Prentice Hall Literature, Grade 10, 2010

Transcription

1 A Correlation of, 2010 To the North Carolina English Course of Study, 2004 and the Common Core Standards for English Language Arts

2 INTRODUCTION This document demonstrates how Prentice Hall Literature meets both the objectives of the Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Prentice Hall Literature is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature. 2

3 Table of Contents Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives... 4 Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience...12 Competency Goal 3 The learner will defend argumentative positions on literary or nonliterary issues...18 Competency Goal 4 The learner will critically interpret and evaluate experiences, literature, language, and ideas...23 Competency Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis Competency Goal 6 The learner will apply conventions of grammar and language usage...37, Grades 9-10 Not Represented in the Correlation to NC English s

4 Language Arts, 2010, English Language Arts Curriculum English II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas ir own experiences. Students will continue to explore language for expressive, explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: Examine non-literary texts related to cultural studies. Research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues. Critically interpret and evaluate experiences, literature, language, and ideas. Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives Produce reminiscences (about a person, event, object, place, animal) that engage the audience by: using specific and sensory details with purpose. W.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. SE/TE: Autobiographical Narrative: Choose your details, 109; Descriptive Essay: Gather details to develop figurative language, 708, Creating a memorable image, 709, Choose vivid words, 710; Reflective Essay: Gather sensory details, 878, Use effective imagery, 880 explaining the significance of the reminiscence from an objective perspective. moving effectively between past and present. W.3.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. SE/TE: Reflective Essay: Considering the significance, 879; also see: Autobiographical Narrative: Telling the story, 109, Revise to clarify insight, 110; Descriptive Essay: Creating a memorable image, 709, Present controlling idea, 710 SE/TE: Reflective Essay: Thinking about the past, 879, Choosing a logical organization, 880 4

5 recreating the mood felt by the author during the reminiscence. Language Arts, W.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 2010, SE/TE: Autobiographical Narrative: Create character and setting cards, 108, Devise a plan for telling your story, 109, Revise to clarify insight, 110; Descriptive Essay: Gather details to develop figurative language, 708, Creating a memorable image, 709, Frame description, 710, Choose vivid words, 710; Reflective Essay: Gather sensory details, 878, Thinking about the past, 879, Use effective imagery, Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by: relating personal SE/TE: Introducing & Applying knowledge to textual the Big Question (writing and information or class discussion): Is there a discussion. difference between reality and truth? 2, 208, Can progress be made without conflict? 222, 428, What kind of knowledge changes our lives? 442, 612, Does all communication serve a positive purpose? 626, 776, To what extent does experience determine what we perceive? 790, 1032, Can anyone be a hero? 1046,

6 showing an awareness of one's own culture as well as the cultures of others. exhibiting an awareness of culture in which text is set or in which text was written. explaining how culture affects personal responses. Language Arts, R-L.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. R-L.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 2010, SE/TE: Introducing & Applying the Big Question (writing and discussion): To what extent does experience determine what we perceive? 790, 1032; Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; for other examples of literature of cultural awareness see: Anita Desai s Games at Twilight, ; Josephina Niggli s The Street of the Canon, ; Elie Wiesel s Keep Memory Alive, ; Yoshiko Uchida s Desert Exile: The Uprooting of a Japanese- American Family, ; and Gwendolyn Brooks The Bean Eaters, 703 SE/TE: Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117; also see: Culture Connection: Greek Chorus, 830, Mexican American Pride, 503, Ancient Greek Funeral Rites, 844 Roman Augurs, 928, Twelve Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The Mind of the People, 1103 SE/TE: Relate to your experience to make inferences, 239, 244, 250, 253, 259, 262, 265; also see: Introducing & Applying the Big Question (writing and discussion): To what extent does experience determine what we perceive? 790,

7 demonstrating an understanding of media's impact on personal responses and cultural analyses. Language Arts, 2010, SE/TE: Communications Workshop: Analyzing Media Presentations, 212, Delivering a Multimedia Presentation, 1036, Comparing Media Coverage, Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. SE/TE: Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85; Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937; Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859; Read between the lines, 965, 970, 971, 975, 978, 979, 981, 983 7

