The EMC Masterpiece Series, Literature and the Language Arts

Correlation of The EMC Masterpiece Series, Literature and the Language Arts, Grade 10, 2001 copyright to the South Dakota Reading/Literature Standards EMCParadigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 phone 800-328-4564 fax 1

Goal 1 READING Correlation: Teacher s Edition Students will read at increasing levels of complexity for a variety of purposes. Indicator 1: Students will use various reading cues/strategies to comprehend text, e.g., context, semantic, syntactic, and graphophonic cues. 1. Use etymology to determine meaning of words. Pg. 207 Pg 1015 Pg. 1017 2. Apply various context clues to determine word meaning. Pg. 19 Pg. 112 Pg. 124 Pg. 289 Pg. 1015 3. Discern the relationship between word pairs in analogies, e.g., synonyms/antonyms, connotation/denotation. Pg. 550 Pg. 1016 Pg. 1017 Pg. 1120 Pg. 1124 Pg. 1125 2

Goal 1 READING, Indicator 1 (Continued). Correlation: 4. Analyze how syntax and word choice in text influence understanding. Pgs. 79 81 Pgs. 471 473 Pg. 667 Pg. 1044 Pg. 1139 5. Use various pre-reading strategies to increase comprehension of what is read, e.g., skimming, scanning, word-webbing, scaffolding, questioning. Pg. 101 Pg. 523 Pg. 611 Pg. 1008 Pg. 1012 6. Confirm, reject, or revise predictions made about text. Pg. 14 Pg. 52 Pgs. 164 169 Pgs. 209 217 Pgs. 405 415 7. Connect and synthesize main ideas and concepts to determine relationships with other sources or topics. Pg. 44 Pg. 145 Pg. 404 Pg. 527 Pg. 537 3

Goal 1 READING, Indicator 1 (Continued). Correlation: 8. Extend comprehension by combining new information with prior knowledge. 9. Evaluate new information in relationship to past experience/knowledge. Pg. 417 Pg. 423 Pg. 425 Pg. 431 Pg. 475 Pg. 480 Pg. 482 Pg. 486 Pg. 958 Pg. 963 Pg. 181 Pg. 324 Pg. 507 Pg. 549 Pg. 639 10. Analyze how personal knowledge may affect interpretation of text. Pg. 224 Pg. 268 Pg. 338 Pg. 414 Pg. 479 4

Goal 1 READING Correlation: Students will use various processes and strategies to read independently at increasing to read independently at increasing levels of complexity. Indicator 2: Students will evaluate the patterns of organization, literary elements, and literary devices within various texts. 1. Analyze the relationships among elements of literature, e.g., plot, setting, character, tone, point-of-view, theme. Pgs. 162 163 Pg. 171 Pg. 229 Pg. 265 Pg. 395 Pg. 720 2. Explain how voice, persona, and narrator affect tone, characterization, plot and credibility. Pg. 536 Pg. 740 Pg. 789 Pg. 863 Pg. 1133 Pg. 1140 3. Analyze and trace an author s development of time and sequence, including the use of complex literary devices such as foreshadowing and flashbacks. Pg. 171 Pg. 309 Pg. 669 Pg. 992 Pgs. 1128 1129 5

Goal 1 READING, Indicator 2 (Continued). Correlation: 4. Contrast points-of-view in narrative text and how they affect the overall body of work, e.g., first vs. third, limited vs. objective. Pg. 128 Pg. 132 Pg. 196 Pg. 691 Pg. 1134 5. Evaluate the relationship between author s style and literary effect in works of poetry, drama, fictions, and non-fiction. Pg. 386 Pg. 667 Pg. 753 Pg. 831 Pg. 1126 6. Compare/contrast similar themes across genres to determine how the genre shapes the message. Pg. 465 Pg. 795 Pg. 807 Pg. 1129 7. Analyze the structural characteristics and functions of literary forms and genres, e.g., satire, parody; poetry, drama. Pg. 74 Pgs. 240 241 Pg. 662 Pg. 1125 Pg. 1133 6

Goal 1 READING, Indicator 2 (Continued). Correlation: 8. Explain how the use of sound devices supports the subject and mood, e.g., rhyme, rhythm, onomatopoeia. Pg. 77 Pg. 94 Pg. 114 Pg. 1133 Pg. 1136 9. Analyze the effect of figurative language in various genres, e.g., personification, simile, metaphor. Pg. 120 Pg. 126 Pg. 440 Pg. 444 Pg. 613 Pg. 976 7

