Grade 6 Tennessee Course Level Expectations Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature. Student Book and Teacher Guide Anthology includes a variety of texts: fiction, nonfiction,and poetry. GLE 0601.8.2 Understand the characteristics of various literary genres (e.g., SB: pp. 46, 59. 80 poetry, novel, biography, short story, essay, drama). TG: pp. 25, 28, 37 GLE 0601.8.3 Recognize the conventions of various literary genres. TG: pp. 25, 28, 37 GLE 0601.8.4 Analyze works of literature for what is suggested about the historical period in which they were written. Checks for Understanding (Formative/Summative Assessment) 0601.8.1 Use previously learned strategies to comprehend informational SB: 24-27, 29-33, 46-49, 50-55, 96- texts (e.g., formulate questions before, during, and after reading; visualize, 100, 113-117 predict, identify the writer s purpose). TG: 14, 16, 25, 26, 41, 53 0601.8.2 Sequence and identify the plot s main events, their causes, and TG: 46 the influence of each event on future actions in texts. 0601.8.3 Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain their function in the text. 0601.8.4 Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts. TG: 13, 19 0601.8.5 Explore the concept of moral dilemma (as revealed by character motivation and behavior). 0601.8.6 Differentiate between internal and external conflict. SB: 59-63 TG: 28 0601.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots. SB: 59-63 TG: 28 0601.8.8 Identify the plot element of exposition (i.e., introduction of TG: 46 characters, setting, and conflict) in literary texts. 0601.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts. SB: 46-49, 142 TG: 25, 46, 57 0601.8.10 Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, TG: 13, 19 what the character says, what the character thinks). 0601.8.11 Identify the narration and point of view (e.g., first person, third person) in literary texts. 0601.8.12 Consider how forms and conventions within genres affect meaning (e.g., poetry, drama, essay). 0601.8.13 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme) figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku). 3 0601.8.14 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed. www.perfectionlearning.com 1
Grade 6 0601.8.15 Identify and explain the stated or implied theme of a literary text. 0601.8.16 Identify and explain the development of similar themes across two or more literary texts. 0601.8.17 Identify the historical period in which a literary text was written and explain the text in light of this understanding. 0601.8.18 Determine the appropriate meaning of figurative words and phrases (e.g., idioms, metaphors, similes) in passages. State Performance Indicators SPI 0601.8.1 Distinguish among various literary genres (e.g., fiction, drama, nonfiction, poetry). SPI 0601.8.2 Identify the setting and conflict of a passage. SB: 46-49, 142 TG: 25, 46, 57 SPI 0601.8.3 Determine the main ideas of plots, their causes, how they influence future actions, and how they are resolved. SPI 0601.8.4 Distinguish between first and third person points of view. SPI 0601.8.5 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology). SPI 0601.8.6 Identify the stated or implied theme of a literary text. SPI 0601.8.7 Analyze figurative language (i.e., hyperbole, simile, metaphor, personification,) within context. A variety of genres are represented in this text. SPI 0601.8.8 Identify examples of sound devices (i.e., accent, alliteration, onomatopoeia, rhyme, and repetition). SPI 0601.8.9 Identify patterns of rhyme and rhythm. SPI 0601.8.10 Determine the author's purpose for writing. SB: 56-58 TG: 27 Common Core State Standards» English Language Arts Standards» Reading: Literature» Grade 6 Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. SB: pp. 44, 78, 108 TG: p. 41 TG: pp. 28, 39 TG: p. 46 TG: pp. 21, 33, 47, 58 www.perfectionlearning.com 2
Grade 6 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6. Explain how an author develops the point of view of the narrator or speaker in a text. Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. 8. (Not applicable to literature) 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. TG: pp. 15, 30, 53 TG: p. 54 Anthology includes a variety of texts: fiction, nonfiction,and poetry, at a variety of levels. Suggestions for additional readings on page 59 include selections that are challenging, average, and easy. www.perfectionlearning.com 3
