Literature, The Penguin Edition,

G r a d e 1 1

Prentice HallLiterature, The Penguin Edition, World Masterpieces © 2007

C O R R E L A T E D T O

Oklahoma Priority Academic Student Skills for Language ArtsGrade 11

Prentice Hall Literature, The Penguin Edition, World Masterpieces © 2007 Correlated to:

Oklahoma Priority Academic Student Skills for Language Arts (Grade 11)

Oklahoma Priority Academic Student Skills for Language Arts

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate

resource(s)) Language Arts Grade 11

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 1. Vocabulary - The student will expand vocabulary through word study, literature, and class discussion.

Apply a knowledge of word origins (words from other languages, history, or literature) to determine the meaning of new words encountered in reading and use of those words accurately.

1. Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.

SE/TE: Word Roots, 650, 766, 786; Prefixes, 34, 52, 126, 184, 228, 324, 501, 620, 1024, 1110, 1156, 1212; Suffixes, 566, 752

TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; Transparencies

TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

2. Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage.

SE/TE: Vocabulary Lesson and Word Analysis, 34, 52, 72, 82, 98, 112, 142, 184, 218, 228, 272, 292, 304, 314, 324, 420, 434, 458, 501, 526, 548, 556, 568, 620, 650, 673, 692, 738, 752, 766, 786, 796, 808, 864, 882, 896, 938, 973, 999, 1024, 1110, 1124, 1134, 1156, 1212, 1228, 1248, 1272, 1286, 1298, 1308, 1316, 1336, 1350; Vocabulary Builder, 37, 59, 77, 85, 101, 129, 179, 191, 221, 265, 279, 297, 307, 319, 364, 413, 423, 439, 467, 502, 535, 551, 559, 599, 629, 657, 674, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1000, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341; Glossary, R1-R4, R8



1 SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology





resource(s)) 3. Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

SE/TE: Analogies, 272, 304, 546, 896, 1110, 1228, 1286



4. Rely on context to determine meanings of words and phrases such as figurative language, connotations and denotations of words, analogies, idioms, and technical vocabulary.

SE/TE: Figurative Language, 1311, 1312, 1315; Analogy, 117, 119, 122, 124, 125, 439, 446, 457; Connotation, 1308



5. Use word meanings within the appropriate context and verify these meanings by definition, restatement, example, and analogy.

SE/TE: Context Clues, 34, 72, 314, 620, 673, 766, 999, 1024, 1170, 1308, 1336



Standard 2. Comprehension - The student will interact with the words and concepts on the page to understand what the writer has said.

Read and understand grade-level-appropriate material. Analyze the organizational patterns and evaluate authors’ argument and positions. At Grade 11, in addition to regular classroom reading, read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

1. Literal Understanding

a. Identify the structures and format of various informational documents and explain how authors use the features to achieve their purpose.

SE/TE: For related information see: Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277






resource(s)) TR: Student Workbooks; General Resources;

Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; Transparencies


b. Select and explain specific devices an author uses to accomplish purpose (persuasive techniques, style, literary forms or genre, portrayal of themes, language).

SE/TE: Author's Purpose, 1045, 1251. Opportunities to address this standard may be found on the following pages: Build Skills, 16-17, 36-37, 58-59, 76-77, 84-85, 100-101, 128-129, 178-179, 190-191, 220-221, 264-265, 278-279, 296-297, 306-307, 318-319, 362-364, 412-413, 422-423, 438-439, 466-467, 502, 534-535, 550-551, 558-559, 598-599, 628-629, 656-657, 674, 728-729, 742-743, 756-757, 768-769, 788-789, 800-501, 844-845, 874-875, 884-885, 904-905, 940-941, 1000, 1064-1065, 1116-1117, 1126-1127, 1144-1145, 1160-1161, 1200-1201, 1218-1219, 1230-1231, 1252-1253, 1278-1279, 1288-1289, 1300-1301, 1310-1311, 1322-1323, 1340-1341



c. Use study strategies such as note taking, outlining, and using study guide questions to better understand texts.

