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Grade 6 Grade 7 Grade 8

Grade 9 Grade 10 Grade 11 Grade 12

• Texas Essential Knowledge and Skills (TEKS)

• Selections to the TEKS

• Texas Essential Knowledge and Skills/Texas Assessment of Knowledge and Skills (TEKS/TAKS)

• English Language Proficiency Standards (ELPS)

• College and Career Readiness Standards (CCRS)

• American Diploma Project Standards (ADP)

Grades 9 through 12

www.TexasLiterature.com800-527-2701

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Correlations

Correlations

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Grades 9 through 12

Section 1 Texas Essential Knowledge and Skills (TEKS) Correlation Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Section 2 Selection to the TEKS Correlation Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Section 3 Essential Knowledge and Skills/Texas Assessment of Knowledge and Skills (TEKS/TAKS) Correlation

Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Section 4 English Language Proficiency Standards (ELPS) Correlation Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Section 5 College and Career Readiness Standards (CCRS) Correlation Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Section 6 American Diploma Project Standards (ADP) Correlation Grades 9–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Grades 11–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

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Complete coverage of the TEKS

Selections to the TEKS TEKS/TAKS

Make lesson planning easy

This all-in-one Texas Correlation Guide is designed to help you plan lessons and document coverage of:

• Texas Essential Knowledge and Skills (TEKS)

• TEKS Correlated to TAKS Objectives

• English Language Proficiency Standards (ELPS)

• College and Career Readiness Standards (CCRS)

• American Diploma Project (ADP)

Texas Essential Knowledge and Skills (TEKS) Correlation

Prentice Hall Literature Texas aligns instruction to the TEKS in great depth, as reflected in the precise match of language in the standard and in the lesson.

Selections to the TEKS Correlation

Prentice Hall Literature Texas provides a correlation of the TEKS by selection to make it easy to document lesson plans and customize literacy instruction.

2009 TEKS Aligned to 1999 TAKS Objectives

Prentice Hall Literature Texas provides Texas teachers with a correlation of the TEKS to the existing TAKS objectives to help guide you during the testing transition.

TEKS

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Ensure that All Standards are Covered

English Language Proficiency Standards (ELPS)

Prentice Hall Literature Texas thoroughly correlates and integrates the ELPS, providing instruction at four levels of English language proficiency: Beginning, Intermediate, Advanced, and Advanced High.

College and Career Readiness Standards (CCRS)

Prentice Hall Literature Texas is a college-ready curriculum fully aligned to the College and Career Readiness Standards (CCRS) that helps students focus on long-term knowledge and skills.

American Diploma Project Standards

Prentice Hall Literature Texas provides a rigorous content framework that aligns with ADP benchmarks and workplace applications.

ELPS CCRS ADP

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Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Section 1 Texas Essential Knowledge and Skills (TEKS) Correlation

Standards Page Location

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.

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Practice A; Practice B; Teamwork; ActivityPractice A; Practice BDrafting StrategiesRevising StrategiesRevising StrategiesVoiceWritingPractice B; TeamworkRevising StrategiesPractice APractice B; Activity; TeamworkRevising StrategiesDrafting Strategies

(2) Comprehension of Literary Text/Theme and Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) analyze how the genre of texts with similar themes shapes meaning; 160166170171944949959

As You Readside-column noteside-column noteComparing Themes Across GenresAs You Readside-column noteComparing Archetypal Themes

(B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and

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TEKS CheckAs You Readside-column noteside-column noteside-column noteside-column noteComparing Literary InfluencesAs You Readside-column noteside-column noteside-column noteComparing Influences on Contemporary Literature; Timed Writing

(C) elate the figurative language of a literary work to its historical and cultural setting.

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Using the Strategyside-column noteside-column noteside-column noteside-column noteside-column noteside-column noteside-column note

(3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, and paradox) in poetry.

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TEKS CheckAs You Readside-column noteside-column noteComparing ImageryAs You Readside-column noteside-column noteLiterary Analysis 1–3side-column noteLiterary Analysis 1–3


READING

(1) Vocabulary Development Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

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Apply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItPractice A; Practice BApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply ItApply It

(B) analyze the textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

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Practice AActivity; Teamwork; Practice BSpiral Reviewside-column noteside-column note

(C) produce analogies that describe a function of an object or its description; 5931255

Practice A; Practice B; Activity; TeamworkActivity

(D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and

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Practice APractice B; Activity; Teamwork

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Texas Essential Knowledge and Skills (TEKS)

Grade 9


(D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature.

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Comparing Forms of Lyric PoetryCritical ThinkingCritical Thinking

(6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.

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Literary Analysisside-column noteside-column noteLiterary Analysisside-column noteside-column noteLiterary Analysis 1, 2Spiral Review Spiral Review Spiral Review Spiral Review

(7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.

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As You Readside-column noteLiterary Analysisside-column noteside-column noteside-column noteLiterary Analysis 1, 2Using the Strategyside-column noteSpiral Review Spiral Review As You Readside-column noteLiterary Analysis 1–4As You Readside-column noteside-column noteComparing Satire

(8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose.

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Using the StrategyReading Skill 4, 5Reading Skill 4, 5As You Readcall-out boxcall-out boxcall-out boxcall-out boxComparing Informational Texts; 5-Minute PlannerAs You Readcall-out boxcall-out boxcall-out boxcall-out boxTimed Writing

(9) Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:


(4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.

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TEKS CheckAs You Readside-column noteside-column noteLiterary Analysis 1–4As You Readside-column noteside-column noteLiterary Analysis 1–4As You ReadLiterary Analysis 1–4As You Readside-column noteLiterary Analysis 1, 2

(5) Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidences from text to support their understanding. Students are expected to:

(A) analyze non-linear plot developments (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development;

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As You ReadTEKS CheckAs You Readside-column noteside-column noteside-column noteTimed WritingAs You Readside-column noteside-column noteLiterary Analysis 1, 2

(B) analyze how author develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

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As You Readside-column noteside-column noteLiterary Analysis 1, 2side-column noteside-column noteLiterary Analysis 1, 2side-column noteLiterary Analysis 1, 2side-column noteLiterary Analysis 1, 2As You ReadLiterary Analysis 1–3Literary Analysis 1–3Literary Analysisside-column noteside-column noteLiterary Analysis 1–4side-column noteLiterary Analysis 1–3side-column noteLiterary Analysis 1–3

(C) analyze the way in which a work of fiction is shaped by the narrator’s point of view; and

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As You Readside-column noteside-column noteTimed WritingSpiral Review Spiral Review

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(A) analyze the clarity of the objective (s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications); and

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Reading Skillcall-out boxcall-out boxcall-out boxComparing Informational TextsAs You Readcall-out boxcall-out boxComparing Informational Texts

(B) analyze factual, quantitative, or technical data presented in multiple graphical sources.

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As You Readcall-out boxcall-out boxcall-out boxcall-out boxTimed WritingAs You Readcall-out box5-Minute Planner

(12) Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meanings. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;

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Media LiteracyLearn the SkillPractice the SkillAs You ReadComparing Informational Texts

(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);

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Media LiteracyLearn the SkillsPractice the SkillsMedia LiteracyListening and SpeakingMedia LiteracyResearch and Technology

(C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and

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Talk About ItComparing Informational TextsAs You ReadComparing Informational TextsListening and Speaking

(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.

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Learn the SkillsPractice the SkillsMedia LiteracyListening and SpeakingMedia Literacy

WRITING

(13) Writing/Writing Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discuss background reading, personal interests, interviews) and developing a thesis or controlling idea;

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Writing Prewriting/Planning StrategiesWritingPrewriting/Planning StrategiesPrewriting/Planning StrategiesWritingPrewriting/Planning StrategiesPrewriting/Planning Strategies


(A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion;

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As You ReadComparing Informational Textscall-out boxcall-out box5-Minute PlannerCritical ThinkingCritical ThinkingCritical ThinkingCritical Thinking

(B) differentiate between opinions in a text that are substantiated and unsubstantiated in the text;

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As You Readcall-out boxcall-out boxcall-out boxcall-out boxTimed Writing

(C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and

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As You Readcall-out boxcall-out boxcall-out boxcall-out boxComparing Informational Texts; Timed WritingAs You Read

(D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.

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As You Readcall-out boxcall-out boxcall-out boxcall-out boxComparing Informational Texts; Timed Writing

(10) Reading/Comprehension of Informational Text/Persuasive Text Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) analyze the relevance, quality and credibility of evidence given to support or oppose an argument for a specific audience; and

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Using the Strategyside-column noteside-column noteLiterary Analysis 1–3side-column noteside-column noteLiterary Analysis 1–3Spiral Review Spiral Review As You Readcall-out boxComparing Informational TextsGathering Sources and Details

(B) analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors’ propositions.

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As You Readside-column noteside-column noteReading Skill 5side-column noteside-column noteReading Skill 5call-out box

(11) Reading/Comprehension of Informational Text/Procedural Texts Students understand how to glean and use information in procedural texts and documents. Students are expected to:

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(B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and

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OrganizationVoiceWritingWriting

(C) write a script with an explicit or implicit theme and details that contribute to a definitive mood or tone.

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WritingDevelopment of IdeasVoiceWriting

(15) Writing/Expository and Procedural Texts Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write an analytical essay of sufficient length that includes:

(i) effective introductions and concluding paragraphs and a variety of sentence structures;

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Drafting StrategiesDrafting StrategiesRevising StrategiesConventions

(ii) rhetorical devices and transitions between paragraphs; 174406

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Drafting StrategiesRevising StrategiesDrafting StrategiesRevising Strategies

(iii) a controlling idea or thesis 172173

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Expository Text: Problem-and-Solution EssayPrewriting/Planning StrategiesPrewriting/Planning Strategies

(iv) an organizing structure appropriate to purpose, audience, and context; and

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Drafting StrategiesExpository Text: Cause-and-Effect EssayDrafting Strategies

(v) relevant information and valid inferences; 71151174404

WritingWritingDrafting StrategiesDrafting Strategies

(B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:

(i) organized and accurately conveyed information; and 514517

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Drafting StrategiesEditing and ProofreadingDrafting Strategies; Revising Strategies

(ii) reader-friendly formatting techniques; 512514

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Work-Related Text: Business LetterDrafting StrategiesDrafting Strategies

(C) write an interpretative response to an expository or a literary text (e.g., essay or review) that:

(i) extends beyond a summary and literal analysis; 756758

Expository Text: Interpretative ResponseDrafting Strategies

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and

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Expository Text: Interpretative ResponseDrafting StrategiesRevising StrategiesGrammar in Your Writing

(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices; and

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Expository Text: Interpretative ResponseDrafting Strategies


(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;

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Drafting StrategiesDrafting Strategies5-Minute Planner5-Minute PlannerFocus and Coherence5-Minute PlannerDrafting StrategiesTimed WritingRevising StrategiesDrafting Strategies

(C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

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Revising StrategiesRevising StrategiesRevising StrategiesRevising StrategiesConventionsRevising StrategiesRevising StrategiesVoiceTeacher Feedback

(D) edit drafts for grammar, mechanics, and spelling; and 99179311409589691763965

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Editing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and Proofreading

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

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Publishing and PresentingPeer FeedbackPublishing and PresentingPublishing and PresentingTeacher FeedbackPublishing and PresentingPeer FeedbackPublishing and PresentingPublishing and PresentingTeacher FeedbackPublishing and PresentingPeer FeedbackPublishing and PresentingTeacher FeedbackPublishing and Presenting

(14) Writing/Literary Texts Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(A) write an engaging story with well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;

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Drafting StrategiesOrganizationDrafting StrategiesWriting

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(C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

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Speaking Application; Practice B; Writing ApplicationGrammar ApplicationSpeaking Application; Practice B; Writing ApplicationGrammar Application

(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A) use conventions of capitalization; and 404199

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Practice B; Writing ApplicationGrammar ApplicationEditing and Proofreading; Spiral ReviewEditing and ProofreadingEditing and Proofreading

(B) use correct punctuation marks including:

(i) quotation marks to indicate sarcasm or irony; 99 Editing and Proofreading

(ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and

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Practice B; Writing ApplicationGrammar ApplicationPractice A; Writing ApplicationGrammar Application

(iii) dashes to emphasize parenthetical information. 11901191

Practice B; Writing ApplicationGrammar Application

(19) Oral and Written Conventions/Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings

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Drafting StrategiesEditing and ProofreadingDrafting StrategiesEditing and ProofreadingEditing and ProofreadingDrafting StrategiesEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and Proofreading

RESEARCH

(20) Research/Research Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

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Research and TechnologyPrewriting/Planning StrategiesResearch and Technology

(B) formulate a plan for engaging in research on a complex, multi-faceted topic. 489977

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Research and TechnologyResearch and TechnologyPrewriting/Planning Strategies

(21) Research/Gathering Sources Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the research plan to compile data from authoritative source in a manner that identifies the major issues and debates within the field of inquiry;

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Prewriting/Planning StrategiesResearch Writing: Research ReportGathering Sources and Details


(D) produce multimedia presentations (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.

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Research and TechnologyResearch and TechnologyPublishing and Presenting

(16) Writing/Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:

(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence;

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Prewriting/Planning StrategiesDrafting StrategiesWritingWriting

(B) consideration of the whole range of information and views on a topic and accurate and honest representation of those views;

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Prewriting/Planning StrategiesWritingWriting

(C) counter-arguments based on evidence to anticipate and address objections; 586667933

Revising StrategiesWritingPersuasive Letter

(D) an organizing structure appropriate to purpose, audience, and context; and 582584667

Persuasive Text: EditorialDrafting StrategiesWriting

(E) an analysis of the relative value of specific data, facts, and ideas. 584667

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Drafting StrategiesWritingGathering Sources and Details

ORAL AND WRITTEN CONVENTIONS

(17) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. The student is expected to:

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles)

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Practice A; Practice B; Writing Application; Speaking ApplicationGrammar ApplicationPractice A; Practice B; Writing Application; Speaking ApplicationGrammar ApplicationPractice A; Practice B; Writing Application; Speaking ApplicationGrammar Application

(ii) restrictive and nonrestrictive relative clauses; and 976

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Practice A; Practice B; Writing Application; Speaking ApplicationGrammar Application

(iii) reciprocal pronouns (e.g., each other, one another); 122

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Practice A; Practice B; Speaking Application; Writing ApplicationGrammar Application

(B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and

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Practice A; Practice B; Speaking Application; Writing ApplicationGrammar Application

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LISTENING AND SPEAKING

(24) Listening and Speaking/Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. The student is expected to:

(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker’s ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

41373414415463591605

102812531257

Listening and SpeakingListening and SpeakingLearn the SkillsPractice the SkillsListening and SpeakingGroup DiscussionTell What You ThinkTell What You KnowGroup DiscussionLearn the Skills

(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

184185934

Learn the SkillsPractice the SkillsListening and Speaking

(C) evaluate the effectiveness of a speaker’s main and supporting ideas. 281415537

1117

Listening and SpeakingPractice the SkillsListening and SpeakingListening and Speaking

(25) Listening and Speaking/Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

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10151253125512561257

Listening and SpeakingListening and SpeakingTalk About ItLearn the SkillsPractice the SkillsListening and SpeakingListening and SpeakingListening and SpeakingListening and SpeakingTalk About ItTalk About ItTeamworkLearn the SkillsPractice the Skills

(26) Listening and Speaking/Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. The student is expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

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101510281117

Tell What You KnowGroup DiscussionTell What You KnowGroup DiscussionTell What You KnowListening and SpeakingGroup DiscussionListening and SpeakingTalk About It; Group DiscussionTell What You KnowListening and SpeakingGroup DiscussionTell What You KnowListening and Speaking


(B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and

151935977

10041191

Research and TechnologyResearch and TechnologyResearch and TechnologyGathering Sources and DetailsResearch and Technology

(C) paraphrase, summarize, quote, and accurately cite all researched information according to standard format (e.g., author, title, page number).

151935977

10051008

Research and TechnologyResearch and TechnologyResearch and TechnologyDrafting StrategiesDocumenting Sources

(22) Research/Synthesizing Information Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) modify the major research question as necessary to refocus the research plan;

1005 Drafting Strategies

(B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and

489935980985

10041006

Research and TechnologyResearch and TechnologyAs You ReadComparing Informational TextsGathering Sources and DetailsRevising Strategies

(C) critique the research process at each step to implement changes as the need occurs and is identified


(23) Research/Organizing and Presenting Ideas Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A) marshals evidence in support of a clear thesis statement and related claims; 28110021005

Listening and SpeakingResearch Writing: Research ReportDrafting Strategies

(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;

10021005

Research Writing: Research ReportDrafting Strategies

(C) uses graphics and illustrations to help explain concepts where appropriate; 255935

100511911207

Listening and SpeakingResearch and TechnologyDrafting StrategiesResearch and TechnologyListening and Speaking

(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and

10131191

Publishing and PresentingResearch and Technology

(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.

311977

1008

Editing and ProofreadingResearch and TechnologyDocumenting Sources

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READING AND COmPREHENSION

RC-9 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

(A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and

23313320324326340347356369441643649659693699707711725727729735737801816820833844861893913

1145

Reading SkillReading Skillside-column noteside-column noteside-column noteside-column noteUsing the Strategyside-column noteside-column noteUsing the StrategyUsing the Strategyside-column noteside-column noteAs You Readside-column noteside-column noteside-column noteside-column noteside-column noteReading Skillside-column noteReading SkillUsing the Strategyside-column noteside-column noteUsing the Strategyside-column noteReading SkillReading SkillUsing the StrategyAs You Read


(B) make complex inferences about text and use textual evidence to support understanding.

125135149211220223226228231242247250257261267272276279441448453458461498504510511

Using the StrategyReading Skill Reading SkillUsing the Strategyside-column noteside-column noteside-column noteside-column noteside-column noteside-column noteside-column noteside-column noteUsing the Strategyside-column noteReading Skill 3, 4side-column noteside-column noteReading Skill 3, 4Reading Skillside-column noteReading Skill 3,4side-column noteReading Skill 3,4As You Readside-column noteside-column noteCompare Biographical Writing

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(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.

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10351253

Practice APractice B; Activity; TeamworkActivityRevising StrategiesVoiceVocabularyVocabularyRevising StrategiesActivity; TeamworkListening and SpeakingPractice B; Activity; TeamworkPractice B


(A) compare and contrast differences in similar themes expressed in different time periods;

868

87710181228 1241

Comparing Universal and Culturally Specific ThemesTimed WritingSpiral ReviewComparing Themes and Moral DilemmasComparing Themes and Moral Dilemmas

(B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and

837859887902913985992

1051106310671072107310791080108610871091110311051110111711281136114011421145115311651168117111821185

Literary AnalysisLiterary Analysis 2, 3Literary AnalysisLiterary Analysis side-column noteLiterary Analysis 2Literary AnalysisLiterary Analysis side-column noteTEKS CheckLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis 1Literary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis 2Literary Analysis side-column noteLiterary Analysis 2As You ReadLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteComparing Archetypal Narrative Patterns 1, 3Literary Analysis Literary Analysis side-column noteLiterary Analysis side-column notesLiterary Analysis 1Literary Analysis side-column noteLiterary Analysis 1


READING

(1) Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes

557585

135149165177281293355365431565573723729833963

10011073108711711253

Word PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerPractice BWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerWord PowerActivity

(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words

778779842967977983

Practice APractice B; Activity; TeamworkSpiral ReviewSpiral ReviewSpiral ReviewVocabulary

(C) infer word meaning through the identification and analysis of analogies and other word relationships;

4355

614615741747

1073108712051217

VocabularyVocabularyPractice APractice B; Activity; TeamworkVocabularyVocabularyVocabularyVocabularyVocabularyVocabulary

(D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments(e.g., glasnost, avant-garde, coup d’état); and

103410351253

Practice AActivity; TeamworkTeamwork

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Grade 10


(D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature.

354364383758767

11041116

Critical ThinkingCritical ThinkingAs You ReadComparing ThemeComparing Theme 4Critical ThinkingCritical Thinking

(6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.

79699

107153165177408415416417419447461465471480483487492497502505507539545553700704706707

TEKS CheckAs You ReadLiterary Analysis side-column noteComparing Styles 1Literary Analysis Literary Analysis 3 Literary Analysis 3 Comparing Tone, Voice, and DictionLiterary Analysis side-column notesLiterary Analysis side-column noteLiterary Analysis side-column noteComparing Tone, Voice, and Diction 2, 3TEKS CheckLiterary Analysis Literary Analysis side-column noteLiterary Analysis 2 Literary Analysis side-column noteLiterary Analysis 2 Literary Analysis Literary Analysis side-column noteLiterary Analysis Literary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis 2b Literary Analysis 2b As You ReadLiterary Analysis side-column noteLiterary Analysis side-column noteComparing Tone, Voice, and Mood 3, 4

(7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works.

369374380381385392397639643655662667926945

12041215

As You ReadLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis 1Literary Analysis side-column noteLiterary Analysis 1Spiral ReviewSpiral ReviewSpiral ReviewSpiral Review


(C) relate the figurative language of a literary work to its historical and cultural setting.

715721723726729948950

Literary Analysis Literary Analysis side-column noteLiterary Analysis Literary Analysis side-column noteLiterary Analysis Spiral ReviewSpiral Review

(3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry.

639644650653655661665667672673677679681685689915917924935937

Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading SkillReading Skill side-column noteReading Skill side-column noteReading SkillAs You ReadReading SkillLiterary Analysis side-column noteLA side-column note; RS side-column noteLiterary Analysis Literary Analysis side-column noteLiterary Analysis Literary Analysis Literary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis 1, 2

(4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays.

837859887897907913985989997

Literary Analysis Literary Analysis 2, 3Literary Analysis Literary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisSpiral ReviewLiterary Analysis side-column note

(5) Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction

72940435155

857

TEKS CheckAs You ReadLiterary Analysis side-column noteLiterary Analysis Literary Analysis side-column noteLiterary Analysis Spiral Review

(B) analyze differences in the characters’ moral dilemmas in works of fiction across different countries or cultures;

877

12281241

Comparing Universal and Culturally Specific Themes Comparing Themes and Moral Dilemmas Comparing Themes and Moral Dilemmas

(C) evaluate the connection between forms of narration (e.g., unreliable, omniscient)and tone in works of fiction; and

306312315316318327

Comparing Narration and ToneLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteComparing Narration and Tone

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(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

578579580581583694695696697698699

As You Readcall-out boxcall-out boxcall-out boxComparing Informational TextsAs You Readcall-out boxcall-out boxcall-out boxcall-out boxComparing Informational Texts

(D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.

752755756757

10231227

As You Readcall-out boxcall-out boxComparing Informational TextsDrafting StrategiesComparing Informational Texts


(A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and

112211231124112511261127

As You Readcall-out boxescall-out boxescall-out boxcall-out boxesComparing Informational Texts; Timed Writing; 5-Minute Planner

(B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks.

864865866867

1005

As You Readcall-out boxcall-out boxesComparing Informational Texts; Timed Writing; 5-Minute PlannerResearch and Technology 2


(A) evaluate text for the clarity of its graphics and its visual appeal; and 512513515517

1008100910101013

As You Readcall-out boxcall-out boxComparing Informational TextsAs You Readcall-out boxescall-out boxComparing Informational Texts; Timed Writing; 5-Minute Planner

(B) synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics).

512515517

10121013

As You Readcall-out boxComparing Informational Textscall-out boxComparing Informational Texts

(12) Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:


(8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.

9091939596

107402403404405406407447466470471477479483584588603

Reading Skillcall-out boxcall-out boxesComparing Informational TextsAs You ReadTimed WritingAs You Readcall-out boxcall-out boxcall-out boxcall-out boxesComparing Informational TextsTEKS CheckReading Skill side-column noteReading Skill side-column noteReading SkillReading Skill side-column noteReading Skill side-column noteReading SkillAs You ReadLiterary Analysis side-column noteComparing Authors’ Purposes


(A) summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique;

461471483757936962982

1000122212231224122512261227

Reading SkillReading SkillReading SkillTimed Writing; 5-Minute PlannerCritical Thinking 2Critical Thinking 2Critical Thinking 2Critical Thinking 2As You Readcall-out boxcall-out boxcall-out boxcall-out boxesTimed Writing; 5-Minute Planner

(B) distinguish among different kinds of evidence used to support conclusions and arguments (e.g., logical, empirical, anecdotal) in texts;

298300304305

557562564565569573

Reading Skillcall-out boxescall-out boxesComparing Informational Texts; Timed Writing; 5-Minute PlannerLiterary AnalysisReading Skill side-column noteReading Skill side-column noteLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis

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103111511249

Editing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and Proofreading


151207267367424427537608669713772775883

11191246

WritingPublishing and PresentingWritingWritingPeer FeedbackPublishing and PresentingPublishing and PresentingPeer ReviewWritingPublishing and PresentingPeer ReviewPublishing and PresentingPublishing and PresentingWritingPeer Review


(A) write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

57109110151267328330399878880

1219

WritingOrganizationDrafting StrategyWritingWritingPrewriting/Planning StrategyRevising StrategiesWritingPrewriting/Planning StrategyDrafting StrategiesWriting

(B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and

669691710749

WritingWritingDrafting StrategiesWriting

(C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.

179879880

1187

WritingDevelopment of IdeasDrafting StrategiesWriting



(i) effective introductory and concluding paragraphs and a variety of sentence structures;

202770

12441247

Drafting StrategiesDrafting StrategiesDrafting StrategiesFocus and Coherence


(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

212213219

10041187

Analyzing Media MessagesPractice the SkillsMedia LiteracyListening and Speaking 2Research and Technology

(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);

212213

100410371187

Analyzing Media MessagesPractice the SkillsListening and Speaking 2Practice the SkillsResearch and Technology

(C) examine how individual perception or bias in coverage of the same event influences the audience; and

100412541255

Listening and Speaking 1Comparing Media CoveragePractice the Skills

(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.

2131254

Practice the SkillsComparing Media Coverage

WRITING


(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

108201295421532691769770

102110891243

Prewriting/Planning StrategyPrewriting/Planning StrategiesWritingPrewriting/Planning StrategiesPrewriting/Planning StrategyWritingPrewriting/Planning StrategiesDrafting StrategiesPrewriting/Planning StrategiesWritingPrewriting/Planning Strategies

(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;

95109202329407422517532534555770

114511471244

5-Minute PlannerOrganizationDrafting StrategiesDevelopment of IdeasTimed WritingDrafting StrategiesTimed WritingPrewriting/Planning StrategyDrafting StrategiesWritingDrafting StrategiesTimed WritingOrganizationDrafting Strategies

(C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

87110204424535608669710749

12461247

WritingRevising StrategiesRevising StrategiesRevising StrategiesConventionsRevising StrategiesWritingRevising StrategiesWritingRevising StrategiesFocus and Coherence

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(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.

2071005103110361037

Publishing and PresentingResearch and TechnologyPublishing and PresentingDelivering a Multimedia PresentationPractice the Skills

(16) Writing/Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:

(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence;

95606

10031127

5-Minute PlannerDrafting StrategiesWriting 1Timed Writing

(B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author’s own words and not out of context);

6051003

Prewriting/Planning StrategiesWriting 1

(C) counter-arguments based on evidence to anticipate and address objections; 534606

1003

Revising StrategiesDrafting StrategiesWriting 1

(D) an organizing structure appropriate to the purpose, audience, and context; 533 Focus and Coherence

(E) an analysis of the relative value of specific data, facts, and ideas; and 534606

Revising StrategiesDrafting Strategies

(F) a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

534606

Revising StrategiesDrafting Strategies


(17) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles);

398748834835881

Practice A/Speaking App, Practice B/Writing AppPractice A/Speaking App, Practice B/Writing AppPractice A/Speaking App, Practice B/Writing AppWritingConventions

(ii) restrictive and nonrestrictive relative clauses; and 10021003

Practice A/Speaking App, Practice B/Writing AppWriting

(iii) reciprocal pronouns (e.g., each other, one another); 178 Practice A/Speaking App, Practice B/Writing App

(B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and

366 Practice A/Speaking App, Practice B/Writing App

(C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

10881089111811191247

Speaking Application, Writing ApplicationWritingSpeaking Application, Writing ApplicationWritingFocus and Coherence

(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A) use conventions of capitalization; and 56537

Practice B/Writing AppEditing and Proofreading

(B) use punctuation marks including:


(ii) rhetorical devices, and transitions between paragraphs; 202770

1244

Drafting StrategiesDrafting StrategiesDrafting Strategies

(iii) a thesis or controlling idea; 201770

10211243

Prewriting/Planning StrategiesDrafting StrategiesPrewriting/Planning StrategiesPrewriting/Planning Strategies

(iv) an organizing structure appropriate to purpose, audience, and context; 202422583770

1244

Drafting StrategiesDrafting StrategiesTimed WritingDrafting StrategiesDrafting Strategies

(v) relevant evidence and well-chosen details; and 204305422531583770867

Revising StrategiesTimed WritingDrafting Strategies5-Minute PlannerTimed WritingDrafting StrategiesTimed Writing

(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;

424770772

1022

Revising StrategiesDrafting StrategiesRevising StrategiesPrewriting/Planning Strategies

(B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include

(i) organized and accurately conveyed information; 179485575

11471148

Research and TechnologyWritingResearch and TechnologyOrganizationDrafting Strategies

(ii) reader-friendly formatting techniques; and 179575

1148

Research and TechnologyResearch and TechnologyDrafting Strategies

(iii) anticipation of readers’ questions; 179534

1148

Research and TechnologyRevising StrategiesDrafting Strategies

(C) write an interpretative response to an expository or a literary text (e.g., essay or review) that:

(i) extends beyond a summary and literal analysis; 555603768

WritingTimed WritingInterpretative Response to a Literary Text

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and

295731768770

WritingWritingInterpretative Response to a Literary TextDrafting Strategies

(iii) analyzes the aesthetic effects of an author’s use of stylistic and rhetorical devices; and

107407531575707731769

Timed WritingTimed WritingTimed WritingWritingTimed WritingWritingPrewriting/Planning Strategies

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(23) Research/Organizing and Presenting Ideas Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A) marshals evidence in support of a clear thesis statement and related claims; 100510231243

Research and Technology 1Drafting StrategiesPrewriting/Planning Strategies

(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;

73110251244

Research and TechnologyRevising StrategiesDrafting Strategies

(C) uses graphics and illustrations to help explain concepts where appropriate 8710231036

1037

Research and TechnologyDrafting StrategiesDelivering a Multimedia PresentationPractice the Skills

(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and

399731

10251031

Research and TechnologyResearch and TechnologyRevising StrategiesRubric for Self-Assessment

(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.

60610261219

Drafting StrategiesDocumenting SourcesResearch and Technology


(24) Listening and Speaking/Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker’s ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

57429432509611626791

Listening and SpeakingTalk About ItViewing and Evaluating a SpeechListening and SpeakingPublishing and PresentingTell What You KnowExplain What You Know

(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

485780781

1151

Listening and SpeakingGiving and Following Oral InstructionsPractice the SkillsPublishing and Presenting

(C) evaluate how the style and structure of a speech support or undermine its purpose or meaning.

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1033

Viewing and Evaluating a SpeechPractice the SkillsPublishing and PresentingDelivering a Persuasive SpeechPractice the SkillsTalk About It

(25) Listening and Speaking/Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

209367555613616617861

Talk About ItListening and SpeakingListening and SpeakingTalk About ItDelivering a Persuasive SpeechPractice the SkillsListening and Speaking


(i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions;

100210031186

Practice B/Writing AppWritingWriting Application

(ii) quotation marks to indicate sarcasm or irony; and 1131219

Editing and ProofreadingWriting

(iii) dashes to emphasize parenthetical information. 1186 Writing Applications

(19) Oral and Written Conventions/Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

333537611713775

103111481151

Editing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingDrafting StrategiesEditing and Proofreading

RESEARCH

(20) Research/Research Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to:


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Research and TechnologyPrewriting/Planning StrategiesResearch and TechnologyPrewriting/Planning Strategies

(B) formulate a plan for engaging in research on a complex, multi-faceted topic. 267605

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Research and TechnologyPrewriting/Planning StrategiesResearch and Technology 1Prewriting/Planning Strategies


(A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;

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Research and TechnologyPrewriting/Planning Strategies

(B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and

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Prewriting/Planning StrategiesResearch and Technology

(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number).

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Drafting StrategiesResearch and Technology 3Prewriting/Planning StrategiesDrafting StrategiesDocumenting Sources




(B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and

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As You ReadTimed WritingResearch and Technology

(C) critique the research process at each step to implement changes as the need occurs and is identified.

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Prewriting/Planning StrategiesDrafting StrategiesRevising Strategies

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(26) Listening and Speaking/Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

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Tell What You KnowListening and SpeakingTalk About ItTell What You KnowTalk About ItTell What You KnowListening and SpeakingConnecting to CitizenshipTalk About ItTell What You KnowListening and SpeakingConnecting to CitizenshipTell What You KnowListening and SpeakingConnecting to Citizenship


RC-1 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:


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(B) make complex inferences about text and use textual evidence to support understanding.

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As You ReadReading Skill side-column noteReading Skill side-column noteReading SkillReading SkillReading Skill side-column noteReading SkillReading Skill side-column noteReading SkillReading SkillReading Skill side-column noteReading Skill side-column noteReading SkillReading Skill side-column noteReading SkillAs You Read 2As You Read 2Reading Skill side-column noteReading Skill

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(C) infer word meaning through the identification and analysis of analogies and other word relationships;

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Vocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabularyVocabulary Development LessonVocabulary Development LessonVocabulary Development Lesson

(D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and

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Vocabulary Development LessonVocabulary Development LessonCritical Reading 4Academic Words: Social StudiesWords from Mythology and Religious TraditionsVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonCognates

(E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed.

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Vocabulary Development LessonUsing References to Explore VocabularyResearch ProjectUsing a Dictionary and Thesaurus; PracticeVocabulary Development LessonUsing References to Explore VocabularyListening and SpeakingVocabulary Development LessonUsing References to Explore VocabularyVocabulary Development LessonRevisingVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonUsing References to Explore VocabularyVocabulary Development LessonVocabulary Development LessonUsing References to Explore VocabularyVocabularyVocabulary


READING


(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

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Vocabulary Development LessonVocabulary Development LessonVocabulary Development LessonCritical Reading 5Vocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonAcademic Words: Social StudiesVocabulary Development LessonVocabularyCritical Reading 6Vocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonAcademic Vocabulary: Science and MathVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonCritical Reading 4Vocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonVocabulary Development LessonCritical Reading 4

(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

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Grade 11


(3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry.

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Literary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisReading SkillReading SkillLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis

(4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama.

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Literary Analysis; Reading Skill American ExperienceLiterary Analysis American ExperienceLiterary Analysis American ExperienceLiterary Analysis American ExperienceLiterary AnalysisComparing Themes in American DramaComparing Periods of Modern American Drama



(A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition;

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Literary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisReading SkillReading SkillLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisReading SkillReading SkillLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis

(B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; and

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ProjectProjectResearch ProjectProjectExploring Theme and GenreProjectProject

(C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting.

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Reading SkillReading SkillWritingReading SkillReading Skill

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(6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning.

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Literary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis

(7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works.

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Literary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisReading SkillReading Skill side-column noteReading Skill side-column noteReading SkillLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisVocabulary Development LessonWriting



(A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author’s portrayal of the plot and setting in works of fiction;

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Literary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis

(B) analyze the internal and external development of characters through a range of literary devices;

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Literary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis

(C) analyze the impact of narration when the narrator’s point of view shifts from one character to another; and

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Literary Analysis 4Literary AnalysisLiterary Analysis side-column noteLiterary AnalysisWriting Lesson

(D) demonstrate familiarity with works by authors in American fiction from each major literary period.

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(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

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Literary AnalysisLiterary AnalysisReading SkillReading Skill side-column noteReading Skill side-column noteComparing Primary SourcesReading and Viewing SkillReading Skill side-column noteComparing Primary SourcesReading SkillReading SkillReading SkillReading SkillReading SkillReading SkillReading SkillComparing Primary SourcesLiterary AnalysisLiterary Analysis

(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

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Critical Reading 2Comparing Autobiography Past and PresentReading SkillReading Skill side-column noteReading SkillReading SkillComparing Primary Sources 3bLiterary AnalysisLiterary AnalysisComparing Primary SourcesExpository TextComparing Primary SourcesComparing Primary Sources

(10) Comprehension of Informational Text/Persuasive Text Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) evaluate how the author’s purpose and stated or perceived audience affect the tone of persuasive texts; and

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Reading SkillReading Skill side-column noteReading SkillLiterary AnalysisLiterary AnalysisReading SkillComparing Primary SourcesReading SkillReading Skill side-column noteReading Skill

(B) analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.

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Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteCritical Reading 1–3


(8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author’s purpose and perspective or stance.

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Literary AnalysisLiterary Analysis side-column noteLiterary AnalysisReading SkillReading Skill side-column noteReading SkillLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary AnalysisLiterary AnalysisReading SkillLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis


(A) summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

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Reading SkillReading Skill side-column noteReading SkillReading Skillcall-out boxcall-out boxescall-out boxcall-out boxCritical Reading 3Reading SkillReading SkillWriting

(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;

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(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g. metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony) schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures) and by adding transitional words and phrases;

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WritingWriting LessonWriting LessonConventionsWriting LessonRevisingRevisingWriting LessonWriting LessonRevising


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Editing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and ProofreadingEditing and Proofreading


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RevisingEditing and ProofreadingEditing and ProofreadingRevisingEditing and ProofreadingWriting LessonEditing and ProofreadingWriting Lesson

(14) Literary Texts Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(A) write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g. dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

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Writing LessonWritingWritingWriting LessonWriting LessonLiterary TextPrewriting and PlanningDrafting

(B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and

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WritingWriting LessonWritingCritical Reading 2

(C) write a script with an explicit or implicit theme, using a variety of literary techniques.

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(i) effective introductions and concluding paragraphs and a variety of sentence structures;

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Writing LessonTimed WritingWriting Lesson

(ii) rhetorical devices and transitions between paragraphs; 154543871

Writing LessonWritingWriting


(11) Comprehension of Informational Text/Procedural Texts Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and

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Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteCritical Reading 1–3

(B) translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

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Reading SkillReading Skill side-column noteReading Skill side-column noteCritical Reading 1–5Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteCritical Reading 1–3

(12) Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:


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Media LiteracyActivities: Evaluate Messages of Social and Cultural Views in Media and Traditional TextsResearch Project

(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

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Listening and SpeakingCritical Reading 2Activities: Evaluate Interactions of TechniquesResearchActivities: Evaluate the Interactions of Techniques Used in Electronic Journalism

(C) evaluate the objectivity of coverage of the same event in various types of media; and

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Media LiteracyActivities: Evaluate Media Coverage of Same Event

(D) evaluate changes in formality and tone across various media for different audiences and purposes.

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WRITING

(13) Writing Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g. discussion, background reading, personal interests, interviews) and developing a thesis or controlling idea;

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Prewriting and PlanningPrewriting and PlanningWriting LessonWriting LessonPrewriting and PlanningPrewriting and Planning

(B) develop drafts in timed and open-ended situations that structure ideas in a sustained and persuasive way (e.g. using outlines, note taking, graphic organizers, lists) and include transitions and rhetorical devices to convey meaning;

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(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices;

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WritingLiterary AnalysisWriting LessonTimed WritingWritingWriting

(iv) identifies and analyzes the ambiguities, nuances, and complexities within the text; and

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(v) anticipates and responds to readers’ questions or contradictory information.

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(D) Produce a multimedia presentation (e.g. documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeal to a specific audience and synthesizes information from multiple points of view.

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WritingExpository TextResearchWriting LessonExpository TextPrewriting and PlanningDraftingRevisingDevelopment of IdeasEditing and Proofreading; Publishing, Presenting, and ReflectingWriting LessonResearchMultimedia Presentation

(16) Writing/Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:

(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;

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Writing LessonWriting LessonWriting LessonWriting LessonTimed WritingWriting Lesson

(B) accurate and honest representation of divergent views (i.e. in the author’s own words and not out of context);

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Writing LessonPrewriting and PlanningWriting Lesson

(C) Write an argumentative essay (e.g. evaluative essays, proposals) to the appropriate audience that includes an organizing structure appropriate to the purpose, audience, and context;

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DraftingWritingWriting Lesson

(D) information on the complete range of relevant perspectives; 1891215

Prewriting and PlanningWriting Lesson

(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; and

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(iii) a clear thesis statement or controlling idea; 154165200

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(iv) a clear organizational schema for conveying ideas; 154165543794919

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Writing LessonTimed WritingWritingWriting LessonTimed WritingWriting LessonTimed Writing

(v) relevant and substantial evidence and well-chosen details; and 165333919

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Timed WritingTimed WritingTimed WritingWriting

(vi) information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources.

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WritingWriting LessonWriting Lesson

(B) Write procedural or work-related documents (e.g. resumes, proposals, college applications, operation manuals) that include:

(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;

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WritingWritingExpository TextExpository Texts

(ii) appropriate formatting structures (e.g. headings, graphics, white space); 127557

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WritingWritingWriting LessonExpository TextsRevising

(iii) relevant questions that engage readers and consider their needs; 17711591258

Writing LessonWriting LessonDrafting

(iv) accurate technical information in accessible language; and 17712561290

Writing LessonExpository TextsProcedural Document

(v) appropriate organizational structures supported by facts and details (documented if appropriate).

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(C) Write an interpretation of an expository or a literary text that:

(i) advances a clear thesis statement; 93109357421515831

Writing LessonWriting LessonWriting LessonWriting LessonWriting LessonWriting Lesson

(ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text;

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(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g. appeals to logic, emotions, ethical beliefs).

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(17) Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of different types of clauses and phrases (e.g. adjectival, noun, and adverbial clauses and phrases); and

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(B) use a variety of correctly structured sentences (e.g. compound, complex, compound-complex).

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Conventions and Style LessonConventions and Style LessonConventions and Style LessonConventions and Style LessonConventions and Style LessonEditing and Proofreading

(18) Handwriting, Capitalization, and Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.

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(19) Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings

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Editing and ProofreadingEditing and ProofreadingEditing and Proofreading

(20) Research Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to:


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Research ProjectPrewriting and PlanningResearch Project

(B) formulate a plan for engaging in research on a complex, multi-faceted topic in depth.

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Research ProjectResearch ProjectPrewriting and PlanningResearch ProjectResearch

(21) Gathering Sources Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;

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Research ProjectResearch Project

(B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and

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Writing LessonResearch ProjectResearch Project

(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g. author, title, page number) differentiating among primary, secondary, and other sources.

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Providing Appropriate CitationsWriting Lesson


(22) Synthesizing Information Students clarify research questions and evaluate and synthesize collected information. Students are expected to:


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Writing LessonResearch ProjectResearch Project

(B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and

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Timed WritingResearch ProjectTimed Writing


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(23) Organizing and Presenting Ideas Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:

(A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

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ResearchListening and SpeakingWritingDraftingResearch Project

(B) uses a variety of formats and rhetorical strategies to argue for the thesis; 6661401

DraftingResearch Project

(C) develops an argument that incorporates the complexities of discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;

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DraftingResearchResearch Project

(D) uses a style manual (e.g. MLA, Chicago Manual of Style) to document sources and format written materials; and

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Providing Appropriate CitationsWriting Lesson

(E) is of sufficient length and complexity to address the topic. 187664681

Research ProjectExpository TextResearch


(24) Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and

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Activity: Evaluate Formal Persuasive SpeechesListening and SpeakingListening and SpeakingListening and SpeakingListening and SpeakingListening and Speaking

(B) evaluate the clarity and coherence of a speaker’s message and critique the impact of a speaker’s diction and syntax on an audience.

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Activity: Evaluate Formal Persuasive SpeechesListening and SpeakingListening and SpeakingListening and SpeakingListening and Speaking

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(B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

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Reading SkillReading Skill side-column noteReading Skill side-column noteReading SkillLiterary AnalysisReading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading SkillReading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading SkillReading SkillReading Skill


(25) Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

1497

195222403448449474517675681957

126913631375

Listening and SpeakingListening and SpeakingEditing and ProofreadingListening and SpeakingListening and SpeakingDeliver a Persuasive SpeechActivity: Deliver a Formal Persuasive SpeechListening and SpeakingListening and SpeakingEditing and ProofreadingListening and SpeakingListening and SpeakingListening and SpeakingMultimedia PresentationListening and Speaking

(26) Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

1672

222476549897957

1049

Listening and SpeakingCritical Reading 3Listening and SpeakingListening and SpeakingCritical Reading 3ResearchResearchCritical Reading 2


(RC1)Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

(A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing; making connections; creating sensory images); and

567480

122168256291334530534634650659660718778832846922

1026104011601324

Reading SkillReading SkillLiterary AnalysisReading SkillReading SkillReading SkillReading SkillReading SkillReading SkillReading Skill side-column noteReading SkillReading SkillReading Skill side-column noteReading Skill side-column noteReading SkillReading SkillReading SkillReading SkillReading SkillReading SkillReading SkillReading SkillLiterary Analysis

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(D) analyze and explain how the English language has developed and been influenced by other languages; and

452704930

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PracticePracticePracticePractice

(E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.

156224417421441537541704793797879930

100710111069111011861205120912431270133814311459

Using ReferencesPracticeVocabulary LessonUsing ReferencesTimed WritingVocabulary LessonUsing ReferencesPracticeVocabulary LessonUsing ReferencesVocabulary LessonPracticeVocabulary LessonUsing ReferencesEtymology StudyPracticeVocabulary LessonVocabulary LessonUsing ReferencesVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonCritical Reading 5


(A) compare and contrast works of literature that express a universal theme; 264268270504513514958974

1072108312181310

Literary AnalysisReading Skill side-column noteLiterary Analysis 4Reading SkillReading Skill side-column noteReading Skill 3Literary AnalysisLiterary Analysis 5Literary AnalysisLiterary Analysis 5Literary AnalysisLiterary Analysis

(B) compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and

309311313453

Listening and SpeakingComparing and Contrasting Classical and ModernReading: Group DiscussionProject


READING


(A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes

1475

197271280492580627645704745754793879908930

10071150118612431270133814311459

Listening and SpeakingTimed WritingVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonPrimary SourcesVocabulary LessonVocabulary LessonPracticeVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonPrimary SourcesPracticeVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonTimed Writing

(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

121137140151262377514537676865975

1007130913761467

Vocabulary LessonReading SkillReading Skill side-column noteReading Skill 8Vocabulary LessonVocabulary LessonVocabularyVocabulary LessonVocabularyVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonVocabulary Vocabulary

(C) use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);

66492879

1084116813151357

Vocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonVocabulary LessonVocabularyVocabulary Lesson

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Grade 12


(4) Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to evaluate how the structure and elements of drama change in the works of British dramatists across literary periods.

321342421422423424426429431

137813871479

Literary AnalysisLiterary AnalysisComparing British Dramas Past and PresentAs You ReadComparing British Dramas side-column noteAs You ReadAs You ReadComparing British Dramas side-column noteTimed WritingReading SkillReading Skill 3Project


(A) analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction;

1218122612381242129813021308

Literary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis 6Literary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column note

(B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the behaviors of the characters

10281418142414261430

Literary AnalysisLiterary AnalysisLiterary Analysis side-column note 2Literary Analysis side-column noteLiterary Analysis 2

(C) compare and contrast the effects of different forms of narration across various genres of fiction; and

552555560564565

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Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading Skill 8ProjectLiterary Analysis

(D) demonstrate familiarity with works of fiction by British authors from each major literary period.

565765993

1006103812041242126914301443

Literary Analysis 1Literary Analysis 1Extend Your LearningLiterary Analysis 3Literary Analysis 2Literary Analysis 1Literary Analysis 1Literary Analysis 1Literary Analysis 6Literary Analysis 2


(C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

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664668676779792997

10001040115311541340134313501434

Reading SkillReading Skill side-column noteReading Skill 3Literary AnalysisLiterary Analysis side-column noteLiterary Analysis 1Literary AnalysisLiterary Analysis side-column noteLiterary Analysis 1Reading SkillReading Skill 7Literary AnalysisLiterary Analysis side-column noteReading SkillListening and SpeakingReading SkillLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteReading Skill

(3) Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry).

18283235

137150252261272480491494501517521536628642732744746750753775779792818823841852864976987

1086113811701366138814001410

Literary AnalysisLiterary Analysis side-column noteLiterary Analysis 1Strategies for Reading PoetryLiterary AnalysisLiterary Analysis side-column noteLiterary AnalysisLiterary Analysis 4Literary AnalysisLiterary AnalysisLiterary Analysis 1Literary AnalysisLiterary Analysis 1Reading Literary Text: Epic PoetryLiterary AnalysisLiterary Analysis 4Literary AnalysisSpiral ReviewLiterary AnalysisLiterary Analysis 4Literary AnalysisCritical ViewingLiterary Analysis 2Strategies for Reading PoetryLiterary AnalysisLiterary Analysis 6Literary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary Analysis 4Literary AnalysisLiterary Analysis 1Literary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary AnalysisLiterary Analysis

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(B) explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints;

810817

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Reading SkillCritical Reading 3Reading SkillCritical Reading 5

(C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and

598599600601603

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Reading SkillReading Skill side-column notes 1, 2Reading Skill side-column noteReading Skill side-column noteCritical Reading 3, 4About the Text FormsReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteComparing Primary Sources 2

(D) synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

568574575580603679817

102210271296

Reading SkillReading Skill side-column noteReading Skill side-column noteComparing Primary Sources 2Timed WritingListening and SpeakingTimed WritingReading SkillTimed WritingComparing Primary Sources 2


(A) evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; and

900906908

Reading SkillReading Skill side-column noteComparing Primary Sources 2

(B) draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language.

282285289290680685910

1444

Reading SkillReading Skill side-column noteReading Skill side-column noteComparing Primary Sources 1Reading SkillReading Skill 3Literary AnalysisLiterary Analysis


(A) draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and

707172737475

Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteCritical Reading 2

(B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose.

14541455145614581459

Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill side-column noteCritical Reading 4

(12) Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:


(6) Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.

432434435437480490491582585586587604622626646651652659662758762765896899

1278128012831278128513161319132314821466

Literary Analysis Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill 3Literary AnalysisLiterary Analysis side-column noteLiterary Analysis 6Reading SkillReading Skill side-column noteReading Skill side-column noteReading Skill 3Literary AnalysisLiterary Analysis side-column note 1Literary Analysis 5Literary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary Analysis 3Literary AnalysisLiterary Analysis side-column noteLiterary Analysis 2Reading SkillReading Skill 3Literary AnalysisReading Skill side-column note 1Reading Skill side-column note 1Literary AnalysisReading Skill 3Literary AnalysisLiterary Analysis side-column noteLiterary Analysis side-column noteLiterary AnalysisLiterary Analysis side-column note

(7) Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze how the author’s patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works.

252256259378381866878

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Reading SkillReading Skill side-column noteReading Skill side-column noteReading SkillReading Skill side-column noteLiterary AnalysisLiterary Analysis 2Listening and SpeakingLiterary AnalysisLiterary Analysis side-column noteLiterary Analysis 2

(8) Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author’s meaning or purpose.

8289

67910621069

Reading SkillReading Skill 4ActivityReading SkillEtymology Study


(A) summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

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Reading SkillReading Strategy side-column noteComparing Primary Sources 1Reading Skill

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(B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and:

262645

1399

WritingWritingWriting

(C) write a script with an explicit or implicit theme, using a variety of literary techniques.

