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Curriculum Package

2011- 2012

English

Language Arts (10th Grade)

English Language Arts 10 is an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks for the California Public Schools and the objectives contained within the STAR Achievement Test. This class is a year long and was originally created by Twin Rivers Unified School District Teachers for use at the high school level.

Included ♦ Course Outline . . . . . . . . . . . . . . . . . . . 3

♦Unpacked Standards . . . . . . . . . . . . . . . . ….. 14

♦10th Grade Subject Area Standards

Assessment Skills Tested . . . .. . . . . . . 29

♦Subject Area Standards

Assessment Guide . . . . . . . .. . . . . . . . 30

♦Testing Protocols . . . . . . . . . . . . . . . . . . ...... 47

♦ On-Demand Theme Analysis Materials . ….49

♦ Controversial Topic Research Materials …52

♦ Persuasive Speech Materials . . . .. . . . . . . 54

♦ELA Roots and Affixes. . . . . . . . . . . . . . .. ....57

♦10th Grade CST Blueprints . . . . . . . . . . . . . 59

♦ CST and CAHSEE Comparison Chart…. 64

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“To inspire students to extraordinary achievement everyday!” Dear TRUSD Educator, Welcome to a new academic year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area standards assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all subject areas. Included you will find Expected Learning Outcomes, Course Outline, Unpacked Standards to help establish the breadth and depth to which each content standard must be addressed, Subject Area Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Secondary Curriculum and Instruction Office. Thank you. Curriculum and Instruction

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Secondary Division

COURSE DESCRIPTION English 10 is an integrated approach to reading, writing, listening, and speaking curriculum based on the Reading/Language Arts Frameworks for California Public Schools. This course is a balanced, comprehensive program that develops skill in reading and writing, speaking and listening and fosters the appreciation of language arts. Students will continue to apply the knowledge and skills acquired in the ninth grade, but in a more refined and sophisticated form.

TEXTBOOK: The Language of Literature, McDougal Littell (adopted 2002)

SUPPLEMENTAL MATERIALS: McDougal Littell support materials District approved audio visual materials

COURSE OBJECTIVES: Teachers are responsible for covering all the standards in the frameworks; however, in this curriculum packet, the essential standards based on the California STAR Blueprints are highlighted throughout the school year and will be assessed through Subject Area Standards Assessments (SASA) and writing tests. These culminating tests will focus on the essential standards as a means to measure mastery of those standards deemed critical for TRUSD students. Instruction should be designed to cover multiple standards that will be measured in the culminating assessment. This packet includes suggested prompts, culminating assessments, and complementary rubrics outlining proficiency levels with corresponding California Content Standards in reading, writing, written and oral conventions, and speaking and listening. Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary development, and literature as they are mapped on page # 13. However, these are not the only assignments and standards that teachers are expected to teach. In addition to the culminating assessments, the following outline lists other instructional responsibilities as described in the course description

DEPARTMENT: ENGLISH

COURSE TITLE: ELA 10

GRADE LEVEL: 10

Length: 1 Academic School Year

Number of Credits: 5 per semester

Prerequisites: Consult Site Counselor

Other: This course satisfies A-G requirement

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ELA Standards for Grades 9 and 10 Mastery of a given standard will be achieved the year it is specified as key. Key Standards are in bold and highlighted in grey. If a standard is not in bold, it is not to imply that the standard is not to be taught. Recently added key standards are in bold and highlighted in yellow.

I. READING

GOALS: Students will:

� Develop vocabulary using a variety of tools and approaches. � Learn comprehension strategies while reading grade-level materials and literature. � Increase their ability to apply these strategies in encountering new material. � Read, understand and analyze literature and informational materials. � Develop the ability to compare literary themes. � Make logical and thoughtful connections between literary works or information collected

within their own lives. � Explore socio-cultural issues while experiencing literature.

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately.

Vocabulary and Concept Development:

1.1 Identify and use the literal and figurative meanings of words, and understand word derivation.

1.2 Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words.

1.3 Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words (e.g., the word "narcissistic" drawn from the myth of Narcissus and Echo).

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS):

Structural Features of Informational Materials:

2.1 Analyze both the structure and format of functional workplace documents, including format, graphics, and headers and how authors use the features to achieve their purposes.

2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

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Comprehension and Analysis of Grade-Level-Appropriate Text:

2.3 Generate relevant questions about readings that can be researched. 2.4 Synthesize the content and ideas from several sources dealing with a single

issue or written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

2.6 Demonstrate use of sophisticated learning tools by following technical directions calculators, specialized software programs, access guides to Internet worldwide websites.

Expository Critique:

2.7 Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings.

2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and how the author's intent affects the text's structure and tone (e.g., professional journals, editorials, political speeches, primary source material).

3.0 LITERARY RESPONSE AND ANALYSIS:

Structural Features of Literature:

3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

Narrative Analysis of Grade-Level-Appropriate Text:

3.3 Analyze interactions between main and subordinate characters in literary text (e.g., internal and external conflicts, motivations, relationships, and influences) and how they affect the plot.

3.4 Determine characters' traits by what they say about themselves in narration, dialogue, dramatic monologue, soliloquy.

3.5 Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work.

3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

3.7 Recognize and understand the significance of a wide range of literary elements and techniques, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

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3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in text.

3.9 Explain how voice, persona, and narrator affect tone, characterization, plot, and credibility.

3.10 Identify and describe the function of dialogue, scene design, soliloquies, and asides and character foils in dramatic literature.

Literary Criticism:

3.11 Valuate the aesthetic qualities of style, including the impact that diction and figurative language have on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach).

3.12 Analyze how a work of literature is related to the themes and issues of its historical period (Historical Approach).

II. WRITING

GOALS: Students will

� write clear, coherent, and focused essays. � write essays that exhibit awareness of the audience and purpose. � create essays with organizational structure containing formal introductions. � use supporting evidence and conclusions. � create research documents using applications in technology. � evaluate, revise, and improve essay organization through the stages of the writing process.

WRITING STRATEGIES: Students write coherent and focused texts that convey a well-defined perspective and tightly-reasoned argument. Student writing demonstrates awareness of audience and purpose and use of the stages of the writing process, as needed.

Organization and Focus:

1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing.

1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

Research and Technology:

1.3 Use clear research questions and coherent research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

1.4 Develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypothetical, and/or definitions).

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1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

1.6 Integrate quotations and citations into written text, while maintaining the flow of ideas.

1.7 Use appropriate conventions for documentation in text, notes, and bibliographies, adhering to style manuals (e.g., the Modern Language Association Handbook or Chicago Style Manual).

1.8 Design and publish multi-page documents using advanced publishing software and graphic programs.

Revising and Evaluating Strategies:

1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context.

2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce text of at least 1,500 words, when appropriate. Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies outlined in Writing Standard 1.0, students:

2.1 Write biographical, autobiographical narratives, and/or short stories that a. narrate a sequence of events and communicate their significance to the

audience. b. locate scenes and incidents in specific places.

c. develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; interior monologue; feelings of characters).

d. pace the presentation of actions to accommodate time/ mood changes.

e. make effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details.

2.2 Write responses to literature that a. advance a judgment that demonstrates a comprehensive grasp of the

significant ideas of works or passages. b. support key ideas and viewpoints through accurate and detailed

references to the text or to other works. c. demonstrate awareness of the author's use of stylistic devices and an

appreciation of the effects created. d. identify and assess the impact of perceived ambiguities, nuances, and

complexities within text.

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2.3 Write expository compositions, including analytical essays and research reports that a. marshal evidence in support of a thesis and related claims, including

information on all relevant perspectives. b. convey information and ideas from primary and secondary sources

accurately and coherently.

c. make distinctions about the relative value and significance of specific data, facts, and ideas.

d. organize and record information on charts, maps, and graphs for use as visuals, employing appropriate technology.

e. anticipate and address readers' potential misunderstandings, biases, and expectations.

f. use technical terms and notations accurately. 2.4 Write persuasive compositions that

a. structure ideas and arguments in a sustained and logical fashion.

b. use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; personal anecdote, case study, or analogy).

c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning.

d. address readers' concerns, counterclaims, biases, and/or expectations.

2.5 Write business letters that

a. are clear and purposeful, and address the intended audience appropriately.

b. use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients

c. highlight central ideas or images. d. follow conventional style, and use page formats, fonts, and spacing that

contribute to the documents' readability and impact. 2.6 Write technical documents (e.g., manual on rules of behavior for conflict

resolution, procedures for conducting a meeting, transcription of minutes of a meeting) that a. report and/or convey information and ideas logically and correctly.

b. offer detailed and accurate specifications.

c. include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).

d. anticipate readers' problems, mistakes, and misunderstandings.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (English Language Conventions are integral to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two.)

1. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions.

Grammar and Mechanics:

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1. Identify and use clauses (e.g., main and subordinate), phrases (e.g., gerunds, infinitives and participles), mechanics (e.g., semi-colons, colons, ellipses and hyphens), usage (e.g., tense consistency), and sentence structure (e.g., parallel structure, properly placed modifiers).

Manuscript Form:

2. Demonstrate control of grammar, paragraph and sentence structure, diction, syntax, and usage.

3. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

4. Reflect appropriate manuscript requirements, including a. title page presentation, b. pagination, c. spacing and margins, and d. integration of source and support material (e.g., in-text citation, use of direct

quotations, paraphrasing) with appropriate citations.

1.0 LISTENING AND SPEAKING

1.0 LISTENING AND SPEAKING STRATEGIES: Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They incorporate gestures, tone, and vocabulary tailored to audience and purpose.

Comprehension:

1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.

1.2 Compare and contrast how media genres (e.g., nightly news, news magazines, documentaries, on-line information) cover the same event.

Organization and Delivery of Oral Communication:

1.3 Choose logical patterns of organization (e.g., chronological, topical, cause/effect) to inform and to persuade by soliciting agreement or action, or to unite audiences behind a common belief or cause.