8 identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. providing textual evidence to support understanding of and reader's response to text. Language Arts, R-L.5. Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R-L.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: What are Fiction/Nonfiction, 4 5; Characteristics of Fiction, 6; Characteristics of Nonfiction, 7; What is a Short story?, ; Elements of Short stories, ; What is Nonfiction?, ; Characteristics of Essays and Speeches, ; What is Poetry?, ; Characteristics of poetry, ; What is Drama, ; Elements of Drama ; What is the Oral Tradition?, ; Archetypal Narrative Patterns, 1128; also see: Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228, 1241 SE/TE: Writing a Response to Literature: Go back source, 769, Use information from the text, 770, Use specific terms, 772; also see: Writing to Compare Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241; Respond, 27, 42, 54, 74, 84, 103, 106, 237, 252, 264, 280, 292, 313, 326, 354, 364, 380, 396, 413, 418, 637, 654, 666, 680, 688, 703, 706, 722, 728, 740, 746, 763, 766, 807, 832, 858, 876, 912, 936, 962, 982, 1000, 1018, 1061, 1072, 1086, 1104, 1116, 1137, 1144, 1170, 1184, 1204, 1216, 1232,

9 demonstrating comprehension of main idea and supporting details. summarizing key events and/or points from text. Language Arts, R-L.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. R-L.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 2010, SE/TE: For related activities see these reading strategies for expressive texts: Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937 SE/TE: Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859 making inferences, predicting, and drawing conclusions based on text. R-L.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85; Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171,

10 identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. making connections between works, self and related topics. Language Arts, R-L.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 2010, SE/TE: Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117; also see: Culture Connection: Greek Chorus, 830, Mexican American Pride, 503, Ancient Greek Funeral Rites, 844 Roman Augurs, 928, Twelve Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The Mind of the People, 1103 SE/TE: Introducing & Applying the Big Question (writing and discussion): Is there a difference between reality and truth? 2, 208, Can progress be made without conflict? 222, 428, What kind of knowledge changes our lives? 442, 612, Does all communication serve a positive purpose? 626, 776, To what extent does experience determine what we perceive? 790, 1032, Can anyone be a hero? 1046, 1250; also see: Relate to your experience to make inferences, 239, 244, 250, 253, 259, 262, 265; Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228,

11 analyzing and evaluating the effects of author's craft and style. analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Language Arts, 2010, SE/TE: Comparing Style, 96, 99, 100, 103, 104, 106, 107; Comparing Irony and Paradox, 188, 192, 194, 197, 199; Comparing Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419; Comparing Humorous Writing, 518, 521, 523, 524, 526, 529, 530, 531; Comparing Tone and Mood, 700, 702, 703, 705, 706, 707; Writing Workshop: Analytical Response to Literature, ; also see: Author's insights, 4, 8, 11, 18, 19, 20, 21, 22, 25, 224, 228, 229, 232, 234, 236, 444, 448, 453, 455, 456, 457, 628, 632, 634, 635, 792, 796, 799, 804, 1048, 1052, 1054, 1055, 1056, 1057, 1059 SE/TE: Comparing points of view, 327, 309, 310, 312, 313, 315, 316, 317, 318; Comparing character motives, 1014, 1017, 1019; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Applying the Big Question (writing and discussion): 208, 428, 612, 776, 1032,

12 identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context. Language Arts, R-L.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 2010, SE/TE: Setting, 226, 228, 269, 273, 278, 281, 287, 288, 293; Symbolism, 369, 380, 381, 385, 389, 392, 397; Imagery, poetry, 630, 632, 639, 655, 667, 715; Narrative poetry, 631, 639, 643, 647, 649, 651, 655, 659, 660, 662, 663, 664, 665, 667; Figurative language, 708, 715, 722, 723, 726, 729, 880, 1252; Onomatopoeia, 733, 741, 747; Dramatic speeches, 795, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1143, 1144, 1145; Legendary heroes, 1153, 1158, 1160, 1165, 1167, 1168, 1170, 1171, 1181, 1184, 1185 Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. SE/TE: Reading Information Texts: Reading Skill, 90, 182, 298, 402, 512, 578, 694, 752, 864, 1008, 1122, 1222; Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507; Opinion and fact, distinguish, 557, 562, 565,