196597

12701387

Reading SkillWritingWritingWriting



(i) effective introductory and concluding paragraphs and a variety of sentence structures;

418794

WritingWriting

(ii) rhetorical devices, and transitions between paragraphs; 418794

WritingWriting

(iii) a clear thesis statement or controlling idea; 280418431706809894

115012151277

WritingWritingTimed WritingWriting ChecklistTimed WritingWritingWriting Timed WritingWriting

(iv) a clear organizational schema for conveying ideas; 418431

WritingTimed Writing

(v) relevant and substantial evidence and well-chosen details; 418431502551

102111501453

Writing Timed WritingWritingTimed WritingTimed WritingWritingWriting

(vi) information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and

418 Writing

(vii) an analysis of views and information that contradict the thesis statement and the evidence presented for it;

418 Writing

(B) write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;

66899

1468

WritingWritingExpository Texts: Work-Related Text

(ii) appropriate formatting structures (e.g., headings, graphics, white space); 89262

10951468

WritingWritingWritingExpository Texts: Work-Related Text

(iii) relevant questions that engage readers and address their potential problems and misunderstandings;

262696

WritingDrafting

(iv) accurate technical information in accessible language; and 262587

WritingWriting



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1070

Media LiteracyProjectMedia LiteracyActivityProjectResearch Project

(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

705929

1109

ProjectActivityActivity

(C) evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and

12971477

Research ProjectActivity

(D) evaluate changes in formality and tone across various media for different audiences and purposes.

113612971477

Media LiteracyResearch ProjectActivity

WRITING


(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

442695794

Persuasive Text: Persuasive EssayPrewriting and PlanningWriting

(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;

166215696794922

Timed WritingPrewriting and Planning DraftingWritingDrafting

(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

218341446645698988

RevisingWriting RevisingWritingRevisingWriting


110714091475

Editing and ProofreadingEditing and ProofreadingEditing and ProofreadingWritingEditing and Proofreading


221446701924927

14151475

Publishing and PresentingRevisingPublishing and PresentingRevisingPublishing and PresentingWritingPublishing and Presenting


(A) write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

214306566766919

Literary Text: Short StoryWritingWritingWritingWriting

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(B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

13391468

Writing and SpeakingExpository Texts: Work-Related Text

(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to .

166431449701809

12151468

Timed WritingTimed WritingEditing and ProofreadingEditing and ProofreadingTimed WritingTimed WritingExpository Texts: Work-Related Text

(19) Oral and Written Conventions/Spelling Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

449701

1468

Editing and ProofreadingEditing and ProofreadingExpository Texts: Work-Related Text

RESEARCH

(20) Research/Plan Students ask open-ended research questions and develop a plan for answering them. Students are expected to:


209291


(B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

291581878

10691097

Research ProjectResearch ProjectWritingEtymology StudyPrewriting and Planning


(A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;

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Research ProjectResearch ProjectPrewriting and Planning

(B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and

209291


(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

291 Research Project




(B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and




(23) Research/Plan Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:

(A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

1096 Research: Historical Investigation


(v) appropriate organizational structures supported by facts and details (documented if appropriate);

262 Writing

(C) write an interpretation of an expository or a literary text that:

(i) advances a clear thesis statement; 153359851

1051

WritingWritingWritingWriting

(ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text;

153359

WritingWriting

(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices;

153359

WritingWriting

(iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and

153851

WritingWriting

(v) anticipates and responds to readers’ questions and contradictory information; and

153 Writing

(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view. .

9201365

Research: Multimedia PresentationWriting

(16) Writing/Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:

(A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);

44211121285

Persuasive Text: Persuasive EssayWritingWriting

(B) accurate and honest representation of divergent views (i.e., in the author’s own words and not out of context);

442663745

Persuasive Text: Persuasive EssayWritingWriting

(C) an organizing structure appropriate to the purpose, audience, and context; 442 Persuasive Text: Persuasive Essay

(D) information on the complete range of relevant perspectives; 444 Drafting

(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used;

446 Revising

(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and

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WritingWritingDraftingWritingWritingWriting

(G) an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.

446 Revising


(17) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and

154419449

Conventions and StyleConventions and StyleEditing and Proofreading

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(B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

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Reading SkillReading Skill 6Reading SkillReading SkillReading Skill 10Reading SkillReading Skill 4Reading SkillReading Skill


(B) uses a variety of formats and rhetorical strategies to argue for the thesis; 1096 Research: Historical Investigation

(C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;

2091096

Research ProjectResearch: Historical Investigation

(D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and

1096 Research: Historical Investigation

(E) is of sufficient length and complexity to address the topic. 1100 Revising


(24) Listening and Speaking/Listening Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and

223476909

1113

ActivityListening and SpeakingResearch ProjectWriting Checklist

(B) assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.

223476728909

1113

ActivityListening and SpeakingListening and SpeakingResearch ProjectWriting Checklist

(25) Listening and Speaking/Speaking Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively..

450455909933

Deliver a Persuasive SpeechWriting ChecklistResearch ProjectListening and Speaking

(26) Listening and Speaking/Teamwork Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

80212227295

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Critical Reading 2Listening and SpeakingWriting ChecklistListening and SpeakingListening and SpeakingListening and SpeakingListening and Speaking


Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:


95120123135168852880887893991

1191

Reading SkillReading Skill 8Reading SkillReading Skill 9Reading SkillReading SkillReading SkillReading Skill side-column noteReading Skill 10Strategies for Reading a NovelReading Skill

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Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Section 2 Selections to the TEKS Correlation

Unit 2 Selection TEKS

UN

IT

INTR

O The Jade Peony Wayson Choy (5)(A),(B), (C), (21), (22), (23)

READ

ING

FOCU

S m

ak

e i

nfe

re

nc

es

The Most Dangerous Game Richard Connell American History Judith Ortiz Cofer

(1)(A), (5), , (23)(C), (25), RC-9(B)

The Gift of the Magi O. Henry The Interlopers Saki

(7), (23)(A), (24)(C), RC-9(B)

Informational Texts Consumer Safety Guide/Technical Instructions (11)(A) , (16)(A)(D)

Comparing Literary Works The Man to Send Rain Clouds, Leslie Marmon Silko/A Walk to the Jetty, Jamaica Kincaid

(5)(A) (15)(C), RC-9(B)

Texas Writing Workshop: Short Story (13)(D), (E), (14)(A), (23)(E)

READ

ING

FOCU

S c

au

se

an

d e

ffe

ct

Rules of the Game Amy Tan The Necklace Guy de Maupassant

(1)(A), (5)(B), (13)(A), (17)(B), (20)(A), RC-9(A)

Blues Ain’t No Mockin Bird Toni Cade Bambara The Invalid’s Story Mark Twain

(1)(A), (5)(B), (17)(A)(i), (24)(A), RC-9(A)

Informational Texts Student Guide/Blog Entry (9)(A) , (15)(C)

Comparing Literary Works The Scarlet Ibis, James Hurst / The Golden Kite, the Silver Wind, Ray Bradbury

(5) , (15)(C), RC-9(B)

Texas Writing Workshop: Cause-and-Effect Essay (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iv), (19)

Vocabulary Workshop: Word Origins and Derivations (1)(A), (E) , (26)

Listening and Speaking Workshop: Deliver and Evaluate Presentations (24)(A), (C), (25)

On Your Own: Media Literacy (12)(B)

Selection TEKS

UN

IT

INTR

O from The Giant’s House Elizabeth McCracken Desiderata Elizabeth McCracken

(5), (6), (21), (23), RC-9(B)

READ

ING

FOCU

S m

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dic

tio

ns

The Washwoman Isaac Bashevis Singer New Directions Maya Angelou

(1)(A), (6), (18)(A), (25)

Sonata for Harp and Bicycle Joan Aiken The Cask of Amontillado Edgar Allan Poe

(1)(A), (5)(A), (15)(A)(v), (25), RC-9(A)

Informational Texts Article / Cookbook Article (9)(C) , (13), (15)

Comparing Literary Works Checkouts, Cynthia Rylant / The Girl Who Can, Ama Ata Aidoo

(5)(C) , (15)(C), RC-9(B)

Texas Writing Workshop: Autobiographical Narrative (1)(E), (13)(A), (C), (D), (E), (14)(A), (18)(A), (B)(i)

READ

ING

FOCU

S a

ut

Ho

r's

pu

rp

os

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from A White House Diary Lady Bird Johnson My English Julia Alvarez

(1)(A), (6), (13)(A), (17)(A)(iii), (15)(D), RC-9(B)

The Secret Life of Walter Mitty James Thurber Uncle Marcos Isabel Allende

(5)(B), (15)(A)(v), (21)(B), (C), RC-9(A), (B)

Informational Texts Train Schedule/Brochure (11)(B) , (13), (15)

Comparing Literary Works “If I Forget Thee, Oh Earth . . ., “ Arthur C. Clarke / from Silent Spring, Rachel Carson

(2)(A) , (15)(C), RC-9(B)

Texas Writing Workshop: Problem-and-Solution Essay (1)(E), (13)(A), (B), (C), (D), (E), (15)(A)(i-v), (19), (21)(A)

Vocabulary Workshop: Using a Dictionary, Glossary, and Thesaurus (1)(E) , (26)

Listening and Speaking Workshop: Giving and Following Oral Instructions (24)(B) , (24), (25), (26)

On Your Own: Media Literacy (12)(A)

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Grade 9: Unit 1


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O Uncoiling A Voice Pat Mora (3) , (21), (23), RC-9(B)

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Poetry Collection 1 Poetry Collection 2

(1)(A), (7), (13)(A), (25)


(1)(A), (3), (16)(D), (E), (25), RC-9(A)

Informational Texts Consumer Publication/Instructions for Software (11)(A) (13), (15)(C)

Comparing Literary Works There Is No Word for Goodbye, Mary TallMountain / Daily, Naomi Shihab Nye / Hope, David T. Hilbun / The Day of the Storm, Tyroneca “Ty” Booker

(3) , (6), (15)(C), RC-9(B)

Texas Writing Workshop: Poem (1)(E), (13)(C), (D), (E), (14)(B)

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(1)(A), (E), (3), (12)(B), (14)(B), RC-9(A)


(1)(A), (3), (17)(A)(i), (26), RC-9(A)

Informational Texts Case Study/News Article (9)(A), (13)(B) , (16)

Comparing Literary Works I Hear America Singing, Walt Whitman / Three Haiku, Basho- and Chiyojo / Women, Alice Walker / Sonnet 30, William Shakespeare

(3), (5)(D),(15)(C), RC-9(B)

Texas Writing Workshop: Interpretative Response to a Literary Text (13)(A), (B), (D), (15)(C)(i), (ii), (iii), (19)

Vocabulary Workshop: Producing Analogies (1)(B), (E) , (26)

Media Literacy Workshop: Comparing Media Coverage (12)(A) , (26)



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O Before Hip-Hop Was Hip-Hop Rebecca Walker (9), (10) , (21), (22), (23), RC-9(B)

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A Celebration of Grandfathers Rudolfo A. Anaya On Summer Lorraine Hansberry

(9), (16), (24)(A), (26), RC-9(A), (B)

Single Room, Earth View Sally Ride The News Neil Postman

(8), (9), (14)(C), (20)(B), (22)(B)

Informational Texts Technical Document/News Article/Blog Entries (9)(A), (11)(B), (12)(C), (13)(B) , (15)

Comparing Literary Works from A Lincoln Preface, Carl Sandburg / Arthur Ashe Remembered, John McPhee

RC-9(B) , (13), (15)(C)

Texas Writing Workshop: Business Letter (13)(A), (B), (C), (15)(B)(i), (ii), (18)(A), (19)

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Carry Your Own Skis Lian Dolan Libraries Face Sad Chapter Pete Hamill

(1)(A), (10), (10)(A), (24)(C), (25)

“I Have a Dream” Martin Luther King, Jr. First Inaugural Address Franklin D. Roosevelt

(1)(A), (10), (10)(B), (25)

Informational Texts Historical Study / Speech (10)(A), (B), (13)(B) , (16)

Comparing Literary Works The Talk, Gary Soto / Talk, Harold Courlander and George Herzog

(5), (6) ,15(C), RC-9(B)

Texas Writing Workshop: Editorial (1)(E), (13)(B), (C), (D), (E), (16)(A), (B), (C), (D), (E), (19)

Vocabulary Workshop: Producing Analogies (1)(C) ,(26)

Media Literacy Workshop: Analyzing Media Messages (12)(B) , (26)


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Unit 6Selection TEKS

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O Play Hard; Play Together; Play Smart, from The Carolina Way Dean Smith (2)(B) , (6), (21), (23), RC-9(B)

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t from the Odyssey, Part 1 Homer (2)(C), (5)(A), (12)(C), (14)(A), (17)(C)

from the Odyssey, Part 2 Homer (2)(C), (3), (15), (17)(C), (26)

Informational Texts Magazine Articles (6), (9)(B), 15(C)

Comparing Literary Works An Ancient Gesture Edna St. Vincent Millay / Siren Song, Margaret Atwood / To a Lost Lover, Marie Delgado Travis / Ithaca, Constantine Cavafy

(2)(B) , (3), 15(C), RC-9(B)

Texas Writing Workshop: Instructions (1)(E), (13)(D), (E), (15)(B)(i), (ii), (19)

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Three Skeleton Key George G. Toudouze The Red-headed League Sir Arthur Conan Doyle

(1)(A), (5)(B), (18)(B)(ii), (iii), (20)(A), (21)(B), (23)(C), (D), RC-9(A)

There Is a Longing Chief Dan George Glory and Hope Nelson Mandela

(6), (12)(D), (15)(B), (23)(C), RC-9(A)

Informational Texts Almanac/Press Release (8) , (9), 15(C)

Comparing Literary Works Pecos Bill: The Cyclone, Harold W. Felton / from Big Fish, John August and Daniel Wallace / Perseus, Edith Hamilton / from From the Old Age of Perseus, Geoffrey O'Brien

(2)(B) , (3), (4), (5), 15(C), RC-9(B)

Texas Writing Workshop: Comparison-and-Contrast Essay (1)(E), (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iii), (19)

Vocabulary Workshop: Idioms, Jargon, and Technical Terms (1)(C), (25) , (26)

Listening and Speaking Workshop: Delivering Technical Presentations (24)(A), (25)

On Your Own: Media Literacy (12)(D)


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O from The Shakespeare Stealer Gary L. Blackwood (4) , RC-9(B)

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The Tragedy of Romeo and Juliet, Act I (1)(A), (4), (16)(A), (B), (C), (17)(A)(i), (24)(B), RC-9(A)

The Tragedy of Romeo and Juliet, Act II (1)(A), (25), RC-9(A)

The Tragedy of Romeo and Juliet, Act III (4), (5)(B), (21)(B), (C), (22)(B), (23)(C), RC-9(A)

The Tragedy of Romeo and Juliet, Act IV (4), (7), (12)(B), RC-9(A)

The Tragedy of Romeo and Juliet, Act V (4), (15)(D), (21)(C), RC-9(A)

Informational Texts Website/Articles (12)(A), (C) , (13), (16)

Comparing Literary Works Pyramus and Thisbe, Ovid /from A Midsummer Night’s Dream, William Shakespeare

(2)(A) (4), (5), 15(C), RC-9(B)

Texas Writing Workshop: Script (13)(D), (14)(C), (19)

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The Inspector-General Anton Chekhov (1)(A), (4), (14)(C), (17)(A)(ii), (18)(B)(ii), (20)(B), (21)(B), (C), (23)(E)

Informational Texts Web Site/Web Encyclopedia Entry (9)(C),(13), (15)(C), (22)(B)

Comparing Literary Works from The Importance of Being Earnest, Oscar Wilde / from Big Kiss, Henry Alford

(4), (7), 15(C), RC-9(B)

Texas Writing Workshop: Research Report (1)(E), (10)(A), (13)(D), (E), (15)(D), (16)(E), (18)(A), (19), (20)(A), (B), (21)(A), (B), (C), (22)(A), (B), (C), (23)(A), (B), (C)

Vocabulary Workshop: Borrowed and Foreign Words (1)(D), (E) , (26)

Media Literacy Workshop: Evaluating Formality and Tone (12)(D)



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O The Threads of Time C. J. Cherryh (2), (5)(B), 15(A), (21), (23), RC-10(B)

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A Visit to Grandmother William Melvin Kelley A Problem Anton Chekhov

(5), (13)(E), (14)(A), (20)(B), (22)(B), RC-10(B)

The Street of the Cañon Josephina Niggli There Will Come Soft Rains Ray Bradbury

(1)(A), (E), (5), (13)(A), (15)(C)(ii), RC-10(B)

Informational Texts Technical Article/News Release (9)(B), (15)(A)(v)

Comparing Literary Works One Thousand Dollars, O. Henry /By the Waters of Babylon, Stephen Vincent Benét

(5)(C)15(C), RC-10(B)

Texas Writing Workshop: Short Story (13)(B), (D), (14)(A), (19)

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How Much Land Does a Man Need? Leo Tolstoy Civil Peace Chinua Achebe

(1)(A), (2), (5)(D), (13)(E), (17)(B), (25), RC-10(B)

The Masque of the Red Death Edgar Allan Poe The Garden of Stubborn Cats Italo Calvino

(7), (14)(A), (17)(A)(i), (20)(A), (B), (21)(A), (23)(D), RC-10(B)

Informational Texts Letter/Speech (8), (13)(B), (15)(C)(iii)

Comparing Literary Works The Censors, Luisa Valenzuela / The Leader in the Mirror, Pat Mora

(2), (5), (6), 15(C), RC-10(B), RC-10(B)

Texas Writing Workshop: Problem-and-Solution Essay (13)(A), (B), (C), (D), (E), (15)(A)(iv), (v), (vi), (25)

Vocabulary Workshop: Word Origins (1)(A), (E) , (26)

Listening and Speaking Workshop: Viewing and Evaluating a Speech (24)(A), (C) , (25), (26)


Selection TEKS

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O Magdalena Looking from Girl in Hyacinth Blue Susan Vreeland Artful Research Susan Vreeland

(2), (5), (6), (21), (23), RC-10(B)

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The Monkey’s Paw W.W. Jacobs The Leap Louise Erdrich

(1)(A), (5)(A), (14)(A), (18)(A), (24)(A)

from Swimming to Antarctica Lynne Cox Occupation: Conductorette Maya Angelou

(1)(A), (6), (13)(C), (23)(C), RC-10(A)

Informational Texts Feature Articles (8) , (13), (16)(A)

Comparing Literary Works Marian Anderson, Famous Concert Singer, Langston Hughes / Tepeyac, Sandra Cisneros

(6), (8), (15)(C)(iii) , RC-10(B)

Texas Writing Workshop: Autobiographical Narrative (13)(A), (B), (C), (D), (14)(A), (18)(B)(ii)

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Contents of the Dead Man’s Pocket Jack Finney Games at Twilight Anita Desai

(1)(A), (5), (13)(E), (14)(A), (26), RC-10(B)

The Marginal World Rachel Carson Making History with Vitamin C Penny LeCouteur and Jay Burreson

(1)(A), (6), (13)(E), (14)(A), (17)(A)(iii), (26), RC-10(B)

Informational Texts Web Site/Primary Source (9), (13), (15), (22)(B)

Comparing Literary Works Like the Sun, R.K. Narayan / The Open Window, Saki

(5) , 15(C), RC-10(B)

Texas Writing Workshop: Autobiographical Narrative (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iii), (iv, (v), (15)(D)

Vocabulary Workshop: Using a Dictionary, Glossary, and Thesaurus (1)(E) , (26)

Media Literacy Workshop: Analyzing Media Messages (12)(A), (B), (D) , (26)


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Grade 10: Unit 1

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O The Poetic Interpretation of the Twist Cornelius EadyThe Empty Dance Shoes Cornelius Eady

(3), (21), (23), RC-10(B)

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(3), (7), (13)(C), (E), (14)(B)


(3), (13)(A), (14)(B), (26), RC-10(A)

Informational Texts Guide/Timeline (9)(C) , (15)(A)

Comparing Literary Works Fear, Gabriela Mistral/The Bean Eaters, Gwendolyn Brooks/How to React to Familiar Faces, Umberto Eco

(3), (6), 15(C), RC-10(B)

Texas Writing Workshop: Poem (1)(E), (13)(C), (D), (E), (14)(B), (19)

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(1)(A), (2)(C), (15)(C)(ii), (iii), (23)(B), (D), RC-10(A)


(3), (13)(C), (14)(B), (17)(A)(i), (20)(A), RC-10(A)

Informational Texts Atlas/Magazine Article (6), (9)(A), (D), 15(C)

Comparing Literary Works Hold Fast Your Dreams, Billy Joel/All, Bei Dao/Also All, Shu Ting

(2), (3), (5)(D), (6), 15(C), RC-10(B)

Texas Writing Workshop: Interpretative Response to a Literary Text (1)(E), (13)(A), (B), (E), (15)(A)(i), (ii), (iii), (iv), (v), (vi), (15)(C)(i), (ii), (iii), (19)

Vocabulary Workshop: Connotation and Denotation (1)(B), (E) ,(26)

Listening and Speaking Workshop: Giving and Following Oral Instructions (24)(B) ,(26)



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O Everest from Touch the Top of the World Erik Weihenmayer (6), (8), (15)(A), (21), (22), (23), RC-10(B)

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The Spider and the Wasp Alexander Petrunkevitch from Longitude Dava Sobel

(6), (8), (9)(A), (15)(B)(i), (ii), (24)(B), RC-10(A)

The Sun Parlor Dorothy West from In Commemoration: One Million Volumes Rudolfo Anaya

(6), (14), (24)(A), RC-10(A)

Informational Texts Technical Directions/Trail Guide (11)(A), (B), (13)(B) , (16)

Comparing Literary Works The Weather of New England, Mark Twain / The Dog That Bit People, James Thurber

(6), (15)(C)(iii) , 15(C), RC-10(B)

Texas Writing Workshop: Letter to the Editor (13)(A), (B), (C), (E), (15)(B)(iii), (16)(C). (D), (F), (18)(A), (19)

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Keep Memory Alive Elie Wiesel from Nobel Lecture Alexander Solzhenitsyn

(6), (10), (13)(B), (15)(C)(i), (25), (26), RC-10(B)

The American Idea Theodore H. White What Makes a Degas a Degas? Richard Mühlberger

(1)(A), (9)(B), (15)(B)(i), (ii), (15)(C)(iii), RC-10(B)

Informational Texts Research Source/Course Catalog (9)(C), (15)(A)(iv), (15)(A)(v)

Comparing Literary Works from Desert Exile: The Uprooting of a Japanese-American Family, Yoshiko Uchida / from The Way to Rainy Mountain, N. Scott Momaday

(8), (15)(C)(i) , RC-10(B)

Texas Writing Workshop: Persuasive Essay (1)(E), (13)(C), (13)(E), (16)(A), (B), (C), (D), (E), (F), (20)(A), (B), (21)(A), (24)(A), (C)

Vocabulary Workshop: Analogies and Other Word Relationships (1)(C) , (26)

Listening and Speaking Workshop: Delivering a Persuasive Speech (24)(C), (25)


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O from Tibet Through the Red Box David Henry Hwang (4) , (21), (23), RC-10(B)

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Antigone Part 1 Sophocles (1)(A), (E), (4), (17)(A)(i), (25), RC-10(A)

Antigone Part 2 Sophocles (2)(B), (4), (25), (26), RC-10(A)

Informational Texts Debate (10)(B), (15)(A)(v)

Comparing Literary Works scene from An Enemy of the People, Henrik Ibsen

(2)(A), (4), (5)(B), 15(C), RC-10(B)

Texas Writing Workshop: Script (14)(A), (C), (17)(A)(i)

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Julius Caesar Act I William Shakespeare (2)(B), (4), (12)(C), (25), RC-10(A)

Julius Caesar Act II William Shakespeare (3), (20)(B), (23)(A), RC-10(A)

Julius Caesar Act III William Shakespeare (1)(A), (4), (10)(B), (16)(A), (B), (C)

Julius Caesar Act IV William Shakespeare (15)(D), (21)(C), RC-10(B)

Julius Caesar Act V William Shakespeare (1)(A), (2)(B), (4), (12)(A), (B), (17)(A)(ii), (18)(B)(i), RC-10(A)

Informational Texts Safety Rules/Instructions (11)(A), (B) , (13), (15)(A)

Comparing Literary Works scene from A Raisin in the Sun, Lorraine Hansberry

(2)(A), (4) , RC-10(B)

Texas Writing Workshop: Research Report (9)(D), (13)(A), (15)(A)(iii), (iv), (20)(A), (B), (21)(B), (C), (22)(A), (C), (23)(A), (B), (C), (D)

Vocabulary Workshop: Borrowed and Foreign Words (1)(D), (E) , (26)

Listening and Speaking Workshop: Delivering a Multimedia Presentation (12)(B), (15)(D), (23)(C)



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O from Places Left Unfinished at the Time of Creation John Phillip Santos (2)(B), (5), (13)(B), 15(C), RC-10(B)

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(1)(A), (2)(B), (13)(A), (17)(C), (25), RC-10(A)

from Sundiata, An Epic of Old Mali D. T. Niane Rama’s Initiation from the Ramayana R. K. Narayan

(2)(B), (13)(E), (17)(C), (26), RC-10(A)

Informational Texts Editorials (10)(A) , (16)(A)

Comparing Literary Works Cupid and Psyche, retold by Sally Benson / Ashputtle, Jakob and Wilhelm Grimm

(2)(B), (13)(B)

Texas Writing Workshop: Procedural Document (13)(B), (D), (15)(B)(i), (ii), (iii), (19), (24)(B)

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Arthur Becomes King of Britain from The Once and Future King T. H. White Morte d’Arthur Alfred, Lord Tennyson

(1)(A), (2)(B), (14)(C), (18)(B)(i), (iii), (12)(A), (B)

from A Connecticut Yankee in King Arthur’s Court Mark Twain from Don Quixote Miguel de Cervantes

(5), (14)(A), (18)(B)(ii), RC-10(A)

Informational Texts Publisher's Description/Web Site (9)(A), (D) , (13), (15)(A)

Comparing Literary Works Damon and Pythias, retold by William F. Russell / Two Friends, Guy de Maupassant

(2)(A), (5)(B), 15(C), RC-10(B)

Texas Writing Workshop: Comparison-and-Contrast Essay (13)(A), (B), (C), (D), (E), (15)(A)(i), (ii), (iii), (iv), (17)(C), (23)(A), (B)

Vocabulary Workshop: Idioms, Jargon, and Technical Terms (1)(A), (D), (E) , (26)

Media Literacy Workshop: Comparing Media Coverage (12)(C), (D) (24)


Unit 2: A Growing Nationliterature of the american renaissance (1800–1870)

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“The Devil and Tom Walker” (A), Washington Irving, SE, p. 228 (1)(A), (5)(B), (14)(A)

“Commission of Meriwether Lewis” (A), Thomas Jefferson, SE p. 245; “Crossing the Great Divide” (A), Meriwether Lewis, SE, p. 250

(9)(D), (22)(B)

from “The Song of Hiawatha” (A), Henry Wadsworth Longfellow, SE, p. 258; “The Tide Rises, The Tide Falls” (MA), Henry Wadsworth Longfellow, SE, p. 260; “Thanatopsis” (MC), William Cullen Bryant, SE, p. 262; “Old Ironsides” (A), Oliver Wendell Holmes, SE, p. 266

(3), (15)(C)(ii), (iii), RC-11(A)

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“The Minister’s Black Veil” (MC), Nathaniel Hawthorne, SE, p. 272 (1)(A), (5)(D), (15)(C)(iv), (17)(A), RC-11(B)

“The Fall of the House of Usher” (MC), Edgar Allan Poe, SE, p. 293; “The Raven” (A), Edgar Allan Poe, SE, p. 312

(1)(A), (E), (5)(D), (13)(C), (15)(C)(iv)(v), RC-11(A)

“Where Is Here?”, SE, Joyce Carol Oates, p. 325 (1)(E), (15)(A)(v)

from Moby-Dick (MC), Herman Melville, SE, p. 336 (2)(A), (15)(C)(i), (v), (17)(B), (18), RC-11(A)

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from Nature (A), Ralph Waldo Emerson, SE, p. 366; from Self-Reliance (A), Ralph Waldo Emerson, SE, p. 369; “Concord Hymn” (A), Ralph Waldo Emerson, SE, p. 371

(1)(C), (6), (16)(A)

from Walden (MC), Henry David Thoreau, SE, p. 378; from Civil Disobedience (A), Henry David Thoreau, SE, p. 388

(1)(A), (7), (8), (16)(B)

Expository Texts: Texas Declaration of Independence, SE p. 393; Travis’s Appeal for Aid at the Alamo, SE p. 397;The Resolution Annexing Texas to the United States, SE p. 398

(1)(D), (9)(B)

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Emily Dickinson’s Poetry (MC, A, MC, MC, MC, A, A, A), Emily Dickinson, SE, p. 408 (3), (15)(C)(i), (v)

Walt Whitman’s Poetry (MC, A, MA, A, A, MA), Walt Whitman, SE, p. 426 (1)(B), (2)(A), (3), (14)(B)

Texas Writing Workshop, Expository Text: College Application Essay, SE, p. 440 (13)(A), (B), (C), (D), (E), (15)(B)(i)

Listening and Speaking Workshop: Deliver a Persuasive Speech, SE, p. 448 (23)(C), (25), (26)

Vocabulary Workshop: Academic Words, Social Studies, SE, p. 450 (1)(A), (D)

Reading and Viewing Workshop: Traditional Characters and Text Structures, SE p. 451 (2)(B) , (15)(A)

Essential Question Workshop: Literature and Society, SE p. 453 (2)(B), (12)(B), (24)(B)

Selection TEKS

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“The Earth on Turtle’s Back” (MA), SE, p. 20; “When Grizzlies Walked Upright” (MA), SE, p. 24; from The Navajo Origin Legend (MA), SE, p. 27

(1)(B), (2)(A), (14)(C), (17)(B), RC-11(B)

from The Iroquois Constitution (A), SE, p. 41 (9)(A), (14)(B)

“A Journey Through Texas” (A), Alvar Núñez Cabeza de Vaca, SE, p. 48; “Boulders Taller Than the Great Tower of Seville” (A), García López de Cárdenas, SE, p. 52

(9)(C), (13)(C), (E)

from Of Plymouth Plantation (MC), William Bradford, SE, p. 57 (1)(C), (8), (13)(C), (22)(A), RC-11(A)

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“Huswifery” (MC), Edward Taylor, SE, p. 82 (3), (15)(B)(i), RC-11(A)

from Sinners in the Hands of an Angry God (MC), Jonathan Edwards, SE, p.86 (1)(A), (1)(B), (6), (7), (15)(C)(i), (ii)

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Speech in the Virginia Convention (MC), Patrick Henry, SE, p. 100; Speech in the Convention (MC), Benjamin Franklin, SE, p. 104

(1)(A), (6), (7), (10)(A), (15)(C)(i)(ii)

The Declaration of Independence (MC), Thomas Jefferson, SE, p. 112; from The American Crisis, Number 1 (A), Thomas Paine, SE, p. 117

(1)(A), (8), (10)(A), (16)(A)(B)

“To His Excellency, General Washington” (MC), Phillis Wheatley, SE, p. 125 (3), (7), (15)(B)(i)(ii), RC-11(B)

Expository Texts: from “The Federalist, No. 2,” SE p. 129; from Anti-Federalist Letter, SE p. 131

(1)(A), (9)(A), (13)(B), (16)(A),(C),

from The Autobiography (MC), Benjamin Franklin, SE, p. 140; from Poor Richard’s Almanack (MA), Benjamin Franklin, SE, p. 148

(1)(C), (D), (E), (8), (13)(C), (15)(A)(ii), (iii), (iv), RC-11(B)

“Straw into Gold: The Metamorphosis of the Everyday” (A), Sandra Cisneros, SE, p. 159

(1)(E), (9)(D), (15)(A)(iii), (iv), (v)

from The Interesting Narrative of the Life of Olaudah Equiano (A), Olaudah Equiano, SE, p. 170

(8), (15)(B)(ii), (iv), (21)(B), RC-11(A)

Primary Sources, SE, p. 178; Letter From the President’s House (A), John Adams, SE, p. 181; Letter to Her Daughter From the New White House (A), Abigail Adams, SE, p. 182; Floor Plan of the President’s House (A), Benjamin Henry Latrobe, SE, p. 184

(1)(E), (8), (20)(B), (21)(B), (22)(C)

Texas Writing Workshop, Persuasive Text: Argumentative Essay, SE, p. 188 (13)(A), (C), (D), (E), (16)(B),(C), (F), (25)

Listening and Speaking Workshop: Evaluate Formal Speech, SE, p. 196 (24) (A), (B)

Vocabulary Workshop: Using a Dictionary, Thesaurus, and Other Resources, SE, p. 198 (1)(B), (E)

Reading and Viewing Workshop: Mythic Characters and Text Structures, SE p. 199 (2)(B) , (15)(A)

Essential Question Workshop: Literature and Place, SE p. 200 (13)(B), (15)(A)(iii), (vi), (23)(A), (24)(A)

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Grade 11: Unit 1: A Gathering of Voicesliterature of early america (Beginnings to 1800)

Unit 4: Disillusion, Defiance, and Discontentliterature of the Modern age (1914–1945)

Selection TEKS

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“The Love Song of J. Alfred Prufrock” (MC), T. S. Eliot, SE, p. 708 (1)(A), (E), (7)

The Imagist Poets (MC, A), SE, p. 719 (1)(C), (E), (3), (15)(C), (v)

“Winter Dreams” (MC), F. Scott Fitzgerald, SE, p. 730 (1)(A), (5)(B), (D), RC-11(B)

“The Turtle” from The Grapes of Wrath (A), John Steinbeck, SE, p. 758 (1)(C), (2)(A), (21)(A)

“Migrant Mother,” Dorothea Lange, SE, p. 767; “Dust Bowl Blues,” Woody Guthrie, SE, p. 768

(9)(C) , (D), (22)(A), (C)

“The Unknown Citizen” (A), W. H. Auden, SE, p. 774 (1)(A), (3), (8)

“old age sticks” (MC), E. E. Cummings, SE, p. 780; “anyone lived in a pretty how town” (MC), E.E. Cummings, SE, p. 781

(8), RC-11(A)

“Of Modern Poetry” (MC), Wallace Stevens, SE, p. 786 ; “Ars Poetica” (MC), Archibald MacLeish, SE, p. 789 ; “Poetry” (MC), Marianne Moore, SE, p. 791

(3), (15)(A)(iv)

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“In Another Country” (A), Ernest Hemingway, SE, p. 800 (2)(A), (8), (15)(C)(iii)

“A Rose for Emily” (A), William Faulkner, SE, p. 816 ; from As I Lay Dying (MC), William Faulkner, SE, p. 826

(5)(C), (15)(C)(i)

“The Jilting of Granny Weatherall” (A), Katherine Anne Porter, SE, p. 834 (1)(A), (5)(A), (14)(C), RC-11(A)

“A Worn Path” (MC), Eudora Welty, SE, p. 848 (5)(A), (14)(A), RC-11(A)

“The Night the Ghost Got In” (A), James Thurber, SE, p. 860 (1)(B), (6), (15)(A)

“Chicago” (MA), Carl Sandburg, SE, p. 868 ; “Grass” (A), Carl Sandburg, SE, p. 870 (3), (15)(A)

Robert Frost’s Poetry (A, A, A, MA, A, MC), SE, p. 874 (3), (13)(C), (16)(A)

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“The Negro Speaks of Rivers” (MC), Langston Hughes, SE, p. 902 ; “I, Too” (A), Langston Hughes, SE, p. 904 ; “Dream Variations” (MC), Langston Hughes, SE, p. 906 ; “Refugee in America” (A), Langston Hughes, SE, p. 907

(1)(C), (E), (2)(A), (3), (15)(D)

“Study the Masters,” Lucille Clifton, SE, p. 915; “For My Children,” Colleen McElroy, SE, p. 916

(1)(E), (15)(A)(i), (iv), (v)

“The Tropics in New York” (MC), Claude McKay, SE, p. 923 ; “A Black Man Talks of Reaping” (MC), Arna Bontemps, SE, p. 924 ; “From the Dark Tower” (A), Countee Cullen, SE, p. 926

(3), (15)(C)(ii), RC-11(A)

from Dust Tracks on a Road (A), Zora Neale Hurston, SE, p. 930 (6), (14)(A)

Procedural Text: from The Manual on Texas Rainwater Harvesting, SE p. 939 (11)(B), (16)(A)

Texas Writing Workshop, Multimedia Presentation, SE, p. 944 (13)(B), (D), (E), (15)(D), (20)(A),

Media Literacy Workshop: Evaluate Interactions of Techniques in Print Media, SE, p. 952

(12)(B) , (26)

Vocabulary Workshop: Science and Math Terms, SE, p. 954 (1)(A)

Reading and Viewing Workshop: Classical Characters and Text Structures, SE p. 955 (2)(B) , (15)(A)

Essential Question Workshop: Literature and Society, SE p. 956 (5)(D), (12)(B), (25), (26)

Unit 3: Division, Reconciliation, and Expansionliterature of the Civil war and the Frontier (1850–1914)

Selection TEKS

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“An Occurrence at Owl Creek Bridge” (A), Ambrose Bierce, SE, p. 480 (1)(A), (5)(A), (15)(C)(iii)

from Mary Chesnut’s Civil War, Mary Chesnut, p. 495 ;“Recollections of A Private,” Warren Lee Goss, p. 500 ; “A Confederate Account of the Battle of Gettysburg,” Randolph McKim, p. 502

(1)(A), (9)(D), (20)(A), (21)(A)

“An Episode of War” (A), Stephen Crane, SE, p. 508 (2)(C), (15)(C),(i), (ii)

from My Bondage and My Freedom (MC), Frederick Douglass, SE, p. 520 (1)(B), (8), (13)(A)

“Go Down, Moses” (A), SE, p. 532 ; “Swing Low, Sweet Chariot” (MA), SE, p. 534 (7)(A), (15)(D), RC-11(A)

“The Gettysburg Address” (A), Abraham Lincoln, SE, p. 538 ; “Letter to His Son” (MC), Robert E. Lee, SE, p. 541

(8), (9)(D), (15)(A) (ii), (iv)

Procedural Texts: Germinating Seeds and Growing Plants, SE p. 559 (1)(A), (11)(B)

“An Account of an Experience with Discrimination” (MA), Sojourner Truth, SE, p. 554 (8), (15)(B)(ii), (v)

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“The Boy’s Ambition” from Life on the Mississippi (A), Mark Twain, SE, p. 570 ; “The Notorious Jumping Frog of Calaveras County” (MC), Mark Twain, SE, p. 576from The Life and Times of the Thunderbolt Kid, Bill Bryson, SE, p. 589

(1)(A), (E), (6)(A), (15)(C)(ii), (iii)

“To Build a Fire” (A), Jack London, SE, p. 596 (1)(B), (5)(A), (17)(B)

“Heading West” (MA), Miriam Davis Colt, SE, p. 617; “I Will Fight No More Forever” (MA), Chief Joseph, SE, p. 622

(9)(C) , (D), (21)(A)

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“The Story of an Hour” (A), Kate Chopin, SE, p. 628 (2)(A), (14)(C)

“Douglass” (A), Paul Laurence Dunbar, SE, p. 636 ; “We Wear the Mask” (A), Paul Laurence Dunbar, SE, p. 638

(3), RC-11(A)

“Luke Havergal” (A), Edwin Arlington Robinson, SE, p. 642 ; “Richard Cory” (A), Edwin Arlington Robinson, SE, p. 644 ; “Lucinda Matlock” (A), Edgar Lee Masters, SE, p. 646 ; “Richard Bone” (A), Edgar Lee Masters, SE, p. 647

(1)(A), (C), (E), (3), (14)(B)

“A Wagner Matinée” (MC), Willa Cather, SE, p. 652 (1)(C), (5)(B), RC-11(A)

Texas Writing Workshop, Research Report, SE, p. 664 (1)(E), (13)(C), (D), (E), (20)(B), (21)(C), (23)(A), (B), (C), (D), (25)

Media Literacy Workshop: Evaluate Messages in Entertainment Media, SE, p. 676 (12)(A) , (26)

Vocabulary Workshop: Words from Mythology and Religious Traditions, SE, p. 678 (1)(D)

Reading and Viewing Workshop: Traditional Characters and Text Structures, SE p. 679 (2)(B) , (15)(A)

Essential Question Workshop: American Literature, SE p. 680 (2)(C), (16)(E), (23)(C), (25)

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Unit 5: Prosperity and Protestliterature of the Post-war era (1945–1970)

Selection TEKS

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from Hiroshima (MC), John Hersey, SE, p. 984 ; “The Death of the Ball Turret Gunner” (MA), Randall Jarrell, SE, p. 997

(2)(A), (9)(C)

Junk Rally, SE, p. 1003, “The Battle of the Easy Chair,” Dr. Seuss, SE, p. 1004, “Backing the Attack,” Editors of The New York Times, p. 1005

(10)(A), (12)(A), (20)(B)

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“The Life You Save May Be Your Own” (A), Flannery O’Connor, SE, p. 1012 (1)(B), (5)(B), (15)(C)(iv)

“The First Seven Years” (A), Bernard Malamud, SE, p. 1028 (5)(A), (13)(B), (E), RC-11(A)

“Constantly Risking Absurdity” (A), Lawrence Ferlinghetti, SE, p. 1042 (3), (14)(B), RC-11(A)

“Mirror” (A), Sylvia Plath, SE, p. 1052 ; “Courage” (MC), Anne Sexton, SE, p. 1053 (3), (15)(C)(iv)

“Cuttings” (A), Theodore Roethke, SE, p. 1059 ; “Cuttings (later)” (A), Theodore Roethke, SE, p. 1060

(3), (15)(A)(v)

“The Explorer” (MC), Gwendolyn Brooks, SE, p. 1064 ; “Frederick Douglass” (MA), Robert Hayden, SE, p. 1066

(1)(B), (3), (15)(A)(iv)

“One Art“ (A), Elizabeth Bishop, SE, p. 1072 ; “Filling Station” (A), Elizabeth Bishop, SE, p. 1075

(1)(E), (3), (15)(D)

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“The Rockpile” (A), James Baldwin, SE, p. 1082 (5)(A), (14)(C)

“Life in His Language” (MC), Toni Morrison, SE, p. 1096 (6), (9)(C), (16)(C), (F)

Inaugural Address (A), John Fitzgerald Kennedy, SE, p. 1104 ; from “Letter from Birmingham City Jail” (A), Martin Luther King, Jr., SE, p. 1109

(6), (10)(A), (13)(B), (C), (16)(A)(vi)

The Crucible, Act I (A), Arthur Miller, SE, p. 1124 (4), (15)(B)(ii)(iii)

The Crucible, Act II (A), Arthur Miller, SE, p. 1161 (1)(A), (4), (7),(16)(A)(F)

The Crucible, Act III (A), Arthur Miller, SE, p. 1187 (1)(A), (4), (16)(B), (C), (D)

The Crucible, Act IV (A), Arthur Miller, SE, p. 1217 (1)(E), (4), (7), (13)(A), (15)(A)(i)

from Our Town, Thornton Wilder, SE, p. 1240; from The Glass Menagerie, Tennessee Williams, SE, p. 1243; from The Frog Prince, David Mamet, SE, p. 1246

(1)(E), (4)), (15)(A)(iii), (iv)

Procedural Texts: How to Watch a Debate, SE p. 1251; Help North Texas Vote, SE p. 1254

(1)(A), (11)(A)

Texas Writing Workshop, Job Portfolio SE, p. 1256 (13)(A),(B),(D),(E), (15)(B)(i),(ii), (ii),(iii), (v), (19)

Media Literacy Workshop: Evaluate Interactions in Electronic Journalism, SE, p. 1264 (12)(B) , (26)

Vocabulary Workshop: Idiomatic Expressions, SE, p. 1266 (1)(B)

Reading and Viewing Workshop: Classical Characters and Text Structures, SE p. 1267 (2)(B) , (15)(A)

Essential Question Workshop: Literature and Place, SE p. 1268 (15)(C)(iii), (D), (25)

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Unit 6: New Voices, New Frontiersliterature of the Contemporary Period (1970–Present)

Selection TEKS

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“Antojos” (MA), Julia Alvarez, SE, p. 1298 (1)(D), (5)(A), (14)(A), RC-11(B)

“Everyday Use” (A), Alice Walker, SE, p. 1312 (1)(A),(C), (5)(B)

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“Everything Stuck to Him” (A), Raymond Carver, SE, p. 1326 (5)(A), (D), RC-11(A)

“Traveling Through the Dark” (A), William Stafford, SE, p. 1336 ; “The Secret” (A), Denise Levertov, SE, p. 1339 ; “The Gift” (A), Li-Young Lee, SE, p. 1342

(1)(A), (2)(A), (13)(B)

“Who Burns for the Perfection of Paper” (MA), Martin Espada, SE, p. 1348 ; “Camouflaging the Chimera” (MC), Yusef Komunyakaa, SE, p. 1350 ; “Streets” (MC), Naomi Shihab Nye, SE, p. 1353

(1)(E), (7), (15)(C), /RC-11(B)

“Halley’s Comet” (A), Stanley Kunitz, SE, p. 1358 (1)(A), (3), (13)(E)

“The Latin Deli: An Ars Poetica” (A), Judith Ortiz Cofer, SE, p. 1366 (3), (15)(C)(iv)

“Onomatopoeia” (MA), William Safire, SE, p. 1378 (1)(E), (9)(A), (B)

“Coyote v. Acme” (A), Ian Frazier, SE, p. 1384 (1)(A), (9)(C)

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“Urban Renewal” (A), Sean Ramsay, SE, p. 1395 ; “Playing for the Fighting Sixty-Ninth” (A), William Harvey, SE, p. 1397

(9)(C), (23)(A), (B), (C)

“One Day, Now Broken in Two” (A), Anna Quindlen, SE, p. 1404 (2)(C), (9)(A), (C)

“Mother Tongue” (A), Amy Tan, SE, p. 1410 ; “For the Love of Books” (MA), Rita Dove, SE, p. 1417

(1)(A), (2)(A), (15)(C)(ii)

from The Woman Warrior (A), Maxine Hong Kingston, SE, p. 1426 ; from The Names (A), N. Scott Momaday, SE, p. 1434

(6), (14)(A), (17)(B)

Persuasive Text: Fourth Nixon-Kennedy Debate, SE p. 1443; Bentsen-Quayle Debate, SE p. 1445

(1)(A), (10)(B), (18)

Texas Writing Workshop, Short Story SE, p. 1448 (13)(A), (C), (D), (14)(A), (17)(B), (18)

Media Literacy Workshop: Evaluate Media Coverage of the Same Event, SE, p. 1456 (12)(C), (13)(D)

Vocabulary Workshop: Cognates, SE, p. 1458 (1)(D)

Reading and Viewing Workshop: Mythic Characters and Text Structures, SE p. 1267 (2)(B) , (15)(A)

Essential Question Workshop: American Literature, SE p. 1460 (20)(B), (24)(A), (B)

Unit 2: Celebrating HumanityThe english renaissance Period (1485-1625)

Selection TEKS

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from Spenser’s Sonnets (MC, MC, MC), Edmund Spenser, SE, p. 254; from Sidney’s Sonnets (MA, MA), Sir Philip Sidney, SE, p. 259

(1)(B), (3), (15)(B)(ii), (iii), (iv), (v)

“The Passionate Shepherd to His Love” (A), Christopher Marlowe, SE, p. 266 ; “The Nymph’s Reply to the Shepherd” (MC), Sir Walter Raleigh, SE, p. 268

(1)(A), (2)(A)

Sonnet 29 (MC), William Shakespeare, SE, p. 275 ; Sonnet 106 (MC), William Shakespeare, SE, p. 275 ; Sonnet 116 (A), William Shakespeare, SE, p. 276 ; Sonnet 130 (A), William Shakespeare, SE, p. 278

(1)(A), (3), (15)(A)(iii)

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2 “Speech Before Her Troops” (A), Queen Elizabeth I, SE, p. 285 ; “Examination of Don Luis De Córdoba” (A), SE, p. 288

(10)(B), (20)(A), (B), (21)(A), (B), (C), (22)(A), (B), (C)

from The King James Bible (A), SE, p. 296 (14)(A), RC-12(A)

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The Tragedy of Macbeth, Act I (MC), William Shakespeare, SE, p. 322 (4), (13)(C)

The Tragedy of Macbeth, Act II (MC), William Shakespeare, SE, p. 342 (4), (15)(C)(i), (ii), (iii)

The Tragedy of Macbeth, Act III (MC), William Shakespeare, SE, p. 361 (1)(B), (14)(B), RC-12(B)

The Tragedy of Macbeth, Act IV (MC), William Shakespeare, SE, p. 378 (7), (15)(A)(iii)(iv)

The Tragedy of Macbeth, Act V (MC), William Shakespeare, SE, p. 401 (1)(E), 15(A)(i), (ii), (iii), (iv), (v), (vi), (vii), RC-12(B)

from Everyman (MC), Anonymous, SE, p. 422; from She Stoops to Conquer (A), Oliver Goldsmith, SE, p. 424; from Prometheus Unbound (MC), Percy Bysshe Shelley, SE, p. 426; from Pygmalion (A), George Bernard Shaw, SE, p. 428

(1)(E), (4), (15)(A)(iii), (iv), (v)

from “Of Great Place” (MC), Francis Bacon, SE, p. 434 (6), (16)(F)

Expository Text: Biography (A), SE, p. 439 (1)(E), (9)(A)

Texas Writing Workshop: Persuasive Essay, SE, pp. 442-449 (13)(A), (B), (C), (D), (E), (16)(A), (B), (C), (D), (E), (F), (G), (17), (18), (19)

Listening and Speaking Workshop: Deliver a Persuasive Speech, SE, pp. 450-451 (25) , (26)

Vocabulary Workshop: Words from Mythology, SE, pp. 452 (1)(C), (D)

Reading and Viewing Workshop: Comparing Versions of a Play, SE, pp. 453 (2)(B) (1)(C)

Essential Question Workshop: The Writer and Tradition, SE, pp. 454-455 (15)(A)(ii), (iii) (25)

Selection TEKS

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1 “The Seafarer” (A), translated by Burton Raffel, SE, p. 21; “The Wanderer” (MA), translated by Charles W. Kennedy, SE, p. 27; “The Wife’s Lament” (MC), translated by Ann Stanford, SE, p. 30

(2)(C), (3), (16)(F)

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2 From Beowulf (A), translated by Burton Raffel, SE, p. 36 (1)(C), (2)(C), (15)(B)(i)

Procedural Texts: Field Research Guidelines, SE, p. 70 (1)(A), (11)(A)

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from A History of the English Church and People (MC), Bede, translated by Leo Sherley–Price, SE, p. 84

(8), (15)(B)(ii)

from The Canterbury Tales: “The Prologue” (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 96

(1)(B), RC-12(A)

from The Canterbury Tales: “The Pardoner’s Tale” (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 124

(13)(C), RC-12(A)

from The Canterbury Tales: “The Wife of Bath’s Tale” (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 138

(1)(B),(1)(E), (3), (15)(C)(i), (ii), (iii), (iv), (v), (17)(A)

from the Decameron by Giovanni Boccaccio (A), translated by G.H. McWilliam, SE, p. 158 ;

(1)(E), (13)(B), (18)

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from Sir Gawain and the Green Knight (A), translated by Marie Borroff, SE, p. 171; from Morte d’Arthur (A), by Sir Thomas Malory, SE, p. 185

(1)(A), (5)(D), (14)(C), RC-12(A)

from The Anglo-Saxon Chronicle (A), SE, p. 201; Letters of Margaret Paston (A), Margaret Paston, SE, p. 204

(9)(A), (20)(A), (21)(B), (23)(C)

Texas Writing Workshop: Short Story, SE, pp. 214-221 (13)(B), (C), (D), (E), (14)(A), (17)(A)

Listening and Speaking Workshop: Evaluate Persuasive Speech, SE, pp. 222-223 (24)(A), (B)

Vocabulary Workshop: Using Dictionaries and Other Resources, SE, pp. 224 (1)(E)

