Prentice Hall Writing and Grammar: Communication In Action 2004, Silver Level Ohio Academic Content Standards, Grade-Level Indicators, English Language Arts (Grade 8) Grade Eight Phonemic Awareness, Word Recognition and Fluency Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Acquisition of Vocabulary Contextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources 1. Define unknown words through context clues and the author s use of comparison, contrast and cause and effect. 2. Apply knowledge of connotation and denotation to determine the meaning of words. 3. Identify the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships. 4. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms. 5. Examine and discuss the ways that different events (e.g., cultural, political, social, technological, and scientific events) impact and change the English language. 6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). SE/TE: 679, 696-698, 716-717, 730 Book, 19-20, 43-46; Standardized Test Preparation Workshop SE/TE: 678, 729 Book, p.4-5 SE/TE: 326-327, 701, 757-758 Book, 22; Standardized Test Preparation Workshop SE/TE: 128, 696, 734, 751 Book, 19-20, 49-50 SE/TE: 43, 705, 711 Book, 26-30 SE/TE: 702-705 709-711 Book, 23-30; Prentice Hall Everyday Spelling, Grade 8, Chapters 4, 9, 10, 13, 15, 20, 21, 25-27, 32, 33 1
7. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. SE/TE: 698, 701, 718-720, 748-753 Book, 22, 34-37 Reading Process: Concepts of Print, Comprehension Strategies; Self-Monitoring Strategies; and Independent Readings and Self-Monitoring Strategies In Grades 8 through 12, students should read purposefully and automatically, using the comprehension and selfmonitoring strategies outlined in previous grades. As they encounter increasingly challenging content-area and literary texts, student may more consciously employ these strategies and benefit from teacher modeling of the reading process. Comprehension Strategies; Self-Monitoring Strategies; and Independent ReadingsSelf-Monitoring Strategies and Independent Reading 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. 4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres, or recommendations from others). 5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). SE/TE: 50-53, 78-83, 108-111, 136-139, 164-165, 188-189, 212-213, 236-237, 262-263, 725 Book, 37-39 SE/TE: 291, 721-722, 724, 732-734 Writing Support Transparencies, 12-A; Academic and Workplace Skills Activity Book, 36, 47-50 TECH: Writing and Grammar itext, Section 13.1 SE/TE: 721-722, 733, 743 Book, 34-37, 47-48 SE/TE: 725-737 Book, 38-51 SE/TE: 725-737 Book, 38-51 Reading Applications: Informational, Technical and Persuasive Text 1. Compare and contrast text features, including format and headers of various informational texts in terms of their structure and purpose. 2. Identify and use the organizational structure of a text, such as chronological, compare-contrast, cause-effect, problem-solution, and evaluate its effectiveness. SE/TE: 683-684, 688, 720 Academic and Workplace Skills Activtiy Book, 35 SE/TE: 730 Book, 43-46 2
3. Compare and contrast the treatment, scope and organization of ides from different sources on the same topic. 4. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. 5. Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., bandwagon, testimonial and emotional word repetition) and examples of bias and stereotyping. 6. Identify the author's purpose and intended audience for the text. 7. Analyze an author's argument, perspective or viewpoint and explain the development of key points. 