Grade 10. correlated to the. Maryland English Assessment Limits. Grade 10

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1 Grade 10 correlated to the Maryland Grade 10

2 McDougal Littell The Language of Literature 2002 Grade 10 correlated to the Maryland Core Learning Goals I-IV and Assessments High School English & Language Arts Goal 1 The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. Expectation 1.1The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. Indicator The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. Recognizing the implications of text features such as title, subheadings, pictures, and captions. PE/TE: Linking appropriate experiences and prior knowledge about the topic, author, or type of material to the text. PE/TE: 20, 39, 53, 82, 93, 101, 121, 133, 156, 167, 170, 178, 194, 209, 231, 236, 260, 326, 343, 349, 354, 394, 407, 417, 437, 442, 466, 479, 491, 513, 520, 527, 556, 575, 578, 675, 759, 794, 901, 906, 939, 960, 977, 981, 1061, 1086, 1099 Identifying appropriate purpose for reading the text. PE/TE: 1120 Predicting the developments, topics, or ideas that might logically be included if the text were extended. PE/TE: 7, 9, 12, 71, 82, 106, 155, 159, 167, 173, 329, 343, 545, 550, 556, 572, 636, 830, 848, 853, 883, 896, 900,

3 Indicator The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as rereading, questioning, and summarizing. Using visual aids such as maps and charts. PE/TE: , Making connections between ideas within the text and relevant prior knowledge. PE/TE: 20, 30, 39, 42, 53, 71, 82, 86, 93, 95, 107, 110, 112, 121, 133, 148, 156, 159, 167, 170, 178, 188, 194, 196, 209, 228, 231, 233, 236, 255, 260, 287, 300, 311, 316, 326, 329, 343, 346, 351, 354, 386, 394, 397, 407, 411, 417, 433, 437, 439, 455, 460, 462, 466, 468, 479, 484, 491, 503, 513, 516, 520, 527, 546, 556, 559, 575, 581, 600, 613, 626, 645, 649, 652, 660, 664, 675, 689, 735, 759, 777, 822, 833, 838, 841, 843, 846, 853, 890, 901, 903, 906, 922, 933, 941, 945, 964, 977, 981, 983, 995, 1061, 1080, 1083, 1099, 1120 Identifying the organizational pattern of the text. PE/TE: 107, 110, 112, 121, 170, 173, 178, , 385, , , 662, , 1088 Identifying the meaning of words and phrases as they are used in context. PE/TE: 28, 56, 179, 253, 301, 343, 408, 601, 643, 834, 854, 908, 1000 Add l TE: 22, 72, 96, 126, 160, 171, 175, 197, 240, 288, 304, 402, 470, 486, 506, 524, 560, 628, 654, 666, 824, 894, 924, 965, 1020, 1065, 1092 Focusing on similarities or differences in organizational patterns, purpose, and relevant prior knowledge across texts. PE/TE: 112, 121, 170, 178, 255, 256, 258, 260, 351, 354, 385, 444, 645, 649,

4 Indicator The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. Summarizing, comparing, contrasting, and synthesizing significant ideas in the text. PE/TE: 276, 483, 977, 981, Summarizing or synthesizing significant ideas across texts and drawing conclusions based on information in more than one text. PE/TE: 39, 53, 93, 101, 110, 121, 133, 147, 148, 156, 167, 178, 194, 209, 231, 236, 252, 260, 276, 300, 311, 343, 349, 354, 394, 417, 432, 433, 437, 442, 460, 466, 483, 491, 503, 506, 513, 520, 527, 556, 578, 579, 581, 600, 642, 649, 652, 660, 713, 759, 777, 833, 846, 853, 871, 889, 890, 901, 933, 945, 977, 981, 995, 1080, 1089, 1086, 1099, 1120 Drawing conclusions based upon information from the text. PE/TE: 39, 53, 93, 101, 110, 121, 133, 147, 148, 156, 167, 178, 194, 209, 231, 236, 252, 260, 276, 300, 311, 343, 349, 354, 394, 417, 432, 433, 437, 442, 460, 466, 483, 491, 503, 506, 513, 520, 527, 556, 578, 579, 581, 600, 642, 649, 652, 660, 713, 759, 777, 833, 846, 853, 871, 889, 890, 901, 933, 945, 977, 981, 995, 1080, 1089, 1086, 1099, 1120 Confirming the usefulness or purpose for reading the text. PE/TE: 48, 454, 491, 549, , , 836, 867 3