Grade 7 Tennessee Course Level Expectations Standard 8 - Literature Grade Level Expectations GLE 0701.8.1 Read and comprehend a variety of works from various forms of literature. Student Book and Teacher Guide Anthology includes a variety of texts: fiction, nonfiction,and poetry. GLE 0701.8.2 Understand the characteristics of various literary genres SB: pp. 46, 59, 80 (e.g., poetry, novel, biography, short story, essay, drama). TG: pp. 25, 28, 37 GLE 0701.8.3 Recognize the conventions of various literary genres. TG: pp. 25, 28, 37 GLE 0701.8.4 Analyze works of literature for what is suggested about the historical period in which they were written. GLE 0701.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme). SB: p. 78 TG: pp. 27, 30, 31 Checks for Understanding (Formative/Summative Assessment) 0701.8.1 Use previously learned strategies to comprehend informational SB: 24-27, 29-33, 46-49, 50-55, texts (e.g., formulate questions before, during, and after reading; visualize, 96-100, 113-117 predict, identify the writer s purpose). TG: 14, 16, 25, 26, 41, 53 0701.8.2 Sequence and identify the plot s main events, their causes, and TG: 46 the influence of each event on future actions. 0701.8.3 Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain their function in the text. 0701.8.4 Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts. TG: 13, 19 0701.8.5 Identify moral dilemmas in works of literature, as revealed by character motivation and behavior. 0701.8.6 Differentiate between internal and external conflict. SB: 59-63 TG: 28 0701.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots. 0701.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). 0701.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts. 0701.8.10 Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks). 0701.8.11 Identify the narration and point of view (e.g., first person, thirdperson objective, third-person limited, third-person omniscient) in literary texts. 0701.8.12 Consider how forms and conventions within genres (poetry, drama, essays, short stories) affect meaning. 0701.8.13 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem s meaning and to the poem s effect. SB: 59-63 TG: 28 TG: 46 SB: 46-49, 142 TG: 25, 46, 57 TG: 13, 19 www.perfectionlearning.com 4
Grade 7 0701.8.14 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed. 0701.8.15 Identify and explain the stated or implied theme of a literary text. 0701.8.16 Identify and explain the development of similar themes across two or more literary texts. 0701.8.17 Identify the historical period in which a literary text was written and explain the text in light of this understanding. 0701.8.18 Demonstrate understanding that an author s individual viewpoint may differ from the general values, attitudes, and beliefs of the author s society and culture. 0701.1.19 Determine the appropriate meaning of figurative words and phrases (e.g., idiom, metaphor, simile, personification, pun) in passages. 0701.1.20 Explore the concept of allusion. State Performance Indicators SPI 0701.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement. SPI 0701.8.2 Identify the author s point of view (i.e., first person, thirdperson objective, third-person limited, third-person omniscient). SPI 0701.8.3 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. SPI 0701.8.4 Determine the common characteristics of literary drama, nonfiction, novels, poetry, and short stories. SPI 0701.8.5 Identify the stated or implied theme of a literary text. SPI 0701.8.6 Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks). SPI 0701.8.7 Identify flashback, foreshadowing, and symbolism within context. SPI 0701.8.8 Analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context. SPI 0701.8.9 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology). SPI 0701.8.10 Identify and analyze figurative language (i.e., hyperbole, TG: 13, 19 simile, metaphor, personification, pun) within context. SPI 0701.8.11 Recognize and identify words within context that reveal particular time periods and cultures. SPI 0701.8.12 Identify the author s purpose for writing. SB: 56-58 TG: 27 www.perfectionlearning.com 5
Grade 7 Common Core State Standards» English Language Arts Standards» Reading: Literature» Grade 7 Key Ideas and Details 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 5. Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). 8. (Not applicable to literature) 9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. SB: pp. 44, 78, 108 TG: p. 41 TG: pp. 28, 39 TG: pp. 25, 44, 57 TG: pp. 21, 33, 47, 58 TG: p. 43 TG: p. 13 Anthology includes a variety of texts: fiction, nonfiction,and poetry, at a variety of levels. Suggestions for additional readings on page 59 include selections that are challenging, average, and easy. www.perfectionlearning.com 6
Grade 8 Tennessee Course Level Expectations English I Standard 8-Literature Course Level Expectations GLE 0801.8.1 Read and comprehend a variety of works from different forms of literature. Student Book and Teacher Guide Anthology includes a variety of texts: fiction, nonfiction,and poetry. GLE 0801.8.2 Understand the characteristics of various literary genres SB: pp. 46, 59, 80 (e.g., poetry, novel, biography, short story, essay, drama). TG: pp. 25, 28, 37 GLE 0801.8.3 Recognize the conventions of various literary genres. TG: pp. 25, 28, 37 GLE 0801.8.4 Analyze works of literature for what is suggested about the historical period in which they were written. GLE 0801.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme). SB: p. 78 TG: pp. 27, 30, 31 Checks for Understanding (Formative/Summative Assessment) 0801.8.1 Use previously learned strategies to comprehend informational SB: 24-27, 29-33, 46-49, 50-55, texts (e.g., formulate questions before, during, and after reading; visualize; 96-100, 113-117 predict; identify the writer s purpose). TG: 14, 16, 25, 26, 41, 53 0801.8.2 Sequence and identify the plot s events, their causes, and the TG: 46 influence of each event on future actions. 