8. Recognize how writes cite facts, draw inferences and present opinion in informational text. 9. Distinguish the characteristics of consumer materials (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials). SE/TE: 162-165, 180-183 TECH: Writers at Work Videotape; Writing and Grammar itext, Chapter 8 SE/TE: 692-693 Standardized Test Preparation Workshop SE/TE: 134-137, 145, 678, 684 TECH: Writers at Work Videotape; Writing and Grammar itext, Chapter 7 SE/TE: 136-139, 725, 727 Book, 37-39 SE/TE: 119, 146, 164-165 Writing and Support Transparencies, 6-E-H, 7-E-G; Writing Support Activity Book, 7-2 TECH: Writing and Grammar itext, Section 7.4 SE/TE: 108-111, 249-250, 678, 684, 726-728, 766-768 Scoring Rubrics on Transparency, Chapter 11; Writing Assessment: Scoring Rubric and Scoring Models for Research Report; Academic and Workplace Skills Activity Book, 40-42 TECH: Writing and Grammar itext, Sections 11.5-6 SE/TE: 135-139, 180-181, 674, 727, 736-737 Book, 51 Reading Applications: Literary Text 1. Identify and explain various types of characters (e.g., flat, round dynamic, static) and how their interactions and conflicts affect the plot. 2. Analyze the influence of setting in relation to other literary elements. SE/TE: 57, 77,89, 91,104-105, 731-732 Writing Support Transparencies, Chapter 4, Chapter 5; Academic Workplace Skills and Activity Book, 44-50; Standardized Test Preparation Workshop TECH: Writing and Grammar itext, Section 5.4 SE/TE: 104-105, 731 Standardized Test Preparation Workshop; Academic Workplace Skills and Activity Book, 44-50 3
3. Explain how authors pace action and use subplots, parallel episodes and climax. 4. Compare and contrast different points of view (e.g., first person and third person limited, omniscient, objective and subjective), and explain how voice affects literary text. 5. Identify and explain universal themes across different works by the same author and by different authors. 6. Explain how an author's choice of genre affects the expression of theme or topic. 7. Identify examples of foreshadowing and flashback in a literary text. 8. Explain ways in the author conveys mood and tone through word choice, figurative language, and syntax. SE/TE: 58, 77, 88, 731 Writing Support Transparencies, 4-D-E, 5-D- E; Writing Support Activity Book, 4-1, 5-1; Academic Workplace Skills and Activity Book, 44-50 TECH: Writing and Grammar itext, Section 4.3, Chapter 5, Section 5.3; Writers at Work Videotape SE/TE: 176, 522-527, 540, 541, 731 Grammar Exercise Workbook, 129-132, 137-141; Academic and Workplace Skills Activity Book, 44-50; 13714S Scoring Rubrics on Transparency, Chapter 8, Writing Assessment; Scoring Rubrics and Scoring Models for Comparison-and-Contrast; Grammar Exercises Answers on Transparencies, Chapter 22 TECH: Writing and Grammar itext, Chapter23, Sections 8.5-6; On-line Exercise Bank, Chapter 23, Section 22.2 SE/TE: 77, 102-105 170, 269 Standardized Test Preparation Workshop; Writing Support Transparencies, 8-E, Chapter 12 TECH: Writers and Work Videotape; Writing and Grammar itext, Ch. 5, Section 8.3 SE/TE: 77, 102-105 170, 269, 725-737 Standardized Test Preparation Workshop; Writing Support Transparencies, 8-E, Chapter 12; Academic and Workplace Skills Activity Book, 38-51 TECH: Writers and Work Videotape; Writing and Grammar itext, Ch. 5, Section 8.3 SE/TE: 286-287 Standardized Test Preparation Workshop SE/TE: 7, 42, 64, 93, 122, 150, 200, 223, 276, 295, 696, 734 Writing Support Transparencies, Chapter 5, Chapter 6, Chapter 10, Chapter 12; Academic and Workplace Skills Activity Book, 19-20, p.49-50 TECH: Writing and Grammar itext, 13.3 9. Examine symbols used in literary texts. SE/TE: 791 4
