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CONTENT STANDARD 1
A. Reading
a. 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.
b. Reading Comprehension
(Focus on Informational Materials)
Students read and understand
grade-level-appropriate material. They analyze the organizational
patterns, arguments and positions advanced.
c. Literary Response and
Analysis
Students read and respond to
historically or culturally significant works of world literature,
particularly American and British literature. They conduct in-depth
analysis of recurrent patterns and themes.
Performance Indicators
Vocabulary and Concept
Development
1.A.11/12.1 Trace the
etymology of significant terms used in political science and history.
1.A.11/12.2 Apply knowledge
of Greek, Latin, and Anglo Saxon roots and affixes to draw inferences
concerning the meaning of scientific and mathematical terminology.
1.A.11/12.3 Discern the
meaning and relationship between pairs of word encountered in analogies
(e.g., synonyms/antonyms, connotation/denotation).
Structural Features of
Informational Materials
1.B.11/12.1 Analyze both
the features and rhetorical devices of different types of public
documents (e.g., policy statements, speeches, debates, platforms) and
how authors use these features and devices.
Comprehension and
Analysis of Grade-Level-Appropriate Text
1.B.11/12.2 Analyze how
clarity is affected by the patterns of organization, hierarchical
structures, repetition of main ideas, syntax, and word choice in text.
1.B.11/12.3 Verify and
clarify facts presented in other types of expository texts by using a
variety of consumer, workplace, and public documents.
1.B.11/12.4 Make warranted
and reasonable assertions about significant patterns, motifs, and
perspectives by using elements of text to defend and clarify
interpretations.
1.B.11/12.5 Analyze an
author’s implicit and explicit philosophical assumptions and beliefs
about a subject.
Expository Critique
1.B.11/12.6 Critique the
power, validity, and truthfulness in the logic of arguments set forth in
public documents, their appeal to audiences both friendly and hostile,
and the extent to which they anticipate and address reader concerns and
counterclaims (e.g., appeal to reason, appeal to authority, appeal to
pathos/emotions).
Structural Features of
Literature
1.C.11/12.1 Analyze
characteristics of sub-genres (e.g., satire, parody, allegory, pastoral)
that are used in poetry, prose, drama, novels, short stories, essays,
and other basic genres.
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.11/12.2 Analyze how the
theme or meaning of a selection view or comment on life, using textual
evidence to support the claims.
1.C.11/12.3 Analyze how
irony, tone, mood, style, and “sound” of language are used to achieve
specific rhetorical and/or aesthetic purposes.
1.C.11/12.4 Analyze ways in
which poets use imagery, personification, figures of speech, and sounds
to evoke readers’ emotions.
1.C.11/12.5 Analyze
recognized works of American literature representing a variety of genres
and traditions in order to
(a) Trace the development
of American literature from the colonial period forward.
(b) Contrast the major
periods, themes, styles, and trends, and describe how works by members
of different cultures relate to one another in each period.
(c) Evaluate the
philosophical, political, religious, ethical, and/or social influences
that shaped the characters, plots, and settings.
1.C.11/12.6 Analyze how
authors over the centuries have used archetypes drawn from myth and
tradition in literature, film, political speeches, and religious
writings (e.g., how the archetypes of banishment from an ideal world may
be used to interpret Shakespeare’s tragedy Macbeth).
1.C.11/12.7 Analyze
recognized works of world literature from a variety of authors, in order
to:
(a) Contrast the major
literary forms and techniques and the characteristics of the major
literary periods (e.g., Homeric Greece, Medieval Period, Romantic,
Neoclassic, Modern).
(b) Relate literary works
and authors to major themes and issues of their eras.
(c) Evaluate the
philosophical, political, religious, ethical, and/or social influences
that shaped the characters, plots, and settings.
Literary Criticism
1.C.11/12.8 Analyze the
political assumptions in a selection of literary works or essays on a
topic for their clarity and consistency (e.g., suffrage, women’s place
in organized labor).
1.C.11/12.9 Analyze the
philosophical arguments presented in literary works to determine whether
the authors’ position have contributed to the quality of each work and
the credibility of its characters.
CONTENT STANDARD 2
2. Writing
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.
A. Writing Applications
(Genres and Their Applications)
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 outline in WRITING
standard 2.A.
Performance Indicators
Organization and Focus
2.A.11/12.1 Demonstrate
understanding of the elements of discourse (e.g., purpose, speaker,
audience, form) when completing narrative, expository, persuasive,
informational, or descriptive writing assignments.