Reading and Viewing Workshop: Exploring Messages in Media, SE, pp. 225 (12)(A) , (15)(A)

Essential Question Workshop: Literature and Society, SE, pp. 226-227 (26) (12), (15)(D)

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Grade 12: Unit 1: From Legend to HistoryThe old english and Medieval Periods (a.d. 449-1485)

Unit 3: A Turbulent TimeThe seventeenth and eighteenth Centuries (1625-1798)

Selection TEKS

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Works of John Donne (MC), John Donne, SE, p. 482 (1)(A), (C), (3), (6)

“On My First Son” (A), Ben Jonson, SE, p. 496 ; “Still to Be Neat” (A), Ben Jonson, SE, p. 498 ; “Song: To Celia” (A), Ben Jonson, SE, p. 500

(3), (15)(A)(v)

“To His Coy Mistress” (MC), Andrew Marvell, SE, p. 506 ; “To the Virgins, to Make Much of Time” (MC), Robert Herrick, SE, p. 510 ; “Song” (A), Sir John Suckling, SE, p. 513

(1)(B), (2)(A)

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Poetry of John Milton, (MC), SE, p. 522 (1)(B), (E), (3), (15)(A)(iii), (v)

from Inferno, Dante Alighieri, (MC), SE, p. 543 (1)(E), (15)(A)(v), (18)

from The Pilgrim’s Progress (A), John Bunyan, SE, p. 554; from A Journal of the Plague Year (A), Daniel Defoe, SE, p. 557; from Tom Jones (A), Henry Fielding, SE, p. 562

(5)(C), (D), (14)(A)

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from The London Gazette (A), SE, p. 571; from The Diary (A), Samuel Pepys, SE, p. 573; Charles II’s Declaration to London (A), Charles II, SE, p. 578

(1)(A), (9)(D), (20)(B), (21)(A)

Letter to William Temple (MC), Dorothy Osborne, SE, p. 584 (6), (15)(B)(iv)

from Eve’s Apology in Defense of Women (A), Amelia Lanier, SE, p. 590; “To Lucasta on Going to the Wars” (MA), Richard Lovelace, SE, p. 593; “To Althea, from Prison” (A), Richard Lovelace, SE, p. 594

(14)(C), RC-12(B)

Informational Text: Expository Texts (A), SE, pp. 599–602 (9)(C), (D)

from Gulliver’s Travels (A), Jonathan Swift, SE, p. 606 ; “A Modest Proposal”(A), Jonathan Swift, SE, p. 617

(1)(A), (6)

from An Essay on Man (MC), Alexander Pope, SE, p. 630 ; from An Essay; from The Rape of the Lock (MC), Alexander Pope, SE, p. 632

(1)(A), (3), (13)(C), (14)(B)

from A Dictionary of the English Language (MA), Samuel Johnson, SE, p. 648 ; from The Life of Samuel Johnson (A), James Boswell, SE, p. 655

(6), (16)(B)

“Elegy Written in a Country Churchyard” (MC), Thomas Gray, SE, p. 666 ; “A Nocturnal Reverie” (MC), Anne Finch, Countess of Winchilsea, SE, p. 673

(1)(B), (2)(C)

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The Aims of The Spectator (A), Joseph Addison, SE, p. 682 ; from Days of Obligation: from “In Athens Once” (A), Richard Rodriguez, SE, p. 689

(10)(B), (16)(F)

Texas Writing Workshop: Work-Related Text, SE, pp. 694-701 (13)(A), (B), (C), (E), (15)(B)(iii), (18), (19)

Media Literacy Workshop: Evaluate Messages in Entertainment Media, SE, pp. 702-703

(12)(A) , (26)

Vocabulary Workshop: Derivations: Social Studies Terms, SE, pp. 704 (1)(A), (D), (E)

Reading and Viewing Workshop: Evaluating Media Techniques, SE, pp. 705 (12)(B) , (15)(A)

Essential Question Workshop: Literature and Place, SE, pp. 706-707 (15)(A)(iii) , (20)(A)

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Unit 4: Rebels and DreamersThe romantic Period (1798-1832)

Selection TEKS

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“To a Mouse” (MC), Robert Burns, SE, p. 734 ; “To a Louse” (MC), Robert Burns, SE, p. 737; “Woo’d and Married and A’” (A), Joanna Baillie, SE, p. 741

(1)(A), (3), (16)(B), (F)

“The Lamb” (MA), William Blake, SE, p. 748 ; “The Tyger” (MA), William Blake, SE, p. 749 ; “The Chimney Sweeper” (MA), William Blake, SE, p. 751; “Infant Sorrow” (MA), William Blake, SE, p. 752

(1)(A), (3) , (15)(A), (17)(A)

Introduction to Frankenstein (MC), Mary Shelley, SE, p. 760 (5)(D), (6), (14)(A), (24)(A)

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“Lines Composed a Few Miles Above Tintern Abbey” (MC), William Wordsworth, SE, p. 780 ; from “The Prelude” (MC), William Wordsworth, SE, p. 786 ; “The World Is Too Much With Us” (A), William Wordsworth, SE, p. 790 ; “London, 1802” (A), William Wordsworth, SE, p. 791

(1)(A), (E), (2)(C), (3), (13)(A), (15)(B)(i)(iii)

“I Have Visited Again” (A), Alexander Pushkin, translated by D.M. Thomas, p. 799 ; “Invitation to the Voyage” (MC), Charles Baudelaire, translated by Richard Wilbur, p. 802; From The Book of Songs, “Thick Grow the Rush Leaves” (A), translated by Arthur Waley p. 805 ; “Jade Flower Palace” (A), Tu Fu, translated by Kenneth Rexroth, p. 806 ; Tanka by Priest Jakuren, and Ki Tsurayuki, (A), translated by Geoffrey Bownas, p. 807; Tanka by Ono Komachi (A), translated by Geoffrey Bownas, p. 808

(1)(E), (15)(A)(iii), (v), (18)

Informational Text: Expository Texts (MC), John Eagles, SE, p. 811; John Ruskin, SE, p. 815

(9)(B), (D) , (15)(A)

“The Rime of the Ancient Mariner” (A), Samuel Taylor Coleridge, SE, p. 820 ; “Kubla Khan” (A), Samuel Taylor Coleridge, SE, p. 846

(3), (15)(C)(i), (iv)

“She Walks in Beauty” (MA), George Gordon, Lord Byron, SE, p. 854 ; from “Childe Harold’s Pilgrimage: Apostrophe to the Ocean” (A), George Gordon, Lord Byron, SE, p. 856 ; from Don Juan (A), George Gordon, Lord Byron, SE, p. 860

(1)(B), (3), RC-12(A)

“Ozymandias” (A), Percy Bysshe Shelley, SE, p. 868 ; “Ode to the West Wind” (MC), Percy Bysshe Shelley, SE, p. 870 ; “To a Skylark” (MA), Percy Bysshe Shelley, SE, p. 873

(1)(A), (C), (E), (7), (20)(B)

“On First Looking into Chapman’s Homer (MC), John Keats, SE, p. 882; “When I Have Fears That I May Cease to Be” (A), John Keats, SE, p. 885; “Ode to a Nightingale” (MC), John Keats, SE, p. 886; “Ode on a Grecian Urn” (MC), John Keats, SE, p. 890

(15)(A)(iii), RC-12(A)

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from “In Defense of the Lower Classes” (A), George Gordon, Lord Byron, SE, p. 897 (6), (15)(B)(i)

“Speech in Favor of Reform,” Lord John Russell, SE, p. 903 ; “Speech Against Reform,” Sir Robert Peel, SE, p. 906

(1)(A), (10)(A), (24)(A), (B)

“On Making an Agreeable Marriage” (A), Jane Austen, SE, p. 912 ; from A Vindication of the Rights of Woman, (A) Mary Wollstonecraft, SE, p. 916

(10)(B), (14)(A) (1)(C),

Texas Writing Workshop: Research: Multimedia Presentation, SE, pp. 920-927 (13)(A), (B), (D), (E), (15)(D)

Media Literacy Workshop: Evaluate Interactions of Techniques in Print Media, SE, pp. 928-929

(12)(B) , (26)

Vocabulary Workshop: Derivations of Science, Medical, and Mathematical Terms, SE, pp. 930

(1)(A), (D), (E)

Reading and Viewing Workshop: Evaluating Media Messages, SE, pp. 931 (12)(A) , (15)(D)

Essential Question Workshop: The Writer and Tradition, SE, pp. 932-933 (14)(C), (25) , (15)(A)

Unit 5: Progress and Decline The Victorian Period (1833-1901)

Selection TEKS

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from In Memoriam, A.H.H. (A), Alfred, Lord Tennyson, SE, p. 960 ; “The Lady of Shalott” (A), Alfred, Lord Tennyson, SE, p. 963 ; “Tears, Idle Tears” (MA), Alfred, Lord Tennyson, SE, p. 969 ; “Ulysses” (A), Alfred, Lord Tennyson, SE, p. 970

(1)(B), (2)(A)

“My Last Duchess” (A), Robert Browning, SE, p. 979 ; “Life in a Love” (A), Robert Browning, SE, p. 981; “Porphyria’s Lover” (A), Robert Browning, SE, p. 982 ; “Sonnet 43” (MA) Elizabeth Barrett Browning, SE, p. 986

(3), (13)(C)

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from Hard Times (A), Charles Dickens, SE, p. 998 (1)(A), (B), (E), (2)(C), (5)(D)

“An Upheaval” (A), Anton Chekhov, SE, p. 1013 (1)(E), (15)(A)(iii), (iv), (18)

Informational Text: Expository Texts, SE, p. 1022 (9)(B), (D)

from Jane Eyre (MA) Charlotte Brontë, SE, p. 1030 (5)(B), (D)

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“Dover Beach” (A), Matthew Arnold, SE, p. 1042 ; “Recessional”(A), Rudyard Kipling, SE, p. 1045 ; “The Widow at Windsor” (MC), Rudyard Kipling, SE, p. 1048 ;

(2)(C), (15)(C)(i), (ii)

“From Lucy: Englan’ Lady” (MC), James Berry, SE, p. 1055 ; “Freedom” (MC), James Berry, SE, p. 1057; “Time Removed” (A), James Berry, SE, p. 1058 ; from On Liberty (MC), John Stuart Mill, SE, p. 1065

(1)(E), (8), (12)(A), (20)(B)

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“Remembrance” (A), Emily Brontë, SE, p. 1075 ; “The Darkling Thrush” (MA), Thomas Hardy, SE, p. 1078 ; “Ah, Are You Digging on My Grave?” (MA), Thomas Hardy, SE, p. 1081;

(1)(C), (2)(A)

“God’s Grandeur” (A), Gerard Manley Hopkins, SE, p. 1088 ; “Spring and Fall: To a Young Child” (A), Gerard Manley Hopkins, SE, p. 1090 ; “To an Athlete Dying Young” (MA) A.E. Housman, SE, p. 1092 ; “When I Was One-and-Twenty” (MA), A.E. Housman, SE, p. 1093

(3), (15)(B)(ii)

Texas Writing Workshop: Historical Investigation, SE, pp. 1096-1107 (13)(D), (20)(B), (21)(A) (23)(A), (B), (C), (D), (E)

Media Literacy Workshop: Evaluate Techniques in Electronic Journalism, SE, pp. 1108-1109

(12)(B) , (26)

Vocabulary Workshop: Idioms, SE, pp. 1110 (1)(C), (E)

Reading and Viewing Workshop: Comparing Forms of Narration, SE, pp. 1111 (5)(C) , (15)(A)

Essential Question Workshop: Literature and Society, SE, pp. 1112-1113 (16)(A), (24)(A), (B)

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Unit 6: A Time of Rapid ChangeThe Modern and Postmodern Periods (1901-Present)

Selection TEKS

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Poetry of William Butler Yeats, SE: “When You Are Old” (MA), p. 1140; “The Lake Isle of Innisfree (MA), p. 1141; “The Wild Swans at Coole” (MA), p. 1142; “The Second Coming” (A), p. 1145; “Sailing to Byzantium” (MC), p. 1147

(1)(A), (3), (15)(A)(iii), (v)

“Preludes” (A), T.S. Eliot, SE, p. 1156 ; “Journey of the Magi” (MA), T.S. Eliot, SE, p. 1158 ; “The Hollow Men” (MC), T.S. Eliot, SE, p. 1163

(1)(C), (2)(C)

“In Memory of W. B. Yeats” (A), W.H. Auden, SE, p.1172 ; “Musée des Beaux Arts” (A), W.H. Auden, SE, p. 1177; “Carrick Revisited” (MC), Louis MacNiece, SE, p. 1180 ; “Not Palaces” (MC), Stephen Spender, SE, p. 1183

(1)(A), (1)(E), (3)

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“The Lady in the Looking Glass: A Reflection,” Virginia Woolf, SE, p. 1192 ; from Mrs. Dalloway, Virginia Woolf, SE, p. 1198 ; “Shakespeare’s Sister,” Virginia Woolf, SE, p. 1202

“From Pedro Páramo” (MC), Juan Rulfo, SE, p. 1211; “From the Nine Guardians” (MC), Rosario Castellanos, SE, p. 1213

(1)(E), (5)(C), (D), (15)(C)

“The Lagoon” (MC), Joseph Conrad, SE, p. 1220 ; “Araby” (A), James Joyce, SE, p. 1236

(1)(A), (E), (2)(A), (5)(D), (14)(C)

“The Rocking-Horse Winner” (A), D.H. Lawrence, SE, p. 1246 ; “A Shocking Accident” (A), Graham Greene, SE, p. 1263

(1)(A), (E), (5)(D), (14)(C)

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“The Soldier” (MA), Rupert Brooke, SE, p. 1274 ; “Wirers” (MA), Siegfried Sassoon, SE, p. 1275 ; “Anthem For Doomed Youth” (A), Wilfred Owen, SE, p. 1276

(15)(A)(iii), RC-12(B)

Defending Nonviolent Resistance (A), Mohandas K. Gandhi, SE, p. 1279 (6), (16)(A), (F)

“Wartime Speech” (MC), Sir Winston Churchill, SE, p. 1289 ; “Evacuation Scheme” (A), SE, p. 1293 ; Photographs of the London Blitz, SE, p. 1294

(9)(C), (D), (12)(C), (D)

“The Demon Lover” (A), Elizabeth Bowen, SE, p. 1300 (1)(B), (5)(A) , (14)

World War II Poets (A), SE, p. 1312 (1)(C), (2)(A)

“Shooting an Elephant” (A), George Orwell, SE, p. 1318 ; “No Witchcraft for Sale” (MA), Doris Lessing, SE, p. 1328

(1)(A), (E), (6), (17)(B)

“The Train from Rhodesia” (MA), Nadine Gordimer, SE, p. 1342 ; “B. Wordsworth” (A), V.S. Naipaul, SE, p. 1349

(1)(C), (2)(C)

from “Midsummer, XXIII” (MC), Derek Walcott, SE, p. 1360 ; from “Omeros” from Chapter XXVIII (MC), Derek Walcott, SE, p. 1363

(7), (15)(D)

“Follower” (MA), Seamus Heaney, SE, p. 1368 ; “Two Lorries” (MC), Seamus Heaney, SE, p. 1370 ; “Outside History” (A), Eavan Boland, SE, p. 1374

(1)(B), (3) , (15)(B)

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Selection TEKS

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(4), (14)(C)

“Do Not Go Gentle Into That Good Night” (A), Dylan Thomas, SE, p. 1390 ; “Fern Hill” (A), Dylan Thomas, SE, p. 1392 ; “The Horses” (A), Ted Hughes, SE, p. 1396

(3), (14)(B)

“An Arundel Tomb” (MC), Philip Larkin, SE, p. 1402 ; “The Explosion” (A), Philip Larkin, SE, p. 1404 ; “On the Patio” (A), Peter Redgrove, SE, p. 1407; “Not Waving but Drowning” (MA), Stevie Smith, SE, p. 1408

(3), (14)(D)

“Prayer” (A), Carol Ann Duffy, SE, p. 1412 ; “In the Kitchen” (A), Penelope Shuttle, SE, p. 1414

(3), (13)(E)

“A Devoted Son” (A), Anita Desai, SE, p. 1420 (1)(A), (E), (5)(B), (D)

“Next Term, We’ll Mash You” (MA), Penelope Lively, SE, p. 1436 (2)(C), (5)(D)

from “We’ll Never Conquer Space” (A), Arthur C. Clarke, SE, p. 1446 (10)(B), (15)(A)(v)

Informational Text: Procedural Texts (A), SE, p. 1454–1459 (1)(A), (11)(B), (15)(B)(ii)

from Songbook: “I’m Like a Bird” (A), Nick Hornby, SE, p. 1464 (1)(B), (6)

Texas Writing Workshop: Job Portfolio, SE, pp. 1096-1107 (13)(D), (13)(E), (15)(B), (i), (ii), (17)(B), (18), (19)

Media Literacy Workshop: Evaluate Media Coverage of Same Event SE, pp. 1476-1477

(12)(C), (12)(D) , (26)

Vocabulary Workshop: Cognates and Borrowed Words, SE, pp. 1478 (1)(D), (1)(E)

Reading and Viewing Workshop: Exploring Changes in Drama, SE, pp. 1479 (4) , (15)(A)

Essential Question Workshop: Literature and Place, SE, pp. 1480-1481 (15)(D) , (25)

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Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Section 3 TEKS/TAKS Correlation

(7) Comprehension. The student comprehends selections using a variety of strategies. The student is expected to

(F) identify main ideas and their supporting details; and

TEKS RC-9.A.1 reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images);

TEKS RC-9.B.1 make complex inferences about text

TEKS 9.8.A.1 explain the controlling idea of an expository text

TEKS 9.8.A.3 distinguish the most important from the less important details that support the author’s purpose

(G) summarize texts.


TEKS 9.9.A.1 summarize text

(8) Variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to

(B) read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media].


TEKS 9.6.A.1 analyze how literary essays interweave personal examples with factual information to explain a situation or event

TEKS 9.6.A.2 analyze how literary essays interweave personal examples with factual information to present a perspective on a situation or event

TEKS 9.6.A.3 analyze how literary essays interweave personal examples with factual information to describe a situation or event

TEKS 9.6.A.4 analyze how literary essays interweave personal ideas with factual information to explain a situation or event

TEKS 9.6.A.5 analyze how literary essays interweave personal ideas with factual information to present a perspective on a situation or event

TEKS 9.6.A.6 analyze how literary essays interweave personal ideas with factual information to describe a situation or event

TAKS Reading Objective 2: The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts.

(10) Literary response. The student expresses and supports responses to various types of texts. The student is expected to

(B) use elements of text to defend his/her own responses and interpretations.


TEKS RC-9.B.2 use textual evidence to support understanding

(11) Literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to

(A) recognize the theme (general observation about life or human nature) within a text;



TEKS 9.2.A.1 analyze how the genre of texts with similar themes shapes meaning

(B) analyze the relevance of setting and time frame to text’s meaning;

TEKS 9.2.B.1 analyze the influence of mythic literature on 20th century literature

TAKS READING ObjECTIVES

The following reading comprehension skills are utilized in all reading experiences and in all TAKS objectives.




TAKS Reading Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts.

(6) Word identification/vocabulary development. The student uses a variety of strategies to read unfamiliar words and to build vocabulary. The student is expected to

(B) rely on context to determine meanings of words and phrases such as figurative language, [idioms,] multiple-meaning words, and technical vocabulary;

TEKS 9.1.B.1 analyze textual context (within a sentence) to distinguish between the denotative and connotative meanings of words

TEKS 9.1.B.2 analyze textual context (in larger sections of text) to distinguish between the denotative and connotative meanings of words

TEKS 9.2.C.1 relate the figurative language of a literary work to its historical setting

TEKS 9.2.C.2 relate the figurative language of a literary work to its cultural setting

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

TEKS 9.1.A.1 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin roots

TEKS 9.1.A.2 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek roots

TEKS 9.1.A.3 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic roots

TEKS 9.1.A.4 determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin affixes

TEKS 9.1.A.5 determine the meaning of grade-level technical academic English words in multiple content areas derived from Greek affixes

TEKS 9.1.A.6 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic affixes

(E) use reference material such as glossary, dictionary, thesaurus, [and available technology] to determine precise meanings and usage; and

TEKS 9.1.E.1 use a dictionary (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations

TEKS 9.1.E.3 use a glossary (printed or electronic) to determine or confirm the meanings of words and phrases

TEKS 9.1.E.4 use a thesaurus (printed or electronic)

(F) identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation.



TEKS 9.1.C.1 produce analogies that describe a function of an object

TEKS 9.1.C.2 produce analogies that describe an object

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TEKS/TAKS Correlation

Grade 9: 2009 TEKS Aligned to 1999 TAKS Objectives



TEKS 9.9.C.2 make subtle inferences about [the text’s] organizational patterns

TEKS 9.9.C.4 draw complex conclusions about [the text’s] organizational patterns

TEKS 9.9.D.2 make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic

TEKS 9.11.A.1 analyze the clarity of the objective(s) of procedural text

(H) draw inferences such as conclusions, generalizations, and predictions and support them from text.



TEKS 9.9.C.1 make subtle inferences about the ideas in text

TEKS 9.9.C.3 draw complex conclusions about the ideas in text


(D) interpret the possible influences of the historical context on a literary work.

TEKS 9.5.D.1 demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature

TEKS 9.9.D.1 synthesize ideas and details in several texts selected to reflect a range of viewpoints on the same topic





TEKS 9.9.D.3 support those findings with textual evidence

TEKS 9.10.A.1 analyze the relevance of evidence given to support an argument for a specific audience

TEKS 9.10.A.2 analyze the relevance of evidence given to oppose an argument for a specific audience

(12) Analysis/evaluation. The student reads critically to evaluate texts. The student is expected to

(A) analyze characteristics of text, including its structure, word choices, and intended audience;


TEKS 9.9.C.4 draw complex conclusions about [the text’s] organizational patterns

TEKS 9.10.B.1 analyze famous speeches for the rhetorical structures used to convince the reader of the authors’ propositions

TEKS 9.10.B.2 analyze famous speeches for the rhetorical devices used to convince the reader of the authors’ propositions


(B) evaluate the credibility of information sources and determine the writer’s motives;

TEKS 9.5.C.1 analyze the way in which a work of fiction is shaped by the narrator’s point of view

TEKS 9.9.B.1 differentiate between opinions that are substantiated and unsubstantiated in the text

TEKS 9.2.B.2 analyze the influence of mythic literature on 21st century literature



(C) analyze characters and identify time and point of view;

TEKS 9.5.B.1 analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils

(D) identify basic conflicts;



(E) analyze the development of plot in narrative text;

TEKS 9.5.A.1 analyze non-linear plot development

TEKS 9.5.A.2 compare non-linear plot development to linear plot development

TEKS 9.5.C.1 analyze the way in which a work of fiction is shaped by the narrator’s point of view

(F) recognize and interpret important symbols;



(G) recognize and interpret poetic elements like metaphor, simile, personification, and the effect of sound on meaning; and



(H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.


TEKS 9.2.B.1 analyze the influence of mythic literature on 20th century literature

TEKS 9.2.B.2 analyze the influence of mythic literature on 21st century literature

TEKS 9.2.B.3 analyze the influence of classical literature on 20th century literature

TEKS 9.2.B.4 analyze the influence of classical literature on 21st century literature

TEKS 9.2.B.5 analyze the influence of traditional literature on 20th century literature

TEKS 9.2.B.6 analyze the influence of traditional literature on 21st century literature

TEKS 9.7.A.1 explain the role of irony in literary works

TEKS 9.7.A.2 explain the role of sarcasm in literary works

TEKS 9.7.A.3 explain the role of paradox in literary works

TAKS Reading Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.


(E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering; and

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(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.



TEKS 9.12.B.1 analyze how messages in media are conveyed through visual techniques

TAKS WRITING ObjECTIVES

TAKS Writing Objective 4: The student will, within a given context, produce an effective composition for a specific purpose.

1 Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to

1B write in a voice and a style appropriate to audience and purpose;

TEKS 9.14.A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;

TEKS 9.15.A write an analytical essay of sufficient length

TEKS 9.15.A.i effective introductory and concluding paragraphs and a variety of sentence structures;

TEKS 9.15.A.ii rhetorical devices, and transitions between paragraphs;

TEKS 9.15.A.iii a controlling idea or thesis;

TEKS 9.15.A.iv an organizing structure appropriate to purpose, audience, and context;

TEKS 9.15.A.v relevant information and valid inferences;

TEKS 9.15.B write procedural or work-related documents

TEKS 9.15.B.i organized and accurately conveyed information;

TEKS 9.15.B.ii reader-friendly formatting techniques;

TEKS 9.15.C write an interpretative response to an expository or a literary text

TEKS 9.15.C.i extends beyond a summary and literal analysis;

TEKS 9.15.C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations;

TEKS 9.15.C.iii analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices;

TEKS 9.16 write an argumentative essay to the appropriate audience

TEKS 9.16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence;

TEKS 9.16.B consideration of the whole range of information and views on the topic and accurate and honest representation of these views;

TEKS 9.16.C counter-arguments based on evidence to anticipate and address objections;

TEKS 9.16.D an organizing structure appropriate to the purpose, audience, and context;

TEKS 9.16.E an analysis of the relative value of specific data, facts, and ideas.

1C organize ideas in writing to ensure coherence, logical progression, and support for ideas.

TEKS 9.13.A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

TEKS 9.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;



(C) analyze text to evaluate the logical argument [and to determine the mode of reasoning used such as induction and deduction]; and



TEKS 9.9.A.2 distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion


(D) analyze texts such as editorials, [documentaries,] and advertisements for bias and use of common persuasive techniques.

TEKS 9.9.A.2 distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion


VIEWING AND REPRESENTING TAKS ObjECTIVES

(19) Interpretation. The student understands and interprets visual representations. The student is expected to

(B) analyze relationships, ideas, [and cultures] as represented in various media; and



TEKS 9.12.A.1 compare how events are presented by visual images versus non-visual texts

TEKS 9.12.A.2 compare how information is communicated by visual images versus non-visual texts

TEKS 9.12.A.3 contrast how events are presented by visual images versus non-visual texts

TEKS 9.12.A.4 contrast how information is communicated by visual images versus non-visual texts

TEKS 9.12.C.1 compare coverage of the same event in various media

TEKS 9.12.C.2 contrast coverage of the same event in various media

TEKS 9.12.D.1 evaluate changes in formality within the same medium for specific audiences

TEKS 9.12.D.2 evaluate changes in formality within the same medium for specific purposes

TEKS 9.12.D.3 evaluate changes in tone within the same medium for specific audiences

TEKS 9.12.D.4 evaluate changes in tone within the same medium for specific purposes

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

TEKS 9.8.A.2 explain the specific purpose of an expository text

(20) Analysis. The student analyzes and critiques the significance of visual representations. The student is expected to

(B) deconstruct media to get the main idea of the message’s content; and



TEKS 9.8.A.1 explain the controlling idea of an expository text

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TEKS 9.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

TEKS 9.13.D edit drafts for grammar, mechanics, and spelling;

5 Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to

5A evaluate writing for both mechanics and content.



TEKS 9.13.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

TEKS 9.18.A use conventions of capitalization;

TEKS 9.18.B use correct punctuation marks

TEKS 9.19.A spell correctly, including using various resources to determine and check correct spellings.

TAKS Writing Objective 5: The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

2 Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to

2C proofread writing for appropriateness of organization, content, style, and conventions.



3 Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to

3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses];



TEKS 9.18.B.i quotation marks to indicate sarcasm or irony;

TEKS 9.18.B.ii comma placement in nonrestrictive phrases, clauses, and contrasting expressions;

TEKS 9.18.B.iii dashes to emphasize parenthetical information.


3B demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and

TEKS 9.17.A use and understand the function of the parts of speech in the context of reading, writing, and speaking

TEKS 9.17.A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles);

TEKS 9.17.A.ii restrictive and nonrestrictive relative clauses;

TEKS 9.17.A.iii reciprocal pronouns (e.g., each other, one another);

TEKS 9.17.B identify and use the subjunctive mood to express doubts, wishes, and possibilities;

3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions.




TEKS 9.15.A.v relevant information and valid inferences;










TEKS 9.16.E an analysis of the relative value of specific data, facts, and ideas.


2B develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and





TEKS 9.15.A.iii a controlling idea or thesis;












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TEKS 9.17.C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

3D produce error-free writing in the final draft.














TEKS 9.19 spell correctly, including using various resources to determine and check correct spellings.











TAKS Writing Objective 6: The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.





3 Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to

3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses];






TEKS 9.19 spell correctly, including using various resources to determine and check correct spellings.

3B demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and






3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions.



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(F) produce summaries of texts by identifying main ideas and their supporting details.



TEKS 10.8.A.1 analyze the controlling idea of a passage

TEKS 10.8.A.2 analyze the specific purpose of a passage

TEKS 10.8.A.3 analyze the textual elements that support [the controlling idea], including both the most important details and the less important details

TEKS 10.8.A.4 analyze the textual elements that elaborate [the controlling idea], including both the most important details and the less important details


TEKS 10.9.A.2 distinguish between a summary and a critique

TEKS 10.9.A.3 identify non-essential information in a summary

TEKS 10.9.A.4 identify unsubstantiated opinions in a critique

TEKS 10.9.B.1 distinguish among different kinds of evidence used to support conclusions in texts

TEKS 10.9.B.2 distinguish among different kinds of evidence used to support arguments in texts


(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media].



TEKS 10.6.A.1 evaluate the role of syntax on a speech, literary essay, or other forms of literary nonfiction

TEKS 10.6.A.2 evaluate the role of diction on a speech, literary essay, or other forms of literary nonfiction

TEKS 10.6.A.3 evaluate the effect of voice on a speech, literary essay, or other forms of literary nonfiction

TEKS 10.6.A.4 evaluate the effect of tone on a speech, literary essay, or other forms of literary nonfiction

TEKS 10.6.A.5 evaluate the effect of imagery on a speech, literary essay, or other forms of literary nonfiction

TEKS 10.10.B.1 analyze contemporary political debates for rhetorical fallacies

TEKS 10.10.B.2 analyze contemporary political debates for logical fallacies

TEKS 10.11.A.1 evaluate text for the clarity of its graphics and its visual appeal

TEKS 10.11.A.2 evaluate text for its visual appeal

TEKS 10.11.B.1 synthesize information from multiple graphical sources to draw conclusions about the ideas presented











(6) Word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to

(B) rely on context to determine meanings of words and phrases such as figurative language, [idioms,] multiple-meaning words, and technical vocabulary;



TEKS 10.1.C.1 infer word meaning through the identification of analogies

TEKS 10.1.C.2 infer word meaning through the identification of other word relationships

TEKS 10.1.C.3 infer word meaning through the analysis of analogies

TEKS 10.1.C.4 infer word meaning through the analysis of other word relationships

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend; and






TEKS 10.1.A.6 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic affixes

TEKS 10.1.D.1 show the relationship between the origins and meaning of foreign words or phrases used frequently in written English

TEKS 10.1.D.2 show the relationship between the origins and meaning of foreign words and phrases used frequently in historical events or developments

(E) use reference material such as glossary, dictionary, [thesaurus, and available technology] to determine precise meanings and usage.

TEKS 10.1.E.1 use a dictionary (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations

TEKS 10.1.E.3 use a glossary (printed or electronic) to determine or confirm the meanings of words and phrases

TEKS 10.1.E.4 use a thesaurus (printed or electronic)

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TEKS 10.2.A.1 compare similar themes expressed in different time periods

TEKS 10.2.A.2 contrast differences in similar themes expressed in different time periods



TEKS 10.10.A.1 explain shifts in perspective in arguments about the same topic

(F) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.





TEKS 10.2.B.1 analyze archetypes in mythic literature

TEKS 10.2.B.2 analyze archetypes in traditional literature

TEKS 10.2.B.3 analyze archetypes in classical literature

TEKS 10.5.D.1 demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature






TEKS 10.7.A.2 explain the function of allegory in literary works

TEKS 10.7.A.3 explain the function of allusions in literary works





(F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and



(F) read and understand analogies.






(A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions;





TEKS 10.5.A.1 analyze isolated scenes in a variety of works of fiction

TEKS 10.5.A.2 analyze [isolated scenes’] contribution to the success of the plot as a whole in a variety of works of fiction





(B) analyze relevance of setting and time frame to text’s meaning;





(C) describe and analyze the development of plot and identify conflicts and how they are addressed and resolved;

TEKS 10.2.B.1 analyze archetypes in mythic literature

TEKS 10.2.B.2 analyze archetypes in traditional literature


TEKS 10.5.A.1 analyze isolated scenes in a variety of works of fiction

TEKS 10.5.A.2 analyze [isolated scenes’] contribution to the success of the plot as a whole in a variety of works of fiction

TEKS 10.5.B.1 analyze differences in the characters’ moral dilemmas in works of fiction across different countries or cultures

(D) analyze [the melodies of] literary language, including its use of evocative words and rhythms;



TEKS 10.5.C.1 evaluate the connection between forms of narration and tone in works of fiction

TEKS 10.7.A.1 explain the function of symbolism in literary works


(E) connect literature to historical contexts, current events, [and his/her own experiences]; and

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TEKS 10.9.C.8 defend complex conclusions about [the text’s] organizational patterns





















TEKS 10.9.C.3 defend subtle inferences about the ideas in text

TEKS 10.9.C.4 defend complex conclusions about the ideas in text

TEKS 10.9.C.7 defend subtle inferences about [the text’s] organizational patterns



(12) Analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to

(A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice;

TEKS 10.5.C.1 evaluate the connection between forms of narration and tone in works of fiction









(E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding; and






TEKS 10.9.C.6 make complex conclusions about [the text’s] organizational patterns



(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience].













TEKS 10.9.C.2 make complex conclusions about the ideas in text






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TEKS 10.12.A.2 evaluate how messages presented in media reflect cultural views in ways different from traditional texts








TEKS 10.12.C.1 examine how individual perception in coverage of the same event influences the audience

TEKS 10.12.C.2 examine how bias in coverage of the same event influences the audience



(1) Purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to

(B) write in a voice and a style appropriate to audience and purpose; and

TEKS 10.14.A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

TEKS 10.15 write an analytical essay of sufficient length



TEKS 10.15.A.iii a thesis or controlling idea;


TEKS 10.15.A.v relevant evidence and well-chosen details;

TEKS 10.15.A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;

TEKS 10.15.B write procedural or work-related documents



TEKS 10.15.B.iii anticipation of readers’ questions;

TEKS 10.15.C write an interpretative response to an expository or a literary text



TEKS 10.15.C.iii analyzes the aesthetic effects of an author’s use of stylistic and rhetorical devices;

TEKS 10.16 write an argumentative essay to the appropriate audience


TEKS 10.16.B consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author’s own words and not out of context);


(B) evaluate the credibility of information sources, including how the writer’s motivation may affect that credibility; and




TEKS 10.10.A.2 evaluate the accuracy of the evidence used to support the different viewpoints within those arguments



(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.




TEKS 10.10.A.2 evaluate the accuracy of the evidence used to support the different viewpoints within those arguments








TEKS 10.12.A.1 evaluate how messages presented in media reflect social views in ways different from traditional texts


TEKS 10.12.B.1 analyze how messages in media are conveyed through visual techniques

TEKS 10.12.B.2 analyze how messages in media are conveyed through sound techniques











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TEKS 10.16.B consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author’s own words and not out of context);



(C) proofread writing for appropriateness of organization, content, style, and conventions.



(5) Evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to

(A) evaluate writing for both mechanics and content.








(2) Writing processes. The student uses recursive writing processes when appropriate. The student is expected to




(3) Grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses];



TEKS 10.18.B.i comma placement in nonrestrictive phrases, clauses, and contrasting expressions;

TEKS 10.18.B.ii quotation marks to indicate sarcasm or irony;





TEKS 10.16.E an analysis of the relative value of specific data, facts, and ideas;

TEKS 10.16.F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.


TEKS 10.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;














(B) develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and


TEKS 10.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;









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(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun antecedent agreement, verb forms, and parallelism;






(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and




(D) produce error-free writing in the final draft.















Research

20.A,B

21.A,B,C

22.A,B,C

23.A-E

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun antecedent agreement, verb forms, and parallelism; and






(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions.

























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TEKS 11.9.A.1 summarize a text in a manner that captures the author’s viewpoint without taking a position or expressing an opinion;

TEKS 11.9.A.2 summarize a text in a manner that captures its main ideas without taking a position or expressing an opinion;

TEKS 11.9.A.3 summarize a text in a manner that captures its elements without taking a position or expressing an opinion;

TEKS 11.9.D.1 synthesize ideas between and among multiple texts representing similar genres

TEKS 11.9.D.2 synthesize ideas between and among multiple texts representing different genres

TEKS 11.9.D.3 synthesize ideas between and among multiple texts representing technical sources

TEKS 11.9.D.4 make logical connections between and among multiple texts representing similar genres

TEKS 11.9.D.5 make logical connections between and among multiple texts representing different genres

TEKS 11.9.D.6 make logical connections between and among multiple texts representing technical sources





TEKS 11.2.C.1 relate the main ideas found in a literary work to primary source documents from its historical setting

TEKS 11.2.C.2 relate the main ideas found in a literary work to primary source documents from its cultural setting.

TEKS 11.6.A.7 analyze how rhetorical techniques in historically important speeches influence the reader

TEKS 11.6.A.8 analyze how rhetorical techniques in historically important speeches evoke emotions

TEKS 11.6.A.9 analyze how rhetorical techniques in historically important speeches create meaning

TEKS 11.11.B.1 translate (from text to graphic or from graphic to text ) complex factual, quantitative, or technical information presented in maps

TEKS 11.11.B.2 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in charts

TEKS 11.11.B.3 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in illustrations

TEKS 11.11.B.4 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in graphs

TEKS 11.11.B.5 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in timelines

TEKS 11.11.B.6 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in tables

TEKS 11.11.B.7 translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information presented in diagrams








(B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, [idioms, ] and technical vocabulary;

TEKS 11.1.B.1 analyze textual context (within a sentence) to draw conclusions about the nuance in word meanings

TEKS 11.1.B.2 analyze textual context (in larger sections of text) to draw conclusions about the nuance in word meanings











TEKS 11.1.A.6 determine the meaning of grade-level technical academic English words in multiple content areas derived from other linguistic roots and affixes

TEKS 11.1.D.1 recognize cognates in different languages to determine the meaning of words

TEKS 11.1.D.2 recognize word origins to determine the meaning of words

TEKS 11.1.D.3 use knowledge of cognates in different languages to determine the meaning of words

TEKS 11.1.D.4 use knowledge of word origins to determine the meaning of words


TEKS 11.1.E.1 use general dictionaries (printed or electronic) as needed

TEKS 11.1.E.3 use thesauri (printed or electronic) as needed

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TEKS 11.9.D.5 make logical connections between and among multiple texts representing different genres

TEKS 11.9.D.6 make logical connections between and among multiple texts representing technical sources




TEKS 11.5.A.2 evaluate how different literary elements shape the author’s portrayal of the setting in works of fiction


TEKS 11.5.A.1 evaluate how different literary elements shape the author’s portrayal of the plot in works of fiction

TEKS 11.5.B.1 analyze the internal development of characters through a range of literary devices

TEKS 11.5.B.2 analyze the external development of characters through a range of literary devices

TEKS 11.5.C.1 analyze the impact of narration when the narrator’s point of view shifts from one character to another


TEKS 11.6.A.1 analyze how rhetorical techniques in literary essays influence the reader

TEKS 11.6.A.2 analyze how rhetorical techniques in literary essays evoke emotions

TEKS 11.6.A.3 analyze how rhetorical techniques in literary essays create meaning

TEKS 11.6.A.4 analyze how rhetorical techniques in true life adventures influence the reader

TEKS 11.6.A.5 analyze how rhetorical techniques in true life adventures evoke emotions

TEKS 11.6.A.6 analyze how rhetorical techniques in true life adventures create

TEKS 11.7.A.1 analyze the meaning of classical allusions in words, phrases, passages, and literary works

TEKS 11.7.A.2 analyze the meaning of mythological allusions in words, phrases, passages, and literary works

TEKS 11.7.A.3 analyze the meaning of biblical allusions in words, phrases, passages, and literary works

TEKS 11.8.A.5 analyze how the diction of a text advances the author’s purpose

TEKS 11.8.A.6 analyze how the diction of a text advances the author’s perspective or stance




TEKS 11.2.B.1 relate the characters of mythic literature to 20th century American novels, plays, or films

TEKS 11.2.B.2 relate the characters of mythic literature to 21st century American novels, plays, or films

TEKS 11.2.B.3 relate the characters of traditional literature to 20th century American novels, plays, or films

TEKS 11.2.B.4 relate the characters of traditional literature to 21st century American novels, plays, or films

TEKS 11.2.B.5 relate the characters of classical literature to 20th century American novels, plays, or films

TEKS 11.2.B.6 relate the characters of classical literature to 21st century American novels, plays, or films



(C) read American and other world literature, including classic and contemporary works.









TEKS 11.5.D.1 demonstrate familiarity with works by authors in American fiction from each major literary period



(B) use elements of text to defend, clarify, and negotiate responses and interpretations.




TEKS 11.9.D.7 support those findings with textual evidence.


(A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions both within and across texts;



TEKS 11.2.A.1 analyze the way in which the theme or meaning of a selection represents a view on the human condition

TEKS 11.2.A.2 analyze the way in which the theme or meaning of a selection represents a comment on the human condition


TEKS 11.5.B.1 analyze the internal development of characters through a range of literary devices

TEKS 11.5.B.2 analyze the external development of characters through a range of literary devices




TEKS 11.9.B.2 analyze the elements of deductively reasoned texts

TEKS 11.9.B.3 analyze the elements of inductively reasoned texts



TEKS 11.9.D.4 make logical connections between and among multiple texts representing similar genres

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TEKS 11.2.B.7 relate the text structures of mythic literature to 20th century American novels, plays, or films

TEKS 11.2.B.8 relate the text structures of mythic literature to 21st century American novels, plays, or films

TEKS 11.2.B.9 relate the text structures of traditional literature to 20th century American novels, plays, or films

TEKS 11.2.B.10 relate the text structures of traditional literature to 21st century American novels, plays, or films

TEKS 11.2.B.11 relate the text structures of classical literature to 20th century American novels, plays, or films

TEKS 11.2.B.12 relate the text structures of classical literature to 21st century American novels, plays, or films

TEKS 11.11.A.1 evaluate the logic of the sequence of information presented in text






TEKS 11.9.B.1 distinguish between inductive and deductive reasoning



TEKS 11.9.B.4 analyze the different ways conclusions are supported
























TEKS 11.5.C.1 analyze the impact of narration when the narrator’s point of view shifts from one character to another

TEKS 11.6.A.1 analyze how rhetorical techniques in literary essays influence the reader

TEKS 11.6.A.2 analyze how rhetorical techniques in literary essays evoke emotions

TEKS 11.6.A.3 analyze how rhetorical techniques in literary essays create meaning

TEKS 11.6.A.4 analyze how rhetorical techniques in true life adventures influence the reader

TEKS 11.6.A.5 analyze how rhetorical techniques in true life adventures evoke emotions

TEKS 11.6.A.6 analyze how rhetorical techniques in true life adventures create meaning



TEKS 11.8.A.1 analyze how the style of a text advances the author’s purpose

TEKS 11.8.A.2 analyze how the style of a text advances the author’s perspective or stance

TEKS 11.8.A.3 analyze how the tone of a text advances the author’s purpose

TEKS 11.8.A.4 analyze how the tone of a text advances the author’s perspective or stance.








(G) read and understand analogies.



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TEKS 11.12.B.1 evaluate the interactions of different techniques used in multi-layered media

TEKS 11.12.D.1 evaluate changes in formality across various media for different audiences

TEKS 11.12.D.2 evaluate changes in formality across various media for different purposes









TEKS 11.12.C.1 evaluate the objectivity of coverage of the same event in various types of media

TEKS 11.12.D.3 evaluate changes in tone across various media for different audiences

TEKS 11.12.D.4 evaluate changes in tone across various media for different purposes





TEKS 11.14 write literary texts to express ideas and feelings about real or imagined people, events, and ideas.

TEKS 11.14.A write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

TEKS 11.15.A write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.



TEKS 11.15.A.iii a clear thesis statement or controlling idea;

TEKS 11.15.A.iv a clear organizational schema for conveying ideas;

TEKS 11.15.A.v relevant and substantial evidence and well-chosen details;

TEKS 11.15.A.vi information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources;




TEKS 11.9.D.7 support those findings with textual evidence.








TEKS 11.8.A.1 analyze how the style of a text advances the author’s purpose

TEKS 11.8.A.2 analyze how the style of a text advances the author’s perspective or stance

TEKS 11.8.A.3 analyze how the tone of a text advances the author’s purpose

TEKS 11.8.A.4 analyze how the tone of a text advances the author’s perspective or stance.





TEKS 11.9.C.2 make subtle inferences about [the texts’] organizational patterns




TEKS 11.11.A.1 evaluate the logic of the sequence of information presented in text





TEKS 11.10.A.1 evaluate how the author’s purpose affects the tone of persuasive texts

TEKS 11.10.A.2 evaluate how the author’s stated or perceived audience affects the tone of persuasive texts

TEKS 11.10.B.1 analyze historical political debates for logical fallacies





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TEKS 11.15.C.i advances a clear thesis statement;

TEKS 11.15.C.iv identifies and analyzes the ambiguities, nuances, and complexities within the text;

TEKS 11.15.C.v anticipates and responds to readers’ questions or contradictory information;

TEKS 11.16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;

TEKS 11.16.B accurate and honest representation of divergent views (i.e., in the author’s own words and not out of context);

TEKS 11.16.C an organizing structure appropriate to the purpose, audience, and context;

TEKS 11.16.D information on the complete range of relevant perspectives;




TEKS 11.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;







TEKS 11.15.B.i a clearly stated purpose combined with a well-supported viewpoint on the topic;

TEKS 11.15.B.ii appropriate formatting structures (e.g., headings, graphics, white space);

TEKS 11.15.B.iii relevant questions that engage readers and consider their needs;

TEKS 11.15.B.iv accurate technical information in accessible language;

TEKS 11.15.B.v appropriate organizational structures supported by facts and details (documented if appropriate);


TEKS 11.15.C.ii addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text;








TEKS 11.15.B write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals)






TEKS 11.15.C write an interpretation of an expository or a literary text


TEKS 11.15.C.ii addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text;




TEKS 11.16 write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience





TEKS 11.16.F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).



TEKS 11.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;












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TEKS 11.13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;



TEKS 11.18.A use conventions of punctuation and capitalization.












(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;


TEKS 11.17.A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases);

TEKS 11.17.B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).







TEKS 11.16.F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).





















(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and






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TEKS 12.8.A.1 analyze the consistency of the expression of the controlling idea

TEKS 12.9.A.1 summarize a text in a manner that captures the author’s viewpoint without taking a position or expressing an opinion

TEKS 12.9.A.2 summarize a text in a manner that captures its main ideas without taking a position or expressing an opinion

TEKS 12.9.A.3 summarize a text in a manner that captures its elements without taking a position or expressing an opinion





TEKS 12.6.A.1 analyze the effect of ambiguity in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.2 analyze the effect of contradiction in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.3 analyze the effect of subtlety in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.4 analyze the effect of paradox in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.5 analyze the effect of irony in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.6 analyze the effect of sarcasm in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.7 analyze the effect of overstatement in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.11.A.1 draw conclusions about how the patterns of organization support the understandability of text

TEKS 12.11.A.2 draw conclusions about how hierarchic structures support the understandability of text

TEKS 12.11.B.1 evaluate the structures of text for their clarity

TEKS 12.11.B.2 evaluate the structures of text for their organizational coherence

TEKS 12.11.B.3 evaluate the structures of text for the effectiveness of their graphic representations

(C) read American and other world literature, including classic and contemporary works.



TEKS 12.2.A.1 compare works of literature that express a universal theme

TEKS 12.2.A.2 contrast works of literature that express a universal theme

TEKS 12.5.D.1 demonstrate familiarity with works of fiction by British authors from each major literary period














(B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, [idioms, ] and technical vocabulary;



TEKS 12.1.C.1 use the relationship between words encountered in analogies to determine their meanings


TEKS 12.1.A.1 determine the meaning of technical academic English words in multiple content areas derived from Latin roots

TEKS 12.1.A.2 determine the meaning of technical academic English words in multiple content areas derived from Greek roots

TEKS 12.1.A.3 determine the meaning of technical academic English words in multiple content areas derived from other linguistic roots

TEKS 12.1.A.4 determine the meaning of technical academic English words in multiple content areas derived from Latin affixes

TEKS 12.1.A.5 determine the meaning of technical academic English words in multiple content areas derived from Greek affixes

TEKS 12.1.A.6 determine the meaning of technical academic English words in multiple content areas derived from other linguistic affixes

TEKS 12.1.D.1 analyze how the English language has developed

TEKS 12.1.D.2 analyze how the English language has been influenced by other languages

TEKS 12.1.D.3 explain how the English language has developed

TEKS 12.1.D.4 explain how the English language has been influenced by other languages


TEKS 12.1.E.1 use general dictionaries (printed or electronic) as needed

TEKS 12.1.E.3 use thesauri (printed or electronic) as needed





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TEKS 12.5.A.3 analyze how devices function in a work of fiction

TEKS 12.5.A.4 analyze how devices advance the action in a work of fiction

TEKS 12.5.B.1 analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations of the characters

TEKS 12.5.B.2 analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the behaviors of the characters

TEKS 12.5.C.1 compare the effects of different forms of narration across various genres of fiction

TEKS 12.5.C.2 contrast the effects of different forms of narration across various genres of fiction


TEKS 12.6.A.1 analyze the effect of ambiguity in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.2 analyze the effect of contradiction in literary essays, speeches, and other forms of literary nonfiction

TEKS 12.6.A.3 analyze the effect of subtlety in literary essays, speeches, and other forms of literary nonfiction





TEKS 12.7.A.1 analyze how the author’s patterns of imagery reveal theme set tone, and [or] create meaning in metaphors, passages, and literary works

TEKS 12.7.A.2 analyze how the author’s literary allusions reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works

TEKS 12.7.A.3 analyze how the author’s conceits reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works




TEKS 12.2.B.1 compare the similarities in classical plays with their modern day novel, play, or film versions

TEKS 12.2.B.2 contrast the differences in classical plays with their modern day novel, play, or film versions

TEKS 12.2.C.1 relate the characters of a literary work to the historical ideas of its time

TEKS 12.2.C.2 relate the characters of a literary work to the social ideas of its time

TEKS 12.2.C.3 relate the characters of a literary work to the economic ideas of its time

TEKS 12.2.C.4 relate the setting of a literary work to the historical ideas of its time

TEKS 12.2.C.5 relate the setting of a literary work to the social ideas of its time

TEKS 12.2.C.6 relate the setting of a literary work to the economic ideas of its time

TEKS 12.2.C.7 relate the theme of a literary work to the historical ideas of its time

TEKS 12.2.C.8 relate the theme of a literary work to the social ideas of its time

TEKS 12.2.C.9 relate the theme of a literary work to the economic ideas of its time

TEKS 12.5.D.1 demonstrate familiarity with works of fiction by British authors from each major literary period



(A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions both within and across texts;












TEKS 12.7.A.3 analyze how the author’s conceits reveal theme, set tone, and [or] create meaning in metaphors, passages, and literary works

TEKS 12.9.B.1 explain how authors writing on the same issue reached different conclusions because of differences in assumptions

TEKS 12.9.B.2 explain how authors writing on the same issue reached different conclusions because of differences in evidence

TEKS 12.9.B.3 explain how authors writing on the same issue reached different conclusions because of differences in reasoning

TEKS 12.9.B.4 explain how authors writing on the same issue reached different conclusions because of differences in viewpoints



TEKS 12.9.D.4 make logical connections among multiple texts representing similar genres

TEKS 12.9.D.5 make logical connections among multiple texts representing different genres

TEKS 12.9.D.6 make logical connections among multiple texts representing technical sources








TEKS 12.5.A.1 analyze how complex plot structures function in a work of fiction

TEKS 12.5.A.2 analyze how complex plot structures advance the action in a work of fiction

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TEKS 12.11.A.2 draw conclusions about how hierarchic structures support the understandability of text






TEKS 12.9.A.1 summarize a text in a manner that captures the author’s viewpoint without taking a position or expressing an opinion

TEKS 12.9.A.2 summarize a text in a manner that captures its main ideas without taking a position or expressing an opinion

TEKS 12.9.A.3 summarize a text in a manner that captures its elements without taking a position or expressing an opinion









TEKS 12.9.D.1 synthesize ideas among multiple texts representing similar genres

TEKS 12.9.D.2 synthesize ideas among multiple texts representing different genres

TEKS 12.9.D.3 synthesize ideas among technical sources

TEKS 12.9.D.4 make logical connections among multiple texts representing similar genres

TEKS 12.9.D.5 make logical connections among multiple texts representing different genres

TEKS 12.9.D.6 make logical connections among multiple texts representing technical sources









TEKS 12.2.C.2 relate the characters of a literary work to the social ideas of its time

TEKS 12.2.C.3 relate the characters of a literary work to the economic ideas of its time











TEKS 12.8.A.4 analyze the ways in which the rhetorical patterns of text support or confound the author’s meaning or purpose






(G) read and understand analogies.

