Gateway Regional School District VERTICAL ARTICULATION OF ENGLISH LANGUAGE ARTS STANDARDS ENGLISH - STANDARD - Grades 9-12

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1 NOVELS USED IN THIS COURSE Of Mice and Men, The Old Man and the Sea, The Pearl, Romeo and Juliet, The Odyssey, Raisin in the Sun, Treasure Island, Call of the Wild, The Bean Trees, Big Mouth, Ugly Girl, and Greek Mythology and excerpts from The Odyssey 1.5: Identify and practice techniques such as setting time limits for speakers and deadlines for decision-making to improve productivity of group discussions. Not addressed formally in 9 th grade 2.5: Summarize in a coherent and organized way information and ideas learned from a focused discussion. How to summarize information learned from a focused discussion How to listen to the ideas of others and contribute information Organize and summarize ideas learned from a focused discussion Listen to ideas in group discussions and acquire new knowledge from interviews 3.14 Give formal and informal talks to various audiences and for various purposes using appropriate level of formality and rhetorical devices. How to make oral presentations taking into consideration audience, purpose and the information being conveyed Strategies for communicating the purpose of the presentation. NOVELS USED IN THIS COURSE To Kill a Mockingbird, Fahrenheit 451, A Separate Peace, Lord of the Flies, The Chocolate War, Catcher in the Rye, Twelve Angry Men, Antigone, Julius Caesar 1.5: Identify and practice techniques such as setting time limits for speakers and deadlines for decision-making to improve productivity of group discussions. LANGUAGE STRAND NOVELS USED IN THIS COURSE The Crucible Adventures of Huckleberry Finn, Narrative of Frederick Douglass, O, Pioneers 1.6: Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well participants engage in discussions at a local meeting. NOVELS USED IN THIS COURSE Julius Caesar, Hamlet, Macbeth, Midsummer Night s Dream, Much Ado Nothing, The Merchant of Venice, Hard Times, Things Fall Apart, Wuthering Heights 1.6: Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well participants engage in discussions at a local meeting. Not addressed formally in 10 th grade Not addressed in 11 th grade Not addressed in 12 th grade 2.5: Summarize in a coherent and organized way information and ideas learned from a focused discussion. How to summarize information learned from a focused discussion How to listen to the ideas of others and contribute information Organize and summarize ideas learned from a focused discussion Listen to ideas in group discussions and acquire new knowledge from interviews 3.14: Give formal and informal talks to various audiences and for various purposes using appropriate level of formality and rhetorical devices. 2.6: Analyze differences in responses to focused group discussion in an organized and systematic way. The difference between subjective and objective response. Identify subjective and objective responses to literature and to related cultural matters. Understand and appreciate the importance of objective responses on the basis of common standards Deliver formal presentations for particular audiences using clear enunciation and appropriate organization, gestures, tone, and vocabulary. 2.6: Analyze differences in responses to focused group discussion in an organized and systematic way. The elements of critical thinking. Identify the hierarchy of cognitive operations in terms of knowledge, comprehension, application, analysis, synthesis, and evaluation. Understand and appreciate the relative importance of knowledge, comprehension, application, analysis, synthesis, and evaluation Deliver formal presentations for particular audiences using clear enunciation and appropriate organization, gestures, tone, and vocabulary. Not addressed formally in 10 th grade. Not addressed in 11 th grade. Not addressed in 12 th grade. 1

2 Prepare and present a formal oral presentation to peers that demonstrates appropriate consideration of audience and purpose. Respond informally to discussion questions about a novel or short story read for class. 3.15: Analyze effective speeches made for a variety of purposes and prepare and deliver a speech containing some of these features. Features of an effective speech for a variety of purposes. 3.15: Analyze effective speeches made for a variety of purposes and prepare and deliver a speech containing some of these features. 11th th and 12 0h grade 11th th and 12 0h grade Deliver speeches of their own composition to the class which contain the features of an effective speech. 3.16: Create an appropriate scoring guide to prepare, improve, and assess presentations. Not addressed formally in 10 th grade, 3.16: Create an appropriate scoring guide to prepare, improve, and assess presentations. 3.18: Create an appropriate scoring guide to evaluate final presentations. 3.18: Create an appropriate scoring guide to evaluate final presentations. Not addressed formally in 9 th grade, Not addressed formally in 10 th grade, Not addressed in 11 th grade. Not addressed in 12 th grade. 4.23: Identify and use correctly idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. 4.23: Identify and use correctly idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. 4.26: Identify and use correctly new words acquired through study of their different relationships to other words. 4.26: Identify and use correctly new words acquired through study of their different relationships to other words. Definition of idioms, cognates, words with literal and figurative meanings, and patterns of word changes indicating different meanings or functions. Identify idioms, cognates, words with literal and figurative meanings, and patterns of word changes in the context of a written selection Define or rephrase idioms, cognates, words Review definitions of idioms, cognates, words with literal and figurative meanings, and patterns of word changes indicating different meanings or functions. Identify idioms, cognates, words with literal and figurative meanings, and patterns of word changes in the context of a written selection Identify idioms, cognates, words with literal Meanings of words are determined by their semantic context. Improve their ability to understand unfamiliar words from a semantic analysis of the context in which the words appear. Employ words appropriately through consideration of context. That the meanings of words are determined by their context: grammatical and social as well as semantic. Improve their ability to understand unfamiliar words from a semantic, grammatical, and social analysis of the context in which the words appear. Extend their ability to employ words appropriately through consideration of context. 2

