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TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 2. Identify the meaning of metaphors based on literary allusions and conceits.
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
GRADE 11
STANDARD 1: READINGREADING STANDARD ARTICULATED BY GRADE LEVEL
Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.
Concept 3: Phonics
Concept 2: Phonemic Awareness
Concept 1: Print Concepts
Strand 1: Reading Process
Concept 4: Vocabulary
Acquire and use new vocabulary in relevant contexts.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
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PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).
SE/TE: Breaking down sentences 69, 71, 73, 75, 76, 84; Breaking down long sentences 311, 314, 317, 323, 328, 331, 335; Reading in sentences 1239, 1247
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
SE/TE: Making predictions 981, 985, 986, 989, 990, 993; Using background knowledge 531, 536, 537; Relating to your own experiences 1075, 1076, 1085; also see: Recognizing: signal words 41, 44, 48, 49, 57; charged words 169, 175, 177; Analyzing : text structures 292, sentence meaning 961
Assessment practice for : locating appropriate information 90, recognizing patterns of organization 295, sentence structure, test questions on 1377; Identifying : rhetorical devices 199, patterns of organization 292, chronological order 517, 522, 524, 527; Relating structure to meaning 773, 776, 778, 779
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 2. Generate clarifying questions in order to comprehend text.
SE/TE: Questioning the text 591, 597, 601, 603; Challenging the text 389, 399; Questioning the characters' motives 1256, 1261, 1262, 1265, 1270, 1273, 1274, 1276, 1279, 1283, 1284, 1286, 1288
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 3. Use graphic organizers in order to clarify the meaning of the text.
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, classification schemes, problem-solution) of text to aid comprehension.
SE/TE: Identifying : patterns of organization & text structures 292; Noting spatial relationships 297, 300, 306; Assessment practice : analyzing text structures 295; Relating structure to meaning 773, 776, 778, 779; Stage directions 1256, 1258, 1259, 1267, 1269, 1270, 1271, 1274, 1275, 1276, 1280, 1281, 1282, 1285, 1288
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
Identify, analyze, and apply knowledge of the structures and elements of literature.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 1. Evaluate the author’s use of literary elements: -theme (moral, lesson, meaning, message, view or comment on life), -point of view (e.g., first vs. third, limited vs. omniscient), -characterization (qualities, motives, actions, thoughts, dialogue, development, interactions), -setting (time of day or year, historical period, place, situation), and -plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 2. Interpret figurative language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions.
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 3. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme.
SE/TE: Finding clues to theme 765, 767, 769; Interpreting the story's theme 804–805; Drawing inferences about theme 1197, 1203, 1209, 1211; Applying themes to contemporary events 1342, 1345, 1347, 1356, 1359; also see: Writing Workshops: Analytic Essay: Evaluate Literary Themes 226–227, Compare and Contrast Literary Themes 682–683, Analyzing Literary Themes 1366–1367; Theme 357, 362, 370, 372, 375, 765, 768, 769, 804–805, 1215, 1223, 1342, 1343, 1344, 1345, 1349, 1350, 1351, 1353, 1354, 1355, 1357, 1359, R18; Anthology of poems with a common theme 802
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 4. Explain the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection.
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 6. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position).
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.
Concept 2: Historical and Cultural Aspects of Literature
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 2. Relate literary works to the traditions, themes, and issues of their eras.
SE/TE: From The Author's Desk: Susan Power Talks About the Time Period 2, Tim O’Brien Talks About the Time Period 700, Arthur Miller Talks About the Time Period 966, Arthur Miller on Using Historical Facts 1371; Unit Introductions 4–13, 128–137, 244–269, 472–481, 702–711, 968–977; Recognizing cultural details 17, 19, 23, 24, 28, 29; Literature In Context (culture, economics, geography, history, humanities, literature, media, music, mythology, social studies) 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Identifying cultural attitudes 257, 259, 260, 266, 269; Autobiography, social context in 913, 915, 916, 921; Connecting to historical context 937, 940, 941; Cultural context 1011, 1015, 1019, 1025; Historical context 1290, 1300, 1312; also see: Background 94, 126, 142, 161, 170, 185, 203, 217, 258, 273, 299, 312, 340, 358, 426, 440, 486, 498, 507, 518, 532, 550, 577, 593, 608, 620, 642, 653, 661, 671, 716, 725, 727, 742, 766, 775, 785, 794, 1146, 1148, 1156, 1164
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 1. Critique the consistency and clarity of the text’s purposes.