1.4 Choose appropriate devices for introduction and conclusion (e.g., literary quotations, anecdotes, references to authoritative sources).

1.5 Recognize and use elements of classical speech form (introduction, first and second transitions, body, and conclusion), formulating rational arguments and applying the art of persuasion and debate.

1.6 Present and advance a clear thesis statement and choose appropriate types of proofs (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

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1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

1.8 Produce concise notes for extemporaneous delivery.

1.9 Analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies for presentations (e.g., voice, gestures, eye contact.

Analysis and Evaluation of Oral and Media Communications:

1.10 Analyze a group of historically significant speeches to find the rhetorical devices and features that make them memorable (e.g., Abraham Lincoln's Gettysburg Address and Martin Luther King's I Have a Dream).

1.11 Assess how language and delivery affect the mood and tone of the oral communication and impact the audience.

1.12 Evaluate the clarity, quality, effectiveness, and overall coherence of a speaker's key points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

1.13 Analyze types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V to Kenneth Branagh's 1990 film version).

2.0 SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion and description. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations (autobiographical or fictional) that a. narrate a sequence of events and communicate their significance to the

audience. b. locate scenes and incidents in specific places.

c. develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions, movements, and gestures; feelings of characters).

d. pace the presentation of actions to accommodate time or mood changes.

2.2 Deliver expository presentations that a. marshal evidence in support of a thesis and related claims, including

information on all relevant perspectives. b. convey information and ideas from primary and secondary sources

accurately.

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c. make distinctions about the relative value and significance of specific data, facts, and ideas.

d. organize and record information on charts, maps, and graphs for use as visuals, employing appropriate technology.

e. anticipate and address the listener's potential misunderstandings, biases, and expectations.

f. use technical terms and notations accurately. 2.3 Apply appropriate interviewing techniques.

a. Prepare and ask relevant questions.

b. Make notes of responses.

c. Use language that conveys maturity, sensitivity, and respect.

d. Respond correctly and effectively to questions.

e. Demonstrate knowledge of the subject or organization.

f. Compile and report responses. g. Evaluate the effectiveness of the interview.

2.4 Deliver oral responses to literature that a. advance a judgment that demonstrates a comprehensive grasp of the

significant ideas of works or passages (i.e., makes and supports warranted assertions about the text).

b. support key ideas and viewpoints through accurate and detailed references to the text or to other works.

c. demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created.

d. identify and assess the impact of perceived ambiguities, nuances, and complexities within text.

2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects that

a. structure ideas and arguments in a coherent, logical fashion. b. use specific rhetorical devices to support assertions (e.g., by appeal to logic

through reasoning; by appeal to emotion or ethical belief; by personal anecdote, case study, or analogy).

c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning.

d. anticipate and address the listener's concerns and counter-arguments. 2.6 Deliver descriptive presentations that

a. provide a clear spatial perspective on the subject of the presentation.

b. clearly establish the speaker's relationship with that subject (e.g., dispassionate observation, personal involvement).

c. use factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory detail effectively.

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Suggested Teaching Strategies and Evaluation Techniques

SUGGESTED TEACHING STRATEGIES:

Whole-group instructions and discussions

Mini-lessons Cooperative learning groups: response groups for writing and literature

Modeling/imitative writing and speaking

Role playing and dramatization Individualized instruction Independent practice Meta-cognitive evaluations of processes

Teacher/student conferencing Group conferencing Audio-visual assisted instruction

Thematic approach Individual and/or group projects

Outside guest speakers

EVALUATION TECHNIQUES:

Teacher evaluation of student writing

Self-assessment of writing Teacher/student/parent conferences

Portfolios SAT 9 Publications Participation Assignments completed Teacher assessment of improvement

Observation NOTE: A list of varied formative assessments with descriptions and examples can be found in the Appendix Section.

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Outline of Instructional Responsibilities

Teachers are responsible for including the following in their course of study: Writing (See writing applications, Standard 2.0)

Two mandated culminating district assessments: a. Thematic analysis b. Research Paper-open topic

Sixteen writing assignments per year… four of which will be of final draft quality representing narrative, expository, descriptive, and persuasive genres.

The two mandated written district assessments can be counted as part of the final draft requirement.

Business Letter writing. Timed writing practice to prepare students for formal assessments

Oral Presentations (See Speaking Applications, Standard 2.0)

Six oral presentations, one of which will be the persuasive culminating assessment; the others representing narrative, expository, and descriptive genres.

Standards with Writing and Oral Conventions (See Standards in Written and Oral

Language Conventions)

Appropriate grammatical conventions applicable to the assignment. Conventions pre-test, benchmark test, and post-test are in progress.

Vocabulary Development

Refer to list of roots and prefixes for grade level in this packet. High frequency academic word list in progress.

Reading-Response to Literature, Informational Text: (See informational text section in McDougal-Littell.)

DISTRICT ASSESSMENT GUIDE: See page numbers 29-46

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Deconstruction and Unpacking the Standards Course: ELA 10 Key Standard: Vocab. 1.1 Standard: Deconstruct – Identify skill & topic Vocabulary 1.1- Identify and use the literal and figurative meanings of words and understand word derivation. Key Elements: (Unpack) Vocab. 1.1.1 Identify the literal meaning of words. Vocab. 1.1.2 Identify the figurative meaning of words. Vocab. 1.1.3 Understand word derivation. Vocab. 1.1.4 Use literal meaning of words. Vocab. 1.1.5 Use the figurative meaning of words. Course: ELA 10 Key Standard: Vocab. 1.2 Standard: Deconstruct – Identify skill, topic & context Vocabulary 1.2- Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words. Key Elements: (Unpack) Vocab. 1.2.1 Distinguish between the denotative and connotative meanings of words. Vocab. 1.2.2 Interpret the connotative power of words.

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Course: ELA 10 Key Standard: Vocab. 1.3 Standard: Deconstruct – Identify skill, topic & context Vocabulary 1.3- Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words. Key Elements: (Unpack) **Vocab. 1.3.1 Identify the origin of Greek mythology to understand the meaning of new words. Vocab. 1.3.2 Identify the origin of Roman mythology to understand the meaning of new words. **Vocab. 1.3.3 Identify the origin of Norse mythology to understand the meaning of new words. **Vocab. 1.3.4 Use knowledge of Greek mythology to understand the meaning of new words. Vocab. 1.3.5 Use knowledge of Roman mythology to understand the meaning of new words **Vocab. 1.3.6 Use knowledge of Norse mythology to understand the meaning of new words. Course: ELA 10 Key Standard: Reading Comprehension 2.1 Standard: Deconstruct – Identify skill, topic & context Reading Comprehension 2.1 – Analyze both (1) the structure and format of functional workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes. Key Elements: (Unpack) RC 2.1.1 Analyze the structure of functional workplace document. (writing structure) RC 2.1.2 Analyze the format of functional workplace documents. (layout: text, graphics, headers) RC 2.1.3 Analyze how authors use the features to achieve their purposes.

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Course: ELA 10 Key Standard: Reading Comprehension 2.3 Standard: Deconstruct – Identify skill, topic & context Reading Comprehension 2.3 – Generate relevant questions about readings on issues that can be researched. Key Elements: (Unpack) RC 2.3.1 Generate relevant questions about readings on issues that can be researched. Course: ELA 10 Key Standard: Reading Comprehension 2.4 Standard: Deconstruct – Identify skill, topic & context Reading Comprehension 2.4 – Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. Key Elements: (Unpack) RC 2.4.1 Synthesize the content from several sources by a single author dealing with a single issue. RC 2.4.2 Paraphrase the author’s ideas to demonstrate comprehension. RC 2.4.3 Connect the paraphrased ideas on related topics from other sources to demonstrate comprehension.

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Course: ELA 10 Key Standard: Reading Comprehension 2.5 Standard: Deconstruct – Identify skill & topic Reading Comprehension 2.5 – Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. Key Elements: (Unpack) RC 2.5.1 Extend ideas presented in primary or secondary sources through original analysis. RC 2.5.2 Extend ideas presented in primary or secondary sources through original evaluation. RC 2.5.3 Extend ideas presented in primary or secondary sources through original elaboration. Course: ELA 10 Key Standard: Reading Comprehension 2.7 Standard: Deconstruct – Identify skill & topic Reading Comprehension 2.7 – Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings. Key Elements: (Unpack) RC 2.7.1 Critique the logic of functional documents by examining the sequence of information. RC 2.7.2 Critique the logic of functional documents by examining its procedures. RC 2.7.3 Critique the logic of functional documents by anticipating possible reader misunderstandings.

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Course: ELA 10 Key Standard: Reading Comprehension 2.8 Standard: Deconstruct – Identify skill & topic Reading 2.8—Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the tone. Key Elements: (Unpack) **RC 2.8.1 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence. RC 2.8.2 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the comprehensiveness of evidence. RC 2.8.3 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the way in which the author’s intent affects the tone. Course: ELA 10 Key Standard: Reading Comprehension 3.3 Standard: Deconstruct – Identify skill & topic Reading 3.3—Analyze interactions between main and subordinate characters in literary text (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot. Key Elements: (Unpack) RC 3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot.

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Course: ELA 10 Key Standard: Reading Comprehension 3.4 Standard: Deconstruct – Identify skill & topic Reading 3.4—Determine characters’ traits by what they say about themselves in narration, dialogue, dramatic monologue, and soliloquy. Key Elements: (Unpack) RC 3.4.1 Determine characters’ traits by what they say about themselves in narration. RC 3.4.2 Determine characters’ traits by what they say about themselves in dialogue. RC 3.4.3 Determine characters’ traits by what they say about themselves in dramatic monologue (ie. soliloquy). Course: ELA 10 Key Standard: Reading Comprehension 3.5 Standard: Deconstruct – Identify skill & topic Reading 3.5—Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Key Elements: (Unpack) RC 3.5.1 Compare works that express a universal theme. RC 3.5.2 Provide evidence to support the ideas expressed in each work.