3 with literal and figurative meanings, and patterns of word changes indicating different meanings or functions. IA underline examples of idioms, etc in sentences 4.24: Use knowledge of Greek, Latin, and Norse mythology, the Bible, and other works often alluded to in British and American literature to understand the meanings of new words. Greek, Latin, Norse mythology and how they relate to word origins. Greek mythology Identify word meanings in selected pieces of literature such as Of Mice and Men, Call of the Wild, Old Man and the Sea, Raisin in the Sun, and a Shakespearean play and figurative meanings, and patterns of word changes in their own writing or in a real life situation. ADV Create original examples of idioms, cognates, words with literal and figurative meanings, and patterns of word changes in the context of a written selection 4.24: Use knowledge of Greek, Latin, and Norse mythology, the Bible, and other works often alluded to in British and American literature to understand the meanings of new words. Selected Greek, Latin, and Norse mythology, the Bible, Connections to modern culture in works such as Antigone. Identify word meanings in selected pieces of literature such as To Kill a Mockingbird, A Separate Peace, The Chocolate War, Fahrenheit th th and 12 0h grade 11th th and 12 0h grade 4.25: Use general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. Organizational principles and key elements of dictionaries, glossaries, etc. How to determine varied meanings of words and related references Find and use information related to words and their meanings, including parts of speech, synonyms, word origin information, etc., given access to reference books. 4.25: Use general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. When a thesaurus is used, the word chosen must fit the context in which it is being used. Incorporate new words when revising their own writing. 4.27: Use general dictionaries, specialized dictionaries, thesauruses, histories of language, books of quotations, and other related references as needed. The role of context, etymology, and usage for vocabulary building and diction determination. Find and choose words in accordance with contextual, etymological, and usage considerations for both speaking and writing purposes. 4.27: Use general dictionaries, specialized dictionaries, thesauruses, histories of language, books of quotations, and other related references as needed. The role of context, etymology, and usage for vocabulary building and diction determination (in a reinforced and further developed way from Extend ability to find and choose words in accordance with contextual, etymological, and usage considerations for both speaking and writing purposes. 3

4 5.23: Identify simple, compound, complex, and compound-complex sentences. 5.23: Identify simple, compound, complex, and compound-complex sentences. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: 5.30: Identify, describe, and apply all conventions of standard English. 5.30: Identify, describe, and apply all conventions of standard English. Definition of simple, complex, and compoundcomplex sentences. Sentence combining to form compound, complex, and compound-complex sentences from simple sentences. Identify simple, complex, and compoundcomplex sentences. 5.24: Identify nominal zed, adjectival, and adverbial clauses. Review definitions of simple, complex, and compound-complex sentences. Identify simple, complex, and compoundcomplex sentences. Compose simple, complex, and compoundcomplex sentences. Revise simple, complex, and compoundcomplex sentences in their own writing. 5.24: Identify nominal zed, adjectival, and adverbial clauses. Phrases, clauses, sentence types determined by structure, and all conventions of standard English for purposes of expressiveness and style as well as correctness. Analyze and identify phrases, independent and dependent clauses, sentence types determined by structure, and all conventions in the reading of prose and poetry. Correctly and expressively use phrases, independent and dependent clauses, sentence types, and all conventions. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: Phrases, clauses, sentence types determined by structure, and all conventions of standard English for purposes of expressiveness and style as well as correctness (in a reinforced and further developed way from Extend, from 11 th grade, their ability to analyze and identify phrases, independent and dependent clauses, sentence types determined by structure, and all conventions in the reading of prose and poetry. Extend, from 11 th grade, their ability to correctly and expressively use phrases, independent and dependent clauses, sentence types, and all conventions. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: Definitions of nominal zed, adjectival, and adverbial clauses Review definitions of nominalized, adjectival, and adverbial clauses 5.30: Identify, describe, and apply all conventions of standard English. 5.30: Identify, describe, and apply all conventions of standard English. Identify examples of nominalized, adjectival, and adverbial clauses in their own and in other writers work. Identify nominalized, adjectival, and adverbial clauses Compose sentences that include nominalized, adjectival, and adverbial clauses See the Standard 5 overview for English III and English IV above. See the Standard 5 overview for English III and English IV above. 4

5 Revise their own writing to improve and vary 5.25: Recognize the functions of verbals: participles, gerunds, and infinitives. sentence structure 5.25: Recognize the functions of verbals: participles, gerunds, and infinitives. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: Definitions of verbals. Review definitions of verbals. 5.30: Identify, describe, and apply all conventions of standard English. 5.30: Identify, describe, and apply all conventions of standard English. Identify participles, gerunds, and infinitives, and apply that knowledge in composing sentences with parallel structure and in understanding how to look up the infinitive form of a verb or a verbal in the dictionary. 5.26: Analyze the structure of a sentence (traditional diagram, transformational model). Identify verbals Compose sentences that include verbals Revise their own writing to improve and vary sentence structure 5.26: Analyze the structure of a sentence (traditional diagram, transformational model). See the Standard 5 overview for English III and English IV above. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: See the Standard 5 overview for English III and English IV above. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: Definition of subject and predicate Understand how subject and predicate is used in a complete sentence Definition of subject and predicate Understand how subject and predicate is used in a complete sentence 5.30: Identify, describe, and apply all conventions of standard English. 5.30: Identify, describe, and apply all conventions of standard English. Identify subject and predicate in daily written and oral language Identify major sentence structure problems fragments, run-on, comma splices Revise their own writing for complete and correct sentence structure 5.27: Identify rhetorically functional sentence structure (parallelism, properly placed modifiers). Identify subject and predicate in daily written and oral language Identify major sentence structure problems fragments, run-on, comma splices Revise their own writing for complete and correct sentence structure 5.27: Identify rhetorically functional sentence structure (parallelism, properly placed modifiers). See the Standard 5 overview for English III and English IV above. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: See the Standard 5 overview for English III and English IV above. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: 5.30: Identify, describe, and apply all 5.30: Identify, describe, and apply all 5