0801.8.3 Identify plot development techniques (e.g., foreshadowing, flashbacks) and explain their function in the text. 0801.8.4 Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts. TG: 13, 19 0801.8.5 Identify and analyze moral dilemmas in works of literature, as revealed by character motivation and behavior. 0801.8.6 Differentiate between internal and external conflict. SB: 59-63 TG: 28 0801.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots. 0801.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). 0801.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts. 0801.8.10 Identify how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks). 0801.8.11 Analyze the narration and point of view (e.g., first person, thirdperson objective, third-person limited, third-person omniscient) in literary texts. 0801.8.12 Consider how forms and conventions within genres (e.g., poetry, drama, essays, short stories) affect meaning. 0801.8.13 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). SB: 59-63 TG: 28 SB: 46-49, 142 TG: 25, 46, 57 TG: 13, 19 www.perfectionlearning.com 7
Grade 8 0801.8.14 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem s meaning and to the poem s effect. 0801.8.15 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed. 0801.8.16 Identify and explain the theme of a literary text, distinguishing theme from topic. 0801.8.17 Identify and explain the development of stated or implied similar themes across two or more literary texts. 0801.8.18 Distinguish among the types of literary plot conflicts (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology, person vs. society). 0801.8.19 Identify the historical period in which a literary text was written and explain the text in light of this understanding. 0801.8.20 Recognize that the author s viewpoint may or may not reflect the culture or mores of the time in which the author lives. 0801.8.21 Recognize and analyze biblical, classical, cultural, historical, and literary allusions. 0801.8.22 Explore the concept of allegory. State Performance Indicators SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement. SPI 0801.8.2 Identify and analyze the author s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient). SPI 0801.8.3 Determine how a story changes if the point of view is changed. SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts. SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context. SPI 0801.8.9 Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, onomatopoeia, free verse, repetition, internal rhyme, slant rhyme). TG: 13, 19 www.perfectionlearning.com 8
Grade 8 SPI 0801.8.10 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology). SPI 0801.8.11 Identify and analyze a literary character s moral dilemma. SB: 59-63 TG: 28 SPI 0801.8.12 Recognize and identify words within context that reveal particular time periods and cultures. SPI 0801.8.13 Determine the influence of culture and ethnicity on the themes and issues of literary texts. SPI 0801.8.14 Identify the author s purpose for writing. SB: 56-58 TG: 27 Common Core State Standards» English Language Arts Standards» Reading: Literature» Grade 8 Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge and Ideas 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. SB: pp. 44, 78, 108 TG: p. 41 TG: pp. 28, 39 TG: pp. 25, 44, 57 TG: pp. 21, 33, 47, 58 TG: p. 30 TG: pp. 13, 27 www.perfectionlearning.com 9
Grade 8 8. (Not applicable to literature) 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. Anthology includes a variety of texts: fiction, nonfiction,and poetry, at a variety of levels. Suggestions for additional readings on page 59 include selections that are challenging, average, and easy. www.perfectionlearning.com 10
Grade 9 Tennessee Course Level Expectations English I Standard 8-Literature Course Level Expectations CLE 3001.8.1 Demonstrate knowledge of significant works of world literature. CLE 3001.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama). CLE 3001.8.3 Recognize the conventions of various literary genres and understand how they articulate the writer s vision. CLE 3001.8.4 Analyze works of literature for what is suggested about the historical period in which they were written. CLE 3001.8.5 Know and use appropriate literary terms to derive meaning from various literary genres. Checks for Understanding (Formative/Summative Assessment) 3001.8.1 Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels. 3001.8.2 Demonstrate understanding of non-linear plot progressions. 3001.8.3 Analyze how plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) function and advance action. 3001.8.4 Analyze the role and function of characters (major/minor, protagonists/ antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). 3001.8.5 Analyze the moral dilemmas in works of literature, as revealed by character motivation and behavior. 3001.8.6 Identify ways that the plot shapes the character and the presentation of moral dilemmas in texts. 3001.8.7 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts. 3001.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift, with multiple characters acting as narrators. 3001.8.9 Explain the impact of the author s choice of a particular point of view (e.g., first person, third-person objective, third-person limited, thirdperson omniscient). 3001.8.10 Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic). Student Book and Teacher Guide SB: pp. 46, 59, 80 TG: pp. 25, 28, 37 TG: pp. 25, 28, 37 SB: p. 78 TG: pp. 27, 30, 31 SB: 34-41, 64-76, 106, 107, 124-137 TG: 17, 29, 44, 55 TG: 46 TG: 13, 19 SB: 46-49, 142 TG: 25, 46, 57 3001.8.11 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad., 42-43, 77, 106-107, 142, 18, 30, 44, 57 www.perfectionlearning.com 11
