massachusetts english language arts curriculum framework …€¦ · · 2002-02-25massachusetts...

correlated to the

2/20022001

Massachusetts English Language Arts Curriculum Framework

(June 2001)

Grades 9–12

© 2001

TABLE OF CONTENTS

Grade 9 ..........................................................................................................................................1

Grade 10 ......................................................................................................................................14

Grade 11 ......................................................................................................................................27

Grade 12 ......................................................................................................................................40

1

Language Network

correlated to the

Massachusetts English Language Arts Curriculum Framework(June 2001)

GRADE 9

Language

Standard 1: Discussion*

Students will use agreed-upon rules for informal and formal discussions in small and largegroups.

1.5 Identify and practice techniques such as setting time limits for speakers and deadlines fordecision-making to improve productivity of group discussions.

PE/TE: See “Group Discussions”: 512-513; “Informal Speaking”: 510-511; “FormalSpeaking”: 516-519; “Student Help Desk: Oral Communication at aGlance”: 520-521

Add’l TE: See “Teaching and Customizing Tips”: 510-513, 516-521; “Spice It Up!”:511, 513

Standard 2: Questioning, Listening, and Contributing*

Students will pose questions, listen to the ideas of others, and contribute their own informationor ideas in group discussions and interviews in order to acquire new knowledge.

2.5 Summarize in a coherent and organized way what they have learned from a focuseddiscussion.

PE/TE: See “Effective Communication”: 506-507; “Active Listening”: 508-509;“Conducting an Interview”: 514-515; “Evaluating Speakers”: 519

Add’l TE: See Teaching and Customizing Tips”: 506-509, 514-515, 519; “Spice ItUp!”: 515

Language Network correlated to theMassachusetts English Language Arts Curriculum Framework, GRADE 9

2

Standard 3: Oral Presentation*

Students will make oral presentations that demonstrate appropriate consideration of audience,purpose, and the information to be conveyed.

3.14 Give formal and informal talks to various audiences and for various purposes usingappropriate level of formality and rhetorical devices.

PE/TE: See “Effective Communication”: 506-507; “Informal Speaking”: 510-511;“Formal Speaking”: 516-519; “Recognizing Occasion, Purpose, andAudience”: 516

Add’l TE: See “Teaching and Customizing Tips”: 506-507, 510-511, 516-517; “SpiceIt Up!”: 511, 519

3.15 Analyze effective speeches made for a variety of purposes and prepare and deliver aspeech containing some of these features.

PE/TE: See “Evaluating Speakers”: 519; “Formal Speaking”: 516-519Add’l TE: See Teaching and Customizing Tips”: 516-519; “Spice It Up!”: 519

3.16 Create an appropriate scoring guide to prepare, improve, and assess presentations.

PE/TE: See “Checklist for Giving a Formal Speech”: 521Add’l TE: See “Teaching Tips”: 520-521

Standard 4: Vocabulary and Concept Development

Students will understand and acquire new vocabulary, and use it correctly in reading andwriting.

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.

PE/TE: See “Power Words”: 302, 318, 334, 350, 362, 378, 474, 488, 504, 522, 538,552, 566; “Understanding Word Parts”: 555-557; “Context Clues”: 558-559;“Exploring Shades of Meaning”: 562-563; “Idioms”: 385, 392

Add’l TE: See “Teaching and Customizing Tips”: 554-557, 558-559, 562-563

4.24 Use knowledge of Greek, Latin, and Norse mythology, the Bible, and other works oftenalluded to in British and American literature to understand the meanings of new words.

PE/TE: See “Understanding Word Parts”: 555-557; “Student Help Desk: ExpandingVocabulary at a Glance”: 564-565

Add’l TE: See “Teaching and Customizing Tips”: 555-557, 564-565


3

4.25 Use general dictionaries, specialized dictionaries, thesauruses, or related references toincrease learning as needed.

PE/TE: See “Using Vocabulary Reference Books”: 560-561Add’l TE: See “Teaching and Customizing Tips”: 560-561

Standard 5: Structure and Origins of Modern English

Students will analyze standard English grammar and usage, and recognize how its vocabularyhas developed and been influenced by other languages.

5.23 Identify simple, compound, complex, and compound-complex sentences.

PE/TE: See “Diagnostic Test”: 91; “Sentence Structure”: 101-103; “SentenceDiagramming”: 104-107; “Grammar in Literature: Sentence Structure andVivid Writing”: 108-109; “Student Help Desk: Clauses and SentenceStructure at a Glance”: 112-113; “Mixed Review and Mastery Test”: 110-111; “Exercise Bank”: 594, 596

Add’l TE: See “Prescription for Success”: 91; “Teaching and Customizing Tips”: 101-109; “Spice It Up!”: 101, 109; “Visual Grammar”: 102; “Prescription forMastery”: 111

5.24 Identify nominalized, adjectival, adverbial clauses.

PE/TE: See “Diagnostic Test”: 91; “Clauses and Sentence Structure”: 90-113;“Kinds of Clauses”: 92093; “Adjective and Adverb Clauses”: 94-97; “NounClauses”: 98-100; “Sentence Diagramming: Clauses”: 105-106; “MixedReview and Mastery Test”: 110-111; “Student Help Desk: Clauses andSentence Structure at a Glance”: 112-113; “Exercise Bank”: 595-596

Add’l TE: See “Prescription for Success”: 91; “Teaching and Customizing Tips”: 92-113; “Spice It Up!”: 92, 100, 101; “Visual Grammar”: 95, 99, 101;“Prescription for Mastery”: 111

5.25 Recognize the functions of verbals: participles, gerunds, and infinitives.

PE/TE: See “Diagnostic Test”: 65; “Verbals: Participial Phrases”: 71-73; “Verbals:Gerund Phrases”: 74-75; “Verbals: Infinitive Phrases”: 76-77; “SentenceDiagramming”: 81-83; “Grammar in Literature”: 84-85; “Mixed Reviewand Mastery Test”: 86-87; “Student help Desk: Phrases at a Glance”: 88089;“Exercise Bank”: 592-593

Add’l TE: See “Prescription for Success”: 65; Teaching and Customizing Tips”: 71-73,74-75, 76-77, 81-83, 84; “Prescription for Mastery”: 87

5.26 Analyze the structure of a sentence (traditional diagram, transformational model).

PE/TE: See “Sentence Structure”: 101-103; “Sentence Diagramming”: 54-57, 104-107; “Exercise Bank”: 596



4

5.27 Identify rhetorically functional sentence structure (parallelism, properly placedmodifiers).

PE/TE: See “Using Parallel Structure”: 371; “Misplaced Modifiers”: 67, 72, 73, 78,79, 89, 287

Add’l TE: See “Teaching and Customizing Tips”: 67, 72-73, 79; “Visual Grammar”:78

5.28 Identify correct mechanics (semicolons, colons, hyphens), correct usage (tenseconsistency), and correct sentence (parallel structure).

PE/TE: See “Semicolons”: 101, 112, 258, 261; “Colons”: 258-259, 261, 270;“Hyphens”: 264-265, 274, 481; “Shifts in Tense”: 142-143; “Using ParallelStructure”: 371; “Exercise Bank”: 596, 600, 618, 620

Add’l TE: See “Teaching and Customizing Tips”: 101, 112, 142-143, 258, 264-265,481

5.29 Describe the origins and meanings of common words and foreign words or phrases usedfrequently in written English and show their relationship to historical events ordevelopments (glasnost, coup d’état).

This standard is covered in McDougal Littell’s The Language of Literature.

Standard 6: Formal and Informal English

Students will describe, analyze, and use appropriately formal and informal English.

6.8 Identify content-specific vocabulary, terminology, or jargon unique to particular social orprofessional groups.

PE/TE: See “Varieties of Language”: 384-385Add’l TE: See Teaching Tips”: 385

6.9 Identify differences between the voice, tone, diction, and syntax used in mediapresentations (documentary films, news broadcasts, taped interviews) and these elementsin informal speech.

PE/TE: See “Tone and Voice”: 310, 381, 390-391; “Evaluating Media”: 532-533Add’l TE: See “Teaching and Customizing Tips”: 390-391, 532-533; “Spice It Up!”:

391

Standard 7: Beginning Reading

Students will understand the nature of written English and the relationship of letters andspelling patterns to the sounds of speech.

The majority of students will have met these standards by the end of Grade 4, although teachersmay need to continue addressing earlier standards.


5

Reading and Literature

Standard 8: Understanding a Text

Students will identify the basic facts and main ideas in a text and use them as the basis forinterpretation.

