TENNESSEE ENGLISH/LANGUAGE ARTS CONTENT STANDARDS & LEARNING EXPECTATIONS ENGLISH IV

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1 Prentice Hall Writing and Grammar Handbook, Diamond Level 2004 Tennessee English/Language Arts Content Standards & Learning Expectations English IV STANDARD NUMBER: 1.0 WRITING: THE STUDENT WILL DEVELOP THE STRUCTURAL AND CREATIVE SKILLS NECESSARY TO PRODUCE WRITTEN LANGUAGE THAT CAN BE READ AND INTERPRETED BY VARIOUS AUDIENCES Write to process knowledge, to clarify thinking, to synthesize and evaluate information, to improve study skills, to gain confidence, and to promote lifelong communication. a. Create a written explanation to a selected topic/problem (e. g., character analysis, community issue, personal challenge). Comparison-and Contrast Essay, ; Cause-and-Effect Essay, 122; Problem and Solution Essay, 136; Research Documented Essay, ; Research Paper, 172; Response to Literature, , Writing for Assessment, , and Workplace Writing, Write frequently in various modes of discourse. a. Write for a variety of purposes including persuasion, narration, description, and exposition Write for personal and imaginative expression. a. Create original works (e. g., journals, poetry, stories, scripts, letters, notes, personal narrative essays). The Writer in You, 2; A Walk Through the Writing Process, 4 15; Autobiographical Writing, 32; Short Story, 46; Description, 60 75; Persuasion Speech, 76; Persuasion Advertisement, 92; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, 122; Problem and Solution Essay, 136; Research Documented Essay, ; Research Paper, 172; Response to Literature, , Writing for Assessment, , and Workplace Writing, 220. The Writer in You, 2; Autobiographical Writing, 32 33, 34 37, 38 39, 40 43, 44; Short Story, 46 47, 48 51, 52 53, 54 57, 58, 59; Description, 60 61, 62 65, 66 67, 68 72, 73, 74, 75; Persuasion Speech, 76 77, 78 83, 84, 85 89, 90, Use a variety of strategies for business purposes. a. Create documents appropriate for a work environment (e. g., memos, resumes, letters, applications, proposals, technical instructions) Identify and write for a variety of audiences. a. Address various readers (e. g., contest judges, publication editors, college admissions officers, peers). Workplace Writing, , , , , ; Memo Mania, 507 Business issues, in problem and solution essay, 137; Business Letters, capitalization in, 504 Audiences: : analyzing, 8; considering, 36, 50; amusing, 64; suiting needs of, 81; profiling, 96; identifying questions of and considering taste of, 97; exposition for, 110; for cause and effect essay, 126; suiting details to, 140; identifying, 158; for research paper, 176; 1

2 (Continued) 1.05 Identify and write for a variety of audiences. a. Address various readers (e. g., contest judges, publication editors, college admissions officers, peers) Examine, evaluate, and model several levels of diction. a. Rewrite prose passages using different levels of language (e. g., colloquialism, dialect, and jargon) Apply appropriate elements of the writing process: prewriting, drafting, revising, editing, and publishing. a. Use elements of the writing process that are appropriate to the assigned task (e. g., timed writings, out-of-class compositions, published writings) Practice a variety of prewriting activities to generate, focus, and organize ideas. a. Use a variety of prewriting activities (e. g., brainstorming, webbing, listing, discussing, clustering) appropriate to the assigned task. (Continued) satisfying expectations of, 199; for writing for assessment, 213 Diction: writing style, 30 A Walk Through the Writing Process, 4 15, for Prewriting, Drafting, Revising, Editing and Proofreading, Publishing and Presenting: Autobiographical Writing 34 37, 38 39, 40 43, 44, 45; Short Story 48 51, 52 53, 54 57, 58, 59; Description 62 65, 66 67, 68 72, 73, 74; Persuasion Speech 78 83, 84, 85 89, 90, 91; Persuasion Advertisement 95 98, 99, , 103, ; Comparison-and Contrast Essay , , , 119, 120; Cause-and-Effect Essay , , , 134, 135; Problem and Solution Essay , , , 149, ; Research Documented Essay , , , 169, 170; Research Paper , , , , ; Response to Literature , , , 207, 208; Writing for Assessment , , 218, 219 Prewriting: 6 9, 34 37, 48 51, 62 65, 78 83, 95 98, , , , , , , , Develop and support a thesis statement. a. Develop cogent and convincing arguments to support valid thesis statements. b. Support a thesis statement with documentation from the text and/or examples from personal experiences Main Idea and Topic Sentence21 24; Introduction, 27 29; Thesis Statement, developing, 180, circling, 114, color coding, 69, effective placement of, 164, in paragraph revision, 145; Persuasion Speech, 76 77, 78 83, 85 89, 90, 91; Providing elaboration: citing passages, 202, citing sources, 182, 2

