE, p. 786; Ars Poetica (MC), Archibald MacLeish, SE, p. 789; Poetry (MC), Marianne Moore, SE, p. 791 In Another Country (A), Ernest Hemingway, SE, p. 800 A Rose for Emily (A), William Faulkner, SE, p. 816; from As I Lay Dying (MC), William Faulkner, SE, p. 826 The Jilting of Granny Weatherall (A), Katherine Anne Porter, SE, p. 834 (8), RC-11(A) (3), (15)(A)(iv) (2)(A), (8), (15)(C)(iii) (5)(C), (15)(C)(i) (1)(A), (5)(A), (14)(C), RC-11(A) A Worn Path (MC), Eudora Welty, SE, p. 848 (5)(A), (14)(A), RC-11(A) The Night the Ghost Got In (A), James Thurber, SE, p. 860 (1)(B), (6), (15)(A) SELECTIONS TO THE TEKS CORRELATION Douglass (A), Paul Laurence Dunbar, SE, p. 636; We Wear the Mask (A), Paul Laurence Dunbar, SE, p. 638 (3), RC-11(A) Chicago (MA), Carl Sandburg, SE, p. 868; Grass (A), Carl Sandburg, SE, p. 870 Robert Frost s Poetry (A, A, A, MA, A, MC), SE, p. 874 (3), (15)(A) (3), (13)(C), (16)(A) Part 3 Luke Havergal (A), Edwin Arlington Robinson, SE, p. 642; Richard Cory (A), Edwin Arlington Robinson, SE, p. 644; Lucinda Matlock (A), Edgar Lee Masters, SE, p. 646; Richard Bone (A), Edgar Lee Masters, SE, p. 647 (1)(A), (C), (E), (3), (14)(B) A Wagner Matinée (MC), Willa Cather, SE, p. 652 (1)(C), (5)(B), RC-11(A) Texas Workshop, Research Report, SE, p. 664 (1)(E), (13)(C), (D), (E), (20)(B), (21)(C), (23) (A), (B), (C), (D), (25) Media Literacy Workshop: Evaluate Messages in Entertainment Media, SE, p. 676 (12)(A), (26) Vocabulary Workshop: Words from Mythology and Religious Traditions, SE, p. 678 Reading and Viewing Workshop: Traditional Characters and Text Structures, SE p. 679 (1)(D) (2)(B), (15)(A) Essential Question Workshop: American Literature, SE p. 680 (2)(C), (16)(E), (23)(C), (25) Part 3 The Negro Speaks of Rivers (MC), Langston Hughes, SE, p. 902; I, Too (A), Langston Hughes, SE, p. 904; Dream Variations (MC), Langston Hughes, SE, p. 906; Refugee in America (A), Langston Hughes, SE, p. 907 Study the Masters, Lucille Clifton, SE, p. 915; For My Children, Colleen McElroy, SE, p. 916 The Tropics in New York (MC), Claude McKay, SE, p. 923; A Black Man Talks of Reaping (MC), Arna Bontemps, SE, p. 924; From the Dark Tower (A), Countee Cullen, SE, p. 926 from Dust Tracks on a Road (A), Zora Neale Hurston, SE, p. 930 Procedural Text: from The Manual on Texas Rainwater Harvesting, SE p. 939 Texas Workshop, Multimedia Presentation, SE, p. 944 (1)(C), (E), (2)(A), (3), (15)(D) (1)(E), (15)(A)(i), (iv), (v) (3), (15)(C)(ii), RC-11(A) (6), (14)(A) (11)(B), (16)(A) (13)(B), (D), (E), (15)(D), (20)(A), Media Literacy Workshop: Evaluate Interactions of Techniques in Print Media, SE, p. 952 Vocabulary Workshop: Science and Math Terms, SE, p. 954 Reading and Viewing Workshop: Classical Characters and Text Structures, SE p. 955 (12)(B), (26) (1)(A) (2)(B), (15)(A) Essential Question Workshop: Literature and Society, SE p. 956 (5)(D), (12)(B), (25), (26) 74 75

43 Unit 5: Prosperity and Protest Literature of the Post-War Era ( ) Unit 6: New Voices, New Frontiers Literature of the Contemporary Period (1970 Present) Selection TEKS Selection TEKS Grade 11 Part 1 Part 2 Part 3 from Hiroshima (MC), John Hersey, SE, p. 984; The Death of the Ball Turret Gunner (MA), Randall Jarrell, SE, p. 997 Junk Rally, SE, p. 1003, The Battle of the Easy Chair, Dr. Seuss, SE, p. 1004, Backing the Attack, Editors of The New York Times, p The Life You Save May Be Your Own (A), Flannery O Connor, SE, p The First Seven Years (A), Bernard Malamud, SE, p Constantly Risking Absurdity (A), Lawrence Ferlinghetti, SE, p Mirror (A), Sylvia Plath, SE, p. 1052; Courage (MC), Anne Sexton, SE, p Cuttings (A), Theodore Roethke, SE, p. 1059; Cuttings (later) (A), Theodore Roethke, SE, p The Explorer (MC), Gwendolyn Brooks, SE, p. 1064; Frederick Douglass (MA), Robert Hayden, SE, p One Art (A), Elizabeth Bishop, SE, p. 1072; Filling Station (A), Elizabeth Bishop, SE, p The Rockpile (A), James Baldwin, SE, p Life in His Language (MC), Toni Morrison, SE, p Inaugural Address (A), John Fitzgerald Kennedy, SE, p. 1104; from Letter from Birmingham City Jail (A), Martin Luther King, Jr., SE, p The Crucible, Act I (A), Arthur Miller, SE, p The Crucible, Act II (A), Arthur Miller, SE, p The Crucible, Act III (A), Arthur Miller, SE, p The Crucible, Act IV (A), Arthur Miller, SE, p from Our Town, Thornton Wilder, SE, p. 1240; from The Glass Menagerie, Tennessee Williams, SE, p. 1243; from The Frog Prince, David Mamet, SE, p (2)(A), (9)(C) (10)(A), (12)(A), (20)(B) (1)(B), (5)(B), (15)(C)(iv) (5)(A), (13)(B), (E), RC-11(A) (3), (14)(B), RC-11(A) (3), (15)(C)(iv) (3), (15)(A)(v) (1)(B), (3), (15)(A)(iv) (1)(E), (3), (15)(D) (5)(A), (14)(C) (6), (9)(C), (16)(C), (F) (6), (10)(A), (13)(B), (C), (16)(A)(vi) (4), (15)(B)(ii)(iii) (1)(A), (4), (7),(16)(A)(F) (1)(A), (4), (16)(B), (C), (D) (1)(E), (4), (7), (13)(A), (15)(A)(i) (1)(E), (4)), (15)(A)(iii), (iv) Part 1 Part 2 Part 3 Antojos (MA), Julia Alvarez, SE, p Everyday Use (A), Alice Walker, SE, p Everything Stuck to Him (A), Raymond Carver, SE, p Traveling Through the Dark (A), William Stafford, SE, p. 1336; The Secret (A), Denise Levertov, SE, p. 1339; The Gift (A), Li-Young Lee, SE, p Who Burns for the Perfection of Paper (MA), Martin Espada, SE, p. 1348; Camouflaging the Chimera (MC), Yusef Komunyakaa, SE, p. 1350; Streets (MC), Naomi Shihab Nye, SE, p Halley s Comet (A), Stanley Kunitz, SE, p The Latin Deli: An Ars Poetica (A), Judith Ortiz Cofer, SE, p Onomatopoeia (MA), William Safire, SE, p Coyote v. Acme (A), Ian Frazier, SE, p Urban Renewal (A), Sean Ramsay, SE, p. 1395; Playing for the Fighting Sixty-Ninth (A), William Harvey, SE, p One Day, Now Broken in Two (A), Anna Quindlen, SE, p Mother Tongue (A), Amy Tan, SE, p. 1410; For the Love of Books (MA), Rita Dove, SE, p from The Woman Warrior (A), Maxine Hong Kingston, SE, p. 1426; from The Names (A), N. Scott Momaday, SE, p Persuasive Text: Fourth Nixon-Kennedy Debate, SE p. 1443; Bentsen-Quayle Debate, SE p (1)(D), (5)(A), (14)(A), RC-11(B) (1)(A),(C), (5)(B) (5)(A), (D), RC-11(A) (1)(A), (2)(A), (13)(B) (1)(E), (7), (15)(C), /RC-11(B) (1)(A), (3), (13)(E) (3), (15)(C)(iv) (1)(E), (9)(A), (B) (1)(A), (9)(C) (9)(C), (23)(A), (B), (C) (2)(C), (9)(A), (C) (1)(A), (2)(A), (15)(C)(ii) (6), (14)(A), (17)(B) (1)(A), (10)(B), (18) Texas Workshop, Short Story SE, p (13)(A), (C), (D), (14)(A), (17)(B), (18) Media Literacy Workshop: Evaluate Media Coverage of the Same Event, SE, p (12)(C), (13)(D) SELECTIONS TO THE TEKS CORRELATION Procedural Texts: How to Watch a Debate, SE p. 1251; Help North Texas Vote, SE p Texas Workshop, Job Portfolio SE, p (1)(A), (11)(A) (13)(A),(B),(D),(E), (15)(B)(i),(ii), (ii),(iii), (v), (19) Vocabulary Workshop: Cognates, SE, p Reading and Viewing Workshop: Mythic Characters and Text Structures, SE p Essential Question Workshop: American Literature, SE p (1)(D) (2)(B), (15)(A) (20)(B), (24)(A), (B) Media Literacy Workshop: Evaluate Interactions in Electronic Journalism, SE, p (12)(B), (26) Vocabulary Workshop: Idiomatic Expressions, SE, p Reading and Viewing Workshop: Classical Characters and Text Structures, SE p (1)(B) (2)(B), (15)(A) Essential Question Workshop: Literature and Place, SE p (15)(C)(iii), (D), (25) 76 77

44 Selections to the TEKS Correlation Unit 2: Celebrating Humanity The English Renaissance Period ( ) Grade 12 Part 4 Part 3 Part 2 Part 1 Grade 12: Unit 1: From Legend to History The Old English and Medieval Periods (A.D ) Selection The Seafarer (A), translated by Burton Raffel, SE, p. 21; The Wanderer (MA), translated by Charles W. Kennedy, SE, p. 27; The Wife s Lament (MC), translated by Ann Stanford, SE, p. 30 From Beowulf (A), translated by Burton Raffel, SE, p. 36 Procedural Texts: Field Research Guidelines, SE, p. 70 from A History of the English Church and People (MC), Bede, translated by Leo Sherley Price, SE, p. 84 from The Canterbury Tales: The Prologue (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 96 from The Canterbury Tales: The Pardoner s Tale (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 124 from The Canterbury Tales: The Wife of Bath s Tale (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 138 from the Decameron by Giovanni Boccaccio (A), translated by G.H. McWilliam, SE, p. 158; from Sir Gawain and the Green Knight (A), translated by Marie Borroff, SE, p. 171; from Morte d Arthur (A), by Sir Thomas Malory, SE, p. 185 from The Anglo-Saxon Chronicle (A), SE, p. 201; Letters of Margaret Paston (A), Margaret Paston, SE, p. 204 Texas Workshop: Short Story, SE, pp Workshop: Evaluate Persuasive Speech, SE, pp Vocabulary Workshop: Using Dictionaries and Other Resources, SE, pp. 224 Reading and Viewing Workshop: Exploring Messages in Media, SE, pp. 225 TEKS (2)(C), (3), (16)(F) (1)(C), (2)(C), (15)(B)(i) (1)(A), (11)(A) (8), (15)(B)(ii) (1)(B), RC-12(A) (13)(C), RC-12(A) (1)(B),(1)(E), (3), (15)(C)(i), (ii), (iii), (iv), (v), (17)(A) (1)(E), (13)(B), (18) (1)(A), (5)(D), (14)(C), RC-12(A) (9)(A), (20)(A), (21)(B), (23)(C) (13)(B), (C), (D), (E), (14)(A), (17)(A) (24)(A), (B) (1)(E) (12)(A), (15)(A) Part 1 Part 2 Part 3 Selection from Spenser s Sonnets (MC, MC, MC), Edmund Spenser, SE, p. 254; from Sidney s Sonnets (MA, MA), Sir Philip Sidney, SE, p. 259 The Passionate Shepherd to His Love (A), Christopher Marlowe, SE, p. 266; The Nymph s Reply to the Shepherd (MC), Sir Walter Raleigh, SE, p. 268 Sonnet 29 (MC), William Shakespeare, SE, p. 275; Sonnet 106 (MC), William Shakespeare, SE, p. 275; Sonnet 116 (A), William Shakespeare, SE, p. 276; Sonnet 130 (A), William Shakespeare, SE, p. 278 Speech Before Her Troops (A), Queen Elizabeth I, SE, p. 285; Examination of Don Luis De Córdoba (A), SE, p. 288 from The King James Bible (A), SE, p. 296 The Tragedy of Macbeth, Act I (MC), William Shakespeare, SE, p. 322 The Tragedy of Macbeth, Act II (MC), William Shakespeare, SE, p. 342 The Tragedy of Macbeth, Act III (MC), William Shakespeare, SE, p. 361 The Tragedy of Macbeth, Act IV (MC), William Shakespeare, SE, p. 378 The Tragedy of Macbeth, Act V (MC), William Shakespeare, SE, p. 401 from Everyman (MC), Anonymous, SE, p. 422; from She Stoops to Conquer (A), Oliver Goldsmith, SE, p. 424; from Prometheus Unbound (MC), Percy Bysshe Shelley, SE, p. 426; from Pygmalion (A), George Bernard Shaw, SE, p. 428 from Of Great Place (MC), Francis Bacon, SE, p. 434 Expository Text: Biography (A), SE, p. 439 Texas Workshop: Persuasive Essay, SE, pp TEKS (1)(B), (3), (15)(B)(ii), (iii), (iv), (v) (1)(A), (2)(A) (1)(A), (3), (15)(A)(iii) (10)(B), (20)(A), (B), (21)(A), (B), (C), (22) (A), (B), (C) (14)(A), RC-12(A) (4), (13)(C) (4), (15)(C)(i), (ii), (iii) (1)(B), (14)(B), RC-12(B) (7), (15)(A)(iii)(iv) (1)(E), 15(A)(i), (ii), (iii), (iv), (v), (vi), (vii), RC-12(B) (1)(E), (4), (15)(A)(iii), (iv), (v) (6), (16)(F) (1)(E), (9)(A) Workshop: Deliver a Persuasive Speech, SE, pp (25), (26) Vocabulary Workshop: Words from Mythology, SE, pp. 452 Reading and Viewing Workshop: Comparing Versions of a Play, SE, pp. 453 (13)(A), (B), (C), (D), (E), (16)(A), (B), (C), (D), (E), (F), (G), (17), (18), (19) (1)(C), (D) (2)(B) (1)(C) Essential Question Workshop: The Writer and Tradition, SE, pp (15)(A)(ii), (iii) (25) SELECTIONS TO THE TEKS CORRELATION Essential Question Workshop: Literature and Society, SE, pp (26) (12), (15)(D) 78 79

45 Unit 3: A Turbulent Time The Seventeenth and Eighteenth Centuries ( ) Unit 4: Rebels and Dreamers The Romantic Period ( ) Selection TEKS Selection TEKS Grade 12 Part 4 Part 3 Part 2 Part 1 Works of John Donne (MC), John Donne, SE, p. 482 (1)(A), (C), (3), (6) On My First Son (A), Ben Jonson, SE, p. 496; Still to Be Neat (A), Ben Jonson, SE, p. 498; Song: To Celia (A), Ben Jonson, SE, p. 500 To His Coy Mistress (MC), Andrew Marvell, SE, p. 506; To the Virgins, to Make Much of Time (MC), Robert Herrick, SE, p. 510; Song (A), Sir John Suckling, SE, p. 513 Poetry of John Milton, (MC), SE, p. 522 (3), (15)(A)(v) (1)(B), (2)(A) (1)(B), (E), (3), (15)(A)(iii), (v) from Inferno, Dante Alighieri, (MC), SE, p. 543 (1)(E), (15)(A)(v), (18) from The Pilgrim s Progress (A), John Bunyan, SE, p. 554; from A Journal of the Plague Year (A), Daniel Defoe, SE, p. 557; from Tom Jones (A), Henry Fielding, SE, p. 562 from The London Gazette (A), SE, p. 571; from The Diary (A), Samuel Pepys, SE, p. 573; Charles II s Declaration to London (A), Charles II, SE, p. 578 Letter to William Temple (MC), Dorothy Osborne, SE, p. 584 from Eve s Apology in Defense of Women (A), Amelia Lanier, SE, p. 590; To Lucasta on Going to the Wars (MA), Richard Lovelace, SE, p. 593; To Althea, from Prison (A), Richard Lovelace, SE, p. 594 Informational Text: Expository Texts (A), SE, pp from Gulliver s Travels (A), Jonathan Swift, SE, p. 606; A Modest Proposal (A), Jonathan Swift, SE, p. 617 from An Essay on Man (MC), Alexander Pope, SE, p. 630; from An Essay; from The Rape of the Lock (MC), Alexander Pope, SE, p. 632 from A Dictionary of the English Language (MA), Samuel Johnson, SE, p. 648; from The Life of Samuel Johnson (A), James Boswell, SE, p. 655 Elegy Written in a Country Churchyard (MC), Thomas Gray, SE, p. 666; A Nocturnal Reverie (MC), Anne Finch, Countess of Winchilsea, SE, p. 673 The Aims of The Spectator (A), Joseph Addison, SE, p. 682; from Days of Obligation: from In Athens Once (A), Richard Rodriguez, SE, p. 689 (5)(C), (D), (14)(A) (1)(A), (9)(D), (20)(B), (21)(A) (6), (15)(B)(iv) (14)(C), RC-12(B) (9)(C), (D) (1)(A), (6) (1)(A), (3), (13)(C), (14)(B) (6), (16)(B) (1)(B), (2)(C) (10)(B), (16)(F) Texas Workshop: Work-Related Text, SE, pp (13)(A), (B), (C), (E), (15)(B)(iii), (18), (19) Media Literacy Workshop: Evaluate Messages in Entertainment Media, SE, pp Vocabulary Workshop: Derivations: Social Studies Terms, SE, pp. 704 Reading and Viewing Workshop: Evaluating Media Techniques, SE, pp. 705 (12)(A), (26) (1)(A), (D), (E) (12)(B), (15)(A) Part 1 Part 2 To a Mouse (MC), Robert Burns, SE, p. 734; To a Louse (MC), Robert Burns, SE, p. 737; Woo d and Married and A (A), Joanna Baillie, SE, p. 741 The Lamb (MA), William Blake, SE, p. 748; The Tyger (MA), William Blake, SE, p. 749; The Chimney Sweeper (MA), William Blake, SE, p. 751; Infant Sorrow (MA), William Blake, SE, p. 752 Introduction to Frankenstein (MC), Mary Shelley, SE, p. 760 Lines Composed a Few Miles Above Tintern Abbey (MC), William Wordsworth, SE, p. 780; from The Prelude (MC), William Wordsworth, SE, p. 786; The World Is Too Much With Us (A), William Wordsworth, SE, p. 790; London, 1802 (A), William Wordsworth, SE, p. 791 I Have Visited Again (A), Alexander Pushkin, translated by D.M. Thomas, p. 799; Invitation to the Voyage (MC), Charles Baudelaire, translated by Richard Wilbur, p. 802; From The Book of Songs, Thick Grow the Rush Leaves (A), translated by Arthur Waley p. 805; Jade Flower Palace (A), Tu Fu, translated by Kenneth Rexroth, p. 806; Tanka by Priest Jakuren, and Ki Tsurayuki, (A), translated by Geoffrey Bownas, p. 807; Tanka by Ono Komachi (A), translated by Geoffrey Bownas, p. 808 Informational Text: Expository Texts (MC), John Eagles, SE, p. 811; John Ruskin, SE, p. 815 The Rime of the Ancient Mariner (A), Samuel Taylor Coleridge, SE, p. 820; Kubla Khan (A), Samuel Taylor Coleridge, SE, p. 846 She Walks in Beauty (MA), George Gordon, Lord Byron, SE, p. 854; from Childe Harold s Pilgrimage: Apostrophe to the Ocean (A), George Gordon, Lord Byron, SE, p. 856; from Don Juan (A), George Gordon, Lord Byron, SE, p. 860 Ozymandias (A), Percy Bysshe Shelley, SE, p. 868; Ode to the West Wind (MC), Percy Bysshe Shelley, SE, p. 870; To a Skylark (MA), Percy Bysshe Shelley, SE, p. 873 On First Looking into Chapman s Homer (MC), John Keats, SE, p. 882; When I Have Fears That I May Cease to Be (A), John Keats, SE, p. 885; Ode to a Nightingale (MC), John Keats, SE, p. 886; Ode on a Grecian Urn (MC), John Keats, SE, p. 890 from In Defense of the Lower Classes (A), George Gordon, Lord Byron, SE, p. 897 Speech in Favor of Reform, Lord John Russell, SE, p. 903; Speech Against Reform, Sir Robert Peel, SE, p. 906 On Making an Agreeable Marriage (A), Jane Austen, SE, p. 912; from A Vindication of the Rights of Woman, (A) Mary Wollstonecraft, SE, p. 916 (1)(A), (3), (16)(B), (F) (1)(A), (3), (15)(A), (17)(A) (5)(D), (6), (14)(A), (24)(A) (1)(A), (E), (2)(C), (3), (13)(A), (15)(B)(i)(iii) (1)(E), (15)(A)(iii), (v), (18) (9)(B), (D), (15)(A) (3), (15)(C)(i), (iv) (1)(B), (3), RC-12(A) (1)(A), (C), (E), (7), (20)(B) (15)(A)(iii), RC-12(A) (6), (15)(B)(i) (1)(A), (10)(A), (24)(A), (B) (10)(B), (14)(A) (1)(C), SELECTIONS TO THE TEKS CORRELATION Essential Question Workshop: Literature and Place, SE, pp (15)(A)(iii), (20)(A) Part 3 Texas Workshop: Research: Multimedia Presentation, SE, pp Media Literacy Workshop: Evaluate Interactions of Techniques in Print Media, SE, pp (13)(A), (B), (D), (E), (15)(D) (12)(B), (26) Vocabulary Workshop: Derivations of Science, Medical, and Mathematical Terms, SE, pp. 930 (1)(A), (D), (E) Reading and Viewing Workshop: Evaluating Media Messages, SE, pp. 931 (12)(A), (15)(D) Essential Question Workshop: The Writer and Tradition, SE, pp (14)(C), (25), (15)(A) 80 81

46 Unit 5: Progress and Decline The Victorian Period ( ) Unit 6: A Time of Rapid Change The Modern and Postmodern Periods (1901-Present) Selection TEKS Selection TEKS Grade 12 Part 4 Part 3 Part 2 Part 1 from In Memoriam, A.H.H. (A), Alfred, Lord Tennyson, SE, p. 960; The Lady of Shalott (A), Alfred, Lord Tennyson, SE, p. 963; Tears, Idle Tears (MA), Alfred, Lord Tennyson, SE, p. 969; Ulysses (A), Alfred, Lord Tennyson, SE, p. 970 My Last Duchess (A), Robert Browning, SE, p. 979; Life in a Love (A), Robert Browning, SE, p. 981; Porphyria s Lover (A), Robert Browning, SE, p. 982; Sonnet 43 (MA) Elizabeth Barrett Browning, SE, p. 986 from Hard Times (A), Charles Dickens, SE, p. 998 (1)(B), (2)(A) (3), (13)(C) (1)(A), (B), (E), (2)(C), (5)(D) An Upheaval (A), Anton Chekhov, SE, p (1)(E), (15)(A)(iii), (iv), (18) Informational Text: Expository Texts, SE, p from Jane Eyre (MA) Charlotte Brontë, SE, p Dover Beach (A), Matthew Arnold, SE, p. 1042; Recessional (A), Rudyard Kipling, SE, p. 1045; The Widow at Windsor (MC), Rudyard Kipling, SE, p. 1048; From Lucy: Englan Lady (MC), James Berry, SE, p. 1055; Freedom (MC), James Berry, SE, p. 1057; Time Removed (A), James Berry, SE, p. 1058; from On Liberty (MC), John Stuart Mill, SE, p Remembrance (A), Emily Brontë, SE, p. 1075; The Darkling Thrush (MA), Thomas Hardy, SE, p. 1078; Ah, Are You Digging on My Grave? (MA), Thomas Hardy, SE, p. 1081; God s Grandeur (A), Gerard Manley Hopkins, SE, p. 1088; Spring and Fall: To a Young Child (A), Gerard Manley Hopkins, SE, p. 1090; To an Athlete Dying Young (MA) A.E. Housman, SE, p. 1092; When I Was One-and-Twenty (MA), A.E. Housman, SE, p Texas Workshop: Historical Investigation, SE, pp Media Literacy Workshop: Evaluate Techniques in Electronic Journalism, SE, pp Vocabulary Workshop: Idioms, SE, pp (9)(B), (D) (5)(B), (D) (2)(C), (15)(C)(i), (ii) (1)(E), (8), (12)(A), (20)(B) (1)(C), (2)(A) (3), (15)(B)(ii) (13)(D), (20)(B), (21)(A) (23)(A), (B), (C), (D), (E) (12)(B), (26) (1)(C), (E) Part 1 Part 2 Part 3 Poetry of William Butler Yeats, SE: When You Are Old (MA), p. 1140; The Lake Isle of Innisfree (MA), p. 1141; The Wild Swans at Coole (MA), p. 1142; The Second Coming (A), p. 1145; Sailing to Byzantium (MC), p Preludes (A), T.S. Eliot, SE, p. 1156; Journey of the Magi (MA), T.S. Eliot, SE, p. 1158; The Hollow Men (MC), T.S. Eliot, SE, p In Memory of W. B. Yeats (A), W.H. Auden, SE, p.1172; Musée des Beaux Arts (A), W.H. Auden, SE, p. 1177; Carrick Revisited (MC), Louis MacNiece, SE, p. 1180; Not Palaces (MC), Stephen Spender, SE, p The Lady in the Looking Glass: A Reflection, Virginia Woolf, SE, p. 1192; from Mrs. Dalloway, Virginia Woolf, SE, p. 1198; Shakespeare s Sister, Virginia Woolf, SE, p From Pedro Páramo (MC), Juan Rulfo, SE, p. 1211; From the Nine Guardians (MC), Rosario Castellanos, SE, p The Lagoon (MC), Joseph Conrad, SE, p. 1220; Araby (A), James Joyce, SE, p The Rocking-Horse Winner (A), D.H. Lawrence, SE, p. 1246; A Shocking Accident (A), Graham Greene, SE, p The Soldier (MA), Rupert Brooke, SE, p. 1274; Wirers (MA), Siegfried Sassoon, SE, p. 1275; Anthem For Doomed Youth (A), Wilfred Owen, SE, p Defending Nonviolent Resistance (A), Mohandas K. Gandhi, SE, p Wartime Speech (MC), Sir Winston Churchill, SE, p. 1289; Evacuation Scheme (A), SE, p. 1293; Photographs of the London Blitz, SE, p (1)(A), (3), (15)(A)(iii), (v) (1)(C), (2)(C) (1)(A), (1)(E), (3) (1)(E), (5)(C), (D), (15)(C) (1)(A), (E), (2)(A), (5)(D), (14)(C) (1)(A), (E), (5)(D), (14)(C) (15)(A)(iii), RC-12(B) (6), (16)(A), (F) (9)(C), (D), (12)(C), (D) The Demon Lover (A), Elizabeth Bowen, SE, p (1)(B), (5)(A), (14) World War II Poets (A), SE, p Shooting an Elephant (A), George Orwell, SE, p. 1318; No Witchcraft for Sale (MA), Doris Lessing, SE, p (1)(C), (2)(A) (1)(A), (E), (6), (17)(B) SELECTIONS TO THE TEKS CORRELATION Reading and Viewing Workshop: Comparing Forms of Narration, SE, pp Essential Question Workshop: Literature and Society, SE, pp (5)(C), (15)(A) (16)(A), (24)(A), (B) The Train from Rhodesia (MA), Nadine Gordimer, SE, p. 1342; B. Wordsworth (A), V.S. Naipaul, SE, p from Midsummer, XXIII (MC), Derek Walcott, SE, p. 1360; from Omeros from Chapter XXVIII (MC), Derek Walcott, SE, p (1)(C), (2)(C) (7), (15)(D) Follower (MA), Seamus Heaney, SE, p. 1368; Two Lorries (MC), Seamus Heaney, SE, p. 1370; Outside History (A), Eavan Boland, SE, p (1)(B), (3), (15)(B) 82 83

47 Selection Come and Go (A), Samuel Beckett, SE, p. 1380; That s All (A), Harold Pinter, SE, p TEKS (4), (14)(C) Grade 12 Part 4 Do Not Go Gentle Into That Good Night (A), Dylan Thomas, SE, p. 1390; Fern Hill (A), Dylan Thomas, SE, p. 1392; The Horses (A), Ted Hughes, SE, p An Arundel Tomb (MC), Philip Larkin, SE, p. 1402; The Explosion (A), Philip Larkin, SE, p. 1404; On the Patio (A), Peter Redgrove, SE, p. 1407; Not Waving but Drowning (MA), Stevie Smith, SE, p Prayer (A), Carol Ann Duffy, SE, p. 1412; In the Kitchen (A), Penelope Shuttle, SE, p (3), (14)(B) (3), (14)(D) (3), (13)(E) A Devoted Son (A), Anita Desai, SE, p (1)(A), (E), (5)(B), (D) Next Term, We ll Mash You (MA), Penelope Lively, SE, p from We ll Never Conquer Space (A), Arthur C. Clarke, SE, p Informational Text: Procedural Texts (A), SE, p (2)(C), (5)(D) (10)(B), (15)(A)(v) from Songbook: I m Like a Bird (A), Nick Hornby, SE, p (1)(B), (6) Texas Workshop: Job Portfolio, SE, pp Media Literacy Workshop: Evaluate Media Coverage of Same Event SE, pp Vocabulary Workshop: Cognates and Borrowed Words, SE, pp Reading and Viewing Workshop: Exploring Changes in Drama, SE, pp (1)(A), (11)(B), (15)(B)(ii) (13)(D), (13)(E), (15)(B), (i), (ii), (17)(B), (18), (19) (12)(C), (12)(D), (26) (1)(D), (1)(E) (4), (15)(A) SELECTIONS TO THE TEKS CORRELATION Essential Question Workshop: Literature and Place, SE, pp (15)(D), (25) 84 85

48 Section 3 TEKS/TAKS Correlation Grade Grade Grade Grade

49 TEKS/TAKS Correlation (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to Grade 9 Grade 9: 2009 TEKS Aligned to 1999 TAKS Objectives TAKS Reading Objectives The following reading comprehension skills are utilized in all reading experiences and in all TAKS objectives. TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS RC-9.B.2 use textual evidence to support understanding TAKS Reading Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. (6) Word identification/vocabulary development. The student uses a variety of strategies to read unfamiliar words and to build vocabulary. The student is expected to (B) rely on context to determine meanings of words and phrases such as figurative language, [idioms,] multiple-meaning words, and technical vocabulary; TEKS 9.1.B.1 analyze textual context (within a sentence) to distinguish between the denotative and connotative meanings of words TEKS 9.1.B.2 analyze textual context (in larger sections of text) to distinguish between the denotative and connotative meanings of words TEKS 9.2.C.1 relate the figurative language of a literary work to its historical setting TEKS 9.2.C.2 relate the figurative language of a literary work to its cultural setting (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; TEKS 9.1.A.1 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin roots TEKS 9.1.A.2 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek roots (F) identify main ideas and their supporting details; and TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS 9.8.A.1 explain the controlling idea of an expository text TEKS 9.8.A.3 distinguish the most important from the less important details that support the author s purpose (G) summarize texts. TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS 9.9.A.1 summarize text (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to (B) read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media]. TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS 9.6.A.1 analyze how literary essays interweave personal examples with factual information to explain a situation or event TEKS 9.6.A.2 analyze how literary essays interweave personal examples with factual information to present a perspective on a situation or event TEKS 9.6.A.3 analyze how literary essays interweave personal examples with factual information to describe a situation or event TEKS 9.6.A.4 analyze how literary essays interweave personal ideas with factual information to explain a situation or event TEKS 9.6.A.5 analyze how literary essays interweave personal ideas with factual information to present a perspective on a situation or event TEKS/Taks correlation TEKS 9.1.A.3 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic roots TEKS 9.1.A.4 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin affixes TEKS 9.6.A.6 analyze how literary essays interweave personal ideas with factual information to describe a situation or event TAKS Reading Objective 2: The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. TEKS 9.1.A.5 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek affixes (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to TEKS 9.1.A.6 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic affixes (E) use reference material such as glossary, dictionary, thesaurus, [and available technology] to determine precise meanings and usage; and TEKS 9.1.E.1 use a dictionary (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations (B) use elements of text to defend his/her own responses and interpretations. TEKS RC-9.B.1 make complex inferences about text TEKS RC-9.B.2 use textual evidence to support understanding (11) Literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to TEKS 9.1.E.3 use a glossary (printed or electronic) to determine or confirm the meanings of words and phrases (A) recognize the theme (general observation about life or human nature) within a text; TEKS 9.1.E.4 use a thesaurus (printed or electronic) (F) identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation. TEKS 9.1.B.1 analyze textual context (within a sentence) to distinguish between the denotative and connotative meanings of words TEKS 9.1.B.2 analyze textual context (in larger sections of text) to distinguish between the denotative and connotative meanings of words TEKS 9.1.C.1 produce analogies that describe a function of an object TEKS 9.1.C.2 produce analogies that describe an object TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS 9.2.A.1 analyze how the genre of texts with similar themes shapes meaning (B) analyze the relevance of setting and time frame to text s meaning; TEKS 9.2.B.1 analyze the influence of mythic literature on 20th century literature 88 89

