Total Instructional Alignment 10th
Grade English Duplin County
Essential Standards Clarifying Objectives Essential
Vocabulary
Task Analysis Resources Assessment
1.1 Create
increasingly complex
written responses for
various audiences,
purposes, and
contexts
1.1.1Use writing
processes appropriate
to the task, which
involves audience,
purpose, and context.
Context
Audience
Purpose
Prewriting
Drafting
Revising
Identify the focus of
the prompt question.
Utilize graphic
organizers to plan the
response for a specific
audience.
Organize the rough
draft of the essay into
paragraphs with
supportive topic
sentences and specific
details.
Utilize
coherence/transition
words to begin topic
sentences.
Revise sentences to add
variety of support,
elaboration, and style to
address the.
Use the thesaurus to
improve word choice.
Write a final draft to
create a complex
response for various
audiences, purposes,
and contexts.
Classroom texts,
support materials, and
associated publisher
web -sites
http://www.paragraphp
unch.com/
http://owl.english.purdu
e.edu/owl/resource/606/
01/
http://www.ncrel.org/sd
rs/areas/issues/students/
learning/lr1grorg.htm
http://www.sdcoe.k12.c
a.us/score/actbank/torga
niz.htm
http://thesaurus.referenc
e.com/
http://www.geocities.co
m/SoHo/Atrium/1437/s
tart.html
http://www.slideshare.n
et/mwinger/5paragraph
essay
http://depts.gallaudet.ed
u/EnglishWorks/writing
/fiveparagraph.html
http://www.brainpop.co
m/english/writing/fivep
After reading a teacher-delivered
writing prompt, underline the words,
phrases, or sentences in the prompt
which indicate the following:
the intended audience for
the composition.
the type of composition
(letter, essay, editorial)
required by the prompt.
the specific topic on which
the composition should be
focused.
the impact on the audience
the composition is intended
to create.
Using titles, phrases or key words,
list examples of the following types
of content you identify as relevant to
a teacher-delivered prompt for
writing:
personal experiences
historical events
references to print and non-
print texts/literature
observed experiences of
others
cultural phenomenon
Choose from among the following
examples of graphic organizers the
one most appropriate to the purpose
of a prompt topic:
outline
definition map
cause and/or effects map
Venn diagram for
comparison and contrast
aragraphessay/preview.
weml
http://www.waynesboro
.k12.va.us/whs/library/e
ssaytemplate.pdf
sequence map
timeline
Create a graphic organizer of at least
10 potential content items of varied
types in response to a teacher-
developed writing prompt prior to
drafting.
In a sentence or two, identify your
primary opinion, belief, position, or
attitude in reaction to a prompt topic
after reviewing the content items of
your graphic organizer.
Write a paragraph of a least five
sentences that includes a clearly
identifiable statement of your
primary opinion, belief, position, or
attitude toward a topic followed by
an general overview of potentially
relevant content.
In separate paragraphs of at least
five sentences, explain an example
of the following types of content
relevant to a prompt topic:
personal experience.
historical event.
reference to print and non-
print texts/literature.
observed experience of
others.
cultural phenomenon.
After reading teacher- or student-
developed paragraphs of support
and elaboration of varied types in
response to a prompt topic, write an
introductory paragraph that signals
the content of those paragraphs.
After reading teacher- or student-
developed paragraphs of support
and elaboration of varied types in
response to a prompt topic, re-order
the content to achieve one of the
following organizational patterns:
most to least important
least to most important
oldest to most recent
most recent to oldest
broadest to most narrow
This is the last sentence of an
introductory paragraph: “The
reasons people do what they do are
often not clear.” This is the first
sentence of the body paragraph:
“Brutus and Cassius both conspired
to kill Caesar.” What transition
word or phrase would you add to the
first sentence of the body
paragraph?
a. unfortunately
b. however
c. for example
d. because
Write a example concluding
paragraph to a student-developed
composition incorporating one or
more of the following strategies:
Sum up your main idea
and major points.
Give readers a dramatic
example.
Describe something you’d
like to happen.
Ask your readers a
question.
Come full circle to an
example from the
beginning of the
composition.
Address one last concern
that readers might have.
Give your readers
something to think about. After drafting an essay in response
to a teacher-delivered prompt, revise
the introductory paragraph by
adding one of the following:
Share some thought-
provoking details about the
subject.
Ask your reader a
challenging question.
Begin with an informative
quotation.
Provide a dramatic, eye-
opening statement.
Open with some thoughtful
dialogue or an engaging
story.
Identify the main points
you plan to cover.
1.1.2 Use complete
sentences that vary in
length, structure, and
complexity.
sentence
fragment
run-on
comma splice
subordinating
conjunctions
conjunctive
adverbs
Compare and contrast
sentences of similar
content but varied
structure for:
clarity/sentence sense
and
conciseness/wordiness.
Manipulate word order
Classroom texts,
support materials, and
associated publisher
web -sites
http://www.geocities.co
m/fifth_grade_tpes/com
plete.html
Combine the following simple
sentences using the connecting word
in parentheses:
I was not finished with the test.
Time had run out. (although)
Rewrite the following sentence
using the underlined subordinating
correlative
conjunctions
subject
verb
simple sentence
compound
sentence
complex sentence
compound/comple
x sentence
sentence
combining
sentence clarity
sentence sense
concise
wordy
to vary sentence
openings.
Manage connecting
words to express
relationships between
and among simple
sentences.
Edit by beginning
sentences with
subordinate clauses,
gerund phrases, and
participial phrases.
http://owl.english.purdu
e.edu/handouts/gramma
r/g_actpass.html
www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/sentence_combining
conjunction at the beginning of the
sentence:
Time had run out although I was not
finished with the test.
Rewrite the following sentence
replacing the underlined
subordinating conjunction with the
conjunctive adverb in parentheses:
Although time had run out, I was
not finished with the test. (however)
1.1.3 Use standard
language
conventions, usage,
and mechanics when
creating complex
written responses for
various audiences,
purposes, and
contexts.
exclamatory
sentence
interrogative
sentence
declarative
sentence
punctuation
comma
semi-colon
colon
quotation marks
direct quotation
indirect quotation
period
exclamation point
question mark
capitalization
word usage
subject-verb
agreement
pronoun-
antecedent
agreement
Distinguish between
sentence types for
application of end
punctuation.
Distinguish between
direct and indirect
quotation for correct
application of quotation
punctuation.
Correct composition for
punctuation errors.
Edit compositions for
capitalization errors.
Revise compositions to
correct errors in
subject-verb agreement,
pronoun-antecedent
agreement, and parallel
structure.
Classroom texts,
support materials, and
associated publisher
web -sites
http://lilt.ilstu.edu/golso
n/punctuation/
http://www.nationalpun
ctuationday.com/
http://owl.english.purdu
e.edu/owl/resource/599/
01/
Rewrite the following indirect
quotation as a direct quotation,
applying capitalization and
punctuation rules:
The teacher told the class that
commas are used primarily to create
separation.
Which of the following is correctly
punctuated?
A. My silly, curious golden
retriever puppy tokes to chase, his
tail?
B. My silly curious golden retriever
puppy likes to chase his tail!
C. My silly, curious golden,
retriever, puppy likes, to chase his
tail.
D. My silly, curious golden retriever
puppy likes to chase his tail.
Which of the following is correctly
parallel structure
punctuated?
A. Painting a long, white picket
fence on a hot day, is not fun.
B. Painting a long, white picket
fence on a hot day is not fun.
C. Painting, a long white picket
fence, on a hot day, is not fun.
D. Painting a long, white, picket
fence on a hot day is not fun.
Which of the following includes
correct parallel structure?
a. To camp out, to rent a cabin, and
to visiting relatives are popular
vacation activities.
b. To camp out, to rent a cabin, and
to visit relatives is a popular
vacation activity.
c. To camp out, to renting a cabin,
to visiting relatives are popular
vacation activities.
d. To camp out, to rent a cabin, and
to visit relatives are popular
vacation activities.
Which of the following includes
correct pronoun/antecedent
agreement?
a. One of the mothers asked their
children to take turns planning
meals for a week.
b. One of the mothers asked her
children to take turns planning
meals for the week.
c. One of the mothers asked his or
her children to take turns planning
meals for a week.
d. One of the mother asked her
children to take turns planning
meals for the week.
1.1.4 Create well-
defined responses
that vary in form,
content, and
language.
Revising Revise written
responses to include
vocabulary that creates
tone and mood
appropriate to the
intended audience.
Identify synonyms
reflective of alternative
audiences.
Identify the different
forms of writing:
persuasive, expository,
informational, editorial,
etc.
Identify the elements
the contents that
involve the various
forms of writing.
Classroom texts,
support materials, and
associated publisher
web -sites
http://www.lessonplane
t.com/search?grade=all
&keywords=mood+ton
e&rating=3&search_ty
pe=narrow
http://ksdl.ksbe.edu/wri
tingresource/typeswritin
g.html
a. children
b. young adults
c. kids my age
d. students
e. teen-agers
f. adolescents
Which of the terms above would be
most appropriate for use in each of
the following types of publications:
1. a diary or journal entry of
personal experience
2. an article for a teachers’
magazine
3. a newspaper advertisement
for a church or community
activity
4. an essay on legal
responsibilities
Compare and contrast the following
two sentences:
a. The people who bully you
probably have never used courtesy.
If they had, they wouldn’t be
deriding you for using it.
b. The people who bully you
probably have never used courtesy.
If they had, they wouldn’t be
making fun of you for using it.
What impact does alternative word
choice have on your understanding
of the writer’s point?
1.2 Use appropriate
presentation skills.
1.2.1 Use the
appropriate qualities
of rate, pitch, tone,
and volume when
making class
presentations.
pitch
tone
volume
rate
Identify the impact of
sufficient versus
insufficient volume on
the listener.
Identify the impact of
appropriate versus
inappropriate rate,
pitch, and tone on the
listener.
Contrast the pitch,
tone, volume, and rate
of delivery from among
the following sources:
teacher read
textbook
support CD
reading
professional
actor on DVD
(ex: a passage from A
Doll’s House)
Classroom texts,
support materials, and
associated publisher
web –sites
podium
audio recorder
audio/visual recorder
http://www.kn.pacbell.c
om/wired/21stcent/ldop
resent.html
http://www.presentation
zen.com/presentationze
n/2007/02/i_am_a_hug
e_fan.html
l. What is pitch?
2. Why are rate, pitch, and tone
important when speaking?
3. How can you improve on your
volume when speaking?
4. Addressing the class from the
front of the room, read aloud a
student-selected poem of at least 10
lines.
5. Record then listen to student
presentation for self-critique of
pitch, tone, volume, and rate.
6. In response to a peer’s class
presentation, rate the effectiveness
of each of the following on a scale
of 1 – 5:
a. rate
b. pitch
c. tone
d. volume
1.2.2 Use appropriate
body language, eye
contact, facial
expression, posture,
and gesture.
body language
eye contact
facial expression
posture
gesture
Compare and contrast
the impact on the
audience of appropriate
and inappropriate body
language, eye contact,
facial expression,
posture, and gesture.
Classroom texts,
support materials, and
associated publisher
web –sites
podium
audio recorder
audio/visual recorder
1. Practice presentation from the
front of the classroom with and
without a podium.
2. Practice presentation from the
front of the classroom with and
without peer critique.
3. Practice presentation from the
front of the classroom with
recording for later self-critique.
1.2.3 Use appropriate
argumentative and
persuasive content
and techniques.
persuade/persuasi
on
argue/argument/ar
gumentation
logical appeal
emotional appeal
ethical appeal
fact
opinion
Identify the impact on
the reader of word
choice based on
connotation.
Compare and contrast
content appropriate for
varied types of
persuasive appeals:
logical, emotional,
ethical.
Distinguish between
fact and opinion.
Classroom texts,
support materials, and
associated publisher
web -sites
Read/listen to a teacher-selected
example of persuasive writing. List
the emotionally-charged words, then
label the emotion it triggers.
Write a speech to persuade the
principal to add a salad bar to the
cafeteria consistently using one of
the following strategies:
emotional appeal
logical appeal
ethical appeal
Rewrite a student-produced speech,
shifting the appeal from emotional
to ethical (from ethical to logical,
etc.).
2.1 Apply
morphology,
structure, and context
to comprehend
various texts.
2.1.1 Use prefixes,
suffixes, and root
words to determine
content vocabulary
and meaning in order
to comprehend
various texts.
Prefix
Root word
suffix
Define the meanings of
numerous suffixes, and
root words.
Determine the meaning
of words according to
the prefixes and root
words.
Manipulate a given
word’s part of speech
by adding and/or
deleting suffixes.
Read difficult texts and
determine the meanings
of unfamiliar
terminology, using
prefixes, suffixes, and
root words.
Classroom texts,
support materials, and
associated publisher
web -sites
Dictionary
Thesaurus
Use the thesaurus, dictionary, or any
other classroom tool to identify 10
English words which include the
following word parts:
pre-
com-
-nom-
-theo-
-cracy
-ive.
Identify words in teacher- selected
reading which include specific
prefixes, roots, or suffixes.
Paraphrase sentences in teacher-
selected reading in which words
including specific prefixes, roots,
and/or suffixes appear.
2..1.2 Use context
clues, allusions,
denotations, or
connotations to
determine content
vocabulary and
meaning.
Context clue
Allusion
Denotation
Connotations
Define context clues,
allusion, denotation,
and connotations.
Identify the words in
the text that are
examples of allusion,
denotation, and
connotations.
Write a paragraph to
explain the meaning of
the content in a text
after identifying the
clues.
Compare the
effectiveness of writing
which includes allusion
to the effectiveness of
writing which does not
include allusion.
Classroom texts,
support materials, and
associated publisher
web -sites
http://teachingtoday.gle
ncoe.com/lessonplans/u
sing-context-clues
Use text footnotes and research to
explicate references to mythology in
a teacher-selected text (The Tragedy
of Julius Caesar).
Using art materials, create a visual
representation of a passage of
literature which include historical
allusion.
Using crayons, colored markers, or
colored pencils, create a side-by-
side illustration of two words with
similar denotation by different
connotation.
After reading a list of unfamiliar
vocabulary, infer the definition of
those list words confronted in a
piece of literature.
Rewrite a sentence from a piece of
literature, replacing words of
negative connotation with words of
positive connotation (or vice versa).
2.1.3 Use reading
comprehension
strategies to
understand various
texts.
Comprehension
Strategies
Main idea
Supportive detail
foreshadowing
flashback
context
historical
cultural
genre
figurative
language
conflict
resolution
Break down long
sentences.
Compare and contrast.
Paraphrase reading
passages.
Underline unfamiliar
vocabulary.
Make connections with
text content and
realistic incidents.
Classroom texts,
support materials, and
associated publisher
web -sites
http://www.literacy.uco
nn.edu/compre.htm
Rewrite a short story as a play (or
vice versa).
Rewrite a simile or metaphor from a
piece of writing using a comparison
that reflects your feelings on the
subject.
After reading a piece of literature,
re-read to label sentences or
passages that foreshadow the
resolution of the conflict.
Create a story-board to depict the
major points or events of a piece of
Identify author’s
purpose.
Identify the historical
and/or cultural context
in which composition
was produced.
Predict the resolution of
a story’s conflict while
progressing though its
reading.
writing to accompany a brief
explanatory speech to the class.
Write a persuasive
paragraph/speech/essay explaining
your agreement or disagreement
with the author’s theme after
reading a teacher-selected poem.
2.2 Apply standard
conventions of
mechanics, grammar,
syntax, and language
usage in all forms of
communication.
2.2.1 Use standard
conventions in all
forms of
communication.
Forms of
communication
conventions
sentence sense
noun of direct
address
appositive
who/whom
pronoun case
consistent verb
tense
fragment
run-on
comma splice
subject/verb
agreement
pronoun/antece-
dent agreement
Identify inconsistent
verb tense in ones’ own
and others’ speech and
writing.
Identify incorrect
pronoun case in one’s
own and others’ speech
and writing.
Proofread forms of
communication by
correcting for
capitalization,
punctuation, and
sentence structure.
Classroom texts,
support materials, and
associated publisher
web -sites
In pairs or triads, read aloud student
produced writing to identify through
listening incorrect syntax that
affects sentence sense.
Examine and correct conventions in
sentences from student writing.
Select a composition from a peer’s
writing portfolio to identify and
correct errors in conventions.
Compare the effect on meaning of
correct versus incorrect apostrophe
use in teacher- or student-written
sentences.
Manipulate the position of the
subordinating conjunction in a
complex sentence to demonstrate
the applicable comma rule.
Create a poster for classroom
display of the following punctuation
marks, using visual and verbal
illustrations to demonstrate their
function(s):
apostrophes
dashes
hyphens
ellipsis
comma
semi-colon
colon
quotation marks
2.2.2 Use language
appropriate for the
purpose, audience,
and context in all
forms of
communication.
Purpose
Audience
context
formal language
informal language
Identify inconsistencies
in level of formality in
word choice and
allusion in one’s own
and others’ speech and
writing.
Identify the purpose for
writing in the question
or directions.
Identify the audience.
Explain how the
context is important in
communication.
Classroom texts,
support materials, and
associated publisher
web -sites
After reading a teacher-developed
writing prompt, underline the words
or phrases that identify the intended
audience for that writing.
Rewrite a teacher-selected piece of
writing by deleting supportive
details inappropriate for or by
adding supportive details more
appropriate for an alternate
audience.
Retell a fable or folktale from world
literature, applying the context of a
different culture or time period.
2.2.3 Use standard
conventions to write
increasingly complex
sentences,
paragraphs, and
essays.
complex
clause
topic sentences
essay
subordinating
conjunctions
Replace
comma/conjunction
with semi-colon to
create sentence variety.
Classroom texts,
support materials, and
associated publisher
web -sites
http://grammar.ccc.com
mnet.edu/GRAMMAR/
combining_skills.htm
Combine the following simple
sentences two ways, manipulating
the position of the connecting word
provided in parentheses and
applying the appropriate comma
rule:
1. The tan dog growled.
2. The red dog barked.
3. The yellow dog had all the
bones. (because)
After reading a student-produced
composition, combine any two
logically related consecutive
sentences using one of the following
connecting words and applying the
appropriate conventions rules:
nonetheless
despite
therefore
since
however.
After reading one’s own essay rough
draft, add one quote from real life or
literature, applying appropriate
conventions rules.
2.2.4 Use standard
conventions to
communicate
information in multi-
modal formats using
appropriate citation
guidelines.
Multi-modal
formats
style sheet
MLA
APA
Citation
guidelines
Power Point
parentheses
Identify punctuation
and spacing rules for
internal citations and
References Cited page.
Contrast one’s own
internal citations
writing with exemplars
from appropriate style
sheet:
MLA
APA
Contrast one’s own
References Cited page
with exemplars from
appropriate style sheet.
Apply conventions
rules to computer-
generated writing.
Apply conventions
rules to visual aids
created to support a
speech.
Classroom texts,
support materials, and
associated publisher
web -sites
Using teacher-developed notecards,
create a paragraph of explanation
including both direct and
paraphrased references, applying
appropriate punctuation and citation
rules.
Using one’s own or peer’s rough
draft, re-write paraphrased reference
as a direct quotation (or vice versa),
applying appropriate punctuation
and citation rules.
Correct conventions errors in a
Power Point presentation prior to
delivering it to an audience.
Distinguish between
paraphrased and direct
quotations from
reference resources
when embedding them
in student writing.
3.1 Analyze literature
and real life situations
in terms of cause and
effect relationships.
3.1.1 Interpret cause
and effect
relationships for
various unintended
purposes, audiences,
and contexts.
cause
effect
purpose
audience
context
literary
vocabulary
Research the culture
and history of the
Nigerian novel.
Examine the impact
that history and culture
has on the outcome of
an international novel
Define culture.
Identify problems in
American cultures.
Classroom texts,
support materials, and
associated publisher
web -sites
http://www.rscc.cc.tn.u
s/owl&writingcenter/O
WL/WritingLitAnalysis
1.html
After reading a short story or play
from world literature, examine a list
of facts from the writing to select
those which contributed to major
conflict of the story.
Create a sequence map (or other
graphic organizer) to depict the
events which led to the resolution of
the major conflict in a play or short
story from world literature.
After reading Long Road to
Freedom (or an excerpt), list the
experiences of his life that
contributed to his winning the Nobel
Peace Prize.
Write an essay in which you explain
the effects of practicing (or not
practicing) courtesy in the school
setting.
3.1.2 Analyze
literature and real life
situations using a
problem solving
procedure.
problem solving
analyze
literary
vocabulary
Hypothesize the impact
of a particular cultural
change on the conflict
in a piece of world
literature or in real life.
Identify cultural
practices or traditions
relevant to the setting of
a piece of literature.
Contrast the cultural
context of a piece of
literature to one’s own
culture.
Identify the central
conflict which is
resolved in short story,
play, or novel.
Identify a person, place,
or thing in a piece of
literature which
represents symbolically
its conflict or theme.
Articulate one’s
agreement or
disagreement with the
actions of a given
character or the premise
of a given argument.
Distinguish between the
positive and negative
consequences of the
actions of a given
character or person.
Classroom texts,
support materials, and
associated publisher
web -sites
Hypothesize the impact of the
resolution of a story on the
characters’ lives ten years after the
close of the story.
In a paragraph, explain the cause of
the problem in a story from alternate
points of view: characters in the
story, an inanimate object, someone
not physically present in the story.
Using art materials, create a visual
representation of the feelings
triggered by a particular piece of
literature, excluding depictions of
the specific people, places, or things
from the writing.
Create a pros and cons list for a
particular argument or action from a
piece of literature.
Create a shadow-box depicting the
setting of a student-selected piece of
world literature.
3.2 Analyze current
events, historical
contexts, and literary
works in the context
of international
societies and cultures.
3.2.1 Interpret global
events related to
studies of
international societies
and cultures.
Culture
Current events
Global
International
society
context
Identify aspects of
cultureTell the
definition of culture.
Classroom texts,
support materials, and
associated publisher
web
Using the internet, read a newspaper
article about a world event from the
country which produced a recently
read piece of literature, then
summarize the article for
presentation to the class.
3.2.2 Apply prior
literary knowledge to
current literary
works.
Literary
vocabulary
Classroom texts,
support materials, and
associated publisher
web
Brainstorm titles of books, poems,
short stories, novels, and films
recalled from previous classes or
personal experiences, categorizing
those titles by genre and/or theme.
3.2.3 Analyze literary
works within the
context of
international societies
and cultures.
International
Society
Culture
Literary
vocabulary
Identify cultural beliefs
and practices which
influence the conflict,
theme, symbolism,
figurative language
and/or characterization
in a piece of literature.
Classroom texts,
support materials, and
associated publisher
web
3.3 Analyze
examples of literary
elements and
rhetorical devices in
literature and other
texts.
3,3,1 Analyze literary
elements of setting,
plot, character, mood,
theme, and author’s
purpose in world
literature.
literary
vocabulary
setting
plot
character
mood
theme
repetition
restatement
parallelism
antithesis
rhetorical question
Classroom texts,
support materials, and
associated publisher
web
3.3.2 Analyze the
rhetorical techniques
of logos, pathos, and
ethos within texts.
Rhetorical
techniques
Logos
Pathos
Ethos
Classroom texts,
support materials, and
associated publisher
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3.4 Evaluate world
literature on the basis
of various themes of
human experiences
and an awareness of
global perspectives
using various points
of view.
3.4.1 Use critical
analysis strategies to
comprehend different
genres of world
literature.
Elements of
literature:
Universality
Point of view
Simile
Metaphor
Personification
Allusion
Rhyme
Rhythm
Tone
Mood
Organization
Identify the elements of
literature that contribute
to the mental or
emotional effect of a
piece of literature on
the reader.
Correlate personal
experiences to those
expressed in a piece of
literature.
Create a composition
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Characterization
Setting
Plot
Theme
Climax
Conflict
Resolution/denou
ement
Word choice
Connotation
Denotation
derivation
that expresses a lesson
about life or the
difference between
right and wrong
reflective of a theme
from another’s writing.
3.4.2 Evaluate world
literature to reflect
provincial and
universal themes of
human experience.
Provincial
universal
Compare gender roles
demonstrated in world
literature of varying
settings.
Identify facts specific to
the character’s religious
practices/spiritual
beliefs which limit the
universality of a
particular piece of
literature.
Identify facts specific to
time and place which
limit the universality of
a particular piece of
literature.
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3.4.3 Evaluate world
literature for
awareness of global
perspective.
Global
perspective
Compare the effect of
details expressive of
time and place in two
texts expressing similar
themes
Identify the limiting
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effect of specific setting
details on the reader’s
identification with the
characters’ or writer’s
experience.
Classify texts from
different cultures
according to theme.
Identify the actions or
effects of significant
events in world history
present in a specific
text.
3.5 Analyze literary
and informational
texts in print and non-
print formats.
3.5.1 Analyze oral
and written forms of
texts in terms of main
and supporting
features.
Main idea
Supporting
features
Oral text
Identify topic
statements in others’
expository writings.
Identify patterns of
repetition that influence
identification of the
main idea.
Appraise the relative
merit of alternative
pieces of literature
based on quantity and
variety of example and
explanation.
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3.5.2 Summarize a
text for various
purposes, audiences,
and contexts.
Purpose
Audience
Context
Write a précis of a
specific piece of
literature for
publication to varied
audiences.
Write a précis of a
specific piece of
literature for
publication in a book
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review, a children’s
text, or a biography.
Create a précis of a
specific piece of
literature reflective of
alternative sets of
cultural values.
3.5.3 Interpret a
variety of visual,
auditory, and digital
texts.
Analyze
Visual text
Auditory text
Digital text
Distinguish texts
relevant to completion
of a particular task from
among a larger group of
texts.
Identify organizational
techniques employed by
the creator which
contribute to the overall
effect of the text on the
reader/viewer.
Use specific details
regarding publication
of a text to identify the
value of its contents
relative to texts with
similar content.
Summarize the contents
of a text in light of
context, audience, and
author’s purpose.
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Which of the following would most
efficiently provide you with Arthur
Rimbaud’s date of birth?
a. encyclopaedia
b. literature book
c. poetry anthology
d. poetry website
Why does Robert Frost repeat the
phrase, “You come, too,” in his
poem, “The Pasture”?
a. to create rhyme
b. to reinforce rhythm
c. to express theme
d. to express hyperbole
On a sample publication page of a
science textbook, circle the
information that would most
influence your decision to use it in
writing a biographical research
paper on Marie Curie.
After reading a series of teacher-
selected paragraphs from published
works, identify the intended
audience from a list of groups
differentiated by age, gender,
culture, education level, socio-
economic status.
4. RESEARCH
4.1 Design research
studies directed
toward informational
and literary purposes
for publication.
4.1.1 Generate a
hypothesis in
response to a literary
text or real life
situation.
Hypothesis
Fact
opinion
Identify a personal
belief, opinion, or
conjecture on a topic
related to world
literature, world history,
or contemporary world
events.
List facts, observations,
and experiences which
contribute to that
identified belief or
opinion.
Organize listed facts,
observations, and
experiences logically to
create an outline.
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After reading The Tragedy of Julius
Caesar, write a thesis statement of
what you believe the truth about life
is, in response to each theme from
the play below:
1. effects of conscience
2. causes of betrayal
3. effects of hubris
4. definition of tyranny
Create a thinking map/graphic
organizer of at least 10 elements of
varied types of support and
elaboration in response to a student-
developed thesis statement.
Using a teacher-generated model,
apply indentation, spacing, and
labeling rules for topics and sub-
topics in an outline.
4.1.2 Apply
appropriate research
methods to conduct
exploratory and
defensible research
studies.
Defensible
Exploratory
Research
Periodical
Journal
Search engine
Utilize an outline to
identify key words and
phrases internet and
library research.
Create source cards
utilizing electronic and
concrete books,
periodicals, pamphlets,
and newspaper articles.
Create notecards
including paraphrased
and directly quoted
researched content
relevant to a stated
hypothesis.
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4.1.3 Evaluate a
variety of sources to
select information for
relevancy, accuracy,
and credibility.
Evaluate
Relevancy
Credibility
publication
Apply knowledge of
author’s purpose in
selection of potential
research sources.
Apply knowledge of
author’s intended
audience in selection of
potential research
sources. Identify
author’s purpose.
Identify the effect of
date of publication on
the relative merit of
content of a variety of
research resources.
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Given teacher-selected passages on
the same topic from .com, .org,
.gov, and .edu web sites, select the
reference that most effectively
matches the purpose of teacher-
developed thesis statements.
Given a list of teacher-developed
thesis statements, rate on a 0-5 scale
the importance of excluding
reference to literature published
over 15 years ago.
4.1.4 Create multi-
modal research
products using
appropriate citation
guidelines.
Multi-modal
Modern Language
Association
(MLA)
citation
Identify an
organizational strategy
(e.g.: chronological;
order of importance)
relevant to content for
presentation of written
or visual research
product.
Apply knowledge of
Modern Language
Association style to
creation of a research
paper.
Demonstrate
knowledge of
alternative technologies
in presentation of
research product.
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In response to a series of teacher-
developed thesis statements, infer
the appropriate organizational
strategy, given a teacher-developed
list of alternatives.
Correct errors in punctuation and
capitalization in a series of “Works
Cited” entries gleaned from
previous student writing.
Incorporate Power Point program
into presentation of research results.
4.2 Create
individually and
collaboratively oral,
written, and visual
products using
traditional methods
and 21st century
technologies.
4.2.1 Generate ideas
for multi-modal
products that explore
global issues and
perspectives.
Global
Issue
perspective
Through comparison
and contrast of the
cultural values
expressed in a variety
of world literature,
hypothesize a personal
belief or position in
relation to that value.
Identify examples of
personally relevant
issues and perspectives
present in a variety of
world literature.
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Write an essay of definition of
freedom using references to
Tolstoy’s “Alyosha the Pot” and
Joyce’s “Eveline” for support and
elaboration.
Create a graphic representation of
student-selected poem titles
organized by theme.
4.2.2 Justify the
rationale for selecting
a global issue or
perspectives for
multi-modal
purposes.
rationale Identify the impact of a
particular global issue
on the present
population of one’s
own and others’
cultures.
Identify the impact of a
particular global issue
on the future population
of one’s own and
other’s cultures.
Identify the effects of a
particular global issue
on other global issues
current and future.
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Apply information from varied
research resources for support of
and elaboration on one’s own thesis
on a global issue.
Use multiple modes of presentation,
including electronic, to publish to a
selected audience one’s conclusions
and supportive content on a global
issue.