3 1.09 Develop and support a thesis statement. a. Develop cogent and convincing arguments to support valid thesis statements. b. Support a thesis statement with documentation from the text and/or examples from personal experiences. citing statistics and experts, 99, with data, giving examples, 129, providing details, 162, 182, 215, supporting statements, 113, "thought shots" for, 39, using elaboration, 67, using "layering, " 84, using points to illuminate, 143, using SEE method, Construct coherent writing, maintaining a clear focus, well-developed ideas, syntactic variety, and effective transitions. a. Support key ideas with welldeveloped examples. Providing elaboration: applying drafting strategies, 14, citing passages, 202, citing sources, 182, citing statistics and experts, 99, with data, giving examples, 129, providing details, 162, 182, 215, supporting statements, 113, "thought shots" for, 39, using elaboration, 67, using "layering, " 84, using points to illuminate, 143, using SEE method, 10 Main Idea and Topic Sentence 21 24; Introduction, 27 29; Thesis Statement, developing, 180, bracketing, 164, circling, 114, color coding, 69, in paragraph revision, Construct coherent writing, maintaining a clear focus, well-developed ideas, syntactic variety, and effective transitions. a. Use transitional elements (words, phrases, and sentences) effectively. Transitions: adding, 217, defined, 118 Conjunctions: changing or adding, 131, coordinating, 263, 264, 516, identifying, Construct coherent writing, maintaining a clear focus, well-developed ideas, syntactic variety, and effective transitions. c. Vary sentence beginnings, lengths, and structures. Revising Your Sentences: using unfinished, 34, color coding to identify verb tenses, 41, creating varied sentences and creating variety for, 55, adding partial, 57, color coding topic sentences, 69, adding descriptive details, 70, eliminating errors in logic, 87, correcting runon sentences and color coding sentence subjects, 101, varying sentences, 116, types of, 117, fixing faulty coordination, 131, underling to code sentence length and varying sentence lengths, 147, improving sentence variety, 165, creating variety and identifying length of, 185 Run on Sentences: correcting, 348; Sentence Diagramming Workshop, 579 3

4 1.11 Develop an effective writing style by the use of appropriate voice, diction, syntactic variety, and tone. a. Convey in a writing passage a deliberate style through word choice, specified point of view, tone, and sentence patterns Evaluate and revise writing to focus on purpose, organization, development, and style. a. Practice various means of evaluation and revision (e. g., self-analysis, peer review, revision checklist, comparison of drafts) Edit writing to correct errors. a. Proofread to edit writing in order to ensure standard grammar, usage, and mechanics Apply effective research skills. a. Use summaries, paraphrases, direct quotations, internal documentation, and works cited pages, as appropriate. Analyzing strategy, organization and style, 30 31; Style Journals, 3; Style, in peer review, 148 Voice: 400, using active and passive, 402 Tone: creating, 72; of documented essay, 167 Revising Your Sentences: using unfinished, 34, color coding to identify verb tenses, 41, creating varied sentences and creating variety for, 55, adding partial, 57, color coding topic sentences, 69, adding descriptive details, 70, eliminating errors in logic, 87, correcting runon sentences and color coding sentence subjects, 101, varying sentences, 116, types of, 117, fixing faulty coordination, 131, underling to code sentence length and varying sentence lengths, 147, improving sentence variety, 165, creating variety and identifying length of, 185 A Walk Through the Writing Process, Revising: Autobiographical Writing, 40 43; Short Story pages54 57; Description, 68 72; Persuasion Speech, 85 89; Persuasion Advertisement, ; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; Problem and Solution Essay, ; Research Documented Essay, ; Research Paper, ; Response to Literature, ; Writing for Assessment pages A Walk Through the Writing Process, 14 Editing and Proofreading: Autobiographical Writing, 44; Short Story pages58; Description, 73; Persuasion Speech, 90; Persuasion Advertisement, 103; Comparison-and Contrast Essay, 119; Cause-and-Effect Essay, 134; Problem and Solution Essay, 149; Research Documented Essay, 169; Research Paper, ; Response to Literature, 207; Writing for Assessment, 218 Research Documented Essay, , , , , 169, 170, 171; Research Paper, , , , , , ; American Psychological Association (APA) Style, 189, 680, 682; Chicago Manual of Style, 683; Modern Language Association (MLA) Style, 684; Research: conducting, 82, gathering details, 127, using Internet for, 685 4