2.A.11/12.2 Use point of
view, characterization, style (e.g., irony), and related elements for
specific rhetorical and aesthetic purposes.
2.A.11/12.3 Structure ideas
and arguments in a sustained, persuasive, and sophisticated way and
support them with precise and relevant examples.
2.A.11/12.4 Enhance meaning
by employing rhetorical devices, including the extended use of
parallelism, repetition, and analogy; the incorporation of visual aids
(e.g., graphs, tables, pictures); and the issuance of a call for action.
2.A.11/12.5 Use language in
natural, fresh, and vivid ways to create a specific tone.
Research and Technology
2.A.11/12.6 Develop
presentations by using clear research questions and creative and
critical research strategies (e.g., field studies, oral histories,
interviews, experiments, electronic sources).
2.A.11/12.7 Use systematic
strategies to organize and record information (e.g., anecdotal
scripting, annotated bibliographies).
2.A.11/12.8 Integrate
databases, graphics, and spreadsheets into word-processed documents.
Revising and Evaluating
Strategies
2.A.11/12.9 Revise writing
to highlight individual voice, improve the style and sentence variety,
and enhance subtlety of meaning and tone in ways that are consistent
with purpose, audience, and genre
2.B.11/12.1 Write
fictional, autobiographical, and/or biographical narratives 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 or feelings of characters).
(d) Pace the presentation
of actions to accommodate temporal, spatial, and dramatic mood changes.
(e) Make effective use of
descriptions of appearance, images, shifting perspectives, and/or
sensory details.
2.B.11/12.2 Write responses
to literature that
(a) Demonstrate a
comprehensive understanding of the significant ideas in works or
passages.
(b) Analyze the use of
imagery, language, universal themes and/or unique aspects of text.
(c) Support key ideas and
viewpoints through accurate and detailed references to the text and/or
other works.
(d) Demonstrate an
understanding of the author’s use of stylistic devices and an
appreciation for the effects created.
(e) Identify and assess the
impact of perceived ambiguities, nuances, and complexities within text.
2.B.11/12.3 Write
reflective compositions that
(a) Explore the
significance of personal experiences, events, conditions, or concerns
using rhetorical strategies (e.g., narration, description, exposition).
(b) Draw comparisons
between specific incidents and broader themes that illustrate the
writer’s important beliefs or generalizations about life.
(c) Maintain a balance in
describing individual incidents and relating those incidents to more
general and abstract ideas.
2.B.11/12.4 Write
historical investigation reports that
(a) Use exposition,
narration, description, argumentation exposition, or some combination of
rhetorical strategies to support the main proposition.
( b) Analyze several
historical records of a single event. examining critical relationships
among elements of the research topic.
(c) Explain the perceived
reason(s) for the similarities and differences in historical records
with information derived from primary and secondary sources to support
or enhance the presentation.
(d) Include information
from all relevant perspectives, taking the validity and reliability of
sources into consideration.
(e) Provide a formal
bibliography.
2.B.11/12.5 Write job
applications and resumes that
(a) Are clear and
purposeful, and address the intended audience appropriately.
(b) Use varied levels,
patterns, and types of language to achieve intended effects and aid
comprehension.
(c) Modify tone to fit
purpose and audience.
(d) Follow the conventional
style for the type of document (e.g., resume, memorandum) and use page
formats, fonts, and spacing that contribute to the documents’
readability and impact.
2.B.11/12.6 Deliver
multimedia presentations that
(a) Combine text, images,
and sound, drawing information from many sources (e.g., television
broadcasts, videos, films, newspapers, magazines, CD ROMs, Internet,
computer media generated images).
(b) Select an appropriate
medium for each element of the presentation.
(c) Use selected media
skillfully, including proper editing and monitoring for quality.
(d) Test audience response
and revise the presentation accordingly.
CONTENT STANDARD 3
3. Written and Oral
English language Conventions
Students write and speak with
a command of standard English conventions that are appropriate to each
grade level.
Performance Indicators
Grammar and Mechanics
3.11/12.1 Demonstrate
control of grammar, paragraph and sentence structure, diction, and
usage.
3.11/12.2 Produce legible
work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization.
3.11/12.3 Reflect
appropriate manuscript requirements in writing.
CONTENT STANDARD 4
4. Listening and Speaking
Listening and Speaking
Strategies
Students formulate adroit
judgments about oral communication. They deliver focused and coherent
presentation of their own that convey clear and distinct perspectives
and solid reasoning. They incorporate gestures, tone, and vocabulary
tailored to audience and purpose.
