R-Review First Nine Weeks Grade: 9 Subject: English Year: 2017-2018 IN PROGRESS # Days SOL Student Essential Knowledge and Skills Resources Vocabulary Bloom s 4 GR Virtual Classroom-Moodle Star Reading Assessments http://cia.pcva.us: 8080/moodle/ upload Website online learning virtual 43 Writing The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective, and coordinating conjunctions. (9.7a) Use parallel structures across sentences and paragraphs. (9.7b) Use appositives, main clauses, and subordinate clauses. (9.7c) Use commas and semicolons to distinguish and divide main and subordinate clauses.(9.7d) Review 8.8a-g apply rules for sentence development, including: subject/verb; direct object; indirect object; predicate nominative; and predicate adjective. identify and appropriately use coordinating conjunctions: for, and, nor, but, or, yet, and so (FANBOYS). use parallel structure when: linking coordinate ideas; comparing or contrasting ideas; and linking ideas with correlative conjunctions: - both and - either or - neither nor - not only but also. use appositives. distinguish and divide main and subordinate clauses, using commas and semicolons. clause parenthesis punctuation parallel parts of speech voice run-on comma splice dialect subject predicate patterns of organization formal/informal
Distinguish between use a semicolon, or a conjunctive adverb active and passive voice. to link two or more (9.7e) closely related independent clauses. Proofread and edit writing for intended differentiate between active and passive audience and purpose. voice to create a desired effect. (9.7f) proofread and edit writing. 43 Reading-Vocabulary The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. (9.3a) Use context, structure, and connotations to determine meanings of words and phrases. (9.3b) Discriminate between connotative and denotative meanings and interpret the connotation. (9.3c) Extend general and specialized vocabulary through speaking, reading, and writing. (9.3f) use word structure to analyze and relate words. use roots or affixes to determine or clarify the meaning of words. recognize that words have nuances of meaning and that understanding the connotations may be necessary to determine the appropriate meaning. analyze connotations of words with similar denotations. use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). consult general and specialized reference materials (e.g., dictionaries, thesaurus). connotation denotation
Included Write clear, varied write clear, varied sentences, and increase with sentences using specific the use of embedded clauses. 9.3a, b, vocabulary and c, & f information. (9.6d) use specific vocabulary and information. use precise language to convey a vivid picture. 12 Writing Persuasive Essay The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes. Generate, gather, and organize ideas for writing. R (9.6a) Plan and organize writing to address a specific audience and purpose. R (9.6b) Communicate clearly the purpose of the writing using a thesis statement where appropriate. (9.6c) Elaborate ideas clearly through word choice and vivid description. (9.6e) Arrange paragraphs into a logical progression. (9.6f) Use transitions between paragraphs and ideas. (9.6g) use prewriting strategies and organize writing. plan and develop organized and focused written products that demonstrate their understanding of composing, written expression, and usage/mechanics and that reflect an appropriate audience and purpose. demonstrate the purpose of writing as narrative, persuasive, expository, or analytical. apply narrative techniques, such as dialogue, description, and pacing to develop experiences or characters. write using a clear, focused thesis that addresses the purpose for writing. provide an engaging introduction and a clear thesis statement that introduces the information presented. develop the topic with appropriate information, details, and examples. arrange paragraphs into a logical progression using appropriate words or phrases to signal organizational pattern and transitions between ideas. thesis purpose central idea clarity main idea format opening outline persuade prewriting transition plagiarism closing introduction conclusion bias order of importance organize focus word choice revise cliché rebuttal
Revise writing for revise writing for clarity, content, depth clarity of content, of information, and intended audience accuracy and depth of and purpose. information. R (9.6h) Use computer use computer technology to assist in the technology to plan, writing process. draft, revise, edit, and publish writing R (9.6i) 24 Reading Epic Poetry (The Odyssey) Identify the meaning of common idioms. (9.3d) Identify literary and classical allusions and figurative language in text. (9.3e) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. NT (9.3g) The Odyssey continued The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama. Summarize text relating the supporting details. (9.4b) demonstrate an understanding of idioms. use prior reading knowledge and other study to identify the meaning of literary and classical allusions. interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. demonstrate understanding of figurative language, word relationships, and connotations in word meanings. provide a summary of the text. identify the differing characteristics that distinguish literary forms, including: narrative short story, anecdote, character sketch, fable, legend, myth, tall tale, allegory, novel; poetry epic, ballad, sonnet, lyric, elegy, ode; drama comedy, tragedy; essay editorial, journal/diary entry, informative/explanatory essay, epic epic hero epic simile metaphor personification analogy simile tone setting plot characterization myth parable subplot theme point of view tall tale legend allusion flashback genre fable tragic flaw