5 1.15 Avoid plagiarism by correctly using sources. a. Cite quotations, paraphrases, and summaries correctly in the research product. Citing Sources: avoiding plagiarism, 680, choosing format for documentation, , statistics and experts, 99, passages, 202, sample works, 684 American Psychological Association (APA) Style, 189, 680, 682; Chicago Manual of Style, 683; Modern Language Association (MLA) Style, Research various sources to present information in a variety of formats a. Gather information from the Internet, periodicals, books, CD ROMs, and nonprint sources Research various sources to present information in a variety of formats b. Produce and present formal research projects (e. g., research papers, PowerPoint presentations, oral presentations). Electronic Resources, ; Electronic Texts, 641; Electronic Database Searches, 647; Electronic map collections, 656; Electronic Databases & Electronic References, 657; Internet: choosing user name for, 513, research paper on, 190, reference aids on, 607, evaluating material on, 629, using, , learning to use, 677; Internet Research Handbook, 685 Publishing and Presenting: Persuasion Speech, 91; Research Documented Essay, 170; Research Paper, ; Presentations: of research paper, 190, speech, , video, Develop personal, imaginative, and analytical responses to literature. a. Respond to literature in a variety of formats (e. g., reading journals, response journals, dialectical journals, investigative papers, learning logs) Develop an ongoing awareness of personal writing growth through comparison of drafts, paragraphs of analysis, and letters of reflection. a. Write reflections to analyze the processes used to create his/her own writing. Response to Literature, , , , , 207, 208, 209; Journals: 195, 197, 640; Reflecting on Your Writing, 15: autobiographical writing, 45, short story, 59, for description, 74, for persuasive speech, 91, for advertisement, 104, comparison and contrast essay, 120, cause and effect essay, 135, problem and solution essay, 150, documented essay, 170, for research paper, 190, response to literature, 208, when writing for assessment, 219 5

6 STANDARD NUMBER: 2.0 READING STANDARD: THE STUDENT WILL DEVELOP THE READING SKILLS NECESSARY FOR WORD RECOGNITION, COMPREHENSION, INTERPRETATION, ANALYSIS, EVALUATION, AND APPRECIATION OF THE WRITTEN TEXT. LEARNING EXPECTATIONS - THE STUDENT WILL: 2.01 Develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects, as well as for the development of the English language. a. Respond to literary selections that reflect cultural, gender, and ethnic diversity in language use, patterns, and dialects, as well as the development of the English language. a. Compare and contrast literary selections for in English language usage, patterns, and dialects over several time periods Extend reading vocabulary. a. Identify unknown vocabulary necessary to the understanding of text. b. Apply strategies for decoding unknown words. c. Analyze and synthesize reading vocabulary into written and oral responses. d. Evaluate vocabulary to determine its effectiveness within the framework of the text Utilize a variety of interactive reading strategies appropriate to text. a. Evaluate and determine appropriate interactive reading strategies. b. Apply reading strategies appropriate to literary selections. Studying Word Parts and Origins: Using Etymologies, 611; Reading Literary Writing, ; Response to Literature, , , , , 207, 208, 209 Vocabulary, 600; Developing Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, Reading Skills: Reading Methods and Tools, , Reading Nonfiction Cortically, , Reading Literary Writing, , Reading from Varied Sources, ; 2.04 Improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text. Demonstrate comprehension at higher levels through written and oral responses. Reading Skills: Exercises, 624, 626, 628, 629, 630, 632, 634, 637, 638, 639, 641; Response to Literature, , , , , 207, 208, 209 6