SE/TE: Analyzing how a writer achieves purpose 913, 917, 921; Identifying the writer's purpose 57, 1143; also see: Persuasive techniques 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Reading Informational Materials: Text Structures: Patterns of Organization 292, Analyzing Author’s Beliefs 540, Making Inferences 944; Communications Workshops: Challenge Generalizations, Circular Reasoning, Bandwagon Effect 696, Recognize Purpose, Analyze Structure, Weigh objectivity and subjectivity, charged images, music or slogans 962, Identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes 1378
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day experiences.
Strand 3: Comprehending Informational Text
Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal).
SE/TE: Checking for subjectivity or bias 57; Drawing conclusions based on evidence 110; Persuasion 169, 170, 171, 172, 177, 198–199, 1227, 1231, 1235, R15, R20; Logical appeals 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Logical fallacy 1314, 1317, 1320, 1325, 1330, 1340; Communications Workshops: Special Effects 122, Identify Evidence, Evaluate Support 238, Analyze Purpose, Use of Language, Music and Sound Effects 466, Challenge Generalizations, Circular Reasoning, Bandwagon Effect 696, Recognize Purpose, Analyze Structure, Weigh objectivity and subjectivity, charged images, music or slogans 962, Identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes 1378
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 3. Make relevant inferences by synthesizing concepts and ideas from a single reading selection.
TE: Assessment Practice: Make Inferences and Generalizations 270, 290, 304, 336, 354, 376, 400, 419, 436, 452
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 4. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases.
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 1. Analyze the structures of functional text (e.g., their format, graphics and headers) to determine how authors use these features to achieve their purposes.
SE/TE: Reading Informational Materials: Web Site 87–90, Press Release 190–193, Historic Memorandum 292–295, Public Document 540–542, Mission Statement and Calendar of Events 944–947
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.
Concept 2: Functional Text
Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.
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PO 1. Analyze the power, validity, and truthfulness of the arguments advanced in persuasive text.
SE/TE: Persuasion 169, 170, 171, 172, 177, 1227, 1231, 1235, R15, R20; Logical appeals 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Communications Workshops: Identify Evidence, Evaluate Support 238, Challenge Generalizations, Circular Reasoning, Bandwagon Effect 696, Recognize Purpose, Analyze Structure, Weigh objectivity and subjectivity, charged images, music or slogans 962, Identify editorials, opinion forums, persuasive images, reporting priorities, shaping attitudes 1378; Logical fallacy 1314, 1317, 1320, 1325, 1330, 1340; also see: Checking for subjectivity or bias 57; Drawing conclusions based on evidence 110
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 2. Evaluate the arguments an author uses in a document to refute opposing arguments and address reader concerns.
SE/TE: Rhetorical devices 198–199; also see: Persuasion 169, 170, 171, 172, 177, 1227, 1231, 1235, R15, R20; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178; Communications Workshops: Analyze Persuasive Techniques 238, Analyzing Media 466, Critiquing Persuasive Arguments 696, Analyzing the Impact of the Media on the Democratic Process 1378;
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 3. Identify unsupported inferences or fallacious reasoning in arguments advanced in persuasive text.