13 identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. providing textual evidence to support understanding of and reader's response to text. demonstrating comprehension of main idea and supporting details. Language Arts, R-IT.5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 2010, SE/TE: Informational Texts: analyze structure and format (headings, bold, italics, illustrations, graphics), 90 95; follow and critique technical directions (sequence), ; scan text features / structures to see how they support author s purpose, ; analyze, structure, format, and features (predict purpose), ; analyze features, format and structure of text (titles, headings, bold, italics, illustrations, graphics), ; also see: Analytic and Interpretive Essays, 557, 561, 565, 569, 573 SE/TE: Informational Texts: analysis, evaluation, elaboration of ideas, ; paraphrase to connect ideas, ; synthesize (connect facts) to make generalizations, ; synthesize / paraphrase / connect ideas, ; evaluate credibility of author s argument (question, critique generalizations and evidence), ; also see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507; Opinion and fact, distinguish, 557, 562, 565, 573 SE/TE: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504,

14 summarizing key events and/or points from text. making inferences, predicting, and drawing conclusions based on text. identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. making connections between works, self and related topics. Language Arts, R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Summarize (nonfiction), 176; Essay Review, 459; also see: After You Read: Main idea, 471, 483, 487, 497, 507 SE/TE: Predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Infer, 496, 524, 530, 564; Draw conclusions, 544, 594, 602 SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; also see: History Connection, 563 SE/TE: Using prior knowledge to make predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Connect (nonfiction), 496, 506, 524, 552, 572,

15 analyzing and evaluating the effects of author's craft and style. analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context. Language Arts, R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). R-IT.6. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. R-IT.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. R-IT.5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 2010, SE/TE: Comparing Style, 96; Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531 SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Connect (nonfiction), 496, 506, 524, 552, 572, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507 SE/TE: Literary Analysis: Expository Essay, 461, 465, 469, 471, 480, 483; Reflective Essay, 487, 493, 494, 496, 497, 502, 503, 505, 507; Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569,

16 Language Arts, 2010, 2.02 Create responses that examine a cause/effect relationship among events by: effectively summarizing situations. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. SE/TE: Cause-and-Effect Essay: Make a cause-and-effect chart, 201, Clarify your analysis, 202; also see: Problem-and-Solution Essay: Evaluate possible solutions, 421, Create an essay map, 422 showing a clear, logical connection among events. logically organizing connections by transitioning between points. developing appropriate strategies such as graphics, essays, and multimedia presentations to illustrate points. R-IT.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. W.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SE/TE: Reflecting on key details to analyze cause and effect (nonfiction), 153, 159, 162, 165, 168, 173, 175, 177 SE/TE: Cause-and-Effect Essay: Make a cause-and-effect chart, 201, Use clear transitions, 202 SE/TE: Cause-and-Effect Essay: Give a class presentation, 207; Problemand-Solution Essay: Submit your essay,

17 Language Arts, 2010, 2.03 Pose questions prompted by texts (such as the impact of imperialism on Things Fall Apart) and research answers by: accessing cultural W.6 Use technology, including information or explanations the Internet, to produce, from print and nonprint publish, and update individual media sources. or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. W.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. SE/TE: Research and Technology: Bulletin board display on Vreeland, 27, Science fiction worlds of Cherryh, 237, Report on sources, 267, Research summary, 399, Report on Weihenmayer, 459, Annotated poster of Eady's poems, 637, Literary history report, 731, Poster on Hwang, 807, Women's history report, 1005, Annotated map on Santos and family, 1061, Biographical brochure, 1219 prioritizing and organizing information to construct a complete and reasonable explanation. W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. W.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SE/TE: Research Report: Research plan, develop, 1021, Lists, organize, 1022, Order of importance, use, 1023, Main ideas, strengthen coherence, 1025; also see: Research and Technology, 27, 237, 267, 399, 459, 637, 731, 807, 1005, 1061,