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Course: ELA 10 Key Standard: Reading Comprehension 3.7 Standard: Deconstruct – Identify skill & topic Reading 3.7—Recognize and understand the significance of a wide range of literary elements and techniques, including language, imagery, allegory, and symbolism, and explain their appeal. Key Elements: (Unpack) **RC 3.7.1 Recognize imagery. RC 3.7.2 Recognize allegory. **RC 3.7.3 Recognize symbolism. **RC 3.7.4 Understand the significance of imagery. RC 3.7.5 Understand the significance of allegory. **RC 3.7.6 Understand the significance of symbolism. **RC 3.7.7 Explain the appeal of imagery. RC 3.7.8 Explain the appeal of allegory. **RC 3.7.9 Explain the appeal of symbolism.

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Course: ELA 10 Key Standard: Reading Comprehension 3.11 Standard: Deconstruct – Identify skill & topic Reading 3.11—Evaluate the aesthetic qualities of style including the impact of diction and figurative language on tone, mood, and theme using the terminology of literary criticism. Key Elements: (Unpack) **RC 3.11.1 Evaluate the qualities of style, including the impact of diction on tone. **RC 3.11.2 Evaluate the qualities of style, including the impact of diction on mood. **RC 3.11.3 Evaluate the qualities of style, including the impact of diction on theme. RC 3.11.4 Evaluate the qualities of style, including the impact of figurative language on tone. RC 3.11.5 Evaluate the qualities of style, including the impact of figurative language on mood. RC 3.11.6 Evaluate the qualities of style, including the impact of figurative language on theme. Course: English 10 Key Standard: Writing 1.1 Standard: Deconstruct - Identify skill & topic 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing. Key Elements: (Unpack) 1.1.1 Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject. 1.1.2 Maintain a consistent tone throughout the piece of writing. 1.1.3 Maintain a consistent focus throughout the piece of writing.

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Course: English 10 Key Standard: Writing 1.2 Standard: Deconstruct - Identify skill & topic 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. Key Elements: (Unpack) 1.2.1 Use precise language. 1.2.2 Use action verbs. 1.2.3 Use sensory details. 1.2.4 Use appropriate modifiers. 1.2.5 Use active rather than passive voice. Course: English 10 Key Standard: Writing 1.3 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic 1.3 Use clear research questions and coherent research methods to elicit and present evidence from primary and secondary sources. Key Elements: (Unpack) 1.3.1 Use clear research questions to present evidence from primary sources. 1.3.2 Use clear research questions to present evidence from secondary sources. 1.3.3 Use coherent research methods to present evidence from primary sources. 1.3.4 Use coherent research methods to present evidence from secondary sources.

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Course: English 10 Key Standard: Writing Strategies 1.4 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic 1.4 Develop key ideas within the body of the composition through supportive evidence. Key Elements: (Unpack) 1.4.1 Develop key ideas within the body of the composition through supportive evidence. Course: English 10 Key Standard: Writing Strategies 1.5 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic 1.5 Synthesize information from multiple sources and identify complexities and different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). Key Elements: (Unpack) **1.5.1 Synthesize information from multiple sources. 1.5.2 Identify complexities as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). 1.5.3 Identify different perspectives as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

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Course: English 10 Key Standard: Writing Strategies 1.6 Main Strand/ Unit: Writing Strategies Standard: Deconstruct - Identify skill & topic Integrate quotations and citations into written text while maintaining flow of ideas. Key Elements: (Unpack) 1.6.1 Integrate quotations into written text while maintaining flow of ideas. 1.6.2 Integrate citations into written text while maintaining flow of ideas. Course: English 10 Key Standard: Writing Strategies 1.7 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic Use appropriate conventions for documentation in text, notes, and bibliographies, adhering to style manuals. Key Elements: (Unpack) 1.7.1 Use appropriate conventions for documentation in text adhering to MLA format. 1.7.2 Use appropriate conventions for documentations in notes adhering to MLA format. 1.7.3 Use appropriate conventions for documentation in bibliographies adhering to MLA format.

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Course: English 10 Key Standard: Writing Applications 2.2 Main Strand/ Unit: Writing Applications 2.2 Standard: Deconstruct - Identify skill & topic Write responses to literature that a. demonstrate a comprehensive grasp of the significant ideas of literary works, and b. support important ideas and viewpoints through accurate references to the text. Key Elements: (Unpack) 2.2.1 Write responses to literature, demonstrating a comprehensive grasp of the significant ideas of literary works. 2.2.2 Write responses to literature supporting important ideas and viewpoints through accurate references to the text. Course: English 10 Key Standard: Writing Applications 2.3 Main Strand/ Unit: Writing Applications 2.3 Standard: Deconstruct - Identify skill & topic Write expository compositions, including analytical essays and research reports. Key Elements: (Unpack) **2.3.1 Write expository compositions: analytical essays. 2.3.2 Write expository compositions: research reports.

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Course: English 10 Key Standard: Written & Oral Language 1.1 Main Strand/ Unit: Written and Oral Language 1.1 Standard: Deconstruct - Identify skill & topic Identify and correctly use clauses, phrases, and mechanics of punctuation. Key Elements: (Unpack) **1.1.1 Identify clauses. **1.1.2 Identify phrases. **1.1.3 Identify mechanics of punctuation. 1.1.4 Correctly use clauses. 1.1.5 Correctly use phrases. 1.1.6 Correctly use mechanics of punctuation.

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Course: English 10 Key Standard: Written & Oral Language 1.3 Main Strand/ Unit: Written and Oral Language 1.3 Standard: Deconstruct - Identify skill & topic Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax. Key Elements: (Unpack) 1.3.1 Demonstrate control of grammar. 1.3.2 Demonstrate control of paragraphs and sentence structure. 1.3.3 Demonstrate control of diction. 1.3.4 Demonstrate control of syntax. Course: English 10 Key Standard: Listening and Speaking 1.3 Main Strand/ Unit: Listening and Speaking 1.3 Standard: Deconstruct - Identify skill & topic Choose logical patterns of organization. Key Elements: (Unpack) 1.3.1 Choose logical patterns of organization (in speeches and presentations).

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Course: English 10 Key Standard: Listening and Speaking 1.6 Main Strand/ Unit: Listening and Speaking 1.6 Standard: Deconstruct - Identify skill & topic Present and advance a clear thesis statement and choose appropriate types of proof that meet standard tests for evidence, including credibility, validity, and relevance. Key Elements: (Unpack) 1.6.1 Present and advance a clear thesis statement. 1.6.2 Choose appropriate types of proof that are credible, valid, and relevant. Course: ELA 9 Key Standard: Speaking Applications 2.1-2.5 Standard: Deconstruct – Identify skill & topic Reading Comprehension 2.1-2.6 Key Elements: (Unpack) **2.1 Deliver a narrative presentation. 2.2 Deliver an expository presentation. 2.3 Deliver interview findings presentation. **2.4 Deliver an oral response to literature. 2.5 Deliver a descriptive presentation.

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Note: No Local Assessment for Q 4 in 9th & 10th due to CST. Objective Test = Local Assessment

ELA 10 Assessment Overview 2010-2011

Type Quarter 1 Quarter 2 Quarter 3 Quarter 4

Performance On-Demand Universal Theme

Analysis

Persuasive Speech

Research Paper

Test

Ob

ject

ive

Tes

t #1

Fiction/Fable

Ob

ject

ive

Tes

t #2

“CAHSEE” Model

See

CA

HS

EE

Blu

epri

nt

Ob

ject

ive

Tes

t #3

Poetry/Drama Research & Speech 1. MLA 2. In text citation 3. Works cited 4. Credibility 5. Evaluating web sources

CST-State Mandated

Reading- 1. Word Analysis (Vocabulary in context, roots and affixes) 2. Imply / illustrate / infer 3. Universal theme 4. Figurative meaning of words 5. Speaker 6. Literary Terms 7. Sequence of events 8. Tone Grammar- 1. Sentence structure 2. Verb use & tense 3. Spelling/Punctuation/ Capitalization (colons, semi colons, apostrophe usage) 4. Compound sentences 5. Complex sentences

List Skills- 1. Nonfiction narrative 2. Interview essay 3. Functional document

/ essay Reading- 1. Conclusions /

inference 2. Research Q # ’s

standards 3. Figurative meanings 4. Vocabulary in context 5. Connotation 6. Denotation 7. Purpose Grammar- 1. Verb tense 2. Phrase identification 3. Writing strategies 4. Commas in a series 5. Compound / complex

sentences 6. Capitalization

Reading- 1. Reading comprehension 2. Vocabulary in context 3. Conclusions / inference 4. Characterization Grammar- 1. Parts of speech 2. Sentence and it’s parts 3. Sentence types 4. Vocabulary/Word Parts 5. Appositives 6. Adverbs & Adjectives 7. Sentence type

identification 8. Simple subject / predicate

identification 9. Complex sentences 10. Pronoun reference 11. Punctuation: comma rules CAHSEE-State Mandated

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ELA 10 Subject Area Standards Assessment Guide ELA 10 Quarter 1 ELA 10 Quarter 2 ELA 10 Quarter 3 ELA 10 Quarter 4

R 1.1.3 R 1.3.2 R 3.3.1 R 3.4.1 R 3.4.2 R 3.5.1 R 3.5.2 LC 1.1.4 LC 1.1.5 LC 1.1.6 LC 1.3.1 LC 1.3.2 LC 1.3.4

R 1.1.1 R 1.1.2 R 1.1.4 R 1.1.5 R1.2.1 R 1.2.2 R 2.3.1 R 2.4.1 R 2.4.2 R 2.4.3 R 2.5.1 R 2.5.2 R 2.5.3 R 2.8.2 R 2.8.3 LC 1.3.1 LC 1.3.2 LC 1.3.3 LC 1.3.4 WA 2..2.1 WA 2.2.2 WS 1.1.1 WS 1.1.2 WS 1.1.3 WS 1.2.1 WS 1.2.2 WS 1.2.3 WS 1.2.4 WS 1.2.5 WS 1.4.1 WS 1.6.1 WS 1.6.2