For imaginative / literary texts:

8.29 Identify and analyze patterns of imagery or symbolism.


8.30 Identify and interpret themes and give supporting evidence from a text.


For informational / expository texts:

8.31 Analyze the logic and use of evidence in an author’s argument.


Standard 9: Making Connections

Students will deepen their understanding of a literary or non-literary work by relating it to itscontemporary context or historical background.

9.6 Relate a literary work to primary source documents of its literary period or historicalsetting.


Standard 10: Genre

Students will identify, analyze, and apply knowledge of the characteristics of different genres.

10.5 Compare and contrast the presentation of a theme or topic across genres to explain howthe selection of genre shapes the message.



6

Standard 11: Theme

Students will identify, analyze, and apply knowledge of theme in a literary work and provideevidence from the text to support their understanding.

11.5 Apply knowledge of the concept that the theme or meaning of a selection represents aview or comment on life, and provide support from the text for the identified theme.


Standard 12: Fiction

Students will identify, analyze, and apply knowledge of the structure and elements of fictionand provide evidence from the text to support their understanding.

12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony.


Standard 13: Nonfiction

Students will identify, analyze, and apply knowledge of the purpose, structure, and elements ofnonfiction or informational materials and provide evidence from the text to support theirunderstanding.



13.25 Analyze and explain the structure and elements of nonfiction works.


Standard 14: Poetry

Students will identify, analyze, and apply knowledge of the theme, structure, and elements ofpoetry and provide evidence from the text to support their understanding. (See also Standard15.)

14.5 Identify, respond to, and use effects of sound, form, figurative language, graphics, anddramatic structure of poems:

• sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance);


• form (ballad, sonnet, heroic couplets);



7

• figurative language (personification, metaphor, simile, hyperbole); and


• dramatic structure.


Standard 15: Style and Language

Students will identify and analyze how an author’s words appeal to the senses, create imagery,suggest mood, and set tone and provide evidence from the text to support their understanding.(See also Standard 14.)

15.7 Evaluate how an author’s choice of words advances the theme or purpose of a work.

PE/TE: See “Style and Effective Language”: 380-391; “Student Help Desk: Styleand Effective Language at a Glance”: 392-393; “Quick Fix EditingMachine”: 295-297; “Revising”: 469

Add’l TE: See Teaching and Customizing Tips”: 380-391; “Visual Grammar”: 381;“Drive Through Grammar”: 383; “Spice It Up!”: 385, 388, 389, 391

15.8 Identify and describe the importance of sentence variety in the overall effectiveness of animaginary/literary or informational/expository work.

PE/TE: See “Varying Sentence Beginnings”: 292; “Varying Sentence Structure”:293; “Revising Sentences”: 364-375; “Revising”: 408, 441; “Editing”: 424;“Combining Sentences”: 368-371, 377; “Student Help Desk: RevisingSentences at a Glance”: 376-377

Add’l TE: See “Teaching and Customizing Tips”: 364-375; “Spice It Up!”: 364, 367;“Visual Grammar”: 368, 372, 375; “Drive Through Grammar”: 369

Standard 16: Myth, Traditional Narrative, and Classical Literature

Students will identify, analyze, and apply knowledge of the themes, structure, and elements ofmyths, traditional narratives, and classical literature and provide evidence from the text tosupport their understanding.

16.11 Analyze the characters, structure, and themes of classical Greek drama and epic poetry.



8

Standard 17: Dramatic Literature

Students will identify, analyze, and apply knowledge of the theme, structure, and elements of adrama and provide evidence from the text to support their understanding. (See also Standards12, 18, 27, and the Theatre Strand of the Arts Curriculum Framework.)

17.7 Identify and analyze how dramatic conventions support, interpret, and enhance dramatictext.


Standard 18: Dramatic Reading and Performance*

Students will plan and present dramatic readings, recitations, and performances thatdemonstrate appropriate consideration of audience and purpose. (See also Standards 17, 19,27, and the Theatre Strand of the Arts Curriculum Framework.)

Rehearsal and performance involve memorization, and the use of expressive speech and gestures.Because of their repetitive nature, they demand of student actors a level of active engagementthat surpasses that of reading. The excitement and satisfaction of performing in front of anaudience should be part of every student’s school experience.

18.5 Develop, communicate, and sustain consistent characters in improvisational, formal, andinformal productions, and create scoring guides with categories and criteria forassessment of presentations.

PE/TE: See “Dramatic Scene at a Glance”: 451; “Tips for Writing a DramaticScene”: 453

Add’l TE: See “Customizing Tips”: 453; “Spice It Up!”: 453


9

Composition

Standard 19: Writing

Students will write with a clear focus, coherent organization, and sufficient detail.

For imaginative / literary writing:*

19.24 Write well-organized stories or scripts with an explicit or implicit theme and details thatcontribute to a definite mood or tone.

PE/TE: See “Writing Workshop: Short Story, Dramatic Scene”: 446-455Add’l TE: See “Teaching and Customizing Tips”: 447-453; “Spice It Up!”: 448, 453;

“Drive Through Grammar”: 450

19.25 Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurativelanguage.

PE/TE: See “Poem at a Glance”: 451; “Tips for Writing a Poem”: 452; “FigurativeLanguage”: 297, 381, 387, 389, 452; “Imagery and Figures of Speech”: 386-389

Add’l TE: See “Teaching and Customizing Tips”: 387-388; “Spice It Up!”: 388, 389,451

For informational / expository writing:

19.26 Write well-organized essays (persuasive, literary, personal) that have clear focus, logicaldevelopment, effective use of detail, and variety in sentence structure.

PE/TE: See Writing Workshops: “Personal Narrative”: 396-403; “CharacterSketch”: 404-411; “Response to Literature”: 412-419; “Comparison andContrast Essay”: 428-435; “Opinion Statement”: 436-445; “What Is aComposition?”: 336-349; “Varying Sentence Beginnings”: 292; “VaryingSentence Structure”: 293; “Revising Sentences”: 364-375; “Revising”: 408,441; “Editing”: 424; “Combining Sentences”: 368-371, 377; “Student HelpDesk: Revising Sentences at a Glance”: 376-377

Add’l TE: See “Teaching and Customizing Tips”: 364-375, 398-400, 405-408, 413-416, 429-433, 437-443; “Spice It Up!”: 364, 367, 398, 399, 406, 407, 414,415, 431, 438, 439, 441; “Drive Through Grammar”: 369, 400, 408, 416,432, 442; “Visual Grammar”: 368, 372, 375


10

19.27 Write well-organized research papers that prove a thesis statement, using logicalorganization, effective supporting evidence, and variety in sentence structure.

PE/TE: See “Writing Workshop: Research Report”: 456-471; “Varying SentenceBeginnings”: 292; “Varying Sentence Structure”: 293; “RevisingSentences”: 364-375; “Revising”: 408, 441; “Editing”: 424; “CombiningSentences”: 368-371, 377; “Student Help Desk: Revising Sentences at aGlance”: 376-377

Add’l TE: See “Teaching and Customizing Tips”: 364-375, 458-469; “Spice It Up!”:364, 367, 462, 465, 468; “Drive Through Grammar”: 369, 469; “VisualGrammar”: 368, 372, 375

Standard 20: Consideration of Audience and Purpose

Students will write for different audiences and purposes. (See also Standards 3, 6, and 19.)

20.5 Use different levels of formality, style, and tone when composing for different audiences.

PE/TE: See “Style and Effective Language”: 379-393Add’l TE: See “Teaching and Customizing Tips”: 380, 383, 385, 387, 388, 391;

“Visual Grammar”: 381; “Drive Through Grammar”: 383; “Spice It Up!”:385, 388, 389, 391

Standard 21: Revising

Students will demonstrate improvement in organization, content, paragraph development, levelof detail, style, tone, and word choice (diction) in their compositions after revising them.

21.8 Revise writing by attending to topic/idea development, organization, level of detail,language/style, sentence structure, grammar and usage, and mechanics.

PE/TE: See “Revising”: 309-311; “Editing and Proofreading”: 312-313; “RevisingSentences”: 364-375; Writing Workshops: “Revising and Editing”: 400,408, 416, 424, 432, 441, 442, 450, 469; “Quick Fix Editing Machine”: 277-298

Add’l TE: See “Teaching and Customizing Tips”: 228-245, 248-273; “Spice It Up!”:57, 118, 123, 184, 186, 194, 231, 236, 241, 251; “Visual Grammar ”: 50, 67,70, 95, 102, 161, 163, 165, 368 “Drive-Through Grammar”: 323, 345, 352,369, 383, 400, 408, 416, 424, 432, 442, 450, 469, 499, 547


11

Standard 22: Standard English Conventions

Students will use knowledge of standard English conventions in their writing, revising, andediting.