6 How to identify parallel structure, misplaced modifiers, and other aspects of rhetorically effective or ineffective sentence structure. How to identify parallel structure, misplaced modifiers, and other aspects of rhetorically effective or ineffective sentence structure. conventions of standard English. conventions of standard English. Recognize faulty sentence structure Incorporate effective sentence structures in their own writing Identify and repair ineffective sentence structure in their own and others writing. Recognize faulty sentence structure Incorporate effective sentence structures in their own writing Identify and repair ineffective sentence structure in their own and others writing. See the Standard 5 overview for English III and English IV above. See the Standard 5 overview for English III and English IV above. 5.28: Identify correct mechanics (semicolons, colons, hyphens), correct usage (tense consistency), and correct sentence structure (parallel structure). Correct mechanics, usage, and sentence structure. Identify errors in mechanics Proofread and edit their own and others work for correct mechanics and sentence structure. 5.28: Identify correct mechanics (semicolons, colons, hyphens), correct usage (tense consistency), and correct sentence structure (parallel structure). Correct mechanics, usage, and sentence structure. Identify errors in mechanics Proofread and edit their own and others work for correct mechanics and sentence structure. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: 5.30: Identify, describe, and apply all conventions of standard English. See the Standard 5 overview for English III and English IV above. 5.23, 5.24, 5.25, 5.26, 5.27, 5.28 in 9 th and 10 th grade relate to 5.30 for 11 th and 12 th grade: 5.30: Identify, describe, and apply all conventions of standard English. See the Standard 5 overview for English III and English IV above. 5.29: Describe the origins and meanings of common words and foreign words or phrases used frequently in written English, and show their relationship to historical events or developments (glasnost, coup d état). Many words in the English language have their originals in historical events and foreign words and phrases. 5.29: Describe the origins and meanings of common words and foreign words or phrases used frequently in written English, and show their relationship to historical events or developments (glasnost, coup d état). Many words in the English language have their originals in historical events and foreign words and phrases. 5.33: Analyze and explain how the English language has developed and been influenced by other languages. Not addressed in 11 th grade. 5.33: Analyze and explain how the English language has developed and been influenced by other languages. How English developed from Germanic, French, Latin, Greek, and other languages as a result of cultural contacts. 6

7 Trace the etomology of a word using varied reference materials Trace the etymology of a word using varied reference materials Use their knowledge of the influences of other languages on English to 1) understand differences in meaning and effect depending upon linguistic origin and 2)apply that knowledge in their own speaking and writing. 9 th and 10 th grade 9 th and 10 th grade 5.31: Describe historical changes in conventions for usage and grammar. 5.31: Describe historical changes in conventions for usage and grammar. The historical changes regarding usage and grammar in the development of English through the Old, Middle, and Modern English periods. Not addressed in 11 th grade. Identify differences in usage and grammar from different historical periods. Use their knowledge of historically based differences in usage and grammar to analyze effects on communication. 9 th and 10 th grade 9 th and 10 th grade 5.32: Explain and evaluate the influence of the English language on world literature and world cultures. 5.32: Explain and evaluate the influence of the English language on world literature and world cultures. 6.8: Identify content-specific vocabulary, terminology, or jargon unique to particular social or professional groups. 6.8: Identify content-specific vocabulary, terminology, or jargon unique to particular social or professional groups. Not addressed in 11 th grade. 6.10: Analyze the role and place of standard American English in speech, writing, and literature. Not addressed in 12 th grade. 6.10: Analyze the role and place of standard American English in speech, writing, and literature. How to recognize vocabulary, terminology, or jargon unique to particular social or professional groups. Particular social or professional groups use distinct vocabulary or jargon. How to recognize vocabulary, terminology, or jargon unique to particular social or professional groups. Particular social or professional groups use distinct vocabulary or jargon. Standard and nonstandard forms (or codes) of American English and the facts of code switching. Identify standard and nonstandard forms and Standard and nonstandard forms (or codes) of American English and the facts of code switching (in a reinforced and further developed way from 7

8 Identify examples of such specialized jargon and vocabulary within their own writing, and either provide definitions or rephrase for the benefit of other audiences in their own writing. 6.9: Identify differences between the voice, tone, diction, and syntax used in media presentations (documentary films, news broadcasts, taped interviews) and these elements in informal speech. Not addressed formally in 9 th grade. For imaginative/literary texts: 8.29: Identify and analyze patterns of imagery or symbolism. Definitions of imagery and symbolism, and how each can add to the meaning and tone of a story. How to identify and analyze patterns of imagery and symbolism throughout a piece of literature Identify specific examples of imagery and symbolism found in literature. Analyze the contributions of imagery and Identify examples of such specialized jargon and vocabulary within their own writing, and either provide definitions or rephrase for the benefit of other audiences in their own writing. 6.9: Identify differences between the voice, tone, diction, and syntax used in media presentations (documentary films, news broadcasts, taped interviews) and these elements in informal speech. Not addressed formally in 10 th grade. analyze their effects on communication. Use standard and nonstandard forms (code switch) depending on the context in which the students find themselves. 6.11: Analyze how dialect can be a source of negative or positive stereotypes among social groups. The facts about dialects and the feelings they engender (primarily American contexts). Identify dialect uses and their effects on communication (primarily American contexts). READING AND LITERATURE STRAND Extend, from 11 th grade, their ability to identify standard and nonstandard forms and analyze their effects on communication. Extend, from 11 th grade, their ability to use standard and nonstandard forms (code switch) depending on the context in which the students find themselves. 6.11: Analyze how dialect can be a source of negative or positive stereotypes among social groups. The sociolinguistic determiners of dialects and the feelings that dialects engender (primarily British contexts). Identify dialect uses and their effects on communication (primarily British contexts). The majority of students will have met these standard 7 by the end of Grade 4, although teachers may need to continue addressing earlier standards. For imaginative/literary texts: For imaginative/literary texts: 8.29: Identify and analyze patterns of imagery or 8.32: Identify and analyze the point(s) of view in symbolism. a literary work. a literary work. Definitions of imagery and symbolism, and how each can add to the meaning and tone of a story. How to identify and analyze patterns of imagery and symbolism throughout a piece of literature Identify imagery and symbolism in literature Evaluate the effectiveness of imagery and symbolism in a particular piece of literature. The different types of point of view. Analyze how different points of view contribute to the meaning of literature. For imaginative/literary texts: 8.32: Identify and analyze the point(s) of view in The different types of point of view (in a reinforced and further developed way from Extend, from 11 th grade, their ability to analyze how different points of view contribute to the meaning of literature. 8