Identify the analytical essay, speech; and characteristics that distinguish literary narrative nonfiction biographies, autobiographies, personal essays. forms. (9.4c) identify and analyze elements of dramatic Use literary terms in literature: describing and analyzing selections. dramatic structure: exposition/initiating event, rising (9.4d) action, complication/conflict, climax, Analyze the cultural or falling action, resolution/denouement social function of a (conclusion/resolution); literary text. NT (9.4g) monologue; Explain the relationship between the author s soliloquy; style and literary effect. dialogue; (9.4h) aside; Explain the influence of dialect; and historical context on the stage directions. form, style, and point of explain the relationships among the view of a written work. elements of literature, such as: (9.4i) protagonist and other characters; Compare and contrast plot; author s use of literary setting; elements within a tone; variety of genres. (9.4j) point of view first person, third person limited, third person omniscient; theme; speaker; and narrator. analyze the techniques used by an author to convey information about a character.
Second Nine Weeks # Days SOL Student Essential Knowledge and Skills Resources Vocabulary Bloom s Reading Drama identify main idea, purpose, and Identify author s main supporting details. idea and purpose. (9.4a) Explain the relationships describe how stage directions help the between and among reader understand a play s setting, mood, elements of literature: characters, plot, and theme. characters, plot, setting, compare and contrast the representation tone, point of view, and of a subject or a key scene in two theme. (9.4e) different media and analyze what is Compare and contrast emphasized in each. the use of rhyme, rhythm, sound, imagery, analyze character types, including: and other literary devices to convey a message and elicit the reader s emotion. (9.4f) dynamic/round character; static/flat character; and stereotype and caricature. parallelism. Analyze how an identify and analyze an author s author s specific word presentation of literary content by the use choices and syntax of structuring techniques, such as: achieve special effects and support the author s analyze how authors create multilayered purpose. (9.4k) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading characters through the use of literary devices: indirect and direct methods of characterization, character s actions, interactions with other characters, dialogue, physical appearance, and thoughts. comprehension. (9.4l) analyze how characters with multiple or Use reading strategies to conflicting motivations develop over the monitor comprehension course of a text, interact with other throughout the reading characters, and advance the plot or process. (9.4m) develop theme. Review SOLs 9.4b, c, d, g, h, i, & j
Reading Drama analyze how the plot structures (conflict, Identify author s main idea and purpose. (9.4a) resolution, climax, and subplots) advance the action in literature. Explain the relationships identify main idea, purpose, and between and among supporting details. elements of literature: characters, plot, setting, describe how stage directions help the tone, point of view, and theme. (9.4e) reader understand a play s setting, mood, characters, plot, and theme. Compare and contrast compare and contrast the representation the use of rhyme, of a subject or a key scene in two rhythm, sound, imagery, different media and analyze what is and other literary emphasized in each. devices to convey a message and elicit the analyze character types, including: reader s emotion. (9.4f) Analyze how an author s specific word choices and syntax dynamic/round character; static/flat character; and stereotype and caricature. parallelism. achieve special effects identify and analyze an author s and support the author s presentation of literary content by the use purpose. (9.4k) of structuring techniques, such as: Make predictions, inferences, draw analyze how authors create multilayered conclusions, and connect prior knowledge to support reading comprehension. (9.4l) Use reading strategies to monitor comprehension characters through the use of literary devices: indirect and direct methods of characterization, character s actions, interactions with other characters, dialogue, physical appearance, and thoughts. throughout the reading process. (9.4m) Review SOLs 9.4b, c, d, g, h, i, & j analyze how characters with multiple or conflicting motivations develop over the course of a text, interact with other characters, and advance the plot or develop theme.
