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

web

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.