50 Grade 9 TEKS 9.2.B.2 analyze the influence of mythic literature on 21st century literature TEKS 9.2.C.1 relate the figurative language of a literary work to its historical setting TEKS 9.2.C.2 relate the figurative language of a literary work to its cultural setting (C) analyze characters and identify time and point of view; TEKS 9.5.B.1 analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils (D) identify basic conflicts; TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text (E) analyze the development of plot in narrative text; TEKS 9.5.A.1 analyze non-linear plot development TEKS 9.5.A.2 compare non-linear plot development to linear plot development TEKS 9.5.C.1 analyze the way in which a work of fiction is shaped by the narrator s point of view (F) recognize and interpret important symbols; TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS 9.9.C.2 make subtle inferences about [the text s] organizational patterns TEKS 9.9.C.4 draw complex conclusions about [the text s] organizational patterns TEKS 9.9.D.2 make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic TEKS 9.11.A.1 analyze the clarity of the objective(s) of procedural text (H) draw inferences such as conclusions, generalizations, and predictions and support them from text. TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS 9.9.C.1 make subtle inferences about the ideas in text TEKS 9.9.C.3 draw complex conclusions about the ideas in text (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to (D) interpret the possible influences of the historical context on a literary work. TEKS 9.5.D.1 demonstrate familiarity with works by authors from non-english-speaking literary traditions with emphasis on classical literature TEKS/Taks correlation (G) recognize and interpret poetic elements like metaphor, simile, personification, and the effect of sound on meaning; and TEKS 9.9.D.1 synthesize ideas and details in several texts selected to reflect a range of viewpoints on the same topic TEKS 9.1.B.1 analyze textual context (within a sentence) to distinguish between the denotative and connotative meanings of words TEKS 9.1.B.2 analyze textual context (in larger sections of text) to distinguish between the denotative and connotative meanings of words (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS 9.9.D.2 make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to (B) use elements of text to defend his/her own responses and interpretations. TEKS RC-9.B.2 use textual evidence to support understanding TEKS 9.9.D.3 support those findings with textual evidence TEKS 9.2.B.1 analyze the influence of mythic literature on 20th century literature TEKS 9.10.A.1 analyze the relevance of evidence given to support an argument for a specific audience TEKS 9.2.B.2 analyze the influence of mythic literature on 21st century literature TEKS 9.10.A.2 analyze the relevance of evidence given to oppose an argument for a specific audience TEKS 9.2.B.3 analyze the influence of classical literature on 20th century literature (12) Analysis/evaluation. The student reads critically to evaluate texts. The student is expected to TEKS 9.2.B.4 analyze the influence of classical literature on 21st century literature (A) analyze characteristics of text, including its structure, word choices, and intended audience; TEKS 9.2.B.5 analyze the influence of traditional literature on 20th century literature TEKS 9.9.C.2 make subtle inferences about [the text s] organizational patterns TEKS 9.2.B.6 analyze the influence of traditional literature on 21st century literature TEKS 9.9.C.4 draw complex conclusions about [the text s] organizational patterns TEKS 9.7.A.1 explain the role of irony in literary works TEKS 9.10.B.1 analyze famous speeches for the rhetorical structures used to convince the reader of the authors propositions TEKS 9.7.A.2 explain the role of sarcasm in literary works TEKS 9.10.B.2 analyze famous speeches for the rhetorical devices used to convince the reader of the authors propositions TEKS 9.7.A.3 explain the role of paradox in literary works TEKS 9.11.A.1 analyze the clarity of the objective(s) of procedural text TAKS Reading Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to (E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering; and (B) evaluate the credibility of information sources and determine the writer s motives; TEKS 9.5.C.1 analyze the way in which a work of fiction is shaped by the narrator s point of view TEKS 9.9.B.1 differentiate between opinions that are substantiated and unsubstantiated in the text 90 91

51 TEKS 9.9.D.1 synthesize ideas and details in several texts selected to reflect a range of viewpoints on the same topic TEKS 9.11.A.1 analyze the clarity of the objective(s) of procedural text Grade 9 TEKS 9.9.D.2 make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic (C) analyze text to evaluate the logical argument [and to determine the mode of reasoning used such as induction and deduction]; and TEKS 9.9.D.1 synthesize ideas and details in several texts selected to reflect a range of viewpoints on the same topic TEKS 9.9.D.2 make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic TEKS 9.9.A.2 distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion TEKS 9.9.B.1 differentiate between opinions that are substantiated and unsubstantiated in the text (D) analyze texts such as editorials, [documentaries,] and advertisements for bias and use of common persuasive techniques. TEKS 9.9.A.2 distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion TEKS 9.9.B.1 differentiate between opinions that are substantiated and unsubstantiated in the text VIEWING AND REPRESENTING TAKS OBJECTIVES (19) Interpretation. The student understands and interprets visual representations. The student is expected to (B) analyze relationships, ideas, [and cultures] as represented in various media; and TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols. TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS 9.12.B.1 analyze how messages in media are conveyed through visual techniques TAKS writing Objectives TAKS Objective 4: The student will, within a given context, produce an effective composition for a specific purpose. 1 /purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to 1B write in a voice and a style appropriate to audience and purpose; TEKS 9.14.A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot; TEKS 9.15.A write an analytical essay of sufficient length TEKS 9.15.A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS 9.15.A.ii rhetorical devices, and transitions between paragraphs; TEKS 9.15.A.iii a controlling idea or thesis; TEKS 9.15.A.iv an organizing structure appropriate to purpose, audience, and context; TEKS/Taks correlation TEKS RC-9.B.1 make complex inferences about text TEKS 9.15.A.v relevant information and valid inferences; TEKS 9.12.A.1 compare how events are presented by visual images versus non-visual texts TEKS 9.15.B write procedural or work-related documents TEKS 9.12.A.2 compare how information is communicated by visual images versus non-visual texts TEKS 9.15.B.i organized and accurately conveyed information; TEKS 9.12.A.3 contrast how events are presented by visual images versus non-visual texts TEKS 9.15.B.ii reader-friendly formatting techniques; TEKS 9.12.A.4 contrast how information is communicated by visual images versus non-visual texts TEKS 9.15.C write an interpretative response to an expository or a literary text TEKS 9.12.C.1 compare coverage of the same event in various media TEKS 9.15.C.i extends beyond a summary and literal analysis; TEKS 9.12.C.2 contrast coverage of the same event in various media TEKS 9.15.C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; TEKS 9.12.D.1 evaluate changes in formality within the same medium for specific audiences TEKS 9.15.C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS 9.12.D.2 evaluate changes in formality within the same medium for specific purposes TEKS 9.16 write an argumentative essay to the appropriate audience TEKS 9.12.D.3 evaluate changes in tone within the same medium for specific audiences TEKS 9.16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence; TEKS 9.12.D.4 evaluate changes in tone within the same medium for specific purposes TEKS 9.16.B consideration of the whole range of information and views on the topic and accurate and honest representation of these views; (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. TEKS 9.16.C counter-arguments based on evidence to anticipate and address objections; TEKS 9.8.A.2 explain the specific purpose of an expository text TEKS 9.16.D an organizing structure appropriate to the purpose, audience, and context; (20) Analysis. The student analyzes and critiques the significance of visual representations. The student is expected to TEKS 9.16.E an analysis of the relative value of specific data, facts, and ideas. (B) deconstruct media to get the main idea of the message s content; and 1C organize ideas in writing to ensure coherence, logical progression, and support for ideas. TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-9.B.1 make complex inferences about text TEKS 9.8.A.1 explain the controlling idea of an expository text TEKS 9.13.A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS 9.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; 92 93

52 Grade 9 TEKS 9.15.A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS 9.15.A.iv an organizing structure appropriate to purpose, audience, and context; TEKS 9.15.A.v relevant information and valid inferences; TEKS 9.15.B.i organized and accurately conveyed information; TEKS 9.15.B.ii reader-friendly formatting techniques; TEKS 9.15.C.i extends beyond a summary and literal analysis; TEKS 9.15.C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; TEKS 9.15.C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS 9.16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence; TEKS 9.16.B consideration of the whole range of information and views on the topic and accurate and honest representation of these views; TEKS 9.16.C counter-arguments based on evidence to anticipate and address objections; TEKS 9.16.D an organizing structure appropriate to the purpose, audience, and context; TEKS 9.16.E an analysis of the relative value of specific data, facts, and ideas. 2 /writing processes. The student uses recursive writing processes when appropriate. The student is expected to 2B develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and TEKS 9.13.A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS 9.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; TEKS 9.15.A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS 9.15.A.ii rhetorical devices, and transitions between paragraphs; TEKS 9.15.A.iii a controlling idea or thesis; TEKS 9.15.A.iv an organizing structure appropriate to purpose, audience, and context; TEKS 9.15.B.i organized and accurately conveyed information; TEKS 9.15.B.ii reader-friendly formatting techniques; TEKS 9.15.C.i extends beyond a summary and literal analysis; TEKS 9.15.C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; TEKS 9.15.C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS 9.16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence; TEKS 9.16.B consideration of the whole range of information and views on the topic and accurate and honest representation of these views; TEKS 9.16.C counter-arguments based on evidence to anticipate and address objections; TEKS 9.16.D an organizing structure appropriate to the purpose, audience, and context; 2C proofread writing for appropriateness of organization, content, style, and conventions. TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS 9.13.D edit drafts for grammar, mechanics, and spelling; 5 /evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to 5A evaluate writing for both mechanics and content. TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS 9.13.D edit drafts for grammar, mechanics, and spelling; TEKS 9.13.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS 9.18.A use conventions of capitalization; TEKS 9.18.B use correct punctuation marks TEKS 9.19.A spell correctly, including using various resources to determine and check correct spellings. TAKS Objective 5: The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 2 /writing processes. The student uses recursive writing processes when appropriate. The student is expected to 2C proofread writing for appropriateness of organization, content, style, and conventions. TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS 9.13.D edit drafts for grammar, mechanics, and spelling; 3 /grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to 3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS 9.18.A use conventions of capitalization; TEKS 9.18.B use correct punctuation marks TEKS 9.18.B.i quotation marks to indicate sarcasm or irony; TEKS 9.18.B.ii comma placement in nonrestrictive phrases, clauses, and contrasting expressions; TEKS 9.18.B.iii dashes to emphasize parenthetical information. TEKS 9.19.A spell correctly, including using various resources to determine and check correct spellings. 3B demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and TEKS 9.17.A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS 9.17.A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS 9.17.A.ii restrictive and nonrestrictive relative clauses; TEKS 9.17.A.iii reciprocal pronouns (e.g., each other, one another); TEKS 9.17.B identify and use the subjunctive mood to express doubts, wishes, and possibilities; 3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions. TEKS 9.17.A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS/Taks correlation 94 95

53 TEKS 9.17.A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS 9.17.C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). 5 /evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to 5A evaluate writing for both mechanics and content. TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS 9.13.D edit drafts for grammar, mechanics, and spelling; TEKS 9.13.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS 9.18.A use conventions of capitalization; TEKS 9.18.B use correct punctuation marks TEKS 9.19.A spell correctly, including using various resources to determine and check correct spellings. TAKS Objective 6: The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. 2 /writing processes. The student uses recursive writing processes when appropriate. The student is expected to TEKS 9.17.C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). 3D produce error-free writing in the final draft. TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS 9.13.D edit drafts for grammar, mechanics, and spelling; TEKS 9.13.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. 5 /evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to 5A evaluate writing for both mechanics and content. TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS 9.13.D edit drafts for grammar, mechanics, and spelling; TEKS 9.13.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS 9.18.A use conventions of capitalization; TEKS 9.18.B use correct punctuation marks TEKS/Taks correlation Grade 9 2C proofread writing for appropriateness of organization, content, style, and conventions. TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS 9.13.D edit drafts for grammar, mechanics, and spelling; 3 /grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to 3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS 9.18.A use conventions of capitalization; TEKS 9.18.B use correct punctuation marks TEKS 9.18.B.i quotation marks to indicate sarcasm or irony; TEKS 9.18.B.ii comma placement in nonrestrictive phrases, clauses, and contrasting expressions; TEKS 9.18.B.iii dashes to emphasize parenthetical information. TEKS 9.19 spell correctly, including using various resources to determine and check correct spellings. 3B demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and TEKS 9.17.A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS 9.17.A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS 9.17.A.ii restrictive and nonrestrictive relative clauses; TEKS 9.17.A.iii reciprocal pronouns (e.g., each other, one another); TEKS 9.17.B identify and use the subjunctive mood to express doubts, wishes, and possibilities; 3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions. TEKS 9.17.A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS 9.17.A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS 9.18.B.i quotation marks to indicate sarcasm or irony; TEKS 9.18.B.ii comma placement in nonrestrictive phrases, clauses, and contrasting expressions; TEKS 9.18.B.iii dashes to emphasize parenthetical information. TEKS 9.19 spell correctly, including using various resources to determine and check correct spellings

54 TEKS/TAKS Correlation Grade 10: 2009 TEKS Aligned to 1999 TAKS Objectives TAKS Reading Objectives The following reading comprehension skills are utilized in all reading experiences and in all TAKS objectives. TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS RC-10.B.2 use textual evidence to support understanding TAKS Reading Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to (F) produce summaries of texts by identifying main ideas and their supporting details. TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS 10.8.A.1 analyze the controlling idea of a passage TEKS 10.8.A.2 analyze the specific purpose of a passage TEKS 10.8.A.3 analyze the textual elements that support [the controlling idea], including both the most important details and the less important details TEKS 10.8.A.4 analyze the textual elements that elaborate [the controlling idea], including both the most important details and the less important details TEKS 10.9.A.1 summarize text TEKS/Taks correlation Grade 10 (6) Word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to (B) rely on context to determine meanings of words and phrases such as figurative language, [idioms,] multiple-meaning words, and technical vocabulary; TEKS 10.1.B.1 analyze textual context (within a sentence) to distinguish between the denotative and connotative meanings of words TEKS 10.1.B.2 analyze textual context (in larger sections of text) to distinguish between the denotative and connotative meanings of words TEKS 10.1.C.1 infer word meaning through the identification of analogies TEKS 10.1.C.2 infer word meaning through the identification of other word relationships TEKS 10.1.C.3 infer word meaning through the analysis of analogies TEKS 10.1.C.4 infer word meaning through the analysis of other word relationships (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; and TEKS 10.1.A.1 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin roots TEKS 10.1.A.2 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek roots TEKS 10.1.A.3 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic roots TEKS 10.1.A.4 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin affixes TEKS 10.9.A.2 distinguish between a summary and a critique TEKS 10.9.A.3 identify non-essential information in a summary TEKS 10.9.A.4 identify unsubstantiated opinions in a critique TEKS 10.9.B.1 distinguish among different kinds of evidence used to support conclusions in texts TEKS 10.9.B.2 distinguish among different kinds of evidence used to support arguments in texts (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to (B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media]. TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS 10.6.A.1 evaluate the role of syntax on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.2 evaluate the role of diction on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.3 evaluate the effect of voice on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.4 evaluate the effect of tone on a speech, literary essay, or other forms of literary nonfiction TEKS 10.1.A.5 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek affixes TEKS 10.1.A.6 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic affixes TEKS 10.1.D.1 show the relationship between the origins and meaning of foreign words or phrases used frequently in written English TEKS 10.1.D.2 show the relationship between the origins and meaning of foreign words and phrases used frequently in historical events or developments (E) use reference material such as glossary, dictionary, [thesaurus, and available technology] to determine precise meanings and usage. TEKS 10.1.E.1 use a dictionary (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations TEKS 10.1.E.3 use a glossary (printed or electronic) to determine or confirm the meanings of words and phrases TEKS 10.1.E.4 use a thesaurus (printed or electronic) TEKS 10.6.A.5 evaluate the effect of imagery on a speech, literary essay, or other forms of literary nonfiction TEKS B.1 analyze contemporary political debates for rhetorical fallacies TEKS B.2 analyze contemporary political debates for logical fallacies TEKS A.1 evaluate text for the clarity of its graphics and its visual appeal TEKS A.2 evaluate text for its visual appeal TEKS B.1 synthesize information from multiple graphical sources to draw conclusions about the ideas presented TAKS Reading Objective 2: The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to (B) use elements of text to defend his/her own responses and interpretations. TEKS RC-10.B.2 use textual evidence to support understanding 98 99

55 Grade 10 TEKS 10.9.B.1 distinguish among different kinds of evidence used to support conclusions in texts TEKS 10.9.B.2 distinguish among different kinds of evidence used to support arguments in texts TEKS 10.9.D.3 support those findings with textual evidence (11) Literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to (A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions; TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS 10.2.A.1 compare similar themes expressed in different time periods TEKS 10.2.A.2 contrast differences in similar themes expressed in different time periods TEKS 10.5.A.1 analyze isolated scenes in a variety of works of fiction TEKS 10.5.A.2 analyze [isolated scenes ] contribution to the success of the plot as a whole in a variety of works of fiction TEKS 10.7.A.3 explain the function of allusions in literary works TEKS 10.8.A.1 analyze the controlling idea of a passage TEKS 10.9.D.1 synthesize ideas and details in several texts selected to reflect a range of viewpoints on the same topic TEKS 10.9.D.2 make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic (B) analyze relevance of setting and time frame to text s meaning; TEKS 10.2.A.1 compare similar themes expressed in different time periods TEKS 10.2.A.2 contrast differences in similar themes expressed in different time periods TEKS 10.2.C.1 relate the figurative language of a literary work to its historical setting TEKS 10.2.C.2 relate the figurative language of a literary work to its cultural setting (C) describe and analyze the development of plot and identify conflicts and how they are addressed and resolved; TEKS 10.2.B.1 analyze archetypes in mythic literature TEKS 10.2.B.2 analyze archetypes in traditional literature TEKS 10.2.B.3 analyze archetypes in classical literature TEKS 10.5.A.1 analyze isolated scenes in a variety of works of fiction TEKS 10.5.A.2 analyze [isolated scenes ] contribution to the success of the plot as a whole in a variety of works of fiction TEKS 10.5.B.1 analyze differences in the characters moral dilemmas in works of fiction across different countries or cultures (D) analyze [the melodies of] literary language, including its use of evocative words and rhythms; TEKS 10.2.C.1 relate the figurative language of a literary work to its historical setting TEKS 10.2.C.2 relate the figurative language of a literary work to its cultural setting TEKS 10.5.C.1 evaluate the connection between forms of narration and tone in works of fiction TEKS 10.7.A.1 explain the function of symbolism in literary works TEKS 10.7.A.2 explain the function of allusions in literary works (E) connect literature to historical contexts, current events, [and his/her own experiences]; and TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 10.2.A.1 compare similar themes expressed in different time periods TEKS 10.2.A.2 contrast differences in similar themes expressed in different time periods TEKS 10.2.C.1 relate the figurative language of a literary work to its historical setting TEKS 10.2.C.2 relate the figurative language of a literary work to its cultural setting TEKS A.1 explain shifts in perspective in arguments about the same topic (F) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS 10.1.C.1 infer word meaning through the identification of analogies TEKS 10.1.C.3 infer word meaning through the analysis of analogies TEKS 10.2.B.1 analyze archetypes in mythic literature TEKS 10.2.B.2 analyze archetypes in traditional literature TEKS 10.2.B.3 analyze archetypes in classical literature TEKS 10.5.D.1 demonstrate familiarity with works by authors from non-english-speaking literary traditions with emphasis on 20th century world literature TEKS 10.6.A.1 evaluate the role of syntax on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.2 evaluate the role of diction on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.3 evaluate the effect of voice on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.4 evaluate the effect of tone on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.5 evaluate the effect of imagery on a speech, literary essay, or other forms of literary nonfiction TEKS 10.7.A.2 explain the function of allegory in literary works TEKS 10.7.A.3 explain the function of allusions in literary works TEKS B.1 analyze contemporary political debates for rhetorical fallacies TEKS B.2 analyze contemporary political debates for logical fallacies TAKS Reading Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. (6) Word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to (F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and TEKS 10.1.B.1 analyze textual context (within a sentence) to distinguish between the denotative and connotative meanings of words TEKS 10.1.B.2 analyze textual context (in larger sections of text) to distinguish between the denotative and connotative meanings of words (F) read and understand analogies. TEKS 10.1.C.1 infer word meaning through the identification of analogies TEKS/Taks correlation

56 TEKS 10.1.C.2 infer word meaning through the identification of other word relationships TEKS 10.9.C.8 defend complex conclusions about [the text s] organizational patterns TEKS 10.1.C.3 infer word meaning through the analysis of analogies TEKS 10.9.D.1 synthesize ideas and details in several texts selected to reflect a range of viewpoints on the same topic Grade 10 TEKS 10.1.C.4 infer word meaning through the analysis of other word relationships (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to (E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding; and TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS 10.2.A.1 compare similar themes expressed in different time periods TEKS 10.2.A.2 contrast differences in similar themes expressed in different time periods TEKS 10.9.C.5 make subtle inferences about [the text s] organizational patterns TEKS 10.9.C.6 make complex conclusions about [the text s] organizational patterns TEKS 10.9.C.7 defend subtle inferences about [the text s] organizational patterns TEKS 10.9.C.8 defend complex conclusions about [the text s] organizational patterns (G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience]. TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS 10.8.A.1 analyze the controlling idea of a passage TEKS 10.8.A.2 analyze the specific purpose of a passage TEKS 10.8.A.3 analyze the textual elements that support [the controlling idea], including both the most important details and the less important details TEKS 10.9.D.2 make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic TEKS 10.9.D.3 support those findings with textual evidence (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to (D) interpret the possible influences of the historical context on a literary work. TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS 10.2.A.1 compare similar themes expressed in different time periods TEKS 10.2.A.2 contrast differences in similar themes expressed in different time periods TEKS 10.2.B.3 analyze archetypes in classical literature TEKS 10.2.C.1 relate the figurative language of a literary work to its historical setting TEKS 10.8.A.1 analyze the controlling idea of a passage TEKS 10.8.A.2 analyze the specific purpose of a passage TEKS 10.8.A.3 analyze the textual elements that support [the controlling idea], including both the most important details and the less important details TEKS 10.8.A.4 analyze the textual elements that elaborate [the controlling idea], including both the most important details and the less important details (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to (B) use elements of text to defend his/her own responses and interpretations. TEKS RC-10.B.2 use textual evidence to support understanding TEKS 10.9.B.1 distinguish among different kinds of evidence used to support conclusions in texts TEKS 10.9.B.2 distinguish among different kinds of evidence used to support arguments in texts TEKS/Taks correlation TEKS 10.8.A.4 analyze the textual elements that elaborate [the controlling idea], including both the most important details and the less important details TEKS 10.9.A.1 summarize text TEKS 10.9.B.1 distinguish among different kinds of evidence used to support conclusions in texts TEKS 10.9.B.2 distinguish among different kinds of evidence used to support arguments in texts TEKS 10.9.C.1 make subtle inferences about the ideas in text TEKS 10.9.C.2 make complex conclusions about the ideas in text TEKS 10.9.C.3 defend subtle inferences about the ideas in text TEKS 10.9.C.4 defend complex conclusions about the ideas in text TEKS 10.9.C.5 make subtle inferences about [the text s] organizational patterns TEKS 10.9.C.6 make complex conclusions about [the text s] organizational patterns TEKS 10.9.C.7 defend subtle inferences about [the text s] organizational patterns TEKS 10.9.C.3 defend subtle inferences about the ideas in text TEKS 10.9.C.4 defend complex conclusions about the ideas in text TEKS 10.9.C.7 defend subtle inferences about [the text s] organizational patterns TEKS 10.9.C.8 defend complex conclusions about [the text s] organizational patterns TEKS 10.9.D.3 support those findings with textual evidence (12) Analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to (A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice; TEKS 10.5.C.1 evaluate the connection between forms of narration and tone in works of fiction TEKS 10.6.A.1 evaluate the role of syntax on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.2 evaluate the role of diction on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.3 evaluate the effect of voice on a speech, literary essay, or other forms of literary nonfiction TEKS 10.6.A.4 evaluate the effect of tone on a speech, literary essay, or other forms of literary nonfiction

57 TEKS 10.6.A.5 evaluate the effect of imagery on a speech, literary essay, or other forms of literary nonfiction TEKS A.2 evaluate how messages presented in media reflect cultural views in ways different from traditional texts (B) evaluate the credibility of information sources, including how the writer s motivation may affect that credibility; and TEKS D.1 evaluate changes in formality within the same medium for specific audiences Grade 10 TEKS 10.9.B.1 distinguish among different kinds of evidence used to support conclusions in texts TEKS 10.9.B.1 distinguish among different kinds of evidence used to support arguments in texts TEKS A.1 explain shifts in perspective in arguments about the same topic TEKS A.2 evaluate the accuracy of the evidence used to support the different viewpoints within those arguments TEKS B.1 analyze contemporary political debates for rhetorical fallacies TEKS B.2 analyze contemporary political debates for logical fallacies (C) recognize logical, deceptive, and/or faulty modes of persuasion in texts. TEKS 10.9.B.1 distinguish among different kinds of evidence used to support conclusions in texts TEKS 10.9.B.1 distinguish among different kinds of evidence used to support arguments in texts TEKS A.1 explain shifts in perspective in arguments about the same topic TEKS A.2 evaluate the accuracy of the evidence used to support the different viewpoints within those arguments TEKS B.1 analyze contemporary political debates for rhetorical fallacies TEKS B.2 analyze contemporary political debates for logical fallacies VIEWING AND REPRESENTING TAKS OBJECTIVES (19) Interpretation. The student understands and interprets visual representations. The student is expected to (B) analyze relationships, ideas, [and cultures] as represented in various media; and TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS D.2 evaluate changes in formality within the same medium for specific purposes TEKS D.3 evaluate changes in tone within the same medium for specific audiences TEKS D.4 evaluate changes in tone within the same medium for specific purposes (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols. TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS C.1 examine how individual perception in coverage of the same event influences the audience TEKS C.2 examine how bias in coverage of the same event influences the audience TAKS writing Objectives TAKS Objective 4: The student will, within a given context, produce an effective composition for a specific purpose. (1) Purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to (B) write in a voice and a style appropriate to audience and purpose; and TEKS A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone; TEKS write an analytical essay of sufficient length TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS/Taks correlation TEKS RC-10.B.1 make complex inferences about text TEKS A.iii a thesis or controlling idea; TEKS A.1 evaluate how messages presented in media reflect social views in ways different from traditional texts TEKS A.iv an organizing structure appropriate to purpose, audience, and context; TEKS A.2 evaluate how messages presented in media reflect cultural views in ways different from traditional texts TEKS A.v relevant evidence and well-chosen details; TEKS B.1 analyze how messages in media are conveyed through visual techniques TEKS A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; TEKS B.2 analyze how messages in media are conveyed through sound techniques TEKS B write procedural or work-related documents TEKS D.1 evaluate changes in formality within the same medium for specific audiences TEKS B.i organized and accurately conveyed information; TEKS D.2 evaluate changes in formality within the same medium for specific purposes TEKS B.ii reader-friendly formatting techniques; TEKS D.3 evaluate changes in tone within the same medium for specific audiences TEKS B.iii anticipation of readers questions; TEKS D.4 evaluate changes in tone within the same medium for specific purposes TEKS C write an interpretative response to an expository or a literary text (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. TEKS C.i extends beyond a summary and literal analysis; (20) Analysis. The student analyzes and critiques the significance of visual representations. The student is expected to TEKS C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; (B) deconstruct media to get the main idea of the message s content; and TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic and rhetorical devices; TEKS RC-10.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-10.B.1 make complex inferences about text TEKS A.1 evaluate how messages presented in media reflect social views in ways different from traditional texts TEKS write an argumentative essay to the appropriate audience TEKS A a clear thesis or position based on logical reasons supported by precise and relevant evidence; TEKS B consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author s own words and not out of context);

58 TEKS C counter-arguments based on evidence to anticipate and address objections; TEKS C.i extends beyond a summary and literal analysis; TEKS D an organizing structure appropriate to the purpose, audience, and context; TEKS C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; Grade 10 TEKS E an analysis of the relative value of specific data, facts, and ideas; TEKS F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations). (C) organize ideas in writing to ensure coherence, logical progression, and support for ideas. TEKS A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning; TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS A.iii a thesis or controlling idea; TEKS A.iv an organizing structure appropriate to purpose, audience, and context; TEKS A.v relevant evidence and well-chosen details; TEKS A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; TEKS B.i organized and accurately conveyed information; TEKS B.ii reader-friendly formatting techniques; TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic and rhetorical devices; TEKS A a clear thesis or position based on logical reasons supported by precise and relevant evidence; TEKS B consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author s own words and not out of context); TEKS C counter-arguments based on evidence to anticipate and address objections; TEKS D an organizing structure appropriate to the purpose, audience, and context; (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS D edit drafts for grammar, mechanics, and spelling; (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS/Taks correlation TEKS C.i extends beyond a summary and literal analysis; TEKS A use conventions of capitalization; TEKS C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; TEKS B use correct punctuation marks TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic and rhetorical devices; TEKS A spell correctly, including using various resources to determine and check correct spellings. TEKS D an organizing structure appropriate to the purpose, audience, and context; (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (B) develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and TAKS Objective 5: The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning; TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS D edit drafts for grammar, mechanics, and spelling; (3) Grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS A.iii a thesis or controlling idea; TEKS A use conventions of capitalization; TEKS A.iv an organizing structure appropriate to purpose, audience, and context; TEKS B use correct punctuation marks TEKS A.v relevant evidence and well-chosen details; TEKS B.i comma placement in nonrestrictive phrases, clauses, and contrasting expressions; TEKS A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; TEKS B.ii quotation marks to indicate sarcasm or irony; TEKS B.i organized and accurately conveyed information; TEKS B.iii dashes to emphasize parenthetical information. TEKS B.ii reader-friendly formatting techniques; TEKS A spell correctly, including using various resources to determine and check correct spellings

59 (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun antecedent agreement, verb forms, and parallelism; and TEKS A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS A.ii restrictive and nonrestrictive relative clauses; TEKS A.iii reciprocal pronouns (e.g., each other, one another); TEKS B identify and use the subjunctive mood to express doubts, wishes, and possibilities; (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions. TEKS A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun antecedent agreement, verb forms, and parallelism; TEKS A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS A.ii restrictive and nonrestrictive relative clauses; TEKS A.iii reciprocal pronouns (e.g., each other, one another); TEKS B identify and use the subjunctive mood to express doubts, wishes, and possibilities; (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and TEKS A use and understand the function of the parts of speech in the context of reading, writing, and speaking TEKS A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles); TEKS C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (D) produce error-free writing in the final draft. TEKS/Taks correlation Grade 10 (A) evaluate writing for both mechanics and content. TEKS C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of capitalization; TEKS B use correct punctuation marks TEKS A spell correctly, including using various resources to determine and check correct spellings. TAKS Objective 6: The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS D edit drafts for grammar, mechanics, and spelling; (3) Grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS A use conventions of capitalization; TEKS B use correct punctuation marks TEKS B.i comma placement in nonrestrictive phrases, clauses, and contrasting expressions; TEKS B.ii quotation marks to indicate sarcasm or irony; TEKS B.iii dashes to emphasize parenthetical information. TEKS A spell correctly, including using various resources to determine and check correct spellings. TEKS C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of capitalization; TEKS B use correct punctuation marks TEKS B.i comma placement in nonrestrictive phrases, clauses, and contrasting expressions; TEKS B.ii quotation marks to indicate sarcasm or irony; TEKS B.iii dashes to emphasize parenthetical information. TEKS A spell correctly, including using various resources to determine and check correct spellings. Research 20.A,B 21.A,B,C 22.A,B,C 23.A-E