SE/TE: Communications Workshops: Analyze Persuasive Techniques 238, Critiquing Persuasive Arguments 696, Analyzing the Impact of the Media on the Democratic Process 1378; also see: Persuasion 169, 170, 171, 172, 177, 1227, 1231, 1235, R15, R20; Persuasive techniques 198–199; Evaluating : persuasive appeals 201, 210, a writer’s message 1163, 1167, 1170, 1174, 1176, 1178
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 1. Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
WRITING STANDARD ARTICULATED BY GRADE LEVEL
STANDARD 2: WRITING
Concept 1: Prewriting
Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.
Strand 1: Writing Process
GRADE 11
Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 3. Determine the intended audience of a writing piece.
SE/TE: Drafting : Anticipating opponents' arguments 420, Elaborating to support an argument 638, 1027, Providing context and background 225, Providing descriptive details 99, Providing elaboration 114, 230, 458, 686, 954, 1370, Providing internal documentation 771, Providing necessary background 802, Refuting an argument 337, Shaping your presentation 954; Revising: to add emotional appeal 831, for knowledge level of readers 1213
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 4. Establish a controlling idea appropriate to the type of writing.
SE/TE: Charting to develop a thesis 226; Choosing your topic 113, 229, 457, 685, 953; Drafting : Creating a main impression 657, Elaborating to support an argument 638, 1027, Refuting an argument 337; Providing elaboration : Elaborating on an idea 879
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 5. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.
SE/TE: Charting to develop a thesis 226; also see: Prewriting (including choosing your topic, gathering details, narrowing your topic) 31, 86, 113, 229, 291, 437, 453, 457, 503, 515, 565, 589, 649, 685, 781, 923, 943, 953, 1009, 1057, 1073, 1249, 1361, 1369
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 6. Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.
SE/TE: Reflecting/Assessing (journal/rubric) 119, 235, 463, 693, 959, 1375, R33; also see: Charting to develop a thesis 226; Listing to find a focus 1366; Using a cluster diagram to gather details 453
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 7. Use time management strategies, when appropriate, to produce a writing product within a set time period.
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 2. Sequence ideas into a cohesive, meaningful order.
SE/TE: Drafting : Organizing events in chronological order 167; Charting to develop a thesis 226; Charting to analyze similarities and differences 682; Creating an informal outline 1366; also see: Professional Model : Using research to achieve purpose 687, Using historical facts 1370; Drafting : Using relevant citations 401, Elaborating for information 763, Providing internal documentation 771; Prewriting : Gathering information 685, 1369; Using research to achieve purpose 687; Revising : to connect contradictory information 845; Citing sources and preparing manuscript, R27
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Concept 3: Revising
Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 3. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.
SE/TE: Revising : to add precise details 51, 1101, to use specific language 681, for brevity and clarity 739, to connect contradictory information 845, to include precise language 1180, to use quotations to support interpretation 1225
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 4. Rearrange words, sentences, and paragraphs in the draft in order to clarify the meaning or to enhance the writing style.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 5. Add transitional words and phrases to the draft in order to clarify meaning or enhance the writing style.
SE/TE: Drafting : Using transitions to show place 308, Choosing transitions 667; Revising : to smooth transitions 895, 956, to incorporate transitions for clarity 1161
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 6. Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.
SE/TE: Revising: sentences for variety 460; Developing style: Focus on complete sentences 463; also see: Varying sentence openers 354; Varying sentence length 400; Varying sentence structure 1179
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 7. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.
TE: Assessment Practice: Grammar and Usage 1026, 1056, 1072, 1100, 1128, 1212, 1289; Assessment Practice: Using Commas Correctly 1341
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Editing includes proofreading and correcting the draft for conventions.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 3. Apply proofreading marks to indicate errors in conventions.
SE/TE: Editing and Proofreading 119, 235, 463, 693, 959, 1375
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 1. Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, submitting to a publication).
SE/TE: Publishing/Presenting : Writing Workshops: Publishing and Presenting, Oral Presentation 119, Class Anthology 119, Newspaper opinion piece 235, Speech 235, Literary magazine 463, Oral presentation 463, Submission to a journal 693, Oral presentation 693, Oral presentation 959, Advertisement 959, Cover letter 1375, Job portfolio 1375
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Concept 5: Publishing
Publishing involves formatting and presenting a final product for the intended audience.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 2. Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.
