ELA GPS Grades 9-12 Reading and Literature & Reading Across the Curriculum Modules

Transcription

1 ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Nine reading list. I. The student identifies, knowledge of the structures and elements of fiction and text to support understanding; the student: a. Locates and analyzes such elements in fiction as language (e.g., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony. b. Identifies and analyzes patterns of imagery or symbolism. c. Relates identified elements in fiction to theme or underlying meaning. ELAALRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the American Literature reading list. I. The student identifies, knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student: a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary novel) in works of American fiction from different time periods. b. Identifies and analyzes patterns of imagery or symbolism. ELAWLRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events), main ideas, and cultural characteristics in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the World Literature reading list. I. The student identifies, knowledge of the structures and elements of fiction from around the world and text to support understanding; the student: a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods. b. Identifies and analyzes patterns of imagery or symbolism. ELABLRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events), main ideas, and characteristics in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the British and Commonwealth Literature reading list. I. The student identifies, knowledge of the structures and elements of British and Commonwealth fiction and text to support understanding; the student: a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods. b. Identifies and analyzes patterns of imagery or symbolism. Page 1 of 20 7/26/2005

2 c. Relates identified elements in fiction to theme or underlying meaning. d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes. e. Analyzes the influence of mythic, traditional, or classical literature on American literature. f. Traces the history of the development of American fiction. c. Relates identified elements in fiction to theme or underlying meaning. d. Analyzes the influence of mythic, traditional, or classical literature on works of world literature. e. Analyzes and compares style and language across significant cross-cultural literary works. f. Compares and contrasts various translations of a work and evaluates the effect of translation on meaning. c. Relates identified elements in fiction to theme or underlying meaning. d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes. e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature. f. Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.) g. Traces the history of the development of the novel. II. The student identifies, knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and text to support understanding; the student: a. Analyzes and applies knowledge of the characteristics of memoir, II. The student identifies, knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and text to support understanding; the student: a. Analyzes and evaluates the logic and use of evidence in an author s argument. II. The student identifies, knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and text to support understanding; the student: a. Analyzes and evaluates the logic and use of evidence in an author s argument. II. The student identifies, knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and text to support understanding; the student: a. Analyzes and evaluates the logic and use of evidence in an author s argument. Page 2 of 20 7/26/2005

3 biography, and/or autobiography. b. Analyzes and explains the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography. c. Analyzes and evaluates the effects of language (e.g., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography. b. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays. c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works. b. Analyzes and explains the structures and elements of nonfiction works of world literature such as philosophical essays and letters. c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works. b. Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays. c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works. III. The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets; the student: a. Identifies and responds to the aesthetic effects of subject matter (e.g. topic, theme), sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language (e.g., personification, metaphor, simile, hyperbole), and structure (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems. b. Sorts and classifies poems by specified criteria (e.g., fixed III. The student identifies and analyzes elements of poetry from various periods of American literature and text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse III. The student identifies and analyzes elements of poetry from various periods of world literature and provides evidence from the text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance ii. form: haiku, lyric, epic, narrative poem iii. figurative language: personification, imagery, III. The student identifies and analyzes elements of poetry from various periods of British literature and text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance ii. form: fixed and free, lyric, ballad, sonnet, heroic couplets, elegy, narrative Page 3 of 20 7/26/2005

4 and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics). iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning. c. Traces the historical development of poetic styles and forms in American literature. metaphor, epic simile, synecdoche, hyperbole, symbolism b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning. c. Identifies and responds to poetic forms specific to particular cultures. poem, dramatic monologue iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning. c. Traces the historical development of poetic styles and forms in British literature. IV. The student identifies, knowledge of the themes, structures, and elements of dramatic literature and text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (e.g., Shakespearean tragedy and comedy). b. Analyzes the characters, structures, and themes of dramatic literature. IV. The student identifies, knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (e.g., political drama, modern drama, theatre of the absurd). b. Analyzes the characters, IV. The student identifies, knowledge of the themes, structures, and elements of dramatic literature from around the world and text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (e.g., comedy of manners, commedia dell arte, farce, and culturally specific forms such as NOH plays). b. Analyzes the characters, IV. The student identifies, knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (e.g., tragedy, comedy, melodrama, farce, memory play, verse play). b. Analyzes the characters, Page 4 of 20 7/26/2005

5 c. Identifies and analyzes dramatic elements, (e.g., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony). d. Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature. structures, and themes of dramatic literature. c. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony). d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature. structures, and themes of dramatic literature. c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony) d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature. structures, and themes of dramatic literature. c. Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony). d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature. Sample Task for ELA9RL1 The student independently reads a novel (e.g., Fahrenheit 451, Lord of the Flies, Dr. Jekyll and Mr. Hyde, or a work of comparable merit and difficulty), and working with a group of two to three other students, prepares a written study guide for that novel that includes: a. a synopsis of each chapter or section of the work; b. a delineation of two or more plausible themes found in the work; c. an analysis of the diction, imagery, point of view, figurative language, symbolism, and structure of the work; Sample Task for ELAALRL1 The student focuses on one American poet and creates a project board or a multimedia presentation that illustrates understanding of a. the poet s subject matter and use of diction, syntax, sound, form, figurative language, and structures; b. the characteristics of the poet s particular style; c. the poet s life and times and the affect of these factors on the poet s work; and d. the ways in which the poet s work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works Sample Task for ELAWLRL1 The student focuses on three poets from different cultures around the world and a. analyzes each poet s or culture s subject matter and use of diction, syntax, sound, form, figurative language, and structure; b. determines the characteristics of each poet s or culture s style; c. illustrates each poet s or culture s individual style for the class through the use of specific, representative poems from each poet s work; d. composes an original poem in three different versions to exemplify the distinct styles of the three poets or cultures. Sample Task for ELABLRL1 The student reads a literary work concentrating on a specific topic, image, or idea in the work (e.g., in Heart of Darkness a student might be assigned ivory and bones, the Fates, flabby devils, pilgrims, machinery, light and dark, the Intended, the African woman, works of art, etc.) and composes a succinct, one-page paper explaining the significance of the assigned topic, image, or idea. The student then participates in a discussion forum. Page 5 of 20 7/26/2005

6 d. an explanation of the relationships between each of the literary elements (e.g., diction, imagery, point of view, figurative language, symbolism, and structure) and the identified themes; that follow. e. an evaluation of the work and a recommendation for a particular audience or audiences. Page 6 of 20 7/26/2005

7 ELA9RL2 The student identifies, knowledge of theme in literary works from various genres and works to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. b. Evaluates how an author s choice of words advances the theme or purpose of a work. c. Applies knowledge of the concept that a text can contain more than one theme. d. Compares and contrasts the presentation of a theme or topic across genres and explains how the selection of genre affects the delivery of universal ideas about life and society. ELAALRL2 The student identifies, knowledge of theme in a work of American literature and work to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. b. Evaluates the way an author s choice of words advances the theme or purpose of the work. c. Applies knowledge of the concept that a text can contain more than one theme. d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes. ELAWLRL2 The student identifies, knowledge of theme in a work of World literature and provides evidence from the text to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. b. Evaluates the way an author s choice of words advances the theme or purpose of the work. c. Applies knowledge of the concept that a text can contain more than one theme. d. Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (e.g., cultural values, cultural tradition, and philosophical roots). ELABLRL2 The student identifies, knowledge of theme in a work of British and/or Commonwealth literature and work to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. b. Evaluates the way an author s choice of words advances the theme or purpose of the work. c. Applies knowledge of the concept that a text can contain more than one theme. d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classism, imperialism) and provides support from the texts for the identified themes. Page 7 of 20 7/26/2005

8 Sample Task for ELA9RL2 The student close reads a fictional text (short story or novel) that has not been studied in class and, in the classroom within a specific period of time (e.g., 30 to 45 minutes), responds in writing to that text, identifying the evidence in the text and applying that evidence to support a specific theme, underlying meaning, or interpretation. Sample Task for ELAALRL2 The student identifies a universal theme characteristic of American fiction (e.g., American individualism, the American dream, etc.) and works with other students to prepare an annotated time line of works that embody this theme in a number of literary periods and genres, including at least one contemporary work. The time line illustrates the chronological progression of these works and includes the title of each work; a. the genre of each work; b. a brief synopsis of each work; Sample Task for ELAWLRL2 The student identifies a universal theme or archetypal meaning in a work of fiction and prepares a project board or multimedia presentation that illustrates the connection of the theme or meaning to a. literary works from the same genre, time period, and culture; b. literary works from different genres, time periods, and/or cultures; c. and/or popular films and TV shows. Sample Task for ELABLRL2 The student analyzes a specific literary work (e.g., a poem, novel, or play) to determine theme and other literary elements then employs different intelligences to present this interpretation meaningfully to the class (e.g., creates, choreographs, and performs a classical or modern dance; plans and creates a painting or sculpture; composes and performs original music; or compiles and organizes existing music in a meaningful way). c. major historical events around the time of each work s production and publication; d. an analytical statement of the representation of the identified theme as it appears in each work; e. and appropriate illustrations and/or graphics to make the time line attractive. The student and his/her colleagues will display the time line in the classroom and explain the information it Page 8 of 20 7/26/2005

9 contains for the other members of the class. ELA9RL3 The student deepens ELAALRL3 The student ELAWLRL3 The student ELABLRL3 The student Page 9 of 20 7/26/2005

10 understanding of literary works by relating them to contemporary context or historical background. The student a. Relates a literary work to non-literary documents and/or other texts from its literary period. b. Relates a literary work to non-literary documents and/or other texts relevant to its historical setting. deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. I. The student relates a literary work to primary source documents of its literary period or historical setting; the student: a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. i. Native American literature ii. Colonial/Revolutionary/Na tional literature b. Relates a literary work to the characteristics of the literary time period that it represents. i. Romanticism/Transcenden tal-ism ii. Realism iii. Naturalism iv. Modernism (including Harlem Renaissance) v. Postmodernism II. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student a. Relates a literary work to primary source documents of its literary period or historical setting. b. Relates a literary work to the seminal ideas of the time and place in which it is set or the time and place of its composition. i. Greek ii. Roman iii. Classical Multicultural iv. Western European v. Contemporary Multicultural c. Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Eastern European). d. Analyzes a variety of crosscultural works representing different genres within the same specific time period in order to identify types of deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. I. The student relates a literary work to primary source documents of its literary period or historical setting; the student: a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. i. Empire iii. Postcolonialism b. Relates a literary work to the characteristics of the literary time period that it represents. i. Anglo-Saxon Period ii. Medieval Period iii. Renaissance18 th Century/Re storation/neo-classical Period iv. Romantic Period v. Victorian Period vi. Modern Period vii. Postmodern Period II. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., heroic elegy, satirical essay, serial novel, etc.). Page 10 of 20 7/26/2005

11 replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry). II. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications. discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications. II. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, romance, pastoral) that cross the lines of genre classifications. Sample Task for ELA9RL3 The student researches the life of a particular person as it is represented in a variety of texts (e.g., diaries, newspaper or periodical articles written during the person s lifetime, history books, memoirs, autobiographies, and biographies), and a. constructs a chart or table comparing and contrasting the representation of single events or experiences in different sources; b. identifies the purpose of the different texts (e.g., diary to record personal memories and impressions of events; biography to revere and honor accomplishments OR to expose shortcomings or vilify Sample Task for ELAALRL3 The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Sample Task for ELAWLRL3 The student researches an archetypal story (e.g., Cinderella or Little Red Riding Hood) as it changes over time and across cultures, connects the various versions to its contemporary context and/or historical background (e.g., the social, political, and economic contexts), then reports the results of this research to the class. Sample Task for ELABLRL3 The student identifies the elements and strategies of satire in a literary work (e.g., A Modest Proposal from 18 th century literature or 1984 from 20 th century literature) and employs those elements and strategies to satirize a current ill or foible in society. Page 11 of 20 7/26/2005

12 accomplishments, etc.) and analyzes and evaluates i. the ways language is used to accomplish these purposes ii. the way the order of events or structure of the text is used to accomplish these purposes; iii. the inclusion or exclusion of particular events from a text and the way this affects the purpose of the text. Period to their own lives in the 21 st century. ELA9RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrates understanding of significant themes in specific literary works. b. Supports important ideas and viewpoints through accurate and detailed references or allusions to the text. c. Includes a formal works cited or bibliography when applicable. Sample Task for ELA9RL4 The student composes an original piece of literature that follows the structure discerned in a literary work such as a ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrates awareness of an author s use of stylistic devices and an appreciation of the effects created by the devices. b. Analyzes the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning. c. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer s important beliefs or ELAWLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrates awareness of an author s use of stylistic devices for specific effects. b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer s important beliefs or generalizations about life or culturally specific beliefs or generalizations about life. c. Includes a formal works cited or bibliography when applicable. E ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrates awareness of an author s use of stylistic devices and an appreciation of the effects created. b. Analyzes the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning. c. Supports important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works. Page 12 of 20 7/26/2005

13 ballad, a short story, or a narrative poem. generalizations about life. d. Analyzes multiple, relevant historical records of a single event and examine their critical relationships to a literary work. e. Includes a formal works cited or bibliography when applicable. Sample Task for ELAALRL4 The student identifies the characteristics of theatre of the absurd, researches the historical, societal, and philosophical underpinnings of theatre of the absurd, reads and analyzes a specific work of dramatic literature identified as theatre of the absurd, and composes an expository essay to illustrate and explain the connection between the play and the seminal ideas of the time of its composition. Sample Task for ELAWLRL4 The student independently reads a short story from a pre-selected list of works from various cultures and a. identifies a plausible theme, underlying meaning, or interpretation for the story; b. analyzes the diction, imagery, point of view, figurative language, symbolism, structure, etc., of the story to determine how the author develops this particular meaning;\ c. investigates the effects of culture (e.g., time, place, societal values, etc.) on the work; d. drafts a thesis-controlled, essay that explains the theme or interpretation in terms of the strategies employed by the author who produced it and the culture in which it was produced; e. employs correct manuscript form and follows an appropriate style sheet (e.g., MLA) to integrate, cite, and document evidence from the d. Analyzes multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period. e. Includes information from relevant critical perspectives and evaluate the validity and reliability of sources. f. Imitates a variety of literary forms to demonstrate understanding (e.g., sonnet, ballad, satire). g. Includes a formal works cited or bibliography when applicable. Sample Task for ELABLRL4 The student works with other class members to determine a frame scenario modeled after The Canterbury Tales or The Decameron, then adopts a fictional persona, creates an appropriate sketch of his or her character for a prologue, and composes a tale to fit within the frame. Students work together to combine and connect the character sketches to frame the Page 13 of 20 7/26/2005

14 primary and secondary sources quoted, summarized, or paraphrased in the essay. tales, determine the order of the tales, polish the composite document, and apply specialized software to publish the document for classroom distribution. ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. ELAWLRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. ELABLRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. b. Uses knowledge of Greek and Latin prefixes, suffixes, and roots to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. b. Uses knowledge of world mythologies to understand the meanings of new words. c. Identifies and understands foreign terms that appear in works originally written in a language other than English. d. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. b. Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning. Sample Task for ELA9RL5 The student researches the life of a particular person as it is represented in a variety of texts Sample Task for ELAALRL5 The student focuses on one American poet and creates a project board or a multimedia Sample Task for ELAWLRL5 The student focuses on three poets from different cultures around the world and Sample Task for ELABLRL5 The student identifies the elements and strategies of satire in a literary work (e.g., A Page 14 of 20 7/26/2005

15 (e.g., diaries, newspaper or periodical articles written during the person s lifetime, history books, memoirs, autobiographies, and biographies), and a. constructs a chart or table comparing and contrasting the representation of single events or experiences in different sources; b. identifies the purpose of the different texts (e.g., diary to record personal memories and impressions of events; biography to revere and honor accomplishments OR to expose shortcomings or vilify accomplishments, etc.) and analyzes and evaluates i. the ways language is used to accomplish these purposes; ii. the way the order of events or structure of the text is used to accomplish these purposes; iii. the inclusion or exclusion of particular events from a text and the way this affects the purpose of the text. iv. the inclusion or exclusion of particular events from a text and the way this affects the purpose of the text. presentation that illustrates understanding of a. the poet s subject matter and use of diction, syntax, sound, form, figurative language, and structure; b. the characteristics of the poet s particular style; c. the poet s life and times and the affect of these factors on the poet s work; and d. the ways in which the poet s work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works that follow. a. analyzes each poet s or culture s subject matter and use of diction, syntax, sound, form, figurative language, and structure; b. determines the characteristics of each poet s or culture s style; c. illustrates each poet s or culture s individual style for the class through the use of specific, representative poems from each poet s oeuvre; d. composes an original poem in three different versions to exemplify the distinct styles of the three poets or cultures. Modest Proposal from 18 th century literature or 1984 from 20 th century literature) and employs those elements and strategies to satirize a current ill or foible in society. ELA9RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately ELAALRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately ELAWLRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately ELABLRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately Page 15 of 20 7/26/2005

16 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. Sample Task for ELA9RC1 Several students independently read the same novel, one at the level of difficulty represented on the sample 9 th grade reading list. The students work in small groups to discuss and analyze the novel. Next, the students create a product (e.g., a poem, a painting, a mobile, a song, an interpretive dance, etc.) that reflects the tone and underlying meaning(s) of the work. Finally, the students present and explain this product to an audience of their peers. Sample Task for ELAALRC1 The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21 st century. Sample Task for ELAWLRC1 The student engages in pleasure reading of multiple works in an area of personal interest. Sample Task for ELABLRC1 The student selects a poet from a particular literary period (e.g., 17 th century, Romantic, Victorian, etc.), independently reads a variety of poems by this person, and reads multiple biographical accounts of the poet s life, as well as a number of historical accounts of the time during which the poet wrote. ELA9RC2 The student participates in discussions related to curricular learning in all subject areas. The student ELAALRC2 The student participates in discussions related to curricular learning in all subject areas. The student ELAWLRC2 The student participates in discussions related to curricular learning in all subject areas. The student ELABLRC2 The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all a. Identifies messages and themes from books in all a. Identifies messages and themes from books in all a. Identifies messages and themes from books in all Page 16 of 20 7/26/2005

17 subject areas. subject areas. subject areas. subject areas. b. Responds to a variety of texts in multiple modes of discourse. b. Responds to a variety of texts in multiple modes of discourse. b. Responds to a variety of texts in multiple modes of discourse. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author s purpose in writing. f. Recognizes the features of disciplinary texts. Sample Task for ELA9RC2 After reading a work of fiction that includes a theme or underlying meaning related to an issue relevant to today s world, students engage in a discussion format such as a roundtable or a Socratic seminar. (E.g., students read Fahrenheit 451 and the teacher initiates a Socratic seminar with the question: Do we need books in today s world of computers, palm pilots, and the Internet? ) c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author s purpose in writing. f. Recognizes the features of disciplinary texts. Sample Task for ELAALRC2 The student compares a fictional account of a time period or an event (e.g., Puritanism in The Scarlet Letter or the Salem witch trials in The Crucible) to the historical record of that period or event and works with a group of three to four other students to present a panel discussion on the topic to the class as a whole. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author s purpose in writing. f. Recognizes the features of disciplinary texts. Sample Task for ELAWLRC2 The student engages in a discussion forum to determine similarities and differences among visual and oral texts of different media presentations of the same issue (e.g., US news, news from Great Britain or other Western European countries, and news from Asia, the Middle East, or South America on a specific issue of foreign policy). As a part of this discussion, students will a. evaluate the diction, structure, and effectiveness of the speaker s argument(s); c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author s purpose in writing. f. Recognizes the features of disciplinary texts. Sample Task for ELABLRC2 The student employs two different critical lenses (e.g., feminist, postcolonial, biographical, formalist, etc.) to read a text such as Jane Eyre and compares and contrasts the resulting interpretations in a classroom seminar format. b. analyze the effectiveness of the rhetorical strategies Page 17 of 20 7/26/2005

18 employed; c. evaluate the aesthetic effects of the media presentation; d. evaluate the differences in voice and tone of the media personalities; e. compare and contrast the strategies employed by the various media personalities in terms of audience and purpose f. evaluate the aesthetic affects of visual news casts (e.g., lighting, camera angle, etc.) ELA9RC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. ELAALRC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. ELAWLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. ELABLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. b. Uses content vocabulary in writing and speaking. b. Uses content vocabulary in writing and speaking. b. Uses content vocabulary in writing and speaking. c. Explores understanding of new words found in subject area texts. c. Explores understanding of new words found in subject area texts. c. Explores understanding of new words found in subject area texts. c. Explores understanding of new words found in subject area texts. Sample Task for ELA9RC3 The student composes an essay that defines and explains a new word that has entered the lexicon in the past twenty years. Sample Task for ELAALRC3 The student identifies the characteristics of theatre of the absurd, researches the historical, societal, and Sample Task for ELAWLRC3 The student focuses on three poets from different cultures around the world and a. analyzes each poet s or Sample Task for ELABLRC3 The student identifies content vocabulary specific to Anglo- Saxon poetry (e.g., alliteration, split line, caesura, kennings, ubi Page 18 of 20 7/26/2005

19 philosophical underpinnings of theatre of the absurd, reads and analyzes a specific work of dramatic literature identified as theatre of the absurd, and composes an expository essay to illustrate and explain the connection between the play and the seminal ideas of the time of its composition. culture s subject matter and use of diction, syntax, sound, form, figurative language, and structure; c. determines the characteristics of each poet s or culture s style; d. illustrates each poet s or culture s individual style for the class through the use of specific, representative poems from each poet s work; d. composes an original poem in three different versions to exemplify the distinct styles of the three poets or cultures. sunt, etc.) then demonstrates understanding of these concepts by composing a mock heroic elegy, modeled after Beowulf, that depicts the adventures of a warrior/hero. The student presents this elegy orally along with appropriate background music. ELA9RC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. ELAALRC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. ELAWLRC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. ELABLRC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. Page 19 of 20 7/26/2005

20 Sample Task for ELA9RC4 After reading a work of fiction that includes a theme or underlying meaning related to an issue relevant to today s world, students engage in a discussion format such as a roundtable or a Socratic seminar. (E.g., students read Fahrenheit 451 and teacher initiates Socratic seminar with the question: Do we need books in today s world of computers, palm pilots, and the Internet? ) Sample Task for ELAALRC4 The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21 st century. Sample Task for ELAWLRC4 The student engages in a discussion forum to determine similarities and differences among visual and oral texts of different media presentations of the same issue (e.g., US news, news from Great Britain or other Western European countries, and news from Asia, the Middle East, or South America on a specific issue of foreign policy). As a part of this discussion, students will a. evaluate the diction, structure, and effectiveness of the speaker s argument(s); b. analyze the effectiveness of the rhetorical strategies employed; c. evaluate the aesthetic effects of the media presentation; Sample Task for ELABLRC4 The student employs two different critical lenses (e.g., feminist, postcolonial, biographical, formalist, etc.) to read a text such as Jane Eyre and compares and contrasts the resulting interpretations in a classroom seminar format. d. evaluate the differences in voice and tone of the media personalities; e. compare and contrast the strategies employed by the various media personalities in terms of audience and purpose e. evaluate the aesthetic affects of visual news casts (e.g., lighting, camera angle, etc.) Page 20 of 20 7/26/2005