SE/TE: Critical Reading, 24, 32, 43, 50, 66, 80, 96, 105, 110, 121, 124, 131, 140, 182, 199, 207, 216, 226, 270, 285, 288, 290, 299, 302, 312, 322, 379, 408, 417, 432, 456, 499, 524, 544, 552, 564, 609, 618, 641, 648, 664, 671, 682, 690, 733, 736, 750, 764, 777, 784, 794, 806, 850, 862, 878, 880, 888, 893, 894, 912, 927, 936, 971, 997, 1022, 1079, 1108, 1122, 1132, 1147, 1149, 1153, 1154, 1168, 1210, 1226, 1246, 1260, 1269, 1270, 1281, 1284, 1294, 1296, 1306, 1313, 1314, 1328, 1334, 1345, 1348. For related information see: Outline, 333, 569, 897, 1035, 1173, 1353







resource(s)) TECH: Listening to Literature Audio CD; Student

Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

d. Construct images such as graphic organizers based on text descriptions and text structures.

SE/TE: Graph/Graphic Organizer, R38; Maps, 381, 555, 1229, 1287; Poster, 293, 621; Timeline, 567, 1249. Graphic Organizers are used for comprehension throughout the text – see: Literary Analysis and Reading Strategy, 17, 37, 59, 77, 85, 101, 117, 129, 179, 191, 221, 265, 279, 297, 307, 319, 362, 382, 413, 423, 439, 467, 502, 533, 549, 557, 599, 629, 657, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341



2. Inferences and Interpretation

a. Interpret the possible inferences of the historical context on literary works.

SE/TE: Connecting to Historical Context, 801, 805, 807, 1253, 1257, 1266, 1271, 1341, 1343, 1348, 1349; Historical and Literary Background, 2, 4, 164, 166, 252, 254, 348, 350, 584, 586, 714, 716, 834, 832, 1050, 1052, 1188, 1190; Background, 18, 38, 60, 78, 86, 102, 118, 130, 180, 192, 222, 266, 280, 298, 308, 320, 363, 383, 414, 424, 440, 468, 503, 534, 550, 558, 600, 630, 658, 730, 744, 758, 770, 790, 802, 846, 876, 886, 906, 942, 1066, 1118, 1146, 1162, 1220, 1232, 1254, 1280, 1290, 1302, 1312, 1324, 1342








resource(s)) b. Describe the development of plot and identify conflict and how they are addressed and resolved.

SE/TE: Plot, R15, 460, 1062; Conflict, 941, 956, 963, 965, 966, 969, 970, 972, 1062, 1161, 1165, 1169, R11



c. Investigate influences on a reader’s response to a text (e.g., personal experience and values; perspective shaped by age, gender, class, or nationality).

SE/TE: Connecting to the Literature, 17, 37, 59, 77, 85, 101, 117, 129, 179, 191, 221, 265, 279, 297, 307, 319, 362, 382, 413, 423, 439, 467, 502, 533, 549, 557, 599, 629, 657, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341; Relating to Your Own Experiences, 307, 312, 313



d. Make reasonable assertions about author’s arguments by using elements of the text to defend and clarify interpretations.

SE/TE: Critical Reading, 110, 121, 124, 131, 199, 207, 216, 226, 270, 285, 288, 290, 299, 302, 312, 322, 379, 408, 417, 432, 456, 499, 524, 544, 552, 564, 609, 618, 641, 648, 664, 671, 682, 690, 733, 736, 750, 764, 777, 784, 794, 806, 850, 862, 878, 880, 888, 893, 894, 912, 927, 936, 971, 997, 1022, 1079, 1108, 1122, 1132, 1147, 1149, 1153, 1154, 1168, 1210, 1226, 1246, 1260, 1269, 1270, 1281, 1284, 1294, 1296, 1306, 1313, 1314, 1328, 1334, 1345, 1348; Author's Purpose, 1045, 1251; Determining Author's Purpose, 1301, 1306, 1307; Author's Bias, 557, 563, 565








resource(s)) 3. Summary and Generalization

a. Determine the main idea, locate and interpret minor subtly stated details in complex passages.

SE/TE: Main Idea in Test Passage, 1363; Main Idea/Supporting Details, 1251



b. Use text features and elements to support inferences and generalizations about information.