Goal 1 READING Correlation: Students will read at increasing levels of complexity for a variety of purposes. Indicator 3: Students will interpret and respond to a diversity of works representative of a variety of cultures and time periods. 1. Determine the quality of reading materials by analyzing texts for their practical, informational, or aesthetic value, e.g., define the criteria that determines a classic literary work. Pgs. 10 13 Pgs. 135 142 Pgs. 242 338 Pgs. 339 342 Pgs. 863 903 2. Examine literary selections from several critical and personal perspectives. Pg. 384 Pg. 438 Pg. 536 Pg. 772 Pg. 934 3. Evaluate literary criticism for its accuracy, clarity, and insight. Pg. 1124 8

Goal 1 READING, Indicator 3 (Continued). Correlation: 4. Read and critique literary works from a variety of eras and a variety of cultures, e.g., ancient, Renaissance, contemporary, Greek, Native American, British. Pgs. 246 344 Pgs. 433 438 Pgs. 865 904 Pgs. 936 956 Pgs. 959 976 5. Analyze how historical context influences the form, style, and pointof-view of a written work. Pgs. 45 52 Pg. 196 Pgs. 198 207 Pg. 393 Pg. 403 6. Recognize possible differences between author s intent and the reader s interpretation. Pgs. 85 86 Pg. 181 Pg. 216 Pg. 265 Pgs. 564 578 7. Analyze an author s explicit and implicit philosophical beliefs and assumptions about a subject. Pg. 169 Pg. 207 Pgs. 525 526 Pgs. 538 549 Pg. 883 9

Goal 1 READING, Indicator 3 (Continued). Correlation: 8. Analyze how a literary selection presents a view or comment on life and supports or contradicts contemporary views. Pg. 126 Pg. 286 Pg. 384 Pg. 561 Pg. 822 10

Goal 1 READING Correlation: Students will read independently at increasing levels of complexity for a variety of purposes. Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources. 1. Use the reading process to understand directions and procedures, e.g., directions for home and auto repair, schedules, maps. Pgs. 482 486 Pg. 527 Pgs. 637 638 Pgs. 1110-1111 2. Read and follow instructions to use computer software, assemble or construct models or equipment, or complete a project. Pg. 474 Pg. 733 Pgs. 1010 1012 Pgs. 1012 1015 Pg. 1111 3. Ascertain the difference between fact, reasoned judgment, and opinion in various texts. Pg. 21 Pg. 60 Pg. 229 Pg. 438 Pg. 536 11

Goal 1 READING, Indicator 4 (Continued). Correlation: 4. Analyze information for clarity, relevance, point-of-view, credibility, and supporting data. Pg. 473 Pg. 623 Pg. 1025 5. Locate, synthesize, and use information from multiple sources to solve problems and make decisions, e.g., newspapers, magazines, electronic media, public documents. Pg. 537 Pg. 641 Pg. 649 Pg. 661 Pg. 1098 6. Analyze the effect of bias, stereotyping, unsupported inferences, fallacious reasoning, and propaganda techniques in expository text. Pg. 768 Pgs. 1090 1092 7. Use the media center for study and research, e.g., computerized data, cataloging systems. Reader s Guide, reference books. Pg. 537 Pg. 550 Pg. 587 Pgs. 1094 1098 12

Goal 2 WRITING Correlation: Students will write effectively for different audiences and specific purposes. Indicator 1: Students will used appropriate mechanics, usage, and conventions of language. 1. Distinguish between clearly written sentences and sentences that contain errors in expression or construction, e.g., fragments. 2. Use correct spelling, language, punctuation, and capitalization in final copy. Pg. 22 Pg. 230 Pg. 527 Pg. 579 Pg. 728 Pgs. 1054 1055 Pg. 1056 Pg. 189 Pg. 287 Pg. 424 Pg. 432 Pgs. 1067 1072 3. Use available technology for editing and revising. Pgs. 352 353 Pg. 453 Pg. 702 Pg. 856 Pg. 1018 Pgs. 1033 1035 13