7 2.05 Reflect on strategies used by the reader to make meaning from text. Assess the effectiveness of strategies used during the reading process through journaling, discussing, coding, and other techniques. Reflection on Your Reading Skills, 641; Reading Skills: Exercises, 624, 626, 628, 629, 630, 632, 634, 637, 638, 639; Response to Literature, , , , , 207, 208, 209; 2.06 Increase fluency in oral reading. Participate in a variety of oral reading experiences to increase fluency Read independently for a variety of purposes. a. Read independently to respond to teacher/student-generated questions, to gather information, to present information, and to expand specific knowledge. c. Read independently for personal enjoyment. Recite (SQ4R Method), 626; Read Poem Aloud, 639; Peer Review: analytical talk, 43, reading aloud for, 57, replaying for, 89 Reading Skills: Reading Methods and Tools, , Reading Nonfiction Cortically, , Reading Literary Writing, , Reading from Varied Sources, ; Choosing Your Topic Sources: magazines, 124, reading newspapers, 138, scanning news headlines, 174, reader's journal, Determine the effectiveness of figurative language in various texts. Analyze the effectiveness of figurative language (e. g., metaphors, similes, allusions, hyperbole) used by authors to create mental images. Figurative Language, 602; Allusion, Analyze the impact of literary elements (e. g., plot, characterization, setting, theme, point of view, tone) on text. Analyze the effectiveness of literary devices (e. g., metaphors, similes, allusions, hyperbole) used by authors Analyze persuasive devices found in various texts. Critique the effectiveness of persuasive devices (e. g., bandwagon, propaganda, emotional appeal, testimonial) used in various texts. Plot: in short story, 47, 50, in hexagonal writing strategy, 200; Plot Diagram, making, 52; Setting: in autobiographical writing, 38, in short story, 47, 50, capturing details about, 51, in hexagonal writing strategy, 200; Characters: in autobiographical writing, 38, in short story, 47, 50, capturing details about, 51, profiling, 63, literary analysis of, 197, in hexagonal writing strategy, 200, identifying with, 635, in literary fiction, 636; Tone: of writing style, 30, creating, 72, of documented essay, 167; Themes: in autobiographical writing, 38, in hexagonal writing strategy, 200, in literary fiction, 637 Model From Literature: Persuasion Advertisement, 94; Persuasive Techniques: evaluating, facts and opinions, loaded language and images, symbols, in television commercials, 592 7

8 2.11 Interpret ideas, recognize logical relationships, and make judgments based on sufficient evidence. a. Project character response based on prior knowledge gained from text. b. Use evidence from text to support summaries, inferences, conjectures, and predictions. Reading Skills: Reading Methods and Tools, , Reading Nonfiction Cortically, , Reading Literary Writing, , Reading from Varied Sources, ; Characters: capturing details about, 51, profiling, 63, literary analysis of, 197, in hexagonal writing strategy, 200, identifying with, 635, in literary fiction, 636; 2.12 Recognize the influence of an author s background, biases, gender, environment, and experience on a literary work. a. Investigate an author s background to determine influences (e. g., historical, gender, biases) demonstrated within the text. b. Compare and contrast passages reflecting the effect of different authors influences Consult resource materials to increase understanding of text. Defend credible resource materials to increase understanding of text Read, respond to, and interpret print and nonprint text. Interpret and analyze graphics and other resource materials associated with text to clarify and enhance understanding. Authors: writing to, 223, identifying purpose of, 629, 634; Writers in Action, 3, 11, 33, 47, 61, 65, 77, 89, 93, 107, 123, 130, 137, 141, 155, 173, 178, 195, 211, 221 Reading Skills: Reading Nonfiction Cortically, , Reading from Varied Sources, ; Model From Literature: Research Paper, 174; Research: conducting, 82, gathering details, 127, using Internet for, 685; Media References, using, 657 Viewing Skills: Interpreting Maps and Graphs, , Viewing Information Media Critically, , Viewing Fine Art Critically, 593; Reading Skills: Reading Methods and Tools, , Reading Nonfiction Cortically, , Reading Literary Writing, , Reading from Varied Sources, ; STANDARD: NUMBER 3.0 VIEWING AND REPRESENTING: THE STUDENT WILL USE, READ, AND VIEW MEDIA/TECHNOLOGY AND ANALYZE CONTENT AND CONCEPTS ACCURATELY Access and demonstrate multiple technological reference sources. a. Use electronic media (e. g., websites, databases, discussion boards, s) and other audio-visual media to conduct research and to create and present research-based products. Electronic Resources, ; Electronic Texts, 641; Electronic Database Searches, 647; Electronic map collections, 656; Electronic Databases & Electronic References, 657; Internet: choosing user name for, 513, research paper on, 190, reference aids on, 607, evaluating material on, 629, using, , learning to use, 677; Internet Research Handbook, 685 8