60 Grade 11 TEKS/TAKS Correlation Grade 11: 2009 TEKS Aligned to 1999 TAKS Objectives TAKS Reading Objectives The following reading comprehension skills are utilized in all reading experiences and in all TAKS objectives. TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS RC-11.B.2 use textual evidence to support understanding TAKS Reading Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. (6) Word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to (B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, [idioms, ] and technical vocabulary; TEKS 11.1.B.1 analyze textual context (within a sentence) to draw conclusions about the nuance in word meanings TEKS 11.1.B.2 analyze textual context (in larger sections of text) to draw conclusions about the nuance in word meanings TEKS 11.1.C.1 infer word meaning through the identification of analogies TEKS 11.1.C.2 infer word meaning through the identification of other word relationships TEKS 11.1.C.3 infer word meaning through the analysis of analogies TEKS 11.1.C.4 infer word meaning through the analysis of other word relationships (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; and TEKS 11.1.A.1 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin roots TEKS 11.1.A.2 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek roots TEKS 11.1.A.3 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic roots TEKS 11.1.A.4 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin affixes TEKS 11.1.A.5 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek affixes TEKS 11.1.A.6 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic roots and affixes TEKS 11.1.D.1 recognize cognates in different languages to determine the meaning of words TEKS 11.1.D.2 recognize word origins to determine the meaning of words TEKS 11.1.D.3 use knowledge of cognates in different languages to determine the meaning of words TEKS 11.1.D.4 use knowledge of word origins to determine the meaning of words (E) use reference material such as glossary, dictionary, [thesaurus, and available technology] to determine precise meanings and usage. TEKS 11.1.E.1 use general dictionaries (printed or electronic) as needed TEKS 11.1.E.3 use thesauri (printed or electronic) as needed (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to (F) produce summaries of texts by identifying main ideas and their supporting details. TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.9.A.1 summarize a text in a manner that captures the author s viewpoint without taking a position or expressing an opinion; TEKS 11.9.A.2 summarize a text in a manner that captures its main ideas without taking a position or expressing an opinion; TEKS 11.9.A.3 summarize a text in a manner that captures its elements without taking a position or expressing an opinion; TEKS 11.9.D.1 synthesize ideas between and among multiple texts representing similar genres TEKS 11.9.D.2 synthesize ideas between and among multiple texts representing different genres TEKS 11.9.D.3 synthesize ideas between and among multiple texts representing technical sources TEKS 11.9.D.4 make logical connections between and among multiple texts representing similar genres TEKS 11.9.D.5 make logical connections between and among multiple texts representing different genres TEKS 11.9.D.6 make logical connections between and among multiple texts representing technical sources (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to (B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media]. TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.2.C.1 relate the main ideas found in a literary work to primary source documents from its historical setting TEKS 11.2.C.2 relate the main ideas found in a literary work to primary source documents from its cultural setting. TEKS 11.6.A.7 analyze how rhetorical techniques in historically important speeches influence the reader TEKS 11.6.A.8 analyze how rhetorical techniques in historically important speeches evoke emotions TEKS 11.6.A.9 analyze how rhetorical techniques in historically important speeches create meaning TEKS B.1 translate (from text to graphic or from graphic to text ) complex factual, quantitative, or technical information presented in maps TEKS B.2 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in charts TEKS B.3 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in illustrations TEKS B.4 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in graphs TEKS B.5 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in timelines TEKS B.6 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in tables TEKS B.7 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in diagrams TEKS/Taks correlation

61 Grade 11 (C) read American and other world literature, including classic and contemporary works. TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.2.B.1 relate the characters of mythic literature to 20th century American novels, plays, or films TEKS 11.2.B.2 relate the characters of mythic literature to 21st century American novels, plays, or films TEKS 11.2.B.3 relate the characters of traditional literature to 20th century American novels, plays, or films TEKS 11.2.B.4 relate the characters of traditional literature to 21st century American novels, plays, or films TEKS 11.2.B.5 relate the characters of classical literature to 20th century American novels, plays, or films TEKS 11.2.B.6 relate the characters of classical literature to 21st century American novels, plays, or films TEKS 11.5.D.1 demonstrate familiarity with works by authors in American fiction from each major literary period TAKS Reading Objective 2: The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to (B) use elements of text to defend, clarify, and negotiate responses and interpretations. TEKS RC-11.B.2 use textual evidence to support understanding TEKS 11.9.C.5 defend subtle inferences about the ideas in text TEKS 11.9.C.7 defend complex conclusions about the ideas in text TEKS 11.9.D.7 support those findings with textual evidence. (11) Literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to (A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions both within and across texts; TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.2.A.1 analyze the way in which the theme or meaning of a selection represents a view on the human condition TEKS 11.2.A.2 analyze the way in which the theme or meaning of a selection represents a comment on the human condition TEKS 11.5.A.1 evaluate how different literary elements shape the author s portrayal of the plot in works of fiction TEKS 11.5.B.1 analyze the internal development of characters through a range of literary devices TEKS 11.5.B.2 analyze the external development of characters through a range of literary devices TEKS 11.7.A.1 analyze the meaning of classical allusions in words, phrases, passages, and literary works TEKS 11.7.A.2 analyze the meaning of mythological allusions in words, phrases, passages, and literary works TEKS 11.7.A.3 analyze the meaning of biblical allusions in words, phrases, passages, and literary works TEKS 11.9.B.2 analyze the elements of deductively reasoned texts TEKS 11.9.B.3 analyze the elements of inductively reasoned texts TEKS 11.9.C.1 make subtle inferences about the ideas in text TEKS 11.9.C.3 make complex conclusions about the ideas in text TEKS 11.9.D.4 make logical connections between and among multiple texts representing similar genres TEKS 11.9.D.5 make logical connections between and among multiple texts representing different genres TEKS 11.9.D.6 make logical connections between and among multiple texts representing technical sources (B) analyze relevance of setting and time frame to text s meaning; TEKS 11.2.C.1 relate the main ideas found in a literary work to primary source documents from its historical setting TEKS 11.2.C.2 relate the main ideas found in a literary work to primary source documents from its cultural setting. TEKS 11.5.A.2 evaluate how different literary elements shape the author s portrayal of the setting in works of fiction (C) describe and analyze the development of plot and identify conflicts and how they are addressed and resolved; TEKS 11.5.A.1 evaluate how different literary elements shape the author s portrayal of the plot in works of fiction TEKS 11.5.B.1 analyze the internal development of characters through a range of literary devices TEKS 11.5.B.2 analyze the external development of characters through a range of literary devices TEKS 11.5.C.1 analyze the impact of narration when the narrator s point of view shifts from one character to another (D) analyze [the melodies of] literary language, including its use of evocative words and rhythms; TEKS 11.6.A.1 analyze how rhetorical techniques in literary essays influence the reader TEKS 11.6.A.2 analyze how rhetorical techniques in literary essays evoke emotions TEKS 11.6.A.3 analyze how rhetorical techniques in literary essays create meaning TEKS 11.6.A.4 analyze how rhetorical techniques in true life adventures influence the reader TEKS 11.6.A.5 analyze how rhetorical techniques in true life adventures evoke emotions TEKS 11.6.A.6 analyze how rhetorical techniques in true life adventures create TEKS 11.7.A.1 analyze the meaning of classical allusions in words, phrases, passages, and literary works TEKS 11.7.A.2 analyze the meaning of mythological allusions in words, phrases, passages, and literary works TEKS 11.7.A.3 analyze the meaning of biblical allusions in words, phrases, passages, and literary works TEKS 11.8.A.5 analyze how the diction of a text advances the author s purpose TEKS 11.8.A.6 analyze how the diction of a text advances the author s perspective or stance (E) connect literature to historical contexts, current events, [and his/her own experiences]; and TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.2.B.1 relate the characters of mythic literature to 20th century American novels, plays, or films TEKS 11.2.B.2 relate the characters of mythic literature to 21st century American novels, plays, or films TEKS 11.2.B.3 relate the characters of traditional literature to 20th century American novels, plays, or films TEKS 11.2.B.4 relate the characters of traditional literature to 21st century American novels, plays, or films TEKS 11.2.B.5 relate the characters of classical literature to 20th century American novels, plays, or films TEKS 11.2.B.6 relate the characters of classical literature to 21st century American novels, plays, or films TEKS 11.2.C.1 relate the main ideas found in a literary work to primary source documents from its historical setting TEKS 11.2.C.2 relate the main ideas found in a literary work to primary source documents from its cultural setting. TEKS/Taks correlation

62 Grade 11 (F) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.2.B.1 relate the characters of mythic literature to 20th century American novels, plays, or films TEKS 11.2.B.2 relate the characters of mythic literature to 21st century American novels, plays, or films TEKS 11.2.B.3 relate the characters of traditional literature to 20th century American novels, plays, or films TEKS 11.2.B.4 relate the characters of traditional literature to 21st century American novels, plays, or films TEKS 11.2.B.5 relate the characters of classical literature to 20th century American novels, plays, or films TEKS 11.2.B.6 relate the characters of classical literature to 21st century American novels, plays, or films TEKS 11.5.A.1 evaluate how different literary elements shape the author s portrayal of the plot in works of fiction TEKS 11.5.C.1 analyze the impact of narration when the narrator s point of view shifts from one character to another TEKS 11.6.A.1 analyze how rhetorical techniques in literary essays influence the reader TEKS 11.6.A.2 analyze how rhetorical techniques in literary essays evoke emotions TEKS 11.6.A.3 analyze how rhetorical techniques in literary essays create meaning TEKS 11.6.A.4 analyze how rhetorical techniques in true life adventures influence the reader (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to (E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding; and TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.2.B.7 relate the text structures of mythic literature to 20th century American novels, plays, or films TEKS 11.2.B.8 relate the text structures of mythic literature to 21st century American novels, plays, or films TEKS 11.2.B.9 relate the text structures of traditional literature to 20th century American novels, plays, or films TEKS 11.2.B.10 relate the text structures of traditional literature to 21st century American novels, plays, or films TEKS 11.2.B.11 relate the text structures of classical literature to 20th century American novels, plays, or films TEKS 11.2.B.12 relate the text structures of classical literature to 21st century American novels, plays, or films TEKS A.1 evaluate the logic of the sequence of information presented in text (G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience]. TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 11.2.A.1 analyze the way in which the theme or meaning of a selection represents a view on the human condition TEKS/Taks correlation TEKS 11.6.A.5 analyze how rhetorical techniques in true life adventures evoke emotions TEKS 11.2.A.2 analyze the way in which the theme or meaning of a selection represents a comment on the human condition TEKS 11.6.A.6 analyze how rhetorical techniques in true life adventures create meaning TEKS 11.9.B.1 distinguish between inductive and deductive reasoning TEKS 11.7.A.1 analyze the meaning of classical allusions in words, phrases, passages, and literary works TEKS 11.9.B.2 analyze the elements of deductively reasoned texts TEKS 11.7.A.2 analyze the meaning of mythological allusions in words, phrases, passages, and literary works TEKS 11.9.B.3 analyze the elements of inductively reasoned texts TEKS 11.8.A.1 analyze how the style of a text advances the author s purpose TEKS 11.9.B.4 analyze the different ways conclusions are supported TEKS 11.8.A.2 analyze how the style of a text advances the author s perspective or stance TEKS 11.9.C.1 make subtle inferences about the ideas in text TEKS 11.8.A.3 analyze how the tone of a text advances the author s purpose TEKS 11.9.C.3 make complex conclusions about the ideas in text TEKS 11.8.A.4 analyze how the tone of a text advances the author s perspective or stance. TEKS 11.9.C.5 defend subtle inferences about the ideas in text TEKS 11.8.A.5 analyze how the diction of a text advances the author s purpose TEKS 11.9.C.7 defend complex conclusions about the ideas in text TEKS 11.8.A.6 analyze how the diction of a text advances the author s perspective or stance TAKS Reading Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to (D) interpret the possible influences of the historical context on a literary work. (6) Word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); (F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and TEKS RC-11.B.1 make complex inferences about text TEKS 11.1.B.1 analyze textual context (within a sentence) to draw conclusions about the nuance in word meanings TEKS 11.2.A.1 analyze the way in which the theme or meaning of a selection represents a view on the human condition TEKS 11.1.B.2 analyze textual context (in larger sections of text) to draw conclusions about the nuance in word meanings TEKS 11.2.A.2 analyze the way in which the theme or meaning of a selection represents a comment on the human condition (G) read and understand analogies. TEKS 11.2.C.1 relate the main ideas found in a literary work to primary source documents from its historical setting TEKS 11.1.C.1 infer word meaning through the identification of analogies (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to TEKS 11.1.C.2 infer word meaning through the analysis of analogies (B) use elements of text to defend, clarify, and negotiate responses and interpretations

63 Grade 11 TEKS RC-11.B.2 use textual evidence to support understanding TEKS 11.9.C.5 defend subtle inferences about the ideas in text TEKS 11.9.C.7 defend complex conclusions about the ideas in text TEKS 11.9.D.7 support those findings with textual evidence. (12) Analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to (A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice; TEKS 11.2.A.1 analyze the way in which the theme or meaning of a selection represents a view on the human condition TEKS 11.2.A.2 analyze the way in which the theme or meaning of a selection represents a comment on the human condition TEKS 11.7.A.1 analyze the meaning of classical allusions in words, phrases, passages, and literary works TEKS 11.7.A.2 analyze the meaning of mythological allusions in words, phrases, passages, and literary works TEKS 11.7.A.3 analyze the meaning of biblical allusions in words, phrases, passages, and literary works TEKS 11.8.A.1 analyze how the style of a text advances the author s purpose TEKS 11.8.A.2 analyze how the style of a text advances the author s perspective or stance TEKS 11.8.A.3 analyze how the tone of a text advances the author s purpose TEKS 11.8.A.4 analyze how the tone of a text advances the author s perspective or stance. TEKS 11.8.A.5 analyze how the diction of a text advances the author s purpose TEKS 11.8.A.6 analyze how the diction of a text advances the author s perspective or stance TEKS 11.9.B.2 analyze the elements of deductively reasoned texts TEKS 11.9.B.3 analyze the elements of inductively reasoned texts TEKS 11.9.C.2 make subtle inferences about [the texts ] organizational patterns TEKS 11.9.C.4 make complex conclusions about [the text s] organizational patterns TEKS 11.9.C.6 defend subtle inferences about [the text s] organizational patterns TEKS 11.9.C.8 defend complex conclusions about [the text s] organizational patterns TEKS A.1 evaluate the logic of the sequence of information presented in text (B) evaluate the credibility of information sources, including how the writer s motivation may affect that credibility; and TEKS 11.2.C.1 relate the main ideas found in a literary work to primary source documents from its historical setting TEKS 11.2.C.2 relate the main ideas found in a literary work to primary source documents from its cultural setting. (C) recognize logical, deceptive, and/or faulty modes of persuasion in texts. TEKS A.1 evaluate how the author s purpose affects the tone of persuasive texts TEKS A.2 evaluate how the author s stated or perceived audience affects the tone of persuasive texts TEKS B.1 analyze historical political debates for logical fallacies TEKS B.2 analyze contemporary political debates for logical fallacies VIEWING AND REPRESENTING TAKS OBJECTIVES (19) Interpretation. The student understands and interprets visual representations. The student is expected to (B) analyze relationships, ideas, [and cultures] as represented in various media; and TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS A.1 evaluate how messages presented in media reflect social views in ways different from traditional texts TEKS A.2 evaluate how messages presented in media reflect cultural views in ways different from traditional texts (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. TEKS B.1 evaluate the interactions of different techniques used in multi-layered media TEKS D.1 evaluate changes in formality across various media for different audiences TEKS D.2 evaluate changes in formality across various media for different purposes (20) Analysis. The student analyzes and critiques the significance of visual representations. The student is expected to (B) deconstruct media to get the main idea of the message s content; and TEKS RC-11.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS A.1 evaluate how messages presented in media reflect social views in ways different from traditional texts TEKS A.2 evaluate how messages presented in media reflect cultural views in ways different from traditional texts (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols. TEKS B.1 evaluate the interactions of different techniques used in multi-layered media TEKS C.1 evaluate the objectivity of coverage of the same event in various types of media TEKS D.3 evaluate changes in tone across various media for different audiences TEKS D.4 evaluate changes in tone across various media for different purposes TAKS writing Objectives TAKS Objective 4: The student will, within a given context, produce an effective composition for a specific purpose. (1) Purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to (B) write in a voice and a style appropriate to audience and purpose; and TEKS write literary texts to express ideas and feelings about real or imagined people, events, and ideas. TEKS A write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone; TEKS A write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS A.iii a clear thesis statement or controlling idea; TEKS A.iv a clear organizational schema for conveying ideas; TEKS A.v relevant and substantial evidence and well-chosen details; TEKS A.vi information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources; TEKS/Taks correlation

64 Grade 11 TEKS B write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) TEKS B.i a clearly stated purpose combined with a well-supported viewpoint on the topic; TEKS B.ii appropriate formatting structures (e.g., headings, graphics, white space); TEKS B.iii relevant questions that engage readers and consider their needs; TEKS B.iv accurate technical information in accessible language; TEKS B.v appropriate organizational structures supported by facts and details (documented if appropriate); TEKS C write an interpretation of an expository or a literary text TEKS C.i advances a clear thesis statement; TEKS C.ii addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text; TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS C.iv identifies and analyzes the ambiguities, nuances, and complexities within the text; TEKS C.v anticipates and responds to readers questions or contradictory information; TEKS write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience TEKS A a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; TEKS B accurate and honest representation of divergent views (i.e., in the author s own words and not out of context); TEKS C an organizing structure appropriate to the purpose, audience, and context; TEKS D information on the complete range of relevant perspectives; TEKS F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs). (C) organize ideas in writing to ensure coherence, logical progression, and support for ideas. TEKS A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS A.iii a clear thesis statement or controlling idea; TEKS A.iv a clear organizational schema for conveying ideas; TEKS A.v relevant and substantial evidence and well-chosen details; TEKS A.vi information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources; TEKS B.i a clearly stated purpose combined with a well-supported viewpoint on the topic; TEKS B.ii appropriate formatting structures (e.g., headings, graphics, white space); TEKS B.iii relevant questions that engage readers and consider their needs; TEKS B.iv accurate technical information in accessible language; TEKS B.v appropriate organizational structures supported by facts and details (documented if appropriate); TEKS C.i advances a clear thesis statement; TEKS C.iv identifies and analyzes the ambiguities, nuances, and complexities within the text; TEKS C.v anticipates and responds to readers questions or contradictory information; TEKS A a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; TEKS B accurate and honest representation of divergent views (i.e., in the author s own words and not out of context); TEKS C an organizing structure appropriate to the purpose, audience, and context; TEKS D information on the complete range of relevant perspectives; (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (B) develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and TEKS A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS A.iii a clear thesis statement or controlling idea; TEKS A.iv a clear organizational schema for conveying ideas; TEKS A.v relevant and substantial evidence and well-chosen details; TEKS A.vi information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources; TEKS B.i a clearly stated purpose combined with a well-supported viewpoint on the topic; TEKS B.ii appropriate formatting structures (e.g., headings, graphics, white space); TEKS B.iii relevant questions that engage readers and consider their needs; TEKS B.iv accurate technical information in accessible language; TEKS B.v appropriate organizational structures supported by facts and details (documented if appropriate); TEKS C.i advances a clear thesis statement; TEKS C.ii addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text; TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS C.iv identifies and analyzes the ambiguities, nuances, and complexities within the text; TEKS C.v anticipates and responds to readers questions or contradictory information; TEKS A a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; TEKS B accurate and honest representation of divergent views (i.e., in the author s own words and not out of context); TEKS C an organizing structure appropriate to the purpose, audience, and context; TEKS D information on the complete range of relevant perspectives; TEKS/Taks correlation

65 Grade 11 TEKS F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs). (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. TAKS Objective 5: The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. TAKS Objective 6: The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; (3) Grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to TEKS/Taks correlation (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use conventions of punctuation and capitalization. TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A spell correctly, including using various resources to determine and check correct spellings. (3) Grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); TEKS 11.1.A use conventions of punctuation and capitalization. TEKS B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). TEKS A spell correctly, including using various resources to determine and check correct spellings. (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and TEKS D edit drafts for grammar, mechanics, and spelling; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions. TEKS B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). TEKS D edit drafts for grammar, mechanics, and spelling; (D) produce error-free writing in the final draft. TEKS A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); TEKS B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

66 TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS/Taks correlation TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. Grade

67 TEKS/TAKS Correlation Grade 12: 2009 TEKS Aligned to 1999 TAKS Objectives TAKS Reading Objectives The following reading comprehension skills are utilized in all reading experiences and in all TAKS objectives. TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS RC-12.B.2 use textual evidence to support understanding TAKS Reading Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. TEKS 12.8.A.1 analyze the consistency of the expression of the controlling idea TEKS 12.9.A.1 summarize a text in a manner that captures the author s viewpoint without taking a position or expressing an opinion TEKS 12.9.A.2 summarize a text in a manner that captures its main ideas without taking a position or expressing an opinion TEKS 12.9.A.3 summarize a text in a manner that captures its elements without taking a position or expressing an opinion (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to (B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media]. TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.6.A.1 analyze the effect of ambiguity in literary essays, speeches, and other forms of literary nonfiction TEKS/Taks correlation Grade 12 (6) Word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to (B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, [idioms, ] and technical vocabulary; TEKS 12.1.B.1 analyze textual context (within a sentence) to draw conclusions about the nuance in word meanings TEKS 12.1.B.2 analyze textual context (in larger sections of text) to draw conclusions about the nuance in word meanings TEKS 12.1.C.1 use the relationship between words encountered in analogies to determine their meanings (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; and TEKS 12.1.A.1 determine the meaning of technical academic English words in multiple content areas derived from Latin roots TEKS 12.1.A.2 determine the meaning of technical academic English words in multiple content areas derived from Greek roots TEKS 12.1.A.3 determine the meaning of technical academic English words in multiple content areas derived from other linguistic roots TEKS 12.1.A.4 determine the meaning of technical academic English words in multiple content areas derived from Latin affixes TEKS 12.1.A.5 determine the meaning of technical academic English words in multiple content areas derived from Greek affixes TEKS 12.1.A.6 determine the meaning of technical academic English words in multiple content areas derived from other linguistic affixes TEKS 12.1.D.1 analyze how the English language has developed TEKS 12.1.D.2 analyze how the English language has been influenced by other languages TEKS 12.1.D.3 explain how the English language has developed TEKS 12.1.D.4 explain how the English language has been influenced by other languages (E) use reference material such as glossary, dictionary, [thesaurus, and available technology] to determine precise meanings and usage. TEKS 12.1.E.1 use general dictionaries (printed or electronic) as needed TEKS 12.1.E.3 use thesauri (printed or electronic) as needed (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to (F) produce summaries of texts by identifying main ideas and their supporting details. TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.6.A.2 analyze the effect of contradiction in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.3 analyze the effect of subtlety in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.4 analyze the effect of paradox in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.5 analyze the effect of irony in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.6 analyze the effect of sarcasm in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.7 analyze the effect of overstatement in literary essays, speeches, and other forms of literary nonfiction TEKS A.1 draw conclusions about how the patterns of organization support the understandability of text TEKS A.2 draw conclusions about how hierarchic structures support the understandability of text TEKS B.1 evaluate the structures of text for their clarity TEKS B.2 evaluate the structures of text for their organizational coherence TEKS B.3 evaluate the structures of text for the effectiveness of their graphic representations (C) read American and other world literature, including classic and contemporary works. TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.2.A.1 compare works of literature that express a universal theme TEKS 12.2.A.2 contrast works of literature that express a universal theme TEKS 12.5.D.1 demonstrate familiarity with works of fiction by British authors from each major literary period TAKS Reading Objective 2: The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to (B) use elements of text to defend, clarify, and negotiate responses and interpretations. TEKS RC-11.B.2 use textual evidence to support understanding TEKS 12.9.C.7 defend complex conclusions about the ideas in text TEKS 12.9.C.8 defend complex conclusions about [the text s] organizational patterns

68 TEKS 12.9.D.7 support those findings with textual evidence (11) Literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to (A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions both within and across texts; TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.2.A.1 compare works of literature that express a universal theme TEKS 12.2.A.2 contrast works of literature that express a universal theme TEKS 12.2.C.7 relate the theme of a literary work to the historical ideas of its time TEKS 12.2.C.8 relate the theme of a literary work to the social ideas of its time TEKS 12.2.C.9 relate the theme of a literary work to the economic ideas of its time TEKS 12.5.C.1 compare the effects of different forms of narration across various genres of fiction TEKS 12.5.C.2 contrast the effects of different forms of narration across various genres of fiction TEKS 12.5.A.3 analyze how devices function in a work of fiction TEKS 12.5.A.4 analyze how devices advance the action in a work of fiction TEKS 12.5.B.1 analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations of the characters TEKS 12.5.B.2 analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the behaviors of the characters TEKS 12.5.C.1 compare the effects of different forms of narration across various genres of fiction TEKS 12.5.C.2 contrast the effects of different forms of narration across various genres of fiction (D) analyze [the melodies of] literary language, including its use of evocative words and rhythms; TEKS 12.6.A.1 analyze the effect of ambiguity in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.2 analyze the effect of contradiction in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.3 analyze the effect of subtlety in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.4 analyze the effect of paradox in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.5 analyze the effect of irony in literary essays, speeches, and other forms of literary nonfiction TEKS/Taks correlation Grade 12 TEKS 12.7.A.1 analyze how the author s patterns of imagery reveal theme set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.7.A.2 analyze how the author s literary allusions reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.7.A.3 analyze how the author s conceits reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.9.B.1 explain how authors writing on the same issue reached different conclusions because of differences in assumptions TEKS 12.9.B.2 explain how authors writing on the same issue reached different conclusions because of differences in evidence TEKS 12.9.B.3 explain how authors writing on the same issue reached different conclusions because of differences in reasoning TEKS 12.9.B.4 explain how authors writing on the same issue reached different conclusions because of differences in viewpoints TEKS 12.9.C.1 make subtle inferences about the ideas in text TEKS 12.9.C.3 make complex conclusions about the ideas in text TEKS 12.9.D.4 make logical connections among multiple texts representing similar genres TEKS 12.9.D.5 make logical connections among multiple texts representing different genres TEKS 12.9.D.6 make logical connections among multiple texts representing technical sources (B) analyze relevance of setting and time frame to text s meaning; TEKS 12.2.C.1 relate the characters of a literary work to the historical ideas of its time TEKS 12.2.C.4 relate the setting of a literary work to the historical ideas of its time TEKS 12.2.C.5 relate the setting of a literary work to the social ideas of its time TEKS 12.2.C.6 relate the setting of a literary work to the economic ideas of its time TEKS 12.2.C.7 relate the theme of a literary work to the historical ideas of its time (C) describe and analyze the development of plot and identify conflicts and how they are addressed and resolved; TEKS 12.5.A.1 analyze how complex plot structures function in a work of fiction TEKS 12.5.A.2 analyze how complex plot structures advance the action in a work of fiction TEKS 12.6.A.6 analyze the effect of sarcasm in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.7 analyze the effect of overstatement in literary essays, speeches, and other forms of literary nonfiction TEKS 12.7.A.1 analyze how the author s patterns of imagery reveal theme set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.7.A.2 analyze how the author s literary allusions reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.7.A.3 analyze how the author s conceits reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works (E) connect literature to historical contexts, current events, [and his/her own experiences]; and TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.2.B.1 compare the similarities in classical plays with their modern day novel, play, or film versions TEKS 12.2.B.2 contrast the differences in classical plays with their modern day novel, play, or film versions TEKS 12.2.C.1 relate the characters of a literary work to the historical ideas of its time TEKS 12.2.C.2 relate the characters of a literary work to the social ideas of its time TEKS 12.2.C.3 relate the characters of a literary work to the economic ideas of its time TEKS 12.2.C.4 relate the setting of a literary work to the historical ideas of its time TEKS 12.2.C.5 relate the setting of a literary work to the social ideas of its time TEKS 12.2.C.6 relate the setting of a literary work to the economic ideas of its time TEKS 12.2.C.7 relate the theme of a literary work to the historical ideas of its time TEKS 12.2.C.8 relate the theme of a literary work to the social ideas of its time TEKS 12.2.C.9 relate the theme of a literary work to the economic ideas of its time TEKS 12.5.D.1 demonstrate familiarity with works of fiction by British authors from each major literary period

69 (F) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. TEKS A.2 draw conclusions about how hierarchic structures support the understandability of text (G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience]. Grade 12 TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-11.B.1 make complex inferences about text TEKS 12.6.A.4 analyze the effect of paradox in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.5 analyze the effect of irony in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.6 analyze the effect of sarcasm in literary essays, speeches, and other forms of literary nonfiction TEKS 12.6.A.7 analyze the effect of overstatement in literary essays, speeches, and other forms of literary nonfiction TEKS 12.7.A.1 analyze how the author s patterns of imagery reveal theme set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.7.A.2 analyze how the author s literary allusions reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.8.A.4 analyze the ways in which the rhetorical patterns of text support or confound the author s meaning or purpose TAKS Reading Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. (6) Word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to (F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and TEKS 12.1.B.1 analyze textual context (within a sentence) to draw conclusions about the nuance in word meanings TEKS 12.1.B.2 analyze textual context (in larger sections of text) to draw conclusions about the nuance in word meanings (G) read and understand analogies. TEKS 12.1.C.1 use the relationship between words encountered in analogies to determine their meanings (7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to (E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding; and TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.2.A.1 compare works of literature that express a universal theme TEKS 12.2.A.2 contrast works of literature that express a universal theme TEKS 12.9.A.1 summarize a text in a manner that captures the author s viewpoint without taking a position or expressing an opinion TEKS 12.9.A.2 summarize a text in a manner that captures its main ideas without taking a position or expressing an opinion TEKS 12.9.A.3 summarize a text in a manner that captures its elements without taking a position or expressing an opinion TEKS 12.9.C.1 make subtle inferences about the ideas in text TEKS 12.9.C.2 make subtle inferences about [the text s] organizational patterns TEKS 12.9.C.3 make complex conclusions about the ideas in text TEKS 12.9.C.4 make complex conclusions about [the text s] organizational patterns TEKS 12.9.C.5 defend subtle inferences about the ideas in text TEKS 12.9.C.6 defend subtle inferences about [the text s] organizational patterns TEKS 12.9.C.7 defend complex conclusions about the ideas in text TEKS 12.9.C.8 defend complex conclusions about [the text s] organizational patterns TEKS 12.9.D.1 synthesize ideas among multiple texts representing similar genres TEKS 12.9.D.2 synthesize ideas among multiple texts representing different genres TEKS 12.9.D.3 synthesize ideas among technical sources TEKS 12.9.D.4 make logical connections among multiple texts representing similar genres TEKS 12.9.D.5 make logical connections among multiple texts representing different genres TEKS 12.9.D.6 make logical connections among multiple texts representing technical sources TEKS/Taks correlation TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.9.D.7 support those findings with textual evidence (8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to TEKS 12.5.A.1 analyze how complex plot structures function in a work of fiction (D) interpret the possible influences of the historical context on a literary work. TEKS 12.5.A.2 analyze how complex plot structures advance the action in a work of fiction TEKS 12.5.A.3 analyze how devices function in a work of fiction TEKS 12.5.A.4 analyze how devices advance the action in a work of fiction TEKS 12.5.C.1 compare the effects of different forms of narration across various genres of fiction TEKS 12.5.C.2 contrast the effects of different forms of narration across various genres of fiction TEKS 12.8.A.3 analyze the ways in which the organizational patterns of text support or confound the author s meaning or purpose TEKS 12.8.A.4 analyze the ways in which the rhetorical patterns of text support or confound the author s meaning or purpose TEKS A.1 draw conclusions about how the patterns of organization support the understandability of text TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS 12.2.A.1 compare works of literature that express a universal theme TEKS 12.2.A.2 contrast works of literature that express a universal theme TEKS 12.2.C.1 relate the characters of a literary work to the historical ideas of its time TEKS 12.2.C.2 relate the characters of a literary work to the social ideas of its time TEKS 12.2.C.3 relate the characters of a literary work to the economic ideas of its time TEKS 12.2.C.4 relate the setting of a literary work to the historical ideas of its time