R 1.3.5 R 2.1.1 R 2.1.2 R 2.1.3 R 2.7.1 R 2.7.2 R 2.7.3 R 3.3.1 R 3.4.3 R 3.7.2 R 3.7.5 R 3.7.8 R 3.11.4 R 3.11.5 R 3.11.6 LC 1.3.1 LC 1.3.2 LC 1.3.4 WS 1.5.2 WS 1.5.3 S.A.2.5 SA 2.6 L/S 1.7 L/S 1.9 L/S 1.11

R 2.5.1 R 2.5.2 R 2.5.3 LC 1.3.1 LC 1.3.2 LC 1.3.3 LC 1.3.4 LS 1.3.1 LS 1.6.1 LS 1.6.2 WA 2.3.2 WS 1.1.1 WS 1.1.2 WS 1.1.3 WS 1.2.1 WS 1.2. 2WS 1.2.3 WS 1.2.4 WS 1.2.5 WS 1.3.1 WS 1.3.2 WS 1.3.3 WS 1.3.4 WS 1.4.1 WS 1.6.1 WS 1.6.2 WS 1.7.1 WS 1.7.2 WS 1.7.3 SA 2.2 SA 2.3 S.A.2.5 SA 2.6 L/S 1.7 L/S 1.9 L/S 1.11

Note: The district pacing matrix and pacing guide reflects the district ELA 10 Key Standards. ELA 10 standards which are not considered Key Standards for the district shall still be addressed in ELA 10 classes; however, they will be informally assessed at the classroom level.

Revised 06/09 Italicized elements are tested in performance exams. Highlighted

standards were added.

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ELA 10 Quarter 1 Key Standards At-a-Glance

R 1.1

1.1.3 Understand word derivation.

R 1.3

1.3.2 Identify the origin of Roman mythology to understand the meaning of new words.

R 3.3

3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot.

R 3.4

3.4.1 Determine characters’ traits by what they say about themselves in narration and in 3.4.2 dialogue.

R 3.5

3.5.1 Compare works that express a universal theme. 3.5.2 Provide evidence to support the ideas expressed in each work.

LC 1.1

1.1.4 Correctly use clauses. 1.1.5 Correctly use phrases. 1.1.6 Correctly use mechanics of punctuation.

LC 1.3

1.3.1 Demonstrate control of grammar. 1.3.3 Demonstrate control of diction. 1.3.4 Demonstrate control of syntax.

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ELA 10 Quarter 2 Key Standards At-a-Glance No sample questions are provided for the standards highlighted in green.

R 1.1

1.1.1 Identify the literal meaning of words. 1.1.2 Identify the figurative meaning of words. 1.1.4 Use literal meaning of words. 1.1.5 Use the figurative meaning of words.

R 1.2

1.2.1 Distinguish between the denotative and connotative meanings of words. 1.2.2 Interpret the connotative power of words.

R 2.3

2.3.1 Generate relevant questions about readings on issues that can be researched.

R 2.4

2.4.1 Synthesize the content from several sources by a single author dealing with a single issue. 2.4.2 Paraphrase the author's ideas to demonstrate comprehension. 2.4.3 Connect the paraphrased ideas on related topics from other sources to demonstrate comprehension.

R 2.5 2.5.1 Extend ideas presented in primary or secondary sources through original analysis (2.5.2) evaluation, and (2.5.3) elaboration.

R 2.8

2.8.2 Evaluate the credibility of an author's argument or defense of a claim by critiquing the comprehensiveness of evidence. 2.8.3 Evaluate the credibility of an author's argument or defense of a claim by critiquing the way in which the author's intent affects the tone.

LC 1.3

1.3.1 Demonstrate control of grammar. 1.3.2 Demonstrate control of paragraphs and sentence structure. 1.3.3 Demonstrate control of diction. 1.3.4 Demonstrate control of syntax.

WS 1.1 WS 1.1.1 Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject. WS 1.1.2 Maintain a consistent tone throughout the piece of writing. WS 1.1.3 Maintain a consistent focus throughout the piece of writing.

WS 1.2 WS 1.2.1 Use precise language. WS 1.2.2 Use action verbs. WS 1.2.3 Use sensory details. WS 1.2.4 Use appropriate modifiers. WS 1.2.5 Use active rather than passive voice.

WS 1.4 WS 1.4.1 Develop key ideas within the body of the composition through supportive evidence.

WS 1.6 WS 1.6.1 Integrate quotations into written text while maintaining flow of ideas. WS 1.6.2 Integrate citations into written text while maintaining flow of ideas.

WA 2.2 WA 2..2.1 Write responses to literature, demonstrating a comprehensive grasp of the significant ideas of literary works. WA 2.2.2 Write responses to literature supporting important ideas and viewpoints through accurate references to the text.

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ELA 10 Quarter 3 Key Standards At-a-Glance Newly added standards highlighted in yellow.

R 1.3

1.3.5 Use knowledge of Roman mythology to understand the meaning of new words.

R 2.1

2.1.1 Analyze the structure of functional workplace document. (writing structure). 2.1.2 Analyze the format of functional workplace documents. (layout: text, graphics, headers). 2.1.3 Analyze how authors use the features to achieve their purposes.

R 2.7

2.7.1 Critique the logic of functional documents by examining the sequence of information. 2.7.2 Critique the logic of functional documents by examining its procedures. 2.7.3 Critique the logic of functional documents by anticipating possible reader misunderstandings.

R 3.3

3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external).

R 3.4 3.4.3 Determine characters' traits by what they say about themselves in dramatic monologue or soliloquy.

R 3.7 3.7.2 Recognize allegory. 3.7.5 Understand the significance of allegory. 3.7.8 Explain the appeal of allegory. Evaluate the qualities of style including the impact of figurative language on tone.

R 3.11 3.11.4 Evaluate the qualities of style, including the impact of figurative language on tone. 3.11.5 Evaluate the qualities of style, including the impact of figurative language on mood. 3.11.6 Evaluate the qualities of style, including the impact of figurative language on theme.

LC 1.3 1.3.1 Demonstrate control of grammar. 1.3.3 Demonstrate control of diction. 1.3.4 Demonstrate control of syntax.

WS 1.5 1.5.2 Identify complexities as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). 1.5.3 Identify different perspectives as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

S.A.2.5

2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects.

SA 2.6 Deliver descriptive presentations. L/S 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of

presentations. L/S 1.9 Analyze interests of the audience and implications of the occasion to choose effective verbal

and non-verbal strategies for presentations (e.g., voice, gestures, eye contact). L/S 1.11 Assess how language and delivery affect the mood and tone of the oral communication and

impact the audience.

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ELA 10 Quarter 4 Key Standards At-a-Glance R 2.5

2.5.1 Extend ideas presented in primary or secondary sources through original analysis. 2.5.2 Extend ideas presented in primary or secondary sources through original evaluation. 2.5.3 Extend ideas presented in primary or secondary sources through original elaboration.

LC 1.3 1.3.1 Demonstrate control of grammar. 1.3.2 Demonstrate control of paragraphs and sentence structure. 1.3.3 Demonstrate control of diction. 1.3.4 Demonstrate control of syntax.

LS 1.3 1.3.1 Choose logical patterns of organization (in speeches and presentations).

LS 1.6 1.6.1 Present and advance a clear thesis statement. 1.6.2 Choose appropriate types of proof that are credible, valid, and relevant.

WA 2.3 2.3.2 Write expository compositions: research reports. WS 1.1

1.1.1 Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject. 1.1.2 Maintain a consistent tone throughout the piece of writing. 1.1.3 Maintain a consistent focus throughout the piece of writing.

WS 1.2

1.2.1 Use precise language. 1.2.2 Use action verbs. 1.2.3 Use sensory details. 1.2.4 Use appropriate modifiers. 1.2.5 Use active rather than passive voice.

WS 1.3 1.3.1 Use clear research questions to present evidence from primary sources. 1.3.2 Use clear research questions to present evidence from secondary sources. 1.3.3 Use coherent research methods to present evidence from primary sources. 1.3.4 Use coherent research methods to present evidence from secondary sources.

WS 1.4 1.4.1 Develop key ideas within the body of the composition through supportive evidence.

WS 1.6 1.6.1 Integrate quotations into written text while maintaining flow of ideas. 1.6.2 Integrate citations into written text while maintaining flow of ideas.

WS 1.7 1.7.1 Use appropriate conventions for documentation in text adhering to MLA format. 1.7.2 Use appropriate conventions for documentations in notes adhering to MLA format. 1.7.3 Use appropriate conventions for documentation in bibliographies adhering to MLA format.

SA 2.2 SA 2.2 Deliver an expository presentation. SA 2.3 2.3 Deliver interview findings presentation. S.A.2.5

2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects.

SA 2.6 Deliver descriptive presentations. L/S 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of

presentations. L/S 1.9 Analyze interests of the audience and implications of the occasion to choose effective verbal

and non-verbal strategies for presentations (e.g., voice, gestures, eye contact. L/S 1.11 Assess how language and delivery affect the mood and tone of the oral communication and

impact the audience.

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ELA 10 Quarter 1 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)

Domain Standard Sample Question

Reading (R)

1.1.3 Understand word derivation

Using your knowledge of the root "anthrop," what is the meaning of the word anthropology?

A. the study of plants B. the study of space C. the study of humans D. the study of animals

3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot.

The conflict at the end of this passage can best be described as

A. internal—the narrator's feelings about her brother winning.

B. external—interactions between the narrator and the judges.

C. external—interactions between the narrator and her brother.

D. internal—the narrator's feelings toward people like the judge.

3.4.1 Determine characters' traits by what they say about themselves in narration.

* According to the passage above, the Samuel can be characterized as

A. selfish B. honest C. stubborn D. uninterested

3.4.2 Determine characters' traits by what they say about themselves in dialogue.

* During the conversation between Rachel and Maureen, Rachel talks a lot about her vacation. From this conversation we learn that Rachel is a person who is

A. impatient B. funny C. intelligent D. adventurous

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Written and Oral

Language Conventions

(LC)

1.1.4 Correctly use clauses.

From the phrases below, identify the one that is not a clause.