9 symbolism to a particular piece of literature. Identify and analyze patterns of imagery for writing, reading and testing purposes. For imaginative/literary texts: 8.30: Identify and interpret themes and give supporting evidence from a text. Definition of theme. Difference between theme and plot. Identify and interpret themes and give supporting evidence from the text. Articulate themes in pieces of literature and identify supporting evidence from a text; Write literary analysis essays which support themes with evidence found in a text. Provide examples and identify themes with supporting evidence from the text. For informational/expository texts: 8.31: Analyze the logic and use of evidence in an author s argument. For imaginative/literary texts: 8.30: Identify and interpret themes and give supporting evidence from a text. Definition of theme. Themes are supported through plot, character development, and language used by the author. Give a clear statement of the theme in a piece of literature and give evidence from the text to support those themes. Make a connection between themes in literature and real-life examples For informational/expository texts: 8.31: Analyze the logic and use of evidence in an author s argument. For imaginative/literary texts: 8.33: Analyze patterns of imagery or symbolism and connect them to themes and/or tone and mood. How patterns of imagery and symbolism can contribute to creation of tone, mood, and theme. Tell the suggested meanings of patterns of imagery and symbolism, show with references to text, and relate to overall meaning with regard to tone, mood, and theme. For Informational/ expository texts: 8.34: Analyze and evaluate the logic and use of evidence in an author s argument. For imaginative/literary texts: 8.33: Analyze patterns of imagery or symbolism and connect them to themes and/or tone and mood (in a reinforced and further developed way from How patterns of imagery and symbolism can contribute to creation of tone, mood, and theme. Extend, from 11 th grade, their ability to tell the suggested meanings of patterns of imagery and symbolism, show with references to text, and relate to overall meaning with regard to tone, mood, and theme. For Informational/ expository texts: 8.34: Analyze and evaluate the logic and use of evidence in an author s argument. 9

10 How to recognize common strategies of logical analysis and forms of evidence to support an argument. Understand what it means to be logical Identify examples of different forms of logical analysis (compare/contrast, thesis-seeking, thesis-supporting) used in another author s writing. Students will be able to identify forms of evidence (statistics, examples, anecdote, quote from expert source, etc.). 9.6: Relate a literary work to primary source documents of its literary period or historical setting. A literary and non-literary work can be understood by relating it to its contemporary context or historical background. Relate a literary or non-literary work to its contemporary context or historical background 10.5: Compare and contrast the presentation of a theme or topic across genres to explain how the selection of genre shapes the message. Definition of logical analysis Analyze the effectiveness of different forms of logical analysis (compare/contrast, thesisseeking, thesis-supporting) used in another author s writing. 9.6: Relate a literary work to primary source documents of its literary period or historical setting. Both literary and non-literary works are byproducts of the time period in which they were written about Find connections between the events in a literary work and what was happening historically 10.5: Compare and contrast the presentation of a theme or topic across genres to explain how the selection of genre shapes the message. The difference between exposition and persuasion (or argument), particularly as it applies to analytical writing (i.e. literary analysis). How an author provides reasons and evidence in analytical writing (i.e. quotations and explanations in literary analysis). Identify an author s thesis, supporting ideas or points, and specific details or examples, and judge the soundness and effectiveness of the author s presentation as a result. 9.7: Relate a literary work to the seminal ideas of its time. Historicism as a critical approach to literature. Important cultural ideas evident in literary periods, specifically in the American context. Identify and analyze these cultural ideas as to how they inform literary works. 10.6: Identify and analyze characteristics of genres (satire, parody, allegory, pastoral) that overlap or cut across the lines of genre classifications such as poetry, prose, drama, short story, essay, and editorial. The difference between exposition and persuasion (or argument), particularly as it applies to analytical writing (i.e. literary analysis) [in a reinforced and further developed way from English III]. How an author provides reasons and evidence in analytical writing (i.e. quotations and explanations in literary analysis) [in a reinforced and further developed way from English III]. Identify an author s thesis, supporting ideas or points, and specific details or examples, and judge the soundness and effectiveness of the author s presentation as a result. 9.7: Relate a literary work to the seminal ideas of its time. Historicism as a critical approach to literature (in a reinforced and further developed way from Important cultural ideas evident in literary periods, specifically in the British context and selectively in other cultural contexts. Extend, from 11 th grade, their ability to identify and analyze these cultural ideas as to how they inform literary works. 10.6: Identify and analyze characteristics of genres (satire, parody, allegory, pastoral) that overlap or cut across the lines of genre classifications such as poetry, prose, drama, short story, essay, and editorial. 10