SE/TE: Publishing/Presenting : Writing Workshops: Publishing and Presenting, Oral Presentation 119, Class Anthology 119, Newspaper opinion piece 235, Speech 235, Literary magazine 463, Oral presentation 463, Submission to a journal 693, Oral presentation 693, Oral presentation 959, Advertisement 959, Cover letter 1375, Job portfolio 1375
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Concept 1: Ideas and Content
This strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.
Strand 2: Writing Components
Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 1. Maintain a clear, narrow focus to support the topic.
SE/TE: Charting to develop a thesis 226; Choosing your topic 113, 229, 457, 685, 953; Drafting : Creating a main impression 657, Elaborating to support an argument 638, 1027, Refuting an argument 337; Providing elaboration : Elaborating on an idea 879
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
PO 2. Write with an identifiable purpose and for a specific audience.
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 4. Demonstrate a thorough, balanced explanation of the topic.
SE/TE: Drafting : Building unity 109, Providing context and background 225, Using transitions to show place 308, Anticipating opponents' arguments 420, Elaborating to support an argument 638, 1027, Creating a main impression 657, Choosing transitions 667, Providing internal documentation 771, Providing necessary background 802, Refuting an argument 337, Shaping your presentation 954; Revising: to add emotional appeal 831, for knowledge level of readers 1213
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 4. Use effective transitions among all elements (sentences, paragraphs, and ideas).
SE/TE: Drafting : Using transitions to show place 308, Choosing transitions 667; Revising : to smooth transitions 895, 956, to incorporate transitions for clarity 1161
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 5. Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.
SE/TE: Revising: paragraphs 232, 688; Developing style: Using parallelism 233; Drafting: Building unity 109, Shaping your writing 114, 230, 458, 686, Organizing events in chronological order 167, Using transitions to show place 308, Choosing transitions 667
TR: Skills Development Workbook; Skills Development Transparencies
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 6. Create an ending that provides a sense of resolution or closure.
SE/TE: Identifying beginning, middle, and end 291
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.
SE/TE: Drafting: with a persuasive tone 189, Refuting an argument 337, Anticipating opponents' arguments 420, Elaborating to support an argument 638, 1027, Providing necessary background 802; Revising: to add persuasive language 539, to add emotional appeal 831, to achieve a personal tone 1195, elaborating for a stronger statement 1140, for knowledge level of readers 1213, to use quotations to support interpretation 1225
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type of writing.
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 3. Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.
SE/TE: Drafting: with a persuasive tone 189; Revising: sentences for variety 460, to achieve a personal tone 1195; Developing style: Consistent voice and tone 461, Focus on complete sentences 463; also see: Revising Word choice 116, 232, 688, 1372
TR: Skills Development Workbook; Skills Development Transparencies
Concept 3: Voice
Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 4. Use engaging and expressive language that shows a commitment to the topic.
SE/TE: Elaborating for vividness 65; Vivid word choice 117; Extending/expanding to add details 458; Elaborating to support an argument 638, 1027; Elaborating for information 763; Elaborating on an idea 879; Keeping narration lively 954; Using active voice 1373; Elaborating to add emotional depth 1087; Elaborating for a stronger statement 1140; Providing elaboration 114, 230, 458, 686, 954, 1370; Revising word choice: 116, 232, 688, 1372
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 5. Use language appropriate to purpose, topic, and audience.
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 1. Use accurate, specific, powerful words and phrases that effectively convey the intended message.
SE/TE: Elaborating for vividness 65; Vivid word choice 117; Elaborating for information 763; Keeping narration lively 954; Using active voice 1373; Elaborating to add emotional depth 1087; Elaborating for a stronger statement 1140
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 2. Use vocabulary that is original, varied, and natural.