Writing Processes Prewriting; Drafting, Revising and Editing; and Publishing 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Conduct background reading, interviews or surveys when appropriate. 3. Establish a thesis statement for informational writing or a plan for narrative writing. 4. Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience. 5. Use organizational strategies (e.g., notes and outlines) to plan writing. 6. Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing. 7. Vary simple, compound and complex sentence structures. SE/TE: 3-4, 6 Writing and Grammar itext, Chapter 1 SE/TE: 57, 87, 190, 238 Writing Support Transparencies, Chapter 4, 9- A-D, 11-A-C; Writing Support Activity Book, 11-1 TECH: Writing and Grammar itext, Section, 9.2, 11.2 SE/TE: 5, 39, 86, 144, 242, 290-291 Writing Support Transparencies, Chapter 5, 7- D, 11-D, 13-A TECH: Writing and Grammar itext, Section 7.3, 11.3, 13.1 SE/TE: 16, 57, 114, 142, 146-147, 168, 173, 193, 216 241, 266-267, 270-274, 291 Writing Support Transparencies, Chapter 4, 6, 7, 7-E-G, 8, 8-F-G, 9, 11, 12, 12-E, 12-F-H, 13-A; Writing Support Activity Book, 7-2 TECH: Writing and Grammar itext, Section 7.4, 8.4, 12.3, 12.4, 13.1 SE/TE: 3, 7, 38, 116, 170, 184, 242-244, 292, 675, 743 Writing Support Transparencies, 6-D, 8-E, 11- D, 11-E-F, 13-B-C; Standardized Test Preparation Workshop; Writing and Support Activity Book, 13-1 TECH: Writing and Grammar itext, Chapter 1, Section 6.3, 8.3, 11.3, 11.4, 13.2 SE/TE: 39-42, 294 Writing and Grammar itext, Section 13.3 SE/TE: 42, 396-429, 667 Grammar Exercise Workbook, 49-72; Handsn Grammar Activity Book, Chapter 19; Standardized Test Preparation Workshop; Sentence Diagramming Workshop TECH: Writing and Grammar itext, Section 19.1, 19.2, 19.3, 19.4, 19.5; On-line Exercise Bank, Section 19.1, 19.2, 19.3, 19.4, 19.5 5
8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus reinforced by parallel structures across paragraphs. 9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose. SE/TE: 33-34, 93, 115, 174, 197, 330-337, 487-490, 574-576, 590-593, 624 Writing Support Transparencies, Chapter 6, Chapter 9, Chapter 15; Grammar Exercise Workbook, 13-20, 113-118, 153-160, 183-184; Hands-on Grammar Activity Book, Chapter 25; Standardized Test Preparation Workshop TECH: Writing and Grammar itext, Section 15.1, 15.2, 25.1; On-line Exercise Bank, 15.1, 15.2, 21.4, 25.1, 26.5 9. Use available technology to compose text. SE/TE: 9 10. Reread and analyze clarity of writing and consistency of point of view. 11. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. 12. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning. 13. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. 14. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons. SE/TE: 272-272, 731 Writing Support Transparencies, 12-F-H; Academic Workplace Skills and Activity Book, 44-50 TECH: Writing and Grammar itext, Section 12.4 SE/TE: 59, 89, 119, 173, 218, 240, 244, 292 Writing and Support Transparencies, Chapter 4, Chapter 5, Chapter 6, Chapter 8, 10-C, Chapter 11, 11-E-F, 13-B-C; Writing Support Activity Book, 13-1 TECH: Writing and Grammar itext, Section 10.3, Section 11.4, Section 13.2 SE/TE: 38-39, 148-149, 220-221, 270-271, 610 Writing Support Transparencies, 10-D-E, 12- E; Grammar Exercises Workbook, 173-174 TECH: Writing and Grammar itext, Section 7.4, 10.4, 12.3, 26.3; On-Line Exercise Book, Section 26.3 SE/TE: 64, 701, 749-753, 774-775 Book, 22 SE/TE: 13, 22, 66, 95, 124, 151, 176, 201, 225, 249-250, 258-259, 278, 296, 304-305, 393, 634-635, 654-655, 657-658, 715 Scoring Rubrics on Transparency, Chapters: 4, 5, 6, 7, 8, 9, 10, 11, 12; Writing Assessment: Scoring Rubric and Scoring Models in Autobiographical Writing, Short Story, Descriptive Essay, Persuasive Essay, How-to-Essay Comparison-and-Contrast, Cause-and-Effect Essay, Research Report, Response to Literature; Standardized Test Preparation Workshop 6