TEKS 12.1.C.1 use the relationship between words encountered in analogies to determine their meanings





TEKS 12.5.A.1 analyze how complex plot structures function in a work of fiction

TEKS 12.5.A.2 analyze how complex plot structures advance the action in a work of fiction

TEKS 12.5.A.3 analyze how devices function in a work of fiction

TEKS 12.5.A.4 analyze how devices advance the action in a work of fiction



TEKS 12.8.A.3 analyze the ways in which the organizational patterns of text support or confound the author’s meaning or purpose


TEKS 12.11.A.1 draw conclusions about how the patterns of organization support the understandability of text

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TEKS 12.10.B.1 draw conclusions about the credibility of persuasive text by examining its implicit assumptions about an issue as conveyed by the specific use of language

TEKS 12.10.B.2 draw conclusions about the credibility of persuasive text by examining its stated assumptions about an issue as conveyed by the specific use of language


TEKS 12.10.A.1 evaluate the merits of an argument by analyzing the relationships among evidence, inferences, assumptions, and claims in text

TEKS 12.10.A.2 evaluate the merits of an action by analyzing the relationships among evidence, inferences, assumptions, and claims in text

TEKS 12.10.A.3 evaluate the merits of a policy by analyzing the relationships among evidence, inferences, assumptions, and claims in text

TEKS 12.10.B.1 draw conclusions about the credibility of persuasive text by examining its implicit assumptions about an issue as conveyed by the specific use of language

TEKS 12.10.B.2 draw conclusions about the credibility of persuasive text by examining its stated assumptions about an issue as conveyed by the specific use of language










TEKS 12.12.C.3 evaluate how one issue or event is represented across various media to understand the notion of purpose










TEKS 12.12.C.1 evaluate how one issue or event is represented across various media to understand the notion of bias

TEKS 12.12.C.2 evaluate how one issue or event is represented across various media to understand the notion of audience

TEKS 12.12.C.3 evaluate how one issue or event is represented across various media to understand the notion of purpose

















TEKS 12.8.A.3 analyze the ways in which the organizational patterns of text support or confound the author’s meaning or purpose




TEKS 12.11.B.1 evaluate the structures of text for their clarity

TEKS 12.11.B.2 evaluate the structures of text for their organizational coherence

TEKS 12.11.B.3 evaluate the structures of text for the effectiveness of their graphic representations





TEKS 12.9.B.1 explain how authors writing on the same issue reached different conclusions because of differences in assumptions

TEKS 12.9.B.2 explain how authors writing on the same issue reached different conclusions because of differences in evidence

TEKS 12.9.B.3 explain how authors writing on the same issue reached different conclusions because of differences in reasoning

TEKS 12.9.B.4 explain how authors writing on the same issue reached different conclusions because of differences in viewpoints

TEKS 12.10.A.1 evaluate the merits of an argument by analyzing the relationships among evidence, inferences, assumptions, and claims in text

TEKS 12.10.A.2 evaluate the merits of an action by analyzing the relationships among evidence, inferences, assumptions, and claims in text

TEKS 12.10.A.3 evaluate the merits of a policy by analyzing the relationships among evidence, inferences, assumptions, and claims in text

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TEKS 12.16.E demonstrated consideration of the validity and reliability of all primary and secondary sources used;

TEKS 12.16.F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs);

TEKS 12.16.G an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.









TEKS 12.15.A.vi information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources;

TEKS 12.15.A.vii an analysis of views and information that contradict the thesis statement and the evidence presented for it.



TEKS 12.15.B.iii relevant questions that engage readers and address their potential problems and misunderstandings;




TEKS 12.15.C.ii addresses the writing skills for an analytical essay including references to and commentary on quotations from the text;


TEKS 12.15.C.iv identifies and analyzes ambiguities, nuances, and complexities within the text;

TEKS 12.15.C.v anticipates and responds to readers’ questions and contradictory information;

TEKS 12.16.A a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions







TEKS 12.12.D.3 evaluate changes in tone across various media for different audiences

TEKS 12.12.D.4 evaluate changes in tone across various media for different purposes

WRITING TAKS ObjECTIVES (ALIGNED TO GRADE 11 TAKS)




TEKS 12.14 write literary texts to express ideas and feelings about real or imagined people, events, and ideas.

TEKS 12.14.A write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

TEKS 12.15.A write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.



TEKS 12.15.A.iii a clear thesis statement or a controlling idea;




TEKS 12.15.A.vii an analysis of view and information that contradict the thesis statement and the evidence presented for it;

TEKS 12.15.B write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals)


TEKS 12.15.B.ii appropriate formatting structures (e.g., headings, graphics, white space;

TEKS 12.15.B.iii relevant questions that engage readers and address their potential problems and misunderstandings;



TEKS 12.15.C write an interpretation of an expository or a literary text






TEKS 12.16 write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience



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(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and


































TEKS 12.16.G an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.











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(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;





















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Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Section 4 English Language Proficiency Standards (ELPS) Correlation

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English Language Proficiency Standards

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Page references to teacher's edition notes appear in black. Page references to student pages appear in blue.

Grade 9Standards Pages

LEARNING STRATEGIES

(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English; pp. 25, 37, 113, 361, 541, 619, 731

(B) monitor oral and written language production and employ self-corrective techniques or other resources;

pp. 73, 97, 177, 239, 309, 315, 367, 407, 723, 791, 847, 1259

(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;

pp. 25, 109, 183, 361, 619, 917

(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known);

pp. 265, 399, 941, 1089, 1203

(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;

pp. 26, 37, 104, 113, 114, 169, 214, 216, 240, 260, 269, 270, 294, 295, 316, 320, 332, 334, 352, 362, 386, 398, 443, 444, 446, 456, 467, 468, 478, 522, 530, 533, 541, 542, 552, 620, 622, 632, 645, 646, 654, 696, 705, 706, 724, 731, 732, 767, 806, 836, 864, 896, 916, 970, 1043, 1044, 1090, 1133, 1148, 1166, 1197

(F) use accessible language and learn new and essential language in the process; pp. 265, 399, 941, 1203

(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and

pp. 117, 321, 349, 815, 1179, 1239

(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.

pp. 77, 217, 1091

LISTENING

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease; pp. 24, 34, 212, 238, 339, 442, 454, 466, 618, 630, 644, 804, 832, 1042, 1088, 1103

(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters;

pp. 24, 34, 112, 212, 238, 314, 330, 339, 348, 360, 442, 454, 466, 476, 520, 528, 540, 550, 618, 630, 644, 652, 694, 704, 722, 730, 804, 832, 860, 892, 912, 968, 1042, 1088, 1103, 1146, 1164, 1194, 1200

Standards Pages

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;

pp. 26, 35, 104, 114, 214, 216, 240, 260, 270, 285, 294, 316, 320, 332, 334, 352, 362, 386, 398, 435, 444, 446, 456, 457, 468, 478, 522, 530, 542, 552, 620, 622, 632, 633, 646, 654, 657, 696, 706, 724, 732, 806, 836, 864, 896, 916, 970, 1044, 1090, 1111, 1148, 1151, 1166, 1201, 1255; SE pp. 182–183, 194, 424-425, 452, 526, 534, 605-606, 767, 1016–1017, 1028–1029

(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;

pp. 185, 243, 255, 301, 351, 525, 555, 593, 667, 669, 673, 697, 745, 809, 839, 935, 949, 1037, 1085, 1207; SE pp. 41, 184–185, 373, 414–415, 463, 765–766, 977, 1117

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;

pp. 35, 285, 435, 457, 633, 657, 1111, 1151, 1201, 1255

(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;

pp. 165, 203, 627, 769, 1131

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

pp. 41, 185, 243, 281, 301, 351, 525, 555, 593, 669, 673, 697, 745, 809, 839, 935, 949, 1037

(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and

pp. 203, 593, 769

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

pp. 123, 185, 243, 301, 351, 525, 555, 669, 673, 697, 745, 809, 839, 949, 1037; SE pp. 41, 184–185, 414–415, 463, 739, 934, 1191

SPEAKING

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;

pp. 24, 34, 112, 212, 238, 314, 330, 339, 360, 442, 454, 466, 476, 540, 550, 618, 630, 644, 652, 704, 722, 730, 804, 832, 860, 892, 912, 968, 1042, 1088, 1103, 1146, 1164, 1194, 1200

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication;

pp. 37, 113, 169, 295, 467, 541, 645, 731, 1197

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired;

pp. 613, 1147, 1257

(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;

pp. 26, 104, 114, 214, 216, 240, 260, 270, 294, 316, 320, 332, 334, 352, 362, 386, 398, 444, 446, 456, 468, 478, 522, 530, 533, 542, 552, 620, 622, 632, 646, 654, 696, 706, 724, 732, 806, 864, 896, 916, 970, 1043, 1044, 1090, 1148, 1166

(E) share information in cooperative learning interactions; pp. 243, 301, 809; SE pp. 181, 413, 563, 717, 935, 1085

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Standards Pages

(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and

pp. 29, 273, 971

(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.

pp. 545, 569, 1213

WRITING

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English;

pp. 339, 348, 652, 694, 704, 722, 730, 1103

(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;

pp. 269, 443, 705, 767, 1133

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired;

pp. 189, 339, 589, 1063, 1103

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired;

pp. 97, 177, 239, 309, 367, 407, 791, 847, 1259

(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly;

pp. 97, 177, 239, 309, 367, 407, 791, 847, 1259

(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and

pp. 331, 477, 515, 689, 761, 963, 1009, 1141, 1249

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

pp. 131, 771, 1221

Standards Pages

(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments;

pp. 73, 315, 723

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics;

pp. 265, 399, 463, 537, 563, 739, 935, 941, 1203; SE pp. 3, 278, 358, 370, 590–591, 641–642, 1015, 1253

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;

pp. 905, 999, 1171; SE pp. 41, 99, 255, 537, 667, 934, 1207

(I) adapt spoken language appropriately for formal and informal purposes; and pp. 117, 321, 349, 815, 1179, 1239

(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

pp. 157, 165, 203, 595, 627, 769, 981, 1131

READING

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;

pp. 103, 112, 314, 330, 348, 360, 466, 476, 520, 528, 540, 550, 644, 652, 653, 694, 704, 722, 730, 860, 892, 912, 968, 1146, 1164, 1194, 1200

(B) recognize directionality of English reading such as left to right and top to bottom; pp. 455, 695, 1165

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials;

pp. 157, 259, 455, 551, 695, 941, 969, 981, 1165; SE pp. 155–156, 285–286, 492–498, 592–593, 670–671, 980–985, 1210–1215

(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

pp. 495, 631, 1123

(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;

pp. 85, 521, 649

(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;

pp. 91, 213, 377, 387, 399, 503, 529, 707, 725, 735, 805, 867, 881, 953, 993, 1051

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;

pp. 15, 377, 399, 471, 529, 707, 735, 867, 881, 993, 1195, 1221; SE pp. 71, 151, 236, 237, 252, 253, 266, 267, 278, 279, 328, 329, 342, 343, 358, 359, 370, 371, 452, 453, 460, 461, 474, 475, 486, 487, 534, 535, 548, 549, 560, 561, 742-747, 628, 629, 638, 639, 650, 651, 664, 665, 702, 703, 714, 715, 736, 737, 830, 831, 858, 859, 890, 891, 910, 911, 930, 931, 974, 975, 1069, 1082, 1105, 1114, 1162, 1188, 1198, 1204

(H) read silently with increasing ease and comprehension for longer periods; pp. 85, 521, 649

(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;

pp. 449, 491, 937

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LEARNING STRATEGIES


(A) use prior knowledge and experiences to understand meanings in English; pp. 77, 413, 463, 543, 745, 1067


pp. 53, 111, 205, 231, 241, 249, 331, 425, 527, 547, 621, 713, 763, 841, 1209


pp. 77, 211, 357, 543, 1067, 1235


pp. 151, 499, 919, 1135


pp. 31, 36, 46, 50, 61, 62, 78, 118, 138, 155, 156, 168, 244, 256, 271, 272, 284, 340, 346, 360, 372, 383, 384, 413, 463, 464, 473, 474, 490, 500, 548, 560, 567, 568, 589, 644, 658, 675, 676, 683, 684, 718, 736, 745, 779, 814, 840, 892, 918, 942, 968, 988, 993, 1059, 1066, 1075, 1076, 1094, 1108, 1155, 1156, 1174, 1192, 1208

(F) use accessible language and learn new and essential language in the process; pp. 499, 919, 1135


pp. 193, 279, 363, 737, 1111, 1159


pp. 259, 581, 719

LISTENING


(A) distinguish sounds and intonation patterns of English with increasing ease; pp. 30, 44, 240, 254, 270, 311, 387, 462, 472, 488, 503, 601, 640, 649, 656, 674, 812, 838, 938, 969, 1064, 1074


pp. 30, 44, 60, 76, 116, 136, 154, 166, 240, 254, 270, 282, 336, 356, 370, 382, 387, 462, 472, 488, 498, 540, 546, 558, 566, 601, 640, 649, 656, 674, 682, 716, 724, 734, 812, 838, 888, 914, 938, 964, 984, 1064, 1074, 1092, 1106, 1154, 1172, 1190, 1206

Standards Pages


pp. 36, 46, 50, 62, 78, 81, 118, 138, 156, 168, 181, 244, 256, 272, 284, 340, 346, 360, 371, 372, 384, 464, 474, 490, 500, 548, 560, 568, 569, 644, 658, 659, 676, 684, 717, 718, 736, 814, 840, 891, 895, 918, 942, 968, 988, 1009, 1035, 1066, 1076, 1094, 1108, 1156, 1173, 1174, 1192, 1195, 1208, 1253; SE pp. 210–211, 292, 354, 396, 442–443, 752–757, 790–791, 1046–1047


pp. 89, 403, 453, 477, 489, 513, 615, 727, 731, 781, 835, 861, 863, 889, 931, 1107, 1119; SE pp. 209, 295, 432–433, 509, 626, 835, 1251


pp. 81, 181, 371, 569, 659, 717, 895, 1009, 1035, 1173, 1195, 1253


pp. 417, 559, 685, 903, 1093


pp. 89, 403, 453, 477, 489, 513, 615, 727, 781, 863, 889, 931, 1107


pp. 417, 903, 1255


pp. 89, 403, 453, 477, 489, 513, 555, 615, 669, 691, 727, 781, 863, 889, 931, 1107; SE pp. 57, 429, 485, 691, 780–781, 1004, 1119

SPEAKING



pp. 30, 44, 60, 76, 116, 136, 154, 166, 240, 254, 270, 282, 336, 356, 370, 382, 387, 462, 472, 488, 498, 558, 566, 601, 640, 649, 656, 674, 682, 716, 724, 734, 812, 838, 888, 914, 938, 964, 984, 1064, 1074, 1092, 1106, 1154, 1172, 1206


pp. 155, 413, 463, 589, 675, 745, 993, 1059, 1155


pp.541, 617, 635


pp. 36, 46, 50, 61, 62, 78, 118, 138, 156, 168, 244, 256, 272, 284, 340, 346, 360, 372, 383, 384, 464, 474, 490, 500, 548, 560, 567, 568, 644, 658, 676, 684, 718, 736, 814, 840, 892, 918, 942, 968, 988, 1066, 1076, 1094, 1108, 1156, 1174, 1192, 1208

(E) share information in cooperative learning interactions; pp. 555, 931, 1107; SE pp. 151, 222–223, 613, 691, 1004, 1255


pp. 231, 547, 763

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pp. 71, 343, 695


pp. 561, 865, 1123

WRITING



pp. 76, 116, 387, 566, 601, 649, 914, 938, 1190


pp. 31, 271, 473, 683, 779, 1075


pp. 217, 387, 601, 649, 775, 1206


pp. 53, 111, 205, 241, 249, 331, 425, 527, 621, 713, 841, 1209


pp. 53, 111, 205, 241, 249, 331, 425, 527, 621, 713, 841, 1209


pp. 139, 535, 609, 881, 955, 1027, 1065, 1149, 1247


pp. 131, 799, 1141

Standards Pages


pp. 499, 555, 669, 691, 919, 1119, 1135, 1187; SE pp. 209, 367, 555, 777, 1036–1037, 1251


pp. 375, 875, 1079; SE pp. 399, 616–617, 780–781, 861, 1089



pp. 183, 213, 299, 417, 559, 685, 903, 1093

READING



pp. 45, 60, 76, 116, 136, 154, 166, 282, 336, 356, 370, 382, 431, 498, 540, 546, 558, 566, 641, 682, 716, 724, 734, 888, 914, 938, 964, 984, 1092, 1106, 1154, 1172, 1190, 1206



pp. 117, 167, 183, 255, 337, 581, 657, 1009, 1191; SE pp. 90–95, 298–305, 512–517, 614–615, 694–699, 1008–1013, 1122–1127


pp. 137, 283, 755


pp. 197, 549, 943


pp. 35, 91, 101, 169, 289, 465, 523, 577, 679, 725, 735, 743, 813, 1099, 1169, 1177, 1223


pp. 91, 161, 169, 321, 577, 679, 735, 743, 813, 845, 1169, 1223; SE pp.42, 43, 54, 55, 74, 75, 84, 85, 134, 135, 148, 149, 164, 165, 176, 177, 267, 252, 253, 264, 265, 267, 280, 281, 292, 293, 354, 355, 364, 365, 380, 381, 396, 397, 470, 471, 482, 483, 496, 497, 506, 507, 544, 545, 552, 553, 564, 565, 572, 573, 654, 655, 666, 667, 680, 681, 688, 689, 722, 723, 728, 729, 740, 741, 746, 747, 832, 833, 858, 859, 912, 913, 936, 937, 962, 963, 982, 983, 1000, 1001, 1072, 1073, 1086, 1087, 1104, 1105, 1116, 1117, 1170, 1171, 1184, 1085, 1204, 1205



pp. 491, 511, 817

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LEARNING STRATEGIES


(A) use prior knowledge and experiences to understand meanings in English; pp. 71, 437, 501, 679, 761, 969, 1251


pp. 107, 395, 513, 751, 769, 853, 905, 925, 957, 1031, 1089, 1131, 1189, 1231, 1413


pp. 143, 437, 501, 559, 969, 1197


pp. 37, 645, 1339


pp. 15, 71, 199, 201, 223, 573, 679, 761, 891, 949, 972, 997, 1049, 1155, 1251, 1284, 1295, 1419, 1443, 1461



pp. 181, 549, 577, 701, 1173, 1243


pp. 275, 609, 1397

LISTENING


(A) distinguish sounds and intonation patterns of English with increasing ease; pp. 19, 41, 75, 81, 163, 123, 139, 169, 227, 243, 291, 365, 407, 425, 479, 493, 531, 537, 569, 595, 635, 641, 881, 933, 983, 1001, 1011, 1027, 1041, 1051, 1057, 1063, 1095, 1103, 1123, 1141, 1179, 1297, 1311, 1325, 1335, 1347, 1357, 1359, 1365, 1393, 1403, 1425


pp. 19, 41, 75, 81, 99, 111, 123, 139, 169, 179, 227, 243, 291, 365, 407, 425, 479, 493, 531, 537, 635, 641, 881, 983, 1001, 1011, 1041, 1057, 1063, 1095, 1123, 1141, 1297, 1311, 1335, 1347, 1357, 1359, 1365, 1393, 1425


pp. 5, 63, 117, 399, 435, 647, 685, 745, 797, 897, 972, 1117, 1284, 1363; SE pp. 14, 31, 222, 453, 474, 702, 978, 1237, 1290

Standards Pages


pp. 97, 247, 325, 361, 449, 465, 809, 819, 1067, 1121, 1211, 1265, 1342, 1379, 1463; SE pp. 16, 222, 549, 957, 1265, 1292


pp. 5, 63, 117, 399, 435, 647, 685, 745, 797, 897, 1117, 1363


pp. 51, 303, 369, 813, 863, 1301


pp. 97, 247, 325, 361, 449, 465, 809, 819, 1067, 1121, 1211, 1265, 1342, 1379, 1463


pp. 369, 813, 1301


pp. 97, 247, 325, 361, 449, 465, 809, 819, 1067, 1121, 1211, 1265, 1342, 1379, 1463; SE pp. 197, 449, 476, 896, 978, 1290

SPEAKING



pp. 19, 41, 47, 57, 75, 81, 85, 99, 111, 123, 139, 169, 179, 227, 243, 291, 335, 365, 407, 425, 479, 493, 531, 537, 569, 595, 615, 627, 635, 641, 651, 881, 983, 1001, 1011, 1027, 1041, 1051, 1057, 1063, 1095, 1123, 1141, 1297, 1311, 1325, 1335, 1347, 1357, 1359, 1365, 1393, 1403, 1425


pp. 15, 71, 573, 679, 761, 891, 1049, 1155, 1251


pp.475, 791, 1185


pp. 199, 223, 972, 1284, 1419

(E) share information in cooperative learning interactions; pp. 97, 361, 449; SE pp. 14, 72, 224, 361, 565, 896, 951, 978, 1290


pp. 107, 395, 957


pp. 37, 645, 1339; SE pp. 201, 449, 474, 702, 1049, 1461


pp. 307, 1371, 1429; SE pp. 201, 222, 565, 677, 704, 957, 1093, 1185, 1363


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Standards Pages


pp. 175, 263, 1111


pp. 599, 1015, 1351


pp. 383, 631, 953

WRITING



pp. 47, 291, 407, 635, 881, 1001, 1041, 1063, 1141, 1335, 1347, 1359


pp. 201, 949, 997, 1295, 1443, 1461


pp. 195, 675, 881, 1141, 1359, 1455


pp. 513, 751, 769, 853, 905, 925, 1031, 1089, 1131, 1189, 1231, 1413


pp. 513, 751, 769, 853, 905, 925, 1031, 1089, 1131, 1189, 1231, 1413


pp. 23, 351, 445, 669, 837, 963, 991, 1261, 1453


pp. 805, 1319, 1387

Standards Pages


pp. 51, 135, 303, 369, 813, 863, 941, 1005, 1301

READING



pp. 47, 57, 75, 85, 99, 111, 123, 139, 169, 179, 257, 271, 291, 335, 365, 377, 407, 425, 507, 519, 531, 537, 569, 595, 615, 627, 635, 641, 651, 703, 955, 1001, 1027, 1041, 1051, 1057, 1063, 1071, 1081, 1103, 1123, 1221, 1325, 1335, 1347, 1357, 1377, 1383, 1403, 1409



pp. 375, 551, 591, 941, 1005, 1251, 1273, 1285, 1291; SE pp. 178–186, 321, 392–400, 558–562, 585, 938–943, 1000–1007, 1392–1400


pp. 129, 457, 725


pp. 149, 655, 711


pp. 91, 125, 219, 231, 363, 411, 419, 485, 525, 555, 619, 979, 1075, 1099, 1107, 1329, 1353, 1437


pp. 125, 167, 339, 363, 419, 555, 917, 979, 1099, 1329, 1353, 1437; SE pp.23, 28, 29, 39, 40, 44, 45, 54, 55, 65, 66, 77, 79, 82, 83, 91, 103, 106, 107, 115, 119, 120, 126, 127, 151, 152, 164, 165, 175, 176, 239, 240, 253, 254, 259, 264, 267, 268, 284, 285, 310, 317, 318, 332, 333, 355, 356, 368, 370, 371, 372, 387, 389, 390, 409, 411, 414, 417, 420, 427, 431, 433, 436, 438, 489, 490, 513, 514, 527, 528, 534, 535, 542, 543, 556, 557, 574, 581, 582, 592, 593, 610, 611, 621, 622, 623, 632, 633, 638, 639, 644, 647, 648, 661, 662, 712, 714, 721, 722, 724, 725, 726, 752, 753, 761, 762, 766, 775, 782, 783, 787, 790, 792, 793, 806, 807, 825, 829, 830, 843, 844, 856, 857, 864, 865, 869, 870, 871, 876, 879, 881, 885, 886, 905, 907, 908, 918, 919, 925, 926, 927, 936, 937, 995, 997, 998, 1023, 1024, 1037, 1038, 1043, 1045, 1054, 1055, 1060, 1061, 1064, 1067, 1068, 1076, 1077, 1090, 1091, 1100, 1101, 1107, 1112, 1113, 1157, 1158, 1182, 1183, 1213, 1214, 1233, 1234, 1307, 1308, 1320, 1321, 1331, 1332, 1337, 1343, 1344, 1354, 1355, 1359, 1360, 1368, 1369, 1380, 1381, 1389, 1390, 1406, 1407, 1416, 1420, 1421, 1432, 1438, 1439


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LEARNING STRATEGIES


(A) use prior knowledge and experiences to understand meanings in English; pp. 225, 249, 269, 433, 669, 720, 849, 946


pp. 187, 219, 277, 455, 673, 763, 787, 823, 871, 923, 1001, 1015, 1101, 1115, 1195


pp. 87, 225, 433, 545, 849, 1129


pp. 365, 693, 1057


pp. 8, 15, 227, 240, 249, 269, 470, 535, 653, 669, 703, 720, 837, 933, 943, 946, 1093, 1109, 1135, 1159, 1181, 1217, 1363



pp. 373, 619, 1223, 1265, 1351, 1385


pp. 327, 499, 1423

LISTENING


(A) distinguish sounds and intonation patterns of English with increasing ease; pp. 19, 23, 39, 122, 127, 253, 265, 283, 295, 321, 391, 481, 487, 495, 589, 605, 629, 647, 665, 681, 733, 747, 759, 779, 789, 867, 881, 898, 901, 911, 959, 977, 1029, 1041, 1063, 1087, 1139, 1155, 1219, 1245, 1273, 1287, 1299, 1311, 1317, 1359, 1367, 1379, 1389, 1401, 1411, 1435, 1445, 1463


pp. 19, 23, 39, 83, 122, 199, 253, 265, 283, 321, 391, 481, 487, 495, 521, 589, 605, 629, 647, 665, 681, 733, 747, 759, 779, 867, 881, 898, 901, 911, 959, 977, 1029, 1041, 1063, 1087, 1139, 1155, 1219, 1245, 1273, 1287, 1299, 1311, 1317, 1359, 1367, 1379, 1401, 1411, 1445, 1463

Standards Pages


pp. 8, 35, 207, 240, 385, 439, 470, 593, 720, 723, 946, 1061, 1111, 1291, 1325, 1393, 1481; SE pp. 14, 251, 450–451, 476, 772, 954, 1134, 1169


pp. 91, 179, 223, 285, 471, 477, 561, 863, 929, 981, 1067, 1113, 1175, 1313, 1465; SE pp. 14, 222–223, 295, 707, 772, 1113, 1153


pp. 35, 207, 385, 439, 593, 723, 1061, 1111, 1291, 1325, 1393, 1481


pp. 347, 573, 741, 1049, 1213, 1303


pp. 91, 179, 223, 285, 471, 477, 561, 863, 929, 981, 1067, 1113, 1175, 1303, 1313, 1465


pp. 347, 1213, 1303


pp. 91, 179, 223, 285, 471, 477, 561, 863, 929, 981, 1067, 1113, 1175, 1313, 1465; SE pp. 14, 222–223, 248, 476, 702–703, 933, 1113, 1433, 1477

SPEAKING



pp. 19, 23, 39, 83, 122, 169, 199, 253, 265, 283, 321, 391, 481, 487, 495, 505, 589, 605, 629, 647, 665, 681, 733, 747, 759, 779, 867, 881, 898, 901, 911, 959, 977, 1029, 1041, 1063, 1087, 1139, 1155, 1219, 1245, 1273, 1287, 1299, 1311, 1317, 1341, 1359, 1367, 1379, 1389, 1401, 1411, 1435, 1445, 1463


pp. 249, 269, 535, 669, 837, 943, 1093, 1135, 1181


pp.63, 451, 1477


pp. 8, 15, 470, 703, 720, 946, 1126, 1159

(E) share information in cooperative learning interactions; pp. 223, 929, 1113; SE pp. 76–80, 90–91, 248, 313, 476, 707, 728, 954, 993, 1134, 1136


pp. 277, 823, 1195


pp. 365, 693, 1057; SE pp. 210–212, 311, 476, 909, 993, 1151


pp. 79, 403, 1439; SE pp. 90–91, 450–451, 679, 728, 954, 1009, 1134

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Standards Pages


pp. 55, 303, 891


pp. 413, 1257, 1275


pp. 655, 917, 1345

WRITING



pp. 23, 122, 199, 391, 487, 553, 589, 629, 779, 898, 911, 1041, 1087, 1273, 1299, 1359, 1367, 1389, 1401


pp. 227, 653, 933, 1109, 1217, 1363


pp. 23, 391, 487, 701, 1405, 1475


pp. 187, 219, 455, 673, 763, 787, 871, 923, 1001, 1015, 1101, 1115


pp. 187, 219, 455, 673, 763, 787, 871, 923, 1001, 1015, 1101, 1115


pp. 49, 147, 259, 447, 697, 751, 1107, 1147, 1333


pp. 131, 965, 1233

Standards Pages



pp. 73, 347, 573, 741, 1025, 1049, 1213, 1303, 1457

READING



pp. 83, 94, 103, 122, 169, 199, 273, 283, 297, 321, 521, 553, 589, 605, 629, 647, 665, 681, 705, 759, 779, 819, 853, 867, 881, 898, 911, 997, 1029, 1041, 1063, 1073, 1081, 1087, 1171, 1191, 1219, 1245, 1273, 1287, 1299, 1317, 1341, 1359, 1367, 1379, 1389, 1401, 1419, 1435, 1445, 1463



pp. 37, 73, 309, 457, 599, 775, 1005, 1283, 1481; SE pp. 70–75, 282–290, 568–580, 810–817, 1022–1027, 1286–1296


pp. 353, 807, 993


pp. 529, 1035, 1449


pp. 5, 99, 141, 163, 311, 337, 511, 585, 611, 633, 687, 757, 771, 905, 1053, 1239, 1283, 1371


pp. 163, 243, 311, 611, 633, 757, 815, 905, 991, 1053, 1239, 1371; SE pp.25, 29, 31, 32, 64, 65, 80, 88, 89, 119, 120, 134, 135, 150, 151, 165, 166, 183, 184, 195, 196, 256, 260, 261, 269, 276, 278, 279, 287, 289, 290, 300, 301, 304, 305, 340, 341, 355, 358, 375, 376, 396, 397, 415, 416, 487, 490, 491, 497, 498, 500–501, 508, 510, 513, 514, 522, 523, 534, 536, 550, 551, 555, 561, 564, 565, 586, 587, 591, 595, 597, 616, 625, 626, 631, 643, 644, 653, 661, 662, 671, 675, 676, 684, 688, 693, 736, 739, 743, 744, 752, 753, 764, 765, 785, 788, 791, 792, 801, 803, 808, 809, 845, 849, 850, 855, 859, 863, 865, 869, 872, 876, 878, 885, 892, 893, 898, 899, 915, 918, 919, 962, 968, 973, 974, 981, 984, 986, 987, 1004, 1006, 1020, 1021, 1037, 1038, 1043, 1047, 1049, 1050, 1059, 1061, 1076, 1080, 1082, 1083, 1090, 1093–1094, 1141, 1143, 1146, 1148, 1149, 1159, 1166, 1167, 1175, 1178, 1181, 1184, 1185, 1197, 1200, 1203, 1212, 1214, 1215, 1234, 1241, 1242, 1261, 1268, 1269, 1276, 1284, 1285, 1307, 1308, 1313, 1315, 1326, 1336, 1337, 1347, 1356, 1357, 1364, 1365, 1369, 1372, 1375, 1376, 1386, 1387, 1390, 1394, 1398, 1399, 1404, 1407, 1408, 1409, 1413, 1415, 1429, 1442, 1443, 1451, 1453, 1466, 1467


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Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Section 5 College and Career Readiness Standards (CCRS) Correlation

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Grade 9: English/Language Arts StandardsStandards Pages

I. WRITING

A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose.

1. Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience.

172, 489, 686, 1244

2. Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

403–404, 563, 583–584, 1003–1004

3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize materials generated, and formulate thesis.

582–584, 758, 1002–1005, 1138–1149

4. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author’s purpose.

406, 586, 1140, 1248

5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.

309, 587, 963, 1009, 1141, 1249

II. READING

A. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.

1. Use effective reading strategies to determine a written work's purpose and intended audience.

101, 519, 1193, 1210

2. Use text features and graphics to form an overview of informational texts and to determine where to locate information.

154, 284, 492, 670

3. Identify explicit and implicit textual information including main ideas and author's purpose. 211, 441, 742, 1210

4. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.

74, 211, 257, 492, 913, 1120

5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and credibility of an argument.

519, 566, 980, 1120

6. Analyze imagery in literary texts. 615, 676, 685

7. Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers.

441, 617, 693

8. Compare and analyze how generic features are used across texts. 80, 161, 676–685, 944, 986

9. Identify and analyze the audience, purpose, and message of an informational or persuasive text.

465, 670, 742, 1210

10. Identify and analyze how an author's use of language appeals to the senses, creates imagery, and suggests mood.

615, 617, 643, 676

11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.

160, 492, 938, 980

B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.

1. Identify new words and concepts acquired through study of their relationships to other words and concepts.

592, 766, 1254

Standards Pages

2. Apply knowledge of roots and affixes to infer the meanings of new words. 343, 413, 737, 831

3. Use reference guides to confirm the meanings of new words or concepts. 182–183, 413, 1017, 1255

C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.

1. Read a wide variety of texts from American, European, and world literatures. 748–755, 986–1001, 1089–1117, 1193–1207

2. Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature.

944, 1126, 1216

3. Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written.

1041, 1083, 1087, 1115

4. Analyze and compare the use of language in literary works from a variety of world cultures. 572, 748, 1126

D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances.

1. Describe insights gained about oneself, others, or the world from reading specific texts. 180, 410, 590 , 764, 1014, 1252

2. Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film.

1126, 1216, 1243

III. SPEAKING

A. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information).

1. Understand how style and content of spoken language varies in different contexts and influences the listener's understanding.

255, 537, 667, 1256

2. Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 71, 255, 641, 1256

B. Develop effective speaking styles for both group and one-on-one situations.

1. Participate actively and effectively in one-on-one oral communication situations. 41, 184, 604, 737

2. Participate actively and effectively in group discussions. 765, 1028, 1117

3. Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

537, 667, 1191, 1256–1257

IV. LISTENING

A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

1. Analyze and evaluate the effectiveness of a public presentation. 185, 537, 1257

2. Interpret a speaker's message; identify the position taken and the evidence in support of that position.

281, 415, 1117

3. Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide verbal and nonverbal feedback, note cues such as change of pace or particular words that indicate a new point is about to be made, select and organize key information).

41, 414, 1257

B. Listen effectively in informal and formal situations.

1. Listen critically and respond appropriately to presentations. 184, 934, 1257

2. Listen actively and effectively in one-on-one communication situations. 41, 184, 604

3. Listen actively and effectively in group discussions. 2, 463, 591

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I. KEY COGNITIVE SKILLS

A. Intellectual curiosity

1. Engage in scholarly inquiry and dialogue. 281, 411, 463, 1117

2. Accept constructive criticism and revise personal views when valid evidence warrants. 176, 406, 760

B. Reasoning

1. Consider arguments and conclusions of self and others. 176, 281, 414, 584

2. Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.

281, 584, 933

3. Gather evidence to support arguments, findings, or lines of reasoning. 281, 584, 667

4. Support or modify claims based on the results of an inquiry. 584, 667, 1191

C. Problem solving

1. Analyze a situation to identify a problem to be solved. 173, 411, 583

2. Develop and apply multiple strategies to solving a problem. 173, 184, 584

3. Collect evidence and data systematically and directly relate to solving a problem. 173, 584, 667

D. Academic behaviors

1. Self-monitor learning needs and seek assistance when needed. 43, 693, 760, 1193

2. Use study habits necessary to manage academic pursuits and requirements. 151, 173, 643, 1003, 1005

3. Strive for accuracy and precision. 688, 977, 980, 1006

4. Persevere to complete and master tasks. 172–179, 582–589, 1002–1013

E. Work habits

1. Work independently. 94, 667, 1002

2. Work collaboratively. 411, 739, 767, 934

F. Academic integrity

1. Attribute ideas and information to source materials and people. 935, 977, 1008

2. Evaluate sources for quality of content, validity, credibility, and relevance. 489, 980, 1006

3. Include the ideas of others and the complexities of the debate, issue, or problem. 583, 667, 1003

4. Understand and adhere to ethical codes of conduct. 935, 1008, 1028

II. FOUNDATIONAL SKILLS

A. Reading across the curriculum

1. Use effective prereading strategies. 23, 43, 257

2. Use a variety of strategies to understand the meanings of new words. 182, 412, 592, 766, 1016, 1254

3. Identify the intended purpose and audience of the text. 101, 125, 1018, 1199, 1210

4. Identify the key information and supporting details. 441, 465, 1210–1215

5. Analyze textual information critically. 74, 284, 376, 519

6. Annotate, summarize, paraphrase, and outline texts when appropriate. 290, 721, 742, 801

Standards Pages

V. RESEARCH

A. Formulate topic and questions.

1. Formulate research questions. 757, 1003, 1245

2. Explore a research topic. 173, 977, 1003

3. Refine research topic and devise a timeline for completing work. 403, 489, 1003

B. Select information from a variety of sources.

1. Gather relevant sources. 935, 977, 1003

2. Evaluate the validity and reliability of sources. 935, 980, 1004

3. Synthesize and organize information effectively. 151, 174, 1004

4. Use source material ethically. 935, 1005, 1008

C. Produce and design a document.

1. Design and present an effective product. 123, 345, 935, 1013


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7. Adapt reading strategies according to structure of texts. 539, 617, 643

8. Connect reading to historical and current events and personal interest. 160, 465, 498–511, 938–943

B. Writing across the curriculum

1. Write clearly and coherently using standard writing conventions. 94, 172, 306, 402, 512, 582, 686, 756, 960, 1002, 1138, 1244

2. Write in a variety of forms for various audiences and purposes. 94, 172, 306, 402, 512, 582, 686, 756, 960, 1002, 1138, 1244

3. Compose and revise drafts. 94–99, 172–179, 306–311, 402–409, 512–517, 582–589, 686–691, 756–763, 960–965, 1002–1013, 1138–1143, 1244–1251

C. Research across the curriculum

1. Understand which topics or questions are to be investigated. 123, 151, 173, 1003

2. Explore a research topic. 123, 151, 173, 1003

3. Refine research topic based on preliminary research and devise a timeline for completing work.

173, 1003, 1005

4. Evaluate the validity and reliability of sources. 174, 489, 935, 1006

5. Synthesize and organize information effectively. 174, 492, 1004, 1246

6. Design and present an effective product. 123, 935, 1013

7. Integrate source material. 174, 935, 1005

8. Present final product. 123, 935, 1013

D. Use of data

1. Identify patterns or departures from patterns among data. 154, 492, 1004

2. Use statistical and probabilistic skills necessary for planning an investigation, and collecting, analyzing, and interpreting data.

154, 174, 492–497

3. Present analyzed data and communicate findings in a variety of formats. 154, 179, 492, 1013

E. Technology

1. Use technology to gather information. 489, 935, 1004

2. Use technology to organize, manage, and analyze information. 151, 345, 935, 1004

3. Use technology to communicate and display findings in a clear and coherent manner. 123, 311, 345, 935, 1013, 1143, 1191

4. Use technology appropriately. 123, 489, 935, 1013

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3. Use reference guides to confirm the meanings of new words or concepts. 210–211, 431, 779, 1035


1. Read a wide variety of texts from American, European, and world literatures. 96, 188, 408, 700, 1228


758, 868, 1063, 1128, 1145, 1228


335, 758, 1063, 1073, 1087



1. Describe insights gained about oneself, others, or the world from reading specific texts. 208, 428, 612, 776, 1032, 1250


1128–1145, 1153

III. SPEAKING



295, 399, 616–617, 669

2. Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 367, 399, 616–617


1. Participate actively and effectively in one-on-one oral communication situations. 57, 615, 626, 779

2. Participate actively and effectively in group discussions. 151, 367, 1004, 1033, 1046


399, 616–617, 731, 749

IV. LISTENING


1. Analyze and evaluate the effectiveness of a public presentation. 432–433, 611, 1033


57, 432–433, 611


57, 432–433, 611


1. Listen critically and respond appropriately to presentations. 432–433, 691, 780–781

2. Listen actively and effectively in one-on-one communication situations. 57, 509, 626, 791

3. Listen actively and effectively in group discussions. 2, 209, 222, 429

V. RESEARCH


1. Formulate research questions. 399, 605, 1020, 1219

Standards Pages

I. WRITING



57, 109, 533–534, 731, 770


399, 605–606, 1243–1244


604, 1021–1022, 1243


424, 534, 608–609, 710–711, 772, 1148, 1242–1249


331, 425, 609, 773, 1149, 1247

II. READING



90, 165, 402, 557, 584


90, 512, 1008

3. Identify explicit and implicit textual information including main ideas and author's purpose. 165, 177, 402


578, 694, 833, 859, 1222


182, 298, 864, 1122

6. Analyze imagery in literary texts. 497, 507, 655, 667


408, 637, 715

8. Compare and analyze how generic features are used across texts. 96, 188, 306, 518, 700, 1014, 1128, 1228


90, 402, 1122


487, 700, 733


752, 758, 1014, 1222,1228



614–618, 778–779, 1034–1035, 1252–1253

Grade 10: English/Language Arts Standards

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1. Engage in scholarly inquiry and dialogue. 399, 555, 731, 777, 1004

2. Accept constructive criticism and revise personal views when valid evidence warrants. 424, 608, 772, 1025

B. Reasoning

1. Consider arguments and conclusions of self and others. 151, 209, 424, 605, 1187


367, 555, 605, 1004

3. Gather evidence to support arguments, findings, or lines of reasoning. 367, 555, 606, 1005


C. Problem solving

1. Analyze a situation to identify a problem to be solved. 151, 420–427, 780

2. Develop and apply multiple strategies to solving a problem. 151, 420–427, 485

3. Collect evidence and data systematically and directly relate to solving a problem. 420–427, 534, 606


1. Self-monitor learning needs and seek assistance when needed. 151, 367, 887, 915

2. Use study habits necessary to manage academic pursuits and requirements. 59, 402, 422, 1021

3. Strive for accuracy and precision. 179, 267, 1022, 1031

4. Persevere to complete and master tasks. 420–427, 485, 1020–1031

E. Work habits


2. Work collaboratively. 151, 209, 1004





4. Understand and adhere to ethical codes of conduct. 606, 777, 1020–1031




2. Use a variety of strategies to understand the meanings of new words. 210, 430, 614, 778, 1034, 1252

3. Identify the intended purpose and audience of the text. 90, 153, 584

4. Identify the key information and supporting details. 90, 298, 402


6. Annotate, summarize, paraphrase, and outline texts when appropriate. 733, 811, 837, 915

Standards Pages


3. Refine research topic and devise a timeline for completing work. 399, 605, 1021


1. Gather relevant sources. 267, 605, 1005, 1022

2. Evaluate the validity and reliability of sources. 267, 606, 731, 1022




1. Design and present an effective product. 731, 749, 1005, 1031


Grade 10: Cross-Disciplinary Standards

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7. Adapt reading strategies according to structure of texts. 298, 639, 673, 694, 864, 1008

8. Connect reading to historical and current events and personal interest. 715, 758, 868


1. Write clearly and coherently using standard writing conventions. 108, 200, 328, 420, 532, 604, 708, 768, 878, 1020, 1146, 1242

2. Write in a variety of forms for various audiences and purposes. 108, 200, 328, 420, 532, 604, 708, 768, 878, 1020, 1146, 1242

3. Compose and revise drafts. 108–113, 200–207, 328–333, 420–427, 532–537, 604–611, 708–713, 768–775, 878–883, 1020–1031, 1146–1151, 1242–1249


1. Understand which topics or questions are to be investigated. 267, 399, 1005

2. Explore a research topic. 267, 399, 731, 749, 1005, 1219


399, 731, 1021, 1219






D. Use of data



179, 399, 606

3. Present analyzed data and communicate findings in a variety of formats. 179, 427, 537, 611

E. Technology

1. Use technology to gather information. 87, 179, 267, 399, 1005

2. Use technology to organize, manage, and analyze information. 87, 179, 1219

3. Use technology to communicate and display findings in a clear and coherent manner. 87, 179, 207, 749, 775, 1005, 1151, 1219

4. Use technology appropriately. 87, 179, 1005, 1219

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2. Apply knowledge of roots and affixes to infer the meanings of new words. 93, 109, 450, 612, 715, 909, 954

3. Use reference guides to confirm the meanings of new words or concepts. 152, 157, 319, 323, 587, 913


1. Read a wide variety of texts from American, European, and world literatures. 78, 151, 226, 235, 323, 650, 728, 814, 913, 1408


18, 323, 334, 679, 772, 846, 955, 1070, 1080, 1123, 1160, 1239


74, 506, 756, 928, 1080, 1216, 1402



1. Describe insights gained about oneself, others, or the world from reading specific texts. 626, 784, 1056, 1346, 1424


122, 199, 235, 451, 1267, 1459

III. SPEAKING



14, 448, 565

2. Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 403, 449, 946


1. Participate actively and effectively in one-on-one oral communication situations. 978, 980, 1461

2. Participate actively and effectively in group discussions. 14, 361, 453, 1290


97, 449, 957, 1375

IV. LISTENING




197, 224, 978


453, 517, 797


1. Listen critically and respond appropriately to presentations. 197, 453, 517, 1457


Standards Pages

I. WRITING



188, 1101, 1114


67, 333, 442, 663, 945


109, 154, 584, 910


444, 668, 887, 1025, 1236, 1452


154, 195, 447, 1263

II. READING



110, 376, 797


938, 953, 1250



40, 614, 728, 982, 1010, 1296


1186, 1391, 1442

6. Analyze imagery in literary texts. 79, 80, 718, 866, 922, 927


364, 376, 718, 858, 1040, 1050, 1376

8. Compare and analyze how generic features are used across texts. 157, 424-425, 640, 998, 999, 1062, 1334


56, 98, 178, 1102, 1382


407, 530, 634, 706, 798, 872, 1310, 1332, 1356, 1364


242, 492, 536, 794, 901



177, 319, 515, 529, 727, 783, 909, 1235, 1266, 1309, 1345, 1458


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1. Engage in scholarly inquiry and dialogue. 222, 361, 910


B. Reasoning

1. Consider arguments and conclusions of self and others. 72, 222, 1215


189, 1069, 1391



C. Problem solving



3. Collect evidence and data systematically and directly relate to solving a problem. 188, 255, 681, 1001


1. Self-monitor learning needs and seek assistance when needed. 192, 978, 1324

2. Use study habits necessary to manage academic pursuits and requirements. 109, 615, 702

3. Strive for accuracy and precision. 649, 777, 1159

4. Persevere to complete and master tasks. 188, 440, 675

E. Work habits


2. Work collaboratively. 16, 135, 361, 1049









2. Use a variety of strategies to understand the meanings of new words. 84, 198, 241, 450, 678, 954, 1458




6. Annotate, summarize, paraphrase, and outline texts when appropriate. 256, 778, 1026.1408

Standards Pages


V. RESEARCH



2. Explore a research topic. 187, 505, 897, 945, 1381

3. Refine research topic and devise a timeline for completing work. 441, 666, 771, 1401


1. Gather relevant sources. 624, 665, 945, 1008





1. Design and present an effective product. 897, 910, 946, 1008, 1256



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7. Adapt reading strategies according to structure of texts. 46, 74, 478, 1123

8. Connect reading to historical and current events and personal interest. 157, 200, 453, 518


1. Write clearly and coherently using standard writing conventions. 30, 357, 543, 1249, 1260, 1369

2. Write in a variety of forms for various audiences and purposes. 45, 421, 439, 557, 857

3. Compose and revise drafts. 121, 391, 491





187, 189, 666, 771, 1008




7. Integrate source material. 255, 505, 639, 668


D. Use of data



463, 562, 691, 943, 1279

3. Present analyzed data and communicate findings in a variety of formats. 187, 201, 474

E. Technology

1. Use technology to gather information. 187, 222, 255, 505, 771, 1265

2. Use technology to organize, manage, and analyze information. 702, 944–951, 978, 1265

3. Use technology to communicate and display findings in a clear and coherent manner. 222, 535, 944–951, 1078

4. Use technology appropriately. 702, 944, 978

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3. Use reference guides to confirm the meanings of new words or concepts. 156, 224, 537, 879


1. Read a wide variety of texts from American, European, and world literatures. 38, 541, 797, 1011, 1209


38, 272, 552, 746, 1218


18, 91, 646, 664, 758, 1040, 1086, 1153, 1154, 1316, 1340, 1418



1. Describe insights gained about oneself, others, or the world from reading specific texts. 282, 997, 1050, 1072


264, 517, 521

III. SPEAKING



449, 451, 455

2. Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes. 451, 455, 927


1. Participate actively and effectively in one-on-one oral communication situations. 707, 755, 1134

2. Participate actively and effectively in group discussions. 80, 227, 993


227, 707, 745

IV. LISTENING




222, 933, 1113


223, 476, 1113


1. Listen critically and respond appropriately to presentations. 223, 909, 1113



V. RESEARCH



Standards Pages

I. WRITING



32, 136, 166, 694, 754, 1038, 1468


443, 1098, 1469


271, 280, 359, 443, 538, 975


66, 262, 306, 698, 1472


446, 1095, 1409, 1475

II. READING



156, 628, 732, 1310


70,598,1454



198, 282, 360


680, 810, 1286

6. Analyze imagery in literary texts. 252, 378, 809, 1138, 1170


123, 480, 852

8. Compare and analyze how generic features are used across texts. 168, 421, 976


598, 1278, 1286


779, 818, 866, 1358, 1366


264, 504, 809, 958, 1022, 1388



492, 514, 1110, 1168


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1. Engage in scholarly inquiry and dialogue. 728, 909, 993