A. Since she can ride a bike

B. He is a kind person C. Music is comforting to many folks D. When the saints go marching in

1.1.5 Correctly use phrases.

Which below is not a phrase?

A. Leaving behind the dog

B. Smashing into a fence C. He went to bed D. After the devastation

1.1.6 Correctly use mechanics of punctuation. Read this sentence.

México, however, should also be mentioned in the same breath, thanks to the following artists Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros.

What is the correct punctuation of the underlined part of the sentence?

A. artists: Diego Rivera B. artists; Diego Rivera C. artists—Diego Rivera D. artists, Diego Rivera

1.3.1 Demonstrate control of grammar.

What is the correct way to write the following?

Dear Mayor Lewis:

A. Dear Mayor Lewis

B. Dear Mayor Lewis- C. Dear Mayor Lewis, D. Leave as is.

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Written and Oral

Language Conventions

(LC)

1.3.3 Demonstrate control of diction. Read this sentence.

Many homes and apartments in our neighborhood have a lot of

landscaping.

Which word would best replace the underlined words in the sentence and make it more precise? A. broad B. extensive C. sweeping D. spacious

1.3.4 Demonstrate control of syntax. Read the following sentence.

Although I certainly realize that we cannot turn the exterior of our school into a botanical garden, absolutely we can surely add more beauty to its surroundings. What is the best way to improve the structure of the underlined part of the sentence?

A. absolutely we can add more beauty to its surroundings. B. we can surely add the most beauty to its surroundings. C. we can surely add more beauty to its surroundings. D. we can add more beauty to its surroundings absolutely.

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ELA 10 Quarter 2 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)

Domain Standard Sample Question

Reading (R)

1.1.1 Identify the literal meaning of words.

Read the sentence below from the passage. First he stirred fresh mint leaves with sugar and secret ingredients in a small pot on the stove for a very long time, concocting a fragrant elixir of mint. The word concocting means

A. examining.

B. creating.

C. imagining.

D. tasting.

1.1.2 Identify the figurative meaning of words.

Read the sentence below from the passage. Few people noticed that Rothschild was snapping up these bonds when everyone else was desperately trying to sell them. In this sentence, snapping up means

A. giving away.

B. destroying.

C. throwing out.

D. buying.

1.2.1 Distinguish between the denotative and connotative meanings of words.

Which of the following is the connotative meaning of the word blue?

A. color of the sky

B. sad

C. wind D. angry

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Reading (R)

1.2.2 Interpret the connotative power of words.

In which sentence does the underlined word have the most negative connotation?

A. The man's remarks were harmful. B. The man's remarks were mischievous. C. The man's remarks were malicious. D. The man's remarks were unpleasant.

2.3.1 Generate relevant questions about readings on issues that can be researched.

* In order to understand the passage better, which topic should be researched?

A. How are modern communication devices better than carrier pigeons?

B. How did the Duke of Wellington defeat Napoleon at Waterloo? C. How were carrier pigeons trained for use during wartime? D. What types of medals were awarded for bravery during World

War I?

2.4.1 Synthesize the content from several sources by a single author dealing with a single issue.

* Which event happened during the same time period that Forever Blue, Inc. began manufacturing blue jeans?

A. Blue jeans became fashionable for women.

B. Teens began to wear blue jeans.

C. Studs were first used on blue jeans.

D. All of the above.

2.4.2 Paraphrase the author's ideas to demonstrate comprehension.

*Based on the information presented in Article 1 and Article 2, how can the reader best paraphrase the main idea?

A. All visually impaired individuals use guide horses.

B. It is common to be selected as a guide horse owner.

C. Guide horses require extensive training but are a valuable

resource.

D. Guide horses learn the most during the verbal portion of the

training process.

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Reading (R)

2.4.3 Connect the paraphrased ideas on related topics from other sources to demonstrate comprehension.

* What principal idea connects the information in both articles? A. The guide horse training process integrates the techniques of

various experts. B. The primary duty of an assistance animal is to protect the

handler from danger. C. Assistance animals can live for several decades. D. Guide dogs are still more effective than guide horses.

2.8.2 Evaluate the credibility of an author's argument or defense of a claim by critiquing the comprehensiveness of evidence.

* Which of the following statements from the passage supports the author's conclusion that carrier pigeons sometimes had a dangerous job?

A. In 1815 an English banker named Nathan Rothschild made his fortune by relying on messages sent to him by carrier pigeons.

B. Since they could easily be released from airplanes or ships, every branch of the armed services used the birds.

C. On his last mission, though wounded, he carried a message that saved the lives of 194 American soldiers.

D. Many people find carrier pigeons ugly because of their big wattle, a knobby buildup of skin on the beak.

2.8.3 Evaluate the credibility of an author's argument or defense of a claim by critiquing the way in which the author's intent affects the tone.

* Which idea shows that the author believes that Yellowstone's beauty is awe-inspiring?

A. The author expresses how Langford described Yellowstone as a place with a "threatening underworld."

B. The author explains that, after the Civil War, the government

funded survey teams to explore the West.

C. The author describes how eager Moran was to tell others about

his "profound experience" at Yellowstone.

D. The author tried to prevent Yellowstone from becoming a

national park, fearing that tourists would ruin the natural beauty.

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ELA 10 Quarter 3 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)

Domain Standard Sample Question

Reading (R)

1.3.5 Use knowledge of Roman mythology to understand the meaning of new words.

Which word contains a Latin root that means "to weave"? A. response B. context C. science D. gravity

2.1.1 Analyze the structure of functional workplace document. (writing structure

*The word counts as used in the advertisement (Document B) has what double meaning?

A. importance and duration B. consideration and computation C. to rate and total D. to calculate and evaluate

2.1.2 Analyze the format of functional

workplace documents. (layout: text, graphics, headers)

*When the online screens shown in Step 1 and Step 3 are

compared, what relationship is revealed? A. Each successive step is not dependent upon the previous step.

B. Each successive step further narrows the search topic.

C. Each successive step is more important than the previous step.

D. Each successive step offers fewer specific options.

2.1.3 Analyze how authors use the features to achieve their purposes.

*The author uses the runner in the advertisement (Document B) to give the impression that

A. making a good stopwatch is a tiring task.

B. winners choose ATLAS stopwatches.

C. time is more important to runners than to other people.

D. running is time consuming.

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Reading (R)

2.7.1 Critique the logic of functional documents by examining the sequence of information

*Based on information from A Blue Jeans Chronology in Document B, the reader could assume that

A. blue jeans serve a purely functional purpose. B. styles changed to make blue jeans more economical. C. children's jeans were not manufactured until the mid-1900s. D. the first denim jeans were manufactured for men.

2.7.2 Critique the logic of functional documents by examining its procedures.

*Which sequence accurately presents the order of the steps suggested in the Map Artist tutorial?

A. order 1 B. order 2 C. order 3 D. order 4

2.7.3 Critique the logic of functional documents by anticipating possible reader misunderstandings.

*Which supplement, if added to Article 2, could best enhance the reader's understanding of the guide horse training process?

A. examples of verbal commands taught to the guide horse

B. charts illustrating the career of John Lyons

C. a picture showing a guide horse walking ahead of its handler

D. a list of well-known horse trainers

3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external).

* In "Working Out a Book," what is the effect of Abe's interaction with Mr. Crawford?

A. It provides comic relief. B. It depicts Abe in a superior role. C. It introduces a villain to the story. D. It demonstrates Abe's sense of fairness.

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Reading (R)

3.4.3 Determine characters' traits by what they say about themselves in dramatic monologue or soliloquy.

What does this excerpt reveal about Washington's character?

A. He considers himself to be the most qualified individual to single-handedly create a new Constitution.

B. His desire for a new Constitution is founded on firsthand

experience of the failings of the old system.

C. He believes that the Constitution should require the government

to follow a military-like structure.

D. He hopes that the new Constitution will take all control away

from Congress.

3.7.2 Recognize allegory.

Which literary element is a narrative that acts as an extended metaphor?

A. Simile B. Allegory C. Alliteration D. Analogy

3.7.5 Understand the significance of allegory.

In Dante's Inferno, allegory is used to—

A. represent every man's search for meaning B. represent man's inhumanity C. represent God D. represent compassion

3.7.8 Explain the appeal of allegory. Evaluate the qualities of style including the impact of figurative language on tone.

Allegory—

A. Uses both literal and figurative meaning B. Uses common sounds for affect C. Uses like or as D. Uses grammarless stream

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Reading (R)

3.11.4 Evaluate the qualities of style, including the impact of figurative language on tone.

Which phrase from the story helps create an aggravated tone?

A. back to the basics B. when the participants return C. in the heat of the day D. barking across the way

3.11.5 Evaluate the qualities of style, including the impact of figurative language on mood.

Which phrase from the story helps to create a mood of anticipation?

A. a whirlwind of activity long B. hot afternoons C. snarling insults back and forth D. jammed onto racks and shelved

3.11.6 Evaluate the qualities of style, including the impact of figurative language on theme.

Which sentence from the story helps illustrate the theme?

A. He became what he had seen his whole life. B. The beam finally bowed lower than the mast. C. Cane could be found on the ground. D. He grew out of his circumstance.

Written and Oral

Language Conventions

(LC)

1.3.1 Demonstrate control of grammar.

What is the correct way to write the following?

Dear Mayor Lewis:

A. Dear Mayor Lewis B. Dear Mayor Lewis- C. Dear Mayor Lewis, D. Leave as is.

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Written and Oral

Language Conventions

(LC)

1.3.3 Demonstrate control of diction. Read this sentence.

Many homes and apartments in our neighborhood have a lot of

landscaping.

Which word would best replace the underlined words in the sentence and make it more precise?