5 Expectation 1.2The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. Indicator The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. Plot sequence of events, cause-and-effect relationships, identifying events that are rising action, climax or turning point, falling action, or resolution (students will not be asked to label events). PE/TE: 19, 286 Characters defining traits, motivations, and developments throughout the text. PE/TE: 17, 39, 239, 252, 468, 479, 664, 983 Details that provide clues to the setting, the mood created by the setting, the role the setting plays in the text, and the identification of the setting. PE/TE: 18, 86, 93, 145, 196, 209, 285, 303, 311 Conflicts that motivate characters and those that serve to drive the plot. PE/TE: 17, 39, 239, 252, 468, 479, 664, 983 The perspective of the author or speaker as well as the effect of first- or third-person narration. PE/TE: , 455, 460, 522, 527 Indicator The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. Identifying ideas and issues of a text or across texts that may have implications for readers or contemporary society. PE/TE: 18, 19, 20, 27, 39, 53, 82, 93, 110, , 147, 148, 156, 159, 167, 170, 178, 187, 194, 209, 211, 219, 354, 394, 432, 437, 442, 444, 592, 600, 613, 615, 660, 794, 853, 854, 901, 1017, 1019,

6 Expectation 1.3 The student will explain and give evidence to support perceptions about print and non-print works. Indicator The student will identify features of language that create voice and tone. Analyzing the effects of certain words and phrases on the tone or voice of the text as well as identifying the overall tone created by language choices throughout the text. PE/TE: 452, 455, 460, 515, 600, 613, 645, 649, 893, 901, 941, 945, 962, 977, 981, 1099, 1236, 1237 Analyzing the effect of certain words and phrases on the tone across texts as well as identifying similarities or differences in the overall tone created by language choices throughout two or more texts. PE/TE: 452, 455, 460, 515, 600, 613, 645, 649, 893, 901, 941, 945, 962, 977, 981, 1099, 1236, 1237 Indicator The student will explain how common and universal experiences serve as the source of literary themes which cross time and cultures. Identifying the experiences, emotions, issues, and ideas in a text or across texts that give rise to universal literary themes. PE/TE: 18, 19, 20, 27, 39, 53, 82, 93, 110, , 147, 148, 156, 159, 167, 170, 178, 187, 194, 209, 211, 219, 354, 394, 432, 437, 442, 444, 592, 600, 613, 615, 660, 794, 853, 854, 901, 1017, 1019,

7 Goal 2The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Expectation 2.1The student will write compose oral, written, and visual presentations which inform, persuade, and express personal ideas. Indicator The student will compose to describe, using prose and/or poetic forms. Composing to describe. PE/TE: 168, 210, 232, 237, 253, 261, 273, 280, 327, 355, 418, 461, 467, 492, 521, 529, 582, 847, 907 Indicator The student will compose to express personal ideas, using prose and/or poetic forms. Composing to express personal ideas. PE/TE: 54, 66, 103, 122, 134, 157, 168, 179, 195, 232, 237, 253, 255, 261, 301, 312, 350, 355, 418, 438, 443, 467, 480, 514, 529, 557, 576, 614, 643, 650, 834, 842, 847, 902, 903, 907, 934, 947, 982, 996 Expectation 2.2The student will compose texts using the prewriting, drafting, and revision strategies of effective writers and speakers. Indicator The student will use a variety of prewriting strategies to generate and develop ideas. Generating ideas (e.g., brainstorming). PE/TE: 141, 215, 280, 367, 448, 619, 864, 951, 1108, 1144 Developing ideas (e.g., listing, free-writing). PE/TE: 141, 215, 280, 367, 448, 619, 864, 951, 1108,