B. Reasoning

1. Consider arguments and conclusions of self and others. 80, 810, 1051


551, 809, 1021, 1215



C. Problem solving



3. Collect evidence and data systematically and directly relate to solving a problem. 453, 1244, 1337


1. Self-monitor learning needs and seek assistance when needed. 95, 123, 927

2. Use study habits necessary to manage academic pursuits and requirements. 198, 732, 900

3. Strive for accuracy and precision. 248, 894, 975

4. Persevere to complete and master tasks. 248, 476, 954

E. Work habits

1. Work independently. 536, 1285,1357

2. Work collaboratively. 14, 309, 993









2. Use a variety of strategies to understand the meanings of new words. 492, 1150, 1270



5. Analyze textual information critically. 272, 1084, 1431

6. Annotate, summarize, paraphrase, and outline texts when appropriate. 38, 198, 569

Standards Pages


3. Refine research topic and devise a timeline for completing work. 209, 291, 581,


1. Gather relevant sources. 209, 291, 921








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7. Adapt reading strategies according to structure of texts. 95, 991, 1217

8. Connect reading to historical and current events and personal interest. 272, 588, 1138, 1153, 1298


1. Write clearly and coherently using standard writing conventions. 431, 444, 987

2. Write in a variety of forms for various audiences and purposes. 89, 514, 1269, 1454

3. Compose and revise drafts. 120, 501, 988





291, 956, 1097


5. Synthesize and organize information effectively. 574, 730, 879, 921, 1070




D. Use of data



3, 237, 465, 1097

3. Present analyzed data and communicate findings in a variety of formats. 927, 1107, 1297

E. Technology

1. Use technology to gather information. 454–455, 705, 707, 730, 1096–1108, 1113, 1476

2. Use technology to organize, manage, and analyze information. 455, 707, 730, 920-927, 933, 1103, 1113

3. Use technology to communicate and display findings in a clear and coherent manner. 454–455, 730, 933, 1480

4. Use technology appropriately. 454–455, 730, 1102, 1480

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Grades 9–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Grades 11–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

Section 6 American Diploma Project (ADP) Correlation

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Grades 9–10: English and Communication BenchmarksStandards Pages

READING

A.1.1 Reading: Using Vocabulary Skills

A.1.1.1.9-12.a Use dictionaries, thesauruses and glossaries (printed and electronic) to determine the correct spelling and part of speech, clarify meaning and enhance understanding of a word, including distinguishing its connotation and denotation and tracing its etymology. (ADP A2)

Grade 9: Dictionary, 95, 182, 404, 412, 584, 767, 909, 927, 1017, 1097, 1109, 1143, 1155, 1172, 1246; Glossary, 182, 183, 404, 584, 1246; Thesaurus, 182, 183, 689, 717, 1006, 1097, 1109, 1140

Grade 10: Dictionary, 43, 55, 75, 85, 135, 149, 165, 177, 207, 210, 211 , 253, 265, 281, 293, 295, 333, 355, 365, 381, 397, 431, 431, 471, 483, 497, 507, 545, 553, 565, 573, 608, 611, 655, 667, 681, 689, 709, 723, 729, 741, 747, 772, 775, 778, 779, 833, 835, 842, 859, 913, 937, 963, 983, 1001, 1034, 1034, 1035, 1035, 1073, 1087, 1105, 1117, 1148, 1151, 1171, 1185, 1205, 1217, 1252, 1253; Thesaurus, use, 204, 210, 211, 608, 709, 772, 779, 835; Glossary, 210, 608, 723, 729, 833

A.1.1.1.9-10.b Use roots and affixes to determine or clarify the meaning of words. (ADP A3)

Grade 9: Prefixes, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 112, 121, 314, 329, 330, 343, 442, 453, 454, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205S

Grade 10: Prefixes, 60, 75, 76, 85, 154, 165, 166, 177, 336, 355, 356, 365, 431, 488, 497, 498, 507, 558, 565, 656, 640, 655, 667, 914, 937, 1190, 1205, 1206, 1217; Suffixes, 240, 253, 254, 265, 270, 281, 282, 293, 382, 397, 431, 716, 723, 724, 729, 734, 731, 742, 747, 888, 913, 1092, 1105, 1106, 1117, 1154, 1171, 1172, 1185; Roots, 30, 43, 44, 55, 116, 135, 136, 149, 462, 471, 472, 483, 540, 545, 546, 553, 674, 681, 682, 689, 812, 833, 838, 859, 938, 963, 964, 983, 984, 1001, 1064, 1073, 1074, 1087

A.1.1.1.9-10.c Use knowledge of cognates in different languages and understanding of word origins to determine the meaning of words (e.g., by using cognates from Indo-European languages such as the words night (English), nuit (French), nacht (German, Dutch) and noch (Russian) to understand words such as nocturnal or equinox). (ADP A3)

Grade 9: Vocabulary Workshop: Foreign words, 1016; Foreign phrases, prepare note cards for, 1017

Grade 10: Vocabulary Workshop: Borrowed and Foreign Words, 1034, 1035

A.1.1.2.9-10.a In somewhat complex texts about abstract topics, analyze textual context (within sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words, and to draw conclusions about nuances or connotations of words. (ADP A4)

Grade 9: Connotation/Denotation , 182, 766, 767, 909, 927, 1118, 1155, R22

Grade 10: Connotation/Denotation, 210, 211, 608, 709, 772, 778, 779, 842, 967, 977, 983, 1120

A.1.1.2.9-10.b Use prior reading knowledge and explicit study to identify the meaning of literary, classical and biblical allusions. (ADP A5)

Grade 9: Allusion, R21; for related activities also see: Comparing Literary Influences, 1126, 1129, 1130, 1131, 1133, 1135, 1136, 1137; Comparing Influences on Contemporary Literature, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1227, 1230, 1231, 1234, 1237, 1238, 1240, 1241, 1242, 1243

Grade 10: Allusion, 321, 639, 642, 643, 655, 659, 667, 926, 945, R21

A.1.1.2.9-10.c Demonstrate understanding of phrases, proverbs, idioms and phrases taken from other languages (e.g., coup d’etat or avant-garde). (ADP A5)

Grade 9: Vocabulary Workshop: Foreign words, 1016; Foreign phrases, prepare note cards for, 1017

Grade 10: Vocabulary Workshop: Borrowed and Foreign Words, 1034, 1035

A.1.1.2.9-10.d Determine the appropriate meaning of figurative words and phrases in complex passages. (ADP A5)

Grade 9: Figurative Language, 386, 395, 465, 608, 614, 617, 623, 625, 627, 629, 633, 637, 639, 668, 686, 689, 693, 873, 1041, 1050, 1052, 1056, 1081, 1087, 1093, 1094, 1111, 1114, 1220, R24

Grade 10: Figurative language, 630, 634, 637, 639, 708, 710, 715, 721, 722, 723, 726, 729, 948, 950, R24

Standards Pages

A.1.2 Reading: Analyzing Informational Texts

A.1.2.1.9-12.a Identify and interpret essential details in complex passages and interpret minor or subtle details in complex informational text. (ADP F2)

Grade 9: Details, 101, 105, 118, 351, 365, 426, 479, 489, 490, 492, 493, 494, 498, 503, 523, 742, 742, 744, 747, 978, 1118, 1210, 1211, 1212, 1214

Grade 10: Details, 59, 64, 67, 69, 71, 74, 75, 80, 85, 90, 91, 92, 93, 94, 95, 153, 160, 165, 171, 176, 177, 180, 402, 403, 404, 405, 406, 407, 461, 466, 470, 471, 477, 479, 483, 487, 491, 492, 494, 497, 502, 504, 506, 507, 510, 584, 587, 588, 589, 590, 593, 594, 597, 601, 602, 603, 752, 753, 754, 755, 756, 757

A.1.2.1.9-12.b Identify/infer the main ideas in complex informational text. (ADP F2)

Grade 9: Main idea, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487; Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747

Grade 10: Controlling idea, 90, 91, 95, 402, 403, 404, 405, 406, 407, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507, 510

A.1.2.1.9-12.c Identify/infer and distinguish the essential and non-essential details that support the main idea of complex informational text. (ADP F2)

Grade 9: Inferences, 74, 75, 77, 79, 498, 504, 506, 510; Main idea, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487; Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747

Grade 10: Controlling idea, 90, 91, 95, 402, 403, 404, 405, 406, 407, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507, 510; Inferences, make/defend subtle, 578, 579, 580, 581, 694, 695, 696, 698, 699

A.1.2.1.9-10.d Recognize clear, subtle or implied relationships among ideas (e.g., cause-effect, additive, comparative, sequential, adversative) in somewhat complex informational texts. (ADP F6)

Grade 9: Analyze Ideas and Organizational Patterns, 74, 75, 76, 77, 78, 79; Connect and Synthesize Ideas, 492, 493, 494, 495, 496, 497; Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747

Grade 10: Organizational patterns analyze, 578, 579, 580, 581, 582, 583, make/defend subtle inferences and complex conclusions, 694, 696, 697, 698, 699

A.1.2.1.9-12.e Make subtle inferences and draw complex conclusions. (ADP F8)

Grade 9: Inferences, 74, 75, 77, 79, 498, 504, 506, 510; Conclusions, draw: from informational texts, 77, 980, author's purpose, 78, from organizational pattern, 79, Internet sources, 985

Grade 10: Conclusions, 298, 299, 300, 302, 305, 335, 335, 342, 343, 347, 348, 352, 355, 355, 361, 365, 365, 369, 373, 374, 377, 378, 381, 386, 390, 391, 394, 397, 400, 512, 515, 517, 539, 557, 557, 562, 565, 565, 569, 573, 573, 576, 578, 579, 580, 581, 583, 694, 696, 697, 698, 699, 1008, 1010, 1012, 1013; Inferences, make/defend subtle, 578, 579, 580, 581, 694, 695, 696, 698, 699

A.1.2.2.9-10.a Summarize in a concise and well-organized way the main ideas and supporting details (presented as text and/or visuals) in challenging informational and technical texts. (ADP F3 and ADP F4)

Grade 9: Summarize Text: Controlling Idea and Details, 742, 743, 744, 745, 746, 747

Grade 10: Controlling Idea: summarize, 461, 483, 510, 811, 820, 825, 832

A.1.2.2.9-12.b Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique. (ADP F3

and ADP F4)

Grade 9: Analyze Summary and Critique, 376, 377, 378, 379, 380; Opinions, distinguish between substantiated and unsubstantiated, 1120, 1124, 1125

Grade 10: Distinguish Summary and Critique, 936, 962, 982, 1000, 1222, 1225, 1227; Identify non-essential information, 1222, 1223, 1227

A.1.2.2.9-10.c Synthesize information across multiple informational and technical texts and technical sources. (ADP F7)

Grade 9: Connect and Synthesize Ideas, 492, 493, 494, 495, 496, 497

Grade 10: Synthesize: information from multiple graphical sources, 512, 515, 517, 1008, 1010, 1012, 1013, and make logical connections, 752, 755, 756, 757, 1227

A.1.2.3.9-10.a Identify and analyze the more involved or unconventional organizational structures found in somewhat complex informational texts. (ADP F9)

Grade 9: Analyze Ideas and Organizational Patterns, 74, 75, 76, 77, 78, 79

Grade 10: Organizational patterns analyze, 578, 579, 580, 581, 582, 583

A.1.2.3.9-12.b Recognize, analyze and evaluate the sophisticated and subtle uses, abuses and complex functions of verbal techniques, including ambiguity, contradiction, paradox, irony, incongruities, overstatement and understatement. (ADP F10)

Grade 9: For related activities please see: Appeals to Reason & Emotion, 519, 523, 531; Rhetorical Structures and Devices, 539, 543, 544, 546, 549

Grade 10: Rhetorical devices, analyze aesthetic effects of, 407, 531, 575, 731, 768; Rhetorical fallacies, analyze, 864, 866, 867, 1005

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A.1.3.2.9-10.d Identify false statements and explain the role they play in certain kinds of persuasive arguments. (ADP E2)

Grade 9: Handbook: Logic and Critical Thinking: Flaws in Arguments, R55; also see: Opinions, distinguish between substantiated and unsubstantiated, 1120, 1124, 1125; also see: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561

Grade 10: Handbook: Logic and Critical Thinking: Flaws in Arguments, R55; also see: Persuasive texts, analyze/evaluate, 7, 539, 576, 864, 1112; Distinguish fact from opinion, 557, 562, 565, 573; Identify unsubstantiated opinion, 1222, 1226, 1227

A.1.3.2.9-10.e Explain why common logical fallacies such as the appeal to pity (argumentum ad misericordiam), the personal attack (argumentum ad hominem), the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available) do not prove the point being argued. (ADP E5)

Grade 9: Handbook: Logic and Critical Thinking: Flaws in Arguments, R55; also see: Appeals to Reason & Emotion, 519, 523, 531; Rhetorical Structures and Devices, 539, 543, 544, 546, 549

Grade 10: Fallacies, analyze rhetorical/logical, 864, 866, 867, 1005; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 565, 573, 576, 1122, 1127; Handbook: Logic and Critical Thinking: Flaws in Arguments, R55

A.1.3.2.9-12.f Identify and analyze the stylistic and rhetorical devices that are used to persuade in written and oral communication. Recognize that these devices accompany arguments but are not necessarily logically connected to them (e.g., loaded terms, caricature, leading questions, false assumptions). (ADP E6)

Grade 9: Appeals to Reason & Emotion, 519, 523, 531; Rhetorical Structures and Devices, 539, 543, 544, 546, 549; Handbook: Logic and Critical Thinking, R54–R55

Grade 10: Rhetorical devices, analyze aesthetic effects of, 531, 575, 768, evaluate role, 539, 543, 545, 549, 553; Rhetorical questions, 534, 539, 545, 553, R28; Rhetorical fallacies, analyze, 864, 866, 867, 1005; Handbook: Logic and Critical Thinking, R54–R55

A.1.3.3.9-10.a Explain and evaluate a variety of relationships (e.g., causality, contradiction, implication) among evidence, inferences and claims in a variety of argumentative texts. (ADP F6)

Grade 9: Evidence, analyze, 519, 525, 532, 533, 535, 545, 554, 564, 566, 567, 568, 569, 570, 571; Handbook: Logic and Critical Thinking, R54–R55

Grade 10: Evidence: informational texts, 298, 299, 300, 301, 302, 303, 304, 305, nonfiction, 557, 561, 564, 565, 569, 573, evaluate accuracy, 1122, 1124, 1126, 1127; also see: Evaluate Argument, 539, 545, 552, 553, 562, 576, 1122, 1127; Handbook: Logic and Critical Thinking, R54–R55

A.1.3.3.9-10.b Identify and analyze similarities and differences in evidence, premises and conclusions between two or more arguments on the same topic. (ADP E8)

Grade 9: Informational Texts: Analyze Evidence (FDR and views on fear), 566, 567, 568, 569, 570, 571

Grade 10: Informational Texts: Distinguish Evidence, 298, 299, 300, 301, 302, 303, 304, 305, Analyze Controlling Idea, 402, 403, 404, 405, 406, 407

A.1.4 Reading: Analyzing Literary Texts

A.1.4.1.9-10.a Demonstrate knowledge of 18th and 19th century foundational works of American literature. (ADP H1)

Grade 9: Please see the following selections: “The Cask of Amontillado” on pp. 61–68; “The Invalid’s Story” on pp. 362–370; Emily Dickinson poems on pp. 634, 635, 728; “The Bells” on pp. 654–659; “Casey at the Bat” on pp. 696–698; “The Raven” on pp. 710–715; “I hear America singing” on p. 750; “There is a longing” on p. 1196–1198; “Pecos Bill” on pp. 1218–1223

Grade 10: Please see the following selections: “The Masque of the Red Death” on pp. 372–380; “On the Annexation of Texas” on pp. 403–404; “Inaugural Address” on pp. 405–406; Emily Dickinson poems on pp. 718, 728; from “A Connecticut Yankee in King Arthur’s Court” on pp. 1192–1206

A.1.4.1.9-10.b Analyze foundational documents that have historical and literary significance in American culture. (ADP H2)

Grade 9: Please see the following selections: “I Have a Dream” on pp. 543–548; “First Inaugural Address” on pp. 553–560

Grade 10: Please see the following selections: “On the Annexation of Texas” on pp. 403–404; “Inaugural Address” on pp. 405–406

A.1.4.2.9-10.a Demonstrate understanding of non-linear plot progressions. (ADP H4)

Grade 9: Foreshadowing, 43, 51, 53, 57, 64, 69, 72, 96, R24; Flashback, 290, 300, 301, 1041, 1048, 1079, 1083, R24

Grade 10: Foreshadowing, 29, 35, 37, 43, 55, 88, R24; Flashback, 29, 55, 109, 330, 1059, R24

Standards Pages

A.1.2.3.9-10.c Comprehend, interpret and evaluate somewhat complex factual, quantitative, technical or mathematical information presented in maps, charts, graphs, time lines, tables and diagrams. (ADP F15 and ADP A7)

Grade 9: Analyze Graphical Sources, 154, 155, 156, 157, 158, 159, 494

Grade 10: Synthesize Information from Multiple Graphical Sources, 512, 515, 517, 1008, 1010, 1012, 1013

A.1.2.3.9-10.d Evaluate somewhat complex informational and technical texts for their clarity, simplicity and coherence and for the appropriateness of their graphics and visual appeal. (ADP F3 and ADP F11)

Grade 9: Cookbook Article/Article, 74, 75, 76, 77, 78, 79; Train Schedule/Brochure, 154, 155, 156, 157, 158, 159; Safety Guide/Technical Instructions, 284, 285, 286, 287, 288, 289; Technical Document, 493, 494; Instructions for Software, 673, 674

Grade 10: Technical Article, 298, 299, 300, 301, 302; Technical Directions & Trail Guide, 512, 513, 514, 515, 516, 517; Guide & Timeline, 694, 695, 696, 697, 698, 699; Safety Rules & Instructions, 1008, 1009, 1010, 1011, 1012, 1013

A.1.2.4.9-10 Follow extended multi-tasked or multi-dimensional instructions in somewhat complex informational or technical texts. (ADP F1)

Grade 9: Cookbook Article, 74, 75, 76, 79; Train Schedule, 154, 155, 156, 159; Safety Guide/Technical Instructions, 284, 285, 286, 287, 288, 289; Technical Document, 493, 494; Instructions for Software, 673, 674

Grade 10: Technical Article, 298, 299, 300, 301, 302; Technical Directions & Trail Guide, 512, 513, 514, 515, 516, 517; Guide & Timeline, 694, 695, 696, 697, 698, 699; Safety Rules & Instructions, 1008, 1009, 1010, 1011, 1012, 1013

A.1.3 Reading: Analyzing Arguments Using Logic / Critical Thinking

A.1.3.1.9-10.a Describe the structure of a multi-faceted argument with a stated main claim or conclusion and explicit or implicit premises that include explicit indicators (e.g., hence, consequently, given). (ADP E3)

Grade 9: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561; Handbook: Logic and Critical Thinking, R55

Grade 10: Evaluate Argument, 539, 545, 552, 553, 557, 562, 564, 565, 573, 576, 1122, 1127; Handbook: Logic and Critical Thinking, R55

A.1.3.1.9-12.b Analyze the elements of deductive and inductive arguments. (ADP E7)

Grade 9: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561

Grade 10: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 564, 565, 573, 576, 1122, 1127

A.1.3.1.9-12.c Explain the different ways premises support conclusions in deductive and inductive arguments (where, if the premises of a deductive argument are all true and its form is valid, the conclusion is inescapably true—i.e., the conclusion is sound—and how the conclusion of an inductive argument provides the best or most probable explanation of the truth of the premises, but is not necessarily true—i.e., is weak or strong). (ADP E7)

Grade 9: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Persuasion Analysis (support and oppose arguments), 519, 523, 527, 531, 535, 539, 543, 544, 546, 549, 553, 555, 556, 559, 561; Analyzing Evidence, 566, 567, 568, 569, 570, 571

Grade 10: Handbook: Logic and Critical Thinking: Types of Reasoning, R55; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 564, 565, 573, 576, 1122, 1127

A.1.3.2.9-10.a Evaluate the relevance and quality of evidence given to support or oppose an argument. (ADP E4)

Grade 9: Evidence, analyze, 519, 525, 532, 533, 535, 545, 554, 564, 566, 567, 568, 569, 570, 571; Handbook: Logic and Critical Thinking: Evaluate Evidence, R54

Grade 10: Evaluate Accuracy of Evidence, 1122, 1124, 1126, 1127; Handbook: Logic and Critical Thinking: Evaluate Evidence, R54; also see: Evaluate Argument, 539, 545, 552, 553, 557, 562, 565, 573, 576, 1122, 1127

A.1.3.2.9-10.b Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions and apply them to distinguish the two types of claims. (ADP E1)

Grade 9: Opinions, distinguish between substantiated and unsubstantiated, 1120, 1124, 1125; Handbook: Logic and Critical Thinking, R54

Grade 10: Distinguish Opinions from Facts, 557, 562, 565, 573; Opinions, identify unsubstantiated, 1222, 1226, 1227; Evaluate Accuracy of Evidence, 1122, 1124, 1126, 1127; Handbook: Logic and Critical Thinking, R54

A.1.3.2.9-10.c Distinguish between evidence which is directly stated and evidence which is inferred or implied within an argument. (ADP E1)

Grade 9: Handbook: Logic and Critical Thinking: Evaluate Evidence, R54; also see: evidence, analyze, 519, 525, 532, 533, 535, 545, 554, 564, 566, 567, 568, 569, 570, 571

Grade 10: Handbook: Logic and Critical Thinking: Evaluate Evidence, R54; also see: Distinguish Evidence to Support Argument, 298, 303, 305, 557, 564, 565, 573;

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A.1.4.3.6-10.a Consider genre characteristics in interpreting challenging literary texts. (ADP H3)

Grade 9: Fiction and Nonfiction, 4–8, 16, 21; Literary Essay, 23, 27, 28, 33, 36, 38, 39; Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Short Stories, 196–200, 209; Comparing Elements of Fiction, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401; Types of Nonfiction, 426–430, 439; Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581; Poetry, 606–610, 615; Comparing Forms of Lyric Poetry, 748, 750, 751, 753, 755; Drama, 780–784, 797; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001; Universal Themes in the Oral Tradition, 1032–1033

Grade 10: Comparing Narration and Tone, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320, 322, 323, 324, 325, 326, 327; Nonfiction, 444–448, 459; Expository Essay, 461, 465, 469, 471, 480, 483; Reflective Essay, 487, 492, 496, 497, 502, 503, 505, 507; Comparing Humorous Writing, 518, 521, 523, 524, 526, 529, 530, 531; Poetry, 628–635; Poetic Forms, 671, 677, 679, 681, 685, 687, 689; Drama, 792–796; Greek Tragedies, 837, 840, 841, 843, 846, 851, 856, 859; Shakespeare’s Tragedies, 887, 897, 900, 902, 907, 909, 913; Blank Verse, 915, 917, 919, 924, 927, 935, 937; Dramatic Speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Themes in Literature, 1048–1052, 1061; Comparing Archetypal Narrative Patterns, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1142, 1144, 1145

A.1.4.3.9-10.b Demonstrate understanding that form relates to meaning. (ADP H3)

Grade 9: Literary Essay, 23, 27, 28, 33, 36, 38, 39; Comparing points of view, 80, 83, 84, 85, 87, 89, 93; Voice, 101, 105, 110, 111, 116, 117, 120, 121; Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Comparing Humorous Writing, 572, 575, 576, 578, 580, 581; Sound Devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Comparing Forms of Lyric Poetry, 748, 750, 751, 753, 755; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001

Grade 10: Comparing Narration and Tone, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320, 322, 323, 324, 325, 326, 327; Expository Essay, 461, 465, 469, 471, 480, 483; Reflective Essay, 487, 492, 496, 497, 502, 503, 505, 507; Comparing Humorous Writing, 518, 521, 523, 524, 526, 529, 530, 531; Poetic Forms, 671, 677, 679, 681, 685, 687, 689; Greek Tragedies, 837, 840, 841, 843, 846, 851, 856, 859; Shakespeare’s Tragedies, 887, 897, 900, 902, 907, 909, 913; Blank Verse, 915, 917, 919, 924, 927, 935, 937; Dramatic Speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Comparing Archetypal Narrative Patterns, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1142, 1144, 1145

A.1.4.3.9-10.c Identify, analyze and evaluate the effect and use of metrics, 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). (ADP H5)

Grade 9: Sound Devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Rhyme and Meter, 719, 725, 726, 729, 732, 735, 737; Blank Verse, 833, 836, 837, 839, 841, 843, 845, 847, 849, 850, 853, 855, 856, 859

Grade 10: Sound devices in poetry, 630, 631, 733, 737, 741, 744, 747, 749; Rhyme & Rhythm, 630, 632, 671, 672; Dramatic poetry, 631, R23; Lyric and narrative poetry, 631, 639, 643, 647, 649, 651, 655, 659, 660, 662, 663, 664, 665, 667, 669; Blank verse, 915, 917, 919, 924, 927, 935, 937

A.1.4.3.9-10.d Identify and analyze elements of dramatic literature (for example, dramatic irony, soliloquy, stage direction and dialogue) in more challenging plays. (ADP H6)

Grade 9: Drama, 780–784, 797; Dialogue and Stage Directions, 801, 808, 809, 813, 817, 819, 821, 822, 824, 826, 827, 828, 829, 831; Dramatic Speeches, 861, 864, 870, 871, 874, 878, 885, 886, 887, 890, 891; Dramatic Irony, 893, 896, 897, 899, 900, 904, 905, 906, 908, 910, 911; Tragedy and Motive, 913, 916, 919, 920, 921, 922, 925, 926, 928, 930; Comedy, 967, 872, 875; Comparing Satire, 986, 989, 990, 991, 992, 993, 994, 995, 996, 997, 998, 1000, 1001

Grade 10: Drama, 792–796; Greek Tragedies, 837, 840, 841, 843, 846, 851, 856, 859; Using Text Aids, 887, 894, 897, 902, 904, 910, 913; Blank Verse, 915, 917, 919, 924, 927, 935, 937; Dramatic Speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Tragic Heroes, 985, 988, 990, 992, 994, 995, 997, 1001

A.1.4.4.9-10.a Identify, analyze and explain the development of the theme(s) of a challenging literary text. (ADP H4 and ADP H9)

Grade 9: Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Themes in Literature: introduction, 1030–1034, 1038, 1039, epic, 1047, 1048, 1049, 1051, 1053, 1054, 1057, 1059, 1060, 1063, 1071, 1072, 1074, 1076, 1077, 1081, 1082, historical and cultural setting, 1062, 1064, 1067, 1072, 1076, values reflected in, 1068, historical and cultural setting for, 1097, 1099, 1101, 1107, 1108, 1110, 1111

Grade 10: Themes, 6, 8, 179, 237, 335, 339, 341, 342, 344, 351, 353, 355, 359, 365, 378, 391, 837, 859, 878, 879, 868, 1048, 1052, 1054, 1055, 1056, 1057, 1059, 1228, 1230, 1231, 1232, 1234, 1236, 1237, 1239, 1240, 1241

Standards Pages

A.1.4.2.9-10.b Analyze how plot structures (e.g., conflict, resolution, climax and subplots) function and advance the action. (ADP H4)

Grade 9: Plot, 6, 14, 43, 48, 50, 51, 53, 64, 96, 198, 199, 202, 207, 290, 293, 294, 297, 299, 300, 301, 304, 305, 782, 960, 1041 , 1048, 1079, 1083, R27; Conflict, 8, 43, 94, 96, 194, 211, 216, 218, 222, 224, 225, 226, 228, 235, 237, 245, 246, 249, 251, 252, 253, 306, 307, 310, 713, 782, 796, 1098, R22, R24; Climax, 43, 57, 69, 307, 782, 960, R22; Resolution, 43, 94, 96, 211, 237, 253, 306, 307, 960, R28

Grade 10: Plot, 6, 13, 19, 29, 33, 35, 37, 38, 40, 42, 43, 43, 49, 51, 54, 55, 55, 224, 226, 267, 330, 794, 796, 837, 856, 857, 859, 887, 897, 907, 913, 989, 997; Conflict, 8, 13, 27, 29, 42, 43, 54, 55, 109, 115, 119, 121, 125, 128, 130, 133, 135, 140, 144, 146, 149, 224, 226, 231, 234, 330, 794, 807, 811, 815, 822, 831, 835, 878, 887, 900, 909, 965, 976, 977, 981, 983; Resolution, 19, 29, 55, 115, 135, 149, 226, 794

A.1.4.2.9-12.c Analyze the role and function of characters in a variety of literary texts, including complex texts. (ADP H4 and ADP H8)

Grade 9: Characters, 6, 8, 12, 125, 130, 134, 135, 141, 146, 149, 151, 198, 199, 200, 204, 208, 223, 246, 282, 313, 318, 321, 324, 329, 333, 334, 336, 339, 343, 347, 401, 782, 784, 807, 812, 861, 864, 886, 886, 891, 1085, 1145, 1167, R21, R23

Grade 10: Characters, 4, 6, 9, 14, 17, 224, 227, 228, 232, 237, 239, 244, 245, 248, 251, 253, 258, 260, 262, 264, 265, 328, 794, 796, 803, 807, 887, 985, 987, 990, 998, 1001, 1050, 1051, 1063, 1073, 1087, R21, R22

A.1.4.2.9-12.d Analyze how authors develop complex, multilayered characters through use of literary devices (e.g., character actions, interaction among characters, dialogue, physical attributes and characters’ thoughts). (ADP H4 and ADP H8)

Grade 9: Character development: using details, 135, using dialogue, 223, 347, develop complex, 812, 886, using foils, 861, 886, 891, development of, 1167

Grade 10: Character development, 227, 239, 253, 265; Character motivation, 1014, 1017, 1019, R26

A.1.4.2.9-12.e Analyze the moral dilemmas in complex works of literature, as revealed by characters’ motivation and behavior. (ADP H4 and ADP H8)

Grade 9: Antagonist, Protagonist, motivations of, 1158, 1187, 1188

Grade 10: Comparing themes and moral dilemmas across different, 1228, 1230, 1231, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Protagonist and antagonist, 811, 815, 822, 831, 835; Character motivation, 1014, 1017, 1019

A.1.4.2.9-12.f Identify ways that the plot shapes the character and presentation of moral dilemmas in complex text. (ADP H4 and ADP H8)

Grade 9: Antagonist/ Protagonist: and conflict, 1155, development of, 1161, 1162, 1176, 1177, 1184, build suspense, 1185

Grade 10: Comparing themes and moral dilemmas across different, 1228, 1230, 1231, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Protagonist and antagonist, 811, 815, 822, 831, 835; Character motivation, 1014, 1017, 1019

A.1.4.2.9-10.g Identify and analyze the setting (location and time) and how the setting, and changes in setting, impact on plot, character, theme and tone in more challenging literary texts.

Grade 9: Setting, 6, 9, 199, 199, 310, 401, 697; Historical and Cultural Context (setting), 1041, 1048, 1050, 1052, 1056, 1059, 1062, 1064, 1067, 1068, 1072, 1076, 1081, 1083, 1087, 1092, 1093, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1111, 114, 1115

Grade 10: Setting, 6, 8, 9, 27, 224, 226, 228, 237, 269, 273, 278, 281, 287, 288, 293, 329, R23, R29; Historical and cultural setting, 335, 715, 721, 723, 726, 729, 948, 950, 1220

A.1.4.2.9-10.h Analyze the narration and point of view in more challenging literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators. (ADP H4)

Grade 9: Comparing points of view, 80, 83, 84, 85, 87, 89, 93; Narrative voice, 196; Narrative structure, 430

Grade 10: Point of view, 6, 14, 306, 312, 313, 318, 327, 1025, 1244, R27; Narration, compare tone and, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320, 322, 323, 324, 325, 326, 327, 452, 455

A.1.4.2.9-10.i Explain the impact of the author’s choice of a particular point of view(s). (ADP H4)

Grade 9: Comparing points of view, 80, 83, 84, 85, 87, 89, 93

Grade 10: Point of view, 6, 14, 306, 312, 313, 318, 327, 1025, 1244

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VIEWING (A.3)

A.3.1 Viewing Skills

A.3.1.1.9-10 Recognize, analyze and evaluate the effects of sound, visual images and language on audience, taking context into consideration and differentiating among information, persuasion and entertainment. (ADP G1)

Grade 9: Analyzing Media Messages, 594–595; Comparing Media Coverage, 768–769; Evaluating Formality and Tone, 1018–1019; also see: Media literacy, 181, 421, 601, 764, 775, 1018

Grade 10: Analyze media Message, 212–213; Comparing Media Coverage, 1254–1255; also see: Media Literacy, 219, 439, 623, 787, 1004, 1187

A.3.1.2.9-10 Identify and analyze visual and verbal elements as they intersect or conflict, emphasizing the cultural context, audience and purpose of the media. (ADP G2)

Grade 9: Analyzing Media Messages, 594–595; Comparing Media Coverage, 768–769; Evaluating Formality and Tone, 1018–1019

Grade 10: Analyze media Message, 212–213; Comparing Media Coverage, 1254–1255; also see: Media Literacy, 219, 439, 623, 787, 1004, 1187

A.3.1.3.9-10 Analyze the effect of visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television or film; layout, pictures and typeface in newspapers, magazines and print advertisements; layout, navigation, and links and interactive features on Web sites). (ADP G3)

Grade 9: Cookbook Article/Article, 75, 76, 78; Analyze Graphical Sources, 154, 155, 156, 157, 158, 159; Safety Guide/Technical Instructions, 284, 285, 286, 287, 288, 289; Technical Document, 493, 494; Analyzing Media Messages, 594–595; Instructions for Software, 673, 674; Comparing Media Coverage, 768–769

Grade 10: Analyze media Message, 212–213; Media Literacy, 219, 439, 623, 787, 1004, 1187; Technical Article, 299, 300, 302; Technical Directions & Trail Guide, 512, 513, 514, 515, 516, 517; Guide & Timeline, 694, 695, 696, 697, 698, 699; Safety Rules & Instructions, 1008, 1009, 1010, 1011, 1012, 1013; Comparing Media Coverage, 1254–1255

COmmUNICATE INFORmATION (C)

WRITING (C.1)

C.1.1 Writing: Topics, Development and Focus

C.1.1.1.9-10 Develop topics that address unfamiliar concepts that are removed from the students’ personal experiences, address and analyze abstract issu1es. (ADP C4)

Grade 9: Prewriting/Planning, 123, 173, 306, 345, 373, 403, 583, 641, 667, 686, 717, 757, 977, 1003, 1085, 1117, 1138, 1191, 1207, 1244

Grade 10: Prewrite, 109, 201, 329, 421, 532, 605, 708, 769, 878, 1021, 1146, 1243

C.1.1.2.9-12 Use a variety of strategies when appropriate (such as comparisons, anecdotes or detailed descriptions) to provide specific facts, concrete details, reasons and examples that support and amplify the thesis. (ADP C4)

Grade 9: Thesis, develop/support, 173, 583, 667, 757

Grade 10: Develop controlling idea, 201, 770; Well-chosen details, 203; Thesis statement, 421, 1021, 1243; Stick to relevant facts, 422; Evaluate support, 534, 608; Offer strong evidence, 606; Support opinions, 1244

C.1.1.3.9-10.a Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments. (ADP C9, ADP C10 and ADP E9)

Grade 9: Audience, revise for your, 176, 514, 586, 688, 689

Grade 10: Analyze audience, 421; Language that suits audience, 422; Anticipate questions and counterarguments, 534; Look at both sides of the issue, 605; Anticipate and address objections, 606; Consider your purpose, 1243; Support opinions, 1244

C.1.1.3.9-10.b Include substantive and relevant details to meet the needs of the audience and purpose. (ADP C9, ADP C10 and ADP E9)

Grade 9: Audience: select information, 174, 404, provide evidence for, 584, 758, 1005

Grade 10: Well-chosen details, 203; Stick to relevant facts, 422; Anticipate questions and counterarguments, 534; Strengthen evidence, 534; Offer strong evidence, 606; Include relevant evidence and well-chosen details, 770; Provide elaboration, 1148; Support opinions, 1244

C.1.2 Writing: Coherence and Cohesion

C.1.2.1.9-10.a Employ varied and appropriate organizational structures that support the topic and that focus attention on its essential elements. (ADP C3)

Grade 9: Organization: structure the sequence, 94, plan organizing structure, 174, sequence e of events, 308, organizing structure, 404, organize information, 514, organizing structure, 584, planning poetic form and structure, 687, organize your ideas, 758, develop the plot, 960, organize information, 1004, organize your information, 1140, choose an organization, 1246

Grade 10: Structure ideas, 109; Cause and effect chart, 201; Logical organization, 202; Outline, 422; Use organizing structure, 770; Organize your information, 1023; Strengthen coherence, 1025; Revise for organization, 1148; Choose organization, 1244; Revise to balance organization, 1246

Standards Pages

A.1.4.4.9-10.b Identify, analyze and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity. (ADP H4 and ADP H9)

Grade 9: Comparing Themes Across Genres, 160, 162, 163, 165, 166, 167, 170, 171; Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Themes in Literature, 1030–1034, 1039;

Grade 10: Theme: Compare and analyze effect of cultural context, 758, 762, 763, 764, 767; Compare Theme from different time periods, 868, 877, 1018, 1220; Universal and culturally specific theme, 868, 871, 872, 873, 875, 876, 877

A.1.4.4.9-10.c Analyze works of literature for what they suggest about the historical period in which they were written. (ADP H7)

Grade 9: Historical and Cultural Context (setting), 1041, 1048, 1050, 1052, 1056, 1059, 1062, 1064, 1067, 1068, 1072, 1076, 1081, 1083, 1087, 1092, 1093, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1111, 114, 1115

Grade 10: Historical and cultural setting, 335, 715, 721, 723, 726, 729, 948, 950, 1220; Historical context, theme and, 227, 1050

A.1.4.4.9-10.d Analyze texts to identify the author’s attitudes, viewpoints and beliefs and to compare these to the larger historical context of the texts. (ADP H7)

Grade 9: Comparing points of view, 80, 83, 84, 85, 87, 89, 93; Comparing Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Historical and Cultural Context (setting), 1041, 1048, 1050, 1052, 1056, 1059, 1062, 1064, 1067, 1068, 1072, 1076, 1081, 1083, 1087, 1092, 1093, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1111, 114, 1115; Philosophical Assumptions, 1193, 1198, 1199, 1205

Grade 10: Author's perspective, 59, 63, 64, 65, 67, 69, 71, 72, 74, 75, 80, 85, 1122, 1123, 1125, 1126, 1127; Cultural context, 227, 758, 767, 1050, 1059, 1061, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1105, 1110, 1113, 1115, 1117; Historical context, theme and, 227, 1050; Historical and cultural setting, 335, 715, 721, 723, 726, 729, 948, 950, 1220

LISTENING (A.2)

A.2.1 Listening Skills

A.2.1.1.9-10 Follow multi-tasked or multi-dimensional spoken instructions to perform a specific role in a task, answer difficult questions and solve challenging problems. (ADP B1)

Grade 9: Giving and Following Oral Instructions, 184–185; How-to Presentation, 1255; also see: Listening: in teamwork, 424

Grade 10: Giving and Following Oral Instructions, 780–781

A.2.1.2.9-12 Identify/infer the thesis of a complex speech in which the ideas may be abstract, theoretical, and philosophical and in which the organization is not necessarily linear, but may proceed from point to point, and distinguish the essential and less-important details that may subtly elaborate it. (ADP B4)

Grade 9: For related activities see: Evaluate Presentations, 415; Persuasive Presentation (evaluate), 537; Evaluating a Technical Speech, 1257

Grade 10: Viewing and Evaluating a Speech, 432–433; Delivering a Persuasive Speech (evaluate), 617; Delivering Multimedia Presentation (evaluate), 1037

A.2.1.3.9-12 Summarize concisely information presented orally by others including the purposes (explicit and implicit), major ideas (explicit and implicit) and supporting details or evidence, and demonstrate the ability to distinguish more important from less important details. (ADP B2)


Grade 10: For related activities see: Viewing and Evaluating a Speech, 432–433; Delivering a Persuasive Speech (evaluate), 617; Delivering Multimedia Presentation (evaluate), 1037

A.2.1.4.9-12 Paraphrase accurately multiple, challenging ideas and information presented orally by others. (ADP B3)



A.2.1.5.9-10 Analyze the ways in which the style, structure and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into

account the speaker’s nonverbal gestures, credibility and point of view. (ADP B5)



A.2.1.6.9-12 Listen actively in group discussions by asking clarifying, elaborating and synthesizing questions and by managing internal (e.g., emotional state, prejudices) and external (e.g., physical setting, difficulty hearing, recovering from distractions) barriers to aid comprehension. (ADP B7)

Grade 9: Debate, 281, 1117; Panel discussion, 463, 739; also see: Teamwork (discussion), 2, 194, 411, 424, 765, 778, 1028

Grade 10: Persuasive Texts Debate, 864; also see: Big Question (discussion), 2, 209, 222, 429, 442, 613, 626, 777, 790, 1033, 1046, 1251; Listen responsively, 151, 429, 432, 509, 626, 791; Listen attentively, 222, 429

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C.1.3.5.9-10 When other sources are used or referenced (such as in research, informational essays or literary essays), students will:

! Acknowledge source material and create a reliable bibliography in a standard format;

Grade 9: Research Report (sources): source cards, 1004, credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40–R41

Grade 10: Persuasive Essay: Identify sources, 606; Research Report (sources): Organize notes/sources cards, 1022; Use and credit sources, 1023; Citing sources in body of report, 1026; Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40–R41

! Cite sources using a standard format (such as MLA or APA) with a high degree of accuracy;

Grade 9: Research Report (sources): credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40–R41

Grade 10: Research Report (sources): Style manual, Works-cited list or bibliography, 1026; Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40–R41

! Appropriately quote; paraphrase; or summarize text, ideas or other information taken from print or other electronic sources;

Grade 9: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40–R41

Grade 10: Persuasive Essay: Paraphrase, summarize, quote, and accurately cite sources, 606; Interpretative Response: Use embedded quotations, 770; Research Report: Use and credit sources, 1023; Avoid plagiarism, 1025; Citing sources in body of report, 1026; Citing Sources and Preparing Manuscript, R40–R41

! Correctly incorporate ideas within text; Grade 9: Quotations: include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): source cards, 1004, credit your, 1005, document, 1008, cite appropriately, 1011

Grade 10: Persuasive Essay: Look at both sides of the issue, 605; Offer strong evidence, 606; Interpretative Response: Analyze aesthetic effects, 769; Use paraphrases, 770; Research Report: Synthesize ideas, 1023; Progress of ideas, 1025

! Accurately embed quotations from other sources; and, Grade 9: Quotations: include embedded, 758, use of, 761, accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011

Grade 10: Interpretative Response: Use embedded quotations, 770; Research Report: Avoid plagiarism, 1025; Citing sources in body of report, 1026

! Accurately embed graphics, when appropriate. (ADP C6)

Grade 9: Use graphics and illustrations, 1005; also see: Multimedia presentation, 123, 935, 1013

Grade 10: Incorporate graphic aids and visuals, 1023; also see: Multimedia presentation, 207, 1005, 1031, 1036

C.1.4 Writing Process: Planning, Editing, Revising and Using Technology

C.1.4.1.9-12.a Generate notes while collecting information for writing, following a logical note-taking system. (ADP C1)

Grade 9: Note cards, for research report, 1004; also see: Notes, record: interview, 41, planning speech, 414

Grade 10: Notecards, make, 108; Note and organize ideas, 422; Organize notes/sources cards, 1022

C.1.4.1.9-12.b Based on research, note-taking or other method of generating content, generate a detailed outline. (ADP C1)

Grade 9: Outline, as drafting strategy, 584; also see: Note cards, for research report, 1004

Grade 10: Outline, 422; also see: Timed Writing: Outline, prepare, 95, 517, 867, 1127

C.1.4.2.9-10 Edit increasingly complex writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style and tone as appropriate to audience, purpose and context. (ADP C5)

Grade 9: Writer's Toolbox (Texas): Conventions, 97, 177, 309, 407, 515, 587, 761, 1009, 1141, 1249; Editing/Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1251

Grade 10: Writer's Toolbox (Texas): Conventions, 111, 205, 331, 425, 535, 609, 773, 881, 1149; Editing, 113, 207, 333, 427, 537, 611, 713, 775, 883, 1031, 1151, 1249

C.1.4.3.9-12 Drawing on reader’s comments, revise papers to:

! Ensure the thesis or research question is the focus of the paper;

Grade 9: Peer feedback: for research report, 1006

Grade 10: Peer review (quality of research), 1025

Standards Pages

C.1.2.1.9-10.b Use appropriate words and phrases to signal organizational patterns (e.g., cause(s) and effect(s), organizing multiple causes or effects with clear indicators). (ADP C3)

Grade 9: For related activities see: Transition words/phrases, 172, 402, 406, 760, 1244

Grade 10: For related activities see: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244, 1249

C.1.2.1.9-12.c Use text features (headings, subheadings, formatting) as appropriate to signal important points within the text. (ADP C3)

Grade 9: Business letter elements, 514; Format your script, 962; Use a style manual, 1008; Reading-friendly formatting, 1140

Grade 10: Proper structure (block formats), 534; Reader-friendly formatting techniques, 179, 575, 1148

C.1.2.2.9-10 Maintain coherence through the consistent and effective use of transitions between sentences and paragraphs that signal complex relationships of ideas. (ADP C3)

Grade 9: Transition words/phrases, 172, 402, 406, 760, 1244

Grade 10: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244

C.1.3 Writing: Language and Technical Facility

C.1.3.1.9-10.a Use language precisely considering audience and purpose taking advantage of both the connotative and denotative power of language. (ADP A6, ADP A7 and ADP C2)

Grade 9: Word choice: evaluate, 95, revise to improve, 176, 586, procedural text, 1142, use thesaurus to vary, 1006; also see: Connotation, Denotation, 182, 766, 767, 909, 1118, R22

Grade 10: Subtlety of meaning, 110; Sensory details, 330; Language that suits audience, 422; Word choice, 424, 608, 710 772, 1246; Rhetorical Devices, 534; Develop figurative language, 708; also see: Connotation, Denotation, distinguish denotation from, 210, 211, 608, 709, 772, 778, 779, 842, 967, 977, 983, 1120

C.1.3.1.9-10.b Use precise technical language as needed. (ADP A6, ADP A7 and ADP C2)

Grade 9: Teach your audience (instructions), 1139; also see: Technical language, use, 537; Technical terms, 1254

Grade 10: Procedural Document: technical terms, add, 1147, define all, 1148: also see: Idioms, Jargon, and Technical Terms, 1252

C.1.3.1.9-10.c Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, caricature) for effect to meet the needs of audience and purpose. (ADP A6, ADP A7 and ADP C2)

Grade 9: Figurative language, convey mood with, 686; also see: Verbs, identify and revise inconsistent, 309

Grade 10: Sensory details, 330; Develop figurative language, 708

C.1.3.2.6-10.a Use correct sentence structures that are appropriate for audience and purpose. (ADP A1)

Grade 9: Sentence structure: revise, 406; Writer's Toolbox (Texas): sentence combining, 515, revising to create parallelism, 587, using adverbial clauses to combine sentences, 1009, fragments and run-ons, 1141, varying sentence structure, 1249

Grade 10: Sentences: vary length, 110, 1247; tighten, 423; combine, 535, 881, 1027; correct fragment/run-on, 1149; also see: Conventions: use variety of correctly structured, 1088, 1089, 1118, 1119

C.1.3.2.9-10.b Vary somewhat complex syntax for effect (e.g., when coordinating equally important ideas and subordinating less important ideas) and incorporate more complicated syntax (e.g., increased use of embedded clauses). (ADP A1)

Grade 9: Sentence structure: revise, 406; Writer's Toolbox (Texas): sentence combining, 515, revising to create parallelism, 587, using adverbial clauses to combine sentences, 1009

Grade 10: Sentences: vary length, 110, 1247; combine, 535, 881, 1027; also see: Conventions: use variety of correctly structured, 1088, 1089, 1118, 1119

C.1.3.3.9-10.a Edit to craft a tone that adds interest to the message and is appropriate for the topic, audience and enhances the purpose. (ADP C5)

Grade 9: Tone: establish, 687, find appropriate voice, 963

Grade 10: Tone and style, 424; also see: Tone: include details that contribute to, 179, 878, 880, 1187

C.1.3.3.9-10.b Use language that communicates the writer’s stance and attitude toward the topic. (ADP C5)

Grade 9: Word choice: evaluate, 95, McCracken, Elizabeth on, 175, revise to improve, 176, 586, procedural text, 1142, use thesaurus to vary, 1006, Smith, Coach Dean on, 1247

Grade 10: Subtlety of meaning, 110; Language that suits audience, 422; Word choice, 424, 608, 710 772, 1246; Rhetorical Devices, 534

C.1.3.4.9-10 Demonstrate control of Standard English through grammar, usage and mechanics (punctuation, capitalization and spelling) to support the clarity of expression in more complicated text. (ADP A1)

Grade 9: Writer's Toolbox (Texas): Conventions, 97, 177, 309, 407, 515, 587, 761, 1009, 1141, 1249; Editing/Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1251

Grade 10: Writer's Toolbox (Texas): Conventions, 111, 205, 331, 425, 535, 609, 773, 881, 1149; Editing, 113, 207, 333, 427, 537, 611, 713, 775, 883, 1031, 1151, 1249

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C.2.2.2.9-12 Logically arrange ideas, signaling the grouping of related ideas and maintaining a consistent focus. (ADP B6)

Grade 9: Practice the skills & Presentation Checklist: Giving and Following Oral Instructions, 185; Delivering and Evaluating a Technical Speech, 1257

Grade 10: Practice the Skills & Presentation Checklist: Giving and Following Oral Instructions, 781, Delivering a Multimedia Presentation, 1037

C.2.2.3.9-12 Maintain coherence through the consistent and effective use of a variety of transitions between ideas to signal clear connections among ideas and to maintain coherence. (ADP B6)

Grade 9: Practice the skills & Presentation Checklist: Giving and Following Oral Instructions, 185; Delivering and Evaluating a Technical Speech, 1257


C.2.2.4.9-10 Provide a coherent and effective conclusion that reinforces the focus of the presentation and brings the talk to a clear and logical close. (ADP B6)

Grade 9: Practice the skills & Presentation Checklist: Giving and Following Oral Instructions, 185; Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257


C.2.3 SPEAKING: RHETORICAL DEVICES

C.2.3.1.9-10 Use effective rhetorical devices such as:

! Rhetorical questions to engage the audience;

Grade 9: For related activities see: Debate, 281, 1117; Informal Presentation, 641; Mock Trial, 934

Grade 10: For related activities see: Debate, hold group, 555; Deliver and Evaluate a Speech, 611; Delivering a Persuasive Speech, 616–617

! Parallelism and repetition to reinforce ideas; and, Grade 9: For related activities see: Debate, 281, 1117; Mock Trial, 934; also see: Parallelism, in persuasive speech, 556

Grade 10: For related activities see: Debate, hold group, 555; also see: Parallelism (literary analysis), 539, 543, 545, 553, 609

! Analogies to convey complex ideas. (ADP B6)

Grade 9: For related activities see: Analogies, in persuasive text, 549

Grade 10: For related activities see: Analogy (Literary Analysis), 565, 573

C.2.4 Speaking Facility

C.2.4.1.9-10 Employ presentation skills including:

! Make eye contact to engage listeners;

Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667

Grade 10: Eye contact, employ, 367, 427, 613, 616, 835

! Enunciate words clearly; Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667

Grade 10: Enunciation, employ appropriate, 367, 427, 613, 616

! Adjust speaking rate and use pauses for effect; Grade 9: Presentation Checklist: Deliver and Evaluate Presentations, 415; Delivering and Evaluating a Technical Speech, 1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667

Grade 10: Speaking rate/volume, employ appropriate, 367, 427, 613, 616

! Adjust speaking volume and pitch (inflection) for effect; and,


Grade 10: Speaking rate/volume, employ appropriate, 367, 427, 613, 616

! Stand at ease and effectively use natural, appropriate and varied gestures. (ADP B6)