(Continued) 14. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons. 15. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. 16. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (Continued) TECH: Writing and Grammar itext, Chapter 2, Sections: 4.5-6, 5.5-6, 6.5-6, 7.5-6, 9.5-6, 10.5-6, 11.5-6, 12.5-6 SE/TE: 62, 67, 96, 125, 152, 177, 202, 226, 251, 279, 297, 676 Scoring Rubrics on Transparency, Chapters: 4, 5, 6, 7, 8, 9, 10, 11, 12; Writing Assessment: Scoring Rubric and Scoring Models in Autobiographical Writing, Short Story, Descriptive Essay, Persuasive Essay, How-to-Essay Comparison-and-Contrast, Cause-and-Effect Essay, Research Report, Response to Literature; Writing and Grammar itext, Section 13.3 TECH: Writing and Grammar itext, Sections: 4.5-6, 5.5-6, 6.5-6, 7.5-6, 9.5-6, 10.5-6, 11.5-6, 12.5-6 SE/TE: 6, 13, 23, 177, 266, 686-688, 783 Book, 10-16 TECH: Writing and Grammar itext, Chapter 1 Writing Applications 1. Write narratives that: a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); b. use literary devices to enhance style and tone; and c. create complex characters in a definite, believable setting. SE/TE: 58, 61, 77, 88, 90, 246 Writing Support Transparencies, 4-D-E-F-I, 5- D-E-F-G; Writing Support Activity Book, 4-1, 4-2, 5-1 TECH: Writing and Grammar itext, Section 4.3, 4.4, Chapter 5, Section 5.3, 5.4; Writers at Work Videotape SE/TE: 42-43 SE/TE: 57, 87-89, 91 Writing Support Transparencies, Chapter 4, 5- D-E; Writing Support Activity Book, 5-1 TECH: Writing and Grammar itext, Section 5.3 7
2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. SE/TE: 260-287 Writing Support Transparencies, 13-A-D; Writing Support Activity Book, 12-1-3, 12-E- F-H; Scoring Rubrics on Transparency, Chapter 12; Writing Assessment: Scoring Rubric and Scoring Models for Response to Literature; Standardized Test Preparation Workshop TECH: Writers at Work, Writing and Grammar itext, Chapter 12, Section 12.2, 12.3, 12.4, 12.5-6 3. Write business letters, letters to the editor and job applications that: a. address audience needs, stated purpose and context in a clear and efficient manner; b. follow the conventional style appropriate to the text using proper technical terms; SE/TE: 261, 762 TECH: Writing and Work Videotape; Writing and Grammar itext, Chapter 12 SE/TE: 612, 762 Grammar Exercise Workbook, 175-176 TECH: On-line Exercise Bank, Section 26.3 c. include appropriate facts and details; SE/TE: 762 d. exclude extraneous details and inconsistencies; and SE/TE: 762 e. provide a sense of closure to the writing. SE/TE: 762 4. Write informational essays or reports, including research, that: a. pose relevant and tightly drawn questions that engage the reader; b. provide a clear and accurate perspective on the subject; c. create an organizing structure appropriate to the purpose, audience and context; d. support the main ideas with facts, details, examples and explanations from sources; and SE/TE: 193, 234-249 Writing Support Transparencies, Chapter 9 11-A-C; Writing Support Activity Book, 11-1, 11-D-E-F TECH: Writers at Work Videotape, Writing and Grammar itext, Chapter 11, 11.2, 11.3, 11.4 SE/TE: 193 Writing Support Transparencies, Chapter 9 SE/TE: 193 Writing Support Transparencies, Chapter 9 SE/TE: 234-249 Writing Support Transparencies, 11-A-C; Writing Support Activity Book, 11-1, 11-D-E- F TECH: Writers at Work Videotape, Writing and Grammar itext, Chapter 11, 11.2, 11.3, 11.4 8