SE/TE: Analyzing Text Features, 1112, 115; Making Generalizations, 117, 118, 120, 122, 125, 1045, 1063; Inferring, 191, 194, 196, 202, 203, 206, 217, 974, 976, 978, 979, 981, 985, 988, 993, 998, 1231, 1234, 1235, 1236, 1238, 1239, 1241, 1245, 1247, 1289, 1296, 1297



c. Summarize and paraphrase complex, implicit hierarchic structures in informational texts, including relationships among concepts and details in those structures.

SE/TE: Summarizing, 1045








resource(s)) 4. Analysis and Evaluation

a. Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts.

SE/TE: Comparing Literary Works, 59, 101, 129, 179, 191, 265, 279, 297, 413, 599, 629, 729, 789, 875, 885, 905, 1145, 1253, 1279, 1289, 1311, 1323, 1341; Comparing and Contrasting, 769, 773, 774, 780, 781, 783, 785, 1127, 1131, 1133; Writing About Literature, 148–149; Analyze Literary Themes, 236–237, 568–569, 696–697; Analyze Literary Trends, 332–333; Analyze Literary Periods, 816–817; Compare and Contrast Literary Periods, 1034–1035; Compare and Contrast Literary Trends Across Cultures, 1172–1173; Compare and Contrast Literary Themes Across Cultures, 1352–1353



b. Analyze the structure and format of informational and literary documents and explain how authors use the features to achieve their purposes.

SE/TE: For related information see: Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277; Nonfiction, Philosophical Text, 266, 268, 440, Journal, 308, 309, 312; Speech, 424, 436, 1291; Memoir, 1254; Autobiography, 1261; Essay, 761, 762; Historical Document, 558; Prose Poem, 1290; Poetry, 102, 114, 118, 120, 122, 124, 280, 281, 282, 285, 286, 288, 289, 290, 294, 414, 416, 418, 652, 730, 732, 733, 734, 736, 740, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 1142, 1146, 1148, 1150, 1151, 1154, 1270, 1295, 1312, 1313, 1314, 1342, 1346, 1347, 1348; Tanka, 298; Haiku, 300, 301, 302; Epic Poem, 363, 374, 411, 534, 600, 658, 665, 675, 683; Narrative Poem, 550; Prose Poem, 1290; Fiction: Novel, 770, 778, 781, 802; Short Story, 642, 744, 906, 913, 928, 1066, 1162, 1202, 1232, 1302, 1324, 1329; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80









c. Examine the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.

SE/TE: Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277; Main Idea in Test Passage, 1363; Main Idea/Supporting Details, 1251; Cause and Effect, 1161, 1169; Chronological Order, 37, 39, 44, 46, 48, 51; Sequential Order, 247



d. Analyze the way in which authors have used archetypes (universal modes or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.

SE/TE: For related information see: Speech, 424, 436, 1291; Archetypal Setting, 37, 39, 40, 45, 49, 51; Archetype, 17, 19, 20, 30, 31, 33, 596-597, 629, 630, 631, 633, 637, 638, 642, 644, 649, 1201, 1211; Characterization in Epic, 17, 20, 30, 33; Characterization in Epic Poem, 674, 676, 677, 679, 680, 682, 685, 691; Theme in Epic Poem, 362, 363, 364, 367, 368, 373, 376, 378, 380; Myth, 186-7, 549, 553; Literary Traditions of different cultures in Unit Introductions: Unit 1, 2-13; Unit 2, 164-175; Unit 3, 252-263; Unit 4, 348-359; Unit 5, 584-595; Unit 6, 714-725; Unit 7, 832-843; Unit 8, 1050-1061; Unit 9, 1188-1199








resource(s)) Standard 3. Literature - The student will read, construct meaning, and respond to a wide variety of literary forms.

Read and respond to grade-level-appropriate historically or culturally significant works of British, American, or world literature. Conduct in-depth analysis of themes, styles, and trends of these works across historical periods.

1. Literary Genres - Demonstrate a knowledge of and an appreciation for various forms of literature.

a. Analyze the characteristics of genres including short story, novel, drama, poetry, and essay.