compare/contrast types of figurative language, other literary devices such as: o simile; o metaphor; o personification; o analogy; o symbolism; o apostrophe; o allusion; o imagery; o paradox; and o oxymoron. identify sound devices, including: o rhyme (approximate, end, slant) o rhythm; o repetition; o alliteration; o assonance; o consonance; o onomatopoeia; and o dialogue; o foreshadowing; o parallel plots; o subplots and multiple story lines; o flashback; o soliloquy; o verse; o refrain; and stanza forms o couplet o quatrain o sestet o octet (octave). identify and analyze an author s use of diction (word choice) and syntax to convey ideas and content, including:
compare/contrast types of figurative language, other literary devices such as: o simile; o metaphor; o personification; o analogy; o symbolism; o apostrophe; o allusion; o imagery; o paradox; and o oxymoron. identify sound devices, including: o rhyme (approximate, end, slant) o rhythm; o repetition; o alliteration; o assonance; o consonance; o onomatopoeia; and o dialogue; o foreshadowing; o parallel plots; o subplots and multiple story lines; o flashback; o soliloquy; o verse; o refrain; and stanza forms o couplet o quatrain o sestet o octet (octave). identify and analyze an author s use of diction (word choice) and syntax to convey ideas and content, including:
o rhetorical question; o cliché; o connotation; o denotation; o hyperbole; o understatement; o irony; o dramatic o situational o verbal o dialect; o and pun. 45 Writing See SOL 9.7a-f at the beginning of the first nine weeks 45 Reading-Vocabulary See SOLs 9.3a, b, c, & f and 9.6d at the beginning of the first nine weeks. Reading Writing Research cont. The student will read and analyze a variety of nonfiction texts. Recognize an author s intended purpose for writing and identify the main idea. (9.5a) Summarize text relating supporting details. (9.5b) Understand the purpose of text structures and use those features to locate identify and infer the main idea from a variety of complex informational text. explain author s purpose in informational text. identify and summarize essential details that support the main idea of informational text. analyze two or more texts with conflicting information on the same topic and identify how the texts disagree. demonstrate the use of text features to locate information, such as:
information and gain meaning from texts. (9.5c) Identify characteristics of expository, technical, and persuasive texts. (9.5d) Identify a position/argument to be confirmed, disproved, or modified. (9.5e) Evaluate clarity and accuracy of information. (9.5f) Analyze and synthesize information in order to solve problems, answer questions, or complete a task. (9.5g) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. (9.5h) Differentiate between fact and opinion. (9.5i) Organize and synthesize information from sources for use in written and oral presentations. (9.5j) Use the reading strategies to monitor comprehension throughout the reading process. (9.5k) title page; bolded or highlighted words; index; graphics; charts; and o headings. analyze text structures (organizational pattern), including: cause and effect; comparison/contrast; enumeration or listing; sequential or chronological; concept/definition; generalization; and process. identify an author s position/argument within informational text. evaluate the clarity and accuracy of information found in informational texts, such as manuals, textbooks, business letters, newspapers, etc. make inferences and draw conclusions from complex informational text. examine text structures to aid comprehension and analysis of complex, informational texts. use a variety of reading strategies to selfmonitor the reading process.