SE/TE: Professional Model: Choosing the right word 115; Student Model: Keeping narration lively 954; Developing style: Consistent voice and tone 461, Vivid word choice 117; Drafting: Elaborating for vividness 65, Providing descriptive details 99, Providing elaboration 114, 230, 458, 686, 954, 1370, Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179, Using precise details 495; Revising: sentences for variety 460
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 3. Use words that evoke clear images. SE/TE: Description of a natural wonder 308; Developing Style: Vivid word choice 117; Drafting: Elaborating for vividness 65, Providing descriptive details 99, Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179, Using precise details 495; Revising: to add precise details 51, 1101, to include precise language 1180
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 4. Use literal and figurative language intentionally when appropriate.(See R09-S2C1-02, R10-S2C1-02, R11-S2C1-02, R12-S2C1-02)
SE/TE: Drafting: Anticipating opponents' arguments 420, Elaborating for information 763, Elaborating for vividness 65, Elaborating on an idea 879, Elaborating to add emotional depth 1087, Elaborating to support an argument 638, 1027, Providing context and background 225, Providing descriptive details 99, Providing elaboration 114, 230, 458, 686, 954, 1370, Providing necessary background 802, Refuting an argument 337, Updating a story 271, Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179, Using precise details 495; Revising: for accuracy 723, to achieve a personal tone 1195, to add emotional appeal 831, to add evaluation 227, to add literary evidence 1047, to add persuasive language 539, to add precise details 51, 1101, to add quotations 212, to include precise language 1180, to incorporate quotations 529, 909, to use exact quotations 355, to use quotations to support interpretation 1225, to use specific language 681
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 5. Use clichés only when appropriate to purpose.
Opportunities to address this standard may be found on the following pages: SE/TE: Professional Model: Choosing the right word 115; Using details to create a vivid character 859, Using details to create a vivid portrayal 1129, Using forceful language 179
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 1. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.
SE/TE: Revising: sentences for variety 460; Developing style: Focus on complete sentences 463; also see: Varying sentence openers 354; Varying sentence length 400; Varying sentence structure 1179
Concept 5: Sentence Fluency
Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 2. Use commas to correctly punctuate:a. items in a seriesb. greetings and closings of lettersc. introductory words, phrases and clausesd. direct addresse. interruptorsf. compound sentencesg. appositivesh. dialogue
SE/TE: Commas after introductory words 1313; Commas in series 908; Commas, R46
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 3. Use quotation marks to punctuate:a. dialogueb. titlesc. exact words from sources
SE/TE: Revising to use exact quotations 355; Punctuation of dialogue 830, of a quotation within aquotation 1112; Quotation Marks, R46
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 4. Use underlining or italics to correctly identify titles and vessels (e.g., ships, spacecrafts, planes, trains).
SE/TE: Underlining and Italicizing, R47; also see: Capitalization of proper nouns 564, R45
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 5. Use colons to punctuate business letter salutations and sentences introducing lists.
SE/TE: Business Letter model, R25; Colons, R46
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 7. Use apostrophes to punctuate:a. contractionsb. singular possessivesc. plural possessives
SE/TE: Possessive nouns, singular and plural 85; Apostrophes, R47
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 8. Use hyphens, dashes, parentheses, ellipses, and brackets correctly.
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 10. Use paragraph breaks to reinforce the organizational structure, including dialogue.
SE/TE: Revising: paragraphs 232, 688; Developing style: Using parallelism 233; Drafting: Building unity 109, Shaping your writing 114, 230, 458, 686, Organizing events in chronological order 167, Using transitions to show place 308, Choosing transitions 667
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 11. Demonstrate control of grammar and usage in writing:a. parts of speechb. verb forms and tensesc. subject/verb agreementd. pronoun/antecedent agreemente. parallel structuref. comparative and superlative degrees of adjectivesg. modifier placementh. homonyms
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 12. Use appropriate format, according to type ofwriting, to cite sources (e.g., Chicago, APA, MLA, UPI, any other recognized style manual).