Goal 2 WRITING, Indicator 1 (Continued). Correlation: 4. Employ precise language and technical vocabulary to communicate ideas clearly and concisely. Pgs. 1015 1017 Pgs. 1038 1039 5. Use clauses, phrases, and sentence structure correctly and appropriately. Pg. 719 Pgs. 1050 1053 Pgs. 1065 1066 6. Demonstrate proficient use of grammar, diction, syntax, and paragraph structure. Pg. 217 Pgs. 1040 1044 7. Revise for ideas, paragraph structure, sentence structure, and word choice. Pgs. 1049 1055 Pgs. 1056 1057 14

Goal 2 WRITING, Indicator 1 (Continued). Correlation: 8. Use correct form when citing secondary sources, e.g., MLA, APA. Pgs. 1101 1106 9. Credit the sources of both quoted and paraphrased ideas. Pgs. 1101 1105 10. Use appropriate manuscript requirements, e.g., title page, source and support materials, in text citation, use of direct quote, paraphrasing. Pgs. 1101-1106 15

Goal 2 WRITING Correlation: Students will write effectively for different audiences and specific purposes. Indicator 2: Students will used appropriate style, organization, and form in a variety of technical, transactional, creative, and personal writing. 1. Analyze speaker, audience, purpose, and form when planning descriptive, narrative, expository, and persuasive writing. Pgs. 1019-1030 2. Develop literary, personal, and technical writings to inform, explain, analyze, and entertain. Pg. 100 Pg. 537 Pg. 641 Pg. 698 Pg. 794 3. Write business correspondence acceptable for workplace or academics. Pg. 217 Pg. 424 Pg. 739 Pgs. 1111 1112 Pg. 1113 16

Goal 2 WRITING, Indicator 2 (Continued). Correlation: 4. Make appropriate choices regarding voice, vocabulary, organization, and level of detail based upon audience, purpose, and context. Pg. 349 Pg. 452 Pg. 512 Pg. 700 Pgs. 1019 1026 5. Organize information to support the purpose of the writing. Pg. 233 Pg. 351 Pg. 513 Pg. 701 Pgs. 1027 1030 6. Write documented papers, e.g., research or I-search papers. Pg. 267 Pg. 404 Pg. 450 Pg. 790 Pg. 935 7. Use appropriate style for citing secondary sources, e.g,, MLA, APA. Pgs. 1101-1106 17

Goal 2 WRITING, Indicator 2 (Continued). Correlation: 8. Conform to appropriate formats in writing, e.g., letters, memos, reports, summaries, resumes, applications. Pg. 189 Pg. 614 Pg. 661 Pg. 692 Pg. 1113 Pg. 1115 9. Publish completed pieces for a variety of audiences, e.g., school, parents, community, business, newspaper. Pg. 182 Pg. 562 Pg. 597 Pg. 649 Pg. 794 18

Goal 2 WRITING Students will write effectively for different audiences and specific purposes. Indicator 3: Students will use various strategies and techniques to improve writing quality. 1. Analyze and model how authors establish and maintain a consistent tone and focus throughout the text. Pg. 31 Pg. 53 Pg. 61 Pg. 82 Pg. 100 Pg. 114 2. Analyze and model the structure or organizational patterns of various texts. Pg. 95 Pg. 104 Pg. 109 Pg. 114 Pg. 229 3. Use elements such as point-of-view, characterization, and irony for specific rhetorical and aesthetic purposes. Pg. 128 Pg. 162 Pg. 183 Pg. 208 Pg. 218 Pg. 222 Pg. 395 19

Goal 2 WRITING, Indicator 3 (Continued). 4. Consider how language and visuals enliven characters, enhance plot developments, or evoke response, e.g., rhythm, rhyme, repetition, sensory imagery, dialect, and figurative language. 5. Articulate strengths and weaknesses as a writer through personal reflection and/or conferencing. Pg. 77 Pg. 88 Pg. 433 Pg. 438 Pg. 740 Pg. 743 Pg. 965 Pg. 976 Pg. 1128 Pg. 152 6. Revise writing to improve logic of organization and controlling idea, level of detail, style, word choice and sentence variety. Pg. 153 Pgs. 1049 1056 7. Use available tools/resources to revise and edit personal work, e.g., Franklin speller, grammar checker, thesaurus. Pg. 1097 20

