STANDARD 1: DISCUSSION* Students will use agreed-upon rules for informal and formal discussions in small and large groups.

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum Level '2002 Massachusetts English Language Arts Curriculum Framework (Grades 9-10) LANGUAGE STRAND STANDARD 1: DISCUSSION* Students will use agreed-upon rules for informal and formal discussions in small and large groups. 1.5Identify and practice techniques such as setting time limits for speakers and deadlines for decision-making to improve productivity of group discussions. For example, in preparation for a student council meeting, students plan an agenda for discussion, including how long they will allow each speaker to present their case or argument. They build into their agenda time for making decisions and taking votes on key issues. SE/TE: Book discussion, 349, Group discussion, 135, 729, Games discussion, 363, Panel discussion, 1045, Book discussion, 349, Debate, 115, 165, 495, 509, 859, Informal debate, 165 Literature Audiocassettes/CDs, Got It! Assessment Videotapes STANDARD 2: QUESTIONING, LISTENING, AND CONTRIBUTING* Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge. 2.5Summarize in a coherent and organized way what they have learned from a focused discussion. For example, students discuss similarities and differences in the social and political contexts for the views of Thoreau, Gandhi, and Martin Luther King, Jr. on civil disobedience. Then they summarize what they learned from the discussion, noting similarities and differences in the political and social contexts. SE/TE: Effective listening, 652, Summarizing, 127, 128, 133, Book discussion, 349, Group discussion, 135, 729, Games discussion, 363, Panel discussion, 1045 Literature Audiocassettes/CDs, Got It! Assessment Videotapes 1

STANDARD 3: ORAL PRESENTATION* Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. 3.14 Give formal and informal talks to various audiences and for various purposes using appropriate level of formality and rhetorical devices. 3.15Analyze effective speeches made for a variety of purposes and prepare and deliver a speech containing some of these features. For example, students study the rhetoric of formal speaking by reading or listening to such memorable speeches as John F. Kennedy s inaugural address, one of Franklin D. Roosevelt s fireside chats, or Susan B. Anthony s Petition to Congress for Women Suffrage. After analyzing several of these models, students write and deliver a short persuasive speech on a current topic of interest. 3.16 Create an appropriate scoring guide to prepare and assess their own presentations, and to assist others in preparing and improving their presentations. SE/TE: Dramatic monologue, 67, Dramatic reading, 881, Effective listening, 652, Debate, 115, 165, 495, 509, 859, Demonstration, 757, Descriptive presentation, 234, Arguments, 530, Mock trial, 811, Monologue, 213, 611, Motivational speech, 573, Narrative presentation, 120, Oral: reading, 273, response, 762, Poetry reading, 473, 947, 967, 979, Speech, 99, 177, 203, 573, 647, Speech analysis, 691, Storytelling, 547, 1075 TE: Drama (Enrichment), 896, Performing Arts Connection (Enrichment), 782 Literature Audiocassettes/CDs, Got It! Assessment Videotapes SE/TE: Effective listening, 652, Analyzing types of arguments, 532, Descriptive presentation, 234, Arguments, 530, Motivational speech, 573, Speech, 99, 177, 203, 573, 647, Award speech, 395, Royal speech, 647, Speech analysis, 691 Literature Audiocassettes/CDs, Got It! Assessment Videotapes SE/TE: Charts, 297, 1045, Bar graph, 495, Effective listening, 652, Analyzing types of arguments, 532, Visual representation, 276 Literature Audiocassettes/CDs, Got It! Assessment Videotapes 2

STANDARD 4: VOCABULARY AND CONCEPT DEVELOPMENT Students will understand and acquire new vocabulary, and use it correctly in reading and writing. 4.23 Identify and use correctly idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. 4.24 Use knowledge of Greek, Latin, and Norse mythology, the Bible, and other works often alluded to in British and American literature to understand the meanings of new words. For example, students come across the word narcissistic in a literary work and reread the myth of Narcissus and Echo to understand the meaning of narcissistic. After they encounter the words genetic or mercury in their readings for science, they read a portion of Genesis to understand genetic, or the myth about the god Mercury to understand the meaning of mercury or mercurial. SE/TE: Words: in context, 408, 630, meanings, 78, 176, 262, multiple meanings, 932, Word forms, 848, Context, 154, 192, 588, 610, 946, Literal comprehension, 3, Interactive reading strategies, 125, 239, Figurative language, IN9, 949, 955, R9, who, whom, who s and whose, 859, Commonly confused words, accept and except, 494, to, too, and two, 992, among and between, 946, just, only, 546, their, there, and they re, 932, fewer, less, R22, good and well, 744, R22, than and then, 720, R23, lay and lie, 212, R22, amount and number, any and all, around, as, because, like, as to, bad, badly, because of, due to, being as, being that, beside, besides, can, may, different from, different than, farther, further, hopefully, its, it s, kind of, sort of, leave, let, raise, rise, set, sit, so, so that, that, which, who, unique, when, where, R22-23, TE: Context Clues (Reading and Vocabulary), 44, Forms of sagacity, 437, Latin Word Roots, 445, 457, 870, Latin Prefixes, 939, Greek Roots, 796, 970 SE/TE: Words: from myths, 212, 630, in context, 408, 630, meanings, 78, 176, 262, multiple meanings, 932, Word forms, 848, Context, 154, 192, 588, 610, 946 TE: Context Clues (Reading and Vocabulary), 44, Mythology (Background), 799, Mythology Connection (Enrichment), 796, Religion (Background), 780, 800, 805, Latin Word Roots, 445, 457, 870, Latin Prefixes, 939, Greek Roots, 796, 970 3