A. 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 4.A.
Performance Indicators
Comprehension
4.A.11/12.1 Recognize
strategies used by media to inform, persuade, entertain, and transmit
culture (e.g., advertising, perpetuation of stereotypes, use of visual
representations, special effects, language).
4.A.11/12.2 Analyze the
impact of media on the democratic process (e.g., influence on elections,
creating images of leaders, shaping attitudes) at the local,
territorial, and national levels.
4.A.11/12.3 Interpret and
evaluate the various ways that visual image-makers (e.g., graphic
artists, documentary film makers, illustrators, news photographers)
present events and communicate information.
Organization and
Delivery of Oral Communication
4.A.11/12.4 Use rhetorical
questions, parallelism, concrete images, figurative language,
characterization, irony, and dialogue to achieve clarity, force, and
aesthetic effect.
4.A.11/12.5 Distinguish
among, and use, various forms of classical and contemporary logical
argument, including
(1) Inductive and
deductive reasoning
(2) Syllogisms and
analogies
4.A.11/12.6 Use logical,
ethical, and emotional appeals that enhance a specific tone and purpose.
4.A.11/12.7 Use appropriate
rehearsal strategies to achieve command of text, skillful and artistic
staging, and attention to performance details.
4.A.11/12.8 Use effective
and interesting language, including
(1) informal usage for
effect.
(2) standard English for
clarity.
(3) technical language
for specificity.
4.A.11/12.9 Use research
and analysis to justify strategies for gesture, movement, and
vocalization, including dialect, pronunciation, and enunciation.
4.A.11/12.10 Evaluate when
to use different kinds of effects (e.g., visual, music, sound effects,
graphics) to create effective productions.
Analysis and Evaluation
of Oral and Media Communications
4.A.11/12.11 Critique the
impact that a speaker’s use of diction and syntax has on purposes and
audience.
4.A.11/12.12 Identify
logical fallacies used in oral addresses (e.g., attack ad hominem, false
causality, red herring, over- generalization, bandwagonning).
4.A.11/12.13 Analyze the
four basic types of persuasive speeches (i.e., propositions of fact,
value, problem, or policy), and understand the similarities and
differences in their use of patterns of organization, persuasive
language, reasoning, and proofs.
4.A.11/12.14 Analyze the
techniques used in media messages for a particular audience and evaluate
their effectiveness (e.g., Orson Welles’ radio broadcast, “War of the
Worlds”).
4.B.11/12.1 Deliver
reflective presentations that
(a) Explore the
significance of personal experiences, events, conditions, or concerns,
using rhetorical strategies (e.g., narration, description, exposition).
(b) Draw comparisons
between the specific incident and broader themes that illustrate the
speaker’s beliefs or generalizations about life.
(c) Maintain a balance
between describing the incident and relating it to more general abstract
ideas.
4.B.11/12.2 Deliver oral
reports on historical investigations that
(a) Use exposition,
narration, description, argumentation, or some combination of the four
modes of presentation to support the main proposition.
(b) Analyze several
historical records of a single event, examining critical relationships
between and among elements of the research topic.
(c) Explain the perceived
reason(s) for the similarities and differences, using information
derived from primary and secondary sources to support or enhance the
presentation.
(d) Include information on
all relevant perspectives, considering the validity and reliability of
sources.
4.B.11/12.3 Deliver oral
responses to literature that
(a) Demonstrate a
comprehensive understanding of the significant ideas of works or
passages (i.e., makes assertions about the text that are reasonable and
supportable).
(b) Analyze the use of
imagery, language, universal themes, and unique aspects of text through
the use of rhetorical strategies (i.e., narration, description,
argumentation, exposition, or some combination of the four strategies).
(c) Support key ideas and
viewpoints through accurate and detailed references to the text or to
other works.
(d) Demonstrate awareness
of the author’s use of stylistic devices and appreciation of the effects
created.
(e) Identify and assess the
impact of perceived ambiguities, nuances, and complexities within text.
4.B.11/12.4 Deliver
multi-media presentations that
(a) Combine text, images,
and sound, incorporating information from a wide range of media,
including television, videos, films, newspapers, magazines, CD ROMs
on-line information, and computer media-- generated images.
(b) Select an appropriate
medium for each element of the presentation.
(c) Use the selected media
skillfully, including editing and monitoring for quality.
(d) Test audience response
and revise the presentation accordingly.
4.B.11/12.5 Recite poems,
selections from speeches, or dramatic soliloquies with attention to
performance details to achieve clarity, force, and aesthetic effect and
to demonstrate understanding of meaning (e.g., Hamlet’s “To Be or Not to
Be”).
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