Goal 2 WRITING, Indicator 3 (Continued). 8. Use technology to share written work with other writers and review feedback. Pg. 463 9. Incorporate suggestions from others for revisions and editing into rewrites. Pg. 152 10. Maintain a personal writing journal/portfolio for reflection. Pg. 69 Pg. 82 Pg. 95 Pg. 119 Pg. 394 Pgs. 1036 1037 11. Use a variety of techniques to brainstorm, draft, revise, edit, and publish writing. Pg. 69 Pg. 153 Pg. 233 Pgs. 998 1000 Pg. 1022 21

Goal 2 WRITING, Indicator 3 (Continued). 12. Use personal experience, opinions, and reactions to enhance writing. Pg. 31 Pg. 43 Pg. 182 Pg. 229 13. Use topics, concepts, and knowledge from other content areas as an arena and focus for writing. Pg. 325 Pg. 394 Pg. 424 Pg. 507 Pg. 550 14. Develop a personal routine to improve writing, e.g., formal/informal, impromptu/prepared, private/public. Pg. 562 Pg. 579 Pg. 597 Pg. 623 Pg. 661 22

Goal 2 WRITING Students will write effectively for different audiences and specific purposes. Indicator 4: Students will write to clarify and enhance understanding of information. 1. Organize and link related information from multiple sources, e.g., government publications, microfiche, news sources, in-depth field studies, speeches, letters. Pg. 385 Pg. 537 Pg. 641 Pgs. 1094 1098 Pgs. 1098 1099 2. Distinguish one s own ideas from information created or discovered by others. Pg. 87 Pgs. 1101 1102 Pgs. 1103 1104 Pg. 1105 Pg. 1106 3. Present information and ideas from primary and secondary sources accurately and clearly. Pgs. 1101-1106 23

Goal 2 WRITING, Indicator 4 (Continued). 4. Support key ideas and viewpoints through accurate and detailed references to the text or other works. Pgs. 1101 1106 5. Write responses that analyze the use of imagery, universal themes, and/or unique perspectives/aspects of text. Pg. 7 Pg. 98 Pg. 187 Pg. 414 Pg. 903 6. Write text, notes, outlines, comments, and observations to synthesize content, processes, and experiences from a variety of media. Pg. 91 Pg. 416 Pg. 450 Pg. 1030 Pg. 1104 7. Synthesize information from multiple sources and analyze how each medium offers different perspectives. Pg. 1099-1101 24

Goal 3 LISTENING AND VIEWING Students will use critical listening and viewing skills in various situations and for a variety of purposes. Indicator 1: Students will utilize various listening and viewing strategies in social, academic, and occupational situations. 1. Evaluate how differing verbal cues affect the impact of the message, e.g., speaker s diction, syntax, tone, rate, pitch, volume, quality. Pgs. 1073 1074 Pgs. 1083 1084 2. Use interpersonal etiquette and maintain an open mind when listening and viewing. Pgs. 1074 1076 Pg. 1077 Pgs. 1079 1080 3. Ask appropriate, focused, and subject-related questions to interpret the intent of the communication. Pgs. 1074 1075 Pg. 1077 Pgs. 1078 1079 Pgs. 1081 1082 25

Goal 3 LISTENING AND VIEWING, Indicator 1 (Continued). 4. Summarize, restate, or paraphrase what has been presented for clarification and understanding. Pg. 1075 Pg. 1076 5. Interpret instructions and directions presented in a variety of forms and situations. Pgs. 1106 1109 Pgs. 1110 1111 Pg. 1114 6. Determine how the clarity and organization of communication can impact the meaning of a message. Pg. 1079 Pg. 1083 Pgs. 1086 1087 7. Analyze how non-verbal communication can influence the believability and interpretation of the message, e.g., distracting behaviors or habits. Pg. 1074 26

Goal 3 LISTENING AND VIEWING, Indicator 1 (Continued). 8. Analyze the use and effect of eye contact, facial expressions, gestures, and posture. Pg. 1074 Pgs. 1083 1084 27