4.25Use general dictionaries, specialized dictionaries, thesauruses, or related references to increase learning as needed. SE/TE: Reference materials, 1076, Graphic Aids, 533, Text aids, 767, 821, 823, 825, 833, 835, 838, Charts, 297, 1045, Dialect chart, 967, Library resources chart, 135, Analyzing structure and format, 24, 27, text structures, 522, 525 STANDARD 5: STRUCTURE AND ORIGINS OF MODERN ENGLISH Students will analyze standard English grammar and usage, and recognize how its vocabulary has developed and been influenced by other languages. 5.18 Identify simple, compound, complex and compound-complex sentences. 5.19 Identify nominalized, adjectival, adverbial clauses. 5.20 Recognize the functions of verbals: participles, gerunds, and infinitives. SE/TE: Sentences, 588, Complete predicates, 262, Complete subjects, 252, Compound predicates, 296, Compound subjects, 310, Fragments, R19, Indicative mood, 839, Nominative case, 78, Nonrestrictive appositives, 708, Objective case, 78, Objective pronouns, 789, Parallel structure, 630, Subject and verb agreement, 164, 572, 460, Verbs, action, 134, helping, intransitive, R19, Verbs, lay and lie, 212, linking, 134, regular, irregular, 154, subject agreement, 164, tenses, 192, 646 TECH: Writing and Grammar itext CD-, Test Bank Software, Got It! Assessment Videotapes SE/TE: Adjective clauses, 372, 610, R20, Adverb clauses, 394, R20, Elliptical clauses, 810, 956 TECH: Writing and Grammar itext CD-, Test Bank Software, Got It! Assessment Videotapes SE/TE: Participial phrase, R20, Participles, 460, Gerunds, 460, 520, R20, Infinitive phrases, 472, R20, Infinitives, 472, 508 TECH: Writing and Grammar itext CD-, Test Bank Software, Got It! Assessment Videotapes 4

5.21 Analyze the structure of a sentence (traditional diagram, transformational model) For example, students analyze the clauses and phrases in the first two lines of Robert Louis Stevenson s poem, My Shadow : I have a little shadow that goes in and out with me And what can be the use of him is more than I can see. 5.22 Identify rhetorically functional sentence structure (parallelism, properly placed modifiers). 5.23 Describe the origins and meanings of common words and foreign words or phrases used frequently in written English and show their relationship to historical events or developments (glasnost, coup d tat). SE/TE: Parallel structure, 630, Sentences, 588, Complete predicates, 262, Complete subjects, 252, Compound predicates, 296, Compound subjects, 310, Fragments, R19, Indicative mood, 839, Nominative case, 78, Nonrestrictive appositives, 708, Objective case, 78, Objective pronouns, 789, Subject and verb agreement, 164, 572 TECH: Writing and Grammar itext CD-, Test Bank Software, Got It! Assessment Videotapes SE/TE: Sentences, 588, R19, Parallel structure, 630, Modifiers, 114, 756, Structure and format, 24, 27 TE: TECH: Writing Skills, 1058 (Sequence of Ideas) Writing and Grammar itext CD-, Test Bank Software, Got It! Assessment Videotapes SE/TE: Words: from myths, 212, 630, in context, 408, 630, meanings, 78, 176, 262, multiple meanings, 932, Word forms, 848, Context, 154, 192, 588, 610, 946, Medieval vocabulary, 1023, Spanish vocabulary, 500, Vocabulary connection, 705, 848, 869 TE: Context Clues (Reading and Vocabulary), 44, Mythology (Background), 799, Mythology Connection (Enrichment), 796, Religion (Background), 780, 800, 805 STANDARD 6: FORMAL AND INFORMAL ENGLISH Students will describe, analyze, and use appropriately formal and informal English. 6.8 Identify content-specific vocabulary, terminology, or jargon unique to particular social or professional groups. SE/TE: Agricultural vocabulary, 143, Musical vocabulary, 705, Vocabulary connection, 705, 848, 869 TE: Context Clues (Reading and Vocabulary), 44 5

6.9 Identify differences between the voice, tone, diction, and syntax used in media presentations (documentary films, news broadcasts, taped interviews) and these elements in informal speech. SE/TE: Media presentation, 762, Speech analysis, 691, Analyze a media presentation, 762, Analyzing types of arguments, 532, Comparing media coverage, 422, Effective listening, 652 Literature Audiocassettes/CDs, Got It! Assessment Videotapes READING AND LITERATURE STRAND STANDARD 7: BEGINNING READING Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech. The majority of students will have met these standards by the end of Grade 4, although teachers may need to continue addressing earlier standards. SE/TE: Reading Strategy (Prepare to Read), 5, 29, 49, 69, 81, 93, 101, 127, 137, 157, 167, 181, 195, 205, 215, 241, 255, 265, 279, 289, 299, 317, 341, 351, 365, 375, 397, 429, 443, 455, 463, 483, 497, 511, 539, 549, 575, 595, 613, 637, 659, 675, 693, 711, 723, 733, 747, 771, 790, 821, 840, 860, 883, 900, 927, 937, 949, 959, 969, 985, 1005, 1019, 1051, 1063 TE: Assessment Practice (Reading Comprehension), 20, 64, 76, 88, 96, 112, 132, 152, 162, 174, 190, 200, 210, 222, 250, 260, 270, 284, 294, 308, 326, 346, 360, 370, 392, 406, 438, 450, 458, 470, 492, 506, 518, 544, 628, 644, 666, 688, 706, 718, 726, 742, 754, 787, 808, 837, 857, 879, 897, 912, 976, 990, 1014 Literature Audiocassettes/CDs, Got It! Assessment Videotapes STANDARD 8: UNDERSTANDING A TEXT Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. For imaginative / literary texts: 8.29 Identify and analyze patterns of imagery or symbolism. SE/TE: Interactive reading strategies, 125, 239, Picture the imagery, 925, Constructing meaning, 537, Engaging the senses, 317, 320, 323, 427, 511, 517, 519, Forming mental images, 93, 96,97, 239, 255, 258, 261, 985, 991, Identifying relationships, 537, 539, 542, 545, Patterns of organization, 659, 661, 667, 980, 983, Relating text and pictures, 463, 471 TE: Symbols, 83, Imagery, 94, 95, Picturing the Imagery, 986 6

For imaginative / literary texts: 8.30 Identify and interpret themes and give supporting evidence from a text. For informational / expository texts: 8.31 Analyze the logic and use of evidence in an author s argument. For example, students read two political columnists in The Boston Globe, such as David Nyhan and Jeff Jacoby, and identify the authors main arguments. Then they discuss the strengths and weaknesses of the arguments and cite the authors best evidence as set forth in the columns. SE/TE: Theme, IN3, 157, 163, 279, 397, 399, 405, 407, 443, 447, 451, 637, 641, 643, 645, R13, implied, 157, 163, R13, stated, 157, 163, R13, universal, 101, 113, 215, 223, R13 TE: Theme, 402, 447, 639, Writer s Message, 400, Stated and Implied Themes, 160, 161, 445 SE/TE: Opinion and fact, 3, 29, 41, 45, Recognizing facts and impressions, 657, 711, 712, 717, 719, Facts and opinions, 263, 373, 757, Fact vs. opinion, 3, 657, Propaganda, 653, Persuasive articles, 410, Relating, modes of persuasion, 410, 413, Evaluate, credibility of information sources, 274, 277, 590, 593, a writer s message, 397, 407, Identify author s purpose, 125, with a character, 767, evidence, 657, relationships, 537, speaker, 925 TE: Writer s Message, 400, Critical Review, 736, Stated and Implied Themes, 160, 161, 445, Fact and Opinion, 31, 41, Author s Perspective, 32, 40, 41, 370 STANDARD 9: MAKING CONNECTIONS Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background. 9.6 Relate a literary work to primary source documents from its historical period. Students read The Scarlet Letter by Nathaniel Hawthorne. In order to deepen their understanding of the early colonial period and of Puritan beliefs, they read poems by Anne Bradstreet, transcripts of witch trials in Salem, Sinners in the Hands of an Angry God by Jonathan Edwards (a sermon written during the Great Awakening), and More Wonders of the Invisible World in Narratives of the Witchcraft Cases, 1648-1706 by Robert Calef. Then students relate what they have learned to events, characters, and themes in The Scarlet Letter. SE/TE: History connection, 305, 322, 491, 599, 607, 1037, Comparing and contrasting, 659, 1003, 1005, 1010, 1011, 1015, information from several sources, 812, 815, Connections: Art, 730, Geography, 37, History, 312, 414, 882, Humanities, 474, Media, 178, 1046, Music, 934, Technology, 632 TE: Literature (Background), 775, 778, 843, 863, 1021, 1039, Culture (Background), 702, 774, 1038, Religion (Background), 780, 800, 805, Mythology (Background), 799, Mythology Connection (Enrichment), 796, Humanities Connection (Enrichment), 798, 800, 819, Literary Connection (Enrichment), 989 7

STANDARD 10: GENRE Students will identify, analyze, and apply knowledge of the characteristics of different genres. 10.5Compare and contrast the presentation of a theme or topic across genres to explain how the selection of genre shapes the message. For example, students compare and contrast three reactions to Lincoln s death: Walt Whitman s poem, O Captain, My Captain, Frederick Douglass s eulogy, and the report in the New York Times on April 12, 1865. They make specific contrasts between the impersonal newspaper report and the personal poem and eulogy, and between the two personal genres. SE/TE: Theme, IN3, 157, 163, 279, 397, 399, 405, 407, 443, 447, 451, 637, 641, 643, 645, R13, implied, 157, 163, R13, stated, 157, 163, R13, universal, 101, 113, 215, 223, R13, Literary Analysis (Prepare to Read), 5, 29, 49, 69, 81, 93, 101, 127, 137, 157, 167, 181, 195, 205, 215, 241, 255, 265, 279, 289, 299, 317, 341, 351, 365, 375, 397, 429, 443, 455, 463, 483, 497; Literary Analysis (Prepare to Read), 511, 539, 549, 575, 595, 613, 637, 659, 675, 693, 711, 723, 733, 747, 771, 790, 821, 840, 860, 883, 900, 927, 937, 949, 959, 969, 985, 1005, 1019, 1051, 1063, Literary Analysis (Review and Assess), 21, 45, 65, 77, 89, 97, 113, 133, 153, 163, 175, 191, 201, 211, 223, 251, 261, 271, 285, 295, 309, 327, 347, 361, 371, 393, 407, 439, 451, 459, 471, 493, 507, 519, 545, 571, 587, 609, 629, 645, 667, 689, 707, 719, 727, 793, 755, 788, 809, 838, 858, 880, 898, 913, 931, 945, 955, 965, 977, 991, 1015, 1043, 1059, 1073 TE: Theme, 402, 447, 639, Writer s Message, 400, Stated and Implied Themes, 160, 161, 445 STANDARD 11: THEME Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding. 11.5Apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and locate evidence in the text to support their understanding of an identified theme. For example, students analyze and compare selections from Russell Baker s Growing Up and Ed McClanahan s Natural Man, or from Gabriel Garcia-Marquez s Love in the Time of Cholera and Reynold Price s Long and Happy Life as variations on a theme. SE/TE: Evaluate, a writer s message, 397, 407, Identify author s purpose, 125, with a character, 767, evidence, 657, relationships, 537, speaker, 925, Theme, IN3, 157, 163, 279, 397, 399, 405, 407, 443, 447, 451, 637, 641, 643, 645, R13, implied, 157, 163, R13, stated, 157, 163, R13, universal, 101, 113, 215, 223, R13, Opinion and fact, 3, 29, 41, 45, Recognizing facts and impressions, 657, 711, 712, 717, 719, Facts and opinions, 263, 373, 757, Fact vs. opinion, 3, 657, Propaganda, 653, Persuasive articles, 410, Relating, modes of persuasion, 410, 413 TE: Assessment Practice (Critical Reading), 586, 930, 944, 954, 964, Author s Attitude, 695, Author s Purpose, 129, 306 8

(Continued) 11.5Apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and locate evidence in the text to support their understanding of an identified theme. (Continued) STANDARD 12: FICTION Students will identify, analyze, and apply knowledge of the theme, structure, and elements of a work of fiction and provide evidence from the text to support their understanding. 12.5Locate and analyze such elements in fiction as point of view, foreshadowing, and irony. For example, after reading a short story such as Saki s The Open Window, students work in small groups to analyze the story for point of view, foreshadowing, and irony, and present evidence supporting their ideas to the class. SE/TE: Foreshadowing, 49, 52, 53, 56, 61, 63, 65, R9, Irony, 279, 285, 613, 618, 629, R9, Point of view, IN3, 497, 499, 503, 507, 575, 577, 578, 581, 584, 587, R11, author s, 29, 34, 43, 45, first person, IN3, 69, 74, 77, 575, 587, omniscient, 497, R11, third person, IN3, 497, 575, 587, R11 TE: Foreshadowing, 51, 59, Irony, 283, Point of View, 582 STANDARD 13: NONFICTION Students will identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational material and provide evidence from the text to support their understanding. 13.5Analyze the structure and elements of nonfiction works, and explain what they are in an essay. For example, students analyze the structure and elements of Nicholas Gage s Eleni, Helen Keller s Story of My Life, Mary McCarthy s Memories of a Catholic Girlhood, or Andrew X. Pham s Catfish and Mandala and compose their autobiographies or biographies. SE/TE: Nonfiction, 657, Nonfiction, xxvi, IN4, R10, Essay, R8, analytical, 463, 469, 471, 655, R8, expository, IN5, 655, 659, 662, 663, 667, R8, reflective, IN5, 675, 680, 682, 684, 689, R8, visual, IN5, 723, 727, R8, Technical articles, 655, 747, 750, 754, 755, R13, Structure and format, 24, 27 TE: Analytical Essay, 467, Biography and Autobiography, 695, Visual Essay, 724, Critical Review, 736, Technical Article, 753 9

STANDARD 14: POETRY Students will identify, analyze, and apply knowledge of the theme, structure, and elements of a poem and provide evidence from the text to support their understanding. (See also Standard 15.) 14.5Identify, respond to, and use effects of sound, form, figurative language, and dramatic structure of poems in their reading and writing: sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance); form (ballad, sonnet, heroic couplets); figurative language (personification, metaphor, simile, hyperbole); and dramatic structure. For example, students respond to, analyze, and compare a variety of poems that exemplify the range of the poet s dramatic power such as Robert Browning s My Last Duchess, Elizabeth Bishop s Fish, Robert Frost s Out, out (along with Macbeth s soliloquy in Act V), and Edwin Markham s Man with the Hoe. SE/TE: Figurative language, IN9, 949, 955, R9, Sensory language, 93, 97, R12, Alliteration, 927, 931, R6, Assonance & Onomatopoeia, 937, 945, R6, Blank verse, 840, 841, 843, 846, 848, 851, 853, 858, R6, Foreshadowing, 49, 52, 53, 56, 61, 63, 65, R9, Imagery, 93, 97, 195, 201, 969, 977, R9, Irony, 279, 285, 613, 618, 629, R9, Musical devices, 265, 271, 942, Sonnet, 985, R12, Epics, 1003, Couplet, R7, R14 TE: Musical Devices: Repetition and Rhyme, 939, Picturing the Imagery, 986; Conflict in Drama, 884, Exposition in Drama, 824, Dramatic Speeches, 870, Dramatic Situation, 368, Blank Verse, 844, 854, 855, Narrative and Dramatic Poetry, 962, Lyric Poetry, 970, 971, 975 STANDARD 15: STYLE AND LANGUAGE Students will identify and analyze how an author appeals to the senses, creates imagery, suggests mood, and sets tone. 15.7 Evaluate how an author s choice of words advances the theme or purpose of a work. For example, while viewing a historical documentary, students analyze how the scripted voice-over narration complements the spoken excerpts from period diaries, letters, and newspaper reports. SE/TE: Words: in context, 408, 630, meanings, 78, 176, 262, multiple meanings, 932, Word forms, 848, Analyzing structure and format, 24, 27, Analyzing text structures, 522, 525, Words: choice of, 956, 978, Language connection, 186, 500, 1023, Figurative language, IN9, 949, 955, R9, Sensory language, 93, 97, R12 TE: Context Clues (Reading and Vocabulary), 44 10

15.8 Identify and describe the importance of sentence variety in the overall effectiveness of a literary or non-literary work. SE/TE: Patterns of organization, 980, 983, Sentences, 588, R19, Adding a direct quotation, 287, Elaborating, 450, 760, 918, 996, to give information, 165, on a statement, 297, with figurative language, 420, Gathering specific examples, 526, 947, R16, Revising: to add transitions, 495, for clarity, 919, 1045, to create a mood, 979, to create setting, 530, to form parallel structures, 333, to replace vague words, 421 TE: Style (Tone), 1042, 1072, Writing Skills, 1058 (Sequence of Ideas) STANDARD 16: MYTH, TRADITIONAL NARRATIVE, AND CLASSICAL LITERATURE Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding. 16.11 Analyze the characters, structure, and themes of classical Greek drama and epic poetry. For example, students read Sophocles Antigone and discuss the conflict between Creon and Antigone as a manifestation of the eternal struggle between human and divine law. For example, after reading excerpts from Homer s Odyssey, students create their own adventure for Odysseus, employing conventions such as epithets, extended similes, interventions of the gods, or a hero s welcome. Then they present their tales orally to the class. SE/TE: Analyzing structure and format, 24, 27, text structures, 522, 525, Epic, IN11, 1005, 1015, R8, Epic conflict, 1063, 1067, 1071, 1073, Epic hero, 1005, 1015, 1051, 1057, 1059, Dramatic poem, IN8, 959, 961, 965, R8 TE: Literature Connection (Enrichment), 1066, Literature (Background), 1039 11

STANDARD 17: DRAMATIC LITERATURE Students will identify, analyze, and apply knowledge of the theme, structure, and elements of a dramatic work and provide evidence from the text to support their understanding. (See also Standards 12, 18, 27, and the Theatre Strand of the Arts Curriculum Framework.) 17.7 Identify and analyze how dramatic conventions support, interpret, and enhance dramatic text. For example, students analyze the function of the chorus in Aeschylus Agamemnon, considering their dual role as advisor to characters as well as informant to the audience. SE/TE: Drama, IN6, R7, R9, Dramatic irony, R7, R9, literature, IN1, IN6, monologue, R7, poem, IN8, 959, 961, 965, R8, situation, 365, 371, speeches, 860, 866, 868, 869, 872, 874, 877, 880, 890, Dramatic monologue, 67, Soliloquy, 860, 880, R12 TE: Conflict in Drama, 884, Exposition in Drama, 824, Dramatic Speeches, 870, Dramatic Situation, 368, Using Text Aids (Stage Directions), 825, Drama (Elizabethan Ghosts), 896, Performing Arts Connection (The Greek Theater), 782 STANDARD 18: DRAMATIC READING AND PERFORMANCE* Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose. (See also Standards 17, 19, 27, and the Theatre Strand of the Arts Curriculum Framework.) 18.5Develop, communicate, and sustain consistent characters in improvisational, formal, and informal productions, and create their own scoring guides with categories and criteria for assessment of presentations. SE/TE: Improvisational skit, 409, Perform a scene, 915, Storytelling, 547, 1075, Character sketch, 116, 589, Charts, 297, 1045, Effective listening, 652, Analyzing types of arguments, 532, Visual representation, 276 TECH: Interest Grabber Videos, Got It! Assessment Videotapes, www.phschool.com COMPOSITION STANDARD 19: WRITING Students will write with a clear focus, coherent organization, and sufficient detail. For imaginative/literary writing:* 19.24 Write well-organized stories or scripts with an explicit or implicit theme and details that contribute to a definite mood or tone. SE/TE: Short story, 648, R16, Storytelling notes, 1075, Story ending, 611, Retelling: a myth, 495, a story, 213, Personal narrative, 177, 349, Monologue, 521, 839, Dialogue between children, 363, Cliffhanger scene, 23, Autobiographical narrative, 116, R16 TE: Style (Tone), 1042, 1072 12

For imaginative/literary writing:* 19.25Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurative language. For informational / expository writing: 19.26 Write well-organized essays (persuasive, literary, personal) that have clear focus, logical development, effective use of detail, and variety in sentence structure. SE/TE: Lyric poem, 979, Sonnet, 985, R12, Epics, 1003, Couplet, R7, R14, Words: choice of, 956, 978, Language connection, 186, 500, 1023, Figurative language, IN9, 949, 955, R9, Sensory language, 93, 97, R12 TE: Blank Verse, 844, 854, 855, Musical Devices: Repetition and Rhyme, 939, Narrative and Dramatic Poetry, 962, Lyric Poetry, 970, 971, 975, Poetic Forms, 987, Picturing the Imagery, 986 SE/TE: Essay, R8, analytical, 463, 469, 471, 655, R8, descriptive, IN5, 655, 711, 713, 714, 715, 719, R8, expository, IN5, 655, 659, 662, 663, 667, R8, humorous, 255, 257, 258, 261, R8, narrative, R8, persuasive, IN5, 675, 680, 682, 684, 689, R8, reflective, IN5, 675, 680, 682, 684, 689, R8, visual, IN5, 723, 727, R8, Block format, 1082, Chronological organization, Nestorian organization, Comparison-andcontrast organization, 996, Consider audience, 916, 1080, Exposition, 230, Gather details, 420, 758, 916, Listing, 758, 916, Modified block format, 1082, Parallelism, 333, Publishing, 233, 333, 421, 531, 651, 761, 919, 997, 1083, Thesis statement, 526 TE: Assessment Practice (Writing Skills), 1042, 1058, 1072, Writing Skills, 1058 (Organization) 13

For informational / expository writing: 19.27 Write well-organized research papers that prove a thesis statement, using logical organization, effective supporting evidence, and variety in sentence structure. SE/TE: Research writing, 526, Internment camp research report, 311, Research writing, R17, R18, Research report, 979, Biographical report, 957, Flood report, 721, Key word searches, R24, Reports, 363, 691, 721, research, 461, 1075, scientific, 669, Analyzing structure and format, 24, 27, Evaluate credibility of information sources, 274, 277, 590, 593, Citing sources, R27, R28, Annotated bibliography, 729, Bibliography of reference materials, 709, Biographical, brochure, 1017, report, 957, sketch, 263, Compare information from several sources, 812, 815, Reference materials, 1076 TE: Assessment Practice (Writing Skills), 1042, 1058, 1072, Writing Skills, 1058 (Organization) STANDARD 20: CONSIDERATION OF AUDIENCE AND PURPOSE Students will write for different audiences and purposes. (See also Standards 3, 6, 19, and 22.) 20.6 Use different levels of formality, style, and tone when composing for different audiences. For example, students write short personal essays on a variety of topics such as beliefs, goals, achievements, memories, heroes and heroines. Students decide on an audience and purpose for their pamphlet, such as a resume for a prospective employer, an introduction to their next year s teachers or a gift for a family member. They discuss possible variations in choosing topics, formality of language, and presentation that might be dictated by the different audiences, and then they write and revise their work in accordance with the discussions they have had and the criteria they have developed. They send their published work to the intended audience. SE/TE: Consider audience, 916, 1080, a target audience, 631, Determining audience and purpose, 79, Revising to address audience knowledge, 1075, 1083, Tone, 127, 130, 133, 195, 201, 265, 271, 455, 459, 723, 727, R13, Descriptive presentation, 234, Musical review, 709, Music analysis, 745, Oral: anecdote, 193, argument, 287, interpretation, 993, reading, 273, response, 762, Persuasive, argument, 311, 334, 631, speech, 329, Poetry reading, 473, 947, 967, 979, Research report, 979, Role play, 373, 1017, Storytelling, 547, 1075, Conflict-resolution workshop, 193, Dialect chart, 967 14

STANDARD 21: REVISING Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them. 21.8 Revise writing by attending to topic/idea development, organization, level of detail, language/style, sentence structure, grammar and usage, and mechanics. SE/TE: Elaborating, on a statement, 297, with figurative language, 420, Nestorian organization, 996, Revising for organization, 1082, to add transitions, 495, to balance fact and opinion, 373, to balance comparisons, 760, for clarity, 919, 1045, to evaluate coherence, 530, to evaluate structure, 509, to form parallel structures, 333, for logical order, 1017, Revising Transitions, 495, 669 TE: Assessment Practice (Writing Skills), 1042, 1058, 1072, Writing Skills, 1058 (Organization) STANDARD 22: STANDARD ENGLISH CONVENTIONS Students will use knowledge of Standard English conventions in their writing and revisions. 22.9 Use knowledge of types of clauses (main and subordinate), verb forms (gerunds, infinitives, and participles), mechanics (semicolons, colons, hyphens), usage (tense consistency), sentence structure (parallel structure) and Standard English spelling when writing and editing. SE/TE: Grammar and Vocabulary Development Lesson (Spelling Strategy), 22, 46, 66, 78, 90, 98, 114, 134, 154, 164, 176, 192, 202, 212, 224, 252, 262, 272, 286, 296, 310, 328, 348, 362, 372, 394, 408, 440, 452, 460, 472, 494, 508, 520, 546, 572, 588, 610, 630, 646, 668, 690, 708, 720, 728, 744, 756, 789, 810, 839, 859, 881, 899, 914, 932, 946, 956, 966, 978, 978, 992, 1016, 1044, 1060, 1074 TE: Assessment Practice (Grammar and Language), 570, 608, Assessment Practice (Writing Skills), 1042, 1058, 1072 15

STANDARD 23: ORGANIZING IDEAS IN WRITING Students will organize ideas in writing in a way that makes sense for their purpose. 23.12 Integrate all elements of fiction to emphasize the theme and tone of the story. 23.13 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well constructed paragraphs that build an effective argument, transition sentences to link paragraphs into a coherent whole, and a conclusion. For example, students write an essay on the causes for the murder of Lenny in Of Mice and Men by John Steinbeck. They choose the deductive approach, describing the murder and then explaining the causes, or the inductive approach, explaining the causes and then describing the murder. SE/TE: Autobiographical narrative, 116, R16, Character sketch, 116, 589, Cliffhanger scene, 23, Dialogue between children, 363, Firsthand biography, 193, Monologue, 521, 839, Narration, R16, Personal narrative, 177, 349, Retelling, a myth, 495, a story, 213, Short story, 648, R16, Story ending, 611, Storytelling notes, 1075, Video script, 155, Short story, 643, Analyzing a character s behavior, 611, Dialogue, 118, 650, Revising to add sensory details, 349, to add supporting details, 453, 1082, for appropriate language, 363, to create a mood, 979, to create setting, 530 TE: Assessment Practice (Writing Skills), 1042, 1058, 1072 SE/TE: Research writing, 526, Response to literature, 916, R18, Internment camp research report, 311, Research writing, R17, R18, Research report, 979, Biographical report, 957, Flood report, 721, Essay, R8, analytical, 463, 469, 471, 655, R8, expository, IN5, 655, 659, 662, 663, 667, R8, Reports, 363, 691, 721, research, 461, 1075, scientific, 669, Writing Workshops Block format, 1082, Chronological and Comparison-and-contrast organization, 996, Consider audience, 916, 1080, Drafting, 232, 332, 420, 530, 650, 760, 996, Exposition, 230, Gather details, 420, 758, 916, Thesis statement, 526, Writing for assessment, 994 TE: Assessment Practice (Writing Skills), 1042, 1058, 1072, Writing Skills, 1058 (Organization) 16

STANDARD 24: RESEARCH* Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions. 24.5Formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, documenting sources in a consistent standard format and presenting research. After reading an article about record high prices for Van Gogh paintings in current auctions, a student decides to research whether Van Gogh s paintings have continuously been popular and expensive. He begins by reading twentieth century art historians, then turns to primary sources such as nineteenth century French reviews, the artist s diaries, letters, and account books. His final report uses supporting evidence from all these sources. SE/TE: Research writing, 526, Internment camp research report, 311, Research writing, R17, R18, Research report, 979, Biographical report, 957, Flood report, 721, Library resources chart, 135, Reports, 363, 691, 721, research, 461, 1075, scientific, 669, Analyzing structure and format, 24, 27, Evaluate credibility of information sources, 274, 277, 590, 593, Citing sources, R27, R28, Bibliography, 709, Annotated bibliography, 729, Bar graph, 495, Bibliography of reference materials, 709, Biographical, brochure, 1017, report, 957, sketch, 263, Compare information from several sources, 812, 815, Reference materials, 1076 TE: TECH: Writing Skills, 1058 (Organization) Test Bank Software, Got It! Assessment STANDARD 25: EVALUATING WRITING AND PRESENTATIONS* Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences. 25.5 Use group-generated criteria for evaluating different forms of writing and explain why these are important before applying them. For example, students generate criteria for effective political speeches, explain the importance of the criteria, and apply them to a mock debate on bills filed before the Massachusetts legislature. SE/TE: Evaluation, 225, Criticism, R26, Analysis of a poem, 957, Brainstorming, 91, 203, 418, 547, R14, Comparing and contrasting, 993, 996, Effective listening, 652, Informal talk, 47, Response to literature, 916 TE: Assessment Practice (Critical Reading), 586, 930, 944, 954, 964, Literary Criticism (Enrichment), 386 17

MEDIA STRAND STANDARD 26: ANALYSIS OF MEDIA* Students will identify, analyze, and apply knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and other technologies, and provide evidence to support their understanding. (See also Standards 17, 18, 24, 27, and the Theatre Standards of the Arts Curriculum Framework.) 26.5Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness. For example, students listen to a recording of Orson Welles radio broadcast, War of the Worlds, and discuss how they might have reacted if they had heard the broadcast live. The research newspapers of the period to see how people responded, and construct arguments for and against Welles choice of this format for his radio drama. SE/TE: Analyze a media presentation, 762, Analyzing types of arguments, 532, Comparing media coverage, 422, Effective listening, 652, Interviewing techniques, 1084, Media connection, 554, Visual representation, 276 TECH: Interest Grabber Videos, Got It! Assessment Videotapes, www.phschool.com STANDARD 27: MEDIA PRODUCTION* Students will design and create coherent media productions (audio, video, television, multimedia, Internet, and other technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. (See also Standards 18, 24, 26, and the Theatre Standards of the Arts Curriculum Framework.) 27.6 Create media presentations that effectively use graphics, images and/or sound to present a distinctive point of view on a topic. For example, in preparation for a local election, students in a television production class prepare for a debate among the candidates. They write an introductory script and questions for the candidates, then plan how they will use three cameras to show: the interviewer; a wide-angle view of all candidates on stage; a close-up view of each candidate for answers and reaction shots; and reaction shots of the audience. 27.7 Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication. SE/TE: Demonstration, 757, Media presentation, 762, Multimedia presentation, 349, 669, 920, 998, Slide-show presentation, 899, Visual presentation, 947, Graphic Aids, 533, Text aids, 767, 821, 823, 825, 833, 835, 838, Charts, 297, 1045, Graphics, 276, TECH: Interest Grabber Videos, Got It! Assessment Videotapes, www.phschool.com SE/TE: Analyze a media presentation, 762, Analyzing types of arguments, 532, Comparing media coverage, 422, Effective listening, 652, Media connection, 554, Visual representation, 276, Movie review, 745, scene, 573, Slide-show presentation, 899 TE: Film (Background), 732, 738, 823, 826, 1048, Film Connection (Enrichment), 1046, 1049 TECH: Interest Grabber Videos, Got It! Assessment Videotapes, www.phschool.com 18