9 3.02 Use media for a variety of audiences and purposes: to view, to experience, to read, to write, to communicate. a. Create and present products incorporating multimedia components for specific audiences and purposes. Representing Skills, ; Media References, using, Evaluate the impact of media on daily life. a. Examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world. Viewing Skills, ; Media References, using, Evaluate varied media resources and information for accuracy and reliability. a. Gauge the accuracy and reliability of any given set of resources Develop research and analytical skills by using print and non-print media. a. Use a variety of print and non-print media to research, interpret, and critique information in order to create a presentation. Media References, using, 657 Research Documented Essay, , , , , 169, 170, 171; Research Paper, , , , , , ; Research: conducting, 82, gathering details, 127, using Internet for, 685; Electronic Resources, ; Electronic Texts, 641; Electronic Database Searches, 647; Electronic map collections, 656; Electronic Databases & Electronic References, 657; Internet: choosing user name for, 513, research paper on, 190, reference aids on, 607, evaluating material on, 629, using, , learning to use, 677; Internet Research Handbook, 685 Representing Skills, Utilize media to create, to display, and to explain information. a. Use a variety of media sources (e. g., PowerPoint, DVDs, CD-ROMs, audio and video cassettes) to create and present information. Representing Skills, ; Media References, using, 657 9

10 3.07 Explore production elements used in print and non-print media. a. Examine production elements (e. g., tables, diagrams, charts, graphs, drawings, maps, photographs, font, color, layout, graphics, camera angle, lighting) in both print and non-print media for the purpose of interpreting, clarifying, and communicating information. Viewing Skills, Explore production elements used in print and non-print media. b. Prepare and/or utilize graphics (e. g., tables, diagrams, charts, graphs, drawings, maps, photographs, font, color, layout, graphics, camera angle, lighting) for the purpose of interpreting, clarifying and communicating information. Representing Skills, ; Media References, using, 657; Graphs: interpreting, ; Graphic Organizers, using: for main points and subtopics, 628; Graphics, in textbooks, 624 STANDARD NUMBER 4.0: SPEAKING AND LISTENING: THE STUDENT WILL EXPRESS IDEAS CLEARLY AND EFFECTIVELY IN A VARIETY OF ORAL CONTEXTS AND APPLY ACTIVE LISTENING IN THE ANALYSIS AND EVALUATION OF SPOKEN IDEAS Use and/or demonstrate an understanding of effective communication skills in a variety of speaking situations. a. Make a presentation using or showing an understanding of volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication in a variety of situations Use and/or demonstrate an understanding of effective communication skills in a variety of speaking situations. b. Participate in-group discussion by modeling effective interpersonal skills (e. g., restatement, clarification, active listening, pauses) Use pertinent research for oral presentations. a. Synthesize and incorporate print and non-print texts in a variety of oral presentations. Speaking Skills starts on page 581: Speeches: audience and, 582, volume, pitch, and tone, 583, delivering, 584, responding to, 585, checking accuracy of, 587, reading, 640 Discussions: group, 135, 670, of problem and solution essay, 150, and vocabulary development, 601; Peer Review: analytical talk, 43, reading aloud for, 57, sharing responses, 72, replaying for, 89, distributing and discussing survey, 102, making summary report, 118, asking peers to summarize, 133, using "double vision, " 148, getting group feedback, 168, working with partner, 187, creating response chart, 206 Research Documented Essay, 170; Research Paper, Speeches: researching, preparing note cards & outline for, 583 Speaking Skills: analyzing media,

11 4.03 Consider and evaluate the perceptions of speakers and listeners. a. Assess the viewpoints, judgments, and expectations of a speaker. Speaking Skills starts on page 581: Speeches: audience and, 582, volume, pitch, and tone, 583, delivering, 584, responding to, 585, checking accuracy of, 587, reading, Consider and evaluate the perceptions of speakers and listeners. b. Assess the viewpoints, judgments, and expectations for listeners. Listening Critically, Discussions: group, 135, 670, of problem and solution essay, 150, and vocabulary development, 601 Peer Review: analytical talk, 43, reading aloud for, 57, sharing responses, 72, replaying for, 89, distributing and discussing survey, 102, making summary report, 118, asking peers to summarize, 133, using "double vision, " 148, getting group feedback, 168, working with partner, 187, creating response chart, Adjust the level of language usage to the audience and the purpose. a. Disseminate information on a specific topic adjusting to the appropriate level of language usage (e. g., grammar, content, style, vocabulary) for a variety of audiences and purposes. Speaking in a Group Discussion, 581; Speaking in Public, ; Information Media, loaded language and images, Evaluate a variety of oral presentations. a. Judge a variety of oral presentations (e. g., speeches, debates, and performances) by evaluating preparation, content, and delivery Improve critical listening skills essential for comprehension. a. Demonstrate comprehension through a variety of responses (e. g., note taking, questioning, summarizing, restating, discussing). Listening Critically, , Discussions: group, 670 Listening Critically, , Discussions: group, Recognize the effects and implications of various dialects. a. Identify dialects and their contributions to meaning. Dialogue: in autobiographical writing, 38, adding "thought shots" to, 39 11