SE/TE: Providing internal documentation 771; Developing style: Integrating quotations and source materials 689; Professional Model : Using historical facts 1370; Citing sources and preparing manuscript, R28–R30; also see: Drafting : Using relevant citations 401, Summary of research findings 529; Research and Technology Guide, R26–R27
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 1. Write in a variety of expressive forms (e.g. poetry, short story, and/or drama) that:a. use voice and style appropriate to audience and purposeb. organize ideas in writing to ensure coherence, logical progression, and supportc. employ literary devices (e.g., irony, conceit, foreshadowing, symbolism) to enhance style and voice Example: Write a contemporary version of “The Raven” by Edgar Allan Poe.
SE/TE: Writing Workshops: Narration: Autobiographical Narrative 112–119, Narration: Reflective Essay 456–463; also see: Writing Lesson : Retelling of a story 31, 271, Journal, explorer's 51, Autobiographical narrative 112, Autobiographical account 153, Imitation of an author's style 453, Poem to honor a hero 657, Stream-of-consciousness monologue 859, Moment of inspiration 923, Journal, fictional 1195, Ghost story 1249
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Writing skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.
Strand 3: Writing Applications
Expository writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.
Concept 2: Expository
Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 1. Write a multi-paragraph essay (e.g., compare/contrast, cause/effect, process) that: a. includes background information to establish the thesis (hypothesis, essential question), as appropriateb. states a thesis (hypothesis, essential question) with a narrow focusc. includes evidence in support of a thesis (hypothesis, essential question) in the form of details, facts, examples, or reasonsd. communicates information and ideas from primary and/or secondary sources accurately and coherently, as appropriatee. attributes sources of information, as appropriatef. includes a topic sentence for each body paragraphg. includes relevant factors and variables that need to be consideredh. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriatei. includes an effective conclusion Example: Compose an essay on Alexis de Tocqueville’s 1830s observations on American political and social life. Examine other historical documents to determine how accurate the de Tocqueville’s analysis was, and how his views of society reflect the United States today.
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 1. Write a work-related document (e.g., application, minutes, memo, cover letter, letter of application, speaker introduction, letter of recommendation, technical manual) that:a. presents information purposefully and succinctly to meet the needs of the intended audienceb. follows a conventional format Example: Complete a job application form for a part-time job and attach a memorandum outlining the particular skills you have that fit the job description.(See R11-S3C2)
SE/TE: Writing Workshops: Workplace Writing: Job Portfolio and Résumé 1368–1375; also see: Writing Lessons : Writing Applications : Explanation 193, Field report on hospital conditions 495, Booklet: on hypothermia 638, Deposition 995
Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
PO 1. Write a persuasive composition (e.g. speech, editorial, letter to the editor, public service announcement) that:a. states a position or claimb. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals c. attributes sources of information when appropriated. structures idease. acknowledges and refutes opposing arguments Example: Write a letter to the editor about a community issue (e.g., teen curfew laws, racial profiling, affirmative action).(See R11-S3C3)
SE/TE: Writing Workshops: Persuasion: Persuasive Essay 228–235; also see: Writing Lessons : Evaluation of persuasion 109, Proposal to the principal 179, Critical evaluation of a philosophical essay 401, Editorial 681, Critical review 605, 1101, 1365, Position paper on development 617, Editor's review of a manuscript 739, Critical review 879, Critical response 909, 1057, Advice column 1027, Critical response 1047, Book review 1213, Defense of a character's actions 1361
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.