8 Beginning a coherent plan for composing (e.g., graphic organizers, finding relevant information sources). PE/TE: , , , , , , , , , Identifying relevant sources of information. PE/TE: 48, 454, 491, 549, , , 836, 867 Indicator The student will select and organize ideas for specific audiences and purposes. Logical sequence of ideas or sentences. PE/TE: 449 Coherence of ideas. PE/TE: 449 Appropriate organizational structure emphasizing purpose and/or audience. PE/TE: , , , , , , , , ,

9 Indicator The student will revise texts for clarity, completeness, and effectiveness. Order (organization) of ideas. PE/TE: 216, 301, 327, 795, 803, 1110, 1111, 1154, 1156, 1158, 1159, 1165 Details. PE/TE: 301, 449 Conciseness (eliminating redundancy, superfluous words, phrases, and sentences). PE/TE: 368 Coherence (focusing on central idea). PE/TE: Clear antecedents. PE/TE: 142 Clear modifiers. PE/TE: 281, 1112 Active voice. PE/TE: 515 Topic and/or summary sentences. PE/TE: 142 Elaboration or support sentences. PE/TE: 449, 1112 Sentence variety and length. PE/TE: 368, 865 8

10 Transitional devices. PE/TE: 804 Clear connectors. PE/TE: 865 Word choice (commonly confused words). PE/TE: 1210 Misplaced and dangling modifiers, clauses, and phrases. PE/TE: 804, 865 Placing limiting modifiers carefully. PE/TE: 804 Shifts in person, number, tense, mood. PE/TE: 952 Keeping a quotation or question consistently direct or indirect. PE/TE: 535; Opportunities to address this standard are available when writing the Research Report on the following pages: 1105, , 1112, 1204, 1206, 1215 Sequencing ideas in a sentence for effectiveness and emphasis. PE/TE: 137, 759, 948, 997, 1112, 1230 Logical coordination or subordination of ideas. PE/TE: 328, 345, 449, 1198, 1212,

11 Indicator 2.2.5The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions, such as capitalization, punctuation, spelling, and pronunciation. Use of resources: * Dictionary. PE/TE: 494, 584, 661 Add l TE: 32, 548 * Language handbook. PE/TE: * Thesaurus. PE/TE: 661 Add l TE: 189 * Spell checker. PE/TE: Opportunities to address this standard are available when editing and proofreading compositions on the following pages: 142, 216, 368, 449, 535, 620, 804, 865, 952, 1112 * Grammar checker. PE/TE: Opportunities to address this standard are available when revising, editing, and proofreading compositions on the following pages: 142, 216, 368, 449, 535, 620, 804, 865, 952, 1112 * Style manual. PE/TE: 1167 Appropriate use of language: * Confusion between words (e.g., between/among). PE/TE:

12 * Subject/verb agreement. PE/TE: 216, 1113 * Indefinite pronouns. PE/TE: 1184 * Compound object pronouns. PE/TE: Opportunities to address this standard are available on the following pages: 1183, 1214 * Collective nouns. PE/TE: 1182 * Precise word choice. PE/TE: 216, 481 * Avoiding awkward constructions. PE/TE: 368, 449, 865, 1112, 1188, 1189, 1208, 1212 * Verifying pronunciation. PE/TE: 1177, 1178, , 1252 * Avoiding regionalisms, informal speech, colloquialisms, trite expressions, cliches. PE/TE: 215 * Choosing the correct word (e.g., affect/effect, fewer/less, lay/lie). PE/TE: 1210 * Avoiding empty words and phrases and unnecessary repetition. PE/TE: 216, 534,

