ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand the process of communicating effectively and working collaboratively to accomplish a variety of tasks and goals. To be successful with this standard, students are expected to participate in a range of discussions, building on others’ ideas and clearly stating thoughts, opinions, and information participate in a variety of collaborative discussions by following rules for discussions and assigned partner or group roles offering comments that are relevant to the topic of discussion asking appropriate questions to solicit knowledge and opinions from others supporting opinions with appropriate examples and details identifying reasons and evidence a speaker provides to support particular points communicating new ideas to others responding to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others reviewing key ideas expressed in discussions and explaining own ideas and understanding distinguishing fact from opinion taking turns speaking during a discussion maintaining appropriate eye contact while listening respecting the comments of others, especially if the comments express opinions that are different from the student’s own. 4.2 The student will create and deliver multimodal, interactive presentations. Locate, organize, and analyze information from a variety of multimodal texts. Speak audibly with appropriate pacing. Use language and style appropriate to the audience, topic, and purpose. Make eye contact with the audience. Ask and answer questions to gather or clarify information presented orally.
All students should understand attributes of a constructed message (i.e., audience and purpose). To be successful with this standard, students are expected to access media messages and identify what types of media are used determine the purpose of various media messages compare and contrast messages, facts, and opinions in multiple media formats.
Use word-reference materials. Develop and use general and specialized content-area vocabulary through speaking, listening, reading, and writing. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand that the content and structure of a sentence, paragraph, or reading selection can help the reader determine the meaning of an unfamiliar word understand that roots, affixes, synonyms, and antonyms can help the reader determine the meaning of unfamiliar words understand that word reference resources can help the reader learn word meanings understand the type of information found in word reference materials such as a glossary, dictionary, and thesaurus. To be successful with this standard, students are expected to use context as a clue to infer the correct meanings of unfamiliar words and phrases use context and sentence structure to determine meanings and differentiate among multiple meanings of words apply knowledge of roots, affixes synonyms, antonyms, and homophones identify the meaning of Greek and Latin affixes identify when an author uses figurative language use word references and context clues to determine which meaning is appropriate in a given situation select and use the word-reference material, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed. 5.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry. Summarize plot events using details from text. Discuss the impact of setting on plot development. Describe character development. Identify theme(s).
Write a clear topic sentence focusing on the main idea. Clearly state a position, including supporting reasons and evidence to persuade the intended audience. Write multiparagraph compositions. Use precise and descriptive vocabulary to create tone and voice. Vary sentence structure by using transition words and prepositional phrases. Revise writing for clarity of content, using specific vocabulary and information. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand that writers use the writing process, including planning, drafting, revising, editing, and publishing understand the domains of writing include composing, written expression, and usage/mechanics understand voice shows an author’s personality, awareness of audience, and passion for the topic, adding liveliness and energy to writing. To be successful with this standard, students are expected to write focusing on the composing domain features of central idea, organization, unity, and elaboration write focusing on the written expression domain features of word choice, specific vocabulary, tone, voice, and sentence variety produce a clear and coherent written piece in which the development and organization are appropriate to purpose and audience recognize different forms of writing have different patterns of organization descriptive/expository clearly introduce a topic and organize information in paragraphs use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic use specific vocabulary to inform and explain the topic provide a conclusion related to the topic narrative organize an event sequence that unfolds naturally use transition words and phrases use narrative techniques, such as dialogue, description, and pacing to develop experiences or characters provide a conclusion persuasive
Use commas to indicate interrupters, items in a series, and to indicate direct address. Use a hyphen to divide words at the end of a line. Edit for fragments and run-on sentences. Eliminate double negatives. Use correct spelling of commonly used words. Use coordinating conjunctions. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. To be successful with this standard, students are expected to punctuate correctly apostrophes in contractions (e.g., isn’t), and possessives (e.g., Jan’s); commas (e.g., items in a series, to set off the words yes and no; and to indicate direct address [“Is that you, Zoe?”]) quotation marks with dialogue hyphens to divide words at the end of a line indicate titles of works by using underlining, quotation marks, or italics use adverb comparisons (e.g., fast, faster, fastest) use adjective comparisons (e.g., big, bigger, biggest) use adverbs instead of adjectives where appropriate (e.g., “He played really well.” instead of “He played real well.”) use a comma to separate coordinate adjectives (e.g., “It was a fascinating, enjoyable movie”) use a comma to separate an introductory element from the rest of the sentence use plural possessives, (e.g., “The books’ covers are torn.”) use interjections (e.g., “Yikes, look at the size of that bug!”) form and use the perfect (e.g., “I had walked; I have walked; I will have walked.”) verb tenses use verb tense to convey various times, sequences, states, and conditions
understand how information is to be collected, analyzed, evaluated, organized, and presented understand the importance of avoiding plagiarism and giving credit to sources when gathering and reporting information and ideas understand that there are consequences of plagiarism, according to the guidelines established by local school divisions. skim to find information related to a topic select information that is related to the topic decide if information is relevant to the topic and reliable and credible for use evaluate and synthesize related information from two or more sources develop notes that include important concepts, summaries, and identification of information sources summarize or paraphrase information in notes and finished work prevent plagiarism and its consequences by giving credit to authors when ideas or specific words are used in research avoid plagiarism by giving credit whenever using another person’s media, facts, graphics, music, and quotations.