11 KNOW statements for standard 8.30 and How to identify, analyze and apply knowledge and structure of a theme from the text Literary works in a variety of genres may address similar themes and topics, and each genre will present these themes and topics in different ways. Characteristics of different genres Explain how the presentation of themes or topics compares across genres. Analyze, compare, and apply knowledge of the presentation of different genres. Compare and contrast varied presentations of a theme/topic such as the movie and novel versions of Of Mice and Men to illustrate the themes of friendship and sacrifice. 11.5: Apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and provide support from the text for the identified themes. KNOW statements for standard 8.30 and The theme in a work of literature represents the author s view or comment on life. KNOW statements for standard 8.30 and How to identify, analyze and apply knowledge and structure of a theme from the text Literary works in a variety of genres may address similar themes and topics, and each genre will present these themes and topics in different ways. Characteristics of different genres Compare and contrast varied presentations of a theme/topic such as the poem Ulysses, the short story All Flags Flying, and the movie On Golden Pond to illustrate the theme of aging. 11.5: Apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and provide support from the text for the identified themes. KNOW statements for standard 8.30 and The theme in a work of literature represents the author s view or comment on life. Characteristics of satire and how that genre informs works of poetry, fiction, nonfiction, and drama, all focused on American literature. Identify and analyze how satire contributes to the tone, mood, and theme of individual literary works. 11.6: Apply knowledge of the concept that a text can contain more than one theme. That a text can contain both major and minor themes, including a number special to the American scene (e.g. the American Dream). Characteristics of satire (extended from English III) and of allegory, and how those genres inform works of poetry, fiction, nonfiction, and drama, all focused on British or world literature. Identify and analyze how satire (extended from English III) and allegory contribute to the tone, mood, and theme of individual literary works. 11.6: Apply knowledge of the concept that a text can contain more than one theme. That a text can contain both major and minor themes, including a number special to the British scene (e.g. the code of chivalry). Give a clear statement of the theme in a work of literature and provide support from the text. 9 th and 10 th grade Give a clear statement of the theme in a work of literature and provide support from the text. 9 th and 10 th grade Identify a primary and secondary theme in a text and provide evidence of the themes. 11.7: Analyze and compare texts that express a universal theme, and locate support in the text for the identified theme. Extend, from 11 th grade, their ability to identify a primary and secondary theme in a text and provide evidence of the themes. 11.7: Analyze and compare texts that express a universal theme, and locate support in the text for the identified theme. 11

12 Themes can cut across cultures and ages. That themes can cut across cultures and ages. Identify and analyze universal or archetypal themes and provide evidence thereof, relating an American work and another culture s. Identify and analyze universal or archetypal themes and provide evidence thereof, relating a British work and another culture s. 12.5: Locate and analyze such elements in fiction as point of view, foreshadowing, and irony. Definition of elements as point of view, foreshadowing, and irony. Identify elements of fiction within a text 12.5: Locate and analyze such elements in fiction as point of view, foreshadowing, and irony. Review definition of elements as point of view, foreshadowing, and irony. Identify elements of fiction within a text 12.6: Analyze, evaluate, and apply knowledge of how authors use techniques and elements in fiction for rhetorical and aesthetic purposes. How authors may focus on different elements of fiction to create meaning and effect, in particular plot (conflict and resolution), characters, narrative point of view, and tone, all in an American setting. 12.6: Analyze, evaluate, and apply knowledge of how authors use techniques and elements in fiction for rhetorical and aesthetic purposes. How authors may focus on different elements of fiction to create meaning and effect, in particular plot (conflict and resolution), characters, narrative point of view, and tone, all in a British or other cultural setting. Analyze and evaluate how well authors use elements of fiction to achieve art and represent life (American setting). Analyze and evaluate how well authors use elements of fiction to achieve art and represent life (British or other cultural setting) : Analyze the logic and use of evidence in an author s argument (Same standard as 8.31) How to recognize common strategies of logical analysis and forms of evidence to support an argument. Understand what it means to be logical Identify examples of different forms of logical analysis (compare/contrast, thesis-seeking, thesis-supporting) used in another author s writing. Students will be able to identify forms of evidence (statistics, examples, anecdote, quote 13.24: Analyze the logic and use of evidence in an author s argument (Same standard as 8.31) Definition of logical analysis Analyze the effectiveness of different forms of logical analysis (compare/contrast, thesisseeking, thesis-supporting) used in another author s writing : Analyze and evaluate the logic and use of evidence in an author s argument. (Same standard as 8.34) Standards of reason and types of evidence in logical arguments Common deficiencies and failures in logic (i.e. fallacies). Analyze and evaluate an author s argument in terms of the level or soundness of reasoning, the types of evidence, and the possible existence of fallacies : Analyze and evaluate the logic and use of evidence in an author s argument. (Same standard as 8.34) The difference between persuasion and argument. How an author can frame a position through logical, ethical, and emotional appeals. Identify the appeals for the position an author takes, analyze their workings, and judge the soundness and effectiveness of the author s presentation as a result. 12

13 from expert source, etc.) : Analyze and explain the structure and elements of nonfiction works. How to identify the structure and elements of nonfiction works (Point of view, descriptive vs narrative vs analytical organization, author s purpose, etc.) Write literary analysis essays and shorter compositions analyzing the structure and elements of nonfiction works : Analyze and explain the structure and elements of nonfiction works. There are various types of nonfiction Distinguish between and among types of nonfiction such as descriptive, narrative, and historical Identify the author s techniques and 13.27: Analyze, explain, and evaluate how authors use the elements of nonfiction to achieve their purposes. The essential elements of audience, purpose, thesis, and rhetorical strategies. The choices to be made with regard to methods of development, diction, syntax, imagery, figurative language, and tone. Identify the essential elements and rhetorical choices noted above and determine how well they function together to achieve the writing purpose : Analyze, explain, and evaluate how authors use the elements of nonfiction to achieve their purposes. The essential elements of audience, purpose, thesis, and rhetorical strategies (in a reinforced and further developed way from English III, applied to British and world literature). The choices to be made with regard to methods of development, diction, syntax, imagery, figurative language, and tone (in a reinforced and further developed way from English III, applied to British and world literature). Extend, from 11 th grade, their ability to identify the essential elements and rhetorical choices noted above and determine how well they function together to achieve the writing purpose. 14.5: Identify, respond to, and analyze the effects of sound, form, figurative language, graphics, and dramatic structure of poems: sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance); form (ballad, sonnet, heroic couplets); figurative language (personification, metaphor, simile, hyperbole, symbolism); and Dramatic structure. 14.5: Identify, respond to, and analyze the effects of sound, form, figurative language, graphics, and dramatic structure of poems: sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance); form (ballad, sonnet, heroic couplets); figurative language (personification, metaphor, simile, hyperbole, symbolism); and Dramatic structure. 14.6: Analyze and evaluate the appropriateness of diction and imagery (controlling images, figurative language, understatement, overstatement, irony, paradox). 14.6: Analyze and evaluate the appropriateness of diction and imagery (controlling images, figurative language, understatement, overstatement, irony, paradox). 13