Grade 10: Gestures, use purposeful, 295, 367, 427, 613, 616

Standards Pages

! Develop or support ideas more fully; Grade 9: For related activities see: Ideas: determine relative value and significance of, 1004, logical progression of, 1005; Structure your ideas in a sustained way, 1246

Grade 10: Peer review (repeated ideas, unrelated details, inconsistencies), 772; Peer review (comparative details), 1246

! Address potential objections; Grade 9: For related activities see: Problem-and-Solution Essay: anticipate readers’ concerns, 174; Editorial: revise to anticipate readers’ concerns, 586

Grade 10: For related activities see: Peer review (inconsistencies), 772

! Ensure effective and varied transitions between ideas and paragraphs;

Grade 9: For related activities see: Transition words/phrases, 172, 402, 406, 760, 1244

Grade 10: For related activities see: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244, 1249

! Ensure that the paper has an effective, clear beginning and ending;

Grade 9: For related activities see: Outline, as drafting strategy, 584; Introduction, in procedural texts, 671, 673

Grade 10: Peer feedback (overall structure), 424

! Correct errors in logic; and, Grade 9: For related activities see: Controlling idea, develop logical progression, 209; Editorial: appeal to logic and emotion, 583; Logic: editorial, 933, in research report, 1002; Ideas: logical progression of, 1005

Grade 10: Peer review (repeated ideas, unrelated details, inconsistencies), 772

! Identify areas for further development or questions that remain. (ADP C4)

Grade 9: For related activities see: Peer feedback, 176, 586, 691, 1006; Teacher feedback, 760

Grade 10: Peer review (repeated ideas, unrelated details, inconsistencies), 772; Peer review (comparative details), 1246

C.1.4.4.9-10 Use more specialized software (e.g., Photoshop, Acrobat, Pagemaker) and basic software programs (e.g., Word, PowerPoint and Excel) for written drafts and finished products and to incorporate visual and other graphics into increasingly complex text. (ADP C7 and ADP C8)

Grade 9: For related activities see: Multimedia presentation, 123, 935, 1013

Grade 10: For related activities see: Multimedia presentation, 207, 1005, 1031, 1036; also see: Publishing, 775 (publish online review); Publishing, 883 (publish electronically); Record a podcast, 1151

SPEAKING (C.2)

C.2.1 Speaking: Development of Ideas

C.2.1.1.9-10 Include specific facts, valid reasons, substantive and relevant details, and examples to support somewhat complex points. (ADP B6)

Grade 9: Deliver and Evaluate Presentations, 414–415; Delivering and Evaluating a Technical Speech, 1256–1257; also see: Debate, 281, 1117; Television news report, 563; Informal Presentation, 641; Formal Presentation, 667; Mock Trial, 934

Grade 10: Delivering a Persuasive Speech, 616–617; Giving and Following Oral Instructions, 780–781; Delivering a Multimedia Presentation, 1036–1037; also see: Debate, hold group, 555; Deliver and Evaluate a Speech, 611

C.2.2 Speaking: Coherence and Cohesion

C.2.2.1.9-10.a Organize oral presentations to emphasize the purpose of the presentation, citing the simple examples or arguments before the more abstract. (ADP B6)

Grade 9: Giving and Following Oral Instructions, 184–185; Deliver and Evaluate Presentations, 414–415; Delivering and Evaluating a Technical Speech, 1256–1257; also see: Television news report, 563; Informal Presentation, 641; Formal Presentation, 667; Mock Trial, 934

Grade 10: Delivering a Persuasive Speech, 616–617; Giving and Following Oral Instructions, 780–781; Delivering a Multimedia Presentation, 1036–1037; also see: Debate, hold group, 555; Deliver and Evaluate a Speech, 611

C.2.2.1.9-10.b Utilize an organizational pattern that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, compare-contrast, cause-effect). (ADP B6)

Grade 9: Giving and Following Oral Instructions, 184–185; Deliver and Evaluate Presentations, 414–415; Delivering and Evaluating a Technical Speech, 1256–1257

Grade 10: Delivering a Persuasive Speech, 616–617; Giving and Following Oral Instructions, 780–781; Delivering a Multimedia Presentation, 1036–1037; also see: Deliver and Evaluate a Speech, 611

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P.1.1.3.9-12.a Use evidence to effectively support perspective or firmly anchor the controlling idea. (ADP C9 and ADP C4)

Grade 9: Develop a controlling idea, 1245, structure your ideas in a sustained way, 1246; also see: Select relevant information, 174, support your generalizations, 176; Use logical and relevant information, 404; Provide evidence from the text, 758; Evidence, in research report, 1002, 1005, 1011

Grade 10: Well-chosen details, 203; Stick to relevant facts, 422; Consider effectiveness (data, facts, ideas), 424; Include relevant evidence and well-chosen details, 770; Evaluate validity of information and bias of sources, 1022; Use and credit sources, 1023; Peer review (quality of research), 1025; Support opinions, 1244

P.1.1.3.9-12.b Effectively support complex ideas, insights or theories through substantial evidence including: relevant facts, concrete details, quotations, statistics or other information. (ADP C9 and ADP C4)


Grade 10: Quotations: embedded, use, 107, 295, 731, 770, 861, find to support ideas, 199; Well-chosen details, 203; Stick to relevant facts, 422; Consider effectiveness (data, facts, ideas), 424; Include relevant evidence and well-chosen details, 770; Evaluate validity of information and bias of sources, 1022; Use and credit sources, 1023; Peer review (quality of research), 1025; Support opinions, 1244

P.1.2 Informational/Explanatory Essay: Coherence and Cohesion

P.1.2.1.9-12 Craft an introduction in which the thesis of a complex informational essay is stated as the concluding sentence of an introductory paragraph or section; a knowledgeable stance is achieved; and varied details and techniques purposefully and effectively engage the audience. (ADP C3)

Grade 9: Thesis, 173, 760, 762, 1002, 1244

Grade 10: Develop controlling idea, 201; Write a clear thesis, 421; Develop clear thesis or controlling idea, 770; Modify research question and thesis statement, 1023; Present thesis statement and purpose, 1244

P.1.2.2.9-12.a Effectively present a text that advances and supports the presentation or analysis of complex information. (ADP C9 and ADP C3)

Grade 9: Problem-and-Solution Essay, 172–179; Cause-and-Effect Essay, 402–409; Interpretative Response, 756–763; Research Report, 1002–1013; Comparison-and-Contrast Essay, 1244–1251

Grade 10: Cause-and-Effect Essay, 200–207; Problem-and-Solution Essay, 420–427; Interpretative Response, 768–775; Research Report, 1020–1031; Comparison-and-Contrast Essay, 1242–1249

P.1.2.2.9-12.b Maintain coherence through the consistent and effective use of transitions within and between sentences and paragraphs (e.g., transitional words and phrases that compare/contrast, similar to, show sequence, subsequently, or indicate relative importance, perhaps most importantly). (ADP C9 and ADP C3)

Grade 9: Transition words/phrases, 172, 402, 760, 1244

Grade 10: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244

P.1.2.2.9-12.c Create an effective organizing structure based on complex information (e.g., one that employs multiple structures within the overall organization, including description, compare/contrast, cause-and-effect, question-answer). (ADP C9 and ADP C3)

Grade 9: Plan organizing structure, 174; Organizing structure, 404; Organize your ideas, 758; Organize information, 1004; Choose an organization, 1246

Grade 10: Logical organization, 202; Outline, 422; Use organizing structure, 770; Organize your information, 1023; Choose organization, 1244; Revise to balance organization, 1246

P.1.2.3.9-12 Craft a sophisticated and engaging conclusion that:

! Purposefully and effectively re-emphasizes the thesis and main points; and,

Grade 9: Conclusion, compare-and-contrast essay, 1176

Grade 10: For related activities see: Outline, 422; Consider effectiveness (data, facts, ideas), 424; Peer review (repeated ideas, unrelated details, inconsistencies), 772; Revise to balance organization, 1246

! Presents in a new light the analysis of information. (ADP C9 and ADP C3)

Grade 9: Conclusion, compare-and-contrast essay, 1176

Grade 10: For related activities see: Outline, 422; Consider effectiveness (data, facts, ideas), 424; Peer review (repeated ideas, unrelated details, inconsistencies), 772; Revise to balance organization, 1246

Standards Pages

PRODUCING DIGITAL mEDIA (C.3)

C.3.1 Producing Digital Media: Topics, Development and Focus

C.3.1.1.9-10 Present clearly identifiable messages (identifying and controlling both the explicit and implicit messages) using somewhat complex visual, audio, and graphic effects and interactive features. (ADP G4)

Grade 9: Multimedia presentation, 123, 935, 1013

Grade 10: Multimedia presentation, 207, 1005, 1031, 1036

C.3.1.2.9-12.a Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words and sounds; and focused supporting ideas.



C.3.1.2.9-12.b Demonstrate awareness of the transactional nature of digital media (Internet) and mass media productions (film, TV) by considering audience in all stages of media production development, delivery and revision.



C.3.2 Producing Digital Media: Coherence and Cohesion

Effective organization is crucial to the success of various media productions – including video presentations, audio productions, Web sites, magazine and newspaper articles, and print advertisements. The organizational structures of each vary according to the purpose, intended audience and context. For a general idea regarding organization, please see the Writing strand, specifically C.1.2 Coherence and Cohesion.



C.3.3 Producing Digital Media: Technical Facility and Control

C.3.3.1.9-10 Use varied visual images, text, graphics, music and/or sound effects appropriately to support explicit and implicit messages (ADP G4)



CREATE ADP PRODUCTS (P)

PRODUCT 1: INFORmATIONAL/EXPLANATORY ESSAY (P.1)

P.1.1 Informational/Explanatory Essay: Topics, Development and Focus

P.1.1.1.9-10.a Summarize, explain, interpret and/or analyze a somewhat complex topic. (ADP C9)

Grade 9: Problem-and-Solution Essay, 172–179; Cause-and-Effect Essay, 402–409; Interpretative Response, 756–763; Research Report, 1002–1013; Comparison-and-Contrast Essay, 1244–1251

Grade 10: Cause-and-Effect Essay, 200–207; Problem-and-Solution Essay, 420–427; Interpretative Response, 768–775; Research Report, 1020–1031; Comparison-and-Contrast Essay, 1242–1249

P.1.1.1.9-10.b Present a thesis that focuses on a specific concept or idea and provides foundational support for an explanation, interpretation and/or an analysis of the topic and addresses the purpose of the writing. (ADP C9)

Grade 9: Thesis, 173, 760, 762, 1002, 1244

Grade 10: Develop controlling idea, 201; Write a clear thesis, 421; Develop clear thesis or controlling idea, 770; Thesis statement, 1021; Develop thesis statement, 1243

P.1.1.2.9-12 Make valid inferences and draw reasonable conclusions based on the evidence from complex informational and technical texts. (ADP C9 and ADP F4)

Grade 9: Select relevant information (valid inferences), 174; Extend beyond a summary and literal analysis, 758; also see: Select relevant information, 174, support your generalizations, 176; Use logical and relevant information, 404; Evidence, in research report, 1002, 1005, 1011

Grade 10: Evaluate solutions, 421; Consider effectiveness (data, facts, ideas), 424; Look at both sides of the issue, 605; Offer strong evidence, 606; Synthesize ideas, 1023; Peer review (quality of research), 1025

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P.2.1.6.4-12 Demonstrate knowledge of foundational works of American literature and analyze foundational U.S. documents as they are relevant to the topic being developed in a literary analysis essay. (ADP H1)

Grade 9: For related activities see: “The Cask of Amontillado” on pp. 61–68; “The Invalid’s Story” on pp. 362–370; “I Have a Dream” on pp. 543–548; “First Inaugural Address” on pp. 553–560; Emily Dickinson poems on pp. 634, 635, 728; “The Bells” on pp. 654–659; “Casey at the Bat” on pp. 696–698; “The Raven” on pp. 710–715; “I hear America singing” on p. 750; “There is a longing” on p. 1196–1198; “Pecos Bill” on pp. 1218–1223

Grade 10: For related activities see: “The Masque of the Red Death” on pp. 372–380; “On the Annexation of Texas” on pp. 403–404; “Inaugural Address” on pp. 405–406; Emily Dickinson poems on pp. 718, 728; from “A Connecticut Yankee in King Arthur’s Court” on pp. 1192–1206

P.2.2 Literary Analysis Essay: Coherence and Cohesion

P.2.2.1.9-10 Craft an introduction in which the thesis of a literary essay on a somewhat complex literary work is stated and varied details and techniques are capably used to engage the audience. (ADP C3 and ADP C9)9

Grade 9: Interpretative Response: develop your thesis, 757, drafting strategies, 758; also see: Writing applications: critique, 71, character profile, 151; Timed Writing: comparing themes across genres, 171, comparing archetypal themes, 95

Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; also see: Compare styles, 107; Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731

P.2.2.2.9-10.a Present a body of text that supports the thesis about somewhat complex literary work(s). (ADP C3)

Grade 9: Interpretative Response: develop your thesis, 757, provide evidence from the text, 758; also see: Writing applications: critique, 71, character profile, 151; Timed Writing: comparing themes across genres, 171, comparing archetypal themes, 959

Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; also see: Compare styles, 107; Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731

P.2.2.2.9-10.b Maintain coherence through the consistent use of varied transitions between sentences and paragraphs. (ADP C3)

Grade 9: Transition words/phrases, 760

Grade 10: Transitions, include, 731, 770

P.2.2.3.9-10 Craft a conclusion in which the thesis of the essay is re-emphasized in some way and a general statement or claim about the significance of the work, the author and/or the literary elements is made. (ADP C3 and ADP C9)

Grade 9: Interpretative Response: extend beyond a summary and literal analysis, 758, writing skills for an analytical essay, 760

Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; Peer review (repeated ideas, unrelated details, inconsistencies), 772; also see: Interpretative essay, 419; Extend beyond summary and literal analysis, 555

PRODUCT 3: ARGUmENTATIVE ESSAY (P.3)

P.3.1 Argumentative Essay: Topics, Development and Focus

P.3.1.1.9-10 Present a position or point of view on a somewhat complex issue, articulating both sides of an argument that contains at least two claims. (ADP E9)

Grade 9: Problem-and-Solution Essay, 172–179; Editorial, 582–589; also see: Writing applications: critique, 71, editorial, 667, persuasive letter, 933

Grade 10: Problem-and-Solution Essay, 420–427; Letter to the Editor, 532–537; Persuasive Essay, 604–611; also see: Timed Writing (persuasive essay), 95; Persuasive letter, 517, 1127; Critique, 575; Editorials, 1003

P.3.1.2.9-10.a Communicate relevant facts, concrete details, quotations, statistics or other information in support of a somewhat complex argument. (ADP E9)

Grade 9: Problem-and-Solution Essay: select relevant information, 174; Editorial: provide evidence, 584

Grade 10: Problem-and-Solution Essay: Stick to relevant facts, 422. Consider effectiveness (data, facts, ideas), 424; Letter to the Editor: Strengthen evidence, 534; Persuasive Essay: Offer strong evidence, 606, Test your support, 608

P.3.1.2.9-10.b Avoid common fallacies such as the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available). (ADP E9)

Grade 9: For related activities see: Problem-and-Solution Essay: Use rhetorical devices, 174; Editorial: appeal to logic and emotion, 583

Grade 10: Writing an evaluation of rhetorical/logical fallacies, 867; Research political debate (fallacies), 1005; also see: Letter to the Editor: Rhetorical Devices, 534

Standards Pages

PRODUCT 2: LITERARY ANALYSIS ESSAY (P.2)

P.2.1 Literary Analysis Essay: Topics, Development and Focus

P.2.1.1.9-10.a Focus on the themes and the important, concrete elements (character, setting, plot) of somewhat complex literary work(s). (ADP H4 and ADP H9)

Grade 9: Interpretative Response, 756–763; also see: Writing applications: critique, 71, character profile, 151

Grade 10: Interpretative Response, 768–775; also see: Writing to compare themes, 877, 1241

P.2.1.1.9-10.b Focus on a topic which allows for capable analysis of the ways in which themes and ideas are developed in one or in more than one somewhat complex literary work(s). (ADP H4 and ADP H9)

Grade 9: Timed Writing: comparing themes across genres, 171, comparing archetypal themes, 959

Grade 10: Writing to compare themes, 877, 1241; also see: Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Interpretative Response: Analyze aesthetic effects, 769, Include relevant evidence and well-chosen details, 770

P.2.1.2.9-10 Present a thesis that focuses on specific element(s) of somewhat complex literary work(s) and provides foundational support for an interpretation or analysis of the work(s). (ADP C9)

Grade 9: Interpretative Response: develop your thesis, 757; also see: Writing applications: critique, 71, character profile, 151

Grade 10: Interpretative Response: Develop clear thesis or controlling idea, 770; also see: Interpretative essay, 419, Extend beyond summary and literal analysis, 555

P.2.1.3.9-10 Make valid inferences based on knowledge of evidence within and outside of a somewhat complex literary work(s). (ADP C9)

Grade 9: Interpretative Response: find supporting evidence, 757, extend beyond a summary and literal analysis, 758

Grade 10: Interpretative Response: Ask your own questions, 769; Develop clear thesis or controlling idea, 770; Peer review (repeated ideas, unrelated details, inconsistencies), 772; also see: Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731

P.2.1.4.9-10.a Support the thesis by including detailed textual support and text analysis, excluding extraneous information. (ADP C9)

Grade 9: Interpretative Response: develop your thesis, 757, extend beyond a summary and literal analysis, 758

Grade 10: Interpretative Response: Include relevant evidence and well-chosen details & Use embedded quotations, 770; also see: Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Analyze aesthetic effects of stylistic and rhetorical devices, 731

P.2.1.4.9-10.b Include relevant details, quotations and paraphrased text to develop the analysis and make comparisons to other literary works. (ADP C9)

Grade 9: Interpretative Response: find supporting evidence, 757, provide evidence from the text, 758

Grade 10 Interpretative Response: Include relevant evidence and well-chosen details & Use embedded quotations, 770; also see: Response, provide evidence using embedded quotations, 295

P.2.1.5.9-10.a Recall and analyze the ideas, details and literary elements of works from various forms of literature (e.g., poetry, novel, biography, short story, essay, dramatic literature). (ADP H3)

Grade 9: Interpretative Response, 756–763; also see: Writing applications: critique, 71, character profile, 151; Timed Writing: comparing themes across genres, 171, comparing archetypal themes, 959

Grade 10: Interpretative Response, 768–775; also see: Compare styles, 107; Response, provide evidence using embedded quotations, 295; Interpretative essay, 419; Extend beyond summary and literal analysis, 555; Analyze aesthetic effects of stylistic and rhetorical devices, 731

P.2.1.5.9-10.b Accurately analyze and interpret data. (ADP H3)

Grade 9: Interpretative Response: find supporting evidence, 757, extend beyond a summary and literal analysis, 758

Grade 10: Interpretative Response: Include relevant evidence and well-chosen details & Use embedded quotations, 770; also see: Response, provide evidence using embedded quotations, 295

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P.4.1.1.9-10.c Focus on both factual data and somewhat complex inferences. (ADP D1)

Grade 9: Provide an analysis for the audience, 1005; also see: Research Report (sources): source cards, 1004, document, 1008

Grade 10: Research Report: List open-ended research questions, 1022, Synthesize ideas, 1023, Progress of ideas, 1025

P.4.1.2.9-10.a Reference relevant primary, secondary and tertiary sources, demonstrating a systematic search by including resources that are: written by authorities in the topic area; and written for an informed audience in the field. (ADP D2 and ADP D5)


Grade 10: Research Report: Use primary and secondary sources, 1022, Use and credit sources, 1023, Peer review (quality of research), 1025, Citing sources in body of report, 1026; Citing Sources and Preparing Manuscript, R40–R41

P.4.1.2.9-12.b Evaluate resources for their credibility, reliability, strengths and limitations, using criteria appropriate to the discipline. (ADP D2 and ADP D5)

Grade 9: Find appropriate sources, 1003; Determine reliability, validity, and accuracy of sources, 1006

Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Peer review (quality of research), 1025

P.4.1.2.9-12.c Demonstrate ability to distinguish between reliable and unreliable resources by choosing reliable resources and not relying too heavily on any one resource. (ADP D2 and ADP D5)


Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Use and credit sources, 1023, Peer review (quality of research), 1025

P.4.1.3.9-10 Synthesize resources that have been evaluated for quality and appropriateness. (ADP F7)

Grade 9: Provide an analysis for the audience, 1005; also see: Research Report (sources): source cards, 1004, document, 1008

Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Synthesize ideas, 1023, Peer review (quality of research), 1025

P.4.1.4.9-10.a Provide relevant research information to develop and support a multi-faceted research question. (ADP D5)


Grade 10: Research Report: Formulate a research plan & Research question, 1021, Modify research question and thesis statement &, Organize your information, 1023, Peer review (quality of research), 1025, Citing sources in body of report, 1026

P.4.1.4.9-10.b Accurately analyze and interpret data in multiple formats on an unfamiliar topic. (ADP D5)


Grade 10: Research Report: Evaluate validity of information and bias of sources, 1022, Incorporate graphic aids and visuals, 1023, Citing sources in body of report, 1026

P.4.1.4.9-10.c Marshal evidence in varied ways to meet the needs of the question (ADP D5)

Grade 9: Research report: gathering sources and details for, 1003; Note cards, for research report, 1004; Modify the research question as necessary, 1005; Research plan, critique, 1006

Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information, 1023, Strengthen coherence, 1025, Citing sources in body of report, 1026, Style manual, 1026

P.4.1.5.6-10 Summarize, paraphrase and report research information supporting or refuting the thesis, as appropriate. (ADP D5)


Grade 10: Research Report: Synthesize ideas, 1023, Avoid plagiarism, 1025, Citing sources in body of report, 1026

P.4.2 Research Essay: Coherence and Cohesion

P.4.2.1.9-10 Craft an introductory section in which:

! A research question is stated or implied;

Grade 9: Formulate a research question, 1003; modify research question, 1005

Grade 10: Research Report: Research question, 1021, Modify research question and thesis statement, 1023

! A thesis statement(s) clearly reflects the research question;

Grade 9: Propose a clear thesis, 1005

Grade 10: Research Report: Thesis statement, 1021, Modify research question and thesis statement, 1023

Standards Pages

P.3.1.3.9-10 Through varied transitional language and through structural organization, make clear connections between claims, the evidence that supports them and the inferences that can be drawn from the evidence to support the main claim(s). (ADP E3)

Grade 9: Problem-and-Solution Essay: plan organizing structure, 174; Editorial: organizing structure, 584

Grade 10: Problem-and-Solution Essay: Note and organize ideas, 422, Peer feedback (overall structure), 424

P.3.1.4.9-12 Purposefully and effectively select and use a range of strategies (such as descriptions, anecdotes, case studies, analogies, illustrations) to elaborate

Grade 9: Problem-and-Solution Essay: Use rhetorical devices, select relevant information, 174; Editorial: appeal to logic and emotion, 583, provide evidence, 584

Grade 10: Problem-and-Solution Essay: Evaluate solutions, 421, Stick to relevant facts, 422, Consider effectiveness (data, facts, ideas), 424; Letter to the Editor: Anticipate questions and counterarguments, 534, Strengthen evidence, 534; Persuasive Essay: Look at both sides of the issue, 605, Paraphrase, summarize, quote, and accurately cite sources, 606, Test your support, 608

P.3.2 Argumentative Essay: Purpose and Audience

P.3.2.1.9-10 Use formal or informal language and select words that create a tone that demonstrates an awareness of the context of the situation and matches the purpose of the argument. (ADP C2)

Grade 9: Problem-and-Solution Essay: anticipate readers’ concerns, 174, revise word choice, 176; Editorial: appeal to logic and emotion, 583, revise word choice, 586

Grade 10: Problem-and-Solution Essay: Language that suits audience, 422, Word choice, 424; Persuasive Essay: Improve word choice, 608

P.3.2.2.9-10 Anticipate and address reader’s concerns and counterclaims with counterevidence and counterarguments, depending on the purpose of the argument. (ADP E9)

Grade 9: Problem-and-Solution Essay: anticipate readers’ concerns, 174; Editorial: revise to anticipate readers’ concerns, 586; also see: Writing applications: editorial, 667, persuasive letter, 933

Grade 10: Letter to the Editor: Anticipate questions and counterarguments, 534; Persuasive Essay: Anticipate and address objections, 606

P.3.3 Argumentative Essay: Coherence and Cohesion

P.3.3.1.9-12 Craft a clear, engaging introduction in which a position or series of claims are stated, a context is provided and the author’s approach to the issue is implied through the selection of content and choice of language. (ADP C3)

Grade 9: Problem-and-Solution Essay: develop a thesis, 176; Editorial: develop a clear thesis statement, 583

Grade 10: Problem-and-Solution Essay: Narrow topic & Write a clear thesis, 421; Letter to the Editor: Determine topic, 532; Persuasive Essay: Emphasize strongest argument, 606, Improve word choice, 608

P.3.3.2.9-12 Present a body of evidence that presents a series of claims and counterclaims, supports the claims with relevant evidence and appropriate inferences and maintains coherence through the consistent and effective use of connective transitions between sentences and paragraphs. (ADP C3)

Grade 9: Problem-and-Solution Essay: select relevant information, 174; Editorial: provide evidence, 584

Grade 10: Problem-and-Solution Essay: Stick to relevant facts, 422, Consider effectiveness (data, facts, ideas), 424; Letter to the Editor: Strengthen evidence, 534; Persuasive Essay: Offer strong evidence, 606, Test your support, 608

P.3.3.3.9-10 Craft a conclusion that effectively restates a somewhat complex thesis and considers implications of the thesis. (ADP E9)

Grade 9: For related activities see: Problem-and-Solution Essay: support your generalizations, 176

Grade 10: For related activities see: Problem-and-Solution Essay: Peer feedback (overall structure), 424; Persuasive Essay: Paraphrase, summarize, quote, and accurately cite sources, 606

PRODUCT 4: RESEARCH ESSAY (P.4)

P.4.1 Research Essay: Topics, Development and Focus

P.4.1.1.9-10.a Narrow a somewhat complex topic so that the research process is manageable and a clear research question is identified. (ADP D1)

Grade 9: Research report: prewriting/planning, 977, 1003; Modify the research question as necessary, 1005; Research plan, critique, 1006; also see: Research plan, follow, 173

Grade 10: Research Report: List open-ended research questions, 1022, Modify research question and thesis statement, 1023

P.4.1.1.9-10.b Take and organize notes on relevant knowledge and identify areas for research. (ADP D1)

Grade 9: Research report: gathering sources and details for, 1003; Note cards, for research report, 1004

Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information, 1023

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P.4.3.1.9-10.d Correctly incorporate ideas within text. (ADP C6 and ADP D5)


Grade 10: Research Report: Synthesize ideas, 1023; Use and credit sources, 1023; Incorporate graphic aids and visuals, 1023; Strengthen coherence & Progress of ideas, 1025

P.4.3.1.9-10.e Accurately embed quotations from other sources. (ADP C6 and ADP D5)

Grade 9: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005

Grade 10: Quotations: correct, 99, include embedded, 758, use of, 761, accurate, direct, 1005

P.4.3.1.9-10.f Accurately embed graphics, when appropriate. (ADP C6 and ADP D5)



P.4.3.2.4-12 Report findings within prescribed time and/or length requirements, as appropriate. (ADP D4)

Grade 9: Research Report, 1002–1013

Grade 10: Research Report, 1020–1031

P.4.3.3.6-10 Format text and graphics (using technology as appropriate), including:

! A title;

Grade 9: Focus on format, 1013

Grade 10: Research Report: Style manual, 1026

! A contents page; Grade 9: Focus on format, 1013


! Numbered pages; and, Grade 9: Focus on format, 1013


! Bibliography, following a standard format. (ADP C8) Grade 9: Research Report (sources): credit your, 1005, document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40–R41

Grade 10: Research Report: Works-cited list or bibliography, 1026; Citing Sources and Preparing Manuscript, R40–R41

P.4.3.4.9-10 Use graphics and illustrative material effectively to support and enhance research ideas in the text as appropriate, demonstrating an understanding of which concepts can be better addressed graphically to support reader understanding. (ADP C7)



PRODUCT 5: WORK-RELATED TEXTS (P.5)

P.5.1 Work-Related Texts: Topics, Development and Focus

P.5.1.1.9-10 Create somewhat complex work-related texts, such as instructions, directions, letters, bios, memos, proposals, project plans, work orders and reports. (ADP C10)

Grade 9: Business Letter, 512–517; Instructions, 1138–1145; also see: Writing applications: book jacket copy, 463, biography, 1117, letter, 1207; Workplace writing, R36; Writing Business Letter, R38; Writing a Resume, R39

Grade 10: Business Letter, 485, R38; Letter to the Editor, 532–537; Cover Letter and Resume, 575, R39; Procedural Document, 1146–1151; Workplace writing, R36

P.5.1.2.4-12 Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose. (ADP C10)

Grade 9: Business Letter, 512–517; Instructions, 1138–1145; also see: Writing applications: book jacket copy, 463, biography, 1117, letter, 1207


Standards Pages

! A clear perspective or point of view is stated or implied; Grade 9: Provide an analysis, 1005

Grade 10: Research Report: Thesis statement, 1021, Modify research question and thesis statement, 1023, Point of view, 1025

! Necessary terms or concepts are defined; and, Grade 9: For related activities see: Provide an analysis, 1005; Use a thesaurus, 1006; also see: Teach your audience (instructions), 1139

Grade 10: Research Report: Use and credit sources & Incorporate graphic aids and visuals, 1023

! A context for the research is provided. (ADP D5) Grade 9: Provide an analysis for the audience, 1005

Grade 10: Research Report: Synthesize ideas, 1023, Strengthen coherence, 1025

P.4.2.2.9-10.a Present a body of well-developed and specific facts and information that develop and support a somewhat complex research question. (ADP C3)


Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information & Use and credit sources, 1023, Peer review (quality of research), 1025, Citing sources in body of report, 1026

P.4.2.2.9-10.b Maintain coherence through the consistent use of varied transitions between sentences and paragraphs. (ADP C3)

Grade 9: For related activities see: Transition words/phrases, 172, 402, 760, 1244

Grade 10: For related activities see: Transitions, include, 200, 202, 367, 407, 517, 731, 757, 768, 770, 1145, 1242, 1244

P.4.2.2.9-10.c Create an effective organizing structure based on somewhat complex research information, sometimes using multiple organizing structures within the essay. (ADP C3)

Grade 9: Organize information, 1004; also see: Research Report (sources): document, 1008, cite appropriately, 1011

Grade 10: Research Report: Organize notes/sources cards, 1022, Organize your information, 1023, Revise for conciseness & Strengthen coherence, 1025

P.4.2.3.9-10 Craft a conclusion in which the research question and topic are re-emphasized; the main findings are summarized; and conclusions are drawn. (ADP C3)

Grade 9: For related activities see: Provide an analysis for the audience, 1005

Grade 10: Research Report: Strengthen coherence, 1025

P.4.3 Research Formatting Guidelines

P.4.3.1.9-10.a Acknowledge source material and create a bibliography following a standard format and with a high degree of accuracy. (ADP C6 and (ADP D5)

Grade 9: Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40–R41

Grade 10: Research Report: Use and credit sources, 1023, Avoid plagiarism, 1025, Citing sources in body of report, Style manual, & Works-cited list or bibliography, 1026, Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40–R41

P.4.3.1.9-10.b Cite sources using a standard format (such as MLA or APA) with a high degree of accuracy. (ADP C6 and ADP D5)

Grade 9: Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40–R41

Grade 10: Research Report: Use and credit sources, 1023, Avoid plagiarism, 1025, Citing sources in body of report, Style manual, & Works-cited list or bibliography, 1026, Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40–R41

P.4.3.1.9-10.c Appropriately quote, paraphrase or summarize text, ideas or other information taken from print or other electronic sources. (ADP C6 and ADP D5)

Grade 9: Quotations: accurate, direct, 1005; Research Report (sources): document, 1008, cite appropriately, 1011; Citing Sources and Preparing Manuscript, R40–R41; also see: Quotations: correct, 99, include embedded, 758, use of, 761

Grade 10: Research Report: Use and credit sources, 1023, Avoid plagiarism, 1025, Citing sources in body of report, Style manual, & Works-cited list or bibliography, 1026, Accuracy in citations, 1031; Citing Sources and Preparing Manuscript, R40–R41; also see: Quotations: embedded, use, 107, 295, 731, 770, 861

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P.5.3.1.9-10.b Use somewhat complex, varied techniques to format the text for reading efficiency and clarity. (ADP C10)

Grade 9: For related activities see: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140

Grade 10: For related activities see: Letter to the Editor: Proper structure (block formats), 534; Procedural Document: Reader-friendly formatting techniques, 1148

P.5.3.1.9-12.c Purposefully and effectively employ formatting and varied visual elements to guide the reader (including headings, bulleted lists and effective use of white space on the page). (ADP C10)

Grade 9: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140


P.5.3.1.6-10.d Use graphics and illustrative material effectively to support ideas in the text as appropriate to content and medium. (ADP C10)

Grade 9: Instructions: use visual aids, 1139

Grade 10: Reader-friendly formatting techniques, 1148

WORK IN TEAmS (W)

WORK TEAmS AND GROUP DISCUSSION (W.1)

W.1.1 Speaking and Sharing in Teams and Groups

W.1.1.1.9-10.a Contribute relevant, appropriate and essential information and ideas that move the team towards its goals, contribute to the topic of group discussion and demonstrate an independence of judgment. (ADP B7)

Grade 9: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255

Grade 10: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251

W.1.1.1.9-10.b Analyze the prior knowledge and beliefs of other group members, and use this analysis to build effectively on the ideas of others to achieve the goals of the group. (ADP B7)

Grade 9: For related activities see: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255

Grade 10: For related activities see: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251

W.1.1.2.9-10 Ask relevant questions that focus the team towards its goals and contribute to the topic of group discussion. (ADP B7)

Grade 9: Ask Questions, 463; for related activities also see: Teamwork, 2, 194, 411, 424, 593, 765, 767, 778, 1028, 1085, 1255

Grade 10: Listen responsively, 57, 429, 432, 509, 626, 791; Questions: follow/give oral instructions to, 151, 485, 780, 1151, during group discussion, 691

W.1.1.3.9-10 Gain the floor in orderly, respectful ways that demonstrate a sense of timing for when to best offer dissent or contribute new ideas, and respond with civility to the ideas of others. (ADP B7)

Grade 9: Ground rules, 411; for related activities also see: Teamwork, 2, 194, 424, 463, 765, 778, 1028

Grade 10: Decision-making, set ground rules for, 151, 555, 613, 777, 861

W.1.1.4.9-12 Identify the needs of the team or group and evaluate and share various resources (texts, experts, Web sites) as sources to expand the ideas of the team or group. (ADP B7)

Grade 9: 281, 593, 1085,1255


W.1.2 Listening to Ideas of Others in Teams and Groups

W.1.2.1.4-12 Listen with civility to the ideas of others. (ADP B7)


Grade 10: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251

W.1.2.2.9-10 Clarify, summarize and paraphrase all points of essential information in others’ input, building on points of agreement and points of disagreement. (ADP B7)

Grade 9: Teamwork, 2, 194, 411, 424, 463, 593, 765, 767, 778, 1028, 1085, 1255

Grade 10: Teamwork, 2, 151, 209, 222, 429, 442, 555, 613, 777, 790, 861, 1046, 1119, 1251

W.1.3 Working in Teams

W.1.3.1.9-12 Understand the purpose for working as a team and work according to that purpose. (ADP B7)



Standards Pages

P.5.1.3.9-12 Purposefully and effectively vary strategies to achieve complex purposes, including:

! Providing facts and details;

Grade 9: Business Letter: organize information, 514; Instructions: identify information you will need to share, 1138, be sure information is accurately conveyed, 1140

Grade 10: Letter to the Editor: Strengthen evidence, 534; Procedural Document: Use definitions, scenarios and examples, 1148, Revise for clarification, 1148, Give complex oral instructions, 1151

! Describing or analyzing the subject; Grade 9: Business Letter: write with focus and coherence, 513; Instructions: identify information you will need to share, 1138, teach your audience, 1139

Grade 10: Letter to the Editor: Determine topic, 532, Anticipate questions and counterarguments, 534; Procedural Document: Write strong introduction & Use definitions, scenarios and examples, 1148, Revise for clarification, 1148

! Explaining benefits or limitations; Grade 9: Instructions: teach your audience, 1139

Grade 10: Letter to the Editor: Anticipate questions and counterarguments, 534, Procedural Document: Use definitions, scenarios and examples, 1148

! Comparing or contrasting; and, Grade 9: For related activities see: Business Letter: write a memo or send an email, 514

Grade 10: For related activities see: Letter to the Editor: Anticipate questions and counterarguments, 534, Procedural Document: Use definitions, scenarios and examples, 1148

! Providing a scenario to illustrate. (ADP C10) Grade 9: Writing applications: book jacket copy, 463, biography, 1117, letter, 1207

Grade 10: Procedural Document: Use definitions, scenarios and examples, 1148

P.5.1.4.9-10 Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipates the audience’s needs. (ADP C10)

Grade 9: Business Letter: write with focus and coherence, 513, business letter elements, 514; Instructions: identify information you will need to share, 1138, teach your audience, 1139

Grade 10: Letter to the Editor: Proper structure (block formats), 534; Procedural Document: Reader-friendly formatting techniques, 1148, Give complex oral instructions, 1151

P.5.1.5.9-12 Anticipate, synthesize and respond to counterarguments and/or anticipate potential problems, mistakes and misunderstandings that might arise for the audience. (ADP C10)

Grade 9: Instructions: be sure information is accurately conveyed, 1140

Grade 10: Letter to the Editor: Anticipate questions and counterarguments, 534; Procedural Document: Revise for clarification, 1148

P.5.1.6.9-12 Use language precisely, purposefully and effectively, considering audience and purpose by translating technical language into non-technical English. (ADP C10)

Grade 9: Instructions: teach your audience, 1139, evaluate repeated words, 1140; also see: Technical language, use, 537; Technical terms, 1254

Grade 10: Procedural Document: technical terms, add, 1147, define all, 1148: also see: Idioms, Jargon, and Technical Terms, 1252

P.5.1.7.9-12 Provide specific, relevant and accurate ideas and extended examples and comparisons appropriately to purposefully and effectively support the main points in the text. (ADP C10)

Grade 9: Instructions: identify information you will need to share, 1138, teach your audience, 1139, be sure information is accurately conveyed, 1140

Grade 10: Letter to the Editor: Strengthen evidence, 534; Procedural Document: Provide elaboration & Use definitions, scenarios and examples, 1148

P.5.2 Work-Related Texts: Coherence and Cohesion

P.5.2.1.4-12 Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

Grade 9: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140

Grade 10: Letter to the Editor: Proper structure (block formats), 534; Procedural Document: Reader-friendly formatting techniques, 1148

P.5.3 Work-Related Texts: Technical Facility and Control

P.5.3.1.4-12.a Follow customary formats. (ADP C10) Grade 9: Business letter elements, 514, 516; Instructions: use visual aids, 1139, reader friendly formatting, 1140


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W.1.3.2.9-10 Set goals: Articulate the goals for the team work, based on a general task assigned. (ADP B7)



W.1.3.3.9-12 Assign roles: Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, and gain increasing skill at adopting different roles within the group and moving more flexibly between roles as needed. (ADP B7)



W.1.3.4.9-12 Follow specific task(s) and timeline for work: Identify task(s) needed to meet goal and purpose, including purposefully identifying tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. (ADP B7)



W.1.3.5.9-10 Establish protocols for listening, speaking and sharing: Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and either follow a prescribed method for doing this or establish clear group agreements about how the group will do this. (ADP B7)



W.1.3.6.9-10 Make decisions: Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making. (ADP B7)


Grade 10: Decision-making, set ground rules for, 151, 555, 613, 777, 861

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Grades 11–12 English and Communication BenchmarksStandards Pages

READING

A.1.1 Reading: Using Vocabulary Skills

A.1.1.1.9-12.a Use dictionaries, thesauruses and glossaries (printed and electronic) to determine the correct spelling and part of speech, clarify meaning and enhance understanding of a word, including distinguishing its connotation and denotation and tracing its etymology. (ADP A2)

Grade 11: Dictionary, 153, 157, 186, 198, 319, 323, 403, 439, 649, 668, 909, 913, 1077, 1215, 1355, 1400, R14; Thesaurus, 198, 319, 439, 583, 715, 727, 909, 1235, 1239, 1355, R14; Connotation & Denotation, 439, 909, 1050, 1055, 1355, 1369

Grade 12: Dictionary, 156, 417, 421, 537, 541, 1007, 1069, 1110, 1186, 1205, 1243, 1270, 1338, 1431, 1459; Thesaurus, use, 152, 208, 224, 537, 792, 1007, 1205, R14; Connotation & Denotation, 152, 341, 537, 793, 1007, R27, R50

A.1.1.1.11-12.b Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference, millennium, millimeter, amphibian, heterogeneous, perimeter). (ADP A3)

Grade 11: Prefixes, 93, 109, 241, 319, 357, 373, 450, 583, 715, 763, 831, 945, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 909, 954, 1183; Roots, 30, 109, 121, 133, 177, 198, 241, 251, 254, 286, 319, 391, 421, 450, 504, 515, 529, 562, 649, 754, 794, 887, 909, 954, 1025, 1078, 1114, 1159, 1215, 1255, 1322, 1391, 1422, 1440

Grade 12: Dictionary, 156, 417, 421, 537, 541, 1007, 1069, 1110, 1186, 1205, 1243, 1270, 1338, 1431, 1459; Thesaurus, use, 152, 208, 224, 537, 792, 1007, 1205, R14; Connotation & Denotation, 152, 341, 537, 793, 1007, R27, R50

A.1.1.1.11-12.c Use the origins, history and evolution of words and concepts to enhance understanding. (ADP A3)

Grade 11: Word origins/forms, 67, 153, 186, 286, 373, 391, 400, 450, 504, 587, 623, 678, 754, 770, 777, 845, 954, 999, 1007, 1215, 1235, 1309, 1458, R15, R59

Grade 12: Etymology study, 14, 271, 290, 793, 930, 1338

A.1.1.2.11-12.a In complex texts about abstract topics, analyze textual context (within sentence and in larger sections of the text) and the organizational conventions of genre to determine or clarify the meaning of unfamiliar or ambiguous words and to draw conclusions about nuances or connotations of words. (ADP A4)

Grade 11: Connotation & Denotation, 439, 909, 1050, 1055, 1355, 1369; Content-area vocabulary, 186, 254, 400, 504, 558, 562, 623, 770, 938, 943, 954, 1007, 1250, 1255, 1400, 1442

Grade 12: Connotation & Denotation, 152, 341, 537, 793, 1007, R27, R50; Context Clues: clarify unfamiliar/ambiguous words, 137, 140, 141, 143, 145, 262, 262, 271, 341, 377, 754, 865, 1270, 1309, 1376, 1431, 1467; draw conclusions about nuance in word meaning, 121, 137, 140, 151, 262, 377, 514, 537, 676, 975, 1265, 1376, 1467

A.1.1.2.11-12.b Use prior reading knowledge and explicit study to identify the meaning of literary, classical and biblical allusions, including those which may be more obscure or extended. (ADP A5)

Grade 11: Biblical allusion, analyze meaning of, 84, 92, 98, 101, 108, 530, 535, 706, 714, 1160, 1163, 1175, 1179, 1182, 1232; Classical allusions, analyze meaning of, 98, 108, 122, 127, 376, 706, 714, 846, 850, 851, 853, 854, 857; Mythological allusions, analyze meaning of, 122, 376, 706, 714, 1235, 1355

Grade 12: Allusion, 1160, 1162, 1358, 1361, 1364, 1365, R26

A.1.1.2.11-12.c Identify the meaning of metaphors based on common literary allusions and conceits; demonstrate understanding of idioms and phrases taken from other languages (e.g., ad hoc, enfant terrible or cause celebre). (ADP A5)

Grade 11: Metaphor, 80, 83, 364, 372, 376, 390, 403, 1045, 1050, 1055, 1128; Allusions, 84, 92, 98, 101, 108, 122, 127, 530, 535, 706, 709, 714, 846, 850, 851, 853, 854, 857, 1160, 1182, 1232, 1235, 1355, R24

Grade 12: Metaphor, 296, 299, 305, 774, 852, 864, R29; Allusion, 1160, 1162, 1358, 1361, 1364, 1365, R26

A.1.1.2.11-12.d Determine the appropriate meaning of figurative words and phrases in complex passages. (ADP A5)

Grade 11: Figurative language, 373, 376, 390, 403, 449, 1040, 1050, 1452, R26; Metaphor, 80, 83, 364, 372, 376, 390, 403, 1045, 1050, 1055, 1128; Simile, 784, 793, 1055, R32

Grade 12: Figurative language, 223, 377, 451, 480, 491, 766, 774, 852, 855, 858, 864, 874, 894, 975, R28; Metaphor, 296, 299, 305, 774, 852, 864, R29; Simile, 628, 774, 852, 864, R33

A.1.2 Reading: Analyzing Informational Texts

Standards Pages

A.1.2.1.9-12.a Identify and interpret essential details in complex passages and interpret minor or subtle details in complex informational text. For example, read Alexis de Tocqueville’s Democracy in America and ascertain the distinctive qualities of the emerging democracy in the United States. (ADP F2)

Grade 11: This standard is met throughout the program through a number of features including Reading Skills and Literary Analysis. For representative examples of learning and analysis strategies in which students identify and interpret essential details, please see the following pages: Details, 128, 168, 176, 286, 552, 557, 649, 982, 999, 1186, 1322; also see: Informational Texts, 128–133, 242–255, 614–624, 764–771, 1442–1

447; Essential Question Workshop, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461

Grade 12: This standard is met throughout the program through a number of features including Reading Skills and Literary Analysis. For representative examples of learning and analysis strategies in which students identify and interpret essential details, please see the following pages: Details, 270, 501, 851; also see: Informational Texts, 70–75, 198–209, 282–291, 438–441, 568–581, 810–817, 903–907, 1022–1027, 1062–1067, 1288–1295, 1454–1459; Essential Question Workshop, 226–227, 454–455, 706–707, 932–932, 1112–1113, 1480

A.1.2.1.9-12.b Identify/infer the main ideas in complex informational text. (ADP F2)

Grade 11: Informational Texts: Make and Defend Subtle Inferences, 764–771; also see: Summarize main and supporting ideas, 168, 176, 256, 258, 264, 268; Relate main ideas to Primary Source, 506, 510, 514

Grade 12: Main idea/essential message: analyze for clarity of meaning, 82, 89, determine by making complex inferences, 296, 305; Inferences, make, 598, 601, 603

A.1.2.1.9-12.c Identify/infer and distinguish the essential and non-essential details that support the main idea of complex informational text. (ADP F2)

Grade 11: Informational Texts: Synthesize, 242–255, Make Complex Conclusions, 614–624, Make and Defend Subtle Inferences, 764–771, Analyze Arguments, 1442–1447; Author's message, determine essential, 552, 557, 640, 648; also see: Summarize main and supporting ideas, 168, 176, 256, 258, 264, 268; Relate main ideas to Primary Source, 506, 510, 514

Grade 12: For related activities see: Main idea/essential message: analyze for clarity of meaning, 82, 89, determine by making complex inferences, 296, 305; Inferences, make, 598, 601, 603

A.1.2.1.11-12.d Recognize clear, subtle or implied relationships among ideas (e.g., cause-effect, additive, comparative, sequential, adversative) in complex informational texts. (ADP F6)

Grade Ideas: make logical connections between, 242, 243, 246, 254, relate literary, to primary source, 506, 510, 514, 680, 1402; Cause-and-effect, 858, 860, 865, 1080, 1085, 1086, 1088, 1091; Analyze Organizational Patterns, 1094, 1098, 1101, 1382, 1390, 1402

Grade 12: Organizational patterns: of procedural documents, 70, 71, 74, 75, analyze, 1286, 1290, 1292, 1293; Ideas, synthesize among multiple texts, 568, 574, 575, 580, 679

A.1.2.1.9-12.e Make subtle inferences and draw complex conclusions. (ADP F8)

Grade 11: Informational Texts: Make Complex Conclusions, 614–624, Make and Defend Subtle Inferences, 764–771; also see: Make/defend subtle inference, 46, 55, 982, 998, 1094, 1101, 1402, 1407, 1408; make/defend complex conclusion, 46, 55, 1382, 1390, 1392, 1400

Grade 12: Conclusions, draw: about patterns of organization, 70, 71, 74, about hierarchic structure, 72, 73, about credibility, 680, 685, 910; Inferences, make, 598, 601, 603; also see: Main idea/essential message: determine by making complex inferences, 296, 305

A.1.2.2.11-12.a Summarize in a concise and well-organized way the main ideas, supporting details and relationships among ideas (presented as text and/or visuals) in complex informational and technical texts. (ADP F3 and ADP F4)

Grade 11: Informational Texts: Summarizing Without Taking a Position, 128–133; also see: Summarize: without having position/opinion, 40, 45, 1376, 1381, main and supporting ideas, 168, 176

Grade 12: Informational Texts: Summarize to determine main idea, 198, 202, 204, 208

A.1.2.2.9-12.b Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique. (ADP F3 and ADP F4)

Grade 11: Summarizing Without Taking a Position, 128–133; also see: Summarize: without having position/opinion, 40, 45, 1376, 1381; identify relevant facts and details (essential message), 552, 557

Grade 12: For related activities see: Political critique, 1358, 1360, 1363, 1365; Expository critique, 1444, 1447, 1448, 1453

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A.1.3.2.11-12.b Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions, and distinguish the role of factual claims and opinions within the body of argumentative texts. (ADP E1)

Grade 11: Distinguish facts from opinions, 615; Logic and Critical Thinking, R16; also see: Evaluate Argument, 1102, 1113, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214

Grade 12: Facts, identify/analyze, 662, 1453; also see: Author's assumptions, examine to determine credibility, 282, 285, 289, 290, 680, 685, 1444

A.1.3.2.11-12.c Distinguish between evidence which is directly stated and evidence which is inferred or implied within an argument and evaluate the role of both within the argument. (ADP E1)

Grade 11: For related activities see: Rhetorical devices/techniques: analyze, 84, 92, 93, 98, 1415; Evaluate Argument, 1102, 1113, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; also see: Informational Texts: Summarizing Without Taking a Position, 128–133, Inductive and Deductive Reasoning, 392–400; Logic and Critical Thinking, R16–R17

Grade 12: Evidence: distinguish from theories, 291, author's conclusions and, 810, 1022, 1027; Facts, identify/analyze, 662, 1453; also see: Author's assumptions, examine to determine credibility, 282, 285, 289, 290, 680, 685, 1444

A.1.3.2.11-12.d Identify false premises and explain the role they play in argumentative and other texts. (ADP E2)

Grade 11: Logic and Critical Thinking: False Premises, R17; also see: Causality, false, 197; Evaluate Argument, 1102, 1113, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214

Grade 12: Logic and Critical Thinking: False Premise, R19; also see: Author's assumptions, examine to determine credibility, 282, 285, 289, 290, 680, 685, 1444; Arguments: evaluate merits of, 900, 907, 908, assess, 909

A.1.3.2.11-12.e Analyze common logical fallacies, such as the appeal to pity (argumentum ad misericordiam), the personal attack (argumentum ad hominem), the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available) and evaluate their role in an argument. (ADP E5)

Grade 11: Logical fallacy, analyze, in debates, 1442, 1443, 1445, 1446; Logic and Critical Thinking, R17

Grade 12: Logic and Critical Thinking: Logical Fallacy, R19; also see: Logical fallacies, 928