22.9 Use knowledge of types of clauses (main and subordinate), verbals (gerunds, infinitives,and participles), mechanics (semicolons, colons, hyphens), usage (tense consistency),sentence structure (parallel structure) and standard English spelling when writing andediting.

PE/TE: See “Clauses and Sentence Structure”: 90-113; “Kinds of Clauses”: 92093;“Adjective and Adverb Clauses”: 94-97; “Noun Clauses”: 98-100;“Sentence Diagramming: Clauses”: 105-106; ; “Verbals: ParticipialPhrases”: 71-73; “Verbals: Gerund Phrases”: 74-75; “Verbals: InfinitivePhrases”: 76-77; “Sentence Diagramming”: 81-83; “Grammar inLiterature”: 84-85; “Semicolons”: 101, 112, 258, 261; “Colons”: 258-259,261, 270; “Hyphens”: 264-265, 274, 481; “Shifts in Tense”: 142-143;“Using Parallel Structure”: 371; “Guidelines for Spelling”: 637-640;“Commonly Misspelled Words”: 641

Add’l TE: See [Clauses]--“Teaching and Customizing Tips”: 101-109; “Spice It Up!”:101, 109; “Visual Grammar”: 102; [Verbals]-- “Teaching and CustomizingTips”: 92-113; “Spice It Up!”: 92, 100, 101; “Visual Grammar”: 95, 99,101; [Mechanics, usage, sentence structure]--“Teaching and CustomizingTips”: 101, 112, 142-143, 258, 264-265, 481

Standard 23: Organizing Ideas in Writing

Students will organize ideas in writing in a way that makes sense for their purpose.

23.12 Integrate all elements of fiction to emphasize the theme and tone of the story.

PE/TE: See “Writing Workshop: Short Story”: 446-450, 454-455Add’l TE: See “Teaching and Customizing Tips”: 447-450; “Drive Through

Grammar”: 450; “Spice It Up!”: 448

23.13 Organize ideas for a critical essay about literature or a research report with an originalthesis statement in the introduction, well constructed paragraphs that build an effectiveargument, transition sentences to link paragraphs into a coherent whole, and a conclusion.

PE/TE: See Writing Workshops: “Response to Literature”: 412-419; “ResearchReport”: 456-471

Add’l TE: See “Teaching and Customizing Tips”: 413-416, 458-469; “Spice It Up!”:414, 415, 462, 465, 468; “Drive Through Grammar”: 416, 469


12

Standard 24: Research*

Students will gather information from a variety of sources, analyze and evaluate the quality ofthe information they obtain, and use it to answer their own questions.

24.5 Formulate open-ended research questions and apply steps for obtaining and evaluatinginformation from a variety of sources, organizing information, documenting sources in aconsistent standard format, and presenting research.

PE/TE: See “Writing Workshop: Research Report”: 456-471; “FindingInformation”: 475-487; “Citation Forms”: 648-655

Add’l TE: See “Teaching and Customizing Tips”: 458-469, 477-485; “Spice It Up!”:462, 465, 468, 477; “Drive Through Grammar”: 469

Standard 25: Evaluating Writing and Presentations*

Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessingfinal versions of their compositions or research projects before presenting them to variedaudiences.

25.5 Use group-generated criteria for evaluating different forms of writing and explain whythese are important before applying them.

PE/TE: See “Six Traits of Good Writing”: 309-311; Student Help Desk: “PersonalNarrative”: 402-403; “Character Sketch”: 409-411; “Response toLiterature”: 418-419; “Process Explanation”: 426-427; “Comparison andContrast Essay”: 434-435; “Opinion Statement”: 444-445; “Short Story”:454-455; “Research Report”: 470-471; “Evaluation of Media”: 532-535,537, 545, 547, 549, 551

Add’l TE: See “Teaching and Customizing Tips”: 310-311, 533-535, 545, 547, 549;“Spice It Up!”: 311, 535, 545; “Drive Through Grammar”: 547


13

Media

Standard 26: Analysis of Media*

Students will identify, analyze, and apply knowledge of the conventions, elements, andtechniques of film, radio, video, television, multimedia productions, the Internet, andemerging technologies, and provide evidence from the works to support their understanding.(See also Standards 17, 18, 24, 27, and the Theatre Standards of the Arts CurriculumFramework.)

26.5 Analyze visual or aural techniques used in a media message for a particular audience andevaluate their effectiveness.

PE/TE: See “Analyzing and Evaluating Ideas”: 489-501; “Student Help Desk:Evaluating Ideas at a Glance”: 502-503; “Understanding the Media”: 523-535; “Student Help Desk: Understanding Media at a Glance”: 536-537

Add’l TE: See “Teaching and Customizing Tips”: 490-501, 523-535; “Spice It Up!”:493, 497, 535; “Drive Through Grammar”: 499

Standard 27: Media Production*

Students will design and create coherent media productions (audio, video, television,multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail,and appropriate consideration of audience, purpose, and medium. (See also Standards 18, 24,26, and the Theatre Standards of the Arts Curriculum Framework.)

27.6 Create media presentations that effectively use graphics, images and/or sound to present adistinctive point of view on a topic.

PE/TE: See “Creating Media”: 539-549; “Student Help Desk: Creating Media at aGlance”: 550-551

Add’l TE: See “Teaching and Customizing Tips”: 540-549; “Spice It Up!”: 545;“Drive Through Grammar”: 547

27.7 Develop and apply criteria for assessing the effectiveness of the presentation, style, andcontent of films and other forms of electronic communication.

PE/TE: See “Evaluating and Revising Media Productions”: 545, 547, 549Add’l TE: See “Teaching and Customizing Tips”: 545, 547, 549

14

Language Network

correlated to the


GRADE 10

Language



1.5 Identify and practice techniques such as setting time limits for speakers and deadlines fordecision-making to improve productivity of group discussions.

PE/TE: See “Group Discussion”: 530-531; “Student Help Desk: OralCommunication at a Glance”: 532-533




2.5 Summarize in a coherent and organized way what they have learned from a focuseddiscussion.

PE/TE: See “Effective Communication”: 518-519; “Active Listening”: 520-522;“Interviewing”: 528-529; “Evaluating Speeches”: 527

Add’l TE: See “Teaching and Customizing Tips”: 518-519, 520-522, 527-529; “SpiceIt Up!”: 521, 529


15



3.14 Give formal and informal talks to various audiences and for various purposes usingappropriate level of formality and rhetorical devices.

PE/TE: “Effective Communication”: 518-519; “Preparing a Speech”: 523-524;“Delivering a Speech”: 525-526; “Who’s Your Audience?”: 553

Add’l TE: See “Teaching and Customizing Tips”: 518, 519, 523, 524, 525, 526; “SpiceIt Up!”: 553

3.15 Analyze effective speeches made for a variety of purposes and prepare and deliver aspeech containing some of these features.

PE/TE: See “Evaluating Speeches”: 527; “Preparing a Speech”: 523-524;“Delivering a Speech”: 525-526; “Student Help Desk: Oral Communicationat a Glance”: 532-533

Add’l TE: See “Teaching and Customizing Tips”: 523-527, 532-533; “Spice It Up!”:524

3.16 Create an appropriate scoring guide to prepare, improve, and assess presentations.

PE/TE: See “Checklist for Giving a Formal Speech”: 533Add’l TE: See “Teaching Tips”: 532-533



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.

PE/TE: See “Power Words”: 306, 322, 336, 354, 368, 482, 498, 516, 534, 550, 564,580; “Analyzing Word Structure”: 569-570; “Exploring Shades ofMeaning”: 571-572; “Context Clues”: 567-568; “Student Help Desk:Vocabulary at a Glance”: 576-577; “Varieties of Informal Language”: 391;“Student Help Desk: Style at a Glance”: 400

Add’l TE: See “Teaching and Customizing Tips”: 567-572; “Spice It Up!”: 391

4.24 Use knowledge of Greek, Latin, and Norse mythology, the Bible, and other works oftenalluded to in British and American literature to understand the meanings of new words.

PE/TE: See “Analyzing Word Structure”: 569-570; “Student Help Desk:Vocabulary at a Glance”: 577

Add’l TE: See “Teaching and Customizing Tips”: 569-570


16

4.25 Use general dictionaries, specialized dictionaries, thesauruses, or related references toincrease learning as needed.