e. document sources and include bibliographies. SE/TE: 249-250 Scoring Rubrics on Transparency, Chapter 11; Writing Assessment: Scoring Rubric and Scoring Models for Research Report TECH: Writing and Grammar itext, Section 11.5-6 5. Write persuasive compositions that: a. establish and develop a controlling idea; SE/TE: 134-135, 140-142 Writing Support Transparencies, 7-A-C; Writing Support Activity Book, 7-1 TECH: Writers at Work Videotape; Writing and Grammar itext, Chapter 7, Section 7.2 b. support arguments with detailed evidence; SE/TE: 143, 145 Writing Support Transparencies, Chapter 7, 7- D TECH: Writing and Grammar itext, Section 7.3 c. exclude irrelevant information; and SE/TE: 150-151 Scoring Rubrics on Transparency, Chapter 7; Writing Assessment: Scoring Rubrics and Scoring Models for Persuasive Essay TECH: Writing and Grammar itext, Section 7.5-6 d. cite sources of information. SE/TE: 249-250, 764-768 Scoring Rubrics on Transparency, Chapter 11; Writing Assessment: Scoring Rubric and Scoring Models for Research Report TECH: Writing and Grammar itext, Section 11.5-6 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. SE/TE: 3-4, 733-734, 763 Book, 47-50 TECH: Writing and Grammar itext, Chapter 1 Writing Conventions Spelling; Punctuation and Capitalization; and Grammar and Usage 1. Use correct spelling conventions. SE/TE: 22, 654-655, 706-717 Standardized Test Preparation Workshop; Academic and Workplace Skills Activity Book, 20-27; Prentice Hall Everyday Spelling, Grade 8, 12, 38, 64, 90, 116, 142 2. Use correct punctuation and capitalization. SE/TE: 654-655 Standardized Test Preparation Workshop 9
3. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). 4. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). 5. Use parallel structure to present items in a series and items juxtaposed for emphasis. SE/TE: 32, 121-123, 201, 222, 275, 308-395, 419, 423-437, 452-453, 554-571, 641, 657-669 Writing Support Transparencies, Chapter 6, 10-D-E, Chapter 19; Scoring Rubrics on Transparency, Chapter 9; Writing Assessment: Scoring Rubric and Scoring Models for Cause-and-Effect Essay; Grammar Exercise Workbook, 1-48, 63-64, 69-70, 72-84, 89-92, 143-144, 149-150, 151-152, 191-194; Hands-on Grammar Activity Book, Chapter 14, Chapter 15, Chapter 18, Chapter 20, Chapter 24; Standardized Test Preparation Workshop TECH: Writing and Grammar itext, Sections 9.5-6, 10.4, 14.1, 14.2, 15.1, 15.2, 15.3, 16.1, 16.2, Chapter 17, 18.1, 18.2, 20.1, 24.1, 24.2; Online Exercise Bank, Section 14.1, 14.2, 15.1, 15.2, 15.3, 16.1, 16.2, Chapter 17, 18.1, 18.2, 19.5, 20.1, 20.2, 24.1, 24.2, Chapter 27 SE/TE: 437-453 Grammar Exercise Workbook, 75-80, 83-84, 85-92 TECH: On-line Exercise Bank, 20.1, 20.2; Writing and Grammar itext, Section 20.2; On-line Exercise Bank SE/TE: 121, 145, 149 Writing Support Transparencies, Chapter 7 6. Use proper placement of modifiers. SE/TE: 572-593 Grammar Exercise Workbook, 86-89, 153-162; Hands-on Grammar Activity Book, Chapter 25 TECH: Writing and Grammar itext, Section 25.1; On-Line Exercise Bank, Section 25.1 7. Maintain the use of appropriate verb tenses. SE/TE: 30, 93, 200, 328-345, 394, 398-401, 407-409, 438, 520-537, 554-561, 592-593, 629, 658-661 Grammar Exercise Workbook, 13-22, 49-50, 53-54, 75-80, 127-134, 143-150, 187-188; Hands-On Grammar Activity Book, Chapter 15; Standardized Test Preparation Workshop TECH: Writing and Grammar itext, Section 15.1, 15.2, 15.3, 19.1, 22.3, 24.1; On-Line Exercise Bank, 15.1, 15.2, 15.3, 19.1, 19.3, 20.1, 22.2, 22.3, 24.1, 26.5 10