13 * Using standard English in place of nonstandard English and slang. PE/TE: 1210 Expectation 2.3The student will locate, retrieve, and use information from various sources to accomplish a purpose. Indicator The student will identify sources of information on a self-selected and/or given topic. Sources * Dictionary. PE/TE: 261, 356, 494, 584, 678, 688, 795, 1164, 1166, 1171 Add l TE: 32, 290, 388, 415, 548, 646, , 763, , 990 * Thesaurus. PE/TE: 661, 847 Add l TE: 189, 388, 415 * Encyclopedia. PE/TE: 182, 410, 1164, 1166 * Magazines. PE/TE: 480, 483, 589, 661, 834, 865, 975, 1087 * Newspapers. PE/TE: 418, 448, 491, 975, * Nonfiction books. PE/TE: 411, 448, 452, 458, 529, 602, 613, 948, , 1164, 1171, 1181 * Card catalogue (traditional and electronic). PE/TE: 1164,

14 * On-line Web sites. PE/TE: 40, 70, 83, 103, 142, 154, 179, 182, 216, 253, 281, 301, 344, 368, 410, 418, 438, 449, 461, 492, 502, 529, 534, 582, 584, 620, 650, 804, 854, 865, 891, 921, 940, 947, 952, 975, 1012, 1081 Indicator The student will use a systematic process for recording, documenting, and organizing information. Selecting an appropriate method for recording information (notetaking, using graphic organizers, outlining, using a web) when given a purpose for organizing information to put into text. PE/TE: 216, 301, 327, 446, , 795, 803, 1109, 1111 Identifying types of information to include in a reference citation when using either traditional or electronic sources of information. PE/TE: 1106, 1111 Goal 3The student will demonstrate the ability to control language by applying the conventions of standard English in writing and speaking. Expectation 3.1The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language. Indicator The student will explain how words are classified grammatically by meaning, position, form, and function. Use of words in context. * Subjects. PE/TE: 1192, , 1212, 1216 * Verbs. PE/TE: 94, 103, 123, 254, 481, 449, 450, 515,

15 * Predicates. PE/TE: 1101, 1193, , 1214 * Modifiers. PE/TE: 804, , 1190 * Pronouns. PE/TE: 54, 142 * Pronoun referents. PE/TE: 142, 1184, 1211 Function in context (not label by grammatical term). * Direct/indirect object. PE/TE: The following pages can be used for support: 1194, 1212, 1213 * Pronoun and antecedent. PE/TE: 142 * Linking verb. PE/TE: The following pages can be used for support: 1185, 1216 * Auxiliary verb. PE/TE: 449; Additional pages for support: 1185, 1207, 1216 * Appositive. PE/TE: 577; Additional pages for support: 1195,

16 * Parenthetical remark. PE/TE: The following pages can be used for support: 1204 * Interjection. PE/TE: The following pages can be used for support: 1191, 1213 * Multiple-meaning words. PE/TE: 678 Indicator 3.1.4The student will differentiate grammatically complete sentences from nonsentences. Sentence fragments. PE/TE: 620 Run-on sentences. PE/TE: 368 Indicator The student will incorporate subjects, predicates, and modifiers when composing original sentences. Effective use of subjects, predicates, and modifiers. PE/TE: , , , , , , , , , Sentence combining through the use of: * Logical coordination. PE/TE: 368 * Logical and effective subordination. PE/TE:

17 * Sequencing of ideas for emphasis. PE/TE: 951, 997, 1112 * Expanded sentences and correctly placed modifiers, including PE/TE: 368, 804 Expectation 3.2 The student will identify how language choices in writing and speaking affect thoughts and feelings. Indicator The student will differentiate connotative from denotative meanings of words. Implied meaning or particular images associated with a particular word choice. PE/TE: 216, 494, 1127 Will not focus on defining the terms connotation and denotation or on above-grade-level words. PE/TE: 494, 1127 Indicator The student will describe how readers or listeners might respond differently to the same words. Use of on- or below-grade-level words or phrases. PE/TE: 83, 94, 122, 134, 138, 157, 601, 902, 940 Expectation 3.3The student will use capitalization, punctuation, and correct spelling appropriately. Indicator The student will edit texts for spelling, capitalization, and punctuation using available resources. Spelling, affixes, spelling generalizations. PE/TE: 142, 216, 368, 449, 535, 620, 804, 862, 952,

18 Punctuation. * Terminal. PE/TE: 1203, 1206, 1215 * Comma. PE/TE: 95, 282, 621, 1013 * Semicolons. PE/TE: 1203, 1215 * Apostrophes. PE/TE: 1204, 1215 * Colons. PE/TE: 1204, 1215 Capitalization rules. PE/TE: 450 Indicator The student will use available resources to correct or confirm editorial choices. Conventions (spelling, capitalization, punctuation). PE/TE: 143, 217, 369, 535, 621, 805, 866, 953, 1013, 1113 Appropriate and consistent verb tense. PE/TE: 409, 953 Subject/verb and pronoun/antecedent agreement. PE/TE: 142, 216 Appropriate case of nouns and pronouns. PE/TE: 1183,

19 Smooth and informative transitions. PE/TE: 804, 1150 Concise sentences. PE/TE: 345, 368, 976, 1198, 1215 Clear modifiers, connectors, antecedents. PE/TE: 142, 449, Revisions for grammar and usage. PE/TE: 142, 216, 368, 449, 535, 620, 804, 862, 952, 1112 Revisions for clarity and effectiveness. PE/TE: 142, 143, 216, 217, 281, 368, 369, 449, 535, 620, 621, 804, 805, 865, 866, 952, 953, 1013, 1112, 1113 Goal 4The student will demonstrate the ability to evaluate the content, organization, and language use of texts. Expectation 4.1 The student will describe the effect that a given text, heard or read, has on a listener or reader. Indicator The student will state and explain a personal response to a given text. Must not exceed the literary scope or academic experience of a typical student in English 1. PE/TE: 27, 39, 53, 82, 93, 101, 110, 121, 133, 156, 167, 178, 194, 209, 231, 236, 252, 260, 300, 311, 326, 343, 349, 354, 394, 407, 417, 437, 442, 460, 466, 479, 491, 513, 520, 527, 556, 581, 600, 613, 642, 649, 660, 675, 713, 735, 759, 777, 794, 833, 841, 846, 853, 890, 901, 906, 933, 939, 945, 974, 981, 995, 1061, 1080, 1086,

20 Indicator The student will identify specific words, phrases, scenes, images, and symbols that support a personal response to a given text. Sensitivity must be used toward topics, experiences, and language which do not readily translate from one culture or region to another. PE/TE: , 432, , , Expectation 4.2The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student s own composing. Indicator The student will assess the effectiveness of diction that reveals his or her purpose. Language appropriate for a particular audience. PE/TE: 215 Language suitable for a given purpose. PE/TE: , , , , , , , , , Words, phrases, or sentences that extend meaning in a given context. PE/TE: 216, 217 Word order or placement of modifiers to provide emphasis. PE/TE: 216,

21 Expectation 4.3The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose. Indicator The student will alter the tone of his or her text by revising its diction. Connotation or denotation of words and phrases. PE/TE: 494, 517 Add l TE: 388, 646 Tone or attitude. PE/TE: 216 Informal or formal writing. PE/TE: 215 Purpose (entertain, persuade, inform). PE/TE: , , , , , , , , , Personal writing vs. writing to be published. PE/TE: , , , , , , , , , Audience (peer, adult, younger; familiar, unfamiliar; informed, uninformed). PE/TE: , , , , , , , , ,

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