A.1.3.2.9-12.f Identify and analyze the stylistic and rhetorical devices that are used to persuade in written and oral communication. Recognize that these devices accompany arguments but are not necessarily logically connected to them (e.g., loaded terms, caricature, leading questions, false assumptions). (ADP E6)

Grade 11: Rhetorical devices/techniques: analyze, 84, 92, 93, 98, 1415, influence of, on reader, 569, 572, 574, 1094, 1101, 1102, 1105, 1106, 1113, contributing to author's style, 1424, 1427, 1428, 1439; Persuasive techniques, 97, 110, 197, 1000, 1102, 1113, 1442

Grade 12: Rhetorical patterns, 82, 89; Rhetorical devices: sarcasm/overstatement, 896, in political speeches, 897, 1278, 1285

A.1.3.3.11-12.a Explain and evaluate complex relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions and claims in a variety of argumentative texts. (ADP F6)

Grade 11: Logic and underlying premise for evidence, 1186, 1214; Identify supporting evidence, 1292; Evaluate argument, 1190, 1192, 1194, 1198, 1201, 1203, 1207; also see: Informational Texts: Summarizing Without Taking a Position, 128–133, Inductive and Deductive Reasoning, 392–400; Logic and Critical Thinking, R16–R17

Grade 12: Arguments: evaluate merits of, 900, 907, 908, assess, 909; Argumentative essay, 1444, 1453; also see: Author's assumptions, examine to determine credibility, 282, 285, 289, 290, 680, 685, 1444; Logic and Critical Thinking, R18–R19

A.1.3.3.11-12.b Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic. (ADP E8)

Grade 11: Informational Texts: Analyze Arguments, 1442–1447; also see: Informational Texts: Summarizing Without Taking a Position, 128–133, Inductive and Deductive Reasoning, 392–400; Evaluate Argument, 1102, 1113, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214

Grade 12: Arguments: evaluate merits of, 900, 907, 908, assess, 909; Argumentative essay, 1444, 1453; Logic and Critical Thinking, R18–R19

A.1.4 Reading: Analyzing Literary Texts

Standards Pages

A.1.2.2.11-12.c Synthesize information across multiple complex informational and technical texts and technical sources. (ADP F7)

Grade 11: Informational Texts: Synthesize, 242–255; Synthesize, 536, 543, 624; also see: Research Project: Synthesize information, 187, 255, 505, 771, 1008, 1401

Grade 12: Research Project: Synthesize information from multiple sources, 209, 291, 581, 707, 954

A.1.2.3.11-12.a Analyze and evaluate the ways in which a complex text’s elaborate or unconventional organizational structure supports or confounds its meaning or purpose. (ADP F9)

Grade 11: Organization, analyze, 46, 55, 1094, 1098, 1101, 1382, 1390, 1402; Informational Texts: Evaluate the logic of the sequence of information, 1250–1255

Grade 12: Organizational patterns: of procedural documents, 70, 71, 74, 75, analyze, 1286, 1290, 1292, 1293

A.1.2.3.9-12.b Recognize, analyze and evaluate the sophisticated and subtle uses, abuses and complex functions of verbal techniques, including ambiguity, contradiction, paradox, irony, incongruities, overstatement and understatement. (ADP F10)

Grade 11: Rhetorical devices/techniques: analyze, 84, 92, 93, 98, 1415, influence of, on reader, 569, 572, 574, 1094, 1101, 1102, 1105, 1106, 1113, contributing to author's style, 1424, 1427, 1428, 1439

Grade 12: Rhetorical patterns, 82, 89; Rhetorical devices: sarcasm/overstatement, 896, in political speeches, 897, 1278, 1285

A.1.2.3.11-12.c Comprehend, interpret, evaluate and translate (from text to graphic or graphic to text) complex factual, quantitative, technical or mathematical information presented in maps, charts, graphs, time lines, tables and diagrams. (ADP F15 and ADP A7)

Grade 11: Translate Information between text and graphics, 558, 559, 560, 561, 562, 938, 939, 940, 941, 942, 943; also see: Floor plan, 184, 185

Grade 12: Procedural Texts, 70, 71, 72, 73, 74, 75, 1454, 1455, 1456, 1457, 1458, 1459

A.1.2.3.11-12.d Evaluate complex informational and technical texts for their clarity, simplicity and coherence and for the appropriateness of their graphics and visual appeal. (ADP F3 and ADP F11)

Grade 11: Translate Information between text and graphics, 558, 559, 560, 561, 562, 938, 939, 940, 941, 942, 943; also see: Floor plan, 184, 185

Grade 12: Procedural Texts, 70, 71, 72, 73, 74, 75, 1454, 1455, 1456, 1457, 1458, 1459

A.1.2.4.11-12 Follow extended multi-tasked or multi-dimensional instructions in complex informational or technical texts. (ADP F1)

Grade 11: Manuals, 558–562, 938–943

Grade 12: Procedural Texts, 70, 71, 72, 73, 74, 75, 1454, 1455, 1456, 1457, 1458, 1459; Instruction manuals, reading, 1454

A.1.3 Reading: Analyzing Arguments Using Logic / Critical Thinking

A.1.3.1.11-12.a Describe the structure of a multi-faceted argument with an unstated main claim or conclusion and explicit or implicit premises that may or may not use explicit indicators (e.g., hence, consequently, given). (ADP E3)

Grade 11: Evaluate Argument, 1102, 1113, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Informational Texts: Analyze Arguments, 1442–1447; also see: Informational Texts: Summarizing Without Taking a Position, 128–133, Inductive and Deductive Reasoning, 392–400; Logic and Critical Thinking, R16–R17


A.1.3.1.9-12.b Analyze the elements of deductive and inductive arguments. (ADP E7)

Grade 11: Informational Texts: Inductive and Deductive Reasoning, 392–400; Logic and Critical Thinking, R17

Grade 12: Reasoning, inductive/deductive (content of speech), 222; Logic and Critical Thinking, R18

A.1.3.1.9-12.c Explain the different ways premises support conclusions in deductive and inductive arguments (where, if the premises of a deductive argument are all true and its form is valid, the conclusion is inescapably true—i.e., the conclusion is sound—and how the conclusion of an inductive argument provides the best or most probable explanation of the truth of the premises, but is not necessarily true—i.e., is weak or strong). (ADP E7)

Grade 11: Informational Texts: Inductive and Deductive Reasoning, 392–400; Logic and Critical Thinking, R17

Grade 12: Reasoning, inductive/deductive (content of speech), 222; Logic and Critical Thinking, R18

A.1.3.2.11-12.a Evaluate the relevance, quality and sufficiency of evidence used to support or oppose an argument. (ADP E4)

Grade 11: Evaluate Argument, 1102, 1113, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Informational Texts: Analyze Arguments, 1442–1447; also see: Informational Texts: Summarizing Without Taking a Position, 128–133, Inductive and Deductive Reasoning, 392–400; Logic and Critical Thinking, R16–R17


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A.1.4.2.11-12.h Analyze the narration and point of view 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. (ADP H4)

Grade 11: Narrators, 30, 797, 956, 1450, 1129; Point of view, 478, 481, 488, 490, 599, 650, 662, 814, 817, 819, 821, 828, 830, 1450; Narration, 946, 948, 1440, 1448

Grade 12: Point of view, 197, 216, 218, 596, 766, 1191, 1194, 1195, 1204, 1217, 1244, 1252, 1257, 1258, 1269, R32

A.1.4.2.11-12.i Explain the impact of a particular point of view(s). (ADP H4)

Grade 11: Point of view, 478, 481, 488, 490, 599, 650, 662, 814, 817, 819, 821, 828, 830, 1450

Grade 12: Point of view, 197, 216, 218, 596, 766, 1191, 1194, 1195, 1204, 1217, 1244, 1252, 1257, 1258, 1269, R32

A.1.4.3.11-12.a Consider genre characteristics when interpreting complex texts. (ADP H3)

Grade 11: This standard is met throughout the program through a number of features. For representative examples of learning and analysis strategies in which students identify and interpret genre please see: Comparing Literary Works, 18, 29, 120, 152, 157, 256, 323, 333, 420, 425, 535, 536, 543, 587, 593, 718, 726, 784, 793, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1113, 1239, 1346, 1355, 1408, 1421, 1439; Focus on Literary Forms, 96–97, 402–403, 516–517, 796–797, 1116–1117, 1374–1375; Reading and Viewing Workshop, 199, 451, 679, 955, 1267, 1459; Essential Question Workshop, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461

Grade 12: This standard is met throughout the program through a number of features. For representative examples of learning and analysis strategies in which students identify and interpret genre please see: Comparing Literary Works, 18, 156, 196, 218, 252, 261, 270, 290, 296, 421, 480, 501, 541, 580, 604, 626, 646, 662, 662, 662, 664, 676, 732, 744, 779, 792, 797, 850, 852, 864, 878, 880, 893, 908, 910, 958, 974, 976, 987, 1011, 1040, 1050, 1072, 1170, 1185, 1209, 1242, 1269, 1272, 1296, 1310, 1400, 1410, 1415, 1083, 1094; Focus on Literary Forms, 34–35, 308–309, 678–679, 774–775, 990–991, 1216–1217; Reading and Viewing Workshop,225, 453, 705, 931, 1111, 1479; Essential Question Workshop, 226–227, 454–455, 706–707, 932–933, 1112–1113, 1480–1481

A.1.4.3.11-12.b Demonstrate understanding that form relates to meaning. (ADP H3)

Grade 11: Focus on Literary Forms, 96–97, 402–403, 516–517, 796–797, 1116–1117, 1374–1375; also see: Comparing Literary Works, 18, 29, 120, 152, 157, 256, 323, 333, 420, 425, 535, 536, 543, 587, 593, 718, 726, 784, 793, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1113, 1239, 1346, 1355, 1408, 1421, 1439; Essential Question Workshop, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461

Grade 12: Focus on Literary Forms, 34–35, 308–309, 678–679, 774–775, 990–991, 1216–1217; Comparing Literary Works, 18, 156, 196, 218, 252, 261, 270, 290, 296, 421, 480, 501, 541, 580, 604, 626, 646, 662, 662, 662, 664, 676, 732, 744, 779, 792, 797, 850, 852, 864, 878, 880, 893, 908, 910, 958, 974, 976, 987, 1011, 1040, 1050, 1072, 1170, 1185, 1209, 1242, 1269, 1272, 1296, 1310, 1400, 1410, 1415, 1083, 1094; Essential Question Workshop, 226–227, 454–455, 706–707, 932–933, 1112–1113, 1480–1481

A.1.4.3.11-12.c Identify, analyze and evaluate the effect and use of metrics, 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). (ADP H5)

Grade 11: Focus on Literary Forms, 402–403; also see: Rhyme, 407, 411, 414, 420, 649; Rhyme, end, 122, 638, 639, 640, 648; Metrics, 256, 260, 263, 267, 268, 640, 648, 872, 883; Alliteration, 403, 1056, 1061; Meter, 640, 649, 872

Grade 12: Focus on Literary Forms, 774–775; Rhyme, 775, R33; Rhyme scheme, 279, R33; Internal rhyme, 818, 850; Rhythm, 18, 976, 987, 1086, 1090, 1094, 1095; Alliteration, 18, 775, 818, 850, R26

A.1.4.3.11-12.d Identify elements of dramatic literature (for example, dramatic irony, soliloquy, stage direction and dialogue) in complex plays. (ADP H6)

Grade 11: Focus on Literary Forms: Drama, 1116–1117; also see: Drama, 1167, 1184, 1205, R26; Dramatic arc, 1123; Dramatic exposition, 1123, 1127, 1129, 1138, 1146, 1147, 1149, 1151, 1158; Dramatic monologue, 706, 709, 710, 714, 845; Dramatic poetry, 402, R26; Stage directions, 30, 633, 1092, 1123, 1126, 1127, 1130, 1139, 1141, 1149, 1156, 1158, 1167, 1189, 1235

Grade 12: Focus on Literary Forms: Drama, 308–309; Drama, 308, 309, 1479, R28, Dramatic elements across literary time periods, 321, 342, 420, 421, 424, 426, 429, 431, 1378; Dramatic monologue, 976, 980, 987, R28; Dramatic structure, 137, 150, 342, 420, 421, 976, 987, 1138, 1378, 1400, 1409, 1479

Standards Pages

A.1.4.1.11-12.a Demonstrate knowledge of 18th and 19th century foundational works of American literature. (ADP H1)

Grade 11: Foundational works of American literature, culture, and government form the basis for this level of the program which is called “The American Experience”. Representative examples of 18th and 19th century foundational works of American literature include the following among many others: “The Interesting Narrative of the Life of Olaudah Equiano” on pp.170–180; “The Song of Hiawatha” on pp. 258–259; “The Minister’s Black Veil” on pp. 272–290; “Self-Reliance” on pp. 369–370; poems of Emily Dickinson on pp. 408, 410, 412, 413, 414, 415, 416

Grade 12: At this level, students read and analyze foundational works of British literature, culture, and government. Representative examples include: “Beowulf” on pp. 40–67; Sonnets by William Shakespeare on pp. 275, 276, 277, 278; “Introduction to Frankenstein” on pp. 760–767; “Rime of the Ancient Mariner” on pp. 820–845; “On Making an Agreeable Marriage” on pp. 912–915

A.1.4.1.11-12.b Analyze foundational documents that have historical and literary significance in American culture. (ADP H2)

Grade 11: Foundational works of American literature, culture, and government form the basis for this level of the program which is called “The American Experience”. Representative examples of foundational documents include the following: “Of Plymouth Plantation” on pp. 58–67; “Speech in the Virginia Convention” on pp. 100–104; “Declaration of Independence” on pp. 112–116;“The Federalist” on pp. 129–130;

Grade 12: Foundational works of British literature, culture, and government form the basis for this level of the program which is called “The British Tradition”. Representative examples of foundational documents include the following: “A History of the English Church and People” on pp. 84–89; “Speech Before Her Troops” on pp. 285–287; “On Liberty” on pp. 1065–1068

A.1.4.2.11-12.a Analyze how plot developments interact with characters’ conflicts and dilemmas. (ADP H4)

Grade 11: Plot, 478, 488, 490, 594, 604, 611, 796, 797, 832, 835, 838, 840, 844, 846, 857, 937, 1026, 1032, 1034, 1037, 1038, 1116, 1123, 1129, 1130, 1133, 1139, 1141, 1144, 1150, 1156, 1158, 1296, 1324, 1332, 1448

Grade 12: Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242, R32

A.1.4.2.11-12.b Analyze the function and effect of plot structure in complex literary texts. (ADP H4)

Grade 11: Plot devices, 1296, 1299, 1300, 1303, 1308; Plot, 594, 604, 611, 796, 797, 832, 835, 838, 840, 844, 846, 857, 1026, 1032, 1034, 1038, 1296, 1324, 1332

Grade 12: Plot devices, 1218, 1242, 1298, 1301, 1302, 1304, 1308, 1350; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242, R32

A.1.4.2.9-12.c Analyze the role and function of characters in a variety of literary texts, including complex texts. (ADP H4 and ADP H8)

Grade 11: Characters, 199, 453, 728, 737, 739, 744, 745, 747, 750, 753, 796, 798, 802, 807, 955, 1267, 1310, 1314, 1319, 1321, 1459

Grade 12: Characters, 18, 28, 32, 990, 997, 1000, 1006, 1028, 1216, 1340, 1428, 1424, 1430, 1418, 1420, 1422, 1425, 1430, 1434, R26

A.1.4.2.9-12.d Analyze how authors develop complex, multilayered characters through use of literary devices (e.g., character actions, interaction among characters, dialogue, physical attributes and characters’ thoughts). (ADP H4 and ADP H8)

Grade 11: Literary devices advancing character development, 226, 232, 233, 237, 240, 650, 654, 655, 657, 662, 728, 734, 741, 743, 748, 749, 1010, 1167, 1310, 1313, 1319, 1321, 1448, 1449

Grade 12: Character's motivation, 1418, 1430; Characterization, 107, 110, 95, 98, 101, 103, 106, 107, 110, 115, 117, 120, 1346, 1352, 1434, 1437, 1443

A.1.4.2.9-12.e Analyze the moral dilemmas in complex works of literature, as revealed by characters’ motivation and behavior. (ADP H4 and ADP H8)

Grade 11: For related activities see: Characterization: short story, 728, 732, 734, 741, 743, 748, 749, 753, 796, drama, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214

Grade 12: Analyze moral dilemmas and quandaries, 1028, 1428, 1424, 1430

A.1.4.2.9-12.f Identify ways that the plot shapes the character and presentation of moral dilemmas in complex text. (ADP H4 and ADP H8)

Grade 11: For related activities see: Characterization: short story, 728, 732, 734, 741, 743, 748, 749, 753, 796, drama, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214

Grade 12: Analyze moral dilemmas and quandaries, 1028, 1428, 1424, 1430

A.1.4.2.11-12.g Identify and analyze the setting (location and time) and how the setting, and changes in setting, impact plot, character, theme and tone in complex literary texts.

Grade 11: Setting, 333, 594, 604, 611, 640, 648, 797, 832, 844, 846, 857, 872, 1080, 1083, 1084, 1086, 1091, 1324, 1332

Grade 12: Setting, 18, 28, 32, 137, 151, 556, 664, 668, 676, 754, 990, 1216, 1340, 1343, 1350, 1351, 1352, 1434, R33

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A.3.1.2.11-12 Identify, analyze and evaluate the effectiveness of the relationship between visual elements (such as media images, painting, film and graphic arts) and verbal messages in virtually any media, emphasizing the cultural context, audience and purpose. (ADP G2)

Grade 11: Media Literacy Workshops: Evaluate Interactions of Techniques in Print, 952–953, Evaluate Techniques in Electronic Journalism, 1264–1265, Evaluate Print Media Coverage, 1456–1457; also see: Media: coverage of same event, 135, social/cultural views in, 361, 676, 677, 1008, evaluate changes in tone across, 565; Cartoon & Posters, 1002, 1003, 1004

Grade 12: Media Literacy Workshops: Evaluate Interactions of Techniques in Print, 928–929, Evaluate Techniques in Electronic Journalism, 1108–1109, Compare Media Coverage of the Same Event, 1476–1477 also see: Media coverage/techniques, social/cultural views in, 16, 225, 478, 702, 931, 1070; Media analysis, 1136; Media bias, 1297

A.3.1.3.11-12 Evaluate the effectiveness of conventional and unconventional visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television or film; layout, pictures and typeface in newspapers, magazines and print advertisements; layout, navigation, and links and interactive features on Web sites) to achieve specific purposes and deliver specific messages. (ADP G3)

Grade 11: Media Literacy Workshops: Evaluate Messages in Entertainment Media, 676–677, Evaluate Interactions of Techniques in Print, Media, 952–953, Evaluate Techniques in Electronic Journalism, 1264–1265, Evaluate Print Media Coverage, 1456–1457; also see: Media: coverage of same event, 135, social/cultural views in, 361, 676, 677, 1008, multi-layered, interaction of techniques in, 453, 952, evaluate changes in tone across, 565, interaction of graphic elements, 894; Cartoon & Posters, 1002, 1003, 1004

Grade 12: Media Literacy Workshops: Evaluate Messages in Entertainment Media, 702–703, Evaluate Interactions of Techniques in Print, 928–929, Evaluate Techniques in Electronic Journalism, 1108–1109, Compare Media Coverage of the Same Event, 1476–1477 also see: Media coverage/techniques, social/cultural views in, 16, 225, 478, 702, 931, 1070; Media analysis, 1136; Media bias, 1297

COmmUNICATE INFORmATION (C)

WRITING (C.1)

C.1.1 Writing: Topics, Development and Focus

C.1.1.1.11-12 Develop topics that primarily address unfamiliar and abstract concepts that are removed from the students' personal experiences; and require in-depth analysis. (ADP C4)

Grade 11: Writing Workshop(Texas): Persuasive Text: Argumentative Essay, 188–195; Analytical Essay, 200, 956; Research: Historical Report, 664–675; Everyday life: compare and contrast, 1460; also see: Literary text/work: interpretation of, 93, 268, 286, 320, 357, 421, 452, 491, 515, 593, 612, 715, 727, 80Z 831, 871, 927, 999, 1025, 1039, 1055, 1236, 1268, 1322, 1345, 1355, 1369, 1422; Timed Writing: evaluative essay, 133, analytical essay, 165, 333, 562, 919, 1249, position paper, 400, argumentative essay, 943, 1255, persuasive text, 1447

Grade 12: Media Literacy Workshops: Evaluate Interactions of Techniques in Print, 928–929, Evaluate Techniques in Electronic Journalism, 1108–1109, Compare Media Coverage of the Same Event, 1476–1477 also see: Media coverage/techniques, social/cultural views in, 16, 225, 478, 702, 931, 1070; Media analysis, 1136; Media bias, 1297

C.1.1.2.9-12 Use a variety of strategies when appropriate (such as comparisons, anecdotes or detailed descriptions) to provide specific facts, concrete details, reasons and examples that support and amplify the thesis. (ADP C4)

Grade 11: Thesis/thesis statement: eliminate what does not advance, 93, support, 448, 452, 515, 612, 1391, express opinion in/argue, 666, relating ideas to source, 680, support, with logical reasons, 943, turn answer to research question into, 1401

Grade 12: Thesis/thesis statement, develop/state/ support, 153, 226, 271, 280, 359, 398, 418, 443, 444, 450, 454, 538, 706, 754, 794, 809, 894, 1027, 1051, 1084, 1098, 1150, 1168, 1215, 1285, 1480

Standards Pages

A.1.4.3.11-12.e Evaluate how the elements of dramatic literature articulate a playwright’s vision. (ADP H6)

Grade 11: Focus on Literary Forms: Drama, 1116–1117; also see: Drama, 1167, 1184, 1205, R26; Dramatic arc, 1123; Dramatic exposition, 1123, 1127, 1129, 1138, 1146, 1147, 1149, 1151, 1158; Dramatic monologue, 706, 709, 710, 714, 845; Dramatic poetry, 402, R26; Stage directions, 30, 633, 1092, 1123, 1126, 1127, 1130, 1139, 1141, 1149, 1156, 1158, 1167, 1189, 1235

Grade 12: Focus on Literary Forms: Drama, 308–309; Drama, 308, 309, 1479, R28; Dramatic elements across literary time periods, 321, 342, 420, 421, 424, 426, 429, 431, 1378; Dramatic monologue, 976, 980, 987, R28; Dramatic structure, 137, 150, 342, 420, 421, 976, 987, 1138, 1378, 1400, 1409, 1479

A.1.4.4.11-12.a Identify, analyze and explain the multiple levels of theme(s) of a complex literary text. (ADP H4 and ADP H9)

Grade 11: Multiple Themes, 640, 901, 908; Explicit/implicit theme, 30, 633, 797, 845, 1092

Grade 12: Theme, 990, 1216, 1310, R35; Related theme to time period, 38, 60, 65, 779, 792, 1040, 1153, 1154

A.1.4.4.11-12.b Identify, analyze and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity. (ADP H4 and ADP H9)

Grade 11: Compare and contrast Theme from different historical periods, 1239, 1242, 1245, 1247, 1249; Universal theme, 1236

Grade 12: Analyze similar theme, 264, 268, 809, 1316, 1320, 1325, 1326, 1330, 1331, 1337

A.1.4.4.11-12.c Analyze works of literature for what they suggest about the historical period in which they were written. (ADP H7)

Grade 11: Historical context, use/identify, 536, 542, 543, 1008, 1236, R19; Historical influences, identify, 518, 523, 524; Historical period, evaluate influences of, 74, 226, 229, 231, 237, 240, 634, 639, 756, 763, 770, 771, 928, 1080, 1332; Historical setting, relate, 506, 680, 1402

Grade 12: Historical context, 18, 28, 32, 38, 65, 105, 679, 1096, 1112; Connect literary work to historical period, 532, 536, 588, 593, 1043, 1050, 1154, 1157, 1167; Historical context influence on literature, 680, 779, 792, 974, 1340

A.1.4.4.11-12.d 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. (ADP H7)

Grade 11: Author's viewpoint, effectively summarize, 40, 43, 45; Author's message, 56, 84, 92, 197, 552, 557, 640, 648, 953, 1008; Author's perspective, 110, 114, 120, 139, 152, 178, 181, 183, 186, 200, 552, 778, 782, 783, 798, 805, 807, 982, 989, 993, 998

Grade 12: Author's perspective, 271, 484, 491, 754, 934, 1006; Author's assumptions: examine to determine credibility, 282, 285,, 289, 290, 680, 685, 1444, and values/beliefs of the time period, 588, 919, 1028, compare across texts, 817, identify/analyze based on details/textual, evidence, 958, 1030, 1035, 1038, 1094, philosophical, 1028, 1036, 1038, 1138, 1141,, 1144, 1148, expressed by characterization, 1032, 1034, 1038, relate to meaning, 1086, analyzing, 1093, expressed by allusion, 1365

LISTENING (A.2)

A.3.1 Viewing Skills

A.3.1.1.11-12 Analyze and evaluate the effects on the audience of the sounds, visuals and language used in a wide array of mediated messages (including interactive media, television, radio, film and the Internet). (ADP G1)

Grade 11: Media Literacy Workshops: Evaluate Messages in Entertainment Media, 676–677, Evaluate Interactions of Techniques in Print, 952–953, Evaluate Techniques in Electronic Journalism, 1264–1265, Evaluate Print Media Coverage, 1456–1457; also see: Media: coverage of same event, 135, social/cultural views in, 361, 676, 677, 1008, multi-layered, interaction of techniques in, 453, 952, evaluate changes in tone across, 565, interaction of graphic elements, 894; Cartoon & Posters, 1002, 1003, 1004

Grade 12: Media Literacy Workshops: Evaluate Messages in Entertainment Media, 702–703, Evaluate Interactions of Techniques in Print, 928–929, Evaluate Techniques in Electronic Journalism, 1108–1109, Compare Media Coverage of the Same Event, 1476–1477 also see: Media coverage/techniques, social/cultural views in, 16, 225, 478, 702, 931, 1070; Media analysis, 1136; Media bias, 1297

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C.1.3.1.11-12.b Use precise technical language purposefully for audience and purpose. (ADP A6, ADP A7 and ADP C2)

Grade 11: Technical language, clarify, 177; Define specialized vocabulary, 668

Grade 12: Technical writing, 262, 587, 1467

C.1.3.1.11-12.c Use compelling verbs and a variety of figurative language (e.g., irony, wordplay and puns, symbols) for effect to meet the needs of audience, purpose and style as appropriate. (ADP A6, ADP A7 and ADP C2)

Grade 11: Look for description opportunities (figurative language / tropes), 444; Figurative language, to increase interest, 1452

Grade 12: Verb tenses and point of view, 218; Figurative language, revise to strengthen, 377, 766

C.1.3.2.11-12.a Use complete, clear sentence structures that vary for effect (e.g., combining short sentences, varying sentence beginnings, using a variety of sentence types, including fragments or questions for effect). (ADP A1)

Grade 11: Editing/proofreading: sentence fragments, 447, 951, complex, correctly-structured sentences, 1455; also see: Conventions and Style Lesson (sentences): combine, 31, 94, 287, 358, 1237, complex, correctly-structured, 155, 1441, 1455, according to conventions, 192, 321, 444, 585, 755, 770, 911, 1045, 1115, 1323, 1423, vary, 358, 613

Grade 12: Sentence structure, 418, 1339; also see: Sentences: combine, 67, 263, 503, revise, 152, 539, 698, 754, 755, 795, 1051, 1100, 1207, vary beginnings, 755, fragments/run-on, 1151

C.1.3.2.11-12.b Control complex syntax for effect and incorporate more complex syntax (e.g., combine sentences and incorporate parallel structures). (ADP A1)

Grade 11: Revise to Employ Schemes: Parallelism, 193; Organization, use parallel, 624; also see: Conventions and Style Lesson (sentences): combine, 31, 94, 287, 358, 1237

Grade 12: Sentences: combine, 67, 263, 503, revise, 152, 539, 698, 754, 755, 795, 1051, 1100, 1207, vary beginnings, 755, fragments/run-on, 1151

C.1.3.3.11-12.a Edit to craft a tone that helps to focus the message and the reader’s response. (ADP C5)

Grade 11: Tone, achieve consistency of, 67, 668, developing style, 445; Eliminate faulty logic and weak arguments, 192; also see: Editing/proofreading, 195, 205, 447, 675, 685, 944, 951, 961, 1263, 1273, 1455

Grade 12: Tone, establish while drafting, 696; also see: Editing/proofreading, 221, 538, 794, 927, 1206

C.1.3.3.11-12.b Effectively use language that subtly conveys by both connotation and denotation the writer’s stance and attitude toward the topic. (ADP C5)

Grade 11: Word choice, persuasive, 121; Use active and accurate language, 1260; Replace ineffective words, 1452; also see: Use new words (thematic words), 452, 680, 956, 1268, 1460

Grade 12: Using crafted language and rhetorical devices, 444; Levels of style, formality, and tone, 446; Preparing rhetorical strategies, 695; Balancing narration with reflection, 698; Write a powerful introduction, 1098; Strong, active language, 1472

C.1.3.4.11-12.a Demonstrate control of Standard English through grammar, usage and mechanics (punctuation, capitalization and spelling) to support the clarity of expression in complex text. (ADP A1)

Grade 11: Editing/proofreading, 195, 205, 447, 675, 685, 944, 951, 961, 1263, 1273, 1455

Grade 12: Editing/proofreading, 221, 538, 794, 927, 1206

C.1.3.4.11-12.b Employ grammar, usage and mechanics as rhetorical tools, using incorrect structures as appropriate for effect. (ADP A1)

Grade 11: Rhetorical devices/techniques: consider, to argue thesis, 666, to support assertion, 1183, use/employ, 1363, 1460; also see: Arguing techniques and appeals, 190, Eliminate faulty logic and weak arguments, 192

Grade 12: Writing Workshop (Texas): Using crafted language and rhetorical devices, 444; Preparing rhetorical strategies, 695; also see: Rhetorical devices: persuade using, 32, 418, 437, 443, 455, 909, 1285, develop in draft, 166, to support view, 685

C.1.3.5.11-12 When other sources are used or referenced (such as in research, informational essays or literary essays), students will:

! Skillfully acknowledge source material (create a reliable bibliography, list of works cited and/or works consulted);

Grade 11: Prepare to credit sources, 665; Include variety of sources, 666; Integrate source material smoothly, 668; Providing appropriate citations, 670; Works cited list (MLA style), 671; Sources, accurately cite, 763; Keep careful notes about sources, 945; Citing Sources and Preparing Manuscript, R21–R23; also see: Research Project, 187, 255, 505, 771, 1008, 1401

Grade 12: Use source cards and notecards, 1097; Handle your sources well, 1098; Deciding what to cite, 1102; Prepare works cited list, 1107; Citing Sources and Preparing Manuscript, R23–R25; also see: Research Project, 209, 291, 581, 909, 1070, 1297

Standards Pages

C.1.1.3.11-12.a Develop and elaborate on ideas as appropriate to audience, and anticipate and respond to readers’ potential questions and counterarguments. (ADP C9, ADP C10 and ADP E9)

Grade 11: Opposition: represent, accurately, 121, 1215, anticipate/address/refute, 391, language crafted for, 1101, 1114; Provide elaboration, 189, 442, 612, 666, 754, 831, 946, 1258, 1450; Arguing techniques and appeals, 190; Eliminate faulty logic and weak arguments, 192; Start with strong lead, 442; Use SEE technique & take balanced approach, 444

Grade 12: Remember your audience, 216; Grab reader’s attention, 218; Structure ideas in a sustained, persuasive way, 444; Levels of style, formality, and tone, 446; Establish a tone, 696; Providing elaboration, 922; Evaluate your media and delivery, 924; Write a powerful introduction, 1098; Play to your strengths, 1470; Strong, active language, 1472; also see: Arguments, opposing, anticipate/refute, 136, 1051, 1098, 1243, 1462

C.1.1.3.11-12.b Include substantive, relevant, specific and compelling details to meet the needs of the audience and purpose. (ADP C9, ADP C10 and ADP E9)

Grade 11: Provide elaboration, 189, 190, 442, 612, 666, 754, 831, 946, 1258, 1450; Consider the evidence, 200; Gather details, 441, 665; Integrate source material smoothly, 668; Gathering materials, 945; Identify contrasting elements, 956; Organizing details, 1257

Grade 12: Details: revise irrelevant / unnecessary, 121, 698, gather, 280, 443, 695, 920, 921, 1051, 1097, to support thesis, 706, 1215, revise to strengthen, 794, 1168, 1357, 1431

C.1.2 Writing: Coherence and Cohesion

C.1.2.1.11-12.a Employ organizational structures that are provide a focus and support for the purpose of the writing. (ADP C3)

Grade 11: Organization: logical, 121, 320, 515, 944, 1345, establish/select clear, 154, 165, 452, 794, 919, 1249, choose appropriate, 190, 442, 1101, 1215, 1256, use parallel, 624; also see: Revising overall structure, 192, 444, 948, 1260, 1452; Writer’s Toolbox: choosing effective organization, 667

Grade 12: Organizational structure: revising overall, 218, 262, 446, 894, 924, 1100, plan/develop, 447, 587, 921, 925, 1051, 1098, over-organizing, 932, choose logical, 1027, 1186

C.1.2.1.11-12.b Use appropriate words and phrases to signal organizational patterns, and incorporate multiple patterns when appropriate (e.g., combine question answer and compare-contrast and utilize cause-and-effect as one example of comparison). (ADP C3)

Grade 11: Organizing structure, 190; Incorporate complexities and discrepancies, 666; Integrate source material smoothly, 668; Improve your sequence, 948; Establish clear organization, 452; Structure your essay, 956; Peer review (differences in organization), 1260; also see: Transitional words/phrases: revising for smooth, 154, 887, 948, 1114, to show contrast / similarity, 192, 333, 543, exhibit smooth, 222, 1375, to clarify meaning/logic, 320, 1345, add strong, clear, 1236, 1391, transitional expressions, 1323

Grade 12: Organizational structure: revising overall, 218, 262, 446, 894, 924, 1100, plan/develop, 447, 587, 921, 925, 1051, 1098, over-organizing, 932, choose logical, 1027, 1186; also see: Transitions, develop, 166, 922; Transition words/phrases, use, 271, 446, 450, 988, 1099

C.1.2.1.9-12.c Use text features (headings, subheadings, formatting) as appropriate to signal important points within the text. (ADP C3)

Grade 11: Manuscript preparation, 671; Select a style, 1258; Make your format consistent, 1260; Writing Handbook (models), R35, R36, R38, R39, R40, R41, R42

Grade 12: Formatting structure, 262, 988, 1095; Apply principles of design, 1107; Select and follow a format, 1470; Writing Handbook (models), R36, R38, R40, R41, R42, R43, R44

C.1.2.2.11-12 Maintain coherence through the effective use of transitions within and between sentences and paragraphs to connect, contrast and amplify ideas. (ADP C3)

Grade 11: Transitional words/phrases: revising for smooth, 154, 887, 948, 1114, to show contrast / similarity, 192, 333, 543, exhibit smooth, 222, 1375, to clarify meaning/logic, 320, 1345, add strong, clear, 1236, 1391, transitional expressions, 1323

Grade 12: Transitions, develop, 166, 922; Transition words/phrases, use, 271, 446, 450, 988, 1099; Transitional expressions, 1169

C.1.3 Writing: Language and Technical Facility

C.1.3.1.11-12.a Use language with connotations that enhance the topic and suggest multiple interpretations if appropriate, considering audience and purpose. (ADP A6, ADP A7 and ADP C2)

Grade 11: Use academic words (thematic words), 200; Look for description opportunities (figurative; language / tropes), 444; Define specialized vocabulary, 668; Use active and accurate language, 1260; Replace ineffective words, 1452; also see: Use new words (thematic words), 452, 680, 956, 1268, 1460

Grade 12: Revising word choice, 218; Using crafted language and rhetorical devices, 444; Revising word choice, 446; Levels of style, formality, and tone, 446; Write a powerful introduction, 1098; Strong, active language, 1472; also see: Use new words (thematic words), 226, 454, 706, 1112, 1480

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! Address potential objections; Grade 11: Persuasive Text: Peer review, 192; also see: Analyze both sides of an issue, 189, Arguing techniques and appeals, 190, Eliminate faulty logic and weak arguments, 192, Deliver argumentative speech, 195

Grade 12: Persuasive Essay: Revise in response to peer and teacher feedback, 446; also see: Arguments, opposing, anticipate/refute, 136, 1051, 1098, 1243, 1462

! Ensure effective and varied transitions between ideas and paragraphs;

Grade 11: Peer review (improving transitions), 192

Grade 12: Peer review (connections), 698

! Ensure that the paper has an effective, clear beginning and ending;

Grade 11: Peer review: improving transitions, 192, what lacks clarity or seems unpolished, 948, differences in organization, 1260

Grade 12: For related activities see: Peer review (connections), 698; Peer review (synthesized research), 1100

! Correct errors in logic; and, Grade 11: For related activities see: Peer review (what lacks clarity or seems unpolished), 948; also see: Eliminate faulty logic and weak arguments, 192

Grade 12: For related activities see: Persuasive Essay: Revise in response to peer and teacher feedback, 446; also see: Arguments, opposing, anticipate/refute, 136, 1051, 1098, 1243, 1462

! Identify areas for further development or questions that remain. (ADP C4)

Grade 11: Peer review (what lacks clarity or seems unpolished), 948

Grade 12: Peer feedback (short or vague episodes), 218; Peer review (confusing or ineffective elements), 924

C.1.4.4.11-12.a Use more specialized software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) and basic software programs for written drafts and finished products; to incorporate visual and other graphics into basic text; and to create special formatting and effects to communicate ideas and information. (ADP C7 and ADP C8)

Grade 11: Multimedia presentation: software for, media, 944; 21st Century Skills (blogs, social networking, podcasts), R43–R46; also see: Graphics, incorporate, in multimedia, 535, 702; Graphic elements, use, in poster/slide presentation, 1008

Grade 12: Publish on the Internet, 700; 21st Century Skills (blogs, social networking, podcasts), R45–R48; also see: Multimedia Report, 227; Multimedia Presentation, 627, 920–927, 954, 1297, 1481

C.1.4.4.11-12.b Determine how, when and whether to employ technology instead of, or in addition to, written communication to most effectively convey complex ideas. (ADP C7 and ADP C8)

Grade 11: Multimedia presentation, 702, 897, 910, 944–951, 953, 1078, 1363; 21st Century Skills (blogs, social networking, podcasts), R43–R46; also see: Graphics, incorporate, in multimedia, 535; Graphic elements, use, in poster/slide presentation, 1008

Grade 12: Multimedia Report, 227; Multimedia Presentation, 627, 920–927, 954, 1297, 1481; Publish on the Internet, 700; 21st Century Skills (blogs, social networking, podcasts), R45–R48

SPEAKING (C.2)

C.2.1 Speaking: Development of Ideas

C.2.1.1.11-12 Include abstract and theoretical ideas, valid arguments, substantive and relevant details, and sound evidence to support complex points effectively. (ADP B6)

Grade 11: Deliver a Persuasive Speech, 448–449; also see: Listening and speaking activities: oral presentation, 14, slide presentation, 222, persuasive speech, 448, testimonial, 704, literary lecture, 1375

Grade 12: Deliver a Persuasive Speech, 450–451; also see: Listening and speaking activities: persuasive speech, 455, 1009, debate, 476

C.2.2 Speaking: Coherence and Cohesion

C.2.2.1.11-12 Organize oral presentation on a complex topic by breaking the topic into parts accessible to listeners, emphasizing key concepts or points, and closing with a recommendation or observation on the relevance of the subject to a wider context. (ADP B6)

Grade 11: Deliver a Persuasive Speech, 448–449; also see: Listening and speaking activities: testimonial, 704, community project, 1049

Grade 12: Deliver a Persuasive Speech, 450–451; also see: Listening and speaking activities: persuasive speech, 455, 1009, press conference, 728

Standards Pages

! Cite sources using a standard format appropriate to the discipline (such as MLA or APA), with a high degree of accuracy;

Grade 11: Providing appropriate citations, 670; Works cited list (MLA style), 671; Sources, accurately cite, 763; Keep careful notes about sources, 945; Citing Sources and Preparing Manuscript, R21–R23

Grade 12: Providing appropriate citations, 1102; Prepare works cited list, 1107; Citing Sources and Preparing Manuscript, R23–R25

! Skillfully and strategically quote; paraphrase; or summarize text, ideas or other information taken from print or other electronic sources;

Grade 11: Quotations, 79, 187, 557, 612, 668, 670, 754, 763, 777, 1069, 1183; Incorporate complexities and discrepancies, 666; Integrate source material smoothly, 668; Sources, accurately cite, 763; also see: Research Project: Synthesize information, 187, 255, 505, 771, 1008, 1401

Grade 12: Quotations, 1051, 1098, 1102, 1112; Use source cards and notecards, 1097; Handle your sources well, 1098; Prepare works cited list, 1107; Citing Sources and Preparing Manuscript, R23–R25; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297

! Incorporate ideas and quotations effectively and correctly within text;

Grade 11: Quotations, 79, 187, 557, 612, 668, 670, 754, 763, 777, 1069, 1183; Incorporate complexities and discrepancies, 666; Integrate source material smoothly, 668; Sources, accurately cite, 763; also see: Research Project: Synthesize information, 187, 255, 505, 771, 1008, 1401

Grade 12: Quotations, 1051, 1098, 1102, 1112; Use source cards and notecards, 1097; Handle your sources well, 1098; Organize ideas effectively, 1100; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297

! Accurately and skillfully embed quotations from other sources; and,

Grade 11: Quotations: use, to explain meaning, 79, add, 187, from participates/eyewitnesses, 557, for support, 612, 754, 777, 1069, 1183, strategy for including exact, 668, cite sources for any, 670, 763

Grade 12: Quotations: support thesis using, 1051, framing for clarity, 1098, citing sources for, 1102, choose for contemporary relevance, 1112; Use source cards and notecards, 1097; Handle your sources well, 1098

! Accurately and skillfully embed graphics, when appropriate. (ADP C6)

Grade 11: Visuals, add, 187; Graphics, incorporate, in multimedia, 535, 702, 944; Graphic elements, use, in poster/slide presentation, 1008

Grade 12: Visual aids, using, 581, 1297, 1443; Graphics, consider including, 705; also see: Multimedia Report, 227; Multimedia Presentation, 627, 920–927, 954, 1297, 1481

C.1.4 Writing Process: Planning, Editing, Revising and Using Technology

C.1.4.1.9-12.a Generate notes while collecting information for writing, following a logical note-taking system. (ADP C1)

Grade 11: Notes, organize/use: for prewriting, 649, 956, on index cards, 665, format for then-and-now, 681, review your notes, 1257; also see: Note-taking guide, 179, 243, 493, 615, 765, 1001, 1393

Grade 12: Notecards, using, 1097; also see: Note-taking guide, 283, 901, 908, 1063, 1287

C.1.4.1.9-12.b Based on research, note-taking or other method of generating content, generate a detailed outline. (ADP C1)

Grade 11: Write formal outline, 666; Outline your resume, 1258; also see: Timed Writing: Outline, 333, 649, 946, 1215, 1258, 1408, 1421

Grade 12: Outline: conceptual map or timeline, 291, develop using prewriting list, 745, prewriting strategy, 766, 975, 1243, follow while drafting, 794; also see: Timed Writing: Outline, 166, 431, 551, 809, 817, 1021, 1027, 1215

C.1.4.2.11-12 Edit complex writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style (e.g., eliminating verbiage) and tone as appropriate to audience, purpose and context. (ADP C5)

Grade 11: Editing/proofreading, 195, 205, 447, 675, 685, 944, 951, 961, 1263, 1273, 1455

Grade 12: Editing/proofreading, 221, 538, 794, 927, 1206

C.1.4.3.9-12 Drawing on reader’s comments, revise papers to:

! Ensure the thesis or research question is the focus of the paper;

Grade 11: Research Paper: Peer review, 668; also see: Begin with real question, 665, Propose thesis statement, 666

Grade 12: Historical Investigation: Peer review (synthesized research), 1100; also see: Research plan: formulate questions, 291, 879, 956, 1297

! Develop or support ideas more fully; Grade 11: Peer review (what lacks clarity or seems unpolished), 948

Grade 12: Peer feedback (short or vague episodes), 218; Peer review (confusing or ineffective elements), 924

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! Adjust speaking volume and pitch (inflection) for effect; and,

Grade 11: Speaking rate/volume, adjust, 14, 403, 449, 957


! Vary gestures skillfully and purposefully to support the message of the oral presentation. (ADP B6)

Grade 11: Gestures, employ purposeful, 14, 195, 403, 449, 675, 957, R50

Grade 12: Gestures, 223, 450, 909, 1113, 1134, R50

PRODUCING DIGITAL mEDIA (C.3)

C.3.1 Producing Digital Media: Topics, Development and Focus

C.3.1.1.11-12 Maintain a consistent focus on and control over explicit and implicit messages, skillfully using sophisticated media tools and elements (including visual, audio and graphic effects) and interactive features. (ADP G4)

Grade 11: Multimedia presentation: Write a thesis, 945, Shaping your presentation & strike a balance, 946, Revising selection of media, 948; also see: Multimedia Presentation, 702, 897, 910, 953, 1078, 1363

Grade 12: Multimedia Presentation: Evaluate your material, 921, Follow logical flow and focus, 922, Revise overall structure, 924; also see: Multimedia Report, 227; Multimedia Presentation, 627, 954, 1297, 1481

C.3.1.2.9-12.a Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words and sounds; and focused supporting ideas.

Grade 11: Multimedia Presentation, 702, 897, 910, 944–951, 953, 1078, 1363

Grade 12: Multimedia Report, 227; Multimedia Presentation, 627, 920–927, 954, 1297, 1481

C.3.1.2.9-12.b Demonstrate awareness of the transactional nature of digital media (Internet) and mass media productions (film, TV) by considering audience in all stages of media production development, delivery and revision.

Grade 11: Multimedia presentation: Consult with others, 945, Strike a balance & keep your narration lively, 946, Peer review (what lacks clarity or seems unpolished), 948

Grade 12: Multimedia Presentation: Clarify and frame your media, 922, Peer review (confusing or ineffective elements), 924; also see: Multimedia Report, 227; Multimedia Presentation, 627, 954, 1297, 1481

C.3.2 Producing Digital Media: Coherence and Cohesion

Effective organization is crucial to the success of various media productions – including video presentations, audio productions, Web sites, magazine and newspaper articles, and print advertisements. The organizational structures of each vary according to the purpose, intended audience and context. For a general idea regarding organization, please see the Writing strand, specifically C.1.2 Coherence and Cohesion.