A. broad B. extensive

C. sweeping D. spacious

1.3.4 Demonstrate control of syntax. Read the following sentence.

Although I certainly realize that we cannot turn the exterior of our school into a botanical garden, absolutely we can surely add more beauty to its surroundings.

What is the best way to improve the structure of the underlined part of the sentence?

A. absolutely we can add more beauty to its surroundings. B. we can surely add the most beauty to its surroundings. C. we can surely add more beauty to its surroundings. D. we can add more beauty to its surroundings absolutely.

1.5.2 Identify complexities as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

Which of the following is a major component of a journalistic article?

A. who

B. what

C. when D. all of the above

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Written and Oral

Language Conventions

(LC)

1.5.3 Identify different perspectives as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

*How is bias shown in this article?

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Test Security Protocols of Subject Area Standards Assessments

In order to protect the validity and integrity of our Subject Area Standards Assessments, appropriate and ethical testing practices are necessary. It is essential that everyone understand the crucial need for test security so we may ensure that trends in achievement results can be calculated accurately across years. The issue of test security is also important as we aspire for a much-improved CST correlation.

The following protocols shall guide handling and administration of ALL Subject Area Standards Assessments:

1. Before the assessment, items should not be used for review, quizzes, or warm ups. There is to be no prior exposure to any part of the Subject Area Standards Assessment with the sole exception of the ELA On-Demand narrative (not the prompt).

2. Students may not take a test home under any circumstances.

3. Subject Area Standards Assessments should not be used for the creation of

formatives. Answer keys will not be made available to pupils under any circumstance.

4. Assessment scantrons should remain free of staples, wrinkles, folding, crumpling,

etc. This ensures that the scores can be read accurately and without compromise.

5. After the test is administered, scores returned, and the testing window is closed,

teachers may go over the test, particularly the items students found challenging, to address misconceptions as well as to re-teach. Also, teachers may use diagrams, tables, graphs, narratives, primary sources from the test to emphasize some test taking strategies in anticipation of the CST.

It is everyone’s responsibility to maintain test security. We appreciate your commitment towards this endeavor.

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COMMON EXPECTATIONS FOR HIGH SCHOOL On-DEMAND TESTS:

1. THIS TEST WILL NOT BE USED FOR TEACHER EVALUATION PURPOSES. 2. ITS PURPOSE IS TO ASSURE THAT ALL STUDENTS HAVE ACCESS TO THE

MOST CRITICAL SKILLS AND KNOWLEDGE AT GRADE LEVEL. 3. DATA SHOULD BE USED TO FACILITATE RETEACHING OF KEY SKILLS/

STANDARDS.

Pre-testing Protocol: 1. Teachers should review the rubric with students during instructional time. 2. The reading material should be distributed at least 45 minutes before the essay test but can be

distributed the previous class session. 3. Teacher is not to read or discuss selection with students or provide any assistance with

comprehension or vocabulary. 4. Students are not to use dictionary or reference materials during the essay testing time. 5. Students may write on their reading material and use these notes on the essay test. 6. They may not bring or make separate notes. 7. The only materials the students will be allowed to have on the testing day are:

a. prompt, b. reading material, c. essay-writing paper (binder paper or teacher-made), and d. blue or black ink pen or pencil as mandated by instructor.

Test Procedures:

1. Students will have 45 minutes to complete essay test. 2. Absent or excessively tardy (your discretion) students must make up the test at a later

date. Essay Requirements:

1. Introductory paragraph. 2. At least one body paragraph with textual evidence and analysis. 3. Concluding paragraph. 4. Reminder: students are to focus on one character trait or one theme ONLY. 5. Students who write about more than one trait or theme will be considered off topic. 6. Non-Scorable = Blank, Written/Spoken in a language other than English, Off-Topic,

Illegible or Unintelligible.

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10th Grade Writing Task

On- Demand Universal Theme Analysis

Directions

Write your essay on the provided test paper.

Write clearly and neatly in either black or blue ink.

You may use only the notes that you wrote on the literature provided.

You may NOT consult with a teacher or another student, and you may not use a dictionary or

any other resource.

Scoring

Your writing will be scored on how well you

discuss the similarities and differences in two or more literary works which express the same

universal theme.

provide evidence from each work to support your ideas.

meet all criteria as stated in the rubric.

Writing a Universal Theme Analysis Paper

� Because this is an on-demand prompt, the writing situation and directions will not be revealed until the time of the test.

Writing Situation: Writing Directions: When you write your paper remember to:

write a clear and appropriate thesis. support all main ideas with evidence from the literary works use correct grammas, spelling, punctuation, and capitalization. evaluate the author’s use of literary devices such as diction and figurative language on the

theme. use appropriate quotations within your paper.

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ELA 10th Universal Theme Analysis Stories (On-Demand)

#1 Papa Who Wakes up Tired in the Dark

--from The House on Mango Street by Sandra Cisneros Story Background In “Papa Wakes Up Tired in the Dark,” the narrator’s father tells her that his father has died. His strong reaction makes her consider how she would feel if he died.

Your abuelito is dead, Papa says early one morning in my room. Estad muerto, and then as if he just heard the news himself, crumples like a coat and cries, my brave Papa cries. I have never seen my Papa cry and don't know what to do.

I know he will have to go away, that he will take a plane to Mexico, all the uncles and aunts will be there, and they will have a black and white photo taken in front of the tomb with flowers shaped like spears in a white vase because this is how they send the dead away in that country. Because I am the oldest, my father has told me first, and now it is my turn to tell the others. I will have to explain why we can't play. I will have to tell them to be quiet today. My Papa, his thick hands and thick shoes, who wakes up tired in the dark, who combs his hair with water, drinks his coffee, and is gone before we wake, today is sitting on my bed.

And I think if my own Papa died what would I do. I hold my Papa in my arms. I hold and hold and hold him.

#2 Mother to Son

by Langston Hughes Well, son, I'll tell you: Life for me ain't been no crystal stair. It's had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor Bare. But all the time I'se been a-climbin' on, And reachin' landin's, And turnin' corners, And sometimes goin' in the dark Where there ain't been no light. So, boy, don't you turn back. Don't you set down on the steps. 'Cause you finds it's kinder hard. Don't you fall now For I'se still goin', honey, I'se still climbin', And life for me ain't been no crystal stair.

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Non-Scorable = Blank, Written in a language other than English, Off-Topic, Illegible or Unintelligible.

10th GRADE UNIVERSAL THEME ANALYSIS ESSAY RUBRIC

STANDARDS COMENDABLE (4)

PROFICIENT(3)

APPROACHING STANDARD (2)

NON-PROFICIENT (1)

PROFICIENT/PASSING

NON-PROFICIENT/NOT PASSING

I.)

Ass

ignm

ent

T

opic

WRITING: 1.0 (FORMAT/GOALS)

Clearly addresses all parts of the writing task/prompt.

Addresses all parts of the writing task/prompt.

Minimally addresses all parts of the writing task/prompt.

Addresses only parts of the writing task/prompt.

II.)

L

iter

ary

Anal

ysis

(

Them

e)

WRITING: 2.2

Demonstrates a comprehensive grasp of the significant ideas of the literary works through extended analysis; develops support of important ideas & viewpoints through accurate & detailed references to the texts or to other works.

Demonstrates a clear grasp of the

significant ideas of the literary works

through convincing analysis; supports

important ideas & viewpoints through

accurate & detailed references to the

texts or to other works.

Demonstrates a minimal grasp of the significant ideas of the literary works through weak analysis; supports important ideas & viewpoints through some references to the texts or to other works.

Fails to demonstrate a grasp of the significant ideas of the literary works through weak analysis; fails to support important ideas & viewpoints through references to the texts or to other works.

III.

) T

hes

is a

nd

Org

aniz

atio

n WRITING: 1.1

Provides a meaningful thesis; demonstrates a consistent tone, focus, & purposeful control of organization of the significant ideas.

Provides a thesis; demonstrates a

consistent tone, focus, & control of

organization.

May provide a weak thesis; demonstrates an inconsistent tone, focus, & little control of organization.

Lacks a thesis.

IV.)

E

vide

nce

/

Support

WRITING: 1.4, 1.6, 2.2

Thoroughly supports the thesis & main ideas with specific, well-developed details & examples.

Supports the thesis & main ideas with specific details & examples.

Supports the thesis & main ideas with undeveloped/vague details &/or examples.

Fails to support ideas &/or examples.

V.)

Se

nte

nce

Typ

es

& L

angu

age

Conve

nti

ons

WRITING: 1.2, 1.9 CONVENTIONS:

1.2, 1.3

Uses a variety of sentence types, uses precise, descriptive vocabulary, & demonstrates a clear awareness of audience.

Uses a variety of sentence types, uses some descriptive vocabulary, & demonstrates a general awareness of audience.

Uses a minimal variety of sentence types, uses basic, predictable vocabulary, & demonstrates a limited awareness of audience.

Lacks a variety of sentence types, uses limited vocabulary, & may demonstrate a lack of awareness of audience.

VI.

) C

onve

nti

ons

of

the

Engl

ish

Lan

guag

e

CONVENTIONS: 1.1 - 1.5

Contains few, if any, errors in grammar, punctuation, spelling, capitalization & usage.

May contain some errors in grammar,

punctuation, spelling, capitalization &

usages, which do not interfere with the

reader's understanding of the essay.

Contains several errors in grammar, punctuation, spelling, capitalization & usage, which may interfere with the reader's understanding of the essay.

Contains serious and/or frequent errors in grammar, punctuation, spelling,

capitalization & usage, which do

interfere with the reader's

understanding of the essay. VII.) Overall Score

WRITING: 2.2

Score: Comments:

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Controversial Topic Research Writing Task 10th Grade

Writing Situation: A controversial issue is a topic in which there are strong opinions on opposing sides. Writing Directions: Choose a controversial topic. Use a variety of resources to investigate the proponents and opponents of the issue. Write a paper where you compare and contrast the two sides; ultimately choosing the side you feel is most valid. Format Requirements

Minimum 1,500 words (as directed by state standards). Typed or written neatly and clearly in black or blue ink. If typed, double spaced with standard 1 inch margins on all sides (using Times New Roman, size 12

font). Minimum of 5 sources to be used. Works cited page required following MLA format. Must include at least one parenthetical (in-text) citation for each source listed in works-cited page.