Grade 9 3001.8.12 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). 3001.8.13 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside). 3001.8.14 Identify, analyze, and evaluate the development of the theme(s) of a literary text. 3001.8.15 Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity. 3001.8.16 Analyze literary texts to identify the author s attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts. 3001.8.17 Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing. 3001.8.18 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). 3001.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions. State Performance Indicators SPI 3001.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. SPI 3001.8.2 Differentiate among verbal, situational, and dramatic irony. SPI 3001.8.3 Identify and analyze an author s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient). SPI 3001.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). SPI 3001.8.5 Determine the significance/meaning of a symbol in poetry or prose. SPI 3001.8.6 Identify and analyze standard literary elements (i.e., allegory, paradox, parody, foreshadowing, flashback). SPI 3001.8.7 Differentiate between mood and tone in poetry or prose. SPI 3001.8.8 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone). SPI 3001.8.9 Identify the common stated or implied theme in a series of passages. SPI 3001.8.10 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, repetition, alliteration, onomatopoeia). TG: 13, 19 SB: 46-49, 142 TG: 25, 46, 57 SPI 3001.8.11 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads., 42-43, 77, 106-107, 142, 18, 30, 44, 57 www.perfectionlearning.com 12
Grade 9 SPI 3001.8.12 Identify the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). SPI 3001.8.13 Locate words or phrases in a passage that provide historical or cultural cues. SPI 3001.8.14 Identify classical, historical, and literary allusions in context. SPI 3001.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). TG: 46 SPI 3001.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic). Common Core State Standards» English Language Arts Standards» Reading: Literature» Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus). SB: pp. 44, 78, 108 TG: p. 41 TG: pp. 28, 39 TG: pp. 21, 33, 47, 58 www.perfectionlearning.com 13
Grade 9 8. (Not applicable to literature) 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Anthology includes a variety of texts: fiction, nonfiction,and poetry, at a variety of levels. Suggestions for additional readings on page 59 include selections that are challenging, average, and easy. www.perfectionlearning.com 14
Grade 10 Tennessee Course Level Expectations English II Standard 8 -Literature Course Level Expectations CLE 3002.8.1 Demonstrate knowledge of significant works of world literature. CLE 3002.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama). CLE 3002.8.3 Recognize the conventions of various literary genres and understand how these conventions articulate the writer s vision. CLE 3002.8.4 Analyze works of literature for what is suggested about the historical period in which they were written. CLE 3002.8.5 Know and use appropriate literary terms to derive meaning from various literary genres. Checks for Understanding (Formative/Summative Assessment) 3002.8.1 Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels. 3002.8.2 Demonstrate understanding of non-linear plot progressions. 3002.8.3 Analyze how plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) function and advance action. 3002.8.4 Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). 3002.8.5 Analyze the moral dilemmas in works of literature, as revealed by character motivation and behavior. 3002.8.6 Identify ways that the plot shapes the character and presentation of moral dilemmas in texts. 3002.8.7 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts. 3002.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift, with multiple characters acting as narrators. 3002.8.9 Explain the impact of the author s choice of a particular point of view (e.g., first person, third-person objective, third-person limited, thirdperson omniscient). 3002.8.10 Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic). Student Book and Teacher Guide SB: pp. 46, 59, 80 TG: pp. 25, 28, 37 TG: pp. 25, 28, 37 SB: p. 78 TG: pp. 27, 30, 31 SB: 34-41, 64-76, 106, 107, 124-137 TG: 17, 29, 44, 55 TG: 46 TG: 13, 19 SB: 59-63 TG: 28 SB: 46-49, 142 TG: 25, 46, 57 3002.8.11 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad., 42-43, 77, 106-107, 142, 18, 30, 44, 57 www.perfectionlearning.com 15