14 Definition of figurative language such as personification, metaphor, simile, hyperbole, and symbolism. Students will know different poetic Different poetic techniques such as alliteration, consonance, and assonance. Different types of poems How to determine rhyme scheme of poems. Identify different poetic techniques and types of poems. Determine the rhyme scheme of poems. Definition of figurative language such as personification, metaphor, simile, hyperbole, and symbolism. Students will know different poetic Different poetic techniques such as alliteration, consonance, and assonance. Different types of poems How to determine rhyme scheme of poems. Identify different poetic techniques and types of poems. Determine the rhyme scheme of poems. What diction is, as distinct from vocabulary (applied to American poetry). What imagery and controlling images, figurative language, understatement, overstatement, irony, and paradox are (applied to American poetry). Distinguish choices made regarding diction and imagery and judge their effectiveness for expressing ideas, showing audience awareness, and achieving writing purpose (applied to American poetry). Diction and imagery as matters of rhetorical strategy and as elements of writing style in a reinforced and further developed way from English III, applied to British and world poetry). Aspects of diction: usage, connotative meanings, specific vs. general words, concrete vs. abstract words, and literal vs. figurative language in a reinforced and further developed way from English III, applied to British and world poetry). Extend, from 11 th grade, their ability to distinguish choices made regarding diction and imagery and judge their effectiveness as rhetorical strategies in themselves and in concert with other rhetorical strategies (applied to British and world poetry). 15.7: Evaluate how an author s choice of words advances the theme or purpose of a work. 15.7: Evaluate how an author s choice of words advances the theme or purpose of a work. 15.9: Identify, analyze, and evaluate an author s use of rhetorical devices in persuasive argument. 15.9: Identify, analyze, and evaluate an author s use of rhetorical devices in persuasive argument. 14

15 That word choice, diction and voice are chosen to advance the theme or purpose of a work. Recognize/identify examples of the above, including dialect, slang, jargon, and formal diction. Discuss, describe, or explain how the author s choice of words advances the theme or purpose of the work. Word choice, diction, and voice are chosen to advance the theme and/or purpose of a work Recognize/ identify examples of the above including dialect, slang, jargon, and formal diction discuss, describe, or explain how the author s choice of words, advances the theme or purpose of the work Definitions and uses of elevated language, loaded language, rhetorical questions, repetition, and parallelism. Distinguish elevated language, loaded language, rhetorical questions, repetition, and parallelism and evaluate them for their logical and emotional workings, all in application to American literature. Definitions and uses of elevated language, loaded language, rhetorical questions, repetition, and parallelism (in a reinforced and further developed way from Extend, from 11 th grade, their ability to distinguish elevated language, loaded language, rhetorical questions, repetition, and parallelism and evaluate them for their logical and emotional workings, all in application to British and other cultural literature. 15.8: Identify and describe the importance of sentence variety in the overall effectiveness of an imaginary/literary or informational/expository work. 15.8: Identify and describe the importance of sentence variety in the overall effectiveness of an imaginary/literary or informational/expository work : Analyze and compare style and language across significant cross-cultural literary works : Analyze and compare style and language across significant cross-cultural literary works. How to recognize varied sentence structure in imaginary/literary and informational/expository work of their own or other writers work. Produce literary or informational/expository writing which display varied sentence structure in order to increase the effectiveness of their work. How to recognize varied sentence structure in imaginary/ literary and informational/expository work of their own or other writers work Produce literary or informational/expository writing that displays varied sentence structure in order to increase the effectiveness of their work. Not addressed in 11 th grade. Not addressed in 12 th grade : Analyze the characters, structure, and themes of classical Greek drama and epic poetry : Analyze the characters, structure, and themes of classical Greek drama and epic poetry : Analyze the influence of mythic, traditional, or classical literature on later literature and film : Analyze the influence of mythic, traditional, or classical literature on later literature and film. 15