Use subject-verb agreement with intervening phrases and clauses. Use pronoun-antecedent agreement to include indefinite pronouns. Maintain consistent verb tense across paragraphs. Eliminate double negatives. Use quotation marks with dialogue. Choose adverbs to describe verbs, adjectives, and other adverbs. Use correct spelling for frequently used words. Use subordinating and coordinating conjunctions. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand that correct use of language enhances writing and avoids confusing or distracting the reader understand that pronouns need to have recognizable antecedents that agree in number and gender. To be successful with this standard, students are expected to edit drafts with teacher assistance, peer collaboration, and growing independence use complete sentences with appropriate punctuation avoid comma splices and run-on sentences avoid using coordinating conjunctions at the beginning of a sentence (e.g., and, so) use first-person pronouns appropriately in compound subjects and objects differentiate between subjects and objects when choosing pronouns recognize and correct vague pronouns maintain a consistent verb tense within sentences and throughout and across paragraphs.
Use word-reference materials to determine meanings and etymology. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should recognize that figurative language enriches text understand that affixes and Greek and Latin roots are clues to determine meanings of words understand that words have nuances of meaning, including figurative, connotative, and technical that help to determine the appropriate meaning. To be successful with this standard, students are expected to use common Greek or Latin affixes and roots to predict the meaning of unfamiliar words separate and recombine known word parts to predict the meaning of unfamiliar words recognize, understand, use, and explain the impact of figurative language, including simile metaphor personification distinguish among the connotations of words with similar denotations recognize that synonyms may have different connotations (e.g., elderly and mature; youthful and juvenile, inexpensive and cheap) use context as a clue to the meaning of a word or phrase consult word reference materials to find the pronunciation of a word or determine/clarify meanings. 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, poetry, and drama. Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other. Identify and explain the theme(s). Identify cause-and-effect relationships and their impact on plot. Differentiate between first and third person point of view. Identify elements and characteristics of a variety of genres. Compare and contrast various forms and genres of fictional text.
understand that an author’s use of connotations and persuasive language conveys viewpoint understand that an author’s patterns of organization can aid comprehension understand an author’s viewpoint refers to a bias or subjectivity toward the subject; a viewpoint can be positive or negative understand that text features are created purposefully and are an aid to comprehension understand that there are strategies, including context, structural analysis, and reference sources, for determining the meaning of unfamiliar and technical vocabulary understand that skilled readers of nonfictional texts apply different reading strategies. boldface and/or italics type type set in color underlining indentation sidebars illustrations, graphics, and photographs headings and subheadings footnotes and annotations recognize organizational pattern to enhance comprehension, including cause and effect comparison/contrast, enumeration or listing sequential or chronological concept/definition generalization process problem/solution recognize transitional words and phrases authors use to signal organizational patterns, determine the central ideas in a text and analyze its development over the course of the text provide an objective summary of texts analyze how different authors write about the same topic and shape their presentations or viewpoints of key information using facts, opinions, and reasoning demonstrate comprehension and apply strategies to write about what is read.