Included in the short story 20 days Writing Persuasive Essay See SOLs 9.6a-i in the first nine weeks. Reading SOLs 11.5a-h will be covered during 9 th grade with special emphasis on the following SOLs: Generalize ideas from selections to make predictions about other texts. (11.5c) Draw conclusions and make inferences on explicit and implied information using textual support. (11.5d) Analyze two or more texts addressing the same topic to identify authors purpose and determine how authors reach similar or different conclusions. (11.5e) http://www.doe.virginia.gov/ testing/sol/frameworks/ english_framewks/2010/ framework_english_9-12.doc Follow the above link to access the curriculum framework to see the Essential Knowledge and Skills for 11.5a-h
Third Nine Weeks # Days SOL Student Essential Knowledge and Skills Resources Vocabulary Bloom s 45 Writing See SOL 9.7a-f at the beginning of the first nine weeks 23 Reading-Vocabulary See SOLs 9.3a, b, c, & f and 9.6d at the beginning of the first nine weeks. 23 Reading Writing Research The student will produce, analyze, and evaluate auditory, visual, and written media messages. Analyze and interpret special effects used in media messages including television, film, and Internet. (9.2a) Determine the purpose of the media message and its effect on the audience. (9.2b) Describe possible cause and effect relationships between mass media coverage and public opinion trends. (9.2c) create and publish media messages, such as public service announcements aimed at a variety of audiences and with different purposes. recognize that persuasive techniques are used to convince viewers to make decisions, change their minds, take a stand on an issue, or predict a certain outcome, such as: ad hominem means to the man does not argue the issue, instead it argues the person; red herring is a deliberate attempt to divert attention; straw man creates the illusion of having refuted a proposition by substituting a similar yet weaker proposition (the "straw man"); begging the question assumes the conclusion is true without proving it; circular argument; testimonial uses famous people to endorse the product or idea; thesis purpose central idea clarity main idea format opening outline persuade prewriting transition plagiarism closing introduction conclusion bias order of importance organize focus word choice revise cliché cite citations electronic database
Evaluate sources including ethical appeal establishes the writer as knowledgeable; paraphrase relevance advertisements, editorial, and feature stories for relationships between emotional appeal appeals strictly to emotions often used with strong visuals; and search engine source summarize intent and factual logical appeal is the strategic use of web content. (9.2d) logic, claims, and evidence. bibliography Monitor, analyze, and evaluate use multiple streams of identify and evaluate word choice in the flow media. simultaneous rebuttal information. (9.2e) investigate the use of bias and speaker viewpoints in media. elaborate describe the effect of persuasive messages in the media on the audience. identify public opinion trends and possible causes. identify and analyze choice of information in the media and distinguish between fact and opinion. identify and analyze sources and viewpoints in the media. analyze information from many different print and electronic sources. identify basic principles of media literacy: media messages are constructed; messages are representations of reality with values and viewpoints; each form of media uses a unique set of rules to construct messages; individuals interpret based on personal experience; and
media are driven to gain profit or power. identify key questions of media literacy: Who created the message? What techniques are used to attract attention? How might different people react differently to this message? What values, lifestyles and points of view are represented in, or omitted from, this message? What is the purpose of this message? Reading SOLs 11.4a-k will be covered during 9 th grade with special emphasis on the following SOLs: Analyze how context and language structures convey an author s intent and viewpoint. (11.4e) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. (11.4f) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical http://www.doe.virginia.gov/ testing/sol/frameworks/ english_framewks/2010/ framework_english_9-12.doc Follow the above link to access the curriculum framework to see the Essential Knowledge and Skills for 11.4a-k
thinking questions before, during, and after reading texts. (11.4k) NT Reading SOLs 11.5a-h will be covered during 9 th grade with special emphasis on the following SOLs: Generalize ideas from selections to make predictions about other texts. (11.5c) Draw conclusions and make inferences on explicit and implied information using textual support. (11.5d) Analyze two or more texts addressing the same topic to identify authors purpose and determine how authors reach similar or different conclusions. (11.5e) http://www.doe.virginia.gov/ testing/sol/frameworks/ english_framewks/2010/ framework_english_9-12.doc Follow the above link to access the curriculum framework to see the Essential Knowledge and Skills for 11.5a-h
Identify a analyze text structures (organizational position/argument to be pattern), including: confirmed, disproved, or cause and effect; modified. (9.5e) comparison/contrast; Evaluate clarity and enumeration or listing; accuracy of information. sequential or chronological; (9.5f) concept/definition; Analyze and synthesize generalization; and information in order to process. solve problems, answer questions, or complete a identify an author s position/argument task. (9.5g) within informational text. Draw conclusions and evaluate the clarity and accuracy of make inferences on information found in informational texts, explicit and implied such as manuals, textbooks, business information using letters, newspapers, etc. textual support as evidence. (9.5h) make inferences and draw conclusions Differentiate between from complex informational text. fact and opinion. (9.5i) examine text structures to aid Organize and synthesize information from comprehension and analysis of complex, informational texts. sources for use in written and oral use a variety of reading strategies to selfmonitor the reading process. presentations. (9.5j) Use the reading strategies to monitor comprehension throughout the reading process. (9.5k) Reading Writing Research cont. Review SOLs 9.6a-i from the first nine weeks.