Concept 4: Persuasive
Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 1. Write a literary analysis that:a. evaluates the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)b. interprets different elements of figurative language (i.e., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery, extended metaphor/conceit) with emphasis on how the author’s use of language evokes readers’ emotionsc. analyzes the way in which the theme, or meaning of a selection, represents a view or comment on life, providing textual evidence for the identified themed. explains the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selectione. analyzes an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks f. explains how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position) Example: Write an essay about F. Scott Fitzgerald’s use of symbolism in The Great Gatsby.(See R11-S2C1)
SE/TE: Writing Workshops: Analytic Essay: Evaluate Literary Themes 226–227, Compare and Contrast Literary Themes 682–683, Evaluate Literary Trends 950–951, Analyzing Literary Themes 1366–1367; Interpreting the story's theme 804–805; Assessment Workshops: Critical Reading: Summaries of Written Texts 121, Critical Reading: Cause–and–Effect Relationships 237, Critical Reading: Inferences and Generalizations 465; Timed Writing : Comparison of narratives 86, Response to a short story 355, Character study 377, Critical evaluation of a philosophical essay 401, Critical review 605, 1101, 1365, Literary analysis 638, 1225, Character analysis 723, 763, 1113, Critical response 909, 1057, Poetry comparison 935, Book review 1213, Defense of a character's actions 1361
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
PO 1. Write a research product that:a. incorporates evidence in support of a thesis or claimb. integrates information and ideas from multiple primary and secondary sourcesc. makes distinctions between the relative value and significance of specific data, facts, and ideasd. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriatee. integrates direct quotesf. uses internal citationsg. includes a works cited, bibliography, or reference page Example: Choose a post-secondary institution and research its relevance to your future goals.
SE/TE: Writing Workshops: Research: Research Paper 684–693, Research: Multimedia Presentation 952–959; also see: Research and Technology 31, 51, 65, 86, 99, 109, 153, 167, 179, 189, 212, 225, 271, 291, 308, 337, 355, 375, 437, 453, 495, 503, 515, 529, 539, 565, 589, 605, 617, 638, 649, 657, 667, 723, 739, 763, 771, 781, 791, 802, 831, 859, 879, 895, 923, 995, 1009, 1027, 1047, 1073, 1087, 1129, 1161, 1180, 1195, 1249, 1341; Reading Informational Materials 87–89, 190–192, 292–294, 540–542, 944–946, 1362–1364; Professional Model : Using research to achieve purpose 687, Using historical facts 1370; Drafting : Using relevant citations 401, Elaborating for information 763, Providing internal documentation 771; Prewriting : Gathering information 685, 1369; Using research to achieve purpose 687; Revising : to connect contradictory information 845; Citing sources and preparing manuscript, R27
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
LS-P1. Deliver a polished speech that is organized and well suited to the audience and that uses resource materials to clarify and defend positions
SE/TE: Communications Workshops: Delivering a Speech 122; also see: Listening and Speaking : Oral report 109, 1289, Class improvement plan 153, Debate 167, 212, 420, 1225, News reports 179, Analysis of persuasive techniques 238, Public service announcement 401, Media analysis 466, Summary of research findings 529, Critique of persuasive arguments 696, Presentation 763, 935, 1009, Evaluation of communication methods 962, Evaluation of a film 1057, Media impact analysis 1378; Publishing/Presenting : Newspaper opinion piece 235
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
Students know and are able to do all of the above and the following:
PROFICIENCY (Grades 9-12)
Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.