SE/TE: Nonfiction, Philosophical Text, 266, 268, 440, Journal, 308, 309, 312; Speech, 424, 436, 1291; Memoir, 1254; Autobiography, 1261; Essay, 761, 762; Historical Document, 558; Prose Poem, 1290; Poetry, 102, 114, 118, 120, 122, 124, 280, 281, 282, 285, 286, 288, 289, 290, 294, 414, 416, 418, 652, 730, 732, 733, 734, 736, 740, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 1142, 1146, 1148, 1150, 1151, 1154, 1270, 1295, 1312, 1313, 1314, 1342, 1346, 1347, 1348; Tanka, 298; Haiku, 300, 301, 302; Epic Poem, 363, 374, 411, 534, 600, 658, 665, 675, 683; Narrative Poem, 550; Prose Poem, 1290; Fiction: Novel, 770, 778, 781, 802; Short Story, 642, 744, 906, 913, 928, 1066, 1162, 1202, 1232, 1302, 1324, 1329; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80








resource(s)) b. Analyze the characteristics of subgenres including allegory and ballad.

SE/TE: Nonfiction, Philosophical Text, 266, 268, 440, Journal, 308, 309, 312; Speech, 424, 436, 1291; Memoir, 1254; Autobiography, 1261; Essay, 761, 762; Historical Document, 558; Prose Poem, 1290; Poetry, 102, 114, 118, 120, 122, 124, 280, 281, 282, 285, 286, 288, 289, 290, 294, 414, 416, 418, 652, 730, 732, 733, 734, 736, 740, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 1142, 1146, 1148, 1150, 1151, 1154, 1270, 1295, 1312, 1313, 1314, 1342, 1346, 1347, 1348; Tanka, 298; Haiku, 300, 301, 302; Epic Poem, 363, 374, 411, 534, 600, 658, 665, 675, 683; Narrative Poem, 550; Prose Poem, 1290; Fiction: Novel, 770, 778, 781, 802; Short Story, 642, 744, 906, 913, 928, 1066, 1162, 1202, 1232, 1302, 1324, 1329; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80



2. Literary Elements - Demonstrate knowledge of literary elements and techniques and show how they affect the development of a literary work.

a. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

SE/TE: Common Theme, 726-727; History as a Theme, 1279, 1284, 1285; Theme: Drama, 1000, 1002, 1004, 1007, 1008, 1010, 1011, 1013, 1014, 1015, 1016, 1017, 1018, 1021, 1023; Epic Poem, 362, 364, 367, 368, 373, 376, 378, 380; Fiction, 769, 785; Scripture, 59, 65, 71; Short Story, 1062, 1231, 1233, 1240, 1243, 1244, 1247, 1301, 1307








resource(s)) b. Analyze the way in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.

SE/TE: Irony, R13, 502, 504, 505, 512, 517, 520, 525, 1279, 1280, 1284, 1285; Tone, 14–15, 243, 279, 290, 291, 305, 338, 1179, 1359, R18; Atmosphere, R14, 1323, 1324, 1326, 1331, 1332, 1333, 1334, 1335; Sound Devices, 277, 872-873



c. Analyze characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).

SE/TE: Characters: Dynamic and Static, R10, 905, 907, 908, 910, 914, 921, 924, 925, 929, 932, 934, 937; Play, 460; Round and Flat Characters, R10, 1161, 1165, 1169; Short Story, 1062; Characterization in Drama, 974, 975, 976, 982, 983, 984, 987, 989, 992, 994, 996, 998; Characterization in Epic, 17, 20, 30, 33; Characterization in Epic Poem, 674, 676, 677, 679, 680, 682, 685, 691; Indirect/direct Characterization, R10, 674, 691, 1062, 1127, 1133








resource(s)) d. Evaluate the significance of various literary devices and techniques, including imagery, irony, tone, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of symbols to represent an idea or theme), and explain their appeal.

SE/TE: Build Skills: Literary Analysis, 17, 37, 59, 77, 85, 101, 117, 129, 179, 191, 221, 265, 279, 297, 307, 319, 362, 382, 413, 423, 439, 467, 502, 533, 549, 557, 599, 629, 657, 729, 743, 757, 769, 789, 801, 845, 875, 885, 905, 941, 1065, 1117, 1145, 1161, 1219, 1231, 1253, 1279, 1289, 1301, 1311, 1323, 1341; Apply the Skills: Literary Analysis, 33, 51, 71, 81, 97, 111, 125, 141, 183, 217, 227, 271, 291, 303, 313, 323, 380, 409, 419, 433, 457, 500, 525, 545, 553, 565, 619, 649, 672, 691, 737, 751, 765, 785, 795, 807, 863, 881, 895, 937, 972, 998, 1023, 1109, 1123, 1133, 1155, 1169, 1211, 1227, 1247, 1271, 1285, 1297, 1307, 1315, 1335, 1349



e. Evaluate the author’s purpose and the development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).