Grade 11: Multimedia presentation: Create media checklist, 945, Shaping your presentation, 946, Revising overall structure & Improve your sequence, 948; also see: Multimedia Presentation, 702, 897, 910, 953, 1078, 1363

Grade 12: Multimedia Presentation: Organize your material, 921, Select and position media elements & follow logical flow and focus, 922, Revise overall structure, 924; also see: Multimedia Report, 227; Multimedia Presentation, 627, 954, 1297, 1481

C.3.3 Producing Digital Media: Technical Facility and Control

C.3.3.1.11-12 Effectively and purposefully employ conventional and unconventional visual images, text, graphics, music and/or sound effects (e.g., layout, pictures, typefaces in print media; camera shots, lighting, editing, dialogue, setting and sound in video productions; sound, dialogue and programming format in audio productions; layout, navigation, and dynamic and interactive features in on-line productions) to convey explicit and implicit messages and achieve the purposes in complex media presentations. For example, a video presentation on career choices may include excerpts that range from job interviews to on-the-job scenes to explanations of the kinds of preparation needed for various careers. (ADP G4)

Grade 11: Multimedia Presentation, 702, 897, 910, 944–951, 953, 1078, 1363


Standards Pages

C.2.2.2.9-12 Logically arrange ideas, signaling the grouping of related ideas and maintaining a consistent focus. (ADP B6)

Grade 11: Deliver a Persuasive Speech, 448–449; also see: Listening and speaking activities: oral presentation, 14, documentary (teamwork), 72, small group research, 197, slide presentation, 222, community project, 1049

Grade 12: Deliver a Persuasive Speech, 450–451; also see: Listening and speaking activities: persuasive speech, 455, 1009, debate, 476, press conference, 728

C.2.2.3.9-12 Maintain coherence through the consistent and effective use of a variety of transitions between ideas to signal clear connections among ideas and to maintain coherence. (ADP B6)

Grade 11: Deliver a Persuasive Speech, 448–449; also see: Listening and speaking activities: oral presentation, 14, slide presentation, 222


C.2.2.4.11-12 Provide a coherent and effective conclusion that reinforces the presentation in a purposeful way; presents the topic in new light (e.g., as a call to action, placing the topic in context to emphasize its importance); and brings the talk to a clear and logical close. (ADP B6)

Grade 11: Deliver a Persuasive Speech, 448–449; also see: Listening and speaking activities: oral presentation, 14, evaluate formal speech, 196, slide presentation, 222, literary lecture, 1375


C.2.3 Speaking: Rhetorical Devices

C.2.3.1.11-12 Use effective rhetorical devices such as:

! Rhetorical questions to engage the audience;

Grade 11: For related activities see: Rhetorical devices/techniques: exhibit, in delivery, 97, 449, to support assertion, 1183, use/employ, 1363

Grade 12: Rhetorical Questions, 223, 451

! Parallelism and repetition to reinforce ideas; Grade 11: For related activities see: Parallelism, as rhetorical technique, 97, 98, 108

Grade 12: Parallelism, 223, 451

! Analogies to convey complex ideas; Grade 11: For related activities see: Rhetorical devices/techniques: exhibit, in delivery, 97, 449, to support assertion, 1183, use/employ, 1363

Grade 12: For related activities see: Analogy, use to persuade, 305, 443

! Metaphors and similes to develop ideas on multiple levels;

Grade 11: For related activities see: Figurative language, exhibit, in delivery, 449

Grade 12: Figurative language, 223, 451

! Attention to call attention to ideas and fix them in the audience’s mind;

Grade 11: For related activities see: Rhetorical devices/techniques: exhibit, in delivery, 97, 449, to support assertion, 1183, use/employ, 1363

Grade 12: Rhetorical Strategies, 222–223; The Art of Persuasion, 450–451

! Hyperbole or understatement for humor and impact; Grade 11: For related activities see: Humor, oral presentation, 565; also see: Overstatement, 569, 572, 579, 582, 583, 587, 593, 858, 928, 937, 1424, 1428, 1439; Understatement, 858

Grade 12: For related activities see: Understatement, 604; Overstatement, 622, 626, 646, 651, 659, 662, 896, 899

! Antithesis to establish contrasting relationships; and, Grade 11: For related activities see: Antithesis, 97, 1094, 1100, 1102, 1105, 1113

Grade 12: For related activities see: Antithesis, 636, 644, 645

! Personification to make an abstract element concrete. (ADP B6)

Grade 11: For related activities see: Figurative language, exhibit, in delivery, 449

Grade 12: For related activities see: Figurative language, 223, 451

C.2.4 Speaking Facility

C.2.4.1.11-12 Employ presentation skills including:

! Make eye contact to engage listeners;

Grade 11: Eye contact, employ, 14, 195, 403, 449, 675, 957, R50

Grade 12: Eye contact, 450, 455, 909, 1113, 1134, R50

! Enunciate words clearly; Grade 11: Speaking rate/volume, adjust, 14, 403, 449, 957

Grade 12: Enunciate clearly, 450, 455, 909

! Adjust speaking rate and use pauses for effect; Grade 11: Speaking rate/volume, adjust, 14, 403, 449, 957


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Standards Pages

P.1.2.1.9-12 Craft an introduction in which the thesis of a complex informational essay is stated as the concluding sentence of an introductory paragraph or section; a knowledgeable stance is achieved; and varied details and techniques purposefully and effectively engage the audience. (ADP C3)

Grade 11: Writing Workshop(Texas): Write topic sentence, 441, Start with strong lead, 442, Propose thesis statement, 666, Write a thesis, 945; also see additional informational & explanatory essay and research activities as follows: Thesis/thesis statement: prepare clear (prewriting), 93, 357, 421, 529, 945, develop/state/support, 452, 515, 612, drafting clear, 831, 1268, turn answer to research question into, 1401

Grade 12: Writing Workshop(Texas): Develop clear thesis and gather support for it, 443, Write a powerful introduction, 1098; also see additional informational & explanatory essay and research activities as follows: Thesis/thesis statement, develop/state/ support, 271, 280, 398, 418, 754, 794, 894, 1027, 1084, 1150

P.1.2.2.9-12.a Effectively present a text that advances and supports the presentation or analysis of complex information. (ADP C9 and ADP C3)

Grade 11: Writing Workshop (Texas): Expository Text: College Application Essay, 440–447; Research: Historical Report, 664–675; Expository Text: Multimedia presentation, 944–951; also see: Expository text, 79, 93, 109, 154, 177, 268, 286, 320, 357, 421, 440, 491, 515, 529, 543, 557, 562, 612, 665, 702, 715, 727, 754, 763, 777, 783, 794, 807, 831, 865, 871, 910, 927, 999, 1025, 1039, 1055, 1061, 1069, 1078, 1159, 1236, 1256, 1322 1332 1345, 1355, 1369, 1381, 1422

Grade 12: Writing Workshop (Texas): College Application Essay, 694–700, Historical Investigation, 1096–1107; also see: Expository text: analytical essay, 271, 280, 398, 418, 502, 603, 754, 794, 817, 894, 1027, 1084, 1150, 1277, 1453, biography, 438, biographical narrative, 492, biographical essay, 975, annotated bibliography, 1008

P.1.2.2.9-12.b Maintain coherence through the consistent and effective use of transitions within and between sentences and paragraphs (e.g., transitional words and phrases that compare/contrast, similar to, show sequence, subsequently, or indicate relative importance, perhaps most importantly). (ADP C9 and ADP C3)

Grade 11: Transitional words/phrases: revising for smooth, 154, 887, 948, 1114, to show contrast / similarity, 192, 333, 543, exhibit smooth, 222, 1375, to clarify meaning/logic, 320, 1345, add strong, clear, 1236, 1391

Grade 12: Transition words/phrases, use, 271; Peer review (connections), 698

P.1.2.2.9-12.c Create an effective organizing structure based on complex information (e.g., one that employs multiple structures within the overall organization, including description, compare/contrast, cause-and-effect, question-answer). (ADP C9 and ADP C3)

Grade 11: Organization: logical, 320, 515, 944, 1345, establish/select clear, 154, 452, 794, choose appropriate, 190, 442, 1256; also see: Revising overall structure, 192, 444, 948, 1260; Writer’s Toolbox: choosing effective organization, 667

Grade 12: Organizational structure: revising overall, 446, 698, 894, 924, 1100, choose logical, 1027; Structure ideas in a sustained, persuasive way, 444, Balancing narration with reflection, 698, Establish your organizational plan, 1098, Organize ideas effectively, 1100

P.1.2.3.9-12 Craft a sophisticated and engaging conclusion that:

! Purposefully and effectively re-emphasizes the thesis and main points; and,

Grade 11: Writing Workshop(Texas): Write topic sentence, 441, Start with strong lead, 442, Propose thesis statement, 666, Write a thesis, 945; also see additional informational / explanatory essay and research activities as follows: Thesis/thesis statement: prepare clear (prewriting), 93, 357, 421, 529, 945, develop/state/support, 452, 515, 612, drafting clear, 831, 1268, turn answer to research question into, 1401

Grade 12: Writing Workshop(Texas): Develop clear thesis and gather support for it, 443, Write a powerful introduction, 1098; also see additional informational & explanatory essay and research activities as follows: Thesis/thesis statement, develop/state/ support, 271, 280, 398, 418, 754, 794, 894, 1027, 1084, 1150

! Presents in a new light the analysis of information. (ADP C9 and ADP C3)



Standards Pages

CREATE ADP PRODUCTS (P)

PRODUCT 1: INFORmATIONAL/EXPLANATORY ESSAY (P.1)

P.1.1 Informational/Explanatory Essay: Topics, Development and Focus

P.1.1.1.11-12.a Summarize, explain, interpret and/or analyze a complex topic. (ADP C9)



P.1.1.1.11-12.b Present a thesis that focuses on a specific concept or idea and provides foundational support for an explanation, interpretation and/or an analysis of the topic and addresses the purpose of the writing. (ADP C9)

Grade 11: Writing Workshop (Texas): Write topic sentence, 441, Start with strong lead, 442, Propose thesis statement, 666, Write a thesis, 945; also see additional informational / explanatory essay and research activities as follows: Thesis/thesis statement: prepare clear (prewriting), 93, 357, 421, 529, 945, develop/state/support, 515, 612, drafting clear, 831, 1268, turn answer to research question into, 1401

Grade 12: Writing Workshop (Texas): Develop clear thesis and gather support for it, 443, Showcase your thesis statement, 444, Decide where to start, 696; also see: Thesis/thesis statement, develop/state/ support, 271, 280, 398, 418, 754, 794, 894, 1027, 1084, 1150

P.1.1.2.9-12 Make valid inferences and draw reasonable conclusions based on the evidence from complex informational and technical texts. (ADP C9 and ADP F4)

Grade 11: Timed Writing (informational texts), 133, 187, 255, 400, 505, 624, 771, 943, 1008, 1255, 1401, 1447; also see: Research Project: Synthesize information, 187, 255, 505, 771, 1008, 1401; Analyze both sides of an issue, 189; Incorporate complexities and discrepancies, 666

Grade 12: Timed Writing (informational texts), 233, 431, 441, 461, 551, 603, 713, 809, 817, 939, 1021, 1027, 1215, 1459, 1487; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297

P.1.1.3.9-12.a Use evidence to effectively support perspective or firmly anchor the controlling idea. (ADP C9 and ADP C4)

Grade 11: Compile your evidence, 189; Consider the evidence, 200; Providing elaboration, 190; Gathering details, 665; Incorporate complexities and discrepancies, 666; Integrate source material smoothly, 668; Gathering materials, 945; Providing elaboration, 946; also see: Synthesize information, 187, 255, 505, 771, 1008, 1401

Grade 12: Develop clear thesis and gather support for it, 443; Gathering details, 695; Providing elaboration, 696; Providing elaboration, 922; Gathering details, 1097; Providing elaboration, 1098; Peer review (synthesized research), 1100; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297

P.1.1.3.9-12.b Effectively support complex ideas, insights or theories through substantial evidence including: relevant facts, concrete details, quotations, statistics or other information. (ADP C9 and ADP C4)

Grade 11: Quotations, 79, 187, 557, 612, 668, 670, 754, 763, 777, 1069, 1183; Compile your evidence, 189; Consider the evidence, 200; Providing elaboration, 190; Gathering details, 665; Incorporate complexities and discrepancies, 666; Integrate source material smoothly, 668; Gathering materials, 945; Providing elaboration, 946; also see: Synthesize information, 187, 255, 505, 771, 1008, 1401

Grade 12: Develop clear thesis and gather support for it, 443; Gathering details, 695; Providing elaboration, 696; Providing elaboration, 922; Quotations, 1051, 1098, 1102, 1112; Gathering details, 1097; Providing elaboration, 1098; Peer review (synthesized research), 1100; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297

P.1.2 Informational/Explanatory Essay: Coherence and Cohesion

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P.2.1.4.11-12.c Skillfully embed quotations and details from the literary work(s) within the context of a valid analysis of these examples. (ADP C9)

Grade 11: Quotations: refer to/comment on, 109, 268, 357, 452, 491, 515, 535, 584, 593, 927, 999, 1422, for support, 612; Essential Question Workshop: Choose and review the selections, 680, Identify contrasting elements, 956, Evaluate the methods (stylistic devices), 1268, Identify the differences, 1460

Grade 12: Quotations, 502, 794, 1112; also see: Interpretation of a literary text, 153, 359, 851, 1431; Analytical essay, 271, 280, 398, 418, 502, 603, 754, 794, 817, 894, 1027, 1084, 1150, 1277, 1453; Essential Question Workshop: Gather evidence, 226, 454, 706, Identify theme and topics, 932, Provide a context, 1112, Formulate and support a thesis, 1480; Quotations, 502, 794, 1112; also see: Interpretation

P.2.1.5.11-12.a Interpret the ideas, details and literary elements of works from various forms of literature (e.g., poetry, novel, biography, short story, essay, dramatic literature). (ADP H3)

Grade 11: Essential Question Workshop: Analytical Essay, 200, 956, Interpretation of literary texts, 452, Comparison-and-contrast Essay, 680, Interpretation of literary texts, 1268; also see: Literary text/work: interpretation of, 93, 268, 286, 320, 357, 421, 491, 515, 593, 612, 715, 727, 831, 871, 927, 999, 1025, 1039, 1055, 1236, 1322, 1345, 1355, 1369, 1422

Grade 12: Essential Question Workshop: Comparison-and contrast Essay, 226, Analytical Essay, 454, 706, Biographical Essay, 1480; also see: Interpretation of a literary text, 153, 359, 851, 1431; Analytical essay, 271, 280, 398, 418, 502, 603, 754, 794, 817, 894, 1027, 1084, 1150, 1277, 1453

P.2.1.5.11-12.b Accurately and critically analyze and interpret data. (ADP H3)

Grade 11: Essential Question Workshop: Consider the evidence, 200, Interpret the literature, 452, State your thesis, 680, Identify contrasting elements, 956, Evaluate the methods (stylistic devices), 1268, Identify the differences, 1460; also see: Literary text/work: interpretation of, 93, 268, 286, 320, 357, 421, 491, 515, 593, 612, 715, 727, 831, 871, 927, 999, 1025, 1039, 1055, 1236, 1322, 1345, 1355, 1369, 1422

Grade 12: Essential Question Workshop: Gather evidence, 226, 454, 706, Identify theme and topics, 932, Provide a context, 1112, Formulate and support a thesis, 1480; also see: Interpretation of a literary text, 153, 359, 851, 1431; Analytical essay, 271, 280, 398, 418, 502, 603, 754, 794, 817, 894, 1027, 1084, 1150, 1277, 1453

P.2.1.6.4-12 Demonstrate knowledge of foundational works of American literature and analyze foundational U.S. documents as they are relevant to the topic being developed in a literary analysis essay. (ADP H1)

Grade 11: Foundational works of American literature, culture, and government form the basis for this level of the program which is called “The American Experience”. Examples of writing assignments related to foundational documents can be found here: Timed Writing, 133, 187, 255, 400, 505, 624, 1447; Analytical Essay, 200, 956; Interpretation of literary texts, 452; Interpretation of literary texts, 1268; Everyday life: compare and contrast, 1460

Grade 12: At this level, students read and analyze foundational works of British literature, culture, and government. Examples of writing assignments related to foundational documents can be found here: Timed Writing, 209, 291, 441, 581, 817, 907, 1027, 1070, 1295, 1459

P.2.2 Literary Analysis Essay: Coherence and Cohesion

P.2.2.1.11-12 Craft an introduction in which the thesis of a literary essay on a complex literary work is effectively stated and varied details and techniques are purposefully and effectively used to engage the audience. (ADP C3 and ADP C9)

Grade 11: Introduction/body/conclusion: effective/appropriate, 93, begin with vivid sentence, 999; also see: Thesis/thesis (for literary text interpretation): drafting clear, 200, 831; prepare clear (prewriting), 357, 421, 1236; statement develop/state/support, 452, 515, 612; relating ideas to source, 680; turn answer to research question into, 1401

Grade 12: Introductory paragraph, 418, 794, 1027; also see: Thesis/thesis statement (for literary text interpretation): develop/state/ support, 153, 226, 271, 280, 359, 418, 454, 754, 794, 1027, 1084, 1150

P.2.2.2.11-12.a Present a body of text that advances and supports the analysis of complex literary work(s). (ADP C3)

Grade 11: Essential Question Workshop: Consider the evidence, 200, Interpret the literature and establish clear organization, 452, Choose and review the selections, 680, Identify contrasting elements, 956, Evaluate the methods (stylistic devices), 1268, Identify the differences, 1460; also see: Literary text/work: interpretation of, 93, 268, 286, 320, 357, 421, 491, 515, 593, 612, 715, 727, 831, 871, 927, 999, 1025, 1039, 1055, 1236, 1322, 1345, 1355, 1369, 1422


Standards Pages

PRODUCT 2: LITERARY ANALYSIS ESSAY (P.2)

P.2.1 Literary Analysis Essay: Topics, Development and Focus

P.2.1.1.11-12.a Focus on the relationship between the concrete elements (character, setting, plot) and the inferential, abstract elements (themes, symbols, motifs, style, characterization, effect on the audience) of complex literary work(s). (ADP H4 and ADP H9)

Grade 11: Essential Question Workshop: Analytical Essay, 200, 956, Interpretation of literary texts, 452, Comparison-and-contrast Essay, 680, Interpretation of literary texts, 1268; also see: Literary text/work: interpretation of, 93, 268, 286, 320, 357, 421, 491, 515, 593, 612, 715, 727, 831, 871, 927, 999, 1025, 1039, 1055, 1236, 1322, 1345, 1355, 1369, 1422

Grade 12: Essential Question Workshop: Comparison-and contrast Essay, 226, Analytical Essay, 454, 706, Biographical Essay, 1480; also see: Interpretation of a literary text, 153, 359, 851, 1431; Analytical essay, 271, 280, 398, 418, 502, 603, 754, 794, 817, 894, 1027, 1084, 1150, 1277, 1453

P.2.1.1.11-12.b Focus on a topic which allows for capable analysis of the ways in which themes and ideas are developed in one or in more than one more complex literary work(s). (ADP H4 and ADP H9)

Grade 11: Essential Question Workshop, 200, 452, 680, 956, 1268, 1460

Grade 12: Essential Question Workshop, 454, 706, 1112, 1480; Expository text: identify/analyze theme, 1051

P.2.1.2.11-12 Present a thesis that addresses the challenging aspects of complex literary work(s), provides foundational support for an interpretation or analysis of the work(s) and focuses on specific element(s) of the work(s). (ADP C9)

Grade 11: Thesis/thesis (for literary text interpretation): eliminate what does not advance, 93, drafting clear, 200, 831, prepare clear (prewriting), 357, 421, 1236, statement develop/state/support, 452, 515, 612, relating ideas to source, 680, turn answer to research question into, 1401

Grade 12: Thesis/thesis statement (for literary text interpretation): develop/state/ support, 153, 226, 271, 280, 359, 418, 454, 754, 794, 1027, 1084, 1150

P.2.1.3.11-12 Make valid inferences regarding complex literary work(s) based on evidence provided in the text, on prior knowledge of the context of the work’s setting or on its genre characteristics. (ADP C9)

Grade 11: For related activities see: Essential Question Workshop: Analytical Essay, 200, 956, Interpretation of literary texts, 452, Comparison-and-contrast Essay, 680, Interpretation of literary texts, 1268; also see: Literary text/work: interpretation of, 93, 268, 286, 320, 357, 421, 491, 515, 593, 612, 715, 727, 831, 871, 927, 999, 1025, 1039, 1055, 1236, 1322, 1345, 1355, 1369, 1422

Grade 12: For related activities see: Essential Question Workshop: Comparison-and contrast Essay, 226, Analytical Essay, 454, 706, Biographical Essay, 1480; also see: Interpretation of a literary text, 153, 359, 851, 1431; Analytical essay, 271, 280, 398, 418, 502, 603, 754, 794, 817, 894, 1027, 1084, 1150, 1277, 1453

P.2.1.4.11-12.a Fully and effectively support the thesis by including substantial, detailed textual support and text analysis and excluding extraneous information. (ADP C9)

Grade 11: Essential Question Workshop: Consider the evidence, 200, Interpret the literature and establish clear organization, 452, Choose and review the selections, 680, Identify contrasting elements, 956, Evaluate the methods (stylistic devices), 1268, Identify the differences, 1460; also see: Literary text/work: interpretation of, 93, 268, 286, 320, 357, 421, 491, 515, 593, 612, 715, 727, 831, 871, 927, 999, 1025, 1039, 1055, 1236, 1322, 1345, 1355, 1369, 1422


P.2.1.4.11-12.b Firmly and effectively anchor the analysis with specific, relevant details and quotations from the literary work(s) and make comparisons to other relevant literary works. (ADP C9)

Grade 11: Quotations: refer to/comment on, 109, 268, 357, 452, 491, 515, 535, 584, 593, 927, 999, 1422, for support, 612; Essential Question Workshop: Consider the evidence, 200, Interpret the literature and establish clear organization, 452, Choose and review the selections, 680, Identify contrasting elements, 956, Evaluate the methods (stylistic devices), 1268, Identify the differences, 1460

Grade 12: Essential Question Workshop: Gather evidence, 226, 454, 706, Identify theme and topics, 932, Provide a context, 1112, Formulate and support a thesis, 1480; Quotations, 502, 794, 1112; also see: Interpretation of a literary text, 153, 359, 851, 1431; Analytical essay, 271, 280, 398, 418, 502, 603, 754, 794, 817, 894, 1027, 1084, 1150, 1277, 1453

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P.3.2.1.11-12 Use language (formal, informal) and select words that demonstrate an awareness of the context of the situation; reflect the purpose of the argument; and suggest expertise through use of technical and literary terms. (ADP C2)

Grade 11: Word choice, persuasive, 121; Arguing techniques and appeals, 190; Eliminate faulty logic and weak arguments, 192; Rhetorical devices/techniques: consider, to argue thesis, 666, to support assertion, 1183, use/employ, 1363, 1460

Grade 12: Persuasive Essay: Using crafted language and rhetorical devices, 444, Levels of style, formality, and tone, 446; Word choice (in writing persuasive texts), 514, 663

P.3.2.2.11-12 Depending on the purpose of the argument, anticipate and address reader’s multiple concerns and counterclaims with counterevidence and counterarguments, evaluating the strength of the counterclaims, counterevidence and counterarguments, and responding accordingly. (ADP E9)

Grade 11: Opposition: represent, accurately, 121, 1215, anticipate/address/refute, 391, language crafted for, 1101, 1114; Argumentative Essay: Analyze both sides of an issue, 189, Arguing techniques and appeals, 190, Eliminate faulty logic and weak arguments, 192

Grade 12: Arguments, opposing, anticipate/refute, 1243; also see: Persuasive Essay: Develop clear thesis and gather support for it, 443, Structure ideas in a sustained, persuasive way, 444, Revise in response to peer and teacher feedback, 446

P.3.3 Argumentative Essay: Coherence and Cohesion

P.3.3.1.9-12 Craft a clear, engaging introduction in which a position or series of claims are stated, a context is provided and the author’s approach to the issue is implied through the selection of content and choice of language. (ADP C3)

Grade 11: Introduction/body/conclusion: effective / appropriate, 93, begin with vivid sentence & conclude with restatement, 999, use charting for, 1025

Grade 12: Introductory paragraph, 1338; also see: Persuasive Essay: Develop clear thesis and gather support for it, 443, Showcase your thesis statement, 444

P.3.3.2.9-12 Present a body of evidence that presents a series of claims and counterclaims, supports the claims with relevant evidence and appropriate inferences and maintains coherence through the consistent and effective use of connective transitions between sentences and paragraphs. (ADP C3)

Grade 11: Opposition: represent, accurately, 121, 1215, anticipate/address/refute, 391, language crafted for, 1101, 1114; Argumentative Essay: Analyze both sides of an issue, 189, Arguing techniques and appeals, 190, Eliminate faulty logic and weak arguments, 192; Essential Question Workshop: Consider the evidence, 200, Interpret the literature and establish clear organization, 452, Choose and review the selections, 680, Identify contrasting elements, 956, Evaluate the methods (stylistic devices), 1268, Identify the differences, 1460

Grade 12: Persuasive Essay: Develop clear thesis and gather support for it, 443, Using crafted language and rhetorical devices, 444, Revise overall structure, 446; Evidence: revise to strengthen, 745; Details (in writing persuasive texts): use to support thesis, 1215; Arguments, opposing, anticipate/refute, 1243; also see: also see: Persuasive text, writing, 32, 437, 514, 663, 685, 713, 1112, 1285, 1338

P.3.3.3.11-12 Craft a conclusion that skillfully restates a complex thesis, draws conclusions about its importance, describes insights gained and considers how the thesis applies to other questions or issues. (ADP E9)

Grade 11: Introduction/body/conclusion: effective / appropriate, 93, begin with vivid sentence & conclude with restatement, 999, use charting for, 1025

Grade 12: Persuasive Essay: Structure ideas in a sustained, persuasive way (conclusion), 444

PRODUCT 4: RESEARCH ESSAY (P.4)

P.4.1 Research Essay: Topics, Development and Focus

P.4.1.1.11-12.a Focus on a complex topic that is sufficiently narrow to examine the topic in depth. (ADP D1)

Grade 11: Research Report: Women and the Civil War, 505; Research, explore, for essay, 639, 1061; Historical Report: Find your focus, 665, propose thesis statement, 666; Research-based essay, 763; Research essay, 1381; also see: Research plan for complex/multi-faceted topic, 14, 187, 505, 665, 1461, refocus, 67, preparation, 243, 493, 615, 1001, 1393, manageable question, 1008

Grade 12: Research: Multimedia Presentation: Follow logical flow and focus, 922; Historical Investigation: Freewrite to find your focus, 1097, Develop a thesis statement, 1098, Place topic sentences effectively, 1100; also see: Research plan: preparation, 199, 283, 901, 909, 1063, 1287, develop strategies, 209, 581, 707, 1097, formulate questions, 291, 879, 956, 1297

P.4.1.1.11-12.b Take and organize notes on relevant knowledge, identifying multiple perspectives and areas for research. (ADP D1)

Grade 11: Notebook review, 665; also see: Note-taking guide, 179, 243, 493, 615, 765, 1001, 1393

Grade 12: Historical Investigation: Use source cards and notecards, 1097; also see: Note-taking guide, 283, 901, 908, 1063, 1287

Standards Pages

P.2.2.2.11-12.b Maintain coherence through the consistent and effective use of connective transitions within and between sentences and paragraphs. (ADP C3)

Grade 11: Transitional words/phrases: to clarify meaning/logic, 320, 1345, add strong, clear, 1236, 1391

Grade 12: Transition words/phrases, use, 271

P.2.2.3.11-12 Craft an effective and purposeful conclusion in which the thesis is reiterated and, as appropriate, the analysis is presented in new light or a further judgment is made regarding the work, the author and/or the literary elements. (ADP C3 and ADP C9)

Grade 11: Introduction/body/conclusion (for literary text interpretation): effective / appropriate, 93, conclude with restatement, 999, use charting for, 1025

Grade 12: Concluding paragraph, 226, 794

PRODUCT 3: ARGUmENTATIVE ESSAY (P.3)

P.3.1 Argumentative Essay: Topics, Development and Focus

P.3.1.1.11-12 Present a position or point of view on a complex, multi-sided issue, articulating an extended argument with multiple claims. (ADP E9)

Grade 11: Persuasive Text: Argumentative Essay, 188–195; also see: Persuasive text, writing, 121, 133, 373, 391, 400, 639, 663, 887, 943, 1101, 1114, 1183, 1215, 1391, 1447; Persuasive article (memorials), 1401

Grade 12: Persuasive Essay, 442–449; also see: Persuasive text, writing, 32, 437, 514, 663, 685, 713, 745, 1112, 1243, 1285, 1338

P.3.1.2.11-12.a Communicate extended relevant facts, concrete details, quotations, statistics or other information to strongly support a complex argument with more than one possible rebuttal. (ADP E9)

Grade 11: Argumentative Essay: Compile your evidence, 189, Providing elaboration, 190; Support with precise/relevant evidence, 663, 887; Quotations & facts as supporting evidence, 1183; also see: Persuasive text, writing, 121, 133, 373, 391, 400, 639, 943, 1101, 1114, 1215, 1391, 1447; Persuasive article (memorials), 1401

Grade 12: Persuasive Essay: Develop clear thesis and gather support for it, 443; also see: Details (in writing persuasive texts): revise irrelevant/unnecessary, 121, use to support thesis, 1215, to persuade, 1243

P.3.1.2.11-12.b Avoid common fallacies such as the appeal to pity (argumentum ad misericordiam), the personal attack (argumentum ad hominem), the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available). (ADP E9)

Grade 11: Argumentative Essay: Arguing techniques and appeals, 190; Essential Question Workshop: Include rhetorical devices, 1460; also see: Logical fallacy (reading skills): identify, in arguments, 1186, 1190, 1192, 1194, 1203, analyze, in debates, 1442, 1443, 1445, 1446

Grade 12: For related activities see: Persuasive Essay: Using crafted language and rhetorical devices, 444; also see: Rhetorical devices: persuade using, 32, 418, 437, 455, 909, 1285, develop in draft, 166, to support view, 685

P.3.1.3.11-12 Analyze evidence and make explicit connections among evidence, inferences and claims to show how the evidence supports each main point of the argument (warrant) and to justify why the evidence credibly supports the main claims. (ADP E3)

Grade 11: Argumentative Essay: Focus by looping & analyze both sides of an issue, 189, Organizing structure & variety of appeals, 190, Strengthen transitions, 192; Support with precise/relevant evidence, 663, 887; Quotations & facts as supporting evidence, 1183; also see: Persuasive text, writing, 121, 133, 373, 391, 400, 639, 943, 1101, 1114, 1215, 1391, 1447; Persuasive article (memorials), 1401

Grade 12: Persuasive Essay: Develop clear thesis and gather support for it, 443; Evidence: revise to strengthen, 745, 1243; also see: Persuasive text, writing, 32, 437, 514, 663, 685, 713, 1112, 1285, 1338; Details (in writing persuasive texts): use to support thesis, 1215, to persuade, 1243

P.3.1.4.9-12 Purposefully and effectively select and use a range of strategies (such as descriptions, anecdotes, case studies, analogies, illustrations) to elaborate as well as to persuade the reader. (ADP E9)

Grade 11: Argumentative Essay: Make a news notebook &, compile your evidence, 189, Arguing techniques and appeals & providing elaboration, 190, Eliminate faulty logic and weak arguments, 192; also see: Persuasive text, writing, 121, 133, 373, 391, 400, 639, 663, 943, 1101, 1114, 1215, 1391, 1447; Persuasive article (memorials), 1401

Grade 12: Persuasive Essay: Develop clear thesis and gather support for it, 443, Using crafted language and rhetorical devices, 444, Revise overall structure, 446; Evidence: revise to strengthen, 745; Details (in writing persuasive texts): use to support thesis, 1215, to persuade, 1243; also see: also see: Persuasive text, writing, 32, 437, 514, 663, 685, 713, 1112, 1285, 1338

P.3.2 Argumentative Essay: Purpose and Audience

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P.4.1.4.11-12.b Accurately and critically analyze and interpret data in multiple formats on an unfamiliar topic. (ADP D5)

Grade 11: Data, analyze/assemble, 187, 201; also see: Facts: draw, from credible sources, 448, cite sources for any, 670

Grade 12: For related activities see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297; Note-taking guide, 283, 901, 908, 1063, 1287; Information sources: list/scan, 879; Information sources, consult, 922, 1008

P.4.1.4.11-12.c Marshal evidence in varied ways to meet the needs of the research question. (ADP D5)

Grade 11: Historical Report: Begin with real question, 665; also see: Research plan: asking relevant questions, 179, 255, 624, 771, manageable question, 1008, asking meaningful question, 1393, 1401

Grade 12: Research plan: formulate questions, 291, 879, 956, 1297

P.4.1.5.11-12 Paraphrase, summarize and report the full range of relevant research information supporting or refuting the thesis, as appropriate. (ADP D5)

Grade 11: Historical Report: Gathering details & prepare to credit sources, 665, Include variety of sources, 666, Integrate source material smoothly, 668, Deciding what to cite, 670; also see: Primary sources, gather, for research, 187, 255, 505, 624, 765, 1008; Citations, use precise/relevant, 373; Sources: research, using multiple, 702, accurately cite, 763; Research Project: Gather sources, 771, 1401

Grade 12: Research: Multimedia Presentation: Evaluate your material, 921; Historical Investigation: Do the research, 1097, Gathering details, 1097, Incorporate complexities / discrepancies, 1098, Peer review (synthesized research), 1100, Deciding what to cite, 1102; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297; Note-taking guide, 283, 901, 908, 1063, 1287; Information sources: distinguish between reliable/unreliable, 418, 446, 581, list/scan, 879; Information sources, consult, 922, 1008

P.4.2 Research Essay: Coherence and Cohesion

P.4.2.1.11-12 Craft an introductory section in which:

! A research question is stated or implied;

Grade 11: Historical Report: Begin with real question, 665; also see: Research plan: asking relevant questions, 179, 255, 624, 771, manageable question, 1008, asking meaningful question, 1393, 1401


! The complexity of the research question is reflected; Grade 11: Historical Report: Begin with real question, 665; also see: Research plan: asking relevant questions, 179, 255, 624, 771, manageable question, 1008, asking meaningful question, 1393, 1401


! A clear perspective or point of view is stated or implied; Grade 11: Historical Report: Begin with real question, 665, Propose thesis statement, 666; also see: Research plan: asking relevant questions, 179, 255, 624, 771, manageable question, 1008, asking meaningful question, 1393, 1401

Grade 12: Historical Investigation: Freewrite to find your focus, 1097, Develop a thesis statement & write a powerful introduction, 1098; also see: Research report, 209, 581, 1113; Research plan, formulate questions, 291, 879, 956, 1297

! Necessary terms or concepts are defined; and, Grade 11: Historical Report: Define specialized vocabulary, 668

Grade 12: For related activities see: Language, use accurate/accessible, 262; Technical writing, 587, 1467

! The thesis is placed in the context of multiple perspectives when appropriate. (ADP D5)

Grade 11: Historical Report: Find your focus, 665, Propose thesis statement & incorporate complexities and discrepancies, 666

Grade 12: Historical Investigation: Develop a thesis statement & write a powerful introduction, 1098; also see: Research report, 209, 581, 1113; Research plan, formulate questions, 291, 879, 956, 1297

Standards Pages

P.4.1.1.11-12.c Focus on relevant data that are complex and theoretical, as well as factual. (ADP D1)

Grade 11: Historical Report: Include variety of sources & incorporate complexities and discrepancies, 666, Integrate source material smoothly, 668, Deciding what to cite, 670; also see: Research Project: Synthesize information, 187, 255, 505, 771, 1008, 1401

Grade 12: Research: Multimedia Presentation: Evaluate your material, 921; Historical Investigation: Do the research, 1097, Gathering details, 1097, Handle your sources well, 1098, Peer review (synthesized research), 1100, Deciding what to cite, 1102; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297

P.4.1.2.11-12.a Reference relevant primary, secondary and tertiary sources, demonstrating a systematic search by including resources that are: written by authorities in the topic area; written for an informed audience in the field; recent (in topics for which timeliness is essential); and important, but less-easily obtained (e.g., primary sources or articles from outside the school library system). (ADP D2 and ADP D5)

Grade 11: Historical Report: Gathering details & prepare to credit sources, 665, Include variety of sources, 666, Integrate source material smoothly, 668, Deciding what to cite, 670; also see: Note-taking guide, 179, 243, 493, 615, 765, 1001, 1393; Research Project: Gather sources, 771, 1401; Primary sources, gather, for research, 187, 255, 505, 624, 765, 1008; Citations, use precise/relevant, 373; Sources: research, using multiple, 702, accurately cite, 763


P.4.1.2.9-12.b Evaluate resources for their credibility, reliability, strengths and limitations, using criteria appropriate to the discipline. (ADP D2 and ADP D5)

Grade 11: Sources: primary, use valid/reliable/relevant, 200, 623, credible/unreliable, 448, 624, gather relevant, 665, 702, incorporate complexities and discrepancies, 666, integrate material from, smoothly, 668, collect variety of reliable, 771, keep careful notes about, 945, authoritative, 1159

Grade 12: Information sources: incorporate complexities/discrepancies, 291, 1098, distinguish between reliable/unreliable, 418, 446, 581

P.4.1.2.9-12.c Demonstrate ability to distinguish between reliable and unreliable resources by choosing reliable resources and not relying too heavily on any one resource. (ADP D2 and ADP D5)

Grade 11: Sources, avoid over reliance on one, 505, 624, 666; also see: Sources: primary, use valid/reliable/relevant, 200, 623, credible/unreliable, 448, 624, collect variety of reliable, 771

Grade 12: Information sources: distinguish between reliable/unreliable, 418, 446, 581; also see: Research Project: Synthesize information, 209, 291, 909, 1070, 1297

P.4.1.3.11-12 Synthesize resources that have been evaluated for quality and appropriateness. (ADP F7)

Grade 11: Sources: primary, use valid/reliable/relevant, 200, 623, credible/unreliable, 448, 624, gather relevant, 665, 702, incorporate complexities and discrepancies, 666, integrate material from, smoothly, 668, keep careful notes about, 945, authoritative, 1159; also see: Research Project: Synthesize information, 187, 255, 505, 771, 1008, 1401

Grade 12: Information sources: distinguish between reliable/unreliable, 418, 446, 581; Research: Multimedia Presentation: Evaluate your material, 921; Historical Investigation: Incorporate complexities / discrepancies, 1098, Peer review (synthesized research), 1100, Deciding what to cite, 1102; also see: Research Project: Synthesize information, 209, 291, 909, 1070, 1297; Note-taking guide, 283, 901, 908, 1063, 1287

P.4.1.4.11-12.a Provide relevant research information to develop and support effectively a complex research question specific to a discipline or discourse style. (ADP D5)



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P.4.3.1.11-12.d Incorporate ideas and quotations effectively and correctly within text. (ADP C6 and ADP D5)

Grade 11: Quotations: cite sources for any, 670, 763; Historical Report: Prepare to credit sources, 665, Incorporate complexities and discrepancies, 666, Strategy for including exact quotations, 668,

Grade 12: Historical Investigation: Incorporate complexities / discrepancies, 1098, editing for accuracy/proper citation, 1099, Peer review (synthesized research), 1100, Citing sources for quotations, 1102

P.4.3.1.11-12.e Accurately and skillfully embed quotations from other sources. (ADP C6 and ADP D5)

Grade 11: Quotations: strategy for including exact, 668, cite sources for any, 670, 763

Grade 12: Quotations: editing for accuracy/proper citation, 1099, citing sources for, 1102

P.4.3.1.11-12.f Accurately and skillfully embed graphics, when appropriate. (ADP C6 and ADP D5)

Grade 11: Visuals, add, 187; Graphics, incorporate, in multimedia, 944; Graphic elements, use, in poster/slide presentation, 1008


P.4.3.2.4-12 Report findings within prescribed time and/or length requirements, as appropriate. (ADP D4)

Grade 11: Historical Report: Publishing, 675; also see: Research Project: Organize and present your ideas, 187, 255, 505, 771, 1008, 1401; Research Report: Women and the Civil War, 505; Research, explore, for essay, 639, 1061; Research-based essay, 763; Research essay, 1381

Grade 12: Research: Multimedia Presentation: Publishing, 927; Historical Investigation: Publishing, 1107; also see: Research report, 209, 291, 581, 1113

P.4.3.3.11-12 Format text and graphics (using technology as appropriate), including:

! A title;

Grade 11: Historical Report: Manuscript preparation, 671, Publishing, 675

Grade 12: Historical Investigation: Publishing & apply principles of design, 1107

! An abstract, when appropriate; Grade 11: For related activities see: Historical Report: Manuscript preparation, 671, Publishing, 675


! A contents page; Grade 11: For related activities see: Historical Report: Manuscript preparation, 671, Publishing, 675


! Numbered pages; and, Grade 11: For related activities see: Historical Report: Manuscript preparation, 671, Publishing, 675; Citing Sources and Preparing Manuscript, R21–R23

Grade 12: For related activities see: Historical Investigation: Publishing & apply principles of design, 1107

! Bibliography, following a standard format appropriate to the subject matter. (ADP C8)

Grade 11: Historical Report: Works cited list (MLA style), 671; Citing Sources and Preparing Manuscript, R21–R23; also see: Citations, requirements for, 421, use established format for, 763

Grade 12: Historical Investigation: Prepare works cited list, 1107; Citing Sources and Preparing Manuscript, R23–R25; also see: Research Project, 209, 291, 581, 909, 1070, 1297

P.4.3.4.11-12 Use complex graphics and illustrative material effectively to support and enhance research ideas in the text as appropriate, demonstrating an understanding of which concepts can be better addressed graphically to support reader understanding. (ADP C7)

Grade 11: Visuals, add, 187; Graphics, incorporate, in multimedia, 944; Graphic elements, use, in poster/slide presentation, 1008


Standards Pages

P.4.2.2.11-12.a Present a body of well-developed and specific facts and information that purposefully and effectively develop and support a complex research question. (ADP C3)



P.4.2.2.11-12.b Maintain coherence through the consistent and effective use of connective transitions within and between sentences and paragraphs. (ADP C3)

Grade 11: Historical Report: Choosing an effective organization (use transitions), 667

Grade 12: Research: Multimedia Presentation: Transitions, develop, 922

P.4.2.2.11-12.c Create an effective organizing structure based on complex research information, sometimes using multiple organizing structures within the essay. (ADP C3)

Grade 11: Historical Report: Shaping your writing, 666, Choosing an effective organization (use transitions), 667; also see: Research Project: Organize and present your ideas, 187, 255, 505, 771, 1008, 1401

Grade 12: Research: Multimedia Presentation: Organize your material, 921, Revise overall structure, 924; Historical Investigation: Establish your organizational plan, 1098, Organize ideas effectively, 1100

P.4.2.3.11-12 Craft an effective conclusion in which the research question is answered, the significance of the research findings is explained, recommendations, as appropriate, are made and future research needs, as appropriate, are suggested. (ADP C3)

Grade 11: Research Project: Persuasive article (memorials): Organize and present your ideas, 1401

Grade 12: Historical Investigation: Establish your organizational plan, 1098

P.4.3 Research Formatting Guidelines

P.4.3.1.11-12.a Skillfully acknowledge source material (create a reliable bibliography or list of works cited and/or works consulted). (ADP C6 and (ADP D5)

Grade 11: Historical Report: Prepare to credit sources, 665, Providing appropriate citations, 670, Works cited list (MLA style), 671; Citing Sources and Preparing Manuscript, R21–R23; also see: Citations, include, when paraphrasing, 668, requirements for, 421, use established format for, 763

Grade 12: Historical Investigation: Use source cards and notecards, 1097, Prepare works cited list, 1107; Citing Sources and Preparing Manuscript, R23–R25; also see: Research Project, 209, 291, 581, 909, 1070, 1297

P.4.3.1.11-12.b Cite sources using a standard format appropriate to the discipline (such as MLA or APA), with a high degree of accuracy. (ADP C6 and ADP D5)

Grade 11: Historical Report: Works cited list (MLA style), 671; Citing Sources and Preparing Manuscript, R21–R23; also see: Citations, requirements for, 421, use established format for, 763

Grade 12: Historical Investigation: Prepare works cited list, 1107; Citing Sources and Preparing Manuscript, R23–R25; also see: Research Project, 209, 291, 581, 909, 1070, 1297

P.4.3.1.11-12.c Skillfully and strategically quote, paraphrase or summarize text, ideas or other information taken from print or other electronic sources. (ADP C6 and ADP D5)

Grade 11: Historical Report: Prepare to credit sources, 665, Incorporate complexities and discrepancies, 666, Integrate source material smoothly, 668; also see: Primary sources, gather, for research, 187, 255, 505, 624, 765, 1008; Citations, use precise/relevant, 373; Sources: research, using multiple, 702, accurately cite, 763; Research Project: Gather sources, 771, 1401

Grade 12: Research: Multimedia Presentation: Evaluate your material, 921; Historical Investigation: Do the research, 1097, Gathering details, 1097, Incorporate complexities / discrepancies, 1098, Peer review (synthesized research), 1100, Deciding what to cite, 1102; also see: Research Project: Synthesize information, 209, 291, 581, 909, 1070, 1297; Note-taking guide, 283, 901, 908, 1063, 1287

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Standards Pages

P.5.1.4.11-12 Sustain consistent and effective focus on audience through medium or format, supporting ideas, and word choice and tone. (ADP C10)

Grade 11: College Application Essay: Start with strong lead, 442, Look for description opportunities (figurative language / tropes), 444; Job Portfolio and Resume: Select the most appropriate items, 1257, Play to your strengths, 1258, Make your format consistent & revising word choice, 1260

Grade 12: College Application Essay: Focus on an insight, 695, Establish a tone, 696, Peer review (connections), 698, Role play admissions interview, 700; Job Portfolio and Résumé: Matching information to the job, 1469, Adding power to you resume, 1470, Strong, active language, 1472; also see: Work-related document: speaker introduction, 341, brochure, 248, letter of recommendation, 1095, radio introduction, 1415, advertisement, magazine, 1443

P.5.1.5.9-12 Anticipate, synthesize and respond to counterarguments and/or anticipate potential problems, mistakes and misunderstandings that might arise for the audience. (ADP C10)

Grade 11: For related activities see: Work-related documents: Memo/proposal, 127; also see: Opposition: represent, accurately, 121, 1215, anticipate/address/refute, 391, language crafted for, 1101, 1114; Argumentative Essay: Analyze both sides of an issue, 189, Arguing techniques and appeals, 190, Eliminate faulty logic and weak arguments, 192

Grade 12: For related activities see: College Work-related document: letter of recommendation, 1095; also see: Arguments, opposing, anticipate/refute, 136, 1051, 1098, 1243, 1462

P.5.1.6.9-12 Use language precisely, purposefully and effectively, considering audience and purpose by translating technical language into non-technical English. (ADP C10)

Grade 11: For related activities see: Technical language, clarify, 177; Define specialized vocabulary, 668

Grade 12: Technical writing, 262, 587, 1467

P.5.1.7.9-12 Provide specific, relevant and accurate ideas and extended examples and comparisons appropriately to purposefully and effectively support the main points in the text. (ADP C10)

Grade 11: College Application Essay: Gather details, 441, Use SEE technique, 442; Job Portfolio and Resume: Gathering information, 1257, Providing elaboration, 1258; also see: Work-related documents: Memo/proposal, 127, Introduction, 783, Newspaper article, 1159, Business Letter, 1407

Grade 12: College Application Essay: Focus on an insight, 695, Providing elaboration, 696, Balancing narration with reflection, 698; Job Portfolio and Résumé: Gathering facts for your resume, 1469, Adding power to you resume, 1470; also see: Work-related document: detective's report, 988, report, 1038, letter of recommendation, 1095

P.5.2 Work-Related Texts: Coherence and Cohesion

P.5.2.1.4-12 Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

Grade 11: Job Portfolio and Resume: Select a style, 1258, Make your format consistent, 1260; Writing Handbook (models), R35, R36, R38, R39, R40, R41, R42; also see: Work-related document, 127, 783, 1159, 1407

Grade 12: College Application Essay: Publish on the Internet, 700; Job Portfolio and Résumé: Select and follow a format, 1470, Review your format, 1472, Cover letter, 1475; also see: Work-related document: business memo, 89, brochure, 248, procedures manual, 262, memo, 1315, advertisement, magazine, 1443; Writing Handbook (models), R35, R36, R37, R38, R39, R40, R41, R42

P.5.3 Work-Related Texts: Technical Facility and Control

P.5.3.1.4-12.a Follow customary formats. (ADP C10) Grade 11: Job Portfolio and Resume: Select a style, 1258, Make your format consistent, 1260; Writing Handbook (models), R35, R36, R38, R39, R40, R41, R42; also see: Work-related document, 127, 783, 1159, 1407


P.5.3.1.11-12.b Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily. (ADP C10)



Standards Pages

PRODUCT 5: WORK-RELATED TEXTS (P.5)

P.5.1 Work-Related Texts: Topics, Development and Focus

P.5.1.1.11-12 Create sophisticated, complex work-related texts, such as instructions, directions, letters, bios, memos, proposals, project plans, work orders and reports. (ADP C10)

Grade 11: Expository Text: College Application Essay, 440–447; Workplace Writing: Job Portfolio and Resume, 1256–1263; also see: Work-related documents, 127, 783, 1159, 1407; Writing Handbook (models), R35, R36, R38, R39, R40, R41, R42

Grade 12: College Application Essay, 694–700; Job Portfolio and Résumé, 1468–1475; also see: Work-related document, 66, 89, 248, 262, 341, 988, 1038, 1095, 1315, 1415, 1443, 1467, R35, R36, R37, R38, R39, R40, R41, R42

P.5.1.2.4-12 Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose. (ADP C10)



P.5.1.3.9-12 Purposefully and effectively vary strategies to achieve complex purposes, including:

! Providing facts and details;

Grade 11: College Application Essay: Gather details, 441, Use SEE technique, 442; Job Portfolio and Resume: Gathering information, 1257, Providing elaboration, 1258; also see: Work-related documents: Memo/proposal, 127, Introduction, 783, Newspaper article, 1159, Business Letter, 1407

Grade 12: College Application Essay: Gathering details, 695, Providing elaboration, 696; Job Portfolio and Résumé: Gathering facts for your resume, 1469, Play to your strengths, 1470, Job portfolio, 1475; also see: Work-related document, 66, 89, 248, 262, 341, 988, 1038, 1095, 1315, 1415, 1443, 1467

! Describing or analyzing the subject; Grade 11: College Application Essay: Look for description opportunities (figurative language / tropes), 444; Job Portfolio and Resume: Providing elaboration, 1258, Revising word choice, 1260: also see: Work-related documents: Memo/proposal, 127, Introduction, 783, Newspaper article, 1159, Business Letter, 1407

Grade 12: College Application Essay: Focus on an insight, 695, Decide where to start, 696, Balancing narration with reflection, 698; Job Portfolio and Résumé: Make memory notes, 1469, Adding power to you resume, 1470; also see: Work-related document, 66, 89, 248, 262, 341, 988, 1038, 1095, 1315, 1415, 1443, 1467

! Explaining benefits or limitations; Grade 11: College Application Essay: Start with strong lead, 442, Take balanced approach, 444; Job Portfolio and Resume: Select the most appropriate items, 1257, Play to your strengths, 1258; also see: Work-related documents: Memo/proposal, 127, Introduction, 783

Grade 12: Job Portfolio and Résumé: Matching information to the job, 1469, Adding power to you resume & play to your strengths, 1470, Strong, active language, 1472; also see: Work-related document: letter of recommendation, 1095

! Comparing or contrasting; and, Grade 11: For related activities see: College Application Essay: Take balanced approach, 444: also see: Work-related documents: Memo/proposal, 127

Grade 12: For related activities see: College Application Essay: Make connections, 695, Balancing narration with reflection, 698

! Providing a scenario to illustrate. (ADP C10) Grade 11: For related activities see: Work-related documents: Memo/proposal, 127; College Application Essay: Look for description opportunities (figurative language / tropes), 444

Grade 12: College Application Essay: Focus on an insight, 695, Explode a moment, 696, Role play admissions interview, 700; also see: Work-related document: detective's report, 988

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W.1.3.1.9-12 Understand the purpose for working as a team and work according to that purpose. (ADP B7)

Grade 11: Teamwork (active/effective/productive), 16, 72, 197, 222, 224, 449, 549, 677, 953, 1049, 1265, 1457, 1461

Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.3.2.11-12 Set goals: Articulate the goals for the team work based on a general task assigned or develop a task and specific goals based on general criteria provided. (ADP B7)

Grade 11: Teamwork: documentary, 72, small group research, 197, stage play, 549, multimedia presentation, 953, community project, 1049, group report, 1457, talk show, 1461

Grade 12: Goals, set/achieve, 80; Group criteria, 80, 212, 295

W.1.3.3.9-12 Assign roles: Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, and gain increasing skill at adopting different roles within the group and moving more flexibly between roles as needed. (ADP B7)

Grade 11: Teamwork: documentary, 72, stage play, 549, multimedia presentation, 953, group report, 1457, talk show, 1461

Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.3.4.9-12 Follow specific task(s) and timeline for work: Identify task(s) needed to meet goal and purpose, including purposefully identifying tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. (ADP B7)


Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.3.5.11-12 Establish protocols for listening, speaking and sharing: Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team, and establish group agreements about how the group will do this. (ADP B7)

Grade 11: Teamwork: full-class discussion, 16, team discussion, 222, small group discussion, 224, 197

Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.3.6.11-12 Make decisions: Show ability to follow ground rules for decision making. When allowed a choice, come to a decision by purposefully using varied processes including consensus and following the majority. (ADP B7)


Grade 12: Decision-making, ambiguity/uncertainty of, 80, 212, 295

Standards Pages

P.5.3.1.9-12.c Purposefully and effectively employ formatting and varied visual elements to guide the reader (including headings, bulleted lists and effective use of white space on the page). (ADP C10)



P.5.3.1.11-12.d Include clear and purposeful illustrative material to effectively support ideas in the text as appropriate to content and medium and design graphics with consideration to visual appeal for audience. (ADP C10)

Grade 11: For related activities see: Visuals, add, 187; Graphics, incorporate, in multimedia, 944; Graphic elements, use, in poster/slide presentation, 1008

Grade 12: For related activities see: Work-related document: brochure, 248, procedures manual, 262, advertisement, magazine, 1443

WORK IN TEAmS (W)

WORK TEAmS AND GROUP DISCUSSION (W.1)

W.1.1 Speaking and Sharing in Teams and Groups

W.1.1.1.11-12.a Contribute relevant, appropriate, essential and unique information and independent ideas or judgments that move the team towards its goals and contribute to the topic of group discussion. (ADP B7)


Grade 12: Ideas offer to group/team, 80, 212, 295, 1433; discussion, 14, 91, 212, 250, 295, 311

W.1.1.1.11-12.b Analyze and evaluate the prior knowledge, experience, beliefs and emotional state of other group members, and use this evaluation to build effectively on the ideas of others to achieve goals. (ADP B7)

Grade 11: For related activities see: Teamwork: full-class discussion, 16, team discussion, 222, small group discussion, 224, 197

Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.1.1.11-12.c Effectively employ speaking strategies designed to achieve group goals. (ADP B7)


Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.1.2.11-12 Ask relevant and sometimes challenging questions that focus, examine and extend the team’s movement towards its goals or deepen the topic of group discussion. (ADP B7)


Grade 12: Teamwork, 80, 212, 250, 295, 1477; discussion, 14, 91, 212, 250, 295, 311

W.1.1.3.11-12 Gain the floor in orderly, respectful ways that demonstrate a sense of timing for when to best offer dissent or contribute new ideas, and respond with civility to or constructively critique the ideas of others. (ADP B7)


Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.1.4.9-12 Identify the needs of the team or group and evaluate and share various resources (texts, experts, Web sites) as sources to expand the ideas of the team or group. (ADP B7)

Grade 11: Teamwork: documentary, 72, small group research, 197, community project, 1049, multimedia presentation, 953, electronic media chart, 1265

Grade 12: Teamwork, 80, 212, 250, 295, 1477

W.1.2 Listening to Ideas of Others in Teams and Groups

W.1.2.1.4-12 Listen with civility to the ideas of others. (ADP B7)


Grade 12: Listening responsively, 223, 476, 909, 1113; Teamwork, 80, 212, 250, 295, 1477

W.1.2.2.11-12 Clarify, summarize and paraphrase essential information in others’ input and synthesize it or build upon it to further the team’s progress toward the goal or enhance the group’s discussion. (ADP B7)

Grade 11: Teamwork: small group research, 197, delivery/feedback, 449, group report, 1457

Grade 12: Listening responsively, 223, 476, 909, 1113; Teamwork, 80, 212, 250, 295, 1477

W.1.3 Working in Teams

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