This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
READING
1.0. Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents apply their knowledge of word origins to determine the meaning of new words encountered inreading materials and use those words accurately.
Vocabulary and Concept Development1.1. Identify and use the literal and figurative
meanings of words and understand wordderivations.
1.2. Distinguish between the denotative andconnotative meanings of words and interpretthe connotative power of words.
SE/TE: Words: in context, 408, 630, meanings, 78,176, 262, multiple meanings, 932, frommyths, 212, 630, Word forms, 848,Connotation, 205, 211, R7, Denotation, R7,Contrasting definitions, 394, Context, 154,192, 588, 610, 946, Related words: forms ofsagacity, 440
TE: Context Clues (Vocabulary), 44TR: Build Vocabulary Selection Support
Workbook, Vocabulary and Spelling: FormalAssessment
1.3. Identify Greek, Roman, and Norse mythologyand use the knowledge to understand theorigin and meaning of new words (e.g., theword narcissistic drawn from the myth ofNarcissus and Echo).
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
2.0. Reading Comprehension (Focus on Informational Materials)Students read and understand grade-level-appropriate material. They analyze the organizationalpatterns, arguments, and positions advanced. The selections in Recommended Literature, Grades NineThrough Twelve (1990) illustrate the quality and complexity of the materials to be read by students. Inaddition, by grade twelve, students read two million words annually on their own, including a widevariety of classic and contemporary literature, magazines, newspapers, and online information. Ingrades nine and ten, students make substantial progress toward this goal.
Structural Features of Informational Materials2.1. Analyze the structure and format of functional
workplace documents, including the graphicsand headers, and explain how authors use thefeatures to achieve their purposes.
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
2.4. Synthesize the content from several sources orworks by a single author dealing with a singleissue; paraphrase the ideas and connect themto other sources and related topics todemonstrate comprehension.
TR: Reading Diagnostic and Improvement Plan,Reading Strategy Selection SupportWorkbook, Basic Reading Skills:Comprehensive Lessons for Improvement,Reader’s Companion, Reading StrategiesFormal Assessment, Open Book Tests,Standardized Test Preparation, Skills Practice:Answers and Explanations on Transparencies
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
2.5. Extend ideas presented in primary orsecondary sources through original analysis,evaluation, and elaboration.
SE/TE: Reading ahead for information, 2, 124, 238,338, 426, 536, 656, 766, 924, 1002, Literalcomprehension, 3, Opinion and fact, 3, 29, 41,45, Stated main idea, 335, Key word searches,R24, Library resources chart, 135, Evaluatecredibility of information sources, 274, 277,590, 593, Citing sources, R27, R28,Bibliography, 709, Annotated bibliography,729, Bar graph, 495, Bibliography ofreference materials, 709, Biographical,brochure, 1017, report, 957, sketch, 263,Compare information from several sources,812, 815, Chronological organization, 996,R14, Patterns of organization, 980, 983,Reference materials, 1076, Informationaltexts, IN 5
TR: Reading Diagnostic and Improvement Plan,Reading Strategy Selection SupportWorkbook, Basic Reading Skills:Comprehensive Lessons for Improvement,Reader’s Companion, Reading StrategiesFormal Assessment, Open Book Tests, SkillsPractice: Answers and Explanations onTransparencies
2.6. Demonstrate use of sophisticated learningtools by following technical directions (e.g.,those found with graphic calculators andspecialized software programs and in accessguides to World Wide Web sites on theInternet).
Expository Critique2.7. Critique the logic of functional documents by
examining the sequence of information andprocedures in anticipation of possible readermisunderstandings.
TR: Reading Strategy Selection SupportWorkbook, Reader’s Companion, ReadingStrategies Formal Assessment, Open BookTests, Standardized Test Preparation
2.8. Evaluate the credibility of an author'sargument or defense of a claim by critiquingthe relationship between generalizations andevidence, the comprehensiveness of evidence,and the way in which the author's intentaffects the structure and tone of the text (e.g.,in professional journals, editorials, politicalspeeches, primary source material).
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
(Continued)2.8. Evaluate the credibility of an author's
argument or defense of a claim by critiquingthe relationship between generalizations andevidence, the comprehensiveness of evidence,and the way in which the author's intentaffects the structure and tone of the text (e.g.,in professional journals, editorials, politicalspeeches, primary source material).
(Continued)TE: Assessment Practice (Critical Reading), 586,
3.0. Literary Response and AnalysisStudents read and respond to historically or culturally significant works of literature that reflect andenhance their studies of history and social science. They conduct in-depth analyses of recurrentpatterns and themes. The selections in Recommended Literature, Grades Nine Through Twelve illustratethe quality and complexity of the materials to be read by students.
Structural Features of Literature3.1. Articulate the relationship between the
expressed purposes and the characteristics ofdifferent forms of dramatic literature (e.g.,comedy, tragedy, drama, dramaticmonologue).
SE/TE: Descriptive presentation, 234, Dramaticmonologue, 67, Dramatic reading, 881,Improvisational skit, 409, Mock trial, 811,Monologue, 213, 611, Oral anecdote, 193,argument, 287, interpretation, 993, reading,273, response, 762, Perform a scene, 915,Poetry reading, 473, 947, 967, 979, Role play,Response to literature, 916, R18, Oralresponse, 762, Oral responses to literature,920, Critical reviews, 655, 733, 740, 741, 743,R7, Reading, to appreciate author’s craft, 2,536, 766, 924, 1002, between the lines, 767,883, 887, 888, 890, 896, 898, critically, 339,for love of literature, 2, 124, 238, 338, 426,536, 656, 766, 924, 1002, Structure andformat, 24, 27, How To Read Literature:Character’s decision, 339, Cultural inferences,1003, Drama, 767, Epics, 1003, Fiction, 427,Identify author’s purpose, 125, with acharacter, 767, Interactive reading strategies,125, 239, Picture the imagery, 925, Use textaids, 767
Narrative Analysis of Grade-Level-AppropriateText3.3. Analyze interactions between main and
subordinate characters in a literary text (e.g.,internal and external conflicts, motivations,relationships, influences) and explain the waythose interactions affect the plot.
3.4. Determine characters' traits by what thecharacters say about themselves in narration,dialogue, dramatic monologue, and soliloquy.
3.7. Recognize and understand the significance ofvarious literary devices, including figurativelanguage, imagery, allegory, and symbolism,and explain their appeal.
1.0. Writing Strategies Students write coherent and focused essays that convey a well-defined perspectiveand tightly reasoned argument. The writing demonstrates students’ awareness of the audience andpurpose. Students progress through the stages of the writing process as needed.
Organization and Focus1.1. Establish a controlling impression or coherent
thesis that conveys a clear and distinctiveperspective on the subject and maintain aconsistent tone and focus throughout the pieceof writing
SE/TE: Topic, choosing, 116, 330, 418, 526, 758, 916,994, 1080, Thesis statement, 526,Chronological organization, 996, R14,Elaborating, 450, 760, 918, 996, to giveinformation, 165, on a statement, 297, withfigurative language, 420, Introductions, 395,918, R15, Main idea, 418, R18, Nestorianorganization, 996, Revising for organization,1082, to add transitions, 495, to balance factand opinion, 373, to balance comparisons,760, for clarity, 919, 1045, to evaluatecoherence, 530, to evaluate structure, 509, toform parallel structures, 333, for logical order,1017
TE: Assessment Practice (Writing Skills), 1042,1058, 1072
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
1.4. Develop the main ideas within the body of thecomposition through supporting evidence(e.g., scenarios, commonly held beliefs,hypotheses, definitions).
SE/TE: Thesis statement, 526, 758, 918, Topic,choosing, 116, 330, 418, 526, 758, 916, 994,1080, Details, 91, 115, 116, 118, 349, 420,648, 729, 758, 760, 916, 994, 1017, 1082,R14, Elaborating, 450, 760, 918, 996, to giveinformation, 165, on a statement, 297,Evidence, 330, Gathering specific examples,526, 947, R16, Introductions, 395, 918, R15,Revising, to add supporting details, 453, 1082,to elaborate, 224, 729, to evaluate coherence,530, to evaluate structure, 509, to provideexamples, 193, to provide relevant support,530, to strengthen analysis, 811, to strengthensupport, 332, Supporting: generalizations,589, opinions with evidence, 745, 757
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
1.5. Synthesize information from multiple sourcesand identify complexities and discrepancies inthe information and the different perspectivesfound in each medium (e.g., almanacs,microfiche, news sources, in-depth fieldstudies, speeches, journals, technicaldocuments).
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
1.6. Integrate quotations and citations into awritten text while maintaining the flow ofideas.
SE/TE: Adding a direct quotation, 287, Evaluatecredibility of information sources, 274, 277,590, 593, Citing sources, R27, R28,Bibliography, 709, Annotated bibliography,729, Bar graph, 495, Bibliography ofreference materials, 709, Biographical,brochure, 1017, report, 957, sketch, 263,Compare information from several sources,812, 815, Reference materials, 1076
TE: Writing Skills, 1058. (Organization)TR: Writing Models and Graphic Organizers on
Transparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
1.7. Use appropriate conventions fordocumentation in the text, notes, andbibliographies by adhering to those in stylemanuals (e.g., Modern Language AssociationHandbook, The Chicago Manual of Style).
SE/TE: Citing sources, R27, R28, Bibliography, 709,Annotated bibliography, 729, Bar graph, 495,Bibliography of reference materials, 709,Biographical, brochure, 1017, report, 957,sketch, 263, Compare information fromseveral sources, 812, 815, Referencematerials, 1076
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
1.8. Design and publish documents by usingadvanced publishing software and graphicprograms.
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
Evaluation and Revision1.9. Revise writing to improve the logic and
coherence of the organization and controllingperspective, the precision of word choice, andthe tone by taking into consideration theaudience, purpose, and formality of thecontext.
SE/TE: Target audience, 631, Consider: the audience,916, Determining audience and purpose, 79,Revising to address audience knowledge,1075, 1083, Revising for organization, 1082,to add transitions, 495, to balance fact andopinion, 373, to balance comparisons, 760, forclarity, 919, 1045, to evaluate coherence, 530,to evaluate structure, 509, to form parallelstructures, 333, for logical order, 1017, Topic,choosing, 116, 330, 418, 526, 758, 916, 994,1080, Thesis statement, 526, Chronologicalorganization, 996, R14, Elaborating, 450, 760,918, 996, to give information, 165, on astatement, 297, with figurative language, 420,Introductions, 395, 918, R15, Main idea, 418,R18, Nestorian organization, 996
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
2.0. Writing Applications (Genres and Their Characteristics)Students combine the rhetorical strategies of narration, exposition, persuasion, and description toproduce texts of at least 1,500 words each. Student writing demonstrates a command of standardAmerican English and the research, organizational, and drafting strategies outlined in WritingStandard 1.0. Using the writing strategies of grades nine and ten outlined in Writing Standard 1.0,students:
2.1. Write biographical or autobiographicalnarratives or short stories:a. Relate a sequence of events and
communicate the significance of theevents to the audience.
b. Locate scenes and incidents in specificplaces.
c. Describe with concrete sensory details thesights, sounds, and smells of a scene andthe specific actions, movements, gestures,and feelings of the characters; use interiormonologue to depict the characters’feelings.
d. Pace the presentation of actions toaccommodate changes in time and mood.
e. Make effective use of descriptions ofappearance, images, shifting perspectives,and sensory details.
SE/TE: Autobiographical narrative, 116, R16,Character sketch, 116, 589, Cliffhanger scene,23, Dialogue between children, 363, Firsthandbiography, 193, Monologue, 521, 839,Narration, R16, Personal narrative, 177, 349,Retelling, a myth, 495, a story, 213, Shortstory, 648, R16, Story ending, 611,Storytelling notes, 1075, Video script, 155,Short story, 643, Analyzing a character’sbehavior, 611, Dialogue, 118, 650, Revisingto add sensory details, 349, to add supportingdetails, 453, 1082, for appropriate language,363, to create a mood, 979, to create setting,530
TE: Assessment Practice (Writing Skills), 1042,1058, 1072
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
2.2. Write responses to literature:a. Demonstrate a comprehensive grasp of
the significant ideas of literary works.b. Support important ideas and viewpoints
through accurate and detailed referencesto the text or to other works.
c. Demonstrate awareness of the author’suse of stylistic devices and anappreciation of the effects created.
d. Identify and assess the impact ofperceived ambiguities, nuances, andcomplexities within the text.
SE/TE: Response to literature, 916, R18, Oralresponse, 762, Oral responses to literature,920, Critical reviews, 655, 733, 740, 741, 743,R7, Reading, to appreciate author’s craft, 2,536, 766, 924, 1002, between the lines, 767,883, 887, 888, 890, 896, 898, critically, 339,for love of literature, 2, 124, 238, 338, 426,536, 656, 766, 924, 1002, How To ReadLiterature: Character’s decision, 339, Culturalinferences, 1003, Drama, 767, Epics, 1003,Fiction, 427, Identify author’s purpose, 125,with a character, 767, Interactive readingstrategies, 125, 239, Picture the imagery, 925,Use text aids, 767
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
2.4. Write persuasive compositions:a. Structure ideas and arguments in a
sustained and logical fashion.b. Use specific rhetorical devices to support
assertions (e.g., appeal to logic throughreasoning; appeal to emotion or ethicalbelief; relate a personal anecdote, casestudy, or analogy).
c. Clarify and defend positions with preciseand relevant evidence, including facts,expert opinions, quotations, andexpressions of commonly acceptedbeliefs and logical reasoning.
d. Address readers’ concerns, counter-claims, biases, and expectations.
SE/TE: Letters: persuasive, 757, to the editor, 297,859, 1080, of recommendation, 1045,Persuasive: advertisements, 631, R16,argument, 461, essay, 332, 647, 915, R16,Using persuasive tone in a description, 253,Persuasive essay, 330, Persuasive articles,410, Delivering a persuasive argument, 334,Facts, 235, Details, 91, 115, 116, 118, 349,420, 648, 729, 758, 760, 916, 994, 1017,1082, R14, Evidence, 330, Gathering specificexamples, 526, 947, R16, Elaborating, 450,760, 918, 996, to give information, 165, on astatement, 297, with figurative language, 420.
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
(Continued)2.4. Write persuasive compositions:
a. Structure ideas and arguments in asustained and logical fashion.
b. Use specific rhetorical devices to supportassertions (e.g., appeal to logic throughreasoning; appeal to emotion or ethicalbelief; relate a personal anecdote, casestudy, or analogy).
c. Clarify and defend positions with preciseand relevant evidence, including facts,expert opinions, quotations, andexpressions of commonly acceptedbeliefs and logical reasoning.
d. Address readers’ concerns, counter-claims, biases, and expectations.
(Continued)SE/TE: Gathering specific examples, 526, 947, R16,
Main idea, 418, R18, Narrowing a topic, 691,Recording the facts, 263, Addressing: thecritics, 647, a target audience, 631, Consider:the audience, 916, Determining audience andpurpose, 79, Revising to address audienceknowledge, 1075, 1083, Adding a directquotation, 287
TE: Assessment Practice (Writing Skills), 1042,1058, 1072, Writing Skills, 1058.(Organization)
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
2.5. Write business letters:a. Provide clear and purposeful information
and address the intended audienceappropriately.
b. Use appropriate vocabulary, tone, andstyle to take into account the nature of therelationship with, and the knowledge andinterests of, the recipients.
c. Highlight central ideas or images.d. Follow a conventional style with page
formats, fonts, and spacing that contributeto the documents’ readability and impact.
SE/TE: Business documents, 24, Letters, 691,business, 1080, R20, to the editor, 297, 859,1080, of introduction, 79, of recommendation,1045, persuasive, 757, requesting information,27, of submission, 165, Memo, 26, Proposal,for nature documentary, 669, Safetyinstructions, 67, Workplace writing, R18
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
2.6. Write technical documents (e.g., a manual onrules of behavior for conflict resolution,procedures for conducting a meeting, minutesof a meeting):a. Report information and convey ideas
logically and correctly.b. Offer detailed and accurate specifications.c. Include scenarios, definitions, and
examples to aid comprehension (e.g.,troubleshooting guide).
d. Anticipate readers’ problems, mistakes,and misunderstandings.
SE/TE: Workplace writing, R18, Technical manual,230, Business documents, 24, Letters, 691,business, 1080, R20, to the editor, 297, 859,1080, of introduction, 79, of recommendation,1045, persuasive, 757, requesting information,27, of submission, 165, Memo, 26, News,article, 263, 789, bulletin, 967, commentary,373, interview, 453, Proposal, for naturedocumentary, 669, Safety instructions, 67
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONSThe standards for written and oral English language conventions have been placed between those forwriting and for listening and speaking because these conventions are essential to both sets of skills.
1.0. Written and Oral English Language ConventionsStudents write and speak with a command of standard English conventions.
Grammar and Mechanics of Writing1.1. Identify and correctly use clauses (e.g., main
and subordinate), phrases (e.g., gerund,infinitive, and participial), and mechanics ofpunctuation (e.g., semicolons, colons, ellipses,hyphens).
TE: Assessment Practice (Writing Skills), 1042,1058, 1072, Assessment Practice (Grammarand Language), 570, 608
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
1.2. Understand sentence construction (e.g.,parallel structure, subordination, properplacement of modifiers) and proper Englishusage (e.g., consistency of verb tenses).
TE: Assessment Practice (Writing Skills), 1042,1058, 1072, Assessment Practice (Grammarand Language), 570, 608, Writing Connection(Enrichment), 292
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
1.5. Reflect appropriate manuscript requirements,including title page presentation, pagination,spacing and margins, and integration of sourceand support material (e.g., in-text citation, useof direct quotations, paraphrasing) withappropriate citations.
SE/TE: Citing sources, R27, R28, Bibliography, 709,Annotated bibliography, 729, Bar graph, 495,Bibliography of reference materials, 709,Biographical, brochure, 1017, report, 957,sketch, 263, Compare information fromseveral sources, 812, 815, Referencematerials, 1076, Adding a direct quotation,287
TE: Assessment Practice (Writing Skills), 1042,1058, 1072, Writing Skills, 1058.(Organization)
TR: Writing Models and Graphic Organizers onTransparencies, Essays: Selection SupportWorkbook, Daily Language Transparencies,Performance Assessment and PortfolioManagement
LISTENING AND SPEAKING
1.0. Listening and Speaking StrategiesStudents formulate adroit judgments about oral communication. They deliver focused and coherentpresentations of their own that convey clear and distinct perspectives and solid reasoning. They usegestures, tone, and vocabulary tailored to the audience and purpose.
Comprehension1.1. Formulate judgments about the ideas under
discussion and support those judgments withconvincing evidence.
SE/TE: Arguments, 530, Book discussion, 349,Debate, 115, 165, 495, 509, 859, Effectivelistening, 652, Group discussion, 135, 729,Informal debate, 165, Panel discussion, 1045,Analyzing types of arguments, 532
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
Organization and Delivery of OralCommunication1.3. Choose logical patterns of organization (e.g.,
chronological, topical, cause and effect) toinform and to persuade, by solicitingagreement or action, or to unite audiencesbehind a common belief or cause.
SE/TE: Speaking and Listening Workshops: Analyzea media presentation, 762, Analyzing types ofarguments, 532, Comparing media coverage,422, Delivering a persuasive argument, 334,Descriptive presentations, 234, Effectivelistening, 652, Interviewing techniques, 1084,Multimedia presentation, 998, Narrativepresentation, 120, Oral responses to literature,920
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
1.4. Choose appropriate techniques for developingthe introduction and conclusion (e.g., by usingliterary quotations, anecdotes, references toauthoritative sources).
SE/TE: Introduction, 461, Arguments, 530, Debate,115, 165, 495, 509, 859, Demonstration, 757,Analyze a media presentation, 762
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
1.5. Recognize and use elements of classicalspeech forms (e.g., introduction, first andsecond transitions, body, conclusion) informulating rational arguments and applyingthe art of persuasion and debate.
TE: Drama (Enrichment), 896, Performing ArtsConnection (Enrichment), 782
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
1.6. Present and advance a clear thesis statementand choose appropriate types of proof (e.g.,statistics, testimony, specific instances) thatmeet standard tests for evidence, includingcredibility, validity, and relevance.
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
1.9. Analyze the occasion and the interests of theaudience and choose effective verbal andnonverbal techniques (e.g., voice, gestures,eye contact) for presentations.
SE/TE: Listening and Speaking Workshops: Analyzea media presentation, 762, Analyzing types ofarguments, 532, Comparing media coverage,422, Delivering a persuasive argument, 334,Descriptive presentations, 234, Effectivelistening, 652, Interviewing techniques, 1084,Multimedia presentation, 998, Narrativepresentation, 120, Oral responses to literature,920
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
Analysis and Evaluation of Oral and MediaCommunications1.10. Analyze historically significant speeches
(e.g., Abraham Lincoln’s “GettysburgAddress,” Martin Luther King, Jr.’s “I Havea Dream”) to find the rhetorical devices andfeatures that make them memorable.
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
1.11. Assess how language and delivery affect themood and tone of the oral communicationand make an impact on the audience.
1.12. Evaluate the clarity, quality, effectiveness,and general coherence of a speaker’simportant points, arguments, evidence,organization of ideas, delivery, diction, andsyntax.
TR: Beyond Literature (Cross-CurricularConnections), Performance Assessment andPortfolio Management
1.14. Identify the aesthetic effects of a mediapresentation and evaluate the techniquesused to create them (e.g., compareShakespeare’s Henry V with KennethBranagh’s 1990. film version).
SE/TE: Analyze a media presentation, 762, Analyzingtypes of arguments, 532, Comparing mediacoverage, 422, Visual symbol, 839, Compareinformation from several sources, 812, 815,Credibility of information sources, 274, 590,593, Home pages, 591, Newspaper features,274, Visual representation, 276, Charts, 297,1045
TR: Fine Art Transparencies, Beyond Literature(Cross-Curricular Connections)
2.0. Speaking Applications (Genres and Their Characteristics)Students deliver polished formal and extemporaneous presentations that combine the traditionalrhetorical strategies of narration, exposition, persuasion, and description. Student speakingdemonstrates a command of standard American English and the organizational and delivery strategiesoutlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grades nine and tenoutlined in Listening and Speaking Standard 1.0, students:
2.1. Deliver narrative presentations:a. Narrate a sequence of events and
communicate their significance to theaudience.
b. Locate scenes and incidents in specificplaces.
c. Describe with concrete sensory details thesights, sounds, and smells of a scene andthe specific actions, movements, gestures,and feelings of characters.
d. Pace the presentation of actions toaccommodate time or mood changes.
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
2.5. Deliver persuasive arguments (includingevaluation and analysis of problems andsolutions and causes and effects):a. Structure ideas and arguments in a
coherent, logical fashion.b. Use rhetorical devices to support
assertions (e.g., by appeal to logicthrough reasoning; by appeal to emotionor ethical belief; by use of personalanecdote, case study, or analogy).
c. Clarify and defend positions with preciseand relevant evidence, including facts,expert opinions, quotations, expressionsof commonly accepted beliefs, andlogical reasoning.
d. Anticipate and address the listener’sconcerns and counter arguments.