8. Conjugate regular and irregular verbs in all tenses correctly. SE/TE: 507-515 Grammar Exercise Workbook, 121-124 TECH: Writing and Grammar itext, Section 22.2; On-Line Exercise Bank, Section 22.1 Research 1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3..Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date and coverage) and define primary and secondary sources. 4. Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers). 5. Compile and organize the important information and select appropriate sources to support central ideas, concepts and themes. 6. Integrate quotations and citations into written text to maintain a flow of ideas. 7. Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement. SE/TE: 234-238, 240, 256 Writing Support Transparencies, 11-A-C; Writing Support Activity Book, 11-1 TECH: Writers at Work Videotape; Writing and Grammar itext, Chapter 11, 11.2 SE/TE: 241, 257 Writing Support Transparencies, Chapter 11 SE/TE: 241, 257 Writing Support Transparencies, Chapter 11 SE/TE: 242-248 Writing Support Transparencies, 11D-E-F TECH: Writing and Grammar itext, Section 11.3,11.4 SE/TE: 242-248 Writing Support Transparencies, 11D-E-F TECH: Writing and Grammar itext, Section 11.3,11.4 SE/TE: 249-250 Scoring Rubrics on Transparency, Chapter 11; Writing Assessment: Scoring Rubric and Scoring Models for Research Report TECH: Writing and Grammar itext, Sections 11.5-6 SE/TE: 241, 249-250, 257 Writing Support Transparencies, Chapter 11; Scoring Rubrics on Transparency, Chapter 11; Writing Assessment: Scoring Rubric and Scoring Models for Research Report TECH: Writing and Grammar itext, Sections 11.5-6 11
8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas. SE/TE: 234- Writing Support Transparencies, 11-A-C-D-E- F; Writing Support Activity Book, 11-1; Scoring Rubrics on Transparency, Chapter 11; Writing Assessment: Scoring Rubric and Scoring Models for Research Report TECH: Writers at Work Videotape; Writing and Grammar itext, Chapter 11, 11.2, 11.3, 11.4, 11.5-6 Communication: Oral and Visual Listening and Viewing; Speaking Skills and Strategies; and Speaking Applications 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 2. Identify and analyze the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages. 3. Determine the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages. 4. Identify the speaker s choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and how they contribute to meaning. 4. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 5.. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. 6. Vary language choices as appropriate to the context of the speech. SE/TE: 159, 207, 673, 677-679 Book, 1-35 SE/TE: 145, 678, 684 Writing Support Transparencies, Chapter 7 SE/TE: 135, 145, 674-675, 678, 684 Writing Support Transparencies, Chapter 7; Academic and Workplace Skills Activity Book, 4-5 TECH: Writers at Work Videotape; Writing and Grammar itext, Chapter 7 SE/TE: 43, 344-345, 536-537, 550-551, 570-571, 590-591 Standardized Test Preparation Workshop SE/TE: 675 SE/TE: 43, 672-676 Book, 1-3 7. Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; SE/TE: 674-675 12
b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., causeeffect, compare-contrast, problemsolution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and e. draw from multiple sources, including both primary and secondary sources, and identify sources used. 8. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. SE/TE: 674-675 SE/TE: 672-675 Book, 1-3 SE/TE: 686-688 Book, 10-16 SE/TE: 672-675 Book, 1-3 SE/TE: 43, 672-676 Book, 1-3 9. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion to support a position and to address counterarguments or listener bias; and c. consistently use common organizational structures as appropriate (e.g., causeeffect, compare-contrast, problemsolution). SE/TE: 674, 684 SE/TE: 674, 684 SE/TE: 674, 684 Reference: http://ims.ode.state.oh.us/ode/ims/acs/default.asp 13