Goal 3 LISTENING AND VIEWING Students will use critical listening and viewing skills in various situations and for a variety of purposes. Indicator 2: Students will interpret and evaluate ideas/information from various oral and visual sources. 1. Analyze the varying effects of different modes of media coverage, e.g., nightly news, news magazines, documentaries, Internet. Pg. 53 Pg. 170 Pg. 385 Pg. 498 Pgs. 508 509 Pg. 714 2. Evaluate the credibility of a speaker and the plausibility of the message, e.g., hidden agenda, slanted materials, biased opinion. Pgs. 1075 1076 Pg. 1089 Pgs. 1090 1091 3. Analyze strategies used by the media to inform, persuade, entertain and represent culture, e.g., advertising, perpetuation of stereotypes, visual representations, special effects, language. Pgs. 1075 1076 Pgs. 1089 1091 Pgs. 1099 1101 28

Goal 3 LISTENING AND VIEWING, Indicator 2 (Continued 4. Evaluate types of evidence speakers use for credibility, validity, and relevance, e.g., statistics, testimonies, specific instances. Pg. 1089 Pgs. 1099 1101 5. Analyze types of arguments used by various speakers, e.g., argument by causation, analogy, authority, emotion, logic. Pgs. 1074 1075 Pgs. 1078 1079 Pg. 1086 6. Analyze how various techniques used to create aesthetic effects in media presentations may alter the message, e.g., Shakespeare s Henry V to Kenneth Branagh s 1990 version. Pgs. 1092 1093 Pgs. 1100 1101 7. Distinguish between various forms of logical and critical thinking used in persuasion/debate, e.g., inductive and deductive reasoning, reasoning from syllogisms, and analogies. Pgs. 1086 1087 Pgs. 1090 1093 29

Goal 3 LISTENING AND VIEWING, Indicator 2 (Continued 8. Understand use of language techniques such as labeling, ambiguity, vagueness, hedging, assigning arbitrary definitions, and unsupported arguments. e.g., argument by causation, analogy, Pgs. 1075 1076 Pgs. 1089 1093 Pg. 1120 30

Goal 3 LISTENING AND VIEWING Students will use critical listening and viewing skills in various situations and for a variety of purposes. Indicator 3: Students will utilize various strategies to routinely retain/retrieve critical oral and visual information. 1. Use appropriate recognized sources to validate the credibility and reliability of information, e.g., books, journals, experts. Pgs. 1097-1101 2. Paraphrase the speaker s purpose and point-of-view for clarification and comprehension. Pg. 1074 3. Ask relevant questions concerning content and meaning of information for increased comprehension and retention. Pg. 1075 Pg. 1076 Pgs. 1078 1079 31

Goal 3 LISTENING AND VIEWING, Indicator 3 (Continued). 4. Use various grouping, ordering, and mnemonic strategies for organizing and recalling information. Pgs. 1082 1083 Pgs. 1084 1086 Pg. 1087 Pg. 1094 5. Use notetaking techniques to record, synthesize, and retrieve information. Pg. 450 Pg. 1102 Pg. 1106 6. Recognize and use logical patterns of organization, e.g., chronological order, topical, cause/effect. Pgs. 774 779 Pg. 1108 Pgs. 1029 1030 32

Goal 4 SPEAKING Students will speak effectively in a variety of formal and informal situations. Indicator 1: Students will use the appropriate structure and sequence to best express ideas and convey information. 1. Recognize and use elements of classical speech form, e.g., introduction, transitions, body, and conclusion. Pg. 44 Pgs. 448 456 Pg. 905 Pg. 997 Pgs. 1082 1087 2. Construct and deliver a variety of speeches, e.g., memorized, impromptu, extemporaneous, expository, narrative, informative, entertaining, persuasive. Pg. 344 Pg. 385 Pg. 498 Pg. 832 Pg. 925 3. Choose appropriate devices for introduction and conclusion, e.g., literary quotations, anecdotes, quotations from authorities. Pg. 498 Pg. 698 Pg. 754 Pg. 851 33

Goal 4 SPEAKING, Indicator 1 (Continued). 4. Choose logical patterns of organization to inform, persuade, or unite audiences, e.g., chronological, topical, cause/effect. Pg. 308 Pg. 455 Pg. 808 Pgs. 1082 1087 5. Plan formal oral presentations using various supporting strategies., e.g., well-structured, logical arguments, details, examples, illustrations, statistics, comparisons, analogies. Pg. 230 Pg. 308 Pg. 394 Pg. 507 Pg. 1087 6. Present dramatic readings of literary selections. Pg. 87 Pg. 170 Pg. 359 Pg. 562 Pg. 905 7. Use specific rhetorical devices to back up assertions, e.g., an appeal to logic through reasoning: an appeal to emotional or ethical belief; a personal anecdote; a case study; an analogy. Pg. 182 Pg. 344 Pg. 498 Pg. 763 Pgs. 1082 1084 34