Reading Writing apply rules for sentence development, Research cont. including: The student will self- and subject/verb; peer-edit writing for correct grammar, capitalization, direct object; punctuation, spelling, indirect object; sentence structure, and predicate nominative; and paragraphing. predicate adjective. Use and apply rules for identify and appropriately use the parts of a sentence, coordinating conjunctions: for, and, including subject/verb, nor, but, or, yet, and so (FANBOYS). direct/indirect object, and predicate use parallel structure when: nominative/predicate linking coordinate ideas; adjective, and comparing or contrasting ideas; and coordinating conjunctions. (9.7a) linking ideas with correlative conjunctions: Use parallel structures - both and across sentences and - either or paragraphs. (9.7b) - neither nor Use appositives, main - not only but also. clauses, and subordinate use appositives. clauses. (9.7c) Use commas and distinguish and divide main and semicolons to subordinate clauses, using commas and distinguish and divide semicolons. main and subordinate clauses. (9.7d) use a semicolon, or a conjunctive adverb Distinguish between to link two or more active and passive voice. closely related independent clauses. (9.7e) differentiate between active and passive Proofread and edit voice to create a desired effect. writing for intended audience and purpose. proofread and edit writing. (9.7f)
Reading Writing use Internet resources, electronic Research cont. databases, and other technology to The student will use print, access, organize, and present information. electronic databases, online resources, and other media focus the topic by : to access information to create a research product. Use technology as a tool identifying audience; identifying purpose; identifying useful search terms; and for research to organize, combining search terms effectively. evaluate, and communicate scan research information and select information. (9.8a) resources based upon reliability, Narrow the focus of a accuracy, and relevance to the purpose of the research. search. (9.8b) Find, evaluate, and select appropriate sources to access information and answer questions. (9.8c) Verify the validity and accuracy of all information. (9.8d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. (9.8e) Credit the sources of quoted, paraphrased, and summarized ideas. (9.8f) differentiate between reliable and unreliable resources. question the validity and accuracy of information: Who is the author or sponsor of the page? Are there obvious reasons for bias? Is contact information provided? Is there a copyright symbol on the page? What is the purpose of the page? Is the information on the page primary or secondary? Is the information current? Can the information on the Web page be verified? avoid plagiarism by: understanding that plagiarism is the act of presenting someone else s ideas as one s own;
Cite sources of information using a standard method of recognizing that one must correctly cite sources to give credit to the author of an original work; documentation such as that of the Modern Language Association (MLA) or the American recognizing that sources of information must be cited even when the information has been paraphrased; and Psychological using quotation marks when someone Association (APA). else s exact words are quoted. (9.8g) Define the meaning and distinguish one s own ideas from consequences of information created or discovered by plagiarism and follow others. ethical and legal use a style sheet, such as MLA or APA, guidelines for gathering to cite sources. and using information. (9.8h) 20 Reading Short Stories Identify the meaning of common idioms. (9.3d) Identify literary and classical allusions and figurative language in text. (9.3e) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. NT (9.3g) demonstrate an understanding of idioms. use prior reading knowledge and other study to identify the meaning of literary and classical allusions. interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. demonstrate understanding of figurative language, word relationships, and connotations in word meanings. plot setting characterization theme point of view cause and effect motif mood fiction figurative language irony foreshadow personification narrator predict symbol suspense allusion conflict