Grade 10 3002.8.12 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). 3002.8.13 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside). 3002.8.14 Identify, analyze, and evaluate the development of the theme(s) of a literary text. 3002.8.15 Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity. 3002.8.16 Analyze literary texts to identify the author s attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts. 3002.8.17 Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing. 3002.8.18 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). 3002.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions. State Performance Indicators SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. SPI 3002.8.2 Differentiate among verbal, situational, and dramatic irony. SPI 3002.8.3 Identify and analyze an author s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient). SPI 3002.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). SPI 3002.8.5 Determine the significance/meaning of a symbol in poetry or prose. SPI 3002.8.6 Differentiate between mood and tone in poetry or prose. SPI 3002.8.7 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone). SPI 3002.8.8 Identify and analyze the common theme in a series of passages. SPI 3002.8.9 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia). SPI 3002.8.10 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. SPI 3002.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). TG: 13, 19 SB: 46-49, 142 TG: 25, 46, 57, 42-43, 77, 106-107, 142, 18, 30, 44, 57 www.perfectionlearning.com 16
Grade 10 SPI 3002.8.12 Locate words or phrases in a passage that provide historical or cultural cues. SPI 3002.8.13 Identify and analyze standard literary elements (i.e., allegory, parable, paradox, parody, satire, foreshadowing, flashback). SPI 3002.8.14 Identify classical, historical, and literary allusions in context. SPI 3002.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). TG: 46 SPI 3002.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper on the same theme or topic). Common Core State Standards» English Language Arts Standards» Reading: Literature» Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus). 8. (Not applicable to literature) SB: pp. 44, 78, 108 TG: p. 41 TG: pp. 28, 39 TG: pp. 21, 33, 47, 58 www.perfectionlearning.com 17
Grade 10 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Anthology includes a variety of texts: fiction, nonfiction,and poetry, at a variety of levels. Suggestions for additional readings on page 59 include selections that are challenging, average, and easy. www.perfectionlearning.com 18
Grade 11 Tennessee Course Level Expectations English III Standard 8 -Literature In Tennessee, American literature is customarily taught at the junior level. Course Level Expectations CLE 3003.8.1 Demonstrate knowledge of significant works of American literature from the colonial period to the present and make relevant comparisons. CLE 3003.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama). CLE 3003.8.3 Recognize the conventions of various literary genres and understand how they articulate the writer s vision. CLE 3003.8.4 Analyze works of American literature for what is suggested about the historical period in which they were written. CLE 3003.8.5 Know and use appropriate literary terms to derive meaning and comprehension from various literary genres. Checks for Understanding (Formative/Summative Assessment) 3003.8.1 Analyze a literary work, using the characteristics of the literary time period that it represents. 3003.8.2 Compare and contrast the elements (e.g., form, language, plot, and characters) of two works representing different literary periods (e.g., The Scarlet Letter and An American Tragedy ). 3003.8.3 Analyze how plot developments determine characters conflicts and dilemmas. 3003.8.4 Analyze the function and effect of plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) in complex literary texts. 3003.8.5 Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). 3003.8.6 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in complex literary texts. 3003.8.7 Analyze the narration and point of view (e.g., first person, third-person objective, third-person limited, third-person omniscient) in complex literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators and/or with some characters serving as unreliable narrators. 3003.8.8 Consider the characteristics of genre and the limitations of form when interpreting complex texts. 3003.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). 3003.8.10 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epics, sonnets, dramatic poetry, and ballads. Student Book and Teacher Guide SB: pp. 46, 59, 80 TG: pp. 25, 28, 37 TG: pp. 25, 28, 37 SB: p. 78 TG: pp. 27, 30, 31 TG: 13, 19 SB: 46-49, 142 TG: 25, 46, 57, 42-43, 77, 106-107, 142, 18, 30, 44, 57 www.perfectionlearning.com 19
Grade 11 3003.8.11 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside). 3003.8.12 Identify elements of literary drama (e.g., dramatic irony, soliloquy, stage direction, dialogue) and evaluate the ways in which they articulate a playwright s vision in complex plays. 3003.8.13 Identify, analyze, and explain the multiple levels of theme(s) within a complex literary text and of similar or contrasting themes across two or more texts. 3003.8.14 Analyze works of literature as reflections of the historical period in which they were written. 3003.8.15 Analyze texts to identify the author s attitudes, viewpoints, and beliefs and to critique how these relate to the larger historical, social, and cultural context of the texts. 3003.8.16 Identify and analyze the use of literary elements such as irony, archetype, allegory, parody, satire, parable, paradox, symbol, and foreshadowing. 3003.8.17 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole). 3003.8.18 Use prior knowledge and explicit study to identify the meaning of biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante s Inferno ). 3003.8.19 Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that launched a thousand ships, flying too close to the sun). State Performance Indicators SPI 3003.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. SPI 3003.8.2 Differentiate among verbal, situational, and dramatic irony. SPI 3003.8.3 Analyze the effect of literary point-of-view (first person, third-person objective, third-person limited, third-person omniscient) on characters, theme, and conflict of a literary work. SPI 3003.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). SPI 3003.8.5 Identify the symbol of a literary passage and determine the theme it supports. SPI 3003.8.6 Identify and analyze standard literary elements (i.e., archetype, allegory, parable, paradox, parody, satire, foreshadowing, flashback). SPI 3003.8.7 Analyze the impact of setting on the mood and plot of a literary passage. SPI 3003.8.8 Analyze sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia). SPI 3003.8.9 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. SPI 3003.8.10 Analyze the development of similar or contrasting themes across two or more literary passages. TG: 13, 19 SB: 46-49, 142 TG: 25, 46, 57, 42-43, 77, 106-107, 142, 18, 30, 44, 57 www.perfectionlearning.com 20
Grade 11 SPI 3003.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). SPI 3003.8.12 Locate words or phrases within a passage that provide historical or cultural cues. SPI 3003.8.13 Analyze texts to identify the author s life experiences, attitudes, viewpoints, and beliefs and how these relate to the larger historical, social, and cultural context of his or her work. SPI 3003.8.14 Identify classical, historical, and literary allusions in context. SPI 3003.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). SPI 3003.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic). Common Core State Standards» English Language Arts Standards» Reading: Literature» Grade 11-12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. TG: 46 SB: pp. 44, 78, 108 TG: p. 41 3. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. TG: pp. 21, 33, 47, 58 www.perfectionlearning.com 21
Grade 11 6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 8. (Not applicable to literature) 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Range of Reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Anthology includes a variety of texts: fiction, nonfiction,and poetry, at a variety of levels. Suggestions for additional readings on page 59 include selections that are challenging, average, and easy. www.perfectionlearning.com 22
Grade 11 Tennessee Course Level Expectations English IV Standard 8 - Literature Course Level Expectations CLE 3005.8.1 Demonstrate knowledge of significant works of British literature from the Anglo-Saxon period to the present and make relevant comparisons. CLE 3005.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama). CLE 3005.8.3 Recognize the conventions of various literary genres and understand how they articulate the writer s vision. CLE 3005.8.4 Analyze works of British literature for what is suggested about the historical period in which they were written. CLE 3005.8.5 Know and use appropriate literary terms to derive meaning and comprehension from various literary genres. Checks for Understanding (Formative/Summative Assessment) 3005.8.1 Analyze a literary work, using the characteristics of the literary time period that it represents. 3005.8.2 Compare and contrast the elements (e.g., form, language, plot, and characters) of two works representing different literary periods (e.g., Beowulf and Paradise Lost). 3005.8.3 Analyze how plot developments determine characters conflicts and dilemmas. 3005.8.4 Analyze function and effect of plot structure in complex literary texts. 3005.8.5 Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). 3005.8.6 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in complex literary texts. 3005.8.7 Analyze the narration and point of view (e.g., first person, thirdperson objective, third-person limited, third-person omniscient) in complex literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators and/or with some characters serving as unreliable narrators. 3005.8.8 Consider the characteristics of genre and the limitations of form when interpreting complex texts. Student Book and Teacher Guide SB: pp. 46, 59, 80 TG: pp. 25, 28, 37 TG: pp. 25, 28, 37 SB: p. 78 TG: pp. 27, 30, 31 TG: 13, 19 SB: 46-49, 142 TG: 25, 46, 57 3005.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). www.perfectionlearning.com 23