Goal 4 SPEAKING, Indicator 1 (Continued). 8. Clarify and defend positions with precise and relevant evidence. Pg. 182 Pg. 207 Pg. 832 Pg. 925 Pgs. 1086 1087 9. Monitor audience for non-verbal feedback cues. Pg. 170 Pg. 527 Pg. 794 Pg. 905 Pgs. 1073 1074 10. Seek feedback on clarity and coherence of presentation or speech. Pgs. 1032-1033 11. Reassess choices and strategies used in oral communication based upon feedback. Pgs. 1032-1034 35

Goal 4 SPEAKING Students will speak effectively in a variety of formal and informal situations. Indicator 2: Students will use the appropriate language and style for a variety of social, occupational, formal, and informal situations. 1. Analyze the audience before making final choices on a speech topic, format, and style, e.g., listener values, needs, perspectives, expectations. Pgs. 1073 1074 Pgs. 1077 1080 2. Recognize the influence physical and societal demographics can have on the response of an audience, e.g., age gender, religion: racial, ethnic, and cultural backgrounds. Pgs. 1073 1074 Pgs. 1077 1080 3. Use vocabulary and terminology appropriate for the audience. Pgs. 150 151 Pg. 232 Pg. 350 Pg. 1015 Pg. 1079 Pgs. 1082 1083 36

Goal 4 SPEAKING, Indicator 2 (Continued). 4. Analyze the occasion to determine appropriate speech topic, format, and style. Pgs. 1077 1085 5. Determine the relationships among purpose, audience, and content of presentation. Pgs. 1077 1085 6. Compare and contrast characteristics of interpersonal, small group, and public communication. Pg. 61 Pg. 82 Pg. 115 Pg. 119 Pgs. 1077 1081 7. Work effectively in group settings to solve specific problems. Pg. 53 Pg. 95 Pg. 105 Pgs. 1017 1018 Pgs. 1077 1081 37

Goal 4 SPEAKING, Indicator 2 (Continued). 8. Use technical terms and notations accurately in oral presentations. Pg. 1083 Pgs. 1089 1090 Pgs. 1092 1093 9. Use appropriate grammar, sentence structure, and syntax in various speaking situations. Pgs. 1015 1017 Pgs. 1038 1039 Pg. 1076 10. Use effective strategies in interpersonal communication settings., e.g., workplace communication, interviews, meetings. Pgs. 1077 1087 38

Goal 4 SPEAKING Students will speak effectively in a variety of formal and informal situations. Indicator 3: Students will use various presentation strategies to enhance oral communication, e.g., non-verbal techniques, visual aids, physical settings/environments. 1. Use explicit verbal techniques for effective presentations, e.g., pitch, quality, volume, rate, inflections, enunciation, variety. Pg. 1073 2. Use explicit non-verbal techniques for effective presentations, e.g., eye contact, gestures, body movements, platform movement, facial expressions. Pg. 1074 3. Use non-verbal characteristics as transitional devices, to build a climax, and to reinforce ideas. Pg. 1074 Pgs. 1083 1086 39

Goal 4 SPEAKING, Indicator 3 (Continued). 4. Use effective strategies for speech preparation and presentation, e.g., written manuscripts, notes. Pg. 1083 5. Use appropriate rehearsal strategies to achieve command of text, skillful and artistic staging, and attention to performance details. Pg. 1083 6. Determine how the environment for an audience can effect communication, e.g., audience size, seating arrangement, lighting, temperature, proximity. Pg. 1078 7. Adjust speaking style and format to the physical surroundings of the presentation setting. Pg. 1078 40

Goal 4 SPEAKING, Indicator 3 (Continued). 8. Use visual aids and/or technology to support presentations, e.g., props, charts, multimedia. Pgs. 462 464 Pgs. 513 514 Pg. 1083 Pg. 1117 9. Deliver multimedia presentations that combine text, images, and sound, e.g., video, CD-ROM, Internet and computer generated images. Pgs. 462 464 10. Determine when to use various resources to create effective presentations, e.g., music, sound effects, color, graphics, text. Pg. 1083 41