Summarize text relating allegory provide a summary of the text. the supporting details. genre (9.4b) identify the differing characteristics that protagonist Identify the distinguish literary forms, including: antagonist characteristics that distinguish literary forms. (9.4c) narrative short story, anecdote, character sketch, fable, legend, myth, tall tale, allegory, novel; voice visual/sensory language stream of consciousness Use literary terms in describing and poetry epic, ballad, sonnet, lyric, elegy, ode; analyzing selections. drama comedy, tragedy; (9.4d) Analyze the cultural or essay editorial, journal/diary entry, informative/explanatory essay, social function of a analytical essay, speech; and literary text. NT (9.4g) Explain the relationship narrative nonfiction biographies, autobiographies, personal essays. between the author s style and literary effect. identify and analyze elements of dramatic literature: (9.4h) dramatic structure: Explain the influence of exposition/initiating event, rising historical context on the action, complication/conflict, climax, form, style, and point of falling action, resolution/denouement view of a written work. (conclusion/resolution); (9.4i) monologue; Compare and contrast author s use of literary soliloquy; elements within a dialogue; variety of genres. (9.4j) aside; dialect; and stage directions. explain the relationships among the elements of literature, such as: protagonist and other characters; plot; setting; tone;
point of view first person, third person limited, third person omniscient; o theme; o speaker; and o narrator. analyze the techniques used by an author to convey information about a character rhetorical question; cliché; connotation; denotation; hyperbole; understatement; irony; o dramatic o situational o verbal Included in the drama 22 days Writing Persuasive Essay See SOLs 9.6a-i in the first nine weeks.
Objectives from 10 th identify universal themes, such as: Grade struggle with nature; Identify universal survival of the fittest; themes prevalent in the coming of age; literature of different power of love; cultures. (10.4e) loss of innocence; Evaluate how an struggle with self; author s specific word disillusionment with life; choices, syntax, tone, and voice shape the the effects of progress; intended meaning of the power of nature; text, achieve specific alienation and isolation; effects and support the honoring the historical past; author s purpose. good overcoming evil; (10.4h) tolerance of the atypical; Compare and contrast the great journey; character development noble sacrifice; in a play to the great battle; characterization in other love and friendship; and literary forms. (10.4l) NT revenge.
Fourth Nine Weeks # Days SOL Student Essential Knowledge and Skills Resources Vocabulary Bloom s 1 Star Reading Assessment 45 Writing See SOL 9.7a-f at the beginning of the first nine weeks 40 Reading-Vocabulary See SOLs 9.3a, b, c, & f and 9.6d at the beginning of the first nine weeks. 23 Reading Novel Review SOLs 9.4a-m 22 Reading Poetry Identify the characteristics that distinguish literary forms. (9.4c) Use literary terms in describing and analyzing selections. (9.4d) Explain the relationship between the author s style and literary effect. (9.4h) identify the differing characteristics that distinguish literary forms, including: narrative short story, anecdote, character sketch, fable, legend, myth, tall tale, allegory, novel; poetry epic, ballad, sonnet, lyric, elegy, ode; drama comedy, tragedy; essay editorial, journal/diary entry, informative/explanatory essay,
Explain the influence of analytical essay, speech; and historical context on the form, style, and point of narrative nonfiction biographies, autobiographies, personal essays. view of a written work. identify and analyze elements of dramatic (9.4i) literature: Compare and contrast author s use of literary dramatic structure: exposition/initiating event, rising elements within a action, complication/conflict, climax, variety of genres. (9.4j) falling action, resolution/denouement (conclusion/resolution); monologue; soliloquy; dialogue; aside; dialect; and stage directions. explain the relationships among the elements of literature, such as: protagonist and other characters; plot; setting; tone; point of view first person, third person limited, third person omniscient; theme; speaker; and narrator. analyze the techniques used by an author to convey information about a character.
Reading SOLs 11.5a-h will be covered during 9 th grade with special emphasis on the following SOLs: Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. (11.5g) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. (11.5h) NT http://www.doe.virginia.gov/ testing/sol/frameworks/ english_framewks/2010/ framework_english_9-12.doc Follow the above link to access the curriculum framework to see the Essential Knowledge and Skills for 11.5a-h