TR: Skills Development Workbook; Skills Development TransparenciesTECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
LS-P3. Deliver oral interpretations of literary or original works
SE/TE: Communications Workshops: Delivering a Speech 122; also see: Dramatic reenactment 31; Oral report 109, 1289; Dramatic reading 189, 337, 565, 943, 1213; Enactment 271, 638; Dramatic reading 291; Poetry reading 437; Choral reading 503; Dramatic scene 878, 1313; Oral interpretation of a speech 617; Soliloquy 649; Oral interpretation of a poem 657; Radio play 1195
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
LS-P4. Conduct an interview, taking appropriate notes and summarizing the information learned
SE/TE: Interview 589, 771, 791, 1140, 1249
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
LS-P5. Evaluate the effectiveness of informal and formal presentations that use illustrations, statistics, comparisons and analogies
SE/TE: Rating System & Evaluation Forms: Analyze Persuasive Techniques 238, Analyzing Media 466, Critiquing Persuasive Arguments 696, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
LS-D1. Use clear and concise language when presenting analytical responses to literature, conveying technical information, and explaining complex concepts and procedures
SE/TE: Debate 99, 167, 212, 420, 739, 1225; Evaluation of a film 1057; Evaluation of communication methods 962; Interview 589, 771, 791, 1140, 1249; News reports 179; Opening statement for the defense 1161; Oral report 109, 1289; Presentation 65, 308, 495, 515, 763, 935, 1009; Speech 51, 86, 122, 923, 1073, 1180, 1237
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
LS-D2. Deliver creative and dramatic interpretations of literary or original works
SE/TE: Communications Workshops: Delivering a Speech 122; also see: Dramatic reenactment 31; Oral report 109, 1289; Dramatic reading 189, 337, 565, 943, 1213; Enactment 271, 638; Dramatic reading 291; Poetry reading 437; Choral reading 503; Dramatic scene 878, 1313; Oral interpretation of a speech 617; Soliloquy 649; Oral interpretation of a poem 657; Radio play 1195
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
LS-D3. Communicate information expressively, informatively and analytically through a variety of media to audiences inside or outside of school
SE/TE: Publishing/Presenting : Oral presentation 463, 692; Writing Workshops: Research: Multimedia Presentation 952–959; also see: Communications Workshops: Delivering a Speech 122; Multimedia Presentation : on literacy 515, on cultural emphasis on youth 1225, on civil rights protests 1237, on an African culture 1249; Multimedia Report: on Mississippi riverboats 589, on Dominican republic 1129
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Students know and are able to do all of the above and the following:
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
LS-D4. Evaluate and improve personal communication skills
SE/TE: Communications Workshops: Analyzing Media 466, Critiquing Persuasive Arguments 696, Analyzing the Impact of the Media on the Democratic Process 1378; also see: Group activities : Debate 99, 167, 212, 420, 739, 1225; Discussion 667, 781, 802; discussion, class 667, 781, discussion, round–table 802, discussion, panel 1113; Tips for discussing literature, R19
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
VP-P1. Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions
SE/TE: Communications Workshop : Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378; Reading Informational Materials : Web Site 88–90; Writing Workshops: Research: Multimedia Presentation 952–959; Using the Internet for research, R26–R27
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
VP-P2. Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media
SE/TE: Writing Workshops: Research: Multimedia Presentation 952–959; Multimedia Presentation : on literacy 515, on cultural emphasis on youth 1225, on civil rights protests 1237, on an African culture 1249; Multimedia Report: on Mississippi riverboats 589, on Dominican republic 1129; also see: Reading Informational Materials: Web Site 88–90; Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
STANDARD 4: VIEWING AND PRESENTING
Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.
PROFICIENCY (Grades 9-12)
Students know and are able to do all of the above and the following:
ARIZONA LANGUAGE ARTS STANDARDSPAGE(S) WHERE TAUGHT
(If submission is not a text, cite appropriate resource(s))
VP-P3. Analyze and evaluate the impact of visual media on the intended audience
SE/TE: Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378; Reading Informational Materials: Web Site 88–90
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
VP-D1. Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media
SE/TE: Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378; Reading Informational Materials: Web Site 88–90
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
VP-D2. Expand abilities in developing multimedia presentations
SE/TE: Writing Workshops: Research: Multimedia Presentation 952–959; Multimedia Presentation : on literacy 515, on cultural emphasis on youth 1225, on civil rights protests 1237, on an African culture 1249; Multimedia Report: on Mississippi riverboats 589, on Dominican republic 1129; also see: Reading Informational Materials: Web Site 88–90; Communications Workshops: Analyzing Media 466, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
VP-D3. Research ethical issues related to the laws, rules and regulations for the use of media
SE/TE: Communications Workshops: Analyze Persuasive Techniques 238, Analyzing Media 466, Critiquing Persuasive Arguments 696, Evaluating Communication Methods 962, Analyzing the Impact of the Media on the Democratic Process 1378
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
DISTINCTION (Honors)
Students know and are able to do all of the above and the following: