Prentice Hall Literature, The Penguin Edition, World Masterpieces 2007 Correlated to: (Grade 11)

Prentice Hall Literature, The Penguin Edition, World Masterpieces 2007 Grade 11 C O R R E L A T E D T O Grade 11

Language Arts Grade 11 Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Standard 1. Vocabulary - The student will expand vocabulary through word study, literature, and class discussion. Apply a knowledge of word origins (words from other languages, history, or literature) to determine the meaning of new words encountered in reading and use of those words accurately. 1. Apply knowledge of Greek, Latin, and Anglo- Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology. 2. Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage. SE/TE: Word Roots, 650, 766, 786; Prefixes, 34, 52, 126, 184, 228, 324, 501, 620, 1024, 1110, 1156, 1212; Suffixes, 566, 752 SE/TE: Vocabulary Lesson and Word Analysis, 34, 52, 72, 82, 98, 112, 142, 184, 218, 228, 272, 292, 304, 314, 324, 420, 434, 458, 501, 526, 548, 556, 568, 620, 650, 673, 692, 738, 752, 766, 786, 796, 808, 864, 882, 896, 938, 973, 999, 1024, 1110, 1124, 1134, 1156, 1212, 1228, 1248, 1272, 1286, 1298, 1308, 1316, 1336, 1350; Vocabulary Builder, 37, 59, 77, 85, 101, 129, 179, 191, 221, 265, 279, 297, 307, 319, 364, 413, 423, 439, 467, 502, 535, 551, 559, 599, 629, 657, 674, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1000, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341; Glossary, R1- R4, R8 1

3. Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. 4. Rely on context to determine meanings of words and phrases such as figurative language, connotations and denotations of words, analogies, idioms, and technical vocabulary. 5. Use word meanings within the appropriate context and verify these meanings by definition, restatement, example, and analogy. SE/TE: Analogies, 272, 304, 546, 896, 1110, 1228, 1286 SE/TE: Figurative Language, 1311, 1312, 1315; Analogy, 117, 119, 122, 124, 125, 439, 446, 457; Connotation, 1308 SE/TE: Context Clues, 34, 72, 314, 620, 673, 766, 999, 1024, 1170, 1308, 1336 Standard 2. Comprehension - The student will interact with the words and concepts on the page to understand what the writer has said. Read and understand grade-level-appropriate material. Analyze the organizational patterns and evaluate authors argument and positions. At Grade 11, in addition to regular classroom reading, read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. 1. Literal Understanding a. Identify the structures and format of various informational documents and explain how authors use the features to achieve their purpose. SE/TE: For related information see: Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277 2

b. Select and explain specific devices an author uses to accomplish purpose (persuasive techniques, style, literary forms or genre, portrayal of themes, language). c. Use study strategies such as note taking, outlining, and using study guide questions to better understand texts. SE/TE: Author's Purpose, 1045, 1251. Opportunities to address this standard may be found on the following pages: Build Skills, 16-17, 36-37, 58-59, 76-77, 84-85, 100-101, 128-129, 178-179, 190-191, 220-221, 264-265, 278-279, 296-297, 306-307, 318-319, 362-364, 412-413, 422-423, 438-439, 466-467, 502, 534-535, 550-551, 558-559, 598-599, 628-629, 656-657, 674, 728-729, 742-743, 756-757, 768-769, 788-789, 800-501, 844-845, 874-875, 884-885, 904-905, 940-941, 1000, 1064-1065, 1116-1117, 1126-1127, 1144-1145, 1160-1161, 1200-1201, 1218-1219, 1230-1231, 1252-1253, 1278-1279, 1288-1289, 1300-1301, 1310-1311, 1322-1323, 1340-1341 SE/TE: Critical Reading, 24, 32, 43, 50, 66, 80, 96, 105, 110, 121, 124, 131, 140, 182, 199, 207, 216, 226, 270, 285, 288, 290, 299, 302, 312, 322, 379, 408, 417, 432, 456, 499, 524, 544, 552, 564, 609, 618, 641, 648, 664, 671, 682, 690, 733, 736, 750, 764, 777, 784, 794, 806, 850, 862, 878, 880, 888, 893, 894, 912, 927, 936, 971, 997, 1022, 1079, 1108, 1122, 1132, 1147, 1149, 1153, 1154, 1168, 1210, 1226, 1246, 1260, 1269, 1270, 1281, 1284, 1294, 1296, 1306, 1313, 1314, 1328, 1334, 1345, 1348. For related information see: Outline, 333, 569, 897, 1035, 1173, 1353 3

d. Construct images such as graphic organizers based on text descriptions and text structures. 2. Inferences and Interpretation a. Interpret the possible inferences of the historical context on literary works. SE/TE: Graph/Graphic Organizer, R38; Maps, 381, 555, 1229, 1287; Poster, 293, 621; Timeline, 567, 1249. Graphic Organizers are used for comprehension throughout the text see: Literary Analysis and Reading Strategy, 17, 37, 59, 77, 85, 101, 117, 129, 179, 191, 221, 265, 279, 297, 307, 319, 362, 382, 413, 423, 439, 467, 502, 533, 549, 557, 599, 629, 657, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341 SE/TE: Connecting to Historical Context, 801, 805, 807, 1253, 1257, 1266, 1271, 1341, 1343, 1348, 1349; Historical and Literary Background, 2, 4, 164, 166, 252, 254, 348, 350, 584, 586, 714, 716, 834, 832, 1050, 1052, 1188, 1190; Background, 18, 38, 60, 78, 86, 102, 118, 130, 180, 192, 222, 266, 280, 298, 308, 320, 363, 383, 414, 424, 440, 468, 503, 534, 550, 558, 600, 630, 658, 730, 744, 758, 770, 790, 802, 846, 876, 886, 906, 942, 1066, 1118, 1146, 1162, 1220, 1232, 1254, 1280, 1290, 1302, 1312, 1324, 1342 4

b. Describe the development of plot and identify conflict and how they are addressed and resolved. c. Investigate influences on a reader s response to a text (e.g., personal experience and values; perspective shaped by age, gender, class, or nationality). d. Make reasonable assertions about author s arguments by using elements of the text to defend and clarify interpretations. SE/TE: Plot, R15, 460, 1062; Conflict, 941, 956, 963, 965, 966, 969, 970, 972, 1062, 1161, 1165, 1169, R11 SE/TE: Connecting to the Literature, 17, 37, 59, 77, 85, 101, 117, 129, 179, 191, 221, 265, 279, 297, 307, 319, 362, 382, 413, 423, 439, 467, 502, 533, 549, 557, 599, 629, 657, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341; Relating to Your Own Experiences, 307, 312, 313 SE/TE: Critical Reading, 110, 121, 124, 131, 199, 207, 216, 226, 270, 285, 288, 290, 299, 302, 312, 322, 379, 408, 417, 432, 456, 499, 524, 544, 552, 564, 609, 618, 641, 648, 664, 671, 682, 690, 733, 736, 750, 764, 777, 784, 794, 806, 850, 862, 878, 880, 888, 893, 894, 912, 927, 936, 971, 997, 1022, 1079, 1108, 1122, 1132, 1147, 1149, 1153, 1154, 1168, 1210, 1226, 1246, 1260, 1269, 1270, 1281, 1284, 1294, 1296, 1306, 1313, 1314, 1328, 1334, 1345, 1348; Author's Purpose, 1045, 1251; Determining Author's Purpose, 1301, 1306, 1307; Author's Bias, 557, 563, 565 5

3. Summary and Generalization a. Determine the main idea, locate and interpret minor subtly stated details in complex passages. b. Use text features and elements to support inferences and generalizations about information. c. Summarize and paraphrase complex, implicit hierarchic structures in informational texts, including relationships among concepts and details in those structures. SE/TE: Main Idea in Test Passage, 1363; Main Idea/Supporting Details, 1251 SE/TE: Analyzing Text Features, 1112, 115; Making Generalizations, 117, 118, 120, 122, 125, 1045, 1063; Inferring, 191, 194, 196, 202, 203, 206, 217, 974, 976, 978, 979, 981, 985, 988, 993, 998, 1231, 1234, 1235, 1236, 1238, 1239, 1241, 1245, 1247, 1289, 1296, 1297 SE/TE: Summarizing, 1045 6

4. Analysis and Evaluation a. Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts. b. Analyze the structure and format of informational and literary documents and explain how authors use the features to achieve their purposes. SE/TE: Comparing Literary Works, 59, 101, 129, 179, 191, 265, 279, 297, 413, 599, 629, 729, 789, 875, 885, 905, 1145, 1253, 1279, 1289, 1311, 1323, 1341; Comparing and Contrasting, 769, 773, 774, 780, 781, 783, 785, 1127, 1131, 1133; Writing About Literature, 148 149; Analyze Literary Themes, 236 237, 568 569, 696 697; Analyze Literary Trends, 332 333; Analyze Literary Periods, 816 817; Compare and Contrast Literary Periods, 1034 1035; Compare and Contrast Literary Trends Across Cultures, 1172 1173; Compare and Contrast Literary Themes Across Cultures, 1352 1353 SE/TE: For related information see: Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277; Nonfiction, Philosophical Text, 266, 268, 440, Journal, 308, 309, 312; Speech, 424, 436, 1291; Memoir, 1254; Autobiography, 1261; Essay, 761, 762; Historical Document, 558; Prose Poem, 1290; Poetry, 102, 114, 118, 120, 122, 124, 280, 281, 282, 285, 286, 288, 289, 290, 294, 414, 416, 418, 652, 730, 732, 733, 734, 736, 740, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 1142, 1146, 1148, 1150, 1151, 1154, 1270, 1295, 1312, 1313, 1314, 1342, 1346, 1347, 1348; Tanka, 298; Haiku, 300, 301, 302; Epic Poem, 363, 374, 411, 534, 600, 658, 665, 675, 683; Narrative Poem, 550; Prose Poem, 1290; Fiction: Novel, 770, 778, 781, 802; Short Story, 642, 744, 906, 913, 928, 1066, 1162, 1202, 1232, 1302, 1324, 1329; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80 7

c. Examine the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. d. Analyze the way in which authors have used archetypes (universal modes or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings. SE/TE: Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277; Main Idea in Test Passage, 1363; Main Idea/Supporting Details, 1251; Cause and Effect, 1161, 1169; Chronological Order, 37, 39, 44, 46, 48, 51; Sequential Order, 247 SE/TE: For related information see: Speech, 424, 436, 1291; Archetypal Setting, 37, 39, 40, 45, 49, 51; Archetype, 17, 19, 20, 30, 31, 33, 596-597, 629, 630, 631, 633, 637, 638, 642, 644, 649, 1201, 1211; Characterization in Epic, 17, 20, 30, 33; Characterization in Epic Poem, 674, 676, 677, 679, 680, 682, 685, 691; Theme in Epic Poem, 362, 363, 364, 367, 368, 373, 376, 378, 380; Myth, 186-7, 549, 553; Literary Traditions of different cultures in Unit Introductions: Unit 1, 2-13; Unit 2, 164-175; Unit 3, 252-263; Unit 4, 348-359; Unit 5, 584-595; Unit 6, 714-725; Unit 7, 832-843; Unit 8, 1050-1061; Unit 9, 1188-1199 8

Standard 3. Literature - The student will read, construct meaning, and respond to a wide variety of literary forms. Read and respond to grade-level-appropriate historically or culturally significant works of British, American, or world literature. Conduct in-depth analysis of themes, styles, and trends of these works across historical periods. 1. Literary Genres - Demonstrate a knowledge of and an appreciation for various forms of literature. a. Analyze the characteristics of genres including short story, novel, drama, poetry, and essay. SE/TE: Nonfiction, Philosophical Text, 266, 268, 440, Journal, 308, 309, 312; Speech, 424, 436, 1291; Memoir, 1254; Autobiography, 1261; Essay, 761, 762; Historical Document, 558; Prose Poem, 1290; Poetry, 102, 114, 118, 120, 122, 124, 280, 281, 282, 285, 286, 288, 289, 290, 294, 414, 416, 418, 652, 730, 732, 733, 734, 736, 740, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 1142, 1146, 1148, 1150, 1151, 1154, 1270, 1295, 1312, 1313, 1314, 1342, 1346, 1347, 1348; Tanka, 298; Haiku, 300, 301, 302; Epic Poem, 363, 374, 411, 534, 600, 658, 665, 675, 683; Narrative Poem, 550; Prose Poem, 1290; Fiction: Novel, 770, 778, 781, 802; Short Story, 642, 744, 906, 913, 928, 1066, 1162, 1202, 1232, 1302, 1324, 1329; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80 9

b. Analyze the characteristics of subgenres including allegory and ballad. SE/TE: Nonfiction, Philosophical Text, 266, 268, 440, Journal, 308, 309, 312; Speech, 424, 436, 1291; Memoir, 1254; Autobiography, 1261; Essay, 761, 762; Historical Document, 558; Prose Poem, 1290; Poetry, 102, 114, 118, 120, 122, 124, 280, 281, 282, 285, 286, 288, 289, 290, 294, 414, 416, 418, 652, 730, 732, 733, 734, 736, 740, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 1142, 1146, 1148, 1150, 1151, 1154, 1270, 1295, 1312, 1313, 1314, 1342, 1346, 1347, 1348; Tanka, 298; Haiku, 300, 301, 302; Epic Poem, 363, 374, 411, 534, 600, 658, 665, 675, 683; Narrative Poem, 550; Prose Poem, 1290; Fiction: Novel, 770, 778, 781, 802; Short Story, 642, 744, 906, 913, 928, 1066, 1162, 1202, 1232, 1302, 1324, 1329; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80 2. Literary Elements - Demonstrate knowledge of literary elements and techniques and show how they affect the development of a literary work. a. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. SE/TE: Common Theme, 726-727; History as a Theme, 1279, 1284, 1285; Theme: Drama, 1000, 1002, 1004, 1007, 1008, 1010, 1011, 1013, 1014, 1015, 1016, 1017, 1018, 1021, 1023; Epic Poem, 362, 364, 367, 368, 373, 376, 378, 380; Fiction, 769, 785; Scripture, 59, 65, 71; Short Story, 1062, 1231, 1233, 1240, 1243, 1244, 1247, 1301, 1307 10

b. Analyze the way in which irony, tone, mood, the author s style, and the sound of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both. c. Analyze characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). SE/TE: Irony, R13, 502, 504, 505, 512, 517, 520, 525, 1279, 1280, 1284, 1285; Tone, 14 15, 243, 279, 290, 291, 305, 338, 1179, 1359, R18; Atmosphere, R14, 1323, 1324, 1326, 1331, 1332, 1333, 1334, 1335; Sound Devices, 277, 872-873 SE/TE: Characters: Dynamic and Static, R10, 905, 907, 908, 910, 914, 921, 924, 925, 929, 932, 934, 937; Play, 460; Round and Flat Characters, R10, 1161, 1165, 1169; Short Story, 1062; Characterization in Drama, 974, 975, 976, 982, 983, 984, 987, 989, 992, 994, 996, 998; Characterization in Epic, 17, 20, 30, 33; Characterization in Epic Poem, 674, 676, 677, 679, 680, 682, 685, 691; Indirect/direct Characterization, R10, 674, 691, 1062, 1127, 1133 11

d. Evaluate the significance of various literary devices and techniques, including imagery, irony, tone, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of symbols to represent an idea or theme), and explain their appeal. e. Evaluate the author s purpose and the development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past). SE/TE: Build Skills: Literary Analysis, 17, 37, 59, 77, 85, 101, 117, 129, 179, 191, 221, 265, 279, 297, 307, 319, 362, 382, 413, 423, 439, 467, 502, 533, 549, 557, 599, 629, 657, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341; Apply the Skills: Literary Analysis, 33, 51, 71, 81, 97, 111, 125, 141, 183, 217, 227, 271, 291, 303, 313, 323, 380, 409, 419, 433, 457, 500, 525, 545, 553, 565, 619, 649, 672, 691, 737, 751, 765, 785, 795, 807, 863, 881, 895, 937, 972, 998, 1023, 1109, 1123, 1133, 1155, 1169, 1211, 1227, 1247, 1271, 1285, 1297, 1307, 1315, 1335, 1349 SE/TE: Plot, R15, 460, 1062; Foreshadowing, 362, 367, 376, 380, 1000, 1002, 1008, 1010, 1011, 1013, 1014, 1015, 1018, 1021, 1023; Flashback, 1219, 1222, 1227 3. Figurative Language and Sound Devices - Identify figurative language and sound devices and analyze how they affect the development of a literary work. a. Identify and explain figurative language including analogy, hyperbole, metaphor, personification, and simile. SE/TE: Figurative Language, 186-187, 277, 727, 872-873, 1311, 1312, 1315, R12; Analogy, 117, 119, 122, 124, 125, 439, 446, 457; Hyperbole, R13; Metaphor, 101, 103, 111, 117, 125, 277, 726-727, 872-873, 1145, 1155, 1311, 1315; Personification, 101, 111, 179, 183, 277, 726-727, 789, 790, 795, 872-873, 1311, 1315; Simile, 277, 726-727, 872-873, 1311, 1315; Epic Simile, 14-15, 382, 385, 400, 409 12

b. Identify and explain sound devices including alliteration and rhyme. c. Analyze the melodies of literary language, including its use of evocative words, rhythms and rhymes. SE/TE: Sound Devices, 277, 872-873; Rhyme, R11, R16, 277, 872-873; Alliteration, R10, 277, 726-727, 872-873 SE/TE: Rhythm, 276, 726-727; Rhyme, R11, R16, 277, 872-873 13

4. Literary Works - Read and respond to historically and culturally significant works of literature. a. Analyze and evaluate works of literature and the historical context in which they were written. SE/TE: Connecting to Historical Context, 801, 805, 807, 1253, 1257, 1266, 1271, 1341, 1343, 1348, 1349; Historical and Literary Background, 2, 4, 164, 166, 252, 254, 348, 350, 584, 586, 714, 716, 834, 832, 1050, 1052, 1188, 1190; Literature of the Ancient Worlds, 2, 14, 18, 23, 25, 30, 38, 44, 54, 60, 67, 68, 69, 70, 74, 78, 79, 80, 86, 102, 106, 118, 120, 122, 124, 130, 131, 132, 144; Indian Literature, 166, 164, 166, 180, 181, 186, 188, 192, 200, 208, 222, 230, 232; Chinese and Japanese Literature, 252, 266, 268, 276, 280, 281, 282, 285, 286, 288, 289, 290, 298, 300, 301, 302, 308, 309, 312, 316, 320, 321, 322; Ancient Civilization and Rome, 363, 374, 411, 414, 416, 418, 424, 436, 440, 460, 462, 468, 503, 534, 550, 558; The Middle Ages, 600, 610, 622, 630, 642, 652, 658, 665, 675, 683, 694; The Renaissance and Rationalism, 730, 732, 733, 734, 736, 740, 744, 761, 762, 770, 778, 781, 790, 792, 798, 802; Romanticism and Realism, 846, 851, 866, 872, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 906, 913, 928, 942, 975, 1001, 1026; The Modern World, 1050, 1062, 1066, 1112, 1118, 1128, 1136, 1146, 1148, 1150, 1151, 1154, 1158, 1162; The Contemporary World, 1202, 1214, 1220, 1232, 1250, 1254, 1261, 1270, 1274, 1280, 1282, 1290, 1291, 1295, 1302, 1312, 1313, 1314, 1318, 1324, 1329, 1342, 1346, 1347, 1348 14

b. Analyze and evaluate literature from various cultures to broaden cultural awareness. c. Compare works that express the recurrence of archetypal (universal) characters, settings, and themes in literature and provide evidence to support the ideas expressed in each work. SE/TE: Cultural Values, 15, 597; Cultural Attitudes, 423, 426, 428, 433, 1231, 1234, 1235, 1236, 1238, 1239, 1241, 1245, 1247; Cultural Context, 17, 19, 27, 28, 32, 33; Feudal Values, 599, 602, 604, 608, 609, 611, 613, 616, 617, 619; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80 SE/TE: Archetypal Setting, 37, 39, 40, 45, 49, 51; Archetype, 17, 19, 20, 30, 31, 33, 596-597, 629, 630, 631, 633, 637, 638, 642, 644, 649, 1201, 1211; Characterization in Epic, 17, 20, 30, 33; Characterization in Epic Poem, 674, 676, 677, 679, 680, 682, 685, 691; Theme in Epic Poem, 362, 364, 367, 368, 373, 376, 378, 380; Comparing Literary Works, 59, 101, 129, 179, 191, 265, 279, 297, 413, 599, 629, 729, 789, 875, 885, 905, 1145, 1253, 1279, 1289, 1311, 1323, 1341; Themes in World Masterpieces, 90, 139, 225, 321, 355, 389 430, 454, 513, 634, 669, 688, 732, 749, 857, 923, 1083, 1101, 1164, 1209, 1242 15

d. Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. SE/TE: Political Poetry, 1341, 1345, 1346, 1347, 1349; Philosophical text, 186-187; Speech, 423, 425, 426, 433, 1250 Standard 4. Research and Information - The student will conduct research and organize information. 1. Accessing Information - Select the best source for a given purpose. a. Access information from a variety of primary and secondary sources. b. Skim text for an overall impression and scan text for particular information. SE/TE: Research Paper, 698 707; Research and Technology, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 673, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 999, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351; Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277: Sources, Primary/Secondary Sources, 702; Analyzing Internet, 528, R26; Avoiding Plagiarism, 703, R32; Media Sources, 1175; Nonfiction Sources, 1250 SE/TE: Skimming and Scanning, 144; Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277 16

c. Use organizational strategies as an aid to comprehend increasingly difficult content material (e.g., compare/contrast, cause/effect, problem/solution, sequential order). SE/TE: Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277 2. Interpreting Information - Analyze and evaluate information from a variety of sources. a. Summarize, paraphrase, and/or quote relevant information. b. Determine the author's viewpoint to evaluate source credibility and reliability. SE/TE: For related information see: Summarizing, 85, 88, 90, 93, 97, 1045; Paraphrasing, 179, 183; Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277: Sources, Primary/Secondary Sources, 702; Analyzing Internet, 528, R26; Avoiding Plagiarism, 703, R32; Media Sources, 1175; Nonfiction Sources, 1250 SE/TE: For related information see: Author's Purpose, 1045, 1251; Applying Author's Biography, 1065, 1066, 1071, 1077, 1078, 1085, 1086, 1093, 1109; Applying Background Information, 533, 535, 542, 545 17

c. Synthesize information from multiple sources to draw conclusions that go beyond those found in any of the individual studies. d. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, or Internet sources. e. Develop presentations by using clear research questions and creative and critical research strategies, such as field studies, oral histories, interviews, experiments, and Internet sources. SE/TE: Research Paper, 698 707; Research and Technology, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 673, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 999, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351 SE/TE: Research Paper, 698 707; Reading Information Materials, 144 147, 232 235, 326 331, 528 531, 622 625, 810 815, 1028 1033, 1112 1115, 1274 1277: Sources, Primary/Secondary Sources, 702; Analyzing Internet, 528, R26; Avoiding Plagiarism, 703, R32; Media Sources, 1175; Nonfiction Sources, 1250 SE/TE: Research Paper, 698 707; Research and Technology, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 673, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 999, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351 18

Writing/Grammar/Mechanics and Usage: The student will express ideas effectively in written modes for a variety of purposes and audiences. Write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates progression through the stages of the writing process (prewriting, writing, revising, and editing). Standard 1. Writing Process - The student will use the writing process to write coherently. 1. Use a writing process to develop and refine composition skills. Students are expected to: a. use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes and logs. b. develop multiple drafts both alone and collaboratively to categorize ideas, organizing them into paragraphs, and blending paragraphs into larger text. SE/TE: Writing Workshop: Prewriting, 151, 239, 335, 571, 699, 819, 1037, 1175, 1355; Writing About Literature: Prewriting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351. SE/TE: Drafting, 152, 240, 336, 572, 700, 820, 1038, 1176, 1356; Writing About Literature: Drafting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351. 19

c. organize and reorganize drafts and refine style to suit occasion, audience, and purpose. d. proofread writing for appropriateness of organization, content and style. e. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics and spelling. SE/TE: Drafting, 152, 240, 336, 572, 700, 820, 1038, 1176, 1356; Writing About Literature: Drafting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351. SE/TE: Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361; Writing About Literature: Proofreading, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351. SE/TE: Editing, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361; Writing About Literature: Editing, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351. 20

f. refine selected pieces frequently to publish for general and specific audiences. 2. Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form when completing narrative expository, persuasive, or descriptive writing assignments. 3. Use language in creative and vivid ways to establish a specific tone. SE/TE: Publishing and Presenting, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361; Writing About Literature: Publishing and Presenting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351. SE/TE: Writing Workshop: Narration: Autobiographical Narrative, 150 157; Narration: Reflective Essay, 238 245; Persuasive Essay, 334 341; Exposition: Problem-and-Solution Essay, 570 577; Research Paper, 698 707; Exposition: Comparison-and-Contrast Essay, 818 825; Narration: Response to Literature, 1036 1043; Exposition: Multimedia Report, 1174 1181; Workplace Writing: Job Portfolio and Résumé, 1354 1361. See also Writing About Literature, 148 149, 236 237, 332 333, 568 569, 696 697, 816 817, 1034 1035, 1172 1173, 1352 1353. SE/TE: Vivid Words, 767; Using Dialogue, 154; Word Choice, 219, 305, 338, 411, 574, 1025, 1358; Adding Details, 53, 574, 1309 21

4. Use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes. 5. Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. 6. Evaluate own writing and others writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. SE/TE: Writing Workshop: Narration: Autobiographical Narrative, 150 157; Narration: Reflective Essay, 238 245; Persuasive Essay, 334 341; Exposition: Problem-and-Solution Essay, 570 577; Research Paper, 698 707; Exposition: Comparison-and-Contrast Essay, 818 825; Narration: Response to Literature, 1036 1043; Exposition: Multimedia Report, 1174 1181; Workplace Writing: Job Portfolio and Résumé, 1354 1361. See also Writing About Literature, 148 149, 236 237, 332 333, 568 569, 696 697, 816 817, 1034 1035, 1172 1173, 1352 1353. SE/TE: Persuasive Essay, 334 341; Speech, 334, 570, 1299; Letter to the editor, 334; Writing Persuasively, 621, 1025, 1273; Review, 818, 1036, 1174 SE/TE: Reflecting on Your Writing & Rubric for Self-Assessment, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361 22

Standard 2. Modes and Forms of Writing - The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes. At Grade 11, continue to combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 1,500 words. Refine reflective compositions and historical investigation reports and become familiar with forms of job applications and résumés. Deliver multimedia presentations on varied topics. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. 1. Write fictional, biographical or autobiographical narratives that: a. narrate a sequence or events and communicate their significance to the audience. b. identify scenes and incidents in specific places. c. describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the character; use interior monologue (what character says silently to self) to show the character s feelings. d. Present action segments to accommodate changes in time and mood. Example: Read several short essays by writers on the practice of writing, such as an excerpt from Anne Lamott s Bird by Bird or essays by Wallace Stegner or other authors on writing. Write an essay on how reading and/or writing have been significant in your life. SE/TE: Autobiographical Narrative, 150 157; Narration: Reflective Essay, 238 245; Writing Activities: Editorial, 570, 1171; Epic, 381; Fable, 113, 229; Narrative, 150, 238, 567, 1287; Poem, 127, 1317; Story, 305, 797, 809; Script, 555, 864; Journal, 150, 238, 315, 739, 1036 23

2. Write job applications and resumes that: a. provide clear and purposeful information and address the intended audience appropriately. b. indicate varied levels, patterns, and types of language to achieve intended effects and aid comprehension. c. modify the tone to fit the purpose and audience. d. follow the conventional style for that type of document (résumé, cover letter of application) and use page format, fonts (typeface), and spacing that contribute to the readability and impact of the document. Example: Write a resume outlining job experience, extracurricular activities and other skills. Format the document so that the information is clearly represented for the intended audience. 3. Write historical investigations that: a. use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. b. analyze several historical records of a single event, examining critical relationships between elements of the topic. c. explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation. d. include information from all relevant perspectives and take into consideration the validity and reliability of sources. e. include a formal bibliography. Example: Compose an essay on Alexis de Tocqueville s 1830's 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. SE/TE: Workplace Writing: Job Portfolio and Résumé, 1354 1361 SE/TE: Writing Workshop: Exposition: Comparison-and-Contrast Essay, 818 825; Activities: Essays: Citizen and Society, 568; Humanism, 816; Influence of Confucianism, 332; Literary Periods, 1034; Themes Across Cultures, 1172, 1352 24

4. Write reflective compositions that may address one of the following purposes: a. explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. b. draw comparisons between specific incidents and broader themes that illustrate the writer s important beliefs or generalizations about life. c. maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. SE/TE: Narration: Reflective Essay, 238 245; Journal, 150, 238, 315, 739, 1036; Reminiscence, 1229. See also Writing About Literature, 148 149, 236 237, 332 333, 568 569, 696 697, 816 817, 1034 1035, 1172 1173, 1352 1353. Example: Select a quotation that is particularly meaningful. Explain the significance of the quotation. 5. Write responses to literature that: a. demonstrate a comprehensive understanding of the significant ideas in works or passages. b. analyze the use of imagery, language, universal themes, and unique aspects of the text. c. support important ideas and viewpoints through accurate and detailed reference to the text or to other works. d. demonstrate an understanding of author s style and an appreciation of the effects created. e. identify and assess the impact of ambiguities, nuances, and complexities within the text. SE/TE: Writing About Literature, 148 149, 236 237, 332 333, 568 569, 696 697, 816 817, 1034 1035, 1172 1173, 1352 1353; Narration: Response to Literature, 1036 1043 Example: After reading The Fall of the House of Usher by Edgar Allan Poe (an example of observer narration), The Prison by Bernard Malamud (an example of single character point of view), and The Boarding House by James Joyce (an example of the multiple character point of view), analyze in an essay how the authors choices of literary narrator make a difference in the response of the reader. Reference examples from throughout the works in support of a position. 25