18 Language Arts, 2010, Competency Goal 3 The learner will defend argumentative positions on literary or nonliterary issues Examine controversial issues by: sharing and evaluating initial personal response. W.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. SE/TE: Letter Editor: Issues, list/look at both sides, 532, 605, Voice find appropriate, 533, Emotions appeal to, 534; Persuasive Essay: Freewrite, 605, Anecdotes, include, 606; also see: Listening and Speaking: Humorous persuasive speech, 485, Debate, 555, 777, Persuasive speech, 616 researching and summarizing printed data. developing a framework in which to discuss the issue (creating a context). compiling personal responses and researched data to organize the argument. W.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. W.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. SE/TE: Letter Editor: Evidence, support with, 534; Persuasive Essay: Research, conduct, 605, Case studies, include, 606, Arguments, test support, 608; also see: Listening and Speaking: Debate, 555, 777 SE/TE: Listening and Speaking: Humorous persuasive speech, 485, Debate, 555, 777, Persuasive speech, 616 SE/TE: Letter Editor: Issues, list/look at both sides, 532, Parallelism, use, 534; Persuasive Essay: Pro-and-con chart, use, 605, Notecards, make/organize, 606; also see: Listening and Speaking: Humorous persuasive speech, 485, Debate, 555, 777, Persuasive speech,

19 presenting data in such forms as a graphic, an essay, a speech, or a video. Language Arts, 2010, SE/TE: Letter Editor: Hold a speaker s corner, 537; Persuasive Essay: Deliver a speech, 611; also see: Listening and Speaking: Humorous persuasive speech, 485, Persuasive speech, Produce editorials or responses to editorials for a neutral audience by providing: a clearly stated position or proposed solution. W.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. SE/TE: Problem-and-Solution Essay, ; Letter Editor, relevant, reliable support. W.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns Respond to issues in literature in such a way that: requires gathering of W.1.b. Develop claim(s) and information to prove a counterclaims fairly, supplying particular point. evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. SE/TE: Letter Editor: Evidence, support with, 534; also see: Problem-and-Solution Essay: Evaluate possible solutions, 421, Stick facts, 422 SE/TE: Response to Literature: Go back source, 769, Use information from the text in various ways, 770; also see: Research and Technology, 27, 237, 267, 399, 459, 637, 731, 807, 1005, 1061,

20 effectively uses reason and evidence to prove a given point. Language Arts, W.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. W.9.b. Apply grades 9 10 reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). 2010, SE/TE: Response to Literature: Ask your own questions, 769, Language, use strong/precise, 770, Use specific terms, 772 emphasizes culturally significant events. W.9.a. Apply grades 9 10 reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). ). SE/TE: Research and Technology: Literary history report, 731, Women's history report, 1005, Annotated map on Santos and family, 1061, Biographical brochure, 1219; also see: Response to Literature, Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. SE/TE: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Informational Texts (reading skills): drama reviews, , book review, movie review,

21 identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. providing textual evidence to support understanding of and reader's response to text. demonstrating comprehension of main idea and supporting details. summarizing key events and/or points from text. making inferences, predicting, and drawing conclusions based on text. Language Arts, R-IT.5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Informational Texts: drama reviews, , book review, movie review, ; also see: Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569, 573 SE/TE: Informational Texts: synthesize, connect ideas (reviews), ; evaluate credibility of author s argument (reviews), ; also see: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573 SE/TE: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507 SE/TE: Summarize (nonfiction), 176; Essay Review, 459; also see: After You Read: Main idea, 471, 483, 487, 497, 507 SE/TE: Infer (persuasive writing), 564; Draw conclusions (persuasive writing), 544, 594, 602; also see: Predictions, make, 59, 63, 65, 68, 72, 75, 82, 85 21

22 identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. making connections between works, self and related topics. analyzing and evaluating the effects of author's craft and style. analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Language Arts, R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). R-IT.6. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. R-IT.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 2010, SE/TE: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; also see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602 SE/TE: Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Connect (persuasive writing), 572, 602 SE/TE: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531 SE/TE: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Connect (persuasive writing), 572,

23 identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context. Language Arts, R-IT.5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 2010, SE/TE: Literary Analysis: Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569, 573 Competency Goal 4 The learner will critically interpret and evaluate experiences, literature, language, and ideas Interpret a real-world event in a way that: makes generalizations about the event supported by specific references. SE/TE: Informational Texts: synthesize (connect facts) to make generalizations, reflects on observation and shows how the event affected the current viewpoint. distinguishes fact from fiction and recognizes personal bias. R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning SE/TE: Informational Texts: analyze credibility of sources (Egyptology resources), , analyze to extend ideas (tides), , primary source, newspaper editorial (Berlin Wall), SE/TE: Opinion and fact, distinguish, 557, 562, 565, 573; also see: The Big Question: Is there a difference between reality and truth? 2, 208; Does all communication serve a positive purpose? 626, 776; To what extent does experience determine what we perceive? 790,

24 Language Arts, 4.02 Analyze thematic connections among literary works by: showing an understanding of cultural context. 2010, SE/TE: Author's insights: historical fiction (Vreeland), 22; Historical context, 335, 1050; Historical characters, 887; Cultural context, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1116, 1117; Universal and Culturally Specific Themes, 868, 877; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Literature In Context, 26, 69, 83, 129, 175, 249, 274, 321, 350, 362, 388, 468, 478, 503, 550, 563, 830, 844, 900, 918, 928, 930, 942, 976, 991, 1068, 1081, 1103, 1162, 1199 using specific references from texts to show how a theme is universal. examining how elements such as irony and symbolism impact theme. SE/TE: Universal and Culturally Specific Themes, 868, 877; also see: Comparing Literary Works: Theme, 758, 762, 763, 764, 767; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241 SE/TE: Irony, 188, 192, 193, 197, 199, 306; Symbolism, 369, 380, 381, 385, 389, 392, 397; also see: Comparing Literary Works: Theme, 758, 762, 763, 764, Analyze the ideas of others by identifying the ways in which writers: introduce and develop a main idea. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. SE/TE: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504,

25 choose and incorporate significant, supporting, relevant details. relate the structure/organization to the ideas. use effective word choice as a basis for coherence. achieve a sense of completeness and closure. Language Arts, R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. R-IT.5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 2010, SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; also see: Details: draw conclusions, 335, 355, 365, paraphrase to, 402, 407, summarize, 461, 471, 483, analyze, 487, 497, 507, compare worldviews, 1153, 1171, 1185 SE/TE: Informational Texts: analysis, evaluation, elaboration of ideas, , paraphrase to connect ideas, , synthesize ideas, ; also see: Cause and effect, analyze, 115, 120, 122, 125, 126, 128, 131, 132, 135, 141, 147, 149, 153, 159, 162, 165, 168, 173, 175, 177 SE/TE: Hyperbole, 518, 531; Figurative language, 630, 708, 715, 722, 723, 726, 729, 880, 1252; Imagery, poetry, 655, 667; also see: Comparing Literary Works: Style, 96, 107, Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419, Humorous Writing, 518, 521, 52, 526, 529, 530, 531, Tone and Mood, 700, 702, 703, 705, 706, 707 SE/TE: Conflict and resolution, 115, 119, 121, 125, 127, 130, 133, 134, 135, 140, 144, 146, 149; also see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Tragic heroes, 887, 985, 988, 990, 992, 994, 995, 997, 1001; Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1143, 1144,