Scoring Your writing will be scored on how well you

evaluate the impact of the event. support all ideas from research. meet all criteria as stated in the rubric.

When you write your paper remember:

Write a clear and appropriate thesis.

Support all main ideas with evidence from your research.

Use correct grammar, spelling, punctuation, and capitalization.

Use appropriate quotations within your paper.

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Non-Scorable = Blank, Written in a language other than English, Off-Topic, Illegible or Unintelligible

10TH GRADE CONTROVERSIAL TOPIC RESEARCH PAPER RUBRIC STANDARDS COMENDABLE (4)

PROFICIENT(3)

APPROACHING STANDARD (2)

NON-PROFICIENT (1)

PROFICIENT/PASSING NON-PROFICIENT/NOT PASSING

I.)

ASSIG

NM

EN

T

/ T

OP

IC

WRITING: 1.7 CONVENTIONS:

1.4, 1.5

Clearly addresses all parts of the writing task (including format requirements)

Addresses all parts of the writing task (including format requirements)

Minimally addresses all parts of the writing task (including format requirements)

Addresses only parts of the writing task (including format requirements)

II.)

P

ER

SU

ASIV

E R

ESE

AR

CH

P

AP

ER

WRITING: 2.3 A, B, C & E

READING: 2.2, 2.5, 3.5

Includes compelling and detailed background information that orients the reader; synthesizes, connects, analyzes & extends information using 5 or more sources, 1 of which may be primary source interview & no more than 4 of which are internet sources; demonstrates understanding of documentation format & contains few, if any errors

Includes detailed background information that orients the reader; synthesizes, connects & analyzes information using 3 or more written sources; demonstrates an understanding of documentation format., but may not exhibit complete control

Includes background information that orients the reader; synthesizes & connects information using 3 or more sources; demonstrates basic understanding documentation format, but may not exhibit complete control

Does not include background information that orients the reader; fails to synthesize & connect information from more than 1 source; fails to demonstrate basic understanding of documentation format & does not exhibit control

III.

) T

HE

SIS

&

OR

GA

NI-

ZA

TIO

N

WRITING: 1.1

Provides a meaningful thesis, demonstrates a consistent tone focus, & purposeful control of organization

Provides a thesis, demonstrates a consistent tone, focus, & control of organization

Provides a thesis, but demonstrates an inconsistent tone, focus, & little control of organization

Provides a weak, if any, thesis, demonstrates little or no consistency of tone, focus, & little or no control of organization

IV.)

E

VID

EN

CE

/

SU

PP

OR

T WRITING: 1.4,

1.5, 1.6, 2.3 A, B, C & E

READING: 2.4, 2.5, 3.5

Thoughtfully supports the thesis & main ideas with specific, well-developed details & examples

Supports the thesis & main ideas with specific details & examples

Supports the thesis & main ideas with limited details &/or examples

Fails to support ideas with details &/or examples

V.)

SE

NT

EN

CE

T

YP

ES &

L

AN

GU

AG

E

WRITING: 1.2, 1.9 CONVENTIONS:

1.2, 1.3

Provides a variety of sentence types, uses precise, descriptive vocabulary, & demonstrates a clear sense of audience

Provides a variety of sentence types, uses some descriptive vocabulary, & demonstrates a general sense of audience

Provides a minimal variety of sentence types, uses basic, predictable vocabulary, & demonstrates little sense of audience

Lacks a variety of sentence types; uses limited vocabulary, &/or demonstrates no sense of audience

VI.

) C

ON

VE

NT

ION

S O

F T

HE

E

NG

LIS

H

LA

NG

UA

GE

CONVENTIONS: 1.1 - 1.5

Contains few, if any, errors in grammar, punctuation, spelling, capitalization & usage

May contain some errors in grammar, punctuation, spelling, capitalization & usage, which do not interfere with the reader's understanding of the essay

Contains several errors in grammar, punctuation, spelling, capitalization & usage, which may interfere with the reader's understanding of the essay

Contains serious errors in grammar, punctuation, spelling, capitalization & usage, which do interfere with the reader's understanding of the essay

VII.) Overall Score

WRITING: 2.2

Score: Comments:

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THE PERSUASIVE SPEECH Task 10th Grade

Situation The persuasive speech is designed to convince the audience to take a position on a subject or to take action. This speech must use documented evidence to not only educate the audience, but to sway its opinion, as well. Directions Choose a topic based on the following:

Topic must be controversial or debatable, and the speaker must choose one side or position. Topic must be stated in a form of a sentence. Speaker must anticipate and address the audience’s concerns and counterarguments.

Sample Topics

1. Any juvenile convicted of an adult crime should receive the same penalty under the law as an adult. 2. Income taxes are an unfair penalty that hurts individuals who work hard and stimulate the economy. 3. Parents should not be able to regulate reading material chosen for students by educational

professionals. 4. Television, internet access, and video games influence children in negative ways. Students benefit by a

school day that begins later, because of increased sleep time. 5. Marriage should be legally defined as a union between two people, regardless of their gender. 6. Creationism should be taught in the public schools as an alternative. 7. Gun registration is a violation of constitutional rights. 8. Sexual abstinence is a serious commitment that all single persons should take.

Speech format requirements:

Two (2) note cards - notes on the front side only. Sources must be identified in the speech. The speech must be between 3 and 7 minutes in length. Outline must be turned in for review prior to the speech. Works Cited page must be turned in for review prior to the speech. Visual aids (props, graphs, poster, electronic media, etc.) are recommended but not required.

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10th GRADE PERSUASIVE SPEECH RUBRIC

STANDARDS COMENDABLE (4)

PROFICIENT(3)

APPROACHING STANDARD (2)

NON-PROFICIENT (1)

PROFICIENT/PASSING

NON-PROFICIENT/NOT PASSING

I.)

Assignment

Topic

LISTENING & SPEAKING STRATEGIES:

1.1-1.9

Clearly addresses all parts of the task (including format requirements).

Addresses all parts of the task (including format requirements).

Addresses only parts of the task (including format requirements).

Does not address or addresses only one part of the task (including format requirements).

II.)

Persuasive Speech

LISTENING &

SPEAKING STRATEGIES:

1.4 APPLICATIONS:

2.5C, 2.5D

Uses appropriate & clever techniques for developing the introduction & conclusion (i.e. attention-getter: quotation, question, anecdote, etc.); clarifies and defends position with authority; anticipates & clearly addresses the listener's concerns and counterarguments.

Uses appropriate techniques for developing the introduction & conclusion (i.e. attention- getter: quotation, question, anecdote, etc.); clarifies and defends position; anticipates & addresses the listener's concerns and counterarguments.

Attempts use of a techniques for developing the introduction & conclusion (i.e. attention- getter: quotation, question, anecdote, etc.); attempts to clarify and defend position; attempts to anticipate & address the listener's concerns and counterarguments.

Lack of techniques for developing the introduction & conclusion (i.e. attention- getter: quotation, question, anecdote, etc.); does not clarify and defend position; does not anticipate & address the listener's concerns and counterarguments.

III.)

Thesis and Organization

LISTENING & SPEAKING

STRATEGIES: 1.3, 1.6

APPLICATIONS: 2.5A

Uses logical patterns of organization; thoughtfully presents and advances a clear thesis statement; creatively structures ideas and arguments in a coherent, logical fashion; recognizes and uses multiple elements of classical speech forms (i.e. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion.

Uses logical patterns of organization; presents and advances a clear thesis statement; structures ideas and arguments in a coherent, logical fashion; recognizes and uses elements of classical speech forms (i.e. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion.

Uses minimal organization; presents a thesis statement; Attempts to structure ideas and arguments in a coherent, logical fashion; attempts recognize and use elements of classical speech forms (i.e. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion.

Lacks a thesis statement; does not structure ideas and arguments in a coherent, logical fashion.

IV.)

Conventions

of the

English

Language

WRITTEN &

ORAL ENGLISH LANGUAGE

CONVENTIONS: 1.1-1.3

Uses standard English and proper usage of diction.

Uses standard English and proper usage of diction with some minor errors.

Uses several instances of nonstandard English and inappropriate diction.

Uses nonstandard English to the point that it interferes with understanding.

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Non-Scorable = Blank, Written in a language other than English, Off-Topic, Illegible or Unintelligible.

V.)

. Evidence / Support

LISTENING & SPEAKING

STRATEGIES: 1.1, 1.5, 1.6

APPLICATIONS: 2.5B

Effectively formulates judgments

about the ideas under discussion

and supports those judgments

with convincing evidence; uses

varied rhetorical devices to

support assertions (i.e. appeal to

logic through reasoning; appeal to

emotion or ethical belief; personal

anecdote, case study or analogy);

chooses varied & appropriate

types of proof to appeal to logic

(i.e. statistics, testimony, specific

instances) that meet standard tests

for credibility, validity, and

relevance.

Formulates judgments about

the ideas under discussion and

supports those judgments with

evidence; uses rhetorical

devices to support assertions

(i.e. appeal to logic through

reasoning; appeal to emotion

or ethical belief; personal

anecdote, case study or

analogy); chooses appropriate

types of proof to appeal to

logic (i.e. statistics, testimony,

specific instances) that meet

standard tests for credibility,

validity, and relevance.

Attempts to formulate

judgments about the ideas

under discussion and attempts

to support those judgments

with evidence; attempts to use

rhetorical devices to support

assertions (i.e. appeal to logic

through reasoning; appeal to

emotion or ethical belief;

personal anecdote, case study

or analogy); chooses

inappropriate types of proof to

appeal to logic (i.e. statistics,

testimony, specific instances)

that meet standard tests for

credibility, validity, and

relevance.