SE/TE: Plot, R15, 460, 1062; Foreshadowing, 362, 367, 376, 380, 1000, 1002, 1008, 1010, 1011, 1013, 1014, 1015, 1018, 1021, 1023; Flashback, 1219, 1222, 1227



3. Figurative Language and Sound Devices - Identify figurative language and sound devices and analyze how they affect the development of a literary work.

a. Identify and explain figurative language including analogy, hyperbole, metaphor, personification, and simile.

SE/TE: Figurative Language, 186-187, 277, 727, 872-873, 1311, 1312, 1315, R12; Analogy, 117, 119, 122, 124, 125, 439, 446, 457; Hyperbole, R13; Metaphor, 101, 103, 111, 117, 125, 277, 726-727, 872-873, 1145, 1155, 1311, 1315; Personification, 101, 111, 179, 183, 277, 726-727, 789, 790, 795, 872-873, 1311, 1315; Simile, 277, 726-727, 872-873, 1311, 1315; Epic Simile, 14-15, 382, 385, 400, 409









b. Identify and explain sound devices including alliteration and rhyme.

SE/TE: Sound Devices, 277, 872-873; Rhyme, R11, R16, 277, 872-873; Alliteration, R10, 277, 726-727, 872-873



c. Analyze the melodies of literary language, including its use of evocative words, rhythms and rhymes.

SE/TE: Rhythm, 276, 726-727; Rhyme, R11, R16, 277, 872-873








resource(s)) 4. Literary Works - Read and respond to historically and culturally significant works of literature.

a. Analyze and evaluate works of literature and the historical context in which they were written.

SE/TE: Connecting to Historical Context, 801, 805, 807, 1253, 1257, 1266, 1271, 1341, 1343, 1348, 1349; Historical and Literary Background, 2, 4, 164, 166, 252, 254, 348, 350, 584, 586, 714, 716, 834, 832, 1050, 1052, 1188, 1190; Literature of the Ancient Worlds, 2, 14, 18, 23, 25, 30, 38, 44, 54, 60, 67, 68, 69, 70, 74, 78, 79, 80, 86, 102, 106, 118, 120, 122, 124, 130, 131, 132, 144; Indian Literature, 166, 164, 166, 180, 181, 186, 188, 192, 200, 208, 222, 230, 232; Chinese and Japanese Literature, 252, 266, 268, 276, 280, 281, 282, 285, 286, 288, 289, 290, 298, 300, 301, 302, 308, 309, 312, 316, 320, 321, 322; Ancient Civilization and Rome, 363, 374, 411, 414, 416, 418, 424, 436, 440, 460, 462, 468, 503, 534, 550, 558; The Middle Ages, 600, 610, 622, 630, 642, 652, 658, 665, 675, 683, 694; The Renaissance and Rationalism, 730, 732, 733, 734, 736, 740, 744, 761, 762, 770, 778, 781, 790, 792, 798, 802; Romanticism and Realism, 846, 851, 866, 872, 876, 879, 880, 886, 888, 889, 890 894, 901, 902, 906, 913, 928, 942, 975, 1001, 1026; The Modern World, 1050, 1062, 1066, 1112, 1118, 1128, 1136, 1146, 1148, 1150, 1151, 1154, 1158, 1162; The Contemporary World, 1202, 1214, 1220, 1232, 1250, 1254, 1261, 1270, 1274, 1280, 1282, 1290, 1291, 1295, 1302, 1312, 1313, 1314, 1318, 1324, 1329, 1342, 1346, 1347, 1348








resource(s)) b. Analyze and evaluate literature from various cultures to broaden cultural awareness.

SE/TE: Cultural Values, 15, 597; Cultural Attitudes, 423, 426, 428, 433, 1231, 1234, 1235, 1236, 1238, 1239, 1241, 1245, 1247; Cultural Context, 17, 19, 27, 28, 32, 33; Feudal Values, 599, 602, 604, 608, 609, 611, 613, 616, 617