PE/TE: See “Tools for Developing Word Power”: 573-575Add’l TE: See “Teaching and Customizing Tips”: 573-575; “Spice It Up!”: 575



5.23 Identify simple, compound, complex, and compound-complex sentences.

PE/TE: See “Diagnostic Test”: 91; “Sentence Structure”: 101-103; “SentenceDiagramming”: 104-107; “Grammar in Literature: Sentence Structure andDramatic Writing”: 108-109; “Mixed Review and Mastery Test”: 110-111;“Student Help Desk: Sentence Structure at a Glance”: 112-113; “ExerciseBank”: 610-612

Add’l TE: See “Prescription for Success”: 91; “Teaching and Customizing Tips”: 102-108; “Spice It Up!”: 101; “Visual Grammar”: 102; “Prescription forMastery”: 111

5.24 Identify nominalized, adjectival, adverbial clauses.

PE/TE: See “Diagnostic Test”: 91; “Clauses and Sentence Structure”: 90-113;“Kinds of Clauses”: 92-94; “Adjective and Adverb Clauses”: 95-97; “NounClauses”: 98-100; “Sentence Diagramming: Clauses”: 105-106; “MixedReview and Mastery Test”: 110-111; “Student Help Desk: SubordinateClauses”: 113; “Exercise Bank”: 610-611

Add’l TE: See “Prescription for Success”: 91; “Teaching and Customizing Tips”: 92-93, 96, 99; “Spice It Up!”: 93; “Visual Grammar”: 95, 99; “Prescription forMastery”: 611

5.25 Recognize the functions of verbals: participles, gerunds, and infinitives.

PE/TE: See “Diagnostic Test”: 65; “Verbals: Participles”: 71-72; “Verbals:Gerunds”: 73-74; “Verbals: Infinitives”: 75-76; “Sentence Diagramming”:81-83; “Grammar in Literature”: 84-85; “Mixed Review and Mastery Test”:86-87; “Student help Desk: Phrases at a Glance”: 88-89; “Exercise Bank”:607-609

Add’l TE: See “Prescription for Success”: 65; “Teaching and Customizing Tips”: 71,73, 75, 76, 81-83, 84-85; “Spice It Up!”: 81; “Prescription for Mastery”: 87

5.26 Analyze the structure of a sentence (traditional diagram, transformational model).

PE/TE: See “Sentence Structure”: 101-103; “Sentence Diagramming”: 54-57, 104-107; “Exercise Bank”: 610-612

Add’l TE: See “Teaching and Customizing Tips”: 101-103; 104-107


17

5.27 Identify rhetorically functional sentence structure (parallelism, properly placedmodifiers).

PE/TE: See “Misplaced Modifiers”: 78, 85, 88, 211-214, 291; “Revising forParallelism”: 379-380

Add’l TE: See “Teaching and Customizing Tips”: 85, 212-214, 380; “Spice It Up!”:211, 379; “Visual Grammar”: 78

5.28 Identify correct mechanics (semicolons, colons, hyphens), correct usage (tenseconsistency), and correct sentence (parallel structure).

PE/TE: See “Semicolons”: 101, 112, 120, 121, 259-261, 269, 279; “Colons”: 259-261, 269, 274, 279; “Hyphens”: 265-267; “Tenses”: 134-137, 143, 290, 317;“Exercise Bank”: 616, 631, 632

Add’l TE: See “Teaching and Customizing Tips”: 120, 134-135, 259-261, 265-267,269; “Spice It Up!”: 101; “Visual Grammar”: 135

5.29 Describe the origins and meanings of common words and foreign words or phrases usedfrequently in written English and show their relationship to historical events ordevelopments (glasnost, coup d’état).




6.8 Identify content-specific vocabulary, terminology, or jargon unique to particular social orprofessional groups.

PE/TE: See “Varieties of Informal Language”: 391Add’l TE: See “Teaching and Customizing Tips”: 391; “Spice It Up!”: 391

6.9 Identify differences between the voice, tone, diction, and syntax used in mediapresentations (documentary films, news broadcasts, taped interviews) and these elementsin informal speech.

PE/TE: See “Describing Style”: 389; “Voice”: 398-399Add’l TE: See “Teaching and Customizing Tips”: 389, 399; “Spice It Up!”: 389





18





8.29 Identify and analyze patterns of imagery or symbolism.


8.30 Identify and interpret themes and give supporting evidence from a text.







9.6 Relate a literary work to primary source documents of its literary period or historicalsetting.


Standard 10: Genre


10.5 Compare and contrast the presentation of a theme or topic across genres to explain howthe selection of genre shapes the message.



19

Standard 11: Theme


11.5 Apply knowledge of the concept that the theme or meaning of a selection represents aview or comment on life, and provide support from the text for the identified theme.



Students will identify, analyze, and apply knowledge of the structure and elements of fictionand provide evidence from the text to support their understanding.

12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony.






13.25 Analyze and explain the structure and elements of nonfiction works.


Standard 14: Poetry


14.5 Identify, respond to, and use effects of sound, form, figurative language, graphics, anddramatic structure of poems:

• sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance);


• form (ballad, sonnet, heroic couplets);



20

• figurative language (personification, metaphor, simile, hyperbole); and


• dramatic structure.



Students will identify and analyze how an author’s words appeal to the senses, create imagery,suggest mood, and set tone and provide evidence from the text to support their understanding.(See also Standard 14.)

15.7 Evaluate how an author’s choice of words advances the theme or purpose of a work.


15.8 Identify and describe the importance of sentence variety in the overall effectiveness of animaginary/literary or informational/expository work.




16.11 Analyze the characters, structure, and themes of classical Greek drama and epic poetry.



Students will identify, analyze, and apply knowledge of the theme, structure, and elements of adrama and provide evidence from the text to support their understanding. (See also Standards12, 18, 27, and the Theatre Strand of the Arts Curriculum Framework.)

17.7 Identify and analyze how dramatic conventions support, interpret, and enhance dramatictext.



21



Rehearsal and performance involve memorization, and the use of expressive speech and gestures.Because of their repetitive nature, they demand of student actors a level of active engagementthat surpasses that of reading. The excitement and satisfaction of performing in front of anaudience should be part of every student’s school experience.

18.5 Develop, communicate, and sustain consistent characters in improvisational, formal, andinformal productions, and create scoring guides with categories and criteria forassessment of presentations.



22

Composition



For imaginative / literary writing:*

19.24 Write well-organized stories or scripts with an explicit or implicit theme and details thatcontribute to a definite mood or tone.

PE/TE: See Writing Workshop: “Short Story and Dramatic Scene”: 459-461Add’l TE: See “Teaching and Customizing Tips”: 459-461; “Spice It Up!”: 459

19.25 Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurativelanguage.

PE/TE: See “Writing Workshop: Poetry”: 454-458; “Imagery and FigurativeLanguage”: 394-395; “Figurative Language”: 301, 389, 400

Add’l TE: See “Teaching and Customizing Tips”: 389, 394-395, 456-458; “Spice ItUp!”: 389, 395, 456, 457; “Drive Through Grammar”: 458


19.26 Write well-organized essays (persuasive, literary, personal) that have clear focus, logicaldevelopment, effective use of detail, and variety in sentence structure.

PE/TE: See Writing Workshops: “Autobiographical Incident”: 404-411; “FocussedDescription”: 412-419; “Literary Interpretation”: 420-427; “Comparison andContrast Essay”: 428-435; “Persuasive Essay”: 436-445; “Problem-SolutionEssay”: 446-453; “Research Report”: 464-479; “Varying SentenceBeginnings”: 296; “Varying Sentence Structure”: 297; “RevisingSentences”: 370-383; “Student Help Desk: Revising Sentences at a Glance”:384-385

Add’l TE: See “Teaching and Customizing Tips”: 338-351, 371-383, 405-409, 413-416, 422-425, 429-433, 439-443, 448-450, 465-477; “Spice It Up!”: 341,349, 371, 379, 406, 407, 409, 415, 422, 430, 431, 433, 438, 440, 441, 448,470; “Drive Through Grammar”: 342, 351, 374, 383, 408, 416, 424, 432,442, 450, 477; “Visual Grammar”: 374, 378, 382


23

19.27 Write well-organized research papers that prove a thesis statement, using logicalorganization, effective supporting evidence, and variety in sentence structure.

PE/TE: See “Writing Workshop: Research Report”: 464-479; “Varying SentenceBeginnings”: 296; “Varying Sentence Structure”: 297; “RevisingSentences”: 370-383; “Student Help Desk: Revising Sentences at a Glance”:384-385

Add’l TE: See “Teaching and Customizing Tips”: 371-383, 465-477; “Spice It Up!”:371, 379, 470; “Drive Through Grammar”: 372, 383, 477; “VisualGrammar”: 374, 378, 382



20.5 Use different levels of formality, style, and tone when composing for different audiences.

PE/TE: See “Developing Style”: 387-399; “Student Help Desk: Style at a Glance”:400-401

Add’l TE: See “Teaching and Customizing Tips”: 389-399; “Spice It Up!”: 389, 391,392, 395, 397; “Drive Through Grammar”: 392



21.8 Revise writing by attending to topic/idea development, organization, level of detail,language/style, sentence structure, grammar and usage, and mechanics.