70 Grade 12 TEKS 12.2.C.5 relate the setting of a literary work to the social ideas of its time TEKS 12.2.C.6 relate the setting of a literary work to the economic ideas of its time TEKS 12.2.C.7 relate the theme of a literary work to the historical ideas of its time TEKS 12.2.C.8 relate the theme of a literary work to the social ideas of its time TEKS 12.2.C.9 relate the theme of a literary work to the economic ideas of its time (10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to (B) use elements of text to defend, clarify, and negotiate responses and interpretations. TEKS RC-11.B.2 use textual evidence to support understanding TEKS 12.9.C.7 defend complex conclusions about the ideas in text TEKS 12.9.C.8 defend complex conclusions about [the text s] organizational patterns TEKS 12.9.D.7 support those findings with textual evidence (12) Analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to (A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice; TEKS 12.7.A.1 analyze how the author s patterns of imagery reveal theme set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.7.A.2 analyze how the author s literary allusions reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works TEKS 12.8.A.3 analyze the ways in which the organizational patterns of text support or confound the author s meaning or purpose TEKS 12.8.A.4 analyze the ways in which the rhetorical patterns of text support or confound the author s meaning or purpose TEKS 12.9.C.2 make subtle inferences about [the text s] organizational patterns TEKS 12.9.C.6 defend subtle inferences about [the text s] organizational patterns TEKS B.1 evaluate the structures of text for their clarity TEKS B.2 evaluate the structures of text for their organizational coherence TEKS B.3 evaluate the structures of text for the effectiveness of their graphic representations (B) evaluate the credibility of information sources, including how the writer s motivation may affect that credibility; and TEKS 12.2.C.7 relate the theme of a literary work to the historical ideas of its time TEKS 12.2.C.8 relate the theme of a literary work to the social ideas of its time TEKS 12.2.C.9 relate the theme of a literary work to the economic ideas of its time TEKS 12.9.B.1 explain how authors writing on the same issue reached different conclusions because of differences in assumptions TEKS 12.9.B.2 explain how authors writing on the same issue reached different conclusions because of differences in evidence TEKS 12.9.B.3 explain how authors writing on the same issue reached different conclusions because of differences in reasoning TEKS 12.9.B.4 explain how authors writing on the same issue reached different conclusions because of differences in viewpoints TEKS A.1 evaluate the merits of an argument by analyzing the relationships among evidence, inferences, assumptions, and claims in text TEKS A.2 evaluate the merits of an action by analyzing the relationships among evidence, inferences, assumptions, and claims in text TEKS A.3 evaluate the merits of a policy by analyzing the relationships among evidence, inferences, assumptions, and claims in text TEKS B.1 draw conclusions about the credibility of persuasive text by examining its implicit assumptions about an issue as conveyed by the specific use of language TEKS B.2 draw conclusions about the credibility of persuasive text by examining its stated assumptions about an issue as conveyed by the specific use of language (C) recognize logical, deceptive, and/or faulty modes of persuasion in texts. TEKS A.1 evaluate the merits of an argument by analyzing the relationships among evidence, inferences, assumptions, and claims in text TEKS A.2 evaluate the merits of an action by analyzing the relationships among evidence, inferences, assumptions, and claims in text TEKS A.3 evaluate the merits of a policy by analyzing the relationships among evidence, inferences, assumptions, and claims in text TEKS B.1 draw conclusions about the credibility of persuasive text by examining its implicit assumptions about an issue as conveyed by the specific use of language TEKS B.2 draw conclusions about the credibility of persuasive text by examining its stated assumptions about an issue as conveyed by the specific use of language VIEWING AND REPRESENTING TAKS OBJECTIVES (19) Interpretation. The student understands and interprets visual representations. The student is expected to (B) analyze relationships, ideas, [and cultures] as represented in various media; and TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS A.1 evaluate how messages presented in media reflect social views in ways different from traditional texts TEKS A.2 evaluate how messages presented in media reflect cultural views in ways different from traditional texts (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. TEKS B.1 evaluate the interactions of different techniques used in multi-layered media TEKS C.3 evaluate how one issue or event is represented across various media to understand the notion of purpose TEKS D.1 evaluate changes in formality across various media for different audiences TEKS D.2 evaluate changes in formality across various media for different purposes (20) Analysis. The student analyzes and critiques the significance of visual representations. The student is expected to (B) deconstruct media to get the main idea of the message s content; and TEKS RC-12.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); TEKS RC-12.B.1 make complex inferences about text TEKS A.1 evaluate how messages presented in media reflect social views in ways different from traditional texts TEKS A.2 evaluate how messages presented in media reflect cultural views in ways different from traditional texts (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols. TEKS C.1 evaluate how one issue or event is represented across various media to understand the notion of bias TEKS C.2 evaluate how one issue or event is represented across various media to understand the notion of audience TEKS C.3 evaluate how one issue or event is represented across various media to understand the notion of purpose TEKS D.1 evaluate changes in formality across various media for different audiences TEKS/Taks correlation

71 TEKS D.2 evaluate changes in formality across various media for different purposes TEKS D.3 evaluate changes in tone across various media for different audiences TEKS D.4 evaluate changes in tone across various media for different purposes WRITING TAKS OBJECTIVES (Aligned to Grade 11 TAKS) TAKS Objective 4: The student will, within a given context, produce an effective composition for a specific purpose. (1) Purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to (B) write in a voice and a style appropriate to audience and purpose; and TEKS write literary texts to express ideas and feelings about real or imagined people, events, and ideas. TEKS A write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone; TEKS A write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS C an organizing structure appropriate to the purpose, audience, and context; TEKS D information on the complete range of relevant perspectives; TEKS E demonstrated consideration of the validity and reliability of all primary and secondary sources used; TEKS F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); TEKS G an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone. (C) organize ideas in writing to ensure coherence, logical progression, and support for ideas. TEKS A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS A.iii a clear thesis statement or controlling idea; TEKS/Taks correlation Grade 12 TEKS A.ii rhetorical devices, and transitions between paragraphs; TEKS A.iii a clear thesis statement or a controlling idea; TEKS A.iv a clear organizational schema for conveying ideas; TEKS A.v relevant and substantial evidence and well-chosen details; TEKS A.vi information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; TEKS A.vii an analysis of view and information that contradict the thesis statement and the evidence presented for it; TEKS B write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) TEKS B.i a clearly stated purpose combined with a well-supported viewpoint on the topic; TEKS B.ii appropriate formatting structures (e.g., headings, graphics, white space; TEKS B.iii relevant questions that engage readers and address their potential problems and misunderstandings; TEKS B.iv accurate technical information in accessible language; TEKS B.v appropriate organizational structures supported by facts and details (documented if appropriate); TEKS C write an interpretation of an expository or a literary text TEKS C.i advances a clear thesis statement; TEKS C.ii addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS C.iv identifies and analyzes ambiguities, nuances, and complexities within the text; TEKS C.v anticipates and responds to readers questions and contradictory information; TEKS write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience TEKS A a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions TEKS B accurate and honest representation of divergent views (i.e., in the author s own words and not out of context); TEKS A.iv a clear organizational schema for conveying ideas; TEKS A.v relevant and substantial evidence and well-chosen details; TEKS A.vi information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; TEKS A.vii an analysis of views and information that contradict the thesis statement and the evidence presented for it. TEKS B.i a clearly stated purpose combined with a well-supported viewpoint on the topic; TEKS B.ii appropriate formatting structures (e.g., headings, graphics, white space); TEKS B.iii relevant questions that engage readers and address their potential problems and misunderstandings; TEKS B.iv accurate technical information in accessible language; TEKS B.v appropriate organizational structures supported by facts and details (documented if appropriate); TEKS C.i advances a clear thesis statement; TEKS C.ii addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS C.iv identifies and analyzes ambiguities, nuances, and complexities within the text; TEKS C.v anticipates and responds to readers questions and contradictory information; TEKS A a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions TEKS B accurate and honest representation of divergent views (i.e., in the author s own words and not out of context); TEKS C an organizing structure appropriate to the purpose, audience, and context; TEKS D information on the complete range of relevant perspectives; TEKS F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); (2) processes. The student uses recursive writing processes when appropriate. The student is expected to

72 (B) develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and TAKS Objective 5: The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Grade 12 TEKS A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; TEKS B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; TEKS A.i effective introductory and concluding paragraphs and a variety of sentence structures; TEKS A.iv a clear organizational schema for conveying ideas; TEKS A.v relevant and substantial evidence and well-chosen details; TEKS A.vi information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; TEKS B.i a clearly stated purpose combined with a well-supported viewpoint on the topic; TEKS C.ii addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; TEKS C.iii analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; TEKS C.iv identifies and analyzes ambiguities, nuances, and complexities within the text; TEKS C.v anticipates and responds to readers questions and contradictory information; TEKS A a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions TEKS B accurate and honest representation of divergent views (i.e., in the author s own words and not out of context); TEKS C an organizing structure appropriate to the purpose, audience, and context; TEKS D information on the complete range of relevant perspectives; (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; (3) Grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and TEKS D edit drafts for grammar, mechanics, and spelling; (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions. TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); TEKS/Taks correlation TEKS F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); TEKS G an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone. (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. TEKS B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. TAKS Objective 6: The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. (2) processes. The student uses recursive writing processes when appropriate. The student is expected to (C) proofread writing for appropriateness of organization, content, style, and conventions. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

73 TEKS D edit drafts for grammar, mechanics, and spelling; (3) Grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); TEKS/Taks correlation TEKS B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and Grade 12 TEKS D edit drafts for grammar, mechanics, and spelling; TEKS A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); TEKS B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (D) produce error-free writing in the final draft. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings. (5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to (A) evaluate writing for both mechanics and content. TEKS C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; TEKS D edit drafts for grammar, mechanics, and spelling; TEKS E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. TEKS A use conventions of punctuation and capitalization. TEKS A spell correctly, including using various resources to determine and check correct spellings

74 Section 4 English Language Proficiency Standards (ELPS) Correlation Grade Grade Grade Grade

75 Grade 9 Standards English Language Proficiency Standards Grade 9 LEARNING STRATEGIES (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) use prior knowledge and experiences to understand meanings in English; pp. 25, 37, 113, 361, 541, 619, 731 (B) (C) (D) (E) monitor oral and written language production and employ self-corrective techniques or other resources; use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary; speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; pp. 73, 97, 177, 239, 309, 315, 367, 407, 723, 791, 847, 1259 pp. 25, 109, 183, 361, 619, 917 pp. 265, 399, 941, 1089, 1203 (F) use accessible language and learn new and essential language in the process; pp. 265, 399, 941, 1203 (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and pp. 26, 37, 104, 113, 114, 169, 214, 216, 240, 260, 269, 270, 294, 295, 316, 320, 332, 334, 352, 362, 386, 398, 443, 444, 446, 456, 467, 468, 478, 522, 530, 533, 541, 542, 552, 620, 622, 632, 645, 646, 654, 696, 705, 706, 724, 731, 732, 767, 806, 836, 864, 896, 916, 970, 1043, 1044, 1090, 1133, 1148, 1166, 1197 pp. 117, 321, 349, 815, 1179, 1239 Standards (C) (D) (E) (F) (G) (H) (I) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. SPEAKING pp. 26, 35, 104, 114, 214, 216, 240, 260, 270, 285, 294, 316, 320, 332, 334, 352, 362, 386, 398, 435, 444, 446, 456, 457, 468, 478, 522, 530, 542, 552, 620, 622, 632, 633, 646, 654, 657, 696, 706, 724, 732, 806, 836, 864, 896, 916, 970, 1044, 1090, 1111, 1148, 1151, 1166, 1201, 1255; SE pp , 194, , 452, 526, 534, , 767, , pp. 185, 243, 255, 301, 351, 525, 555, 593, 667, 669, 673, 697, 745, 809, 839, 935, 949, 1037, 1085, 1207; SE pp. 41, , 373, , 463, , 977, 1117 pp. 35, 285, 435, 457, 633, 657, 1111, 1151, 1201, 1255 pp. 165, 203, 627, 769, 1131 pp. 41, 185, 243, 281, 301, 351, 525, 555, 593, 669, 673, 697, 745, 809, 839, 935, 949, 1037 pp. 203, 593, 769 pp. 123, 185, 243, 301, 351, 525, 555, 669, 673, 697, 745, 809, 839, 949, 1037; SE pp. 41, , , 463, 739, 934, 1191 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ENGLISH LANGUAGE PROFICIENCY STANDARDS (H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. LISTENING pp. 77, 217, 1091 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) distinguish sounds and intonation patterns of English with increasing ease; pp. 24, 34, 212, 238, 339, 442, 454, 466, 618, 630, 644, 804, 832, 1042, 1088, 1103 (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; pp. 24, 34, 112, 212, 238, 314, 330, 339, 348, 360, 442, 454, 466, 476, 520, 528, 540, 550, 618, 630, 644, 652, 694, 704, 722, 730, 804, 832, 860, 892, 912, 968, 1042, 1088, 1103, 1146, 1164, 1194, 1200 (A) (B) (C) (D) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; pp. 24, 34, 112, 212, 238, 314, 330, 339, 360, 442, 454, 466, 476, 540, 550, 618, 630, 644, 652, 704, 722, 730, 804, 832, 860, 892, 912, 968, 1042, 1088, 1103, 1146, 1164, 1194, 1200 pp. 37, 113, 169, 295, 467, 541, 645, 731, 1197 pp. 613, 1147, 1257 pp. 26, 104, 114, 214, 216, 240, 260, 270, 294, 316, 320, 332, 334, 352, 362, 386, 398, 444, 446, 456, 468, 478, 522, 530, 533, 542, 552, 620, 622, 632, 646, 654, 696, 706, 724, 732, 806, 864, 896, 916, 970, 1043, 1044, 1090, 1148, 1166 (E) share information in cooperative learning interactions; pp. 243, 301, 809; SE pp. 181, 413, 563, 717, 935, 1085 Page references to teacher's edition notes appear in black. Page references to student pages appear in blue

76 Standards Standards (F) ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; pp. 73, 315, 723 (J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and pp. 29, 273, 971 Grade 9 (G) (H) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; narrate, describe, and explain with increasing specificity and detail as more English is acquired; pp. 265, 399, 463, 537, 563, 739, 935, 941, 1203; SE pp. 3, 278, 358, 370, , , 1015, 1253 pp. 905, 999, 1171; SE pp. 41, 99, 255, 537, 667, 934, 1207 (I) adapt spoken language appropriately for formal and informal purposes; and pp. 117, 321, 349, 815, 1179, 1239 (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. READING pp. 157, 165, 203, 595, 627, 769, 981, 1131 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; (B) recognize directionality of English reading such as left to right and top to bottom; pp. 455, 695, 1165 (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; pp. 103, 112, 314, 330, 348, 360, 466, 476, 520, 528, 540, 550, 644, 652, 653, 694, 704, 722, 730, 860, 892, 912, 968, 1146, 1164, 1194, 1200 pp. 157, 259, 455, 551, 695, 941, 969, 981, 1165; SE pp , , , , , , (K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. WRITING pp. 545, 569, 1213 (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A) (B) (C) (D) (E) learn relationships between sounds and letters of the English language to represent sounds when writing in English; write using newly acquired basic vocabulary and content-based grade-level vocabulary; spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired; employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly; pp. 339, 348, 652, 694, 704, 722, 730, 1103 pp. 269, 443, 705, 767, 1133 pp. 189, 339, 589, 1063, 1103 pp. 97, 177, 239, 309, 367, 407, 791, 847, 1259 pp. 97, 177, 239, 309, 367, 407, 791, 847, 1259 ENGLISH LANGUAGE PROFICIENCY STANDARDS (D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; pp. 495, 631, 1123 (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and pp. 331, 477, 515, 689, 761, 963, 1009, 1141, 1249 (E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; pp. 85, 521, 649 (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. pp. 131, 771, 1221 (F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; pp. 91, 213, 377, 387, 399, 503, 529, 707, 725, 735, 805, 867, 881, 953, 993, 1051 (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; pp. 15, 377, 399, 471, 529, 707, 735, 867, 881, 993, 1195, 1221; SE pp. 71, 151, 236, 237, 252, 253, 266, 267, 278, 279, 328, 329, 342, 343, 358, 359, 370, 371, 452, 453, 460, 461, 474, 475, 486, 487, 534, 535, 548, 549, 560, 561, , 628, 629, 638, 639, 650, 651, 664, 665, 702, 703, 714, 715, 736, 737, 830, 831, 858, 859, 890, 891, 910, 911, 930, 931, 974, 975, 1069, 1082, 1105, 1114, 1162, 1188, 1198, 1204 (H) read silently with increasing ease and comprehension for longer periods; pp. 85, 521, 649 (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; pp. 449, 491, 937 Page references to teacher's edition notes appear in black. Page references to student pages appear in blue

77 Grade 10 Standards English Language Proficiency Standards Grade 10 LEARNING STRATEGIES (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) use prior knowledge and experiences to understand meanings in English; pp. 77, 413, 463, 543, 745, 1067 (B) (C) (D) (E) monitor oral and written language production and employ self-corrective techniques or other resources; use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary; speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; pp. 53, 111, 205, 231, 241, 249, 331, 425, 527, 547, 621, 713, 763, 841, 1209 pp. 77, 211, 357, 543, 1067, 1235 pp. 151, 499, 919, 1135 (F) use accessible language and learn new and essential language in the process; pp. 499, 919, 1135 (G) (H) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. LISTENING pp. 31, 36, 46, 50, 61, 62, 78, 118, 138, 155, 156, 168, 244, 256, 271, 272, 284, 340, 346, 360, 372, 383, 384, 413, 463, 464, 473, 474, 490, 500, 548, 560, 567, 568, 589, 644, 658, 675, 676, 683, 684, 718, 736, 745, 779, 814, 840, 892, 918, 942, 968, 988, 993, 1059, 1066, 1075, 1076, 1094, 1108, 1155, 1156, 1174, 1192, 1208 pp. 193, 279, 363, 737, 1111, 1159 pp. 259, 581, 719 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Standards (C) (D) (E) (F) (G) (H) (I) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. SPEAKING pp. 36, 46, 50, 62, 78, 81, 118, 138, 156, 168, 181, 244, 256, 272, 284, 340, 346, 360, 371, 372, 384, 464, 474, 490, 500, 548, 560, 568, 569, 644, 658, 659, 676, 684, 717, 718, 736, 814, 840, 891, 895, 918, 942, 968, 988, 1009, 1035, 1066, 1076, 1094, 1108, 1156, 1173, 1174, 1192, 1195, 1208, 1253; SE pp , 292, 354, 396, , , , pp. 89, 403, 453, 477, 489, 513, 615, 727, 731, 781, 835, 861, 863, 889, 931, 1107, 1119; SE pp. 209, 295, , 509, 626, 835, 1251 pp. 81, 181, 371, 569, 659, 717, 895, 1009, 1035, 1173, 1195, 1253 pp. 417, 559, 685, 903, 1093 pp. 89, 403, 453, 477, 489, 513, 615, 727, 781, 863, 889, 931, 1107 pp. 417, 903, 1255 pp. 89, 403, 453, 477, 489, 513, 555, 615, 669, 691, 727, 781, 863, 889, 931, 1107; SE pp. 57, 429, 485, 691, , 1004, 1119 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) (B) (C) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; pp. 30, 44, 60, 76, 116, 136, 154, 166, 240, 254, 270, 282, 336, 356, 370, 382, 387, 462, 472, 488, 498, 558, 566, 601, 640, 649, 656, 674, 682, 716, 724, 734, 812, 838, 888, 914, 938, 964, 984, 1064, 1074, 1092, 1106, 1154, 1172, 1206 pp. 155, 413, 463, 589, 675, 745, 993, 1059, 1155 pp.541, 617, 635 ENGLISH LANGUAGE PROFICIENCY STANDARDS (A) distinguish sounds and intonation patterns of English with increasing ease; pp. 30, 44, 240, 254, 270, 311, 387, 462, 472, 488, 503, 601, 640, 649, 656, 674, 812, 838, 938, 969, 1064, 1074 (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; Page references to teacher's edition notes appear in black. Page references to student pages appear in blue. pp. 30, 44, 60, 76, 116, 136, 154, 166, 240, 254, 270, 282, 336, 356, 370, 382, 387, 462, 472, 488, 498, 540, 546, 558, 566, 601, 640, 649, 656, 674, 682, 716, 724, 734, 812, 838, 888, 914, 938, 964, 984, 1064, 1074, 1092, 1106, 1154, 1172, 1190, 1206 (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; pp. 36, 46, 50, 61, 62, 78, 118, 138, 156, 168, 244, 256, 272, 284, 340, 346, 360, 372, 383, 384, 464, 474, 490, 500, 548, 560, 567, 568, 644, 658, 676, 684, 718, 736, 814, 840, 892, 918, 942, 968, 988, 1066, 1076, 1094, 1108, 1156, 1174, 1192, 1208 (E) share information in cooperative learning interactions; pp. 555, 931, 1107; SE pp. 151, , 613, 691, 1004, 1255 (F) ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; pp. 231, 547,

78 Standards Standards Grade 10 (G) (H) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; narrate, describe, and explain with increasing specificity and detail as more English is acquired; pp. 499, 555, 669, 691, 919, 1119, 1135, 1187; SE pp. 209, 367, 555, 777, , 1251 pp. 375, 875, 1079; SE pp. 399, , , 861, 1089 (I) adapt spoken language appropriately for formal and informal purposes; and pp. 193, 279, 363, 737, 1111, 1159 (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. READING pp. 183, 213, 299, 417, 559, 685, 903, 1093 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; (B) recognize directionality of English reading such as left to right and top to bottom; pp. 167, 337, 1191 (C) (D) (E) (F) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; pp. 45, 60, 76, 116, 136, 154, 166, 282, 336, 356, 370, 382, 431, 498, 540, 546, 558, 566, 641, 682, 716, 724, 734, 888, 914, 938, 964, 984, 1092, 1106, 1154, 1172, 1190, 1206 pp. 117, 167, 183, 255, 337, 581, 657, 1009, 1191; SE pp , , , , , , pp. 137, 283, 755 pp. 197, 549, 943 pp. 35, 91, 101, 169, 289, 465, 523, 577, 679, 725, 735, 743, 813, 1099, 1169, 1177, 1223 (J) (K) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. WRITING pp. 71, 343, 695 pp. 561, 865, 1123 (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A) (B) (C) (D) (E) (F) (G) learn relationships between sounds and letters of the English language to represent sounds when writing in English; write using newly acquired basic vocabulary and content-based grade-level vocabulary; spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired; employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly; write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. pp. 76, 116, 387, 566, 601, 649, 914, 938, 1190 pp. 31, 271, 473, 683, 779, 1075 pp. 217, 387, 601, 649, 775, 1206 pp. 53, 111, 205, 241, 249, 331, 425, 527, 621, 713, 841, 1209 pp. 53, 111, 205, 241, 249, 331, 425, 527, 621, 713, 841, 1209 pp. 139, 535, 609, 881, 955, 1027, 1065, 1149, 1247 pp. 131, 799, 1141 ENGLISH LANGUAGE PROFICIENCY STANDARDS (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; pp. 91, 161, 169, 321, 577, 679, 735, 743, 813, 845, 1169, 1223; SE pp.42, 43, 54, 55, 74, 75, 84, 85, 134, 135, 148, 149, 164, 165, 176, 177, 267, 252, 253, 264, 265, 267, 280, 281, 292, 293, 354, 355, 364, 365, 380, 381, 396, 397, 470, 471, 482, 483, 496, 497, 506, 507, 544, 545, 552, 553, 564, 565, 572, 573, 654, 655, 666, 667, 680, 681, 688, 689, 722, 723, 728, 729, 740, 741, 746, 747, 832, 833, 858, 859, 912, 913, 936, 937, 962, 963, 982, 983, 1000, 1001, 1072, 1073, 1086, 1087, 1104, 1105, 1116, 1117, 1170, 1171, 1184, 1085, 1204, 1205 (H) read silently with increasing ease and comprehension for longer periods; pp. 197, 549, 943 (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; pp. 491, 511, 817 Page references to teacher's edition notes appear in black. Page references to student pages appear in blue

79 Grade 11 Standards English Language Proficiency Standards Grade 11 LEARNING STRATEGIES (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) use prior knowledge and experiences to understand meanings in English; pp. 71, 437, 501, 679, 761, 969, 1251 (B) (C) (D) (E) monitor oral and written language production and employ self-corrective techniques or other resources; use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary; speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; pp. 107, 395, 513, 751, 769, 853, 905, 925, 957, 1031, 1089, 1131, 1189, 1231, 1413 pp. 143, 437, 501, 559, 969, 1197 pp. 37, 645, 1339 (F) use accessible language and learn new and essential language in the process; pp. 37, 645, 1339 (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and pp. 15, 71, 199, 201, 223, 573, 679, 761, 891, 949, 972, 997, 1049, 1155, 1251, 1284, 1295, 1419, 1443, 1461 pp. 181, 549, 577, 701, 1173, 1243 Standards (D) (E) (F) (G) (H) (I) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. SPEAKING pp. 97, 247, 325, 361, 449, 465, 809, 819, 1067, 1121, 1211, 1265, 1342, 1379, 1463; SE pp. 16, 222, 549, 957, 1265, 1292 pp. 5, 63, 117, 399, 435, 647, 685, 745, 797, 897, 1117, 1363 pp. 51, 303, 369, 813, 863, 1301 pp. 97, 247, 325, 361, 449, 465, 809, 819, 1067, 1121, 1211, 1265, 1342, 1379, 1463 pp. 369, 813, 1301 pp. 97, 247, 325, 361, 449, 465, 809, 819, 1067, 1121, 1211, 1265, 1342, 1379, 1463; SE pp. 197, 449, 476, 896, 978, 1290 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; pp. 19, 41, 47, 57, 75, 81, 85, 99, 111, 123, 139, 169, 179, 227, 243, 291, 335, 365, 407, 425, 479, 493, 531, 537, 569, 595, 615, 627, 635, 641, 651, 881, 983, 1001, 1011, 1027, 1041, 1051, 1057, 1063, 1095, 1123, 1141, 1297, 1311, 1325, 1335, 1347, 1357, 1359, 1365, 1393, 1403, 1425 ENGLISH LANGUAGE PROFICIENCY STANDARDS (H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. LISTENING pp. 275, 609, 1397 (B) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; pp. 15, 71, 573, 679, 761, 891, 1049, 1155, 1251 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (C) (D) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; pp.475, 791, 1185 pp. 199, 223, 972, 1284, 1419 (A) distinguish sounds and intonation patterns of English with increasing ease; pp. 19, 41, 75, 81, 163, 123, 139, 169, 227, 243, 291, 365, 407, 425, 479, 493, 531, 537, 569, 595, 635, 641, 881, 933, 983, 1001, 1011, 1027, 1041, 1051, 1057, 1063, 1095, 1103, 1123, 1141, 1179, 1297, 1311, 1325, 1335, 1347, 1357, 1359, 1365, 1393, 1403, 1425 (B) (C) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; Page references to teacher's edition notes appear in black. Page references to student pages appear in blue. pp. 19, 41, 75, 81, 99, 111, 123, 139, 169, 179, 227, 243, 291, 365, 407, 425, 479, 493, 531, 537, 635, 641, 881, 983, 1001, 1011, 1041, 1057, 1063, 1095, 1123, 1141, 1297, 1311, 1335, 1347, 1357, 1359, 1365, 1393, 1425 pp. 5, 63, 117, 399, 435, 647, 685, 745, 797, 897, 972, 1117, 1284, 1363; SE pp. 14, 31, 222, 453, 474, 702, 978, 1237, 1290 (E) share information in cooperative learning interactions; pp. 97, 361, 449; SE pp. 14, 72, 224, 361, 565, 896, 951, 978, 1290 (F) (G) (H) ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; narrate, describe, and explain with increasing specificity and detail as more English is acquired; pp. 107, 395, 957 pp. 37, 645, 1339; SE pp. 201, 449, 474, 702, 1049, 1461 pp. 307, 1371, 1429; SE pp. 201, 222, 565, 677, 704, 957, 1093, 1185, 1363 (I) adapt spoken language appropriately for formal and informal purposes; and pp. 181, 549, 577, 701, 1173,

80 Standards Standards (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. READING pp. 51, 135, 303, 369, 813, 863, 941, 1005, 1301 (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; pp. 175, 263, 1111 Grade 11 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; (B) recognize directionality of English reading such as left to right and top to bottom; pp. 551, 1273, 1285 (C) (D) (E) (F) (G) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; pp. 47, 57, 75, 85, 99, 111, 123, 139, 169, 179, 257, 271, 291, 335, 365, 377, 407, 425, 507, 519, 531, 537, 569, 595, 615, 627, 635, 641, 651, 703, 955, 1001, 1027, 1041, 1051, 1057, 1063, 1071, 1081, 1103, 1123, 1221, 1325, 1335, 1347, 1357, 1377, 1383, 1403, 1409 pp. 375, 551, 591, 941, 1005, 1251, 1273, 1285, 1291; SE pp , 321, , , 585, , , pp. 129, 457, 725 pp. 149, 655, 711 pp. 91, 125, 219, 231, 363, 411, 419, 485, 525, 555, 619, 979, 1075, 1099, 1107, 1329, 1353, 1437 pp. 125, 167, 339, 363, 419, 555, 917, 979, 1099, 1329, 1353, 1437; SE pp.23, 28, 29, 39, 40, 44, 45, 54, 55, 65, 66, 77, 79, 82, 83, 91, 103, 106, 107, 115, 119, 120, 126, 127, 151, 152, 164, 165, 175, 176, 239, 240, 253, 254, 259, 264, 267, 268, 284, 285, 310, 317, 318, 332, 333, 355, 356, 368, 370, 371, 372, 387, 389, 390, 409, 411, 414, 417, 420, 427, 431, 433, 436, 438, 489, 490, 513, 514, 527, 528, 534, 535, 542, 543, 556, 557, 574, 581, 582, 592, 593, 610, 611, 621, 622, 623, 632, 633, 638, 639, 644, 647, 648, 661, 662, 712, 714, 721, 722, 724, 725, 726, 752, 753, 761, 762, 766, 775, 782, 783, 787, 790, 792, 793, 806, 807, 825, 829, 830, 843, 844, 856, 857, 864, 865, 869, 870, 871, 876, 879, 881, 885, 886, 905, 907, 908, 918, 919, 925, 926, 927, 936, 937, 995, 997, 998, 1023, 1024, 1037, 1038, 1043, 1045, 1054, 1055, 1060, 1061, 1064, 1067, 1068, 1076, 1077, 1090, 1091, 1100, 1101, 1107, 1112, 1113, 1157, 1158, 1182, 1183, 1213, 1214, 1233, 1234, 1307, 1308, 1320, 1321, 1331, 1332, 1337, 1343, 1344, 1354, 1355, 1359, 1360, 1368, 1369, 1380, 1381, 1389, 1390, 1406, 1407, 1416, 1420, 1421, 1432, 1438, 1439 (J) (K) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. WRITING pp. 599, 1015, 1351 pp. 383, 631, 953 (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A) (B) (C) (D) (E) (F) (G) learn relationships between sounds and letters of the English language to represent sounds when writing in English; write using newly acquired basic vocabulary and content-based grade-level vocabulary; spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired; employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly; write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. pp. 47, 291, 407, 635, 881, 1001, 1041, 1063, 1141, 1335, 1347, 1359 pp. 201, 949, 997, 1295, 1443, 1461 pp. 195, 675, 881, 1141, 1359, 1455 pp. 513, 751, 769, 853, 905, 925, 1031, 1089, 1131, 1189, 1231, 1413 pp. 513, 751, 769, 853, 905, 925, 1031, 1089, 1131, 1189, 1231, 1413 pp. 23, 351, 445, 669, 837, 963, 991, 1261, 1453 pp. 805, 1319, 1387 ENGLISH LANGUAGE PROFICIENCY STANDARDS (H) read silently with increasing ease and comprehension for longer periods; pp. 149, 655, 711 Page references to teacher's edition notes appear in black. Page references to student pages appear in blue

81 Grade 12 Standards English Language Proficiency Standards Grade 12 LEARNING STRATEGIES (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) use prior knowledge and experiences to understand meanings in English; pp. 225, 249, 269, 433, 669, 720, 849, 946 (B) (C) (D) (E) monitor oral and written language production and employ self-corrective techniques or other resources; use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary; speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; pp. 187, 219, 277, 455, 673, 763, 787, 823, 871, 923, 1001, 1015, 1101, 1115, 1195 pp. 87, 225, 433, 545, 849, 1129 pp. 365, 693, 1057 (F) use accessible language and learn new and essential language in the process; pp. 365, 693, 1057 (G) (H) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. pp. 8, 15, 227, 240, 249, 269, 470, 535, 653, 669, 703, 720, 837, 933, 943, 946, 1093, 1109, 1135, 1159, 1181, 1217, 1363 pp. 373, 619, 1223, 1265, 1351, 1385 pp. 327, 499, 1423 Standards (C) (D) (E) (F) (G) (H) (I) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. SPEAKING pp. 8, 35, 207, 240, 385, 439, 470, 593, 720, 723, 946, 1061, 1111, 1291, 1325, 1393, 1481; SE pp. 14, 251, , 476, 772, 954, 1134, 1169 pp. 91, 179, 223, 285, 471, 477, 561, 863, 929, 981, 1067, 1113, 1175, 1313, 1465; SE pp. 14, , 295, 707, 772, 1113, 1153 pp. 35, 207, 385, 439, 593, 723, 1061, 1111, 1291, 1325, 1393, 1481 pp. 347, 573, 741, 1049, 1213, 1303 pp. 91, 179, 223, 285, 471, 477, 561, 863, 929, 981, 1067, 1113, 1175, 1303, 1313, 1465 pp. 347, 1213, 1303 pp. 91, 179, 223, 285, 471, 477, 561, 863, 929, 981, 1067, 1113, 1175, 1313, 1465; SE pp. 14, , 248, 476, , 933, 1113, 1433, 1477 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; pp. 19, 23, 39, 83, 122, 169, 199, 253, 265, 283, 321, 391, 481, 487, 495, 505, 589, 605, 629, 647, 665, 681, 733, 747, 759, 779, 867, 881, 898, 901, 911, 959, 977, 1029, 1041, 1063, 1087, 1139, 1155, 1219, 1245, 1273, 1287, 1299, 1311, 1317, 1341, 1359, 1367, 1379, 1389, 1401, 1411, 1435, 1445, 1463 ENGLISH LANGUAGE PROFICIENCY STANDARDS LISTENING (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) distinguish sounds and intonation patterns of English with increasing ease; pp. 19, 23, 39, 122, 127, 253, 265, 283, 295, 321, 391, 481, 487, 495, 589, 605, 629, 647, 665, 681, 733, 747, 759, 779, 789, 867, 881, 898, 901, 911, 959, 977, 1029, 1041, 1063, 1087, 1139, 1155, 1219, 1245, 1273, 1287, 1299, 1311, 1317, 1359, 1367, 1379, 1389, 1401, 1411, 1435, 1445, 1463 (B) (C) (D) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; pp. 249, 269, 535, 669, 837, 943, 1093, 1135, 1181 pp.63, 451, 1477 pp. 8, 15, 470, 703, 720, 946, 1126, 1159 (E) share information in cooperative learning interactions; pp. 223, 929, 1113; SE pp , 90 91, 248, 313, 476, 707, 728, 954, 993, 1134, 1136 (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; pp. 19, 23, 39, 83, 122, 199, 253, 265, 283, 321, 391, 481, 487, 495, 521, 589, 605, 629, 647, 665, 681, 733, 747, 759, 779, 867, 881, 898, 901, 911, 959, 977, 1029, 1041, 1063, 1087, 1139, 1155, 1219, 1245, 1273, 1287, 1299, 1311, 1317, 1359, 1367, 1379, 1401, 1411, 1445, 1463 (F) (G) ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; pp. 277, 823, 1195 pp. 365, 693, 1057; SE pp , 311, 476, 909, 993, 1151 Page references to teacher's edition notes appear in black. Page references to student pages appear in blue. (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired; pp. 79, 403, 1439; SE pp , , 679, 728, 954, 1009,

82 Standards Standards (I) adapt spoken language appropriately for formal and informal purposes; and pp. 373, 619, 1223, 1265, 1351, 1385 (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. pp. 73, 347, 573, 741, 1025, 1049, 1213, 1303, 1457 (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; pp. 55, 303, 891 Grade 12 READING (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; (B) recognize directionality of English reading such as left to right and top to bottom; pp. 37, 457, 775 (C) (D) (E) (F) (G) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; pp. 83, 94, 103, 122, 169, 199, 273, 283, 297, 321, 521, 553, 589, 605, 629, 647, 665, 681, 705, 759, 779, 819, 853, 867, 881, 898, 911, 997, 1029, 1041, 1063, 1073, 1081, 1087, 1171, 1191, 1219, 1245, 1273, 1287, 1299, 1317, 1341, 1359, 1367, 1379, 1389, 1401, 1419, 1435, 1445, 1463 pp. 37, 73, 309, 457, 599, 775, 1005, 1283, 1481; SE pp , , , , , pp. 353, 807, 993 pp. 529, 1035, 1449 pp. 5, 99, 141, 163, 311, 337, 511, 585, 611, 633, 687, 757, 771, 905, 1053, 1239, 1283, 1371 pp. 163, 243, 311, 611, 633, 757, 815, 905, 991, 1053, 1239, 1371; SE pp.25, 29, 31, 32, 64, 65, 80, 88, 89, 119, 120, 134, 135, 150, 151, 165, 166, 183, 184, 195, 196, 256, 260, 261, 269, 276, 278, 279, 287, 289, 290, 300, 301, 304, 305, 340, 341, 355, 358, 375, 376, 396, 397, 415, 416, 487, 490, 491, 497, 498, , 508, 510, 513, 514, 522, 523, 534, 536, 550, 551, 555, 561, 564, 565, 586, 587, 591, 595, 597, 616, 625, 626, 631, 643, 644, 653, 661, 662, 671, 675, 676, 684, 688, 693, 736, 739, 743, 744, 752, 753, 764, 765, 785, 788, 791, 792, 801, 803, 808, 809, 845, 849, 850, 855, 859, 863, 865, 869, 872, 876, 878, 885, 892, 893, 898, 899, 915, 918, 919, 962, 968, 973, 974, 981, 984, 986, 987, 1004, 1006, 1020, 1021, 1037, 1038, 1043, 1047, 1049, 1050, 1059, 1061, 1076, 1080, 1082, 1083, 1090, , 1141, 1143, 1146, 1148, 1149, 1159, 1166, 1167, 1175, 1178, 1181, 1184, 1185, 1197, 1200, 1203, 1212, 1214, 1215, 1234, 1241, 1242, 1261, 1268, 1269, 1276, 1284, 1285, 1307, 1308, 1313, 1315, 1326, 1336, 1337, 1347, 1356, 1357, 1364, 1365, 1369, 1372, 1375, 1376, 1386, 1387, 1390, 1394, 1398, 1399, 1404, 1407, 1408, 1409, 1413, 1415, 1429, 1442, 1443, 1451, 1453, 1466, 1467 (J) (K) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. WRITING pp. 413, 1257, 1275 pp. 655, 917, 1345 (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A) (B) (C) (D) (E) (F) (G) learn relationships between sounds and letters of the English language to represent sounds when writing in English; write using newly acquired basic vocabulary and content-based grade-level vocabulary; spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired; employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly; write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. pp. 23, 122, 199, 391, 487, 553, 589, 629, 779, 898, 911, 1041, 1087, 1273, 1299, 1359, 1367, 1389, 1401 pp. 227, 653, 933, 1109, 1217, 1363 pp. 23, 391, 487, 701, 1405, 1475 pp. 187, 219, 455, 673, 763, 787, 871, 923, 1001, 1015, 1101, 1115 pp. 187, 219, 455, 673, 763, 787, 871, 923, 1001, 1015, 1101, 1115 pp. 49, 147, 259, 447, 697, 751, 1107, 1147, 1333 pp. 131, 965, 1233 ENGLISH LANGUAGE PROFICIENCY STANDARDS (H) read silently with increasing ease and comprehension for longer periods; pp. 529, 1035, 1449 Page references to teacher's edition notes appear in black. Page references to student pages appear in blue

83 Section 5 College and Career Readiness Standards (CCRS) Correlation Grade Grade Grade Grade

84 College and Career Readiness Standards (CCRS) Standards 2. Apply knowledge of roots and affixes to infer the meanings of new words. 343, 413, 737, 831 Grade 9 Standards Grade 9: English/Language Arts Standards I. A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author s purpose. 1. Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer s purpose and audience. 2. Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources. 3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize materials generated, and formulate thesis. 4. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author s purpose. 5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate. II. Reading 172, 489, 686, , 563, , , 758, , , 586, 1140, , 587, 963, 1009, 1141, 1249 A. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. 3. Use reference guides to confirm the meanings of new words or concepts , 413, 1017, 1255 C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 1. Read a wide variety of texts from American, European, and world literatures , , , Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature. 3. Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written. 944, 1126, , 1083, 1087, Analyze and compare the use of language in literary works from a variety of world cultures. 572, 748, 1126 D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances. 1. Describe insights gained about oneself, others, or the world from reading specific texts. 180, 410, 590, 764, 1014, Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film. III. Speaking 1126, 1216, 1243 A. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information). 1. Understand how style and content of spoken language varies in different contexts and influences the listener's understanding. 255, 537, 667, Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 71, 255, 641, 1256 COLLEGE AND CAREER READINESS STANDARDS 1. Use effective reading strategies to determine a written work's purpose and intended audience. 2. Use text features and graphics to form an overview of informational texts and to determine where to locate information. 101, 519, 1193, , 284, 492, Identify explicit and implicit textual information including main ideas and author's purpose. 211, 441, 742, Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions. 5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and credibility of an argument. 74, 211, 257, 492, 913, , 566, 980, 1120 B. Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 41, 184, 604, Participate actively and effectively in group discussions. 765, 1028, Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. IV. Listening 537, 667, 1191, A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews). 1. Analyze and evaluate the effectiveness of a public presentation. 185, 537, Analyze imagery in literary texts. 615, 676, Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers. 441, 617, Compare and analyze how generic features are used across texts. 80, 161, , 944, Identify and analyze the audience, purpose, and message of an informational or persuasive text. 10. Identify and analyze how an author's use of language appeals to the senses, creates imagery, and suggests mood. 11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme. 465, 670, 742, , 617, 643, , 492, 938, Interpret a speaker's message; identify the position taken and the evidence in support of that position. 3. Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide verbal and nonverbal feedback, note cues such as change of pace or particular words that indicate a new point is about to be made, select and organize key information). B. Listen effectively in informal and formal situations. 281, 415, , 414, Listen critically and respond appropriately to presentations. 184, 934, Listen actively and effectively in one-on-one communication situations. 41, 184, Listen actively and effectively in group discussions. 2, 463, 591 B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. 1. Identify new words and concepts acquired through study of their relationships to other words and concepts. 592, 766,

85 Standards Grade 9: Cross-Disciplinary Standards V. Research A. Formulate topic and questions. Standards I. KEY COGNITIVE SKILLS Grade 9 1. Formulate research questions. 757, 1003, Explore a research topic. 173, 977, Refine research topic and devise a timeline for completing work. 403, 489, 1003 B. Select information from a variety of sources. 1. Gather relevant sources. 935, 977, Evaluate the validity and reliability of sources. 935, 980, Synthesize and organize information effectively. 151, 174, Use source material ethically. 935, 1005, 1008 C. Produce and design a document. 1. Design and present an effective product. 123, 345, 935, Use source material ethically. 935, 1005, 1008 A. Intellectual curiosity 1. Engage in scholarly inquiry and dialogue. 281, 411, 463, Accept constructive criticism and revise personal views when valid evidence warrants. 176, 406, 760 B. Reasoning 1. Consider arguments and conclusions of self and others. 176, 281, 414, Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions. 281, 584, Gather evidence to support arguments, findings, or lines of reasoning. 281, 584, Support or modify claims based on the results of an inquiry. 584, 667, 1191 C. Problem solving 1. Analyze a situation to identify a problem to be solved. 173, 411, Develop and apply multiple strategies to solving a problem. 173, 184, Collect evidence and data systematically and directly relate to solving a problem. 173, 584, 667 D. Academic behaviors 1. Self-monitor learning needs and seek assistance when needed. 43, 693, 760, 1193 COLLEGE AND CAREER READINESS STANDARDS 2. Use study habits necessary to manage academic pursuits and requirements. 151, 173, 643, 1003, Strive for accuracy and precision. 688, 977, 980, Persevere to complete and master tasks , , E. Work habits 1. Work independently. 94, 667, Work collaboratively. 411, 739, 767, 934 F. Academic integrity 1. Attribute ideas and information to source materials and people. 935, 977, Evaluate sources for quality of content, validity, credibility, and relevance. 489, 980, Include the ideas of others and the complexities of the debate, issue, or problem. 583, 667, Understand and adhere to ethical codes of conduct. 935, 1008, 1028 II. FOUNDATIONAL SKILLS A. Reading across the curriculum 1. Use effective prereading strategies. 23, 43, Use a variety of strategies to understand the meanings of new words. 182, 412, 592, 766, 1016, Identify the intended purpose and audience of the text. 101, 125, 1018, 1199, Identify the key information and supporting details. 441, 465, Analyze textual information critically. 74, 284, 376, Annotate, summarize, paraphrase, and outline texts when appropriate. 290, 721, 742,

86 Standards 7. Adapt reading strategies according to structure of texts. 539, 617, Connect reading to historical and current events and personal interest. 160, 465, , Grade 9 B. across the curriculum 1. Write clearly and coherently using standard writing conventions. 94, 172, 306, 402, 512, 582, 686, 756, 960, 1002, 1138, Write in a variety of forms for various audiences and purposes. 94, 172, 306, 402, 512, 582, 686, 756, 960, 1002, 1138, Compose and revise drafts , , , , , , , , , , , C. Research across the curriculum 1. Understand which topics or questions are to be investigated. 123, 151, 173, Explore a research topic. 123, 151, 173, Refine research topic based on preliminary research and devise a timeline for completing work. 173, 1003, Evaluate the validity and reliability of sources. 174, 489, 935, Synthesize and organize information effectively. 174, 492, 1004, Design and present an effective product. 123, 935, Integrate source material. 174, 935, 1005 COLLEGE AND CAREER READINESS STANDARDS 8. Present final product. 123, 935, 1013 D. Use of data 1. Identify patterns or departures from patterns among data. 154, 492, Use statistical and probabilistic skills necessary for planning an investigation, and collecting, analyzing, and interpreting data. 154, 174, Present analyzed data and communicate findings in a variety of formats. 154, 179, 492, 1013 E. Technology 1. Use technology to gather information. 489, 935, Use technology to organize, manage, and analyze information. 151, 345, 935, Use technology to communicate and display findings in a clear and coherent manner. 123, 311, 345, 935, 1013, 1143, Use technology appropriately. 123, 489, 935,

87 College and Career Readiness Standards (CCRS) Standards 2. Apply knowledge of roots and affixes to infer the meanings of new words. 431, 723, 1073, 1205 Grade 10 Standards I. A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author s purpose. 1. Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer s purpose and audience. 2. Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources. 3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize materials generated, and formulate thesis. 4. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author s purpose. 5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate. II. Grade 10: English/Language Arts Standards Reading 57, 109, , 731, , , , , , 534, , , 772, 1148, , 425, 609, 773, 1149, 1247 A. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. 1. Use effective reading strategies to determine a written work's purpose and intended audience. 2. Use text features and graphics to form an overview of informational texts and to determine where to locate information. 90, 165, 402, 557, , 512, Identify explicit and implicit textual information including main ideas and author's purpose. 165, 177, Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions. 5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and credibility of an argument. 578, 694, 833, 859, , 298, 864, Analyze imagery in literary texts. 497, 507, 655, Use reference guides to confirm the meanings of new words or concepts , 431, 779, 1035 C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 1. Read a wide variety of texts from American, European, and world literatures. 96, 188, 408, 700, Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature. 3. Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written. 758, 868, 1063, 1128, 1145, , 758, 1063, 1073, Analyze and compare the use of language in literary works from a variety of world cultures. 408, 700, 767 D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances. 1. Describe insights gained about oneself, others, or the world from reading specific texts. 208, 428, 612, 776, 1032, Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film. III. Speaking , 1153 A. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information). 1. Understand how style and content of spoken language varies in different contexts and influences the listener's understanding. 295, 399, , Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 367, 399, B. Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 57, 615, 626, Participate actively and effectively in group discussions. 151, 367, 1004, 1033, Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. IV. Listening 399, , 731, 749 A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews). 1. Analyze and evaluate the effectiveness of a public presentation , 611, Interpret a speaker's message; identify the position taken and the evidence in support of that position. 57, , 611 COLLEGE AND CAREER READINESS STANDARDS 7. Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers. 408, 637, Compare and analyze how generic features are used across texts. 96, 188, 306, 518, 700, 1014, 1128, Identify and analyze the audience, purpose, and message of an informational or persuasive text. 10. Identify and analyze how an author's use of language appeals to the senses, creates imagery, and suggests mood. 90, 402, , 700, Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide verbal and nonverbal feedback, note cues such as change of pace or particular words that indicate a new point is about to be made, select and organize key information). B. Listen effectively in informal and formal situations. 57, , Listen critically and respond appropriately to presentations , 691, Listen actively and effectively in one-on-one communication situations. 57, 509, 626, Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme. B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. 1. Identify new words and concepts acquired through study of their relationships to other words and concepts. 752, 758, 1014, 1222, , , , Listen actively and effectively in group discussions. 2, 209, 222, 429 V. Research A. Formulate topic and questions. 1. Formulate research questions. 399, 605, 1020,

88 Standards Grade 10: Cross-Disciplinary Standards 2. Explore a research topic. 399, 605, 1020, 1219 Standards 3. Refine research topic and devise a timeline for completing work. 399, 605, 1021 I. Key Cognitive Skills Grade 10 B. Select information from a variety of sources. 1. Gather relevant sources. 267, 605, 1005, Evaluate the validity and reliability of sources. 267, 606, 731, Synthesize and organize information effectively. 731, 1005, Use source material ethically. 606, 1005, 1023 C. Produce and design a document. 1. Design and present an effective product. 731, 749, 1005, Use source material ethically. 606, 1005, 1025 A. Intellectual curiosity 1. Engage in scholarly inquiry and dialogue. 399, 555, 731, 777, Accept constructive criticism and revise personal views when valid evidence warrants. 424, 608, 772, 1025 B. Reasoning 1. Consider arguments and conclusions of self and others. 151, 209, 424, 605, Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions. 367, 555, 605, Gather evidence to support arguments, findings, or lines of reasoning. 367, 555, 606, Support or modify claims based on the results of an inquiry. 367, 555, 606 C. Problem solving 1. Analyze a situation to identify a problem to be solved. 151, , Develop and apply multiple strategies to solving a problem. 151, , Collect evidence and data systematically and directly relate to solving a problem , 534, 606 D. Academic behaviors 1. Self-monitor learning needs and seek assistance when needed. 151, 367, 887, 915 COLLEGE AND CAREER READINESS STANDARDS 2. Use study habits necessary to manage academic pursuits and requirements. 59, 402, 422, Strive for accuracy and precision. 179, 267, 1022, Persevere to complete and master tasks , 485, E. Work habits 1. Work independently. 108, 532, Work collaboratively. 151, 209, 1004 F. Academic integrity 1. Attribute ideas and information to source materials and people. 606, 267, Evaluate sources for quality of content, validity, credibility, and relevance. 182, 1005, Include the ideas of others and the complexities of the debate, issue, or problem. 534, 606, Understand and adhere to ethical codes of conduct. 606, 777, II. Foundational Skills A. Reading across the curriculum 1. Use effective prereading strategies. 29, 59, Use a variety of strategies to understand the meanings of new words. 210, 430, 614, 778, 1034, Identify the intended purpose and audience of the text. 90, 153, Identify the key information and supporting details. 90, 298, Analyze textual information critically. 153, 298, 694, Annotate, summarize, paraphrase, and outline texts when appropriate. 733, 811, 837,

89 Standards 7. Adapt reading strategies according to structure of texts. 298, 639, 673, 694, 864, Connect reading to historical and current events and personal interest. 715, 758, 868 Grade 10 B. across the curriculum 1. Write clearly and coherently using standard writing conventions. 108, 200, 328, 420, 532, 604, 708, 768, 878, 1020, 1146, Write in a variety of forms for various audiences and purposes. 108, 200, 328, 420, 532, 604, 708, 768, 878, 1020, 1146, Compose and revise drafts , , , , , , , , , , , C. Research across the curriculum 1. Understand which topics or questions are to be investigated. 267, 399, Explore a research topic. 267, 399, 731, 749, 1005, Refine research topic based on preliminary research and devise a timeline for completing work. 399, 731, 1021, Evaluate the validity and reliability of sources. 267, 731, Synthesize and organize information effectively. 422, 731, Design and present an effective product. 749, 1005, Integrate source material. 422, 731, 1219 COLLEGE AND CAREER READINESS STANDARDS 8. Present final product. 731, 749, 1005 D. Use of data 1. Identify patterns or departures from patterns among data. 179, 399, Use statistical and probabilistic skills necessary for planning an investigation, and collecting, analyzing, and interpreting data. 179, 399, Present analyzed data and communicate findings in a variety of formats. 179, 427, 537, 611 E. Technology 1. Use technology to gather information. 87, 179, 267, 399, Use technology to organize, manage, and analyze information. 87, 179, Use technology to communicate and display findings in a clear and coherent manner. 87, 179, 207, 749, 775, 1005, 1151, Use technology appropriately. 87, 179, 1005,

90 College and Career Readiness Standards (CCRS) Standards 2. Apply knowledge of roots and affixes to infer the meanings of new words. 93, 109, 450, 612, 715, 909, 954 Grade 11 Standards I. A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author s purpose. 1. Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer s purpose and audience. 2. Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources. 3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize materials generated, and formulate thesis. 4. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author s purpose. 5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate. II. Grade 11: English/Language Arts Standards Reading 188, 1101, , 333, 442, 663, , 154, 584, , 668, 887, 1025, 1236, , 195, 447, 1263 A. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. 1. Use effective reading strategies to determine a written work's purpose and intended audience. 110, 376, Use reference guides to confirm the meanings of new words or concepts. 152, 157, 319, 323, 587, 913 C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 1. Read a wide variety of texts from American, European, and world literatures. 78, 151, 226, 235, 323, 650, 728, 814, 913, Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature. 3. Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written. 4. Analyze and compare the use of language in literary works from a variety of world cultures. 151, 413, , 323, 334, 679, 772, 846, 955, 1070, 1080, 1123, 1160, , 506, 756, 928, 1080, 1216, 1402 D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances. 1. Describe insights gained about oneself, others, or the world from reading specific texts. 626, 784, 1056, 1346, Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film. III. Speaking 122, 199, 235, 451, 1267, 1459 A. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information). 1. Understand how style and content of spoken language varies in different contexts and influences the listener's understanding. 14, 448, Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 403, 449, 946 B. Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 978, 980, 1461 COLLEGE AND CAREER READINESS STANDARDS 2. Use text features and graphics to form an overview of informational texts and to determine where to locate information. 938, 953, Participate actively and effectively in group discussions. 14, 361, 453, Identify explicit and implicit textual information including main ideas and author's purpose. 168, 982, Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. 97, 449, 957, Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions. 40, 614, 728, 982, 1010, 1296 IV. Listening 5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and credibility of an argument. 1186, 1391, 1442 A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews). 1. Analyze and evaluate the effectiveness of a public presentation. 197, 453, Analyze imagery in literary texts. 79, 80, 718, 866, 922, Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers. 364, 376, 718, 858, 1040, 1050, Compare and analyze how generic features are used across texts. 157, , 640, 998, 999, 1062, Identify and analyze the audience, purpose, and message of an informational or persuasive text. 56, 98, 178, 1102, Interpret a speaker's message; identify the position taken and the evidence in support of that position. 3. Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide verbal and nonverbal feedback, note cues such as change of pace or particular words that indicate a new point is about to be made, select and organize key information). B. Listen effectively in informal and formal situations. 197, 224, , 517, Identify and analyze how an author's use of language appeals to the senses, creates imagery, and suggests mood. 11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme. 407, 530, 634, 706, 798, 872, 1310, 1332, 1356, , 492, 536, 794, Listen critically and respond appropriately to presentations. 197, 453, 517, Listen actively and effectively in one-on-one communication situations. 978, 980, 1461 B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. 1. Identify new words and concepts acquired through study of their relationships to other words and concepts. 177, 319, 515, 529, 727, 783, 909, 1235, 1266, 1309, 1345,

91 Standards Grade 11: Cross-Disciplinary Standards 3. Listen actively and effectively in group discussions. 453, 978, 1292 Standards V. Research I. Key Cognitive Skills Grade 11 A. Formulate topic and questions. 1. Formulate research questions. 665, 897, Explore a research topic. 187, 505, 897, 945, Refine research topic and devise a timeline for completing work. 441, 666, 771, 1401 B. Select information from a variety of sources. 1. Gather relevant sources. 624, 665, 945, Evaluate the validity and reliability of sources. 505, 624, Synthesize and organize information effectively. 187, 584, 639, Use source material ethically. 670, 763, 945 C. Produce and design a document. 1. Design and present an effective product. 897, 910, 946, 1008, Use source material ethically. 670, 945, 1008 A. Intellectual curiosity 1. Engage in scholarly inquiry and dialogue. 222, 361, Accept constructive criticism and revise personal views when valid evidence warrants. 192, 444, 948 B. Reasoning 1. Consider arguments and conclusions of self and others. 72, 222, Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions. 189, 1069, Gather evidence to support arguments, findings, or lines of reasoning. 189, 268, Support or modify claims based on the results of an inquiry. 771, 1039, 1215 C. Problem solving 1. Analyze a situation to identify a problem to be solved. 189, 242, Develop and apply multiple strategies to solving a problem. 190, 1049, Collect evidence and data systematically and directly relate to solving a problem. 188, 255, 681, 1001 D. Academic behaviors 1. Self-monitor learning needs and seek assistance when needed. 192, 978, 1324 COLLEGE AND CAREER READINESS STANDARDS 2. Use study habits necessary to manage academic pursuits and requirements. 109, 615, Strive for accuracy and precision. 649, 777, Persevere to complete and master tasks. 188, 440, 675 E. Work habits 1. Work independently. 135, 241, Work collaboratively. 16, 135, 361, 1049 F. Academic integrity 1. Attribute ideas and information to source materials and people. 448, 670, Evaluate sources for quality of content, validity, credibility, and relevance. 448, 624, Include the ideas of others and the complexities of the debate, issue, or problem. 201, 320, Understand and adhere to ethical codes of conduct. 16, 670, 763 II. Foundational Skills A. Reading across the curriculum 1. Use effective prereading strategies. 594, 1160, Use a variety of strategies to understand the meanings of new words. 84, 198, 241, 450, 678, 954, Identify the intended purpose and audience of the text. 552, 937, Identify the key information and supporting details. 552, 919, Analyze textual information critically. 364, 492, 593, Annotate, summarize, paraphrase, and outline texts when appropriate. 256, 778,

92 Standards 7. Adapt reading strategies according to structure of texts. 46, 74, 478, Connect reading to historical and current events and personal interest. 157, 200, 453, 518 Grade 11 B. across the curriculum 1. Write clearly and coherently using standard writing conventions. 30, 357, 543, 1249, 1260, Write in a variety of forms for various audiences and purposes. 45, 421, 439, 557, Compose and revise drafts. 121, 391, 491 C. Research across the curriculum 1. Understand which topics or questions are to be investigated. 187, 664, Explore a research topic. 187, 505, 664, Refine research topic based on preliminary research and devise a timeline for completing work. 187, 189, 666, 771, Evaluate the validity and reliability of sources. 187, 255, Synthesize and organize information effectively. 255, 505, 666, Design and present an effective product. 255, 1008, Integrate source material. 255, 505, 639, Present final product. 195, 255, 675 D. Use of data COLLEGE AND CAREER READINESS STANDARDS 1. Identify patterns or departures from patterns among data. 201, 558, Use statistical and probabilistic skills necessary for planning an investigation, and collecting, analyzing, and interpreting data. 463, 562, 691, 943, Present analyzed data and communicate findings in a variety of formats. 187, 201, 474 E. Technology 1. Use technology to gather information. 187, 222, 255, 505, 771, Use technology to organize, manage, and analyze information. 702, , 978, Use technology to communicate and display findings in a clear and coherent manner. 222, 535, , Use technology appropriately. 702, 944,

93 College and Career Readiness Standards (CCRS) Standards 2. Apply knowledge of roots and affixes to infer the meanings of new words. 14, 197, 452, 851 Grade 12 Standards I. A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author s purpose. 1. Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer s purpose and audience. 2. Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources. 3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize materials generated, and formulate thesis. 4. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author s purpose. 5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate. II. Grade 12: English/Language Arts Standards Reading 32, 136, 166, 694, 754, 1038, , 1098, , 280, 359, 443, 538, , 262, 306, 698, , 1095, 1409, 1475 A. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. 1. Use effective reading strategies to determine a written work's purpose and intended audience. 2. Use text features and graphics to form an overview of informational texts and to determine where to locate information. 156, 628, 732, ,598, Identify explicit and implicit textual information including main ideas and author's purpose. 82, 438, Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions. 5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and credibility of an argument. 198, 282, , 810, Analyze imagery in literary texts. 252, 378, 809, 1138, Use reference guides to confirm the meanings of new words or concepts. 156, 224, 537, 879 C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 1. Read a wide variety of texts from American, European, and world literatures. 38, 541, 797, 1011, Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature. 3. Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written. 38, 272, 552, 746, Analyze and compare the use of language in literary works from a variety of world cultures. 156, 541, , 91, 646, 664, 758, 1040, 1086, 1153, 1154, 1316, 1340, 1418 D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances. 1. Describe insights gained about oneself, others, or the world from reading specific texts. 282, 997, 1050, Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film. III. Speaking 264, 517, 521 A. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information). 1. Understand how style and content of spoken language varies in different contexts and influences the listener's understanding. 449, 451, Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 451, 455, 927 B. Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 707, 755, Participate actively and effectively in group discussions. 80, 227, Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. IV. Listening 227, 707, 745 A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews). 1. Analyze and evaluate the effectiveness of a public presentation. 223, 1109, Interpret a speaker's message; identify the position taken and the evidence in support of that position. 222, 933, 1113 COLLEGE AND CAREER READINESS STANDARDS 7. Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers. 123, 480, Compare and analyze how generic features are used across texts. 168, 421, Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide verbal and nonverbal feedback, note cues such as change of pace or particular words that indicate a new point is about to be made, select and organize key information). 223, 476, Identify and analyze the audience, purpose, and message of an informational or persuasive text. 598, 1278, 1286 B. Listen effectively in informal and formal situations. 10. Identify and analyze how an author's use of language appeals to the senses, creates imagery, and suggests mood. 779, 818, 866, 1358, Listen critically and respond appropriately to presentations. 223, 909, Listen actively and effectively in one-on-one communication situations. 755, 1100, Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme. B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. 1. Identify new words and concepts acquired through study of their relationships to other words and concepts. 264, 504, 809, 958, 1022, , 514, 1110, Listen actively and effectively in group discussions. 707, 772, 909 V. Research A. Formulate topic and questions. 1. Formulate research questions. 209, 291,

94 Standards Grade 12: Cross-Disciplinary Standards 2. Explore a research topic. 291, 581, 1113 Standards 3. Refine research topic and devise a timeline for completing work. 209, 291, 581, I. Key Cognitive Skills Grade 12 B. Select information from a variety of sources. 1. Gather relevant sources. 209, 291, Evaluate the validity and reliability of sources. 291, 921, Synthesize and organize information effectively. 568, 909, Use source material ethically. 1098, 1102, 1453 C. Produce and design a document. 1. Design and present an effective product. 927, 1107, Use source material ethically. 1098, 1107, 1365 A. Intellectual curiosity 1. Engage in scholarly inquiry and dialogue. 728, 909, Accept constructive criticism and revise personal views when valid evidence warrants. 924, 1100, 1186 B. Reasoning 1. Consider arguments and conclusions of self and others. 80, 810, Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions. 551, 809, 1021, Gather evidence to support arguments, findings, or lines of reasoning. 538, 1063, Support or modify claims based on the results of an inquiry. 1099, 1286, 1358 C. Problem solving 1. Analyze a situation to identify a problem to be solved. 1097, 1337, Develop and apply multiple strategies to solving a problem. 772, 1096, Collect evidence and data systematically and directly relate to solving a problem. 453, 1244, 1337 D. Academic behaviors 1. Self-monitor learning needs and seek assistance when needed. 95, 123, 927 COLLEGE AND CAREER READINESS STANDARDS 2. Use study habits necessary to manage academic pursuits and requirements. 198, 732, Strive for accuracy and precision. 248, 894, Persevere to complete and master tasks. 248, 476, 954 E. Work habits 1. Work independently. 536, 1285, Work collaboratively. 14, 309, 993 F. Academic integrity 1. Attribute ideas and information to source materials and people. 1008, 1102, Evaluate sources for quality of content, validity, credibility, and relevance. 921, 1098, Include the ideas of others and the complexities of the debate, issue, or problem. 80, 728, Understand and adhere to ethical codes of conduct. 514, 879, 1102 II. Foundational Skills A. Reading across the curriculum 1. Use effective prereading strategies. 321, 521, Use a variety of strategies to understand the meanings of new words. 492, 1150, Identify the intended purpose and audience of the text. 582, 646, Identify the key information and supporting details. 198, 296, Analyze textual information critically. 272, 1084, Annotate, summarize, paraphrase, and outline texts when appropriate. 38, 198,

95 Standards 7. Adapt reading strategies according to structure of texts. 95, 991, Connect reading to historical and current events and personal interest. 272, 588, 1138, 1153, 1298 Grade 12 B. across the curriculum 1. Write clearly and coherently using standard writing conventions. 431, 444, Write in a variety of forms for various audiences and purposes. 89, 514, 1269, Compose and revise drafts. 120, 501, 988 C. Research across the curriculum 1. Understand which topics or questions are to be investigated. 209, 291, Explore a research topic. 581, 879, Refine research topic based on preliminary research and devise a timeline for completing work. 291, 956, Evaluate the validity and reliability of sources. 418, 921, Synthesize and organize information effectively. 574, 730, 879, 921, Design and present an effective product. 920, 954, Integrate source material. 920, 1008, Present final product. 581, 1107, 1297 D. Use of data COLLEGE AND CAREER READINESS STANDARDS 1. Identify patterns or departures from patterns among data. 70, 378, Use statistical and probabilistic skills necessary for planning an investigation, and collecting, analyzing, and interpreting data. 3, 237, 465, Present analyzed data and communicate findings in a variety of formats. 927, 1107, 1297 E. Technology 1. Use technology to gather information , 705, 707, 730, , 1113, Use technology to organize, manage, and analyze information. 455, 707, 730, , 933, 1103, Use technology to communicate and display findings in a clear and coherent manner , 730, 933, Use technology appropriately , 730, 1102,

96 Section 6 American Diploma Project (ADP) Correlation Grades Grades

97 American Diploma Project (ADP) Standards A.1.2 Reading: Analyzing Informational Texts Grades 9 10 Standards READING Grades 9 10: English and Communication Benchmarks A.1.1 Reading: Using Vocabulary Skills A a Use dictionaries, thesauruses and glossaries (printed and electronic) to determine the correct spelling and part of speech, clarify meaning and enhance understanding of a word, including distinguishing its connotation and denotation and tracing its etymology. (ADP A2) A b Use roots and affixes to determine or clarify the meaning of words. (ADP A3) A c Use knowledge of cognates in different languages and understanding of word origins to determine the meaning of words (e.g., by using cognates from Indo-European languages such as the words night (English), nuit (French), nacht (German, Dutch) and noch (Russian) to understand words such as nocturnal or equinox). (ADP A3) A a In somewhat complex texts about abstract topics, analyze textual context (within sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words, and to draw conclusions about nuances or connotations of words. (ADP A4) A b Use prior reading knowledge and explicit study to identify the meaning of literary, classical and biblical allusions. (ADP A5) A c Demonstrate understanding of phrases, proverbs, idioms and phrases taken from other languages (e.g., coup d etat or avant-garde). (ADP A5) A d Determine the appropriate meaning of figurative words and phrases in complex passages. (ADP A5) Grade 9: Dictionary, 95, 182, 404, 412, 584, 767, 909, 927, 1017, 1097, 1109, 1143, 1155, 1172, 1246; Glossary, 182, 183, 404, 584, 1246; Thesaurus, 182, 183, 689, 717, 1006, 1097, 1109, 1140 Grade 10: Dictionary, 43, 55, 75, 85, 135, 149, 165, 177, 207, 210, 211, 253, 265, 281, 293, 295, 333, 355, 365, 381, 397, 431, 431, 471, 483, 497, 507, 545, 553, 565, 573, 608, 611, 655, 667, 681, 689, 709, 723, 729, 741, 747, 772, 775, 778, 779, 833, 835, 842, 859, 913, 937, 963, 983, 1001, 1034, 1034, 1035, 1035, 1073, 1087, 1105, 1117, 1148, 1151, 1171, 1185, 1205, 1217, 1252, 1253; Thesaurus, use, 204, 210, 211, 608, 709, 772, 779, 835; Glossary, 210, 608, 723, 729, 833 Grade 9: Prefixes, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 112, 121, 314, 329, 330, 343, 442, 453, 454, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205S Grade 10: Prefixes, 60, 75, 76, 85, 154, 165, 166, 177, 336, 355, 356, 365, 431, 488, 497, 498, 507, 558, 565, 656, 640, 655, 667, 914, 937, 1190, 1205, 1206, 1217; Suffixes, 240, 253, 254, 265, 270, 281, 282, 293, 382, 397, 431, 716, 723, 724, 729, 734, 731, 742, 747, 888, 913, 1092, 1105, 1106, 1117, 1154, 1171, 1172, 1185; Roots, 30, 43, 44, 55, 116, 135, 136, 149, 462, 471, 472, 483, 540, 545, 546, 553, 674, 681, 682, 689, 812, 833, 838, 859, 938, 963, 964, 983, 984, 1001, 1064, 1073, 1074, 1087 Grade 9: Vocabulary Workshop: Foreign words, 1016; Foreign phrases, prepare note cards for, 1017 Grade 10: Vocabulary Workshop: Borrowed and Foreign Words, 1034, 1035 Grade 9: Connotation/Denotation, 182, 766, 767, 909, 927, 1118, 1155, R22 Grade 10: Connotation/Denotation, 210, 211, 608, 709, 772, 778, 779, 842, 967, 977, 983, 1120 Grade 9: Allusion, R21; for related activities also see: Comparing Literary Influences, 1126, 1129, 1130, 1131, 1133, 1135, 1136, 1137; Comparing Influences on Contemporary Literature, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1227, 1230, 1231, 1234, 1237, 1238, 1240, 1241, 1242, 1243 Grade 10: Allusion, 321, 639, 642, 643, 655, 659, 667, 926, 945, R21 Grade 9: Vocabulary Workshop: Foreign words, 1016; Foreign phrases, prepare note cards for, 1017 Grade 10: Vocabulary Workshop: Borrowed and Foreign Words, 1034, 1035 Grade 9: Figurative Language, 386, 395, 465, 608, 614, 617, 623, 625, 627, 629, 633, 637, 639, 668, 686, 689, 693, 873, 1041, 1050, 1052, 1056, 1081, 1087, 1093, 1094, 1111, 1114, 1220, R24 Grade 10: Figurative language, 630, 634, 637, 639, 708, 710, 715, 721, 722, 723, 726, 729, 948, 950, R24 A a Identify and interpret essential details in complex passages and interpret minor or subtle details in complex informational text. (ADP F2) A b Identify/infer the main ideas in complex informational text. (ADP F2) A c Identify/infer and distinguish the essential and non-essential details that support the main idea of complex informational text. (ADP F2) A d Recognize clear, subtle or implied relationships among ideas (e.g., cause-effect, additive, comparative, sequential, adversative) in somewhat complex informational texts. (ADP F6) A e Make subtle inferences and draw complex conclusions. (ADP F8) A a Summarize in a concise and well-organized way the main ideas and supporting details (presented as text and/or visuals) in challenging informational and technical texts. (ADP F3 and ADP F4) A b Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique. (ADP F3 and ADP F4) A c Synthesize information across multiple informational and technical texts and technical sources. (ADP F7) A a Identify and analyze the more involved or unconventional organizational structures found in somewhat complex informational texts. (ADP F9) A b Recognize, analyze and evaluate the sophisticated and subtle uses, abuses and complex functions of verbal techniques, including ambiguity, contradiction, paradox, irony, incongruities, overstatement and understatement. (ADP F10) Grade 9: Details, 101, 105, 118, 351, 365, 426, 479, 489, 490, 492, 493, 494, 498, 503, 523, 742, 742, 744, 747, 978, 1118, 1210, 1211, 1212, 1214 Grade 10: Details, 59, 64, 67, 69, 71, 74, 75, 80, 85, 90, 91, 92, 93, 94, 95, 153, 160, 165, 171, 176, 177, 180, 402, 403, 404, 405, 406, 407, 461, 466, 470, 471, 477, 479, 483, 487, 491, 492, 494, 497, 502, 504, 506, 507, 510, 584, 587, 588, 589, 590, 593, 594, 597, 601, 602, 603, 752, 753, 754, 755, 756, 757 Grade 9: Main idea, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487; Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747 Grade 10: Controlling idea, 90, 91, 95, 402, 403, 404, 405, 406, 407, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507, 510 Grade 9: Inferences, 74, 75, 77, 79, 498, 504, 506, 510; Main idea, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487; Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747 Grade 10: Controlling idea, 90, 91, 95, 402, 403, 404, 405, 406, 407, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507, 510; Inferences, make/ defend subtle, 578, 579, 580, 581, 694, 695, 696, 698, 699 Grade 9: Analyze Ideas and Organizational Patterns, 74, 75, 76, 77, 78, 79; Connect and Synthesize Ideas, 492, 493, 494, 495, 496, 497; Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747 Grade 10: Organizational patterns analyze, 578, 579, 580, 581, 582, 583, make/ defend subtle inferences and complex conclusions, 694, 696, 697, 698, 699 Grade 9: Inferences, 74, 75, 77, 79, 498, 504, 506, 510; Conclusions, draw: from informational texts, 77, 980, author's purpose, 78, from organizational pattern, 79, Internet sources, 985 Grade 10: Conclusions, 298, 299, 300, 302, 305, 335, 335, 342, 343, 347, 348, 352, 355, 355, 361, 365, 365, 369, 373, 374, 377, 378, 381, 386, 390, 391, 394, 397, 400, 512, 515, 517, 539, 557, 557, 562, 565, 565, 569, 573, 573, 576, 578, 579, 580, 581, 583, 694, 696, 697, 698, 699, 1008, 1010, 1012, 1013; Inferences, make/defend subtle, 578, 579, 580, 581, 694, 695, 696, 698, 699 Grade 9: Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747 Grade 10: Controlling Idea: summarize, 461, 483, 510, 811, 820, 825, 832 Grade 9: Analyze Summary and Critique, 376, 377, 378, 379, 380; Opinions, distinguish between substantiated and unsubstantiated, 1120, 1124, 1125 Grade 10: Distinguish Summary and Critique, 936, 962, 982, 1000, 1222, 1225, 1227; Identify non-essential information, 1222, 1223, 1227 Grade 9: Connect and Synthesize Ideas, 492, 493, 494, 495, 496, 497 Grade 10: Synthesize: information from multiple graphical sources, 512, 515, 517, 1008, 1010, 1012, 1013, and make logical connections, 752, 755, 756, 757, 1227 Grade 9: Analyze Ideas and Organizational Patterns, 74, 75, 76, 77, 78, 79 Grade 10: Organizational patterns analyze, 578, 579, 580, 581, 582, 583 Grade 9: For related activities please see: Appeals to Reason & Emotion, 519, 523, 531; Rhetorical Structures and Devices, 539, 543, 544, 546, 549 Grade 10: Rhetorical devices, analyze aesthetic effects of, 407, 531, 575, 731, 768; Rhetorical fallacies, analyze, 864, 866, 867, 1005 american diploma project (ADP)

98 Standards Standards Grades 9 10 A c Comprehend, interpret and evaluate somewhat complex factual, quantitative, technical or mathematical information presented in maps, charts, graphs, time lines, tables and diagrams. (ADP F15 and ADP A7) A d Evaluate somewhat complex informational and technical texts for their clarity, simplicity and coherence and for the appropriateness of their graphics and visual appeal. (ADP F3 and ADP F11) A Follow extended multi-tasked or multidimensional instructions in somewhat complex informational or technical texts. (ADP F1) A.1.3 Reading: Analyzing Arguments Using Logic / Critical Thinking A a Describe the structure of a multi-faceted argument with a stated main claim or conclusion and explicit or implicit premises that include explicit indicators (e.g., hence, consequently, given). (ADP E3) A b Analyze the elements of deductive and inductive arguments. (ADP E7) A c Explain the different ways premises support conclusions in deductive and inductive arguments (where, if the premises of a deductive argument are all true and its form is valid, the conclusion is inescapably true i.e., the conclusion is sound and how the conclusion of an inductive argument provides the best or most probable explanation of the truth of the premises, but is not necessarily true i.e., is weak or strong). (ADP E7) Grade 9: Analyze Graphical Sources, 154, 155, 156, 157, 158, 159, 494 Grade 10: Synthesize Information from Multiple Graphical Sources, 512, 515, 517, 1008, 1010, 1012, 1013 Grade 9: Cookbook Article/Article, 74, 75, 76, 77, 78, 79; Train Schedule/ Brochure, 154, 155, 156, 157, 158, 159; Safety Guide/Technical Instructions, 284, 285, 286, 287, 288, 289; Technical Document, 493, 494; Instructions for Software, 673, 674 Grade 10: Technical Article, 298, 299, 300, 301, 302; Technical Directions & Trail Guide, 512, 513, 514, 515, 516, 517; Guide & Timeline, 694, 695, 696, 697, 698, 699; Safety Rules & Instructions, 1008, 1009, 1010, 1011, 1012, 1013 Grade 9: Cookbook Article, 74, 75, 76, 79; Train Schedule, 154, 155, 156, 159; Safety Guide/Technical Instructions, 284, 285, 286, 287, 288, 289; Technical Document, 493, 494; Instructions for Software, 673, 674 Grade 10: Technical Article, 298, 299, 300, 301, 302; Technical Directions & Trail Guide, 512, 513, 514, 515, 516, 517; Guide & Timeline, 694, 695, 696, 697, 698, 699; Safety Rules & Instructions, 1008, 1009, 1010, 1011, 1012, 1013 Grade 9: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561; Handbook: Logic and Critical Thinking, R55 Grade 10: Evaluate Argument, 539, 545, 552, 553, 557, 562, 564, 565, 573, 576, 1122, 1127; Handbook: Logic and Critical Thinking, R55 Grade 9: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561 Grade 10: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 564, 565, 573, 576, 1122, 1127 Grade 9: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561; Analyzing Evidence, 566, 567, 568, 569, 570, 571 Grade 10: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 564, 565, 573, 576, 1122, 1127 A d Identify false statements and explain the role they play in certain kinds of persuasive arguments. (ADP E2) A e Explain why common logical fallacies such as the appeal to pity (argumentum ad misericordiam), the personal attack (argumentum ad hominem), the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available) do not prove the point being argued. (ADP E5) A f Identify and analyze the stylistic and rhetorical devices that are used to persuade in written and oral communication. Recognize that these devices accompany arguments but are not necessarily logically connected to them (e.g., loaded terms, caricature, leading questions, false assumptions). (ADP E6) A a Explain and evaluate a variety of relationships (e.g., causality, contradiction, implication) among evidence, inferences and claims in a variety of argumentative texts. (ADP F6) A b Identify and analyze similarities and differences in evidence, premises and conclusions between two or more arguments on the same topic. (ADP E8) A.1.4 Reading: Analyzing Literary Texts A a Demonstrate knowledge of 18th and 19th century foundational works of American literature. (ADP H1) Grade 9: Handbook: Logic and Critical Thinking: Flaws in Arguments, R55; also see: Opinions, distinguish between substantiated and unsubstantiated, 1120, 1124, 1125; also see: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561 Grade 10: Handbook: Logic and Critical Thinking: Flaws in Arguments, R55; also see: Persuasive texts, analyze/evaluate, 7, 539, 576, 864, 1112; Distinguish fact from opinion, 557, 562, 565, 573; Identify unsubstantiated opinion, 1222, 1226, 1227 Grade 9: Handbook: Logic and Critical Thinking: Flaws in Arguments, R55; also see: Appeals to Reason & Emotion, 519, 523, 531; Rhetorical Structures and Devices, 539, 543, 544, 546, 549 Grade 10: Fallacies, analyze rhetorical/logical, 864, 866, 867, 1005; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 565, 573, 576, 1122, 1127; Handbook: Logic and Critical Thinking: Flaws in Arguments, R55 Grade 9: Appeals to Reason & Emotion, 519, 523, 531; Rhetorical Structures and Devices, 539, 543, 544, 546, 549; Handbook: Logic and Critical Thinking, R54 R55 Grade 10: Rhetorical devices, analyze aesthetic effects of, 531, 575, 768, evaluate role, 539, 543, 545, 549, 553; Rhetorical questions, 534, 539, 545, 553, R28; Rhetorical fallacies, analyze, 864, 866, 867, 1005; Handbook: Logic and Critical Thinking, R54 R55 Grade 9: Evidence, analyze, 519, 525, 532, 533, 535, 545, 554, 564, 566, 567, 568, 569, 570, 571; Handbook: Logic and Critical Thinking, R54 R55 Grade 10: Evidence: informational texts, 298, 299, 300, 301, 302, 303, 304, 305, nonfiction, 557, 561, 564, 565, 569, 573, evaluate accuracy, 1122, 1124, 1126, 1127; also see: Evaluate Argument, 539, 545, 552, 553, 562, 576, 1122, 1127; Handbook: Logic and Critical Thinking, R54 R55 Grade 9: Informational Texts: Analyze Evidence (FDR and views on fear), 566, 567, 568, 569, 570, 571 Grade 10: Informational Texts: Distinguish Evidence, 298, 299, 300, 301, 302, 303, 304, 305, Analyze Controlling Idea, 402, 403, 404, 405, 406, 407 Grade 9: Please see the following selections: The Cask of Amontillado on pp ; The Invalid s Story on pp ; Emily Dickinson poems on pp. 634, 635, 728; The Bells on pp ; Casey at the Bat on pp ; The Raven on pp ; I hear America singing on p. 750; There is a longing on p ; Pecos Bill on pp Grade 10: Please see the following selections: The Masque of the Red Death on pp ; On the Annexation of Texas on pp ; Inaugural Address on pp ; Emily Dickinson poems on pp. 718, 728; from A Connecticut Yankee in King Arthur s Court on pp american diploma project (ADP) A a Evaluate the relevance and quality of evidence given to support or oppose an argument. (ADP E4) A b Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions and apply them to distinguish the two types of claims. (ADP E1) A c Distinguish between evidence which is directly stated and evidence which is inferred or implied within an argument. (ADP E1) Grade 9: Evidence, analyze, 519, 525, 532, 533, 535, 545, 554, 564, 566, 567, 568, 569, 570, 571; Handbook: Logic and Critical Thinking: Evaluate Evidence, R54 Grade 10: Evaluate Accuracy of Evidence, 1122, 1124, 1126, 1127; Handbook: Logic and Critical Thinking: Evaluate Evidence, R54; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 565, 573, 576, 1122, 1127 Grade 9: Opinions, distinguish between substantiated and unsubstantiated, 1120, 1124, 1125; Handbook: Logic and Critical Thinking, R54 Grade 10: Distinguish Opinions from Facts, 557, 562, 565, 573; Opinions, identify unsubstantiated, 1222, 1226, 1227; Evaluate Accuracy of Evidence, 1122, 1124, 1126, 1127; Handbook: Logic and Critical Thinking, R54 Grade 9: Handbook: Logic and Critical Thinking: Evaluate Evidence, R54; also see: evidence, analyze, 519, 525, 532, 533, 535, 545, 554, 564, 566, 567, 568, 569, 570, 571 Grade 10: Handbook: Logic and Critical Thinking: Evaluate Evidence, R54; also see: Distinguish Evidence to Support Argument, 298, 303, 305, 557, 564, 565, 573; A b Analyze foundational documents that have historical and literary significance in American culture. (ADP H2) A a Demonstrate understanding of non-linear plot progressions. (ADP H4) Grade 9: Please see the following selections: I Have a Dream on pp ; First Inaugural Address on pp Grade 10: Please see the following selections: On the Annexation of Texas on pp ; Inaugural Address on pp Grade 9: Foreshadowing, 43, 51, 53, 57, 64, 69, 72, 96, R24; Flashback, 290, 300, 301, 1041, 1048, 1079, 1083, R24 Grade 10: Foreshadowing, 29, 35, 37, 43, 55, 88, R24; Flashback, 29, 55, 109, 330, 1059, R

99 Standards Standards Grades 9 10 A b Analyze how plot structures (e.g., conflict, resolution, climax and subplots) function and advance the action. (ADP H4) A c Analyze the role and function of characters in a variety of literary texts, including complex texts. (ADP H4 and ADP H8) A d Analyze how authors develop complex, multilayered characters through use of literary devices (e.g., character actions, interaction among characters, dialogue, physical attributes and characters thoughts). (ADP H4 and ADP H8) A e Analyze the moral dilemmas in complex works of literature, as revealed by characters motivation and behavior. (ADP H4 and ADP H8) A f Identify ways that the plot shapes the character and presentation of moral dilemmas in complex text. (ADP H4 and ADP H8) Grade 9: Plot, 6, 14, 43, 48, 50, 51, 53, 64, 96, 198, 199, 202, 207, 290, 293, 294, 297, 299, 300, 301, 304, 305, 782, 960, 1041, 1048, 1079, 1083, R27; Conflict, 8, 43, 94, 96, 194, 211, 216, 218, 222, 224, 225, 226, 228, 235, 237, 245, 246, 249, 251, 252, 253, 306, 307, 310, 713, 782, 796, 1098, R22, R24; Climax, 43, 57, 69, 307, 782, 960, R22; Resolution, 43, 94, 96, 211, 237, 253, 306, 307, 960, R28 Grade 10: Plot, 6, 13, 19, 29, 33, 35, 37, 38, 40, 42, 43, 43, 49, 51, 54, 55, 55, 224, 226, 267, 330, 794, 796, 837, 856, 857, 859, 887, 897, 907, 913, 989, 997; Conflict, 8, 13, 27, 29, 42, 43, 54, 55, 109, 115, 119, 121, 125, 128, 130, 133, 135, 140, 144, 146, 149, 224, 226, 231, 234, 330, 794, 807, 811, 815, 822, 831, 835, 878, 887, 900, 909, 965, 976, 977, 981, 983; Resolution, 19, 29, 55, 115, 135, 149, 226, 794 Grade 9: Characters, 6, 8, 12, 125, 130, 134, 135, 141, 146, 149, 151, 198, 199, 200, 204, 208, 223, 246, 282, 313, 318, 321, 324, 329, 333, 334, 336, 339, 343, 347, 401, 782, 784, 807, 812, 861, 864, 886, 886, 891, 1085, 1145, 1167, R21, R23 Grade 10: Characters, 4, 6, 9, 14, 17, 224, 227, 228, 232, 237, 239, 244, 245, 248, 251, 253, 258, 260, 262, 264, 265, 328, 794, 796, 803, 807, 887, 985, 987, 990, 998, 1001, 1050, 1051, 1063, 1073, 1087, R21, R22 Grade 9: Character development: using details, 135, using dialogue, 223, 347, develop complex, 812, 886, using foils, 861, 886, 891, development of, 1167 Grade 10: Character development, 227, 239, 253, 265; Character motivation, 1014, 1017, 1019, R26 Grade 9: Antagonist, Protagonist, motivations of, 1158, 1187, 1188 Grade 10: Comparing themes and moral dilemmas across different, 1228, 1230, 1231, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Protagonist and antagonist, 811, 815, 822, 831, 835; Character motivation, 1014, 1017, 1019 Grade 9: Antagonist/ Protagonist: and conflict, 1155, development of, 1161, 1162, 1176, 1177, 1184, build suspense, 1185 Grade 10: Comparing themes and moral dilemmas across different, 1228, 1230, 1231, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Protagonist and antagonist, 811, 815, 822, 831, 835; Character motivation, 1014, 1017, 1019 A a Consider genre characteristics in interpreting challenging literary texts. (ADP H3) A b Demonstrate understanding that form relates to meaning. (ADP H3) Grade 9: Fiction and Nonfiction, 4 8, 16, 21; Literary Essay, 23, 27, 28, 33, 36, 38, 39; Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Short Stories, , 209; Comparing Elements of Fiction, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Types of Nonfiction, , 439; Comparing Biographical, 498, 503, 504, 506, 507, 510, 511; Comparing Humorous, 572, 575, 576, 578, 580, 581; Poetry, , 615; Comparing Forms of Lyric Poetry, 748, 750, 751, 753, 755; Drama, , 797; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001; Universal Themes in the Oral Tradition, Grade 10: Comparing Narration and Tone, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320, 322, 323, 324, 325, 326, 327; Nonfiction, , 459; Expository Essay, 461, 465, 469, 471, 480, 483; Reflective Essay, 487, 492, 496, 497, 502, 503, 505, 507; Comparing Humorous, 518, 521, 523, 524, 526, 529, 530, 531; Poetry, ; Poetic Forms, 671, 677, 679, 681, 685, 687, 689; Drama, ; Greek Tragedies, 837, 840, 841, 843, 846, 851, 856, 859; Shakespeare s Tragedies, 887, 897, 900, 902, 907, 909, 913; Blank Verse, 915, 917, 919, 924, 927, 935, 937; Dramatic Speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Themes in Literature, , 1061; Comparing Archetypal Narrative Patterns, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1142, 1144, 1145 Grade 9: Literary Essay, 23, 27, 28, 33, 36, 38, 39; Comparing points of view, 80, 83, 84, 85, 87, 89, 93; Voice, 101, 105, 110, 111, 116, 117, 120, 121; Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Comparing Biographical, 498, 503, 504, 506, 507, 510, 511; Comparing Humorous, 572, 575, 576, 578, 580, 581; Sound Devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Comparing Forms of Lyric Poetry, 748, 750, 751, 753, 755; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001 Grade 10: Comparing Narration and Tone, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320, 322, 323, 324, 325, 326, 327; Expository Essay, 461, 465, 469, 471, 480, 483; Reflective Essay, 487, 492, 496, 497, 502, 503, 505, 507; Comparing Humorous, 518, 521, 523, 524, 526, 529, 530, 531; Poetic Forms, 671, 677, 679, 681, 685, 687, 689; Greek Tragedies, 837, 840, 841, 843, 846, 851, 856, 859; Shakespeare s Tragedies, 887, 897, 900, 902, 907, 909, 913; Blank Verse, 915, 917, 919, 924, 927, 935, 937; Dramatic Speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Comparing Archetypal Narrative Patterns, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1142, 1144, 1145 american diploma project (ADP) A g Identify and analyze the setting (location and time) and how the setting, and changes in setting, impact on plot, character, theme and tone in more challenging literary texts. Grade 9: Setting, 6, 9, 199, 199, 310, 401, 697; Historical and Cultural Context (setting), 1041, 1048, 1050, 1052, 1056, 1059, 1062, 1064, 1067, 1068, 1072, 1076, 1081, 1083, 1087, 1092, 1093, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1111, 114, 1115 Grade 10: Setting, 6, 8, 9, 27, 224, 226, 228, 237, 269, 273, 278, 281, 287, 288, 293, 329, R23, R29; Historical and cultural setting, 335, 715, 721, 723, 726, 729, 948, 950, 1220 A c Identify, analyze and evaluate the effect and use of metrics, rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). (ADP H5) Grade 9: Sound Devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Rhyme and Meter, 719, 725, 726, 729, 732, 735, 737; Blank Verse, 833, 836, 837, 839, 841, 843, 845, 847, 849, 850, 853, 855, 856, 859 Grade 10: Sound devices in poetry, 630, 631, 733, 737, 741, 744, 747, 749; Rhyme & Rhythm, 630, 632, 671, 672; Dramatic poetry, 631, R23; Lyric and narrative poetry, 631, 639, 643, 647, 649, 651, 655, 659, 660, 662, 663, 664, 665, 667, 669; Blank verse, 915, 917, 919, 924, 927, 935, 937 A h Analyze the narration and point of view in more challenging literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators. (ADP H4) A i Explain the impact of the author s choice of a particular point of view(s). (ADP H4) Grade 9: Comparing points of view, 80, 83, 84, 85, 87, 89, 93; Narrative voice, 196; Narrative structure, 430 Grade 10: Point of view, 6, 14, 306, 312, 313, 318, 327, 1025, 1244, R27; Narration, compare tone and, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320, 322, 323, 324, 325, 326, 327, 452, 455 Grade 9: Comparing points of view, 80, 83, 84, 85, 87, 89, 93 Grade 10: Point of view, 6, 14, 306, 312, 313, 318, 327, 1025, 1244 A d Identify and analyze elements of dramatic literature (for example, dramatic irony, soliloquy, stage direction and dialogue) in more challenging plays. (ADP H6) Grade 9: Drama, , 797; Dialogue and Stage Directions, 801, 808, 809, 813, 817, 819, 821, 822, 824, 826, 827, 828, 829, 831; Dramatic Speeches, 861, 864, 870, 871, 874, 878, 885, 886, 887, 890, 891; Dramatic Irony, 893, 896, 897, 899, 900, 904, 905, 906, 908, 910, 911; Tragedy and Motive, 913, 916, 919, 920, 921, 922, 925, 926, 928, 930; Comedy, 967, 872, 875; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001 Grade 10: Drama, ; Greek Tragedies, 837, 840, 841, 843, 846, 851, 856, 859; Using Text Aids, 887, 894, 897, 902, 904, 910, 913; Blank Verse, 915, 917, 919, 924, 927, 935, 937; Dramatic Speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Tragic Heroes, 985, 988, 990, 992, 994, 995, 997, 1001 A a Identify, analyze and explain the development of the theme(s) of a challenging literary text. (ADP H4 and ADP H9) Grade 9: Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Themes in Literature: introduction, , 1038, 1039, epic, 1047, 1048, 1049, 1051, 1053, 1054, 1057, 1059, 1060, 1063, 1071, 1072, 1074, 1076, 1077, 1081, 1082, historical and cultural setting, 1062, 1064, 1067, 1072, 1076, values reflected in, 1068, historical and cultural setting for, 1097, 1099, 1101, 1107, 1108, 1110, 1111 Grade 10: Themes, 6, 8, 179, 237, 335, 339, 341, 342, 344, 351, 353, 355, 359, 365, 378, 391, 837, 859, 878, 879, 868, 1048, 1052, 1054, 1055, 1056, 1057, 1059, 1228, 1230, 1231, 1232, 1234, 1236, 1237, 1239, 1240,

100 Standards Standards Grades 9 10 A b Identify, analyze and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity. (ADP H4 and ADP H9) A c Analyze works of literature for what they suggest about the historical period in which they were written. (ADP H7) A d Analyze texts to identify the author s attitudes, viewpoints and beliefs and to compare these to the larger historical context of the texts. (ADP H7) LISTENING (A.2) A.2.1 Listening Skills A Follow multi-tasked or multi-dimensional spoken instructions to perform a specific role in a task, answer difficult questions and solve challenging problems. (ADP B1) A Identify/infer the thesis of a complex speech in which the ideas may be abstract, theoretical, and philosophical and in which the organization is not necessarily linear, but may proceed from point to point, and distinguish the essential and less-important details that may subtly elaborate it. (ADP B4) A Summarize concisely information presented orally by others including the purposes (explicit and implicit), major ideas (explicit and implicit) and supporting details or evidence, and demonstrate the ability to distinguish more important from less important details. (ADP B2) A Paraphrase accurately multiple, challenging ideas and information presented orally by others. (ADP B3) A Analyze the ways in which the style, structure and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into account the speaker s nonverbal gestures, credibility and point of view. (ADP B5) A Listen actively in group discussions by asking clarifying, elaborating and synthesizing questions and by managing internal (e.g., emotional state, prejudices) and external (e.g., physical setting, difficulty hearing, recovering from distractions) barriers to aid comprehension. (ADP B7) Grade 9: Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Themes in Literature, , 1039; Grade 10: Theme: Compare and analyze effect of cultural context, 758, 762, 763, 764, 767; Compare Theme from different time periods, 868, 877, 1018, 1220; Universal and culturally specific theme, 868, 871, 872, 873, 875, 876, 877 Grade 9: Historical and Cultural Context (setting), 1041, 1048, 1050, 1052, 1056, 1059, 1062, 1064, 1067, 1068, 1072, 1076, 1081, 1083, 1087, 1092, 1093, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1111, 114, 1115 Grade 10: Historical and cultural setting, 335, 715, 721, 723, 726, 729, 948, 950, 1220; Historical context, theme and, 227, 1050 Grade 9: Comparing points of view, 80, 83, 84, 85, 87, 89, 93; Comparing Biographical, 498, 503, 504, 506, 507, 510, 511; Historical and Cultural Context (setting), 1041, 1048, 1050, 1052, 1056, 1059, 1062, 1064, 1067, 1068, 1072, 1076, 1081, 1083, 1087, 1092, 1093, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1111, 114, 1115; Philosophical Assumptions, 1193, 1198, 1199, 1205 Grade 10: Author's perspective, 59, 63, 64, 65, 67, 69, 71, 72, 74, 75, 80, 85, 1122, 1123, 1125, 1126, 1127; Cultural context, 227, 758, 767, 1050, 1059, 1061, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1105, 1110, 1113, 1115, 1117; Historical context, theme and, 227, 1050; Historical and cultural setting, 335, 715, 721, 723, 726, 729, 948, 950, 1220 Grade 9: Giving and Following Oral Instructions, ; How-to Presentation, 1255; also see: Listening: in teamwork, 424 Grade 10: Giving and Following Oral Instructions, Grade 9: For related activities see: Evaluate Presentations, 415; Persuasive Presentation (evaluate), 537; Evaluating a Technical Speech, 1257 Grade 10: Viewing and Evaluating a Speech, ; Delivering a Persuasive Speech (evaluate), 617; Delivering Multimedia Presentation (evaluate), 1037 Grade 9: For related activities see: Evaluate Presentations, 415; Persuasive Presentation (evaluate), 537; Evaluating a Technical Speech, 1257 Grade 10: For related activities see: Viewing and Evaluating a Speech, ; Delivering a Persuasive Speech (evaluate), 617; Delivering Multimedia Presentation (evaluate), 1037 Grade 9: For related activities see: Evaluate Presentations, 415; Persuasive Presentation (evaluate), 537; Evaluating a Technical Speech, 1257 Grade 10: For related activities see: Viewing and Evaluating a Speech, ; Delivering a Persuasive Speech (evaluate), 617; Delivering Multimedia Presentation (evaluate), 1037 Grade 9: For related activities see: Evaluate Presentations, 415; Persuasive Presentation (evaluate), 537; Evaluating a Technical Speech, 1257 Grade 10: For related activities see: Viewing and Evaluating a Speech, ; Delivering a Persuasive Speech (evaluate), 617; Delivering Multimedia Presentation (evaluate), 1037 Grade 9: Debate, 281, 1117; Panel discussion, 463, 739; also see: Teamwork (discussion), 2, 194, 411, 424, 765, 778, 1028 Grade 10: Persuasive Texts Debate, 864; also see: Big Question (discussion), 2, 209, 222, 429, 442, 613, 626, 777, 790, 1033, 1046, 1251; Listen responsively, 151, 429, 432, 509, 626, 791; Listen attentively, 222, 429 VIEWING (A.3) A.3.1 Viewing Skills A Recognize, analyze and evaluate the effects of sound, visual images and language on audience, taking context into consideration and differentiating among information, persuasion and entertainment. (ADP G1) A Identify and analyze visual and verbal elements as they intersect or conflict, emphasizing the cultural context, audience and purpose of the media. (ADP G2) A Analyze the effect of visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television or film; layout, pictures and typeface in newspapers, magazines and print advertisements; layout, navigation, and links and interactive features on Web sites). (ADP G3) Communicate Information (C) WRITING (C.1) C.1.1 : Topics, Development and Focus C Develop topics that address unfamiliar concepts that are removed from the students personal experiences, address and analyze abstract issu1es. (ADP C4) C Use a variety of strategies when appropriate (such as comparisons, anecdotes or detailed descriptions) to provide specific facts, concrete details, reasons and examples that support and amplify the thesis. (ADP C4) C a Develop ideas as appropriate to audience and respond to readers potential questions and counterarguments. (ADP C9, ADP C10 and ADP E9) C b Include substantive and relevant details to meet the needs of the audience and purpose. (ADP C9, ADP C10 and ADP E9) C.1.2 : Coherence and Cohesion C a Employ varied and appropriate organizational structures that support the topic and that focus attention on its essential elements. (ADP C3) Grade 9: Analyzing Media Messages, ; Comparing Media Coverage, ; Evaluating Formality and Tone, ; also see: Media literacy, 181, 421, 601, 764, 775, 1018 Grade 10: Analyze media Message, ; Comparing Media Coverage, ; also see: Media Literacy, 219, 439, 623, 787, 1004, 1187 Grade 9: Analyzing Media Messages, ; Comparing Media Coverage, ; Evaluating Formality and Tone, Grade 10: Analyze media Message, ; Comparing Media Coverage, ; also see: Media Literacy, 219, 439, 623, 787, 1004, 1187 Grade 9: Cookbook Article/Article, 75, 76, 78; Analyze Graphical Sources, 154, 155, 156, 157, 158, 159; Safety Guide/Technical Instructions, 284, 285, 286, 287, 288, 289; Technical Document, 493, 494; Analyzing Media Messages, ; Instructions for Software, 673, 674; Comparing Media Coverage, Grade 10: Analyze media Message, ; Media Literacy, 219, 439, 623, 787, 1004, 1187; Technical Article, 299, 300, 302; Technical Directions & Trail Guide, 512, 513, 514, 515, 516, 517; Guide & Timeline, 694, 695, 696, 697, 698, 699; Safety Rules & Instructions, 1008, 1009, 1010, 1011, 1012, 1013; Comparing Media Coverage, Grade 9: Prewriting/Planning, 123, 173, 306, 345, 373, 403, 583, 641, 667, 686, 717, 757, 977, 1003, 1085, 1117, 1138, 1191, 1207, 1244 Grade 10: Prewrite, 109, 201, 329, 421, 532, 605, 708, 769, 878, 1021, 1146, 1243 Grade 9: Thesis, develop/support, 173, 583, 667, 757 Grade 10: Develop controlling idea, 201, 770; Well-chosen details, 203; Thesis statement, 421, 1021, 1243; Stick to relevant facts, 422; Evaluate support, 534, 608; Offer strong evidence, 606; Support opinions, 1244 Grade 9: Audience, revise for your, 176, 514, 586, 688, 689 Grade 10: Analyze audience, 421; Language that suits audience, 422; Anticipate questions and counterarguments, 534; Look at both sides of the issue, 605; Anticipate and address objections, 606; Consider your purpose, 1243; Support opinions, 1244 Grade 9: Audience: select information, 174, 404, provide evidence for, 584, 758, 1005 Grade 10: Well-chosen details, 203; Stick to relevant facts, 422; Anticipate questions and counterarguments, 534; Strengthen evidence, 534; Offer strong evidence, 606; Include relevant evidence and well-chosen details, 770; Provide elaboration, 1148; Support opinions, 1244 Grade 9: Organization: structure the sequence, 94, plan organizing structure, 174, sequence e of events, 308, organizing structure, 404, organize information, 514, organizing structure, 584, planning poetic form and structure, 687, organize your ideas, 758, develop the plot, 960, organize information, 1004, organize your information, 1140, choose an organization, 1246 Grade 10: Structure ideas, 109; Cause and effect chart, 201; Logical organization, 202; Outline, 422; Use organizing structure, 770; Organize your information, 1023; Strengthen coherence, 1025; Revise for organization, 1148; Choose organization, 1244; Revise to balance organization, 1246 american diploma project (ADP)

101 Standards Standards Grades 9 10 C b Use appropriate words and phrases to signal organizational patterns (e.g., cause(s) and effect(s), organizing multiple causes or effects with clear indicators). (ADP C3) C c Use text features (headings, subheadings, formatting) as appropriate to signal important points within the text. (ADP C3) C Maintain coherence through the consistent and effective use of transitions between sentences and paragraphs that signal complex relationships of ideas. (ADP C3) C.1.3 : Language and Technical Facility C a Use language precisely considering audience and purpose taking advantage of both the connotative and denotative power of language. (ADP A6, ADP A7 and ADP C2) C b Use precise technical language as needed. (ADP A6, ADP A7 and ADP C2) C c Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, caricature) for effect to meet the needs of audience and purpose. (ADP A6, ADP A7 and ADP C2) C a Use correct sentence structures that are appropriate for audience and purpose. (ADP A1) C b Vary somewhat complex syntax for effect (e.g., when coordinating equally important ideas and subordinating less important ideas) and incorporate more complicated syntax (e.g., increased use of embedded clauses). (ADP A1) C a Edit to craft a tone that adds interest to the message and is appropriate for the topic, audience and enhances the purpose. (ADP C5) C b Use language that communicates the writer s stance and attitude toward the topic. (ADP C5) C Demonstrate control of Standard English through grammar, usage and mechanics (punctuation, capitalization and spelling) to support the clarity of expression in more complicated text. (ADP A1) Grade 9: For related activities see: Transition words/phrases, 172, 402, 406, 760, 1244 Grade 10: For related activities see: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244, 1249 Grade 9: Business letter elements, 514; Format your script, 962; Use a style manual, 1008; Reading-friendly formatting, 1140 Grade 10: Proper structure (block formats), 534; Reader-friendly formatting techniques, 179, 575, 1148 Grade 9: Transition words/phrases, 172, 402, 406, 760, 1244 Grade 10: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244 Grade 9: Word choice: evaluate, 95, revise to improve, 176, 586, procedural text, 1142, use thesaurus to vary, 1006; also see: Connotation, Denotation, 182, 766, 767, 909, 1118, R22 Grade 10: Subtlety of meaning, 110; Sensory details, 330; Language that suits audience, 422; Word choice, 424, 608, , 1246; Rhetorical Devices, 534; Develop figurative language, 708; also see: Connotation, Denotation, distinguish denotation from, 210, 211, 608, 709, 772, 778, 779, 842, 967, 977, 983, 1120 Grade 9: Teach your audience (instructions), 1139; also see: Technical language, use, 537; Technical terms, 1254 Grade 10: Procedural Document: technical terms, add, 1147, define all, 1148: also see: Idioms, Jargon, and Technical Terms, 1252 Grade 9: Figurative language, convey mood with, 686; also see: Verbs, identify and revise inconsistent, 309 Grade 10: Sensory details, 330; Develop figurative language, 708 Grade 9: Sentence structure: revise, 406; Writer's Toolbox (Texas): sentence combining, 515, revising to create parallelism, 587, using adverbial clauses to combine sentences, 1009, fragments and run-ons, 1141, varying sentence structure, 1249 Grade 10: Sentences: vary length, 110, 1247; tighten, 423; combine, 535, 881, 1027; correct fragment/run-on, 1149; also see: Conventions: use variety of correctly structured, 1088, 1089, 1118, 1119 Grade 9: Sentence structure: revise, 406; Writer's Toolbox (Texas): sentence combining, 515, revising to create parallelism, 587, using adverbial clauses to combine sentences, 1009 Grade 10: Sentences: vary length, 110, 1247; combine, 535, 881, 1027; also see: Conventions: use variety of correctly structured, 1088, 1089, 1118, 1119 Grade 9: Tone: establish, 687, find appropriate voice, 963 Grade 10: Tone and style, 424; also see: Tone: include details that contribute to, 179, 878, 880, 1187 Grade 9: Word choice: evaluate, 95, McCracken, Elizabeth on, 175, revise to improve, 176, 586, procedural text, 1142, use thesaurus to vary, 1006, Smith, Coach Dean on, 1247 Grade 10: Subtlety of meaning, 110; Language that suits audience, 422; Word choice, 424, 608, , 1246; Rhetorical Devices, 534 Grade 9: Writer's Toolbox (Texas): Conventions, 97, 177, 309, 407, 515, 587, 761, 1009, 1141, 1249; Editing/Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1251 Grade 10: Writer's Toolbox (Texas): Conventions, 111, 205, 331, 425, 535, 609, 773, 881, 1149; Editing, 113, 207, 333, 427, 537, 611, 713, 775, 883, 1031, 1151, 1249 C When other sources are used or referenced (such as in research, informational essays or literary essays), students will:! Acknowledge source material and create a reliable bibliography in a standard format;! Cite sources using a standard format (such as MLA or APA) with a high degree of accuracy;! Appropriately quote; paraphrase; or summarize text, ideas or other information taken from print or other electronic sources; Grade 9: Research Report (sources): source cards, 1004, credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Persuasive Essay: Identify sources, 606; Research Report (sources): Organize notes/sources cards, 1022; Use and credit sources, 1023; Citing sources in body of report, 1026; Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40 R41 Grade 9: Research Report (sources): credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report (sources): Style manual, Works-cited list or bibliography, 1026; Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40 R41 Grade 9: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Persuasive Essay: Paraphrase, summarize, quote, and accurately cite sources, 606; Interpretative Response: Use embedded quotations, 770; Research Report: Use and credit sources, 1023; Avoid plagiarism, 1025; Citing sources in body of report, 1026; Citing Sources and Preparing Manuscript, R40 R41! Correctly incorporate ideas within text; Grade 9: Quotations: include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): source cards, 1004, credit your, 1005, document, 1008, cite appropriately, 1011 Grade 10: Persuasive Essay: Look at both sides of the issue, 605; Offer strong evidence, 606; Interpretative Response: Analyze aesthetic effects, 769; Use paraphrases, 770; Research Report: Synthesize ideas, 1023; Progress of ideas, 1025! Accurately embed quotations from other sources; and, Grade 9: Quotations: include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011 Grade 10: Interpretative Response: Use embedded quotations, 770; Research Report: Avoid plagiarism, 1025; Citing sources in body of report, 1026! Accurately embed graphics, when appropriate. (ADP C6) C.1.4 Process: Planning, Editing, Revising and Using Technology C a Generate notes while collecting information for writing, following a logical note-taking system. (ADP C1) C b Based on research, note-taking or other method of generating content, generate a detailed outline. (ADP C1) C Edit increasingly complex writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style and tone as appropriate to audience, purpose and context. (ADP C5) C Drawing on reader s comments, revise papers to:! Ensure the thesis or research question is the focus of the paper; Grade 9: Use graphics and illustrations, 1005; also see: Multimedia presentation, 123, 935, 1013 Grade 10: Incorporate graphic aids and visuals, 1023; also see: Multimedia presentation, 207, 1005, 1031, 1036 Grade 9: Note cards, for research report, 1004; also see: Notes, record: interview, 41, planning speech, 414 Grade 10: Notecards, make, 108; Note and organize ideas, 422; Organize notes/ sources cards, 1022 Grade 9: Outline, as drafting strategy, 584; also see: Note cards, for research report, 1004 Grade 10: Outline, 422; also see: Timed : Outline, prepare, 95, 517, 867, 1127 Grade 9: Writer's Toolbox (Texas): Conventions, 97, 177, 309, 407, 515, 587, 761, 1009, 1141, 1249; Editing/Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1251 Grade 10: Writer's Toolbox (Texas): Conventions, 111, 205, 331, 425, 535, 609, 773, 881, 1149; Editing, 113, 207, 333, 427, 537, 611, 713, 775, 883, 1031, 1151, 1249 Grade 9: Peer feedback: for research report, 1006 Grade 10: Peer review (quality of research), 1025 american diploma project (ADP)

102 Standards Standards Grades 9 10! Develop or support ideas more fully; Grade 9: For related activities see: Ideas: determine relative value and significance of, 1004, logical progression of, 1005; Structure your ideas in a sustained way, 1246 Grade 10: Peer review (repeated ideas, unrelated details, inconsistencies), 772; Peer review (comparative details), 1246! Address potential objections; Grade 9: For related activities see: Problem-and-Solution Essay: anticipate readers concerns, 174; Editorial: revise to anticipate readers concerns, 586 Grade 10: For related activities see: Peer review (inconsistencies), 772! Ensure effective and varied transitions between ideas and paragraphs;! Ensure that the paper has an effective, clear beginning and ending; Grade 9: For related activities see: Transition words/phrases, 172, 402, 406, 760, 1244 Grade 10: For related activities see: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244, 1249 Grade 9: For related activities see: Outline, as drafting strategy, 584; Introduction, in procedural texts, 671, 673 Grade 10: Peer feedback (overall structure), 424! Correct errors in logic; and, Grade 9: For related activities see: Controlling idea, develop logical progression, 209; Editorial: appeal to logic and emotion, 583; Logic: editorial, 933, in research report, 1002; Ideas: logical progression of, 1005 Grade 10: Peer review (repeated ideas, unrelated details, inconsistencies), 772! Identify areas for further development or questions that remain. (ADP C4) Grade 9: For related activities see: Peer feedback, 176, 586, 691, 1006; Teacher feedback, 760 Grade 10: Peer review (repeated ideas, unrelated details, inconsistencies), 772; Peer review (comparative details), 1246 C Logically arrange ideas, signaling the grouping of related ideas and maintaining a consistent focus. (ADP B6) C Maintain coherence through the consistent and effective use of a variety of transitions between ideas to signal clear connections among ideas and to maintain coherence. (ADP B6) C Provide a coherent and effective conclusion that reinforces the focus of the presentation and brings the talk to a clear and logical close. (ADP B6) C.2.3 Speaking: Rhetorical Devices C Use effective rhetorical devices such as:! Rhetorical questions to engage the audience; Grade 9: Practice the skills & Presentation Checklist: Giving and Following Oral Instructions, 185; Delivering and Evaluating a Technical Speech, 1257 Grade 10: Practice the Skills & Presentation Checklist: Giving and Following Oral Instructions, 781, Delivering a Multimedia Presentation, 1037 Grade 9: Practice the skills & Presentation Checklist: Giving and Following Oral Instructions, 185; Delivering and Evaluating a Technical Speech, 1257 Grade 10: Practice the Skills & Presentation Checklist: Giving and Following Oral Instructions, 781, Delivering a Multimedia Presentation, 1037 Grade 9: Practice the skills & Presentation Checklist: Giving and Following Oral Instructions, 185; Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257 Grade 10: Practice the Skills & Presentation Checklist: Giving and Following Oral Instructions, 781, Delivering a Multimedia Presentation, 1037 Grade 9: For related activities see: Debate, 281, 1117; Informal Presentation, 641; Mock Trial, 934 Grade 10: For related activities see: Debate, hold group, 555; Deliver and Evaluate a Speech, 611; Delivering a Persuasive Speech, ! Parallelism and repetition to reinforce ideas; and, Grade 9: For related activities see: Debate, 281, 1117; Mock Trial, 934; also see: Parallelism, in persuasive speech, 556 Grade 10: For related activities see: Debate, hold group, 555; also see: Parallelism (literary analysis), 539, 543, 545, 553, 609! Analogies to convey complex ideas. (ADP B6) Grade 9: For related activities see: Analogies, in persuasive text, 549 Grade 10: For related activities see: Analogy (), 565, 573 american diploma project (ADP) C Use more specialized software (e.g., Photoshop, Acrobat, Pagemaker) and basic software programs (e.g., Word, PowerPoint and Excel) for written drafts and finished products and to incorporate visual and other graphics into increasingly complex text. (ADP C7 and ADP C8) SPEAKING (C.2) Grade 9: For related activities see: Multimedia presentation, 123, 935, 1013 Grade 10: For related activities see: Multimedia presentation, 207, 1005, 1031, 1036; also see: Publishing, 775 (publish online review); Publishing, 883 (publish electronically); Record a podcast, 1151 C.2.4 Speaking Facility C Employ presentation skills including:! Make eye contact to engage listeners; Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667 Grade 10: Eye contact, employ, 367, 427, 613, 616, 835 C.2.1 Speaking: Development of Ideas C Include specific facts, valid reasons, substantive and relevant details, and examples to support somewhat complex points. (ADP B6) C.2.2 Speaking: Coherence and Cohesion C a Organize oral presentations to emphasize the purpose of the presentation, citing the simple examples or arguments before the more abstract. (ADP B6) C b Utilize an organizational pattern that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, compare-contrast, cause-effect). (ADP B6) Grade 9: Deliver and Evaluate Presentations, ; Delivering and Evaluating a Technical Speech, ; also see: Debate, 281, 1117; Television news report, 563; Informal Presentation, 641; Formal Presentation, 667; Mock Trial, 934 Grade 10: Delivering a Persuasive Speech, ; Giving and Following Oral Instructions, ; Delivering a Multimedia Presentation, ; also see: Debate, hold group, 555; Deliver and Evaluate a Speech, 611 Grade 9: Giving and Following Oral Instructions, ; Deliver and Evaluate Presentations, ; Delivering and Evaluating a Technical Speech, ; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667; Mock Trial, 934 Grade 10: Delivering a Persuasive Speech, ; Giving and Following Oral Instructions, ; Delivering a Multimedia Presentation, ; also see: Debate, hold group, 555; Deliver and Evaluate a Speech, 611 Grade 9: Giving and Following Oral Instructions, ; Deliver and Evaluate Presentations, ; Delivering and Evaluating a Technical Speech, Grade 10: Delivering a Persuasive Speech, ; Giving and Following Oral Instructions, ; Delivering a Multimedia Presentation, ; also see: Deliver and Evaluate a Speech, 611! Enunciate words clearly; Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667 Grade 10: Enunciation, employ appropriate, 367, 427, 613, 616! Adjust speaking rate and use pauses for effect; Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667 Grade 10: Speaking rate/volume, employ appropriate, 367, 427, 613, 616! Adjust speaking volume and pitch (inflection) for effect; and,! Stand at ease and effectively use natural, appropriate and varied gestures. (ADP B6) Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667 Grade 10: Speaking rate/volume, employ appropriate, 367, 427, 613, 616 Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667 Grade 10: Gestures, use purposeful, 295, 367, 427, 613,

103 Standards Standards Grades 9 10 PRODUCING DIGITAL MEDIA (C.3) C.3.1 Producing Digital Media: Topics, Development and Focus C Present clearly identifiable messages (identifying and controlling both the explicit and implicit messages) using somewhat complex visual, audio, and graphic effects and interactive features. (ADP G4) C a Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words and sounds; and focused supporting ideas. C b Demonstrate awareness of the transactional nature of digital media (Internet) and mass media productions (film, TV) by considering audience in all stages of media production development, delivery and revision. C.3.2 Producing Digital Media: Coherence and Cohesion Effective organization is crucial to the success of various media productions including video presentations, audio productions, Web sites, magazine and newspaper articles, and print advertisements. The organizational structures of each vary according to the purpose, intended audience and context. For a general idea regarding organization, please see the strand, specifically C.1.2 Coherence and Cohesion. C.3.3 Producing Digital Media: Technical Facility and Control C Use varied visual images, text, graphics, music and/or sound effects appropriately to support explicit and implicit messages (ADP G4) Create ADP Products (P) PRODUCT 1: INFORMATIONAL/EXPLANATORY ESSAY (P.1) P.1.1 Informational/Explanatory Essay: Topics, Development and Focus P a Summarize, explain, interpret and/or analyze a somewhat complex topic. (ADP C9) P b Present a thesis that focuses on a specific concept or idea and provides foundational support for an explanation, interpretation and/or an analysis of the topic and addresses the purpose of the writing. (ADP C9) P Make valid inferences and draw reasonable conclusions based on the evidence from complex informational and technical texts. (ADP C9 and ADP F4) Grade 9: Multimedia presentation, 123, 935, 1013 Grade 10: Multimedia presentation, 207, 1005, 1031, 1036 Grade 9: Multimedia presentation, 123, 935, 1013 Grade 10: Multimedia presentation, 207, 1005, 1031, 1036 Grade 9: Multimedia presentation, 123, 935, 1013 Grade 10: Multimedia presentation, 207, 1005, 1031, 1036 Grade 9: Multimedia presentation, 123, 935, 1013 Grade 10: Multimedia presentation, 207, 1005, 1031, 1036 Grade 9: Multimedia presentation, 123, 935, 1013 Grade 10: Multimedia presentation, 207, 1005, 1031, 1036 Grade 9: Problem-and-Solution Essay, ; Cause-and-Effect Essay, ; Interpretative Response, ; Research Report, ; Comparison-and-Contrast Essay, Grade 10: Cause-and-Effect Essay, ; Problem-and-Solution Essay, ; Interpretative Response, ; Research Report, ; Comparison-and-Contrast Essay, Grade 9: Thesis, 173, 760, 762, 1002, 1244 Grade 10: Develop controlling idea, 201; Write a clear thesis, 421; Develop clear thesis or controlling idea, 770; Thesis statement, 1021; Develop thesis statement, 1243 Grade 9: Select relevant information (valid inferences), 174; Extend beyond a summary and literal analysis, 758; also see: Select relevant information, 174, support your generalizations, 176; Use logical and relevant information, 404; Evidence, in research report, 1002, 1005, 1011 Grade 10: Evaluate solutions, 421; Consider effectiveness (data, facts, ideas), 424; Look at both sides of the issue, 605; Offer strong evidence, 606; Synthesize ideas, 1023; Peer review (quality of research), 1025 P a Use evidence to effectively support perspective or firmly anchor the controlling idea. (ADP C9 and ADP C4) P b Effectively support complex ideas, insights or theories through substantial evidence including: relevant facts, concrete details, quotations, statistics or other information. (ADP C9 and ADP C4) P.1.2 Informational/Explanatory Essay: Coherence and Cohesion P Craft an introduction in which the thesis of a complex informational essay is stated as the concluding sentence of an introductory paragraph or section; a knowledgeable stance is achieved; and varied details and techniques purposefully and effectively engage the audience. (ADP C3) P a Effectively present a text that advances and supports the presentation or analysis of complex information. (ADP C9 and ADP C3) P b Maintain coherence through the consistent and effective use of transitions within and between sentences and paragraphs (e.g., transitional words and phrases that compare/contrast, similar to, show sequence, subsequently, or indicate relative importance, perhaps most importantly). (ADP C9 and ADP C3) P c Create an effective organizing structure based on complex information (e.g., one that employs multiple structures within the overall organization, including description, compare/contrast, cause-andeffect, question-answer). (ADP C9 and ADP C3) P Craft a sophisticated and engaging conclusion that:! Purposefully and effectively re-emphasizes the thesis and main points; and,! Presents in a new light the analysis of information. (ADP C9 and ADP C3) Grade 9: Develop a controlling idea, 1245, structure your ideas in a sustained way, 1246; also see: Select relevant information, 174, support your generalizations, 176; Use logical and relevant information, 404; Provide evidence from the text, 758; Evidence, in research report, 1002, 1005, 1011 Grade 10: Well-chosen details, 203; Stick to relevant facts, 422; Consider effectiveness (data, facts, ideas), 424; Include relevant evidence and wellchosen details, 770; Evaluate validity of information and bias of sources, 1022; Use and credit sources, 1023; Peer review (quality of research), 1025; Support opinions, 1244 Grade 9: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Quotations: embedded, use, 107, 295, 731, 770, 861, find to support ideas, 199; Well-chosen details, 203; Stick to relevant facts, 422; Consider effectiveness (data, facts, ideas), 424; Include relevant evidence and wellchosen details, 770; Evaluate validity of information and bias of sources, 1022; Use and credit sources, 1023; Peer review (quality of research), 1025; Support opinions, 1244 Grade 9: Thesis, 173, 760, 762, 1002, 1244 Grade 10: Develop controlling idea, 201; Write a clear thesis, 421; Develop clear thesis or controlling idea, 770; Modify research question and thesis statement, 1023; Present thesis statement and purpose, 1244 Grade 9: Problem-and-Solution Essay, ; Cause-and-Effect Essay, ; Interpretative Response, ; Research Report, ; Comparison-and-Contrast Essay, Grade 10: Cause-and-Effect Essay, ; Problem-and-Solution Essay, ; Interpretative Response, ; Research Report, ; Comparison-and-Contrast Essay, Grade 9: Transition words/phrases, 172, 402, 760, 1244 Grade 10: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244 Grade 9: Plan organizing structure, 174; Organizing structure, 404; Organize your ideas, 758; Organize information, 1004; Choose an organization, 1246 Grade 10: Logical organization, 202; Outline, 422; Use organizing structure, 770; Organize your information, 1023; Choose organization, 1244; Revise to balance organization, 1246 Grade 9: Conclusion, compare-and-contrast essay, 1176 Grade 10: For related activities see: Outline, 422; Consider effectiveness (data, facts, ideas), 424; Peer review (repeated ideas, unrelated details, inconsistencies), 772; Revise to balance organization, 1246 Grade 9: Conclusion, compare-and-contrast essay, 1176 Grade 10: For related activities see: Outline, 422; Consider effectiveness (data, facts, ideas), 424; Peer review (repeated ideas, unrelated details, inconsistencies), 772; Revise to balance organization, 1246 american diploma project (ADP)