26 Language Arts, 2010, 4.04 Evaluate the information, explanations, or ideas of others by: identifying clear, SE/TE: Peer review, use, 204, reasonable criteria for 424, 608, 772, 1025, 1246; evaluation. also see: Communications Workshop (feedback form), 212, 432, 780, 1036, 1254 applying those criteria using reasoning and substantiation.. SE/TE: Peer review, use, 204, 424, 608, 772, 1025, 1246; also see: Communications Workshop (feedback form), 212, 432, 780, 1036, Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: selecting, monitoring, and SE/TE: Informational Texts modifying as necessary (Reading Skills): drama reading strategies reviews, , book appropriate to readers' review, movie review, 1222 purpose. 1227; also see: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573 identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. providing textual evidence to support understanding of and reader's response to text. R-IT.5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: For related material see: Informational Texts: analyze structure and format (headings, bold, italics, illustrations, graphics), 90 95; follow and critique technical directions (sequence), ; scan text features / structures to see how they support author s purpose, ; analyze, structure, format, and features (predict purpose), ; analyze features, format and structure of text (titles, headings, bold, italics, illustrations, graphics), ; also see: Analytic and Interpretive Essays, 557, 561, 565, 569, 573 SE/TE: Informational Texts: evaluate credibility of author s argument (question, critique generalizations and evidence), ; also see: Evaluate persuasion, 539, 545, 552, 553, 557, 562, 565,

27 demonstrating comprehension of main idea and supporting details. summarizing key events and/or points from text. making inferences, predicting, and drawing conclusions based on text. identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. making connections between works, self and related topics. Language Arts, R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: For related material see: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507 SE/TE: For related material see: Summarize (nonfiction), 176; Essay Review, 459; also see: After You Read: Main idea, 471, 483, 487, 497, 507 SE/TE: For related material see: Predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Infer, 496, 524, 530, 564; Draw conclusions, 544, 594, 602 SE/TE: For related material see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; also see: History Connection, 563 SE/TE: For related material see: Informational Texts (Reading Skills): drama reviews, , book review, movie review,

28 analyzing and evaluating the effects of author's craft and style. Language Arts, R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). R-IT.6. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 2010, SE/TE: For related material see: Comparing Style, 96; Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531 analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context. R-IT.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. R-IT.5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). SE/TE: For related material see: Informational Texts: evaluate credibility of author s argument (question, critique generalizations and evidence), ; also see: Evaluate persuasion, 539, 545, 552, 553, 557, 562, 565, 573 SE/TE: Informational Texts (Reading Skills): drama reviews, , book review, movie review, ; also see: Literary Analysis: Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569,

29 Language Arts, 2010, Competency Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis Read and analyze selected works of world literature by: using effective strategies for preparation, engagement, and reflection. SE/TE: Conclusions, draw (world literature), 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Universal and Culturally Specific Themes, 868, 877; Cultural context, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1116, 1117; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241 building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures. analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature. analyzing the importance of tone and mood. SE/TE: Tragedy: Greek, 837, 840, 841, 843, 846, 851, 856, 859, Shakespeare's, 887, 897, 900, 902, 909, 913; Tragic heroes, 985, 988, 990, 992, 994, 995, 997, 1001; What is the Oral Tradition?, ; Archetypal Narrative Patterns, 1128; also see: Dramatic speeches, 795, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Blank verse, 915, 917, 919, 924, 927, 935, 937 SE/TE: Flashbacks, Foreshadowing, 29, 43, 55, 109, 330; Irony, 188, 192, 193, 197, 199, 306; Compare points of view, 306, 309, 310, 312, 313, 315, 316, 317, 318; Symbolism, 369, 380, 381, 385, 389, 392, 397; Figurative language, 630, 708, 715, 722, 723, 726, 729, 880, 1252; Imagery, poetry, 655, 667 SE/TE: Comparing Tone and Mood, 700, 702, 703, 705, 706,

30 analyzing archetypal characters, themes, and settings in world literature. making comparisons and connections between historical and contemporary issues. understanding the importance of cultural and historical impact on literary texts. Language Arts, 2010, SE/TE: Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1143, 1144, 1145; also see: Theme and Universal, 335, 339, 344, 353, 355, 359, 365; Universal and Culturally Specific Themes, 868, 877; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241 SE/TE: History Connection, 26, 83, 175, 249, 321, 350, 563, 930, 942, 991, 1162; World Events Connection: Repression in the Soviet Union, 550; also see: The Big Question: Can progress be made without conflict? 222, 428 SE/TE: Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117; also see: Culture Connection: Greek Chorus, 830, Mexican American Pride, 503, Ancient Greek Funeral Rites, 844 Roman Augurs, 928, Twelve Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The Mind of the People,