Does not formulate

judgments about the ideas

under discussion; does not

use rhetorical devices to

support assertions (i.e. appeal

to logic through reasoning;

appeal to emotion or ethical

belief; personal anecdote,

case study or analogy); types

of proof (i.e. statistics,

testimony, specific instances)

do not meet standard tests for

credibility, validity, and relevance.

VI.)

Conventions of Public Speaking

LISTENING & SPEAKING

STRATEGIES: 1.9

Thoroughly analyzes the occasion

and the interests of the audience

and chooses effective verbal and

nonverbal techniques: varies

tone, inflection, rate, volume, and

pitch of voice; enunciation is

clear; eye contact is purposeful;

speaker looks at audience

throughout speech; gestures and

movements are natural, effective

and purposeful; no repetitive or

nervous behavior is evident;

evident practice and preparation

results in a polished, professional

presentation.

Analyzes the occasion and the

interests of the audience and

chooses effective verbal and

nonverbal techniques: varies

tone, inflection, rate, volume,

and pitch of voice; enunciation

is clear; eye contact is sustained; speaker

does look at audience throughout

speech; gestures and movements are

natural and purposeful; occasional

repetitive or nervous behavior may be

evident; practice and preparation results

in a polished presentation.

Chooses verbal and nonverbal

techniques: attempts to vary

tone, inflection, rate, volume,

and pitch of voice; enunciation

is generally clear; eye contact is

sporadic; speaker does not look

at audience throughout speech;

gestures and movements are

forced; repetitive or nervous

behavior is evident; minimal

evidence of practice and

preparation.

Does not use verbal and

nonverbal techniques: does

not vary tone, inflection, rate,

volume, and pitch of voice;

enunciation is not clear;

speaker does not look at

audience; gestures and

movements are distracting;

repetitive or nervous

behavior interferes with

audience's understanding; no

evidence of practice and preparation.

VII.)

Overall

Score LISTENING &

SPEAKING APPLICATIONS:

2.5

Score: Comments:

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ELA 10

Greek and Latin Roots

Master List

Root Sample Words Meaning of Root

acro acrobat, acronym, acrophobia height; top

ambi ambidextrous, ambience, ambiguous both; around

archa/arche/archi archaeology, archaic, archive,

archetype

primitive; ancient

belli rebellion, belligerent, rebel war

gen/gene genealogy, genre, indigenous birth; kind; race

grat grateful, gratitude, gratify, gratuity pleasing

hydr/hydra/hydro hydrate, dehydration, hydrant water

mal malnutrition, malady, malice bad

ortho orthodontist, orthopedic, orthography straight

pan panacea, panorama, pandemic all; everyone

path antipathy, apathy, empathetic,

sympathy

feeling; emotion

phil/philo philanthropist, philosophy,

bibliophile, philatelist

love; friend

phob agoraphobia, arachnophobia,

graphophobia, phobic

fear

plac placate, placid, please, pleasant to please

pos/posit/pon pose, dispose, deposit, position to place; put

psych psychic, psychology, psyche mind; mental

quer/quest question, query, request, quest ask; seek

satis satisfy, satiate, satisfactory enough

sign signature, signal, significant, signify mark; cut

soli soliloquy, solitude, desolate alone

soph philosopher, sophisticated, sophism wise

tort distort, contortion, torture, retort twist

trib contribute, distribute, tribe, tribute pay; give; assign

ven/vent convene, venture, adventure, prevent come

vor Voracious, carnivore, devour swallow; eat

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COMPREHENSIVE LIST OF AFFIXES

Prefixes

7th

8th

9th

10th

11th

bi- ad- circum- com- cent-

ex- an- con- counter-/contra- hyper-

for-/fore- anti-/ante- epi- equi- hypo-

hyper- co- hemi- magn- inter-

il-/im- de-/dis- mal- peri- intra-

in-/ir- extra- mid- retro- macro-

intro- mis- out- semi- micro-

mini- mono- over- sym- omni-

multi- per- para- ultra- quasi-

non- tele- poly-

pre-/post- un- pro-

re-

sub-

super-

trans-

Suffixes

7th

8th

9th

10th

11th

-ant/-ist/-ician -able/-ible -ate -ancy/-ency -acious

-ation -al/-ic/-ish -cy -ance/-ence -ade

-ative -ant/-ive/-some -fy/-ify -cide -arium

-en -arian -ile -ic -cy

-er/-est -ful/-ous -ion -ism -fy

-hood -ian -ish -oid -ice

-less -ment -ity -ular/-ulent -uous

-ly/-ily -ness -ive

-tude -ous -ize

-ways -some

-wise -ure

-ward

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CALIFORNIA STANDARDS TESTS GRADE 10 ENGLISH-LANGUAGE ARTS

(Blueprints adopted by the State Board of Education 10/02)

CALIFORNIA CONTENT STANDARDS: READING # of

Items %

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

8 11%

1.1 Vocabulary and Concept Development: Identify and use the literal and figurative meanings of words and understand word derivations.

5

1.2 Vocabulary and Concept Development: Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

2

1.3 Vocabulary and Concept Development: Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word “narcissistic” drawn from the myth of Narcissus and Echo).

1

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal.

18 24%

2.1 Structural Features of Informational Materials: Analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes.

2

2.2 Structural Features of Informational Materials: Prepare a

bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

2

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: Generate relevant questions about readings on issues that can be researched.

2

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CALIFORNIA CONTENT STANDARDS: READING # of

Items %

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

NA*

2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and access guides to World Wide Web sites on the Internet).

2

2.7 Expository Critique: Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

4

2.8 Expository Critique: Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

4

3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Grades Nine Thorough Twelve illustrate the quality and complexity of the materials to be read by students.

16 21%

3.1 Structural Features of Literature: Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (comedy, tragedy, drama, dramatic monologue).

1

3.2 Structural Features of Literature: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

2

3.3 Narrative Analysis of Grade-Level-Appropriate Text: Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and the way those interactions affect the plot.

2

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CALIFORNIA CONTENT STANDARDS: READING # of

Items %

3.4 Narrative Analysis of Grade-Level-Appropriate Text: Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, soliloquy.

1

3.5 Narrative Analysis of Grade-Level-Appropriate Text: Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work.

2

3.6 Narrative Analysis of Grade-Level-Appropriate Text: Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

1

3.7 Narrative Analysis of Grade-Level-Appropriate Text: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appea.l

2

3.8 Narrative Analysis of Grade-Level-Appropriate Text: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.

1

3.9 Narrative Analysis of Grade-Level-Appropriate Text: Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

1

3.10 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

1

3.11 Literary Criticism: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach).

1

3.12 Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period (Historical Approach).

1

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CALIFORNIA CONTENT STANDARDS: WRITING # of

Items %

1.0 WRITTEN AND ORAL LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions.

13 17%

1.1 Grammar and Mechanics of Writing: Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens).

3

1.2 Grammar and Mechanics of Writing: Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

3

1.3 Grammar and Mechanics of Writing: Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.

3

1.4 Manuscript Form: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

3

1.5 Manuscript Form: Reflect appropriate manuscript requirements, including

1 (rotating annually)

1) title page presentation, 1/4**

2) pagination, 1/4**

3) spacing and margins, and 1/4**

4) integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.

1/4**

1.0 WRITING STRATEGIES: Students write coherent and focused essays that convey a well-defined perspective and tightly-reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed.

20 27%

1.1 Organization and Focus: Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing.

3

1.2 Organization and Focus: Use precise language, action verbs,

sensory details, appropriate modifiers, and active rather than the passive voice.

3

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CALIFORNIA CONTENT STANDARDS: WRITING # of

Items %

1.3 Research and Technology: Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

2

1.4 Research and Technology: Develop the main ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

2

1.5 Research and Technology: Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

2

1.6 Research and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

NA*

1.7 Research and Technology: Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., the Modern Language Association Handbook, The Chicago Manual of Style).

2

1.8 Research and Technology: design and publish documents by using advanced publishing software and graphic programs

NA*

1.9 Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

6

TOTALS 75 100% * Not assessable in multiple-choice format © California Department of Education

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CST and CAHSEE Comparison Chart

STRAND/REPORTING CLUSTER

NUMBER & PERCENTAGE OF MULTIPLE CHOICE QUESTIONS in GRADES 2nd -11th

CST Compared to CAHSEE

2nd 3rd 4th 5th 6th 7th 8th 9th 10th CAHSEE 11th

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT

22 / 34%

20 / 31%

18 / 24%

14 / 19%

13 / 17%

11/ 15%

9 / 12%

8 / 11%

8 / 11%

7 / 10%

8 / 11%

2.0 READING COMPREHENSION

15 / 23%

15 / 23%

15 / 20%

16 / 21%

17 / 23%

18 / 24%

18 / 24%

18 / 24%

18 / 24%

18 / 25%

19 / 25%

3.0 LITERARY RESPONSE AND ANALYSIS:

6/ 9%

8/ 12%

9/ 12%

12/ 16%

12/ 16%

13 / 17%

15 / 20%

16 / 21%

16 / 21%

20 / 28%

17 / 23%

1.0 WRITING STRATEGIES

8 / 12%

9 / 14%

15/ 20% 16 / 23%

17 / 23%

17 / 23%

17 / 23%

20 / 17%

20 / 17%

12 / 17%

22 / 29%

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

14 / 22%

13 / 20%

18 / 24%

17 / 21%

16 / 21%

16 / 21%

16 / 21%

13 / 27%

13 / 27%

15 / 20%

9 / 12%

TOTAL 65 /

100% 65 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 72 /

100% 75 /

100%

Sources: STAR CST Blueprints 2002 CDE: http://www.cde.ca.gov/ta/tg/sr/documents/ela1105.doc CAHSEE Blueprints 2003 ETS: http://www.ets.org/Media/Tests/CAHSEE/pdf/Interpreting_CAHSEE_Scores_2005-06.pdf CDE: http://www.cde.ca.gov/ta/tg/hs/resources.asp

Compiled by TRUSD Curriculum and Instruction- ELA Secondary Division October, 2008 files: GGTORRES

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