104 Standards Standards Grades 9 10 PRODUCT 2: LITERARY ANALYSIS ESSAY (P.2) P.2.1 Essay: Topics, Development and Focus P a Focus on the themes and the important, concrete elements (character, setting, plot) of somewhat complex literary work(s). (ADP H4 and ADP H9) P b Focus on a topic which allows for capable analysis of the ways in which themes and ideas are developed in one or in more than one somewhat complex literary work(s). (ADP H4 and ADP H9) P Present a thesis that focuses on specific element(s) of somewhat complex literary work(s) and provides foundational support for an interpretation or analysis of the work(s). (ADP C9) P Make valid inferences based on knowledge of evidence within and outside of a somewhat complex literary work(s). (ADP C9) P a Support the thesis by including detailed textual support and text analysis, excluding extraneous information. (ADP C9) P b Include relevant details, quotations and paraphrased text to develop the analysis and make comparisons to other literary works. (ADP C9) Grade 9: Interpretative Response, ; also see: applications: critique, 71, character profile, 151 Grade 10: Interpretative Response, ; also see: to compare themes, 877, 1241 Grade 9: Timed : comparing themes across genres, 171, comparing archetypal themes, 959 Grade 10: to compare themes, 877, 1241; also see: Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Interpretative Response: Analyze aesthetic effects, 769, Include relevant evidence and well-chosen details, 770 Grade 9: Interpretative Response: develop your thesis, 757; also see: applications: critique, 71, character profile, 151 Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; also see: Interpretative essay, 419, Extend beyond summary and literal analysis, 555 Grade 9: Interpretative Response: find supporting evidence, 757, extend beyond a summary and literal analysis, 758 Grade 10: Interpretative Response: Ask your own questions, 769; Develop clear thesis or controlling idea, 770; Peer review (repeated ideas, unrelated details, inconsistencies), 772; also see: Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731 Grade 9: Interpretative Response: develop your thesis, 757, extend beyond a summary and literal analysis, 758 Grade 10: Interpretative Response: Include relevant evidence and well-chosen details & Use embedded quotations, 770; also see: Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Analyze aesthetic effects of stylistic and rhetorical devices, 731 Grade 9: Interpretative Response: find supporting evidence, 757, provide evidence from the text, 758 Grade 10 Interpretative Response: Include relevant evidence and well-chosen details & Use embedded quotations, 770; also see: Response, provide evidence using embedded quotations, 295 P Demonstrate knowledge of foundational works of American literature and analyze foundational U.S. documents as they are relevant to the topic being developed in a literary analysis essay. (ADP H1) P.2.2 Essay: Coherence and Cohesion P Craft an introduction in which the thesis of a literary essay on a somewhat complex literary work is stated and varied details and techniques are capably used to engage the audience. (ADP C3 and ADP C9)9 P a Present a body of text that supports the thesis about somewhat complex literary work(s). (ADP C3) P b Maintain coherence through the consistent use of varied transitions between sentences and paragraphs. (ADP C3) P Craft a conclusion in which the thesis of the essay is re-emphasized in some way and a general statement or claim about the significance of the work, the author and/or the literary elements is made. (ADP C3 and ADP C9) PRODUCT 3: ARGUMENTATIVE ESSAY (P.3) Grade 9: For related activities see: The Cask of Amontillado on pp ; The Invalid s Story on pp ; I Have a Dream on pp ; First Inaugural Address on pp ; Emily Dickinson poems on pp. 634, 635, 728; The Bells on pp ; Casey at the Bat on pp ; The Raven on pp ; I hear America singing on p. 750; There is a longing on p ; Pecos Bill on pp Grade 10: For related activities see: The Masque of the Red Death on pp ; On the Annexation of Texas on pp ; Inaugural Address on pp ; Emily Dickinson poems on pp. 718, 728; from A Connecticut Yankee in King Arthur s Court on pp Grade 9: Interpretative Response: develop your thesis, 757, drafting strategies, 758; also see: applications: critique, 71, character profile, 151; Timed : comparing themes across genres, 171, comparing archetypal themes, 95 Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; also see: Compare styles, 107; Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731 Grade 9: Interpretative Response: develop your thesis, 757, provide evidence from the text, 758; also see: applications: critique, 71, character profile, 151; Timed : comparing themes across genres, 171, comparing archetypal themes, 959 Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; also see: Compare styles, 107; Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731 Grade 9: Transition words/phrases, 760 Grade 10: Transitions, include, 731, 770 Grade 9: Interpretative Response: extend beyond a summary and literal analysis, 758, writing skills for an analytical essay, 760 Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; Peer review (repeated ideas, unrelated details, inconsistencies), 772; also see: Interpretative essay, 419; Extend beyond summary and literal analysis, 555 american diploma project (ADP) P a Recall and analyze the ideas, details and literary elements of works from various forms of literature (e.g., poetry, novel, biography, short story, essay, dramatic literature). (ADP H3) Grade 9: Interpretative Response, ; also see: applications: critique, 71, character profile, 151; Timed : comparing themes across genres, 171, comparing archetypal themes, 959 Grade 10: Interpretative Response, ; also see: Compare styles, 107; Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731 P.3.1 Argumentative Essay: Topics, Development and Focus P Present a position or point of view on a somewhat complex issue, articulating both sides of an argument that contains at least two claims. (ADP E9) Grade 9: Problem-and-Solution Essay, ; Editorial, ; also see: applications: critique, 71, editorial, 667, persuasive letter, 933 Grade 10: Problem-and-Solution Essay, ; Letter to the Editor, ; Persuasive Essay, ; also see: Timed (persuasive essay), 95; Persuasive letter, 517, 1127; Critique, 575; Editorials, 1003 P b Accurately analyze and interpret data. (ADP H3) Grade 9: Interpretative Response: find supporting evidence, 757, extend beyond a summary and literal analysis, 758 Grade 10: Interpretative Response: Include relevant evidence and well-chosen details & Use embedded quotations, 770; also see: Response, provide evidence using embedded quotations, 295 P a Communicate relevant facts, concrete details, quotations, statistics or other information in support of a somewhat complex argument. (ADP E9) Grade 9: Problem-and-Solution Essay: select relevant information, 174; Editorial: provide evidence, 584 Grade 10: Problem-and-Solution Essay: Stick to relevant facts, 422. Consider effectiveness (data, facts, ideas), 424; Letter to the Editor: Strengthen evidence, 534; Persuasive Essay: Offer strong evidence, 606, Test your support, 608 P b Avoid common fallacies such as the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available). (ADP E9) Grade 9: For related activities see: Problem-and-Solution Essay: Use rhetorical devices, 174; Editorial: appeal to logic and emotion, 583 Grade 10: an evaluation of rhetorical/logical fallacies, 867; Research political debate (fallacies), 1005; also see: Letter to the Editor: Rhetorical Devices,

105 Standards Standards Grades 9 10 P Through varied transitional language and through structural organization, make clear connections between claims, the evidence that supports them and the inferences that can be drawn from the evidence to support the main claim(s). (ADP E3) P Purposefully and effectively select and use a range of strategies (such as descriptions, anecdotes, case studies, analogies, illustrations) to elaborate P.3.2 Argumentative Essay: Purpose and Audience P Use formal or informal language and select words that create a tone that demonstrates an awareness of the context of the situation and matches the purpose of the argument. (ADP C2) P Anticipate and address reader s concerns and counterclaims with counterevidence and counterarguments, depending on the purpose of the argument. (ADP E9) P.3.3 Argumentative Essay: Coherence and Cohesion P Craft a clear, engaging introduction in which a position or series of claims are stated, a context is provided and the author s approach to the issue is implied through the selection of content and choice of language. (ADP C3) P Present a body of evidence that presents a series of claims and counterclaims, supports the claims with relevant evidence and appropriate inferences and maintains coherence through the consistent and effective use of connective transitions between sentences and paragraphs. (ADP C3) P Craft a conclusion that effectively restates a somewhat complex thesis and considers implications of the thesis. (ADP E9) PRODUCT 4: RESEARCH ESSAY (P.4) P.4.1 Research Essay: Topics, Development and Focus P a Narrow a somewhat complex topic so that the research process is manageable and a clear research question is identified. (ADP D1) P b Take and organize notes on relevant knowledge and identify areas for research. (ADP D1) Grade 9: Problem-and-Solution Essay: plan organizing structure, 174; Editorial: organizing structure, 584 Grade 10: Problem-and-Solution Essay: Note and organize ideas, 422, Peer feedback (overall structure), 424 Grade 9: Problem-and-Solution Essay: Use rhetorical devices, select relevant information, 174; Editorial: appeal to logic and emotion, 583, provide evidence, 584 Grade 10: Problem-and-Solution Essay: Evaluate solutions, 421, Stick to relevant facts, 422, Consider effectiveness (data, facts, ideas), 424; Letter to the Editor: Anticipate questions and counterarguments, 534, Strengthen evidence, 534; Persuasive Essay: Look at both sides of the issue, 605, Paraphrase, summarize, quote, and accurately cite sources, 606, Test your support, 608 Grade 9: Problem-and-Solution Essay: anticipate readers concerns, 174, revise word choice, 176; Editorial: appeal to logic and emotion, 583, revise word choice, 586 Grade 10: Problem-and-Solution Essay: Language that suits audience, 422, Word choice, 424; Persuasive Essay: Improve word choice, 608 Grade 9: Problem-and-Solution Essay: anticipate readers concerns, 174; Editorial: revise to anticipate readers concerns, 586; also see: applications: editorial, 667, persuasive letter, 933 Grade 10: Letter to the Editor: Anticipate questions and counterarguments, 534; Persuasive Essay: Anticipate and address objections, 606 Grade 9: Problem-and-Solution Essay: develop a thesis, 176; Editorial: develop a clear thesis statement, 583 Grade 10: Problem-and-Solution Essay: Narrow topic & Write a clear thesis, 421; Letter to the Editor: Determine topic, 532; Persuasive Essay: Emphasize strongest argument, 606, Improve word choice, 608 Grade 9: Problem-and-Solution Essay: select relevant information, 174; Editorial: provide evidence, 584 Grade 10: Problem-and-Solution Essay: Stick to relevant facts, 422, Consider effectiveness (data, facts, ideas), 424; Letter to the Editor: Strengthen evidence, 534; Persuasive Essay: Offer strong evidence, 606, Test your support, 608 Grade 9: For related activities see: Problem-and-Solution Essay: support your generalizations, 176 Grade 10: For related activities see: Problem-and-Solution Essay: Peer feedback (overall structure), 424; Persuasive Essay: Paraphrase, summarize, quote, and accurately cite sources, 606 Grade 9: Research report: prewriting/planning, 977, 1003; Modify the research question as necessary, 1005; Research plan, critique, 1006; also see: Research plan, follow, 173 Grade 10: Research Report: List open-ended research questions, 1022, Modify research question and thesis statement, 1023 Grade 9: Research report: gathering sources and details for, 1003; Note cards, for research report, 1004 Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information, 1023 P c Focus on both factual data and somewhat complex inferences. (ADP D1) P a Reference relevant primary, secondary and tertiary sources, demonstrating a systematic search by including resources that are: written by authorities in the topic area; and written for an informed audience in the field. (ADP D2 and ADP D5) P b Evaluate resources for their credibility, reliability, strengths and limitations, using criteria appropriate to the discipline. (ADP D2 and ADP D5) P c Demonstrate ability to distinguish between reliable and unreliable resources by choosing reliable resources and not relying too heavily on any one resource. (ADP D2 and ADP D5) P Synthesize resources that have been evaluated for quality and appropriateness. (ADP F7) P a Provide relevant research information to develop and support a multi-faceted research question. (ADP D5) P b Accurately analyze and interpret data in multiple formats on an unfamiliar topic. (ADP D5) P c Marshal evidence in varied ways to meet the needs of the question (ADP D5) P Summarize, paraphrase and report research information supporting or refuting the thesis, as appropriate. (ADP D5) P.4.2 Research Essay: Coherence and Cohesion P Craft an introductory section in which:! A research question is stated or implied;! A thesis statement(s) clearly reflects the research question; Grade 9: Provide an analysis for the audience, 1005; also see: Research Report (sources): source cards, 1004, document, 1008 Grade 10: Research Report: List open-ended research questions, 1022, Synthesize ideas, 1023, Progress of ideas, 1025 Grade 9: Research Report (sources): source cards, 1004, credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report: Use primary and secondary sources, 1022, Use and credit sources, 1023, Peer review (quality of research), 1025, Citing sources in body of report, 1026; Citing Sources and Preparing Manuscript, R40 R41 Grade 9: Find appropriate sources, 1003; Determine reliability, validity, and accuracy of sources, 1006 Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Peer review (quality of research), 1025 Grade 9: Find appropriate sources, 1003; Determine reliability, validity, and accuracy of sources, 1006 Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Use and credit sources, 1023, Peer review (quality of research), 1025 Grade 9: Provide an analysis for the audience, 1005; also see: Research Report (sources): source cards, 1004, document, 1008 Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Synthesize ideas, 1023, Peer review (quality of research), 1025 Grade 9: Research Report (sources): source cards, 1004, credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report: Formulate a research plan & Research question, 1021, Modify research question and thesis statement &, Organize your information, 1023, Peer review (quality of research), 1025, Citing sources in body of report, 1026 Grade 9: Find appropriate sources, 1003; Determine reliability, validity, and accuracy of sources, 1006 Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Incorporate graphic aids and visuals, 1023, Citing sources in body of report, 1026 Grade 9: Research report: gathering sources and details for, 1003; Note cards, for research report, 1004; Modify the research question as necessary, 1005; Research plan, critique, 1006 Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information, 1023, Strengthen coherence, 1025, Citing sources in body of report, 1026, Style manual, 1026 Grade 9: Find appropriate sources, 1003; Determine reliability, validity, and accuracy of sources, 1006 Grade 10: Research Report: Synthesize ideas, 1023, Avoid plagiarism, 1025, Citing sources in body of report, 1026 Grade 9: Formulate a research question, 1003; modify research question, 1005 Grade 10: Research Report: Research question, 1021, Modify research question and thesis statement, 1023 Grade 9: Propose a clear thesis, 1005 Grade 10: Research Report: Thesis statement, 1021, Modify research question and thesis statement, american diploma project (ADP)

106 Standards Standards Grades 9 10! A clear perspective or point of view is stated or implied; Grade 9: Provide an analysis, 1005 Grade 10: Research Report: Thesis statement, 1021, Modify research question and thesis statement, 1023, Point of view, 1025! Necessary terms or concepts are defined; and, Grade 9: For related activities see: Provide an analysis, 1005; Use a thesaurus, 1006; also see: Teach your audience (instructions), 1139 Grade 10: Research Report: Use and credit sources & Incorporate graphic aids and visuals, 1023! A context for the research is provided. (ADP D5) Grade 9: Provide an analysis for the audience, 1005 Grade 10: Research Report: Synthesize ideas, 1023, Strengthen coherence, 1025 P a Present a body of well-developed and specific facts and information that develop and support a somewhat complex research question. (ADP C3) P b Maintain coherence through the consistent use of varied transitions between sentences and paragraphs. (ADP C3) P c Create an effective organizing structure based on somewhat complex research information, sometimes using multiple organizing structures within the essay. (ADP C3) Grade 9: Research Report (sources): source cards, 1004, credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information & Use and credit sources, 1023, Peer review (quality of research), 1025, Citing sources in body of report, 1026 Grade 9: For related activities see: Transition words/phrases, 172, 402, 760, 1244 Grade 10: For related activities see: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244 Grade 9: Organize information, 1004; also see: Research Report (sources): document, 1008, cite appropriately, 1011 Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information, 1023, Revise for conciseness & Strengthen coherence, 1025 P d Correctly incorporate ideas within text. (ADP C6 and ADP D5) P e Accurately embed quotations from other sources. (ADP C6 and ADP D5) P f Accurately embed graphics, when appropriate. (ADP C6 and ADP D5) P Report findings within prescribed time and/or length requirements, as appropriate. (ADP D4) P Format text and graphics (using technology as appropriate), including:! A title; Grade 9: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report: Synthesize ideas, 1023; Use and credit sources, 1023; Incorporate graphic aids and visuals, 1023; Strengthen coherence & Progress of ideas, 1025 Grade 9: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005 Grade 10: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005 Grade 9: Use graphics and illustrations, 1005; also see: Multimedia presentation, 123, 935, 1013 Grade 10: Incorporate graphic aids and visuals, 1023; also see: Multimedia presentation, 207, 1005, 1031, 1036 Grade 9: Research Report, Grade 10: Research Report, Grade 9: Focus on format, 1013 Grade 10: Research Report: Style manual, 1026! A contents page; Grade 9: Focus on format, 1013 Grade 10: Research Report: Style manual, 1026! Numbered pages; and, Grade 9: Focus on format, 1013 Grade 10: Research Report: Style manual, 1026 american diploma project (ADP) P Craft a conclusion in which the research question and topic are re-emphasized; the main findings are summarized; and conclusions are drawn. (ADP C3) P.4.3 Research Formatting Guidelines Grade 9: For related activities see: Provide an analysis for the audience, 1005 Grade 10: Research Report: Strengthen coherence, 1025! Bibliography, following a standard format. (ADP C8) Grade 9: Research Report (sources): credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report: Works-cited list or bibliography, 1026; Citing Sources and Preparing Manuscript, R40 R41 P a Acknowledge source material and create a bibliography following a standard format and with a high degree of accuracy. (ADP C6 and (ADP D5) Grade 9: Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report: Use and credit sources, 1023, Avoid plagiarism, 1025, Citing sources in body of report, Style manual, & Works-cited list or bibliography, 1026, Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40 R41 P Use graphics and illustrative material effectively to support and enhance research ideas in the text as appropriate, demonstrating an understanding of which concepts can be better addressed graphically to support reader understanding. (ADP C7) PRODUCT 5: WORK-RELATED TEXTS (P.5) Grade 9: Use graphics and illustrations, 1005; also see: Multimedia presentation, 123, 935, 1013 Grade 10: Incorporate graphic aids and visuals, 1023; also see: Multimedia presentation, 207, 1005, 1031, 1036 P b Cite sources using a standard format (such as MLA or APA) with a high degree of accuracy. (ADP C6 and ADP D5) P c Appropriately quote, paraphrase or summarize text, ideas or other information taken from print or other electronic sources. (ADP C6 and ADP D5) Grade 9: Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41 Grade 10: Research Report: Use and credit sources, 1023, Avoid plagiarism, 1025, Citing sources in body of report, Style manual, & Works-cited list or bibliography, 1026, Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40 R41 Grade 9: Quotations: accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40 R41; also see: Quotations: correct, 99, include embedded, 758, use of, 761 Grade 10: Research Report: Use and credit sources, 1023, Avoid plagiarism, 1025, Citing sources in body of report, Style manual, & Works-cited list or bibliography, 1026, Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40 R41; also see: Quotations: embedded, use, 107, 295, 731, 770, 861 P.5.1 Work-Related Texts: Topics, Development and Focus P Create somewhat complex work-related texts, such as instructions, directions, letters, bios, memos, proposals, project plans, work orders and reports. (ADP C10) P Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose. (ADP C10) Grade 9: Business Letter, ; Instructions, ; also see: applications: book jacket copy, 463, biography, 1117, letter, 1207; Workplace writing, R36; Business Letter, R38; a Resume, R39 Grade 10: Business Letter, 485, R38; Letter to the Editor, ; Cover Letter and Resume, 575, R39; Procedural Document, ; Workplace writing, R36 Grade 9: Business Letter, ; Instructions, ; also see: applications: book jacket copy, 463, biography, 1117, letter, 1207 Grade 10: Business Letter, 485, R38; Letter to the Editor, ; Cover Letter and Resume, 575, R39; Procedural Document, ; Workplace writing, R

107 Standards Standards Grades 9 10 P Purposefully and effectively vary strategies to achieve complex purposes, including:! Providing facts and details; Grade 9: Business Letter: organize information, 514; Instructions: identify information you will need to share, 1138, be sure information is accurately conveyed, 1140 Grade 10: Letter to the Editor: Strengthen evidence, 534; Procedural Document: Use definitions, scenarios and examples, 1148, Revise for clarification, 1148, Give complex oral instructions, 1151! Describing or analyzing the subject; Grade 9: Business Letter: write with focus and coherence, 513; Instructions: identify information you will need to share, 1138, teach your audience, 1139 Grade 10: Letter to the Editor: Determine topic, 532, Anticipate questions and counterarguments, 534; Procedural Document: Write strong introduction & Use definitions, scenarios and examples, 1148, Revise for clarification, 1148! Explaining benefits or limitations; Grade 9: Instructions: teach your audience, 1139 Grade 10: Letter to the Editor: Anticipate questions and counterarguments, 534, Procedural Document: Use definitions, scenarios and examples, 1148! Comparing or contrasting; and, Grade 9: For related activities see: Business Letter: write a memo or send an , 514 Grade 10: For related activities see: Letter to the Editor: Anticipate questions and counterarguments, 534, Procedural Document: Use definitions, scenarios and examples, 1148! Providing a scenario to illustrate. (ADP C10) Grade 9: applications: book jacket copy, 463, biography, 1117, letter, 1207 Grade 10: Procedural Document: Use definitions, scenarios and examples, 1148 P Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipates the audience s needs. (ADP C10) P Anticipate, synthesize and respond to counterarguments and/or anticipate potential problems, mistakes and misunderstandings that might arise for the audience. (ADP C10) P Use language precisely, purposefully and effectively, considering audience and purpose by translating technical language into non-technical English. (ADP C10) P Provide specific, relevant and accurate ideas and extended examples and comparisons appropriately to purposefully and effectively support the main points in the text. (ADP C10) P.5.2 Work-Related Texts: Coherence and Cohesion P Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose. P.5.3 Work-Related Texts: Technical Facility and Control Grade 9: Business Letter: write with focus and coherence, 513, business letter elements, 514; Instructions: identify information you will need to share, 1138, teach your audience, 1139 Grade 10: Letter to the Editor: Proper structure (block formats), 534; Procedural Document: Reader-friendly formatting techniques, 1148, Give complex oral instructions, 1151 Grade 9: Instructions: be sure information is accurately conveyed, 1140 Grade 10: Letter to the Editor: Anticipate questions and counterarguments, 534; Procedural Document: Revise for clarification, 1148 Grade 9: Instructions: teach your audience, 1139, evaluate repeated words, 1140; also see: Technical language, use, 537; Technical terms, 1254 Grade 10: Procedural Document: technical terms, add, 1147, define all, 1148: also see: Idioms, Jargon, and Technical Terms, 1252 Grade 9: Instructions: identify information you will need to share, 1138, teach your audience, 1139, be sure information is accurately conveyed, 1140 Grade 10: Letter to the Editor: Strengthen evidence, 534; Procedural Document: Provide elaboration & Use definitions, scenarios and examples, 1148 Grade 9: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140 Grade 10: Letter to the Editor: Proper structure (block formats), 534; Procedural Document: Reader-friendly formatting techniques, 1148 P b Use somewhat complex, varied techniques to format the text for reading efficiency and clarity. (ADP C10) P c Purposefully and effectively employ formatting and varied visual elements to guide the reader (including headings, bulleted lists and effective use of white space on the page). (ADP C10) P d Use graphics and illustrative material effectively to support ideas in the text as appropriate to content and medium. (ADP C10) Work in Teams (W) WORK TEAMS AND GROUP DISCUSSION (W.1) W.1.1 Speaking and Sharing in Teams and Groups W a Contribute relevant, appropriate and essential information and ideas that move the team towards its goals, contribute to the topic of group discussion and demonstrate an independence of judgment. (ADP B7) W b Analyze the prior knowledge and beliefs of other group members, and use this analysis to build effectively on the ideas of others to achieve the goals of the group. (ADP B7) W Ask relevant questions that focus the team towards its goals and contribute to the topic of group discussion. (ADP B7) W Gain the floor in orderly, respectful ways that demonstrate a sense of timing for when to best offer dissent or contribute new ideas, and respond with civility to the ideas of others. (ADP B7) W Identify the needs of the team or group and evaluate and share various resources (texts, experts, Web sites) as sources to expand the ideas of the team or group. (ADP B7) W.1.2 Listening to Ideas of Others in Teams and Groups W Listen with civility to the ideas of others. (ADP B7) W Clarify, summarize and paraphrase all points of essential information in others input, building on points of agreement and points of disagreement. (ADP B7) Grade 9: For related activities see: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140 Grade 10: For related activities see: Letter to the Editor: Proper structure (block formats), 534; Procedural Document: Reader-friendly formatting techniques, 1148 Grade 9: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140 Grade 10: Business Letter, 485, R38; Letter to the Editor, ; Cover Letter and Resume, 575, R39; Procedural Document, ; Workplace writing, R36 Grade 9: Instructions: use visual aids, 1139 Grade 10: Reader-friendly formatting techniques, 1148 Grade 9: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grade 9: For related activities see: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grade 9: Ask Questions, 463; for related activities also see: Teamwork, 2, 194, 411, 424, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: Listen responsively, 57, 429, 432, 509, 626, 791; Questions: follow/give oral instructions to, 151, 485, 780, 1151, during group discussion, 691 Grade 9: Ground rules, 411; for related activities also see: Teamwork, 2, 194, 424, 463, 765, 778, 1028 Grade 10: Decision-making, set ground rules for, 151, 555, 613, 777, 861 Grade 9: 281, 593, 1085,1255 Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grade 9: Ground rules, 411; for related activities also see: Teamwork, 2, 194, 424, 463, 765, 778, 1028 Grade 10: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grade 9: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 american diploma project (ADP) P a Follow customary formats. (ADP C10) Grade 9: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140 Grade 10: Business Letter, 485, R38; Letter to the Editor, ; Cover Letter and Resume, 575, R39; Procedural Document, ; Workplace writing, R36 W.1.3 Working in Teams W Understand the purpose for working as a team and work according to that purpose. (ADP B7) Grade 9: For related activities see: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119,

108 Standards W Set goals: Articulate the goals for the team work, based on a general task assigned. (ADP B7) Grade 9: For related activities see: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grades 9 10 W Assign roles: Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, and gain increasing skill at adopting different roles within the group and moving more flexibly between roles as needed. (ADP B7) W Follow specific task(s) and timeline for work: Identify task(s) needed to meet goal and purpose, including purposefully identifying tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. (ADP B7) W Establish protocols for listening, speaking and sharing: Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and either follow a prescribed method for doing this or establish clear group agreements about how the group will do this. (ADP B7) W Make decisions: Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making. (ADP B7) Grade 9: For related activities see: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grade 9: For related activities see: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grade 9: Ground rules, 411; for related activities also see: Teamwork, 2, 194, 424, 463, 765, 778, 1028 Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251 Grade 9: For related activities see: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255 Grade 10: Decision-making, set ground rules for, 151, 555, 613, 777, 861 american diploma project (ADP)

109 Grades Standards READING American Diploma Project (ADP) Grades English and Communication Benchmarks A.1.1 Reading: Using Vocabulary Skills A a Use dictionaries, thesauruses and glossaries (printed and electronic) to determine the correct spelling and part of speech, clarify meaning and enhance understanding of a word, including distinguishing its connotation and denotation and tracing its etymology. (ADP A2) A b Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference, millennium, millimeter, amphibian, heterogeneous, perimeter). (ADP A3) A c Use the origins, history and evolution of words and concepts to enhance understanding. (ADP A3) A a In complex texts about abstract topics, analyze textual context (within sentence and in larger sections of the text) and the organizational conventions of genre to determine or clarify the meaning of unfamiliar or ambiguous words and to draw conclusions about nuances or connotations of words. (ADP A4) A b Use prior reading knowledge and explicit study to identify the meaning of literary, classical and biblical allusions, including those which may be more obscure or extended. (ADP A5) Grade 11: Dictionary, 153, 157, 186, 198, 319, 323, 403, 439, 649, 668, 909, 913, 1077, 1215, 1355, 1400, R14; Thesaurus, 198, 319, 439, 583, 715, 727, 909, 1235, 1239, 1355, R14; Connotation & Denotation, 439, 909, 1050, 1055, 1355, 1369 Grade 12: Dictionary, 156, 417, 421, 537, 541, 1007, 1069, 1110, 1186, 1205, 1243, 1270, 1338, 1431, 1459; Thesaurus, use, 152, 208, 224, 537, 792, 1007, 1205, R14; Connotation & Denotation, 152, 341, 537, 793, 1007, R27, R50 Grade 11: Prefixes, 93, 109, 241, 319, 357, 373, 450, 583, 715, 763, 831, 945, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 909, 954, 1183; Roots, 30, 109, 121, 133, 177, 198, 241, 251, 254, 286, 319, 391, 421, 450, 504, 515, 529, 562, 649, 754, 794, 887, 909, 954, 1025, 1078, 1114, 1159, 1215, 1255, 1322, 1391, 1422, 1440 Grade 12: Dictionary, 156, 417, 421, 537, 541, 1007, 1069, 1110, 1186, 1205, 1243, 1270, 1338, 1431, 1459; Thesaurus, use, 152, 208, 224, 537, 792, 1007, 1205, R14; Connotation & Denotation, 152, 341, 537, 793, 1007, R27, R50 Grade 11: Word origins/forms, 67, 153, 186, 286, 373, 391, 400, 450, 504, 587, 623, 678, 754, 770, 777, 845, 954, 999, 1007, 1215, 1235, 1309, 1458, R15, R59 Grade 12: Etymology study, 14, 271, 290, 793, 930, 1338 Grade 11: Connotation & Denotation, 439, 909, 1050, 1055, 1355, 1369; Contentarea vocabulary, 186, 254, 400, 504, 558, 562, 623, 770, 938, 943, 954, 1007, 1250, 1255, 1400, 1442 Grade 12: Connotation & Denotation, 152, 341, 537, 793, 1007, R27, R50; Context Clues: clarify unfamiliar/ambiguous words, 137, 140, 141, 143, 145, 262, 262, 271, 341, 377, 754, 865, 1270, 1309, 1376, 1431, 1467; draw conclusions about nuance in word meaning, 121, 137, 140, 151, 262, 377, 514, 537, 676, 975, 1265, 1376, 1467 Grade 11: Biblical allusion, analyze meaning of, 84, 92, 98, 101, 108, 530, 535, 706, 714, 1160, 1163, 1175, 1179, 1182, 1232; Classical allusions, analyze meaning of, 98, 108, 122, 127, 376, 706, 714, 846, 850, 851, 853, 854, 857; Mythological allusions, analyze meaning of, 122, 376, 706, 714, 1235, 1355 Grade 12: Allusion, 1160, 1162, 1358, 1361, 1364, 1365, R26 Standards A a Identify and interpret essential details in complex passages and interpret minor or subtle details in complex informational text. For example, read Alexis de Tocqueville s Democracy in America and ascertain the distinctive qualities of the emerging democracy in the United States. (ADP F2) A b Identify/infer the main ideas in complex informational text. (ADP F2) A c Identify/infer and distinguish the essential and non-essential details that support the main idea of complex informational text. (ADP F2) A d Recognize clear, subtle or implied relationships among ideas (e.g., cause-effect, additive, comparative, sequential, adversative) in complex informational texts. (ADP F6) A e Make subtle inferences and draw complex conclusions. (ADP F8) Grade 11: This standard is met throughout the program through a number of features including s and. For representative examples of learning and analysis strategies in which students identify and interpret essential details, please see the following pages: Details, 128, 168, 176, 286, 552, 557, 649, 982, 999, 1186, 1322; also see: Informational Texts, , , , , ; Essential Question Workshop, , , , , , Grade 12: This standard is met throughout the program through a number of features including s and. For representative examples of learning and analysis strategies in which students identify and interpret essential details, please see the following pages: Details, 270, 501, 851; also see: Informational Texts, 70 75, , , , , , , , , , ; Essential Question Workshop, , , , , , 1480 Grade 11: Informational Texts: Make and Defend Subtle Inferences, ; also see: Summarize main and supporting ideas, 168, 176, 256, 258, 264, 268; Relate main ideas to Primary Source, 506, 510, 514 Grade 12: Main idea/essential message: analyze for clarity of meaning, 82, 89, determine by making complex inferences, 296, 305; Inferences, make, 598, 601, 603 Grade 11: Informational Texts: Synthesize, , Make Complex Conclusions, , Make and Defend Subtle Inferences, , Analyze Arguments, ; Author's message, determine essential, 552, 557, 640, 648; also see: Summarize main and supporting ideas, 168, 176, 256, 258, 264, 268; Relate main ideas to Primary Source, 506, 510, 514 Grade 12: For related activities see: Main idea/essential message: analyze for clarity of meaning, 82, 89, determine by making complex inferences, 296, 305; Inferences, make, 598, 601, 603 Grade Ideas: make logical connections between, 242, 243, 246, 254, relate literary, to primary source, 506, 510, 514, 680, 1402; Cause-and-effect, 858, 860, 865, 1080, 1085, 1086, 1088, 1091; Analyze Organizational Patterns, 1094, 1098, 1101, 1382, 1390, 1402 Grade 12: Organizational patterns: of procedural documents, 70, 71, 74, 75, analyze, 1286, 1290, 1292, 1293; Ideas, synthesize among multiple texts, 568, 574, 575, 580, 679 Grade 11: Informational Texts: Make Complex Conclusions, , Make and Defend Subtle Inferences, ; also see: Make/defend subtle inference, 46, 55, 982, 998, 1094, 1101, 1402, 1407, 1408; make/defend complex conclusion, 46, 55, 1382, 1390, 1392, 1400 Grade 12: Conclusions, draw: about patterns of organization, 70, 71, 74, about hierarchic structure, 72, 73, about credibility, 680, 685, 910; Inferences, make, 598, 601, 603; also see: Main idea/essential message: determine by making complex inferences, 296, 305 american diploma project (ADP) A c Identify the meaning of metaphors based on common literary allusions and conceits; demonstrate understanding of idioms and phrases taken from other languages (e.g., ad hoc, enfant terrible or cause celebre). (ADP A5) A d Determine the appropriate meaning of figurative words and phrases in complex passages. (ADP A5) A.1.2 Reading: Analyzing Informational Texts Grade 11: Metaphor, 80, 83, 364, 372, 376, 390, 403, 1045, 1050, 1055, 1128; Allusions, 84, 92, 98, 101, 108, 122, 127, 530, 535, 706, 709, 714, 846, 850, 851, 853, 854, 857, 1160, 1182, 1232, 1235, 1355, R24 Grade 12: Metaphor, 296, 299, 305, 774, 852, 864, R29; Allusion, 1160, 1162, 1358, 1361, 1364, 1365, R26 Grade 11: Figurative language, 373, 376, 390, 403, 449, 1040, 1050, 1452, R26; Metaphor, 80, 83, 364, 372, 376, 390, 403, 1045, 1050, 1055, 1128; Simile, 784, 793, 1055, R32 Grade 12: Figurative language, 223, 377, 451, 480, 491, 766, 774, 852, 855, 858, 864, 874, 894, 975, R28; Metaphor, 296, 299, 305, 774, 852, 864, R29; Simile, 628, 774, 852, 864, R33 A a Summarize in a concise and wellorganized way the main ideas, supporting details and relationships among ideas (presented as text and/or visuals) in complex informational and technical texts. (ADP F3 and ADP F4) A b Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique. (ADP F3 and ADP F4) Grade 11: Informational Texts: Summarizing Without Taking a Position, ; also see: Summarize: without having position/opinion, 40, 45, 1376, 1381, main and supporting ideas, 168, 176 Grade 12: Informational Texts: Summarize to determine main idea, 198, 202, 204, 208 Grade 11: Summarizing Without Taking a Position, ; also see: Summarize: without having position/opinion, 40, 45, 1376, 1381; identify relevant facts and details (essential message), 552, 557 Grade 12: For related activities see: Political critique, 1358, 1360, 1363, 1365; Expository critique, 1444, 1447, 1448,