Choose intended audience and purpose. Use a variety of prewriting strategies to generate and organize ideas. Organize writing structure to fit form or topic. Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style. Compose a thesis statement for persuasive writing that includes a position. Clearly state a position and organize reasons and evidence, using credible sources. Distinguish between fact and opinion to support a position. Write multiparagraph compositions with elaboration and unity. Use transition words and phrases within and between paragraphs. Develop and modify the central idea, tone, and voice to fit the audience and purpose. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. Use clauses and phrases for sentence variety. Revise writing for clarity of content including specific vocabulary and information. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing understand that voice in writing is purposefully crafted with attention to deliberate word choice, precise information, and vocabulary understand that vocabulary and tone must be selected with awareness of audience and purpose To be successful with this standard, students are expected to compose with attention to central idea, unity, elaboration, and organization elaborate to give detail, add depth, and continue the development of an idea analyze and use mentor texts as models for writing identify intended audience and purpose use a variety of prewriting strategies explain, analyze, or summarize a topic write an effective thesis statement that focuses on the topic and explains the writer’s position in an argument differentiate between a thesis statement and a topic sentence choose an appropriate strategy for organizing ideas, such as comparison/contrast, cause and effect, etc., and provide transitions between ideas
third- person omniscient analyze how differences in points of view can create such effects as suspense or humor analyze an author’s use of literary devices, including foreshadowing irony flashback symbolism analyze poetic devices in prose and poetry, including, but not limited to, word choice figurative language symbolism imagery rhyme, rhythm, repetition, and sound elements. analyze an author’s choice of words and images identify poetic forms, including, but not limited to, haiku limerick ballad free verse couplet quatrain compare and contrast an author’s choice of sound elements in prose and poetry, including, but not limited to, rhyme rhythm meter repetition alliteration onomatopoeia determine a theme of a text and analyze its development
understand that an author’s viewpoint is conveyed through word choice and persuasive language recognize an author’s use of connotations, and persuasive language convey viewpoint understand that an author’s credentials and experiences contribute to his/her viewpoint understand that an author’s patterns of organization can aid comprehension understand an author’s viewpoint refers to a bias or subjectivity toward the subject; a viewpoint can be positive or negative understand that text features are created purposefully and are an aid to comprehension understand that there are strategies including context, structural analysis, and reference sources, for determining the meaning of unfamiliar and technical vocabulary understand that skilled readers of nonfiction texts apply different reading strategies. recognize and identify an author’s use of connotations and persuasive language to convey a viewpoint determine an author’s point of view or purpose in a text analyze how the author acknowledges and responds to conflicting evidence or viewpoints recognize organizational patterns to enhance comprehension, including cause and effect comparison/contrast, enumeration or listing sequential or chronological concept/definition generalization problem/solution process read several texts on a similar topic and synthesize what is read use strategies for summarizing use text features to enhance comprehension boldface and/or italics type type set in color underlining indentation sidebars illustrations, graphics, and photographs headings and subheadings footnotes and annotations analyze an author’s choice of details by examining accuracy placement thoroughness relevance effectiveness
Compare/contrast details in literary and informational nonfiction texts. Interpret the social and cultural function of British literature. Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses. Compare and contrast traditional and contemporary poems from many cultures. Evaluate how dramatic conventions contribute to the theme and effect of plays from American, British, and other cultures. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s). ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand characteristics and cultures of historical periods and how the literature reflects those characteristics and cultures understand diction affects the tone of literature. To be successful with this standard, students are expected to analyze texts to identify the author’s attitudes, viewpoints, and beliefs and critique how these relate to larger historical, social, and cultural contexts recognize major themes and issues related to religious diversity political struggles ethnic and cultural mores and traditions individual rights, gender equity, and civil rights differentiate between what is directly stated in a text from what is intended or implied because of the use of satire, sarcasm, irony, or understatement compare and contrast two or more texts on the same topic or with similar themes use evidence from the text(s) for support when drawing conclusions or making inferences demonstrate comprehension and apply writing strategies to analyze and reflect on what is read.