ELA_9-10.doc

9-10

READING

WRITING

WRITTEN & ORAL ENGLISH LANGUAGE CONVENTIONS

LISTENING & SPEAKING

9-10

Page Operations

Browse Space

Tables Arranged by Michael Blair, January, 2005

READING
TEXTBOOK:	UNIT	CHAPTER	SECTION	PAGES	FINISHED	CONFIRMED
Vocabulary & Concept Development
1.1. Identify & use the literal & figurative meanings of words, & understand word derivation
1.2. Distinguish between the denotative & connotative meanings of words, & interpret the connotative power of words
1.3. Identify & use knowledge of the origins of Greek, Roman, & Norse mythology to understand the meaning of new words (e.g., the word "narcissistic" drawn from the myth of Narcissus & Echo)
Structural Features of Informational Materials
2.1. Analyze both (1) the structure & format of functional workplace documents, including format, graphics, & headers & (2) 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, & public documents
Comprehension & Analysis of Grade-Level-Appropriate Text
2.3. Generate relevant questions about readings that can be researched
2.4. Synthesize the content & ideas from several sources dealing with a single issue or written by a single author, & paraphrase the ideas & connect them to other sources & related topics to demonstrate comprehension
2.5. Extend ideas presented in primary or secondary sources through original analysis, evaluation, & elaboration
2.6. Demonstrate use of sophisticated learning tools by following technical directions (e.g., graphic 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 & procedures & 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 & evidence, the comprehensiveness of evidence, & how the author's intent affects the text's structure & tone (e.g., professional journals, editorials, political speeches, primary source material)
Structural Features of Literature
3.1. Articulate the relationship between the expressed purposes & the characteristics of different forms of dramatic literature (comedy, tragedy, drama, dramatic monologue)
3.2. Compare & 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 & subordinate characters in literary text (e.g., internal & external conflicts, motivations, relationships, & influences) & 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, & provide evidence to support the ideas expressed in each work
3.6. Analyze & trace an author's development of time & sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks)
3.7. Recognize & understand the significance of a wide range of literary elements & techniques, including figurative language, imagery, allegory, & symbolism, & explain their appeal
3.8. Interpret & evaluate the impact of ambiguities, subtleties, contradictions, ironies, & incongruities in text
3.9. Explain how voice, persona, & narrator affect tone, characterization, plot, & credibility
3.10. Identify & describe the function of dialogue, scene design, soliloquies, & asides & character foils in dramatic literature

Literary Criticism
3.11. Evaluate the aesthetic qualities of style, including the impact that diction & figurative language have on tone, mood, & theme, using the terminology of literary criticism (Aesthetic Approach)
3.12. Analyze how a work of literature is related to the themes & issues of its historical period (Historical Approach)

WRITING
TEXTBOOK:	UNIT	CHAPTER	SECTION	PAGES	FINISHED	CONFIRMED
Organization & Focus
1.1. Establish a controlling impression or coherent thesis that conveys a clear & distinctive perspective on the subject & maintains a consistent tone & focus throughout the piece of writing
1.2. Use precise language, action verbs, sensory details, appropriate modifiers, & active rather than passive voice Research & Technology
1.3. Use clear research questions & coherent research methods (e.g., library, electronic media, personal interview) to elicit & present evidence from primary & secondary sources
1.4. Develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheticals, &/or definitions)
1.5. Synthesize information from multiple sources & identify complexities & discrepancies in the information & how different perspectives are found in each medium (e.g., almanacs, microfiche, news sour
1.6. Integrate quotations & citations into written text, while maintaining the flow of ideas
1.7. Use appropriate conventions for documentation in text, notes, & bibliographies, adhering to style manuals (e.g., the Modern Language Association Handbook or Chicago Style Manual)
1.8. Design & publish multi-page documents using advanced publishing software & graphic programs Revising & Evaluating Strategies
1.9. Revise writing to improve the logic & coherence of the organization & controlling perspective, the precision of word choice, & the tone, taking into consideration the audience, purpose, & formality of the context

2.1. Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events & communicate the significance of the events to the audience
b. Locate scenes & incidents in specific places
c. Describe with concrete sensory details the sights, sounds, & smells of a scene & the specific actions, movements, gestures, & feelings of the characters; use interior monologue to depict the characters' feelings
d. Pace the presentation of actions to accommodate changes in time & mood
e. Make effective use of descriptions of appearance, images, shifting perspectives, & sensory details
2.2. Write responses to literature:
a. Demonstrate a comprehensive grasp of the significant ideas of literary works
b. Support important ideas & viewpoints through accurate & detailed references to the text or to other works
c. Demonstrate awareness of the author's use of stylistic devices & an appreciation of the effects created
d. Identify & assess the impact of perceived ambiguities, nuances, & complexities within the text
2.3. Write expository compositions, including analytical essays & research reports:
a. Marshal evidence in support of a thesis & related claims, including information on all relevant perspectives
b. Convey information & ideas from primary & secondary sources accurately & coherently
c. Make distinctions between the relative value & significance of specific data, facts, & ideas
d. Include visual aids by employing appropriate technology to organize & record information on charts, maps, & graphs
e. Anticipate & address readers' potential misunderstandings, biases, & expectations
f. Use technical terms & notations accurately

2.4. Write persuasive compositions:
a. Structure ideas & arguments in a sustained & logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy)
c. Clarify & defend positions with precise & relevant evidence, including facts, expert opinions, quotations, & expressions of commonly accepted beliefs & logical reasoning.
d. Address readers' concerns, counterclaims, biases, & expectations.
2.5. Write business letters:
a. Provide clear & purposeful information & address the intended audience appropriately
b. Use appropriate vocabulary, tone, & style to take into account the nature of the relationship with, & the knowledge & interests of, the recipients
c. Highlight central ideas or images
d. Follow a conventional style with page formats, fonts, & spacing that contribute to the documents' readability & impact
2.6. Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting):
a. Report information & convey ideas logically & correctly
b. Offer detailed & accurate specifications
c. Include scenarios, definitions, & examples to aid comprehension (e.g., troubleshooting guide)
d. Anticipate readers' problems, mistakes, & misunderstanding

Manuscript Form (Grades 9 & 10)
1.4. Produce legible work that shows accurate spelling & correct use of the conventions of punctuation & capitalization
1.5. Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing & margins, & integration of source & support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations

LISTENING & SPEAKING
TEXTBOOK:	UNIT	CHAPTER	SECTION	PAGES	FINISHED	CONFIRMED
Comprehension
1.1. Formulate judgments about the ideas under discussion & support those judgments with convincing evidence
1.2. Compare & contrast how media genres (e.g., nightly news, news magazines, documentaries, on-line information) cover the same event concrete images, shifting perspectives & vantage points, & sensory details

Organization & Delivery of Oral Communication
1.3. Choose logical patterns of organization (e.g., chronological, topical, cause/effect) to inform & to persuade by soliciting agreement or action, or to unite audiences behind a common belief or cause
1.4. Choose appropriate devices for introduction & conclusion (e.g., literary quotations, anecdotes, references to authoritative sources)
1.5. Recognize & use elements of classical speech form (introduction, first & second transitions, body, & conclusion), formulating rational arguments & applying the art of persuasion & debate
1.6. Present & advance a clear thesis statement & choose appropriate types of proofs (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, & relevance
1.7. Use props, visual aids, graphs, & electronic media to enhance the appeal & accuracy of presentations
1.8. Produce concise notes for extemporaneous delivery
1.9. Analyze interests of the audience & implications of the occasion to choose effective verbal & non-verbal strategies for presentations (e.g., voice, gestures, eye contact)

2.2. Deliver expository presentations:
a. Marshal evidence in support of a thesis & related claims, including information on all relevant perspectives
b. Convey information & ideas from primary & secondary sources accurately & coherently
c. Make distinctions between the relative value & significance of specific data, facts, & ideas
d. Include visual aids by employing appropriate technology to organize & display information on charts, maps, & graphs
e. Anticipate & address the listener's potential misunderstandings, biases, & expectations
f. Use technical terms & notations accurately

2.3. Apply appropriate interviewing techniques:
a. Prepare & ask relevant questions
b. Make notes of responses
c. Use language that conveys maturity, sensitivity, & respect.
d. Respond correctly & effectively to questions
e. Demonstrate knowledge of the subject or organization
f. Compile & report responses
g. Evaluate the effectiveness of the interview.

READING

WRITING

WRITTEN & ORAL ENGLISH

LANGUAGE CONVENTIONS

LISTENING & SPEAKING

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

Vocabulary & Concept Development:

1 . 1 . identify & use the literal & figurative meanings of words, & understand word derivation

1 . 2 . distinguish between the denotative & connotative meanings of words, & interpret the connotative power of words

1 . 3 . identify & use knowledge of the origins of Greek, Roman, & Norse mythology to understand the meaning of new words (e.g., the word "narcissistic" drawn from the myth of Narcissus & Echo)

2.0. READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read & understand grade-level-appropriate material. They analyze the organizational patterns, arguments, & positions advanced. The selections in Recommended Literature, Grades Nine Through Twelve ( 1990 ) illustrate the quality & 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 & contemporary literature, magazines, newspapers, & online information. In grades nine & ten, students make substantial progress toward this goal.

Structural Features of Informational Materials:

2 . 1 . analyze both ( 1 ) the structure & format of functional workplace documents, including format, graphics, & headers & ( 2 ) 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, & public documents

Comprehension & Analysis of Grade-Level-Appropriate Text:

2 . 3 . generate relevant questions about readings that can be researched

2 . 4 . synthesize the content & ideas from several sources dealing with a single issue or written by a single author, & paraphrase the ideas & connect them to other sources & related topics to demonstrate comprehension

2 . 5 . extend ideas presented in primary or secondary sources through original analysis, evaluation, & elaboration

2 . 6 . demonstrate use of sophisticated learning tools by following technical directions (e.g., graphic 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 & procedures & 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 & evidence, the comprehensiveness of evidence, & how the author's intent affects the text's structure & tone (e.g., professional journals, editorials, political speeches, primary source material)

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

Structural Features of Literature:

3 . 1 . articulate the relationship between the expressed purposes & the characteristics of different forms of dramatic literature (comedy, tragedy, drama, dramatic monologue)

3 . 2 . compare & 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 & subordinate characters in literary text (e.g., internal & external conflicts, motivations, relationships, & influences) & 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, & provide evidence to support the ideas expressed in each work

3 . 6 . analyze & trace an author's development of time & sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks)

3 . 7 . recognize & understand the significance of a wide range of literary elements & techniques, including figurative language, imagery, allegory, & symbolism, & explain their appeal

3 . 8 . interpret & evaluate the impact of ambiguities, subtleties, contradictions, ironies, & incongruities in text

3 . 9 . explain how voice, persona, & narrator affect tone, characterization, plot, & credibility

3 . 10 . identify & describe the function of dialogue, scene design, soliloquies, & asides & character foils in dramatic literature

Literary Criticism:

3 . 11 . evaluate the aesthetic qualities of style, including the impact that diction & figurative language have on tone, mood, & theme, using the terminology of literary criticism (Aesthetic Approach)

3 . 12 . analyze how a work of literature is related to the themes & issues of its historical period (Historical Approach)

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

Organization & Focus:

1 . 1 . establish a controlling impression or coherent thesis that conveys a clear & distinctive perspective on the subject & maintains a consistent tone & focus throughout the piece of writing

1 . 2 . use precise language, action verbs, sensory details, appropriate modifiers, & active rather than passive voice

Research & Technology:

1 . 3 . use clear research questions & coherent research methods (e.g., library, electronic media, personal interview) to elicit & present evidence from primary & secondary sources

1 . 4 . develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheticals, &/or definitions)

1 . 5 . synthesize information from multiple sources & identify complexities & discrepancies in the information & how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, & technical documents)

1 . 6 . integrate quotations & citations into written text, while maintaining the flow of ideas

1 . 7 . use appropriate conventions for documentation in text, notes, & bibliographies, adhering to style manuals (e.g., the Modern Language Association Handbook or Chicago Style Manual)

1 . 8 . design & publish multi-page documents using advanced publishing software & graphic programs

Revising & Evaluating Strategies:

1 . 9 . revise writing to improve the logic & coherence of the organization & controlling perspective, the precision of word choice, & the tone, taking into consideration the audience, purpose, & formality of the context

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

Using the Grades 9 / 10 writing strategies outlined in Writing Standard 1 . 0 , students:

2 . 1 Write biographical or autobiographical narratives or short stories:

a. Relate a sequence of events & communicate the significance of the events to the audience.

b. Locate scenes & incidents in specific places.

c. Describe with concrete sensory details the sights, sounds, & smells of a scene & the specific actions, movements, gestures, & feelings of the characters; use interior monologue to depict the characters' feelings.

d. Pace the presentation of actions to accommodate changes in time & mood.

e. Make effective use of descriptions of appearance, images, shifting perspectives, & sensory details.

2 . 2 Write responses to literature:

a. Demonstrate a comprehensive grasp of the significant ideas of literary works.

b. Support important ideas & viewpoints through accurate & detailed references to the text or to other works.

c. Demonstrate awareness of the author's use of stylistic devices & an appreciation of the effects created.

d. Identify & assess the impact of perceived ambiguities, nuances, & complexities within the text.

2 . 3 Write expository compositions, including analytical essays & research reports:

a. Marshal evidence in support of a thesis & related claims, including information on all relevant perspectives.

b. Convey information & ideas from primary & secondary sources accurately & coherently.

c. Make distinctions between the relative value & significance of specific data, facts, & ideas.

d. Include visual aids by employing appropriate technology to organize & record information on charts, maps, & graphs.

e. Anticipate & address readers' potential misunderstandings, biases, & expectations.

f. Use technical terms & notations accurately.

2 . 4 Write persuasive compositions:

a. Structure ideas & arguments in a sustained & logical fashion.

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

c. Clarify & defend positions with precise & relevant evidence, including facts, expert opinions, quotations, & expressions of commonly accepted beliefs & logical reasoning.

d. Address readers' concerns, counterclaims, biases, & expectations.

2 . 5 Write business letters:

a. Provide clear & purposeful information & address the intended audience appropriately.

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

c. Highlight central ideas or images.

d. Follow a conventional style with page formats, fonts, & spacing that contribute to the documents' readability & impact.

2 . 6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting):

a. Report information & convey ideas logically & correctly.

b. Offer detailed & accurate specifications.

c. Include scenarios, definitions, & examples to aid comprehension (e.g., troubleshooting guide).

d. Anticipate readers' problems, mistakes, & misunderstandings.

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

Grammar & Mechanics:

1 . 1 Identify & correctly use clauses (e.g., main & subordinate), phrases (e.g., gerund, infinitive, & participial), & mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).

1 . 2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) & proper English usage (e.g., consistency of verb tenses).

1 . 3 Demonstrate an understanding of proper English usage & control of grammar, paragraph & sentence structure, diction, & syntax.

Manuscript Form (Grades Nine & Ten)

1 . 4 Produce legible work that shows accurate spelling & correct use of the conventions of punctuation & capitalization.

1 . 5 Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing & margins, & integration of source & support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.

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

Comprehension:

1 . 1 . formulate judgments about the ideas under discussion & support those judgments with convincing evidence

1 . 2 . compare & contrast how media genres (e.g., nightly news, news magazines, documentaries, on-line information) cover the same event

Organization & Delivery of Oral Communication:

1 . 3 . choose logical patterns of organization (e.g., chronological, topical, cause/effect) to inform & to persuade by soliciting agreement or action, or to unite audiences behind a common belief or cause

1 . 4 . choose appropriate devices for introduction & conclusion (e.g., literary quotations, anecdotes, references to authoritative sources)

1 . 5 . recognize & use elements of classical speech form (introduction, first & second transitions, body, & conclusion), formulating rational arguments & applying the art of persuasion & debate

WRITTEN & ORAL ENGLISH LANGUAGE CONVENTIONS

Grammar & Mechanics

1.1. Identify & correctly use clauses (e.g., main & subordinate), phrases (e.g., gerund, infinitive, & participial), & mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens)

1.2. Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) & proper English usage (e.g., consistency of verb tenses)

1.3. Demonstrate an understanding of proper English usage & control of grammar, paragraph & sentence structure, diction, & syntax