16 The definitions of epic poetry, epic heroes, epic similes, and the Homeric epithet. Some of the major themes commonly found in epic poetry and Greek mythology. Identify examples of epic similes and Homeric epithets, and define the terms epic hero and epic. Discuss examples of major themes commonly found in epic poetry and Greek mythology. 9 th and 10 th grade Definitions of epic poetry, epic hero, epic simile, and Homeric epithets, and vocabulary associated with ancient Greek drama i.e. tragic hero, hubris, Greek chorus, etc. Importance of Greek traditions and common beliefs, Identify various Greek conventions in literature, discuss and evaluate their effectiveness, make real world connections 9 th and 10 th grade What creation myths, trickster tales, rituals, and oral storytelling are with specific reference to Native American cultures, and the fact of their use in modern literature. That American writers also draw from classical Greek and Roman and from Biblical sources, including through allusions Identify and analyze the workings of Native American, classical Greek and Roman, and Biblical elements in American literature. 17.8: Identify and analyze types of dramatic literature. The nature of tragedy and its essential elements of tragic figure, causes for tragic fall, and catharsis. The nature of comedy and the standard types of romantic comedy, satiric comedy, comedy of manners, farce, high comedy, and low comedy. Recognize tragedy and its elements through readings in American literature, and describe the workings in prose fiction and narrative poetry as well as in dramatic tragedy. Recognize comedy and its types through readings in American literature, and describe the workings in prose fiction and narrative poetry as well as in dramatic comedy. Traditional epic elements from classical Greek and Roman cultures and from Celtic and Anglo- Saxon cultures. That British writers draw from classical Greek and Roman, Biblical, and Britonic sources, including through allusions, and that world literature draws from other, native traditional sources as well. Identify and analyze the workings of classical Greek and Roman and Biblical elements (and other cultural elements) in British and world literature. 17.8: Identify and analyze types of dramatic literature. The nature of tragedy and its essential elements of tragic figure, causes for tragic fall, and catharsis (in a reinforced and further developed way from The nature of comedy and the standard types of romantic comedy, satiric comedy, comedy of manners, farce, high comedy, and low comedy (in a reinforced and further developed way from Recognize tragedy and its elements through readings in British and world literature, and describe the workings in prose fiction and narrative poetry as well as in dramatic tragedy. Recognize comedy and its types through readings in British and world literature, and describe the workings in prose fiction and narrative poetry as well as in dramatic comedy. 16

17 17.7: Identify and analyze how dramatic conventions support, interpret, and enhance dramatic text. The definitions of dramatic conventions such as aside, soliloquy, prolog and epilog, the chorus, comic relief and/or stock characters. Identify the various conventions of drama, and analyze how they support dramatic text. 18.5: Develop, communicate, and sustain consistent characters in improvisational, formal, and informal productions and create scoring guides with categories and criteria for assessment of presentations. 17.7: Identify and analyze how dramatic conventions support, interpret, and enhance dramatic text. Definitions of dramatic conventions such as aside, soliloquy, prologue, epilogue, chorus, parados, odes Identify the various conventions associated with drama Analyze how these conventions support and enhance dramatic text. 18.5: Develop, communicate, and sustain consistent characters in improvisational, formal, and informal productions and create scoring guides with categories and criteria for assessment of presentations. 17.9: Identify and analyze dramatic conventions (monologue, soliloquy, chorus, aside, dramatic irony). The dramatic form and function of monologue, soliloquy, chorus, aside, and dramatic irony. Recognize, perform, discuss, and write about monologue, soliloquy, chorus, aside, and dramatic irony in the context of American drama. 18.6: Demonstrate understanding of the functions of playwright, director, technical designer, and actor by writing, directing, designing, and/or acting in an original play. 17.9: Identify and analyze dramatic conventions (monologue, soliloquy, chorus, aside, dramatic irony). The dramatic form and function of monologue, soliloquy, chorus, aside, and dramatic irony (in a reinforced and further developed way from Recognize, perform, discuss, and write about monologue, soliloquy, chorus, aside, and dramatic irony in the context of British and/or world drama. 18.6: Demonstrate understanding of the functions of playwright, director, technical designer, and actor by writing, directing, designing, and/or acting in an original play. Not addressed in 9 th grade. Not addressed in 10 th grade. Not addressed in 11 th grade. Not addressed in 12 th grade. For imaginative/literary writing:* 19.24: Write well-organized stories or scripts with an explicit or implicit theme and details that contribute to a definite mood or tone. For imaginative/literary writing:* 19.24: Write well-organized stories or scripts with an explicit or implicit theme and details that contribute to a definite mood or tone. COMPOSITION STRAND For imaginative/literary writing:* 19.28: Write well-organized stories or scripts with an explicit or implicit theme, using a variety of literary techniques. For imaginative/literary writing:* 19.28: Write well-organized stories or scripts with an explicit or implicit theme, using a variety of literary techniques. How to organize a story or script, to recognize and articulate a theme, and to identify details that create a mood or tone in their own work or that of other writers. How to organize a story or script, to recognize and articulate a theme, and to identify details that create a mood or tone in their own work or that of other writers. Not addressed in 11 th grade. Not addressed in 12 th grade. Write well-organized stories or scripts with a theme and details which contribute to a mood or tone of the story or script. Write well-organized stories or scripts with a theme and details which contribute to a mood or tone of the story or script. 17

18 For imaginative/literary writing:* 19.25: Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurative language. For imaginative/literary writing:* 19.25: Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurative language. For imaginative/literary writing:* 19.29: Write poems using a range of forms and techniques. For imaginative/literary writing:* 19.29: Write poems using a range of forms and techniques. Definitions of different types of figurative language and different poetic techniques (ex: sonnets, ballads). Write different types of poems using a range of poetic techniques and figurative language. Definition of different types of figurative language and different poetic techniques and forms. Write different types of poems employing a variety of poetic techniques and figurative language. The role of the speaker in a poem. Conventional (closed) form, organic (open) form, iambic rhythm, and freer rhythm by phrasing, repetition, and parallel structures. The centrality of showing more than telling (by means of specific, concrete words and images, both literal and figurative). Lyric poems as opposed to narrative poems. Write a personal, expressive lyric poem in the form of a bio-poem. Write an impersonal, objective lyric poem in the form of a dramatic monologue. Write other lyric poems that focus on grammatical structures in parallelism for creating rhythm. For informational/ expository writing: 19.30: Write coherent compositions with a clear focus, objective presentation of alternate views, rich detail, well-developed paragraphs, and logical argumentation. Forms and types of poems of the conventional, metrical, and lyric or narrative order (e.g. stanzaic patterns, iambic pentameter and other measures, and the sonnet) and of the organic, free verse, or experimental order. The even greater emphasis on imagery in modernist and postmodernist poetry (e.g. in haikus). Write a haiku in traditional or relaxed form. Write lyric poems in free verse with an emphasis on 1) rhythm achieved by phrasing, repetition, and parallelism, 2) specific and concrete diction and imagery, and 3) focusing of lines. For informational/expository writing: 19.26: Write well-organized essays (persuasive, literary, personal) that have a clear focus, logical development, effective use of detail, and variety in sentence structure. For informational/expository writing: 19.26: Write well-organized essays (persuasive, literary, personal) that have a clear focus, logical development, effective use of detail, and variety in sentence structure. For informational/ expository writing: 19.30: Write coherent compositions with a clear focus, objective presentation of alternate views, rich detail, well-developed paragraphs, and logical argumentation. Strategies for organizing essays with a clear focus, logical development, effective use of detail, and variety in sentence structure. Write well-organized essays with a clear focus, logical development, effective use of detail, and Format for a five-paragraph essay Write a five-paragraph expository essays that have a clear thesis, topic development, effective use of detail, and variety in sentence structure The definition of coherence as a principle of organization: part to part or sentence to sentence. The use of transitions, repetition, synonyms, pronouns, and general semantic ties as methods for achieving coherence. The qualities of a good thesis or focus in terms of being clear, direct, correct, limited, and fresh. The difference between objective and The definition of coherence as a principle of organization: part to part or sentence to sentence (in a reinforced and further developed way from The use of transitions, repetition, synonyms, pronouns, and general semantic ties as methods for achieving coherence (in a reinforced and further developed way from 18

19 variety in sentence structure. Demonstrate improvement in organization, content, and paragraph development, as well as word choice style, tone, and word choice For informational/expository writing: 19.27: Write well-organized research papers that prove a thesis statement using logical organization, effective supporting evidence, and variety in sentence structure. For informational/expository writing: 19.27: Write well-organized research papers that prove a thesis statement using logical organization, effective supporting evidence, and variety in sentence structure. subjective writing, and objective judgment and personal taste or opinion. The definition of unity as a principle of organization: part to whole. The basis of logic in terms of reasoning and evidence and the failure of logic in terms of fallacies. Make connections between sentences and thoughts in a composition by applying their knowledge of the ways of achieving coherence. Write well focused, objectively presented compositions in carefully developed paragraphs by applying their knowledge about thesis, support, organization, and logical presentation. 11th th and 12 0h grade The qualities of a good thesis or focus in terms of being clear, direct, correct, limited, and fresh (in a reinforced and further developed way from The difference between objective and subjective writing, and objective judgment and personal taste or opinion (in a reinforced and further developed way from The definition of unity as a principle of organization: part to whole (in a reinforced and further developed way from The basis of logic in terms of reasoning and evidence and the failure of logic in terms of fallacies (in a reinforced and further developed way from Extend, from 11 th grade, their ability to make connections between sentences and thoughts in a composition by applying their knowledge of the ways of achieving coherence. Extend, from 11 th grade, their ability to write well focused, objectively presented compositions in carefully developed paragraphs by applying their knowledge about thesis, support, organization, and logical presentation. Present and evaluate critical views of a work of literature or of an issue of import and set forth their own position, expressing full agreement with one of the views, partial agreement, or a separate view. 11th th and 12 0h grade 19

20 How to identify a thesis statement, identify supporting evidence, and to make use of prewriting materials such as graphic organizers and outlines to organize supportive evidence. Write well-organized literary analysis papers that prove a thesis statement using logical organization, effective supporting evidence, and variety in sentence structure. Write an interpretation and explanation of a literary text using evidence from the text to support opinions Use evidence from a text to support opinions and writing. 20.5: Use different levels of formality, style, and tone when composing for different audiences. How to recognize different levels of formality, style and tone, and how to consider the needs of an audience in composing their drafts. How to write for different audiences using various levels of formality and style Write compositions for different audiences which use different levels of formality, style, and tone appropriate to the audience. Write for different audiences Importance of an effectively crafted thesis statement, the need for logical organization, effective supporting evidence, and sentence variety Write a well-organized essay that includes an effective thesis statement, logical organization, effective support (quotes, statistics, examples) and sentence variety 20.5: Use different levels of formality, style, and tone when composing for different audiences. How to recognize different levels of formality, style and tone, and how to consider the needs of an audience in composing their drafts. How to write for different audiences using various levels of formality and style Write compositions which use different levels of formality, style, and tone appropriate for a variety of audiences 20.6: Use effective rhetorical techniques and demonstrate understanding of purpose, speaker, audience, and form when completing expressive, persuasive, or literary writing assignments. The traditional four forms of discourse, narration, description, exposition, and argument, and the current, derived categorizations of expressive, analytical (for literature in particular), and persuasive writing. The essential elements in composition: writer/speaker, purpose, audience, and strategies for achieving purpose (forms of discourse in particular) Rhetorical choices or techniques with regard to methods of development, diction, syntax, figures of speech, tone, and style. Write poems (description/expressive writing), a short story (narration/expressive writing), a literary analysis essay (exposition/analytical 20.6: Use effective rhetorical techniques and demonstrate understanding of purpose, speaker, audience, and form when completing expressive, persuasive, or literary writing assignments. The traditional four forms of discourse, narration, description, exposition, and argument, and the current, derived categorizations of expressive, analytical (for literature in particular), and persuasive writing (in a reinforced and further developed way from The essential elements in composition: writer/speaker, purpose, audience, and strategies for achieving purpose (in a reinforced and further developed way from Rhetorical choices or techniques with regard to methods of development, diction, syntax, figures of speech, tone, and style (in a reinforced and further developed way from 20