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Continue to produce other writing forms introduced in earlier grades. Example: Write stories, reports, and letters showing a variety of word choices, or review a favorite book or film. 7. Write documented papers incorporating the techniques of Modern Language Association (MLA) or similar parenthetical styles. SE/TE: Writing Workshop: Narration: Autobiographical Narrative, 150 157; Narration: Reflective Essay, 238 245; Persuasive Essay, 334 341; Exposition: Problem-and-Solution Essay, 570 577; Research Paper, 698 707; Exposition: Comparison-and-Contrast Essay, 818 825; Narration: Response to Literature, 1036 1043; Exposition: Multimedia Report, 1174 1181; Workplace Writing: Job Portfolio and Résumé, 1354 1361. See also Writing About Literature, 148 149, 236 237, 332 333, 568 569, 696 697, 816 817, 1034 1035, 1172 1173, 1352 1353. SE/TE: Research Paper, 698 707; Citing Sources and Preparing Manuscript, R27; Citing/Documenting, 700; Using APA Style, R29; Using MLA Style, 325, R28; Research Paper, 698 707 Standard 3. Grammar/Usage and Mechanics -The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing. 1. Standard English Usage - Demonstrate correct use of Standard English in speaking and writing. a. Distinguish commonly confused words (e.g., there, their, they're; two, too, to; accept, except; affect, effect). SE/TE: Grammar, Usage, and Mechanics Handbook: Glossary of Common Usage, R43, R44. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361 26

b. Use correct verb forms and tenses. SE/TE: Verb, 72, 98, 126, 154, 155, 159, 673, 692, 738, 1358, 1359; Grammar, Usage, and Mechanics Handbook, R39 c. Use correct subject-verb agreement. SE/TE: Subject-verb agreement, 126, 159 d. Distinguish active and passive voice. SE/TE: Voice, 1358. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361 e. Use correct pronoun/antecedent agreement and clear pronoun reference. f. Use correct forms of comparative and superlative adjectives. SE/TE: Pronoun-Antecedent Agreement, 126, 159, 882; Pronouns, 126, 1286, 1356; Grammar, Usage, and Mechanics Handbook, R32, R39 SE/TE: Adjective, 218, 272, 381, 738, 766, 1024, 1248; Grammar, Usage, and Mechanics Handbook, R39 27

2. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing. a. Demonstrate correct use of capitals. SE/TE: Grammar, Usage, and Mechanics Handbook: Capitalization, R41. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361 b. Use correct formation of plurals. SE/TE: For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181 c. Demonstrate correct use of punctuation and recognize its effect on sentence structure. d. Use correct spelling of commonly misspelled words and homonyms. SE/TE: Punctuation: Colon, 434; Commas, 420, 825, 999; Exclamation Mark, 420; Quotation Marks, 52, 410, 411, 1212; Dashes, 1298; Grammar, Usage, and Mechanics Handbook, R41 SE/TE: Grammar, Usage, and Mechanics Handbook: Glossary of Common Usage, R43, R44. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361 3. Sentence Structure - Demonstrate appropriate sentence structure in writing. a. Use parallel structure. SE/TE: Parallelism, 82, 808, 1350 28

b. Correct dangling and misplaced modifiers. SE/TE: For related information see: Modifiers, 896; Editing, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361 c. Correct run-on sentences. SE/TE: Fragmented/run-on, 245; Grammar, Usage, and Mechanics Handbook, R40 d. Correct fragments. SE/TE: Fragmented/run-on, 245; Grammar, Usage, and Mechanics Handbook, R40 4. Apply appropriate manuscript conventions in writing including title page presentation, pagination, spacing and margins, and integration of sources and support material, by citing sources within the text, using direct quotations, and paraphrasing. SE/TE: Citing Sources and Preparing Manuscript, R27; Citing/Documenting, 700; Using APA Style, R29; Using MLA Style, 325, R28; Writing Workshop: Research Paper, 698 707; Activities: Research Paper, 1174; Report, 818; Multimedia Report, 698, 1174. See also Writing About Literature, 148 149, 236 237, 332 333, 568 569, 696 697, 816 817, 1034 1035, 1172 1173, 1352 1353. 29

Oral Language/Listening and Speaking - The student will demonstrate thinking skills in listening and speaking. Formulate thoughtful judgments about oral communication. Deliver focused and coherent presentations that convey clear and distinct perspectives and solid reasoning. Deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. Use gestures, tone, and vocabulary appropriate to the audience and purpose. Use the same Standard English conventions for oral speech that are used in writing. Standard 1. Listening - The student will listen for information and for pleasure. 1. Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker s messages. 2. Use effective strategies for listening that prepare for listening, identify the types of listening, and adopt appropriate strategies. 3. Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances. SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Critical Communication Skills, R37 Express CD-ROM; Teacher Express CD-ROM SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184 Express CD-ROM; Teacher Express CD-ROM SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Critical Communication Skills, R37. Opportunities to address this standard may be found on the following pages: Listening and Speaking Activities, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351 30

4. Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention. 5. Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations. Express CD-ROM; Teacher Express CD-ROM SE/TE: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering Persuasive Arguments, 344; Debate, 273, R37 Express CD-ROM; Teacher Express CD-ROM SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Critical Communication Skills, R37. Opportunities to address this standard may be found on the following pages: Listening and Speaking Activities, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351 Express CD-ROM; Teacher Express CD-ROM Standard 2. Speaking - The student will express ideas and opinions in group or individual situations. 1. Use a variety of verbal and nonverbal techniques in presenting oral messages such as pitch and tone of voice, posture, and eye contact, and demonstrate poise and control while presenting. SE/TE: Communications Workshop: Delivering a Speech, 160; Delivering a Persuasive Argument, 344; Presenting a Literary Interpretation, 828; Delivering an Oral Response to Literature, 1046; Delivering a Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174 1181; Activities: Debate, 273, R37; Oral Presentation, 673, 1176, 1364; Speech, 83, 547, 580; Oral Interpretation, 185, 435, 1157, 1315; Reading: Choral, 53; Dramatic, 501, 739, 767, 797, 1135; Multimedia, 1287; Oral Interpretive, 883; Poetry, 305; Themed, 1171; Recitation, 421; Retelling Epic/Fable, 143, 229; Critical Communication Skills, R38 31

2. Use logical, ethical, and emotional appeals that enhance a specific tone and purpose. 3. Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective presentations. 4. Ask clear questions for a variety of purposes and respond appropriately to the questions of others. Express CD-ROM; Teacher Express CD-ROM SE/TE: Communications Workshop: Delivering a Speech, 160; Delivering a Persuasive Argument, 344; Presenting a Literary Interpretation, 828; Delivering an Oral Response to Literature, 1046; Delivering a Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174 1181; Activities: Debate, 273, R37; Oral Presentation, 673, 1176, 1364; Speech, 83, 547, 580; Oral Interpretation, 185, 435, 1157, 1315 Express CD-ROM; Teacher Express CD-ROM SE/TE: Communications Workshop: Delivering a Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174 1181 Express CD-ROM; Teacher Express CD-ROM SE/TE: Questioning, 265, 266, 271, 502, 503, 506, 508, 510, 512, 516, 519, 522, 523, 525; Critical Reading, 24, 32, 43, 50, 66, 80, 96, 105, 110, 121, 124, 131, 140, 182, 199, 207, 216, 226, 270, 285, 288, 290, 299, 302, 312, 322, 379, 408, 417, 432, 456, 499, 524, 544, 552, 564, 609, 618, 641, 648, 664, 671, 682, 690, 733, 736, 750, 764, 777, 784, 794, 806, 850, 862, 878, 880, 888, 893, 894, 912, 927, 936, 971, 997, 1022, 1079, 1108, 1122, 1132, 1147, 1149, 1153, 1154, 1168, 1210, 1226, 1246, 1260, 1269, 1270, 1281, 1284, 1294, 1296, 1306, 1313, 1314, 1328, 1334, 1345, 1348 Express CD-ROM; Teacher Express CD-ROM 32

Visual Literacy: The student will interpret, evaluate, and compose visual messages. Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning. 1. Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesize material viewed, refer to images or information in visual media to support point of view). 2. Describe how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests). SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184 Express CD-ROM; Teacher Express CD-ROM SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184 Express CD-ROM; Teacher Express CD-ROM Standard 2. Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages. 1. Use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs. SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering a Multimedia Presentation, 1364; Activity: Film of Play, 865; Reading Informational Materials: Web Research, 528-531 Express CD-ROM; Teacher Express CD-ROM 33

2. Identify the rules and expectations about genre that can be manipulated for particular effects or purposes (e.g., combining or altering conventions of different genres, such as presenting news as entertainment; blurring of genres, such as drama-documentaries). SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering a Multimedia Presentation, 1364; Reading Informational Materials: Web Research, 528-531 Express CD-ROM; Teacher Express CD-ROM Standard 3. Compose Visual Messages - The student will create a visual message that effectively communicates an idea. 1. Design and develop genres such as nightly news, news magazines, and documentaries and identify the unique properties of each. 2. Compare, contrast, and critique various media coverage of the same events such as in newspapers, television, and on the Internet, and compose a study of the results. SE/TE: Communications Workshop: Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174 1181; Activities: Documentary, R38; Movie Preview/Proposal, 411, 693; Press Conference, 35, 621; TV News Report, 219; Collage, 1213; Poster, 293, 621; Timeline, 567, 1249 Express CD-ROM; Teacher Express CD-ROM SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering a Multimedia Presentation, 1364; Reading Informational Materials: Web Research, 528-531 Express CD-ROM; Teacher Express CD-ROM 34