PE/TE: See “Revising”: 314-316; “Editing and Proofreading”: 317-318; “RevisingSentences”: 369-383; “Writing Workshops: Revising and Editing”: 408,416, 424, 442, 450, 458, 477; “Quick Fix Editing Machine”: 282-302

Add’l TE: See “Teaching and Customizing Tips” 246-279, 226-243; “Spice It Up!”:232, 235, 236, 252; “Visual Grammar ”: 70, 95; “Drive-Through Grammar”:351, 372, 383, 392, 424, 458, 477, 561


24



22.9 Use knowledge of types of clauses (main and subordinate), verbals (gerunds, infinitives,and participles), mechanics (semicolons, colons, hyphens), usage (tense consistency),sentence structure (parallel structure) and standard English spelling when writing andediting.

PE/TE: “Clauses and Sentence Structure”: 90-113; “Kinds of Clauses”: 92-94;“Adjective and Adverb Clauses”: 95-97; “Noun Clauses”: 98-100;“Sentence Diagramming: Clauses”: 105-106; “Student Help Desk:Subordinate Clauses”: 113; “Verbals: Participles”: 71-72; “Verbals:Gerunds”: 73-74; “Verbals: Infinitives”: 75-76; “Sentence Diagramming”:81-83; “Student help Desk: Phrases at a Glance”: 88-89; “Semicolons”: 101,112, 120, 121, 259-261, 269, 279; “Colons”: 259-261, 269, 274, 279;“Hyphens”: 265-267; “Tenses”: 134-137, 143, 290, 317; “Guidelines forSpelling”: 651-654; “Commonly Misspelled Words”: 655

Add’l TE: See [Clauses]: “Teaching and Customizing Tips”: 92-93, 96, 99; “Spice ItUp!”: 93; “Visual Grammar”: 95, 99; [Verbals]: “Teaching andCustomizing Tips”: 71, 73, 75, 76, 81-83, 84-85; “Spice It Up!”: 81;[Mechanics]: “Teaching and Customizing Tips”: 120, 134-135, 259-261,265-267, 269; “Spice It Up!”: 101; “Visual Grammar”: 135



23.12 Integrate all elements of fiction to emphasize the theme and tone of the story.

PE/TE: See “Writing Workshop: Short Story”: 459-460Add’l TE: See “Teaching and Customizing Tips”: 459-460; “Spice It Up!”: 459

23.13 Organize ideas for a critical essay about literature or a research report with an originalthesis statement in the introduction, well constructed paragraphs that build an effectiveargument, transition sentences to link paragraphs into a coherent whole, and a conclusion.

PE/TE: See Writing Workshops: “Literary Interpretation”: 420-427; “ResearchReport”: 464-479

Add’l TE: See “Teaching and Customizing Tips”: 422-425, 465-477; “Spice It Up!”:422, 470; “Drive Through Grammar”: 424, 477


25



24.5 Formulate open-ended research questions and apply steps for obtaining and evaluatinginformation from a variety of sources, organizing information, documenting sources in aconsistent standard format, and presenting research.

PE/TE: See “Writing Workshop: Research Report”: 464-479; “FindingInformation”: 483-497; “Citation Forms”: 662-669

Add’l TE: See “Teaching and Customizing Tips”: 465-477, 485-495; “Spice It Up!”:470, 485, 488; “Drive Through Grammar”: 477



25.5 Use group-generated criteria for evaluating different forms of writing and explain whythese are important before applying them.

PE/TE: See “Six Traits of Good Writing”: 314-316; Student Help Desks:“Autobiographical Incident”: 411; “Focussed Description”: 419; “LiteraryInterpretation”: 426; “Cause and Effect Essay”: 435; “Persuasive Essay”:445; “Problem-Solution Essay”: 453; “Poetry”: 463; “Research Report”:478; “Evaluation and Revision of Media”: 556, 559, 561; “EvaluatingInformation”: 499-515

Add’l TE: See “Teaching and Customizing Tips”: 314-316, 500-512, 556, 559, 561;“Spice It Up!”: 501, 503, 504, 507, 508, 512, 556; “Drive ThroughGrammar”: 561


26

Media



26.5 Analyze visual or aural techniques used in a media message for a particular audience andevaluate their effectiveness.

PE/TE: See “Evaluating Information”: 499-513; “Student Help Desk: EvaluatingInformation at a Glance”: 514-515; “Analyzing News in Media”: 535-547;“Student Help Desk: Analyzing News in Media at a Glance”: 548-549

Add’l TE: See “Teaching and Customizing Tips”: 500-513, 536-547; “Spice It Up!”:501, 503, 504, 507, 508, 512, 541, 543


Students will design and create coherent media productions (audio, video, television,multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail,and appropriate consideration of audience, purpose, and medium. (See also Standards 18, 24,26, and the Theatre Standards of the Arts Curriculum Framework.)

27.6 Create media presentations that effectively use graphics, images and/or sound to present adistinctive point of view on a topic.

PE/TE: See “Creating Media Products”: 551-561; “Student Help Desk: CreatingMedia Products at a Glance”: 562-563

Add’l TE: See “Teaching and Customizing Tips”: 552-561; “Spice It up!”: 553, 556,560; “Drive Through Grammar”: 561

27.7 Develop and apply criteria for assessing the effectiveness of the presentation, style, andcontent of films and other forms of electronic communication.

PE/TE: See “Evaluating and Revising Media Products”: 556, 559, 561Add’l TE: See “Teaching and Customizing Tips”: 556, 559, 561

27

Language Network

correlated to the


GRADE 11

Language



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.

PE/TE: See “Group Communication Skills”: 507-509; “Student Help Desk: OralCommunication at a Glance”: 512-513; “Evaluating the Message”: 502

Add’l TE: See “Teaching and Customizing Tips”: 502, 507-509; “Spice It Up!”: 508



2.6 Analyze differences in their responses to focused group discussion in an organized andsystematic way.

PE/TE: See “Listening Critically”: 500-502; “Group Communication Skills”: 507-509; “Student Help Desk: Oral Communication at a Glance”: 512-513

Add’l TE: See “Teaching and Customizing Skills”: 500-502, 507-509; “Spice It Up!”:501, 508


28



3.17 Deliver formal presentations for particular audiences using clear enunciation andappropriate organization, gestures, tone, and vocabulary.

PE/TE: See “Planning an Oral Presentation”: 503-506; “Using Language Precisely”:366-367; “Using Tone and Mood for Effect”: 371-373; “Patterns ofOrganization”: 310-311, 326-327

Add’l TE: See “Teaching and Customizing Tips”: 503-506, 366-367, 371-373, 310-311, 326-327; “Spice It Up!”: 367, 371, 310; “Drive Through Grammar”:373

3.18 Create an appropriate scoring guide to evaluate final presentations.

PE/TE: See “Checklist for Six Traits of Effective Writing”: 303; “Checklist forRevision”: 363; “Evaluating Information”: 479-495; “Student Help Desk:Evaluating Information at a Glance”: 496-497

Add’l TE: See “Teaching and Customizing Tips”: 294, 480-495; “Spice It Up!”: 294,486, 490, 493, 495



4.26 Identify and use correctly new words acquired through study of their differentrelationships to other words.

PE/TE: See “Power Words”: 290, 304, 316, 332, 346, 364, 462, 478, 498, 514, 528,544, 560, 572; “Vocabulary Development”: 545-557; “Shades of Meaning”:554; “Student Help Desk: Vocabulary Development at a Glance”: 558-559;“Stylistic Choices: Using Language Precisely”: 366-367; “Student HelpDesk: Stylistic Choices at a Glance”: 378

Add’l TE: See “Teaching and Customizing Tips”: 290, 304, 316, 332, 346, 364, 462,478, 498, 514, 528, 544, 560, 572; 545-557, 366-367; “Spice It Up!”: 555,557

4.27 Use general dictionaries, specialized dictionaries, thesauruses, histories of language,books of quotations, and other related references as needed.

PE/TE: See “Vocabulary Resources”: 554-555; “Specialized Vocabulary”: 556-557;“Student Help Desk: Learning New Words”: 559

Add’l TE: See “Teaching and Customizing Tips”: 554-555, 556-557; “Spice It Up!”:557


29



5.30 Identify, describe, and apply all conventions of standard English.

PE/TE: See “Revising, Editing and Proofreading”: 386, 394, 402, 410, 417-418,430, 438, 457; “Grammar, Usage, and Mechanics”: 4-263; “Quick FixEditing Machine”: 266-286

Add’l TE: See “Teaching and Customizing Tips”: 4-263; 386, 394, 402, 410, 417-418,430, 438, 457; “Drive Through Grammar”: 386, 394, 402, 410, 417-418,430, 438, 457

5.31 Describe historical changes in conventions for usage and grammar.

PE/TE: See “Grammar in Literature”: 70, 98, 124, 174, 194, 258; “History of theEnglish Language”: 562-569; “Student Help Desk: History of English at aGlance”: 570-571

Add’l TE: See “Teaching and Customizing Tips”: 70, 98, 124-125, 174, 194-195, 258,562-568; “Spice It Up!”: 70, 258

5.32 Explain and evaluate the influence of the English language on world literature and worldcultures.

PE/TE: See “History of the English Language”: 562-569; “Student Help Desk:History of English at a Glance”: 570-571


5.33 Analyze and explain how the English language has developed and been influenced byother languages.

PE/TE: See “History of the English Language”: 562-569; “Student Help Desk:History of English at a Glance”: 570-571




6.10 Analyze the role and place of standard American English in speech, writing, andliterature.

PE/TE: See “Stylistic Choices: Using Language Precisely”: 366-367; “Student HelpDesk: Stylistic Choices at a Glance”: 378; “Shades of Meaning”: 554

Add’l TE: See “Teaching and Customizing Tips”: 366-367, 554


30

6.11 Analyze how dialect can be a source of negative or positive stereotypes among socialgroups.

PE/TE: See “Varieties of American English: Regional Dialects”: 567; “EnglishAround the World Today”: 568-569

Add’l TE: See “Teaching and Customizing Tips”: 567, 568-569


31








8.32 Identify and analyze the point(s) of view in a literary work.


8.33 Analyze patterns of imagery or symbolism and connect them to themes and/or tone andmood.



8.34 Analyze and evaluate the logic and use of evidence in an author’s argument.




9.7 Relate a literary work to the seminal ideas of its time.



32

Standard 10: Genre


10.6 Identify and analyze characteristics of genres (satire, parody, allegory, pastoral) thatoverlap or cut across the lines of genre classifications such as poetry, prose, drama, shortstory, essay, and editorial.


Standard 11: Theme


11.6 Apply knowledge of the concept that a text can contain more than one theme.


11.7 Analyze and compare texts that express a universal theme, providing evidence to supporttheir ideas.



Students will identify, analyze, and apply knowledge of, structure and elements of a fiction andprovide evidence from the text to support their understanding.

12.6 Analyze, evaluate, and apply knowledge of how authors use such elements of fiction aspoint of view, characterization, and irony for specific rhetorical and aesthetic purposes.




13.26 Analyze, explain, and evaluate how authors use techniques and elements in fiction forrhetorical and aesthetic purposes.



33

13.27 Analyze, explain and evaluate how authors use the elements of nonfiction to achieve theirpurpose.


Standard 14: Poetry


14.6 Analyze and evaluate the appropriateness of diction and imagery (controlling images,figurative language, understatement, overstatement, irony, paradox).



Students will identify and analyze how an author appeals to the senses, creates imagery,suggests mood, and sets tone. (See also Standard 14.)

15.9 Identify, analyze, and evaluate an author’s use of rhetorical devices in persuasiveargument.


15.10 Analyze and compare style and language across significant cross-cultural literary works.




16.12 Analyze the influence of mythic, traditional, and classical literature on later literature andfilm.



34


Students will identify, analyze, and apply knowledge of the theme, structure, and elements of adramatic work and provide evidence from the text to support their understanding. (See alsoStandards 12, 18, 27, and the Theatre Strand of the Arts Curriculum Framework.)

17.8 Identify and analyze types of dramatic literature.


17.9 Identify and analyze dramatic conventions (monologue, soliloquy, chorus, aside,dramatic irony).




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.



35

Composition



For imaginative/literary writing:*

19.28 Write well-organized stories or scripts with an explicit or implicit theme, using a varietyof literary techniques.

PE/TE: See Writing Workshop: “Short Story”: 434-438; “Dramatic Scene”: 439,441; “Student Help Desk: Short Story at a Glance”: 442-443

Add’l TE: See “Teaching and Customizing Tips”: 436-438, 439, 441; “Spice It Up!”:436; “Drive Through Grammar”: 438

19.29 Write poems using a range of forms and techniques.

PE/TE: See Writing Workshop: “Poem”: 439-440; “Figurative Language”: 368-369,372; “Sound Devices”: 370

Add’l TE: See “Teaching and Customizing Tips”: 370, 439-440; “Spice It Up!”: 440,369, 370


19.30 Write coherent compositions with a clear focus, objective presentation of alternate views,rich detail, well-developed paragraphs, and logical argumentation.

PE/TE: See Writing Workshops: “Reflective Essay”: 382-389; “EyewitnessReport”: 390-397; “Literary Interpretation”: 398-405; “Comparison-Contrast Essay”: 406-413; “Business Writing”: 414-423; “PersuasiveArgument”: 424-433; “Short Story, Poem, Dramatic Scene”: 434-443;“Research Report”: 444-459; “Writing Effective Paragraphs”: 305-315;“Writing Effective Compositions”: 317-331; “Elaboration”: 333-345;“Sound Reasoning”: 491-495

Add’l TE: See “Teaching and Customizing Tips”: 382-459, 306-315, 318-331, 334-345, 491-495; “Spice It Up!”: 307, 310, 319, 321, 325, 329, 341, 343, 385,392, 393, 408, 416, 427, 436, 440, 451, 493, 495; “Drive ThroughGrammar”: 308, 340, 384, 386, 394, 402, 410, 417, 430, 438, 446


36



20.6 Use effective rhetorical techniques and demonstrate understanding of purpose, speaker,audience, and form when completing expressive, persuasive, or literary writingassignments.

PE/TE: See Writing Workshops: “Audience and Purpose”: 385, 393, 401, 409, 416,427, 437, 447; “Prewriting”: 292; “Developing a Voice”: 377

Add’l TE: See “Teaching and Customizing Tips”: 377, 385, 393, 401, 409, 416, 427,437, 447; “Spice It Up!”: 385, 393, 416, 427



21.9 Revise writing to improve style, word choice, sentence variety, and subtlety of meaningafter rethinking how well the questions of purpose, audience, and genre have beenaddressed.

PE/TE: See “Revising”: 294; “Revision Strategies”: 347-363; “Stylistic Choices”:365-379; Writing Workshops: “Revising”: 386, 394, 402, 410, 417, 430,438, 457; “Quick Fix Editing Machine”: 266-286

Add’l TE: See “Teaching and Customizing Tips”: 294, 347-363, 365-377, 386, 394,402, 410, 417, 430, 438, 457; “Drive Through Grammar”: 354, 372, 376,386, 394, 402, 410, 417, 430, 438; “Spice It Up!”: 294, 347, 359, 360, 367,370, 371, 375; “Visual Grammar”: 353, 355, 357



22.10 Use all conventions of standard English when writing and editing.

PE/TE: See “Revising, Editing and Proofreading”: 386, 394, 402, 410, 417-418,430, 438, 457; “Grammar, Usage, and Mechanics”: 4-263; “Quick FixEditing Machine”: 266-286

Add’l TE: See “Teaching and Customizing Tips”: 4-263; 386, 394, 402, 410, 417-418,430, 438, 457; “Drive Through Grammar”: 386, 394, 402, 410, 417-418,430, 438, 457


37



23.14 Organize ideas for emphasis in a way that suits the purpose of the writer.

PE/TE: See “Six Traits of Good Writing”: 294, 350-351; “Writing EffectiveParagraphs”: 305-316; “Writing Effective Compositions”: 317-332; “Basicsin a Box”: 382, 390, 398, 406, 414, 418, 420, 424, 434, 439, 444;“Organization”: 293, 318-320, 321-322, 326-327, 350-351, 385, 393, 394,401, 404, 409, 413, 416, 423, 428, 429, 453-456; “Organization at aGlance”: 330-331

Add’l TE: See “Teaching and Customizing Tips”: 293, 309-310, 314, 318-320, 321-322, 326-327, 350-351, 385, 393, 394, 401, 404, 409, 410, 413, 416, 423,428, 429, 453-456; “Spice It Up!”: 310, 321, 343, 416, 486

23.15 Craft sentences in a way that supports the underlying logic of the ideas.

PE/TE: See “Six Traits of Good Writing”: 294, 352-358;“Quick-Fix EditingMachine: Improving Style”: 277-282; “Varying Sentences”: 43, 47, 89, 98-99, 280-281, 294, 356, 372, 457; “Drafting”: 441; “Revising”: 457;“Editing”: 386, 402, 457; “Combining Sentences”: 138-139, 281, 352-354

Add’l TE: See “Teaching and Customizing Tips”: 98, 138-139, 294, 352-354, 356,372; “Spice It Up!”: 133, 172, 191, 359; “Drive-Through Grammar”: 308,354, 386, 417; “Visual Grammar ”: 31, 82, 86, 118, 353, 355, 357



24.6 Formulate original, open-ended questions to explore a topic of interest, design and carryout their research, and evaluate the quality of each research paper in terms of theadequacy of its questions, materials, approach, and documentation of sources.

PE/TE: See “Writing Workshop: Research Report”: 444-459; “Sources ofInformation”: 463-477; “Documenting Sources”: 449, 455-456, 477; “MLACitation Guidelines”: 650-657; “Evaluating Sources”: 448, 468, 470, 481,502

Add’l TE: See “Teaching and Customizing Tips”: 446-457, 464-475, 481, 502; “DriveThrough Grammar”: 446; “Spice It Up!”: 451, 465, 468, 470, 472


38



25.6 Individually develop and use criteria for assessing their own work across the curriculum,explaining why the criteria are appropriate before applying them.

PE/TE: See “Quick Fix Editing Machine”: 266-286; Checklists for: “Six Traits ofEffective Writing”: 303; “Effective Paragraphs”: 315; “WrittenCompositions”: 331; “Elaboration”: 345; “Revision Strategies”:363;”Style”: 379; “Reflective Essay”: 389; “Eyewitness Report”: 397;“Literary Interpretation”: 405; “Comparison and Contrast Essay”: 413;“Business Writing”: 423; “Persuasive Essay”: 433; “Short Story”: 443;“Research Report”: 459; “Using Information”: 477; “EvaluatingInformation”: 497; “Oral Communication”: 513; “Analyzing MediaMessages”: 527; “Media Products”: 543


39

Media



26.6 Identify the aesthetic effects of a media presentation and identify and evaluate thetechniques used to create them.

PE/TE: See “Evaluating Information”: 479-497; “Persuasion and the Media”: 515-527

Add’l TE: See “Teaching and Customizing Tips”: 480-495, 516-523; “Spice It Up!”:486, 490, 493, 495, 517, 523


Students will design and create coherent media productions (audio, video, television,multimedia, Internet, and emerging technologies) with a clear controlling idea, adequatedetail, and appropriate consideration of audience, purpose, and medium. (See also Standards18, 24, 26, and the Theatre Standards of the Arts Curriculum Framework.)

27.8 Create coherent media productions that synthesize information from several sources.

PE/TE: See “Creating Media Products”: 529-541; “Student Help Desk: CreatingMedia Products”: 542-543

Add’l TE: See “Teaching and Customizing Tips”: 531-541; “Drive ThroughGrammar”: 533; Spice It Up!”: 534

40

Language Network

correlated to the


GRADE 12

Language



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.

PE/TE: See “Group Communication Skills”: 512-513; “Student Help Desk: OralCommunication at a Glance”: 516-517; “Evaluating the Message”: 505




2.6 Analyze differences in their responses to focused group discussion in an organized andsystematic way.

PE/TE: See “Active Listening”: 503-505; “Group Communication Skills”: 512-513;“Student Help Desk: Oral Communication at a Glance”: 516-517

Add’l TE: See “Teaching and Customizing Skills”: 504-505, 512-513; “Spice It Up!”:504


41



3.17 Deliver formal presentations for particular audiences using clear enunciation andappropriate organization, gestures, tone, and vocabulary.

PE/TE: See “Planning an Oral Presentation”: 506-508; “Practice and Delivery”:509-511; “Diction”: 354-356; “Tone”: 361; “Voice and Tone”: 341-342;“Patterns of Organization”: 307-310; “Unity and Coherence”: 311-313;“Organization”: 338-340

Add’l TE: See “Teaching and Customizing Tips”: 506-508, 509-511, 307-310, 311-313, 338-342, 354-356; “Spice It Up!”: 342, 508; “Drive ThroughGrammar”: 310

3.18 Create an appropriate scoring guide to evaluate final presentations.

PE/TE: See “Checklist for Writing”: 299; “Checklist for Revision”: 351;“Evaluating Information”: 481-497; “Student Help Desk: Checklist forEvaluating Information”: 499; “Checklist for Oral Communication”: 517

Add’l TE: See “Teaching and Customizing Tips”: 482-497; “Spice It Up!”: 483, 487



4.26 Identify and use correctly new words acquired through study of their differentrelationships to other words.

PE/TE: See “Power Words”: 286, 300, 318, 332, 352, 368, 466, 480, 500, 518, 534,552, 568; “Vocabulary Development”: 553-565; “Denotation andConnotation: Shades of Meaning”: 562-613; “Student Help Desk:Vocabulary Development at a Glance”: 566-567; “Diction: Effective WordChoices”: 355-356; “Student Help Desk: Style at a Glance”: 367

Add’l TE: See “Teaching and Customizing Tips”: 286, 300, 318, 332, 352, 368, 466,480, 500, 518, 534, 552, 568, 355-356, 562-563, 553-565; “Spice It Up!”:355

4.27 Use general dictionaries, specialized dictionaries, thesauruses, histories of language,books of quotations, and other related references as needed.

PE/TE: See “Vocabulary References”: 563; “Specialized Vocabulary”: 564-565“Student Help Desk: Vocabulary Development at a Glance”: 566-567



42



5.30 Identify, describe, and apply all conventions of standard English.

PE/TE: See “Revising, Editing and Proofreading”: 390, 398, 406, 414, 421, 434,442, 445, 461; “Grammar, Usage, and Mechanics”: 4-259; “Quick FixEditing Machine”: 262-282

Add’l TE: See “Teaching and Customizing Tips”: 4-259, 390, 398, 406, 414, 421, 434,442, 445, 461; “Spice It Up!”: 421, 442; “Drive Through Grammar”: 390,398, 406, 414, 445

5.31 Describe historical changes in conventions for usage and grammar.

PE/TE: See “Grammar in Literature”: 96, 122, 190, 254“History of the English Language” is covered in Language Network, Grade11

Add’l TE: See “Teaching and Customizing Tips”: 96, 122, 190, 254; “Spice It Up!”:254

5.32 Explain and evaluate the influence of the English language on world literature and worldcultures.

PE/TE: See “History of the English Language” in Language Network, Grade 11

5.33 Analyze and explain how the English language has developed and been influenced byother languages.

PE/TE: See “History of the English Language” in Language Network, Grade 11.



6.10 Analyze the role and place of standard American English in speech, writing, andliterature.

PE/TE: See “Diction: Levels of Language”: 354-355; “Student Help Desk: Style at aGlance”: 366-367; “Shades of Meaning”: 562

Add’l TE: See “Teaching and Customizing Tips”: 354-355, 562

6.11 Analyze how dialect can be a source of negative or positive stereotypes among socialgroups.

PE/TE: See “Varieties of American English: Regional Dialects” in LanguageNetwork, Grade 11


43








8.32 Identify and analyze the point(s) of view in a literary work.


8.33 Analyze patterns of imagery or symbolism and connect them to themes and/or tone andmood.



8.34 Analyze and evaluate the logic and use of evidence in an author’s argument.




9.7 Relate a literary work to the seminal ideas of its time.



44

Standard 10: Genre


10.6 Identify and analyze characteristics of genres (satire, parody, allegory, pastoral) thatoverlap or cut across the lines of genre classifications such as poetry, prose, drama, shortstory, essay, and editorial.


Standard 11: Theme


11.6 Apply knowledge of the concept that a text can contain more than one theme.


11.7 Analyze and compare texts that express a universal theme, providing evidence to supporttheir ideas.



Students will identify, analyze, and apply knowledge of, structure and elements of a fiction andprovide evidence from the text to support their understanding.

12.6 Analyze, evaluate, and apply knowledge of how authors use such elements of fiction aspoint of view, characterization, and irony for specific rhetorical and aesthetic purposes.




13.26 Analyze, explain, and evaluate how authors use techniques and elements in fiction forrhetorical and aesthetic purposes.


13.27 Analyze, explain and evaluate how authors use the elements of nonfiction to achieve theirpurpose.



45

Standard 14: Poetry


14.6 Analyze and evaluate the appropriateness of diction and imagery (controlling images,figurative language, understatement, overstatement, irony, paradox).



Students will identify and analyze how an author appeals to the senses, creates imagery,suggests mood, and sets tone. (See also Standard 14.)

15.9 Identify, analyze, and evaluate an author’s use of rhetorical devices in persuasiveargument.


15.10 Analyze and compare style and language across significant cross-cultural literary works.




16.12 Analyze the influence of mythic, traditional, and classical literature on later literature andfilm.



Students will identify, analyze, and apply knowledge of the theme, structure, and elements of adramatic work and provide evidence from the text to support their understanding. (See alsoStandards 12, 18, 27, and the Theatre Strand of the Arts Curriculum Framework.)

17.8 Identify and analyze types of dramatic literature.



46

17.9 Identify and analyze dramatic conventions (monologue, soliloquy, chorus, aside,dramatic irony).




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.



47

Composition



For imaginative/literary writing:*

19.28 Write well-organized stories or scripts with an explicit or implicit theme, using a varietyof literary techniques.

PE/TE: See Writing Workshop: “Dramatic Scene”: 438-442; “Short Story”: 443,445; “Student Help Desk: Dramatic Scene at a Glance”: 446-447

Add’l TE: See “Teaching and Customizing Tips”: 439-442, 443, 445; “Spice It Up!”:440, 441, 442; “Drive Through Grammar”: 445

19.29 Write poems using a range of forms and techniques.

PE/TE: See Writing Workshop: “Poem”: 443, 444; “Figurative Language”: 358-360, 366, 367; “Sound Devices”: 380-381, 383

Add’l TE: See “Teaching and Customizing Tips”: 358-360, 380-381, 443, 444; “SpiceIt Up!”: 358, 381, 444


19.30 Write coherent compositions with a clear focus, objective presentation of alternate views,rich detail, well-developed paragraphs, and logical argumentation.

PE/TE: See Writing Workshops: “Application Essay”: 386-393; “PersonalityProfile”: 394-401; “Critical Review of Literature”: 402-409; “SubjectAnalysis”: 410-417; “Business Writing”: 418-427; “Proposal”: 428-437;“Short Story, Poem, Dramatic Scene”: 438-447; “Research Report”: 448-463; “Writing Effective Compositions”: 301-318; “Elaboration”: 319-332;“Evaluating Ideas”: 482-499

Add’l TE: See “Teaching and Customizing Tips”: 386-463, 301-318, 319-332, 482-497; “Spice It Up!”: 302, 305, 306, 315, 320, 321, 323, 328, 396, 397, 399,405, 413, 420, 421, 422, 430, 440, 441, 442, 444, 451, 455, 483, 487; “DriveThrough Grammar”: 310, 390, 398, 406, 414, 423, 432, 445, 450, 454


48



20.6 Use effective rhetorical techniques and demonstrate understanding of purpose, speaker,audience, and form when completing expressive, persuasive, or literary writingassignments.

PE/TE: See Writing Workshops: “Audience and Purpose”: 389, 397, 405, 413, 420,431, 441, 451; “Prewriting”: 289; “Developing Your Voice”: 365-366;“Tone and Voice”: 311, 341-342, 350

Add’l TE: See “Teaching and Customizing Tips”: 311, 341-342, 365, 389, 397, 405,413, 420, 431, 441, 451; “Spice It Up!”: 342, 397, 405, 413, 420, 441, 451



21.9 Revise writing to improve style, word choice, sentence variety, and subtlety of meaningafter rethinking how well the questions of purpose, audience, and genre have beenaddressed.

PE/TE: See “Revising”: 290; “Revision Strategies”: 333-351; “Style: The RightWords”: 353-367; “Style: Sound and Sense”: 369-383; Writing Workshops:“Revising”: 390, 398, 406, 414, 421, 434, 442, 445, 461; “Quick Fix EditingMachine”: 262-282

Add’l TE: See “Teaching and Customizing Tips”: 290, 334-349, 354-365, 370-381,390, 398, 406, 414, 421, 434, 442, 445, 461; “Drive Through Grammar”:374, 390, 398, 406, 414, 421, 434, 442, 445, 461; “Spice It Up!”: 290, 335,342, 349, 355, 358, 361, 373, 378, 381; “Visual Grammar”: 344



22.10 Use all conventions of standard English when writing and editing.

PE/TE: See “Revising, Editing and Proofreading”: 390, 398, 406, 414, 421, 434,442, 445, 461; “Grammar, Usage, and Mechanics”: 4-259; “Quick FixEditing Machine”: 262-282

Add’l TE: See “Teaching and Customizing Tips”: 4-259, 390, 398, 406, 414, 421, 434,442, 445, 461; “Spice It Up!”: 421, 442; “Drive Through Grammar”: 390,398, 406, 414, 445


49



23.14 Organize ideas for emphasis in a way that suits the purpose of the writer.

PE/TE: See “Revisions Strategies: Organization”: 290, 338-340; “Writing EffectiveCompositions”: 301-315; “Basics in a Box”: 386, 394, 402, 410, 418, 422,424, 428, 438, 443, 448; “Organization”: 289, 307-310, 317, 338-340, 416,456-457; “Compositions at a Glance”: 316-317; “Unity and Coherence”:311-313; “Revising for Coherence”: 339; “Drafting”: 389, 397, 405, 413,422, 424, 432, 456-460; “Revising”: 414; “Student Help Desk”: 392, 393,400, 408, 416, 426, 436, 446, 462

Add’l TE: See “Teaching and Customizing Tips”: 290, 302-315, 338-340, 389, 397,405, 413, 422, 424, 432, 456-460; “Spice It Up!”: 302, 305, 306, 315, 422,472

23.15 Craft sentences in a way that supports the underlying logic of the ideas.

PE/TE: See “Revisions Strategies: Sentence Fluency”: 290, 343-345;“Quick-Fix Editing Machine: Improving Style”: 274-277; “Style: Soundand Sense”: 369-381; “Student Help Desk: Style at a Glance”: 382-383

Add’l TE: See “Teaching and Customizing Tips”: 343-345, 369-381; “Spice It Up!”:27, 37, 117, 132, 168, 321, 323, 373, 441, 442; “Drive Through Grammar”:374, 390; “Visual Grammar ”: 30, 33, 84, 344



24.6 Formulate original, open-ended questions to explore a topic of interest, design and carryout their research, and evaluate the quality of each research paper in terms of theadequacy of its questions, materials, approach, and documentation of sources.

PE/TE: See “Writing Workshop: Research Report”: 448-462; “Sources ofInformation”: 468-477; “Documenting Sources”: 452-453, 459-460; “MLACitation Guidelines”: 648-655; “Evaluating Information”: 484-499

Add’l TE: See “Teaching and Customizing Tips”: 448-462, 468-477, 484-499; “DriveThrough Grammar”: 450, 454; “Spice It Up!”: 451, 455, 471, 474, 476, 487


50



25.6 Individually develop and use criteria for assessing their own work across the curriculum,explaining why the criteria are appropriate before applying them.

PE/TE: See “Quick Fix Editing Machine”: 262-282; Checklists for: “Six Traits ofEffective Writing”: 350; “Compositions”: 317; “Elaboration”: 331;“Revision”: 351;”Style”: 367, 383; “Application Essay”: 393; “PersonalityProfile”: 401; “Critical Review of Literature”: 409; “Subject Analysis”: 417;“Business Writing”: 427; “Proposal”: 437; “Dramatic Scene”: 447;“Research Report”: 463; “Using Information Resources”: 479; “EvaluatingIdeas”: 499; “Oral Communication”: 517; “Media and the Consumer”: 533;“Creating Media Products”: 551


51

Media



26.6 Identify the aesthetic effects of a media presentation and identify and evaluate thetechniques used to create them.

PE/TE: See “Evaluating Ideas”: 482-497; “Media and the Consumer”: 520-533Add’l TE: See “Teaching and Customizing Tips”: 483-495, 521-531; “Spice It Up!”:

483, 487, 522, 524, 527


Students will design and create coherent media productions (audio, video, television,multimedia, Internet, and emerging technologies) with a clear controlling idea, adequatedetail, and appropriate consideration of audience, purpose, and medium. (See also Standards18, 24, 26, and the Theatre Standards of the Arts Curriculum Framework.)

27.8 Create coherent media productions that synthesize information from several sources.

PE/TE: See “Creating Media Products”: 536-549; “Student Help Desk: CreatingMedia Products”: 550-551

Add’l TE: See “Teaching and Customizing Tips”: 537-549; “Spice It Up!”: 537, 539,542, 543, 545, 548, 549

massachusetts english language arts curriculum framework …€¦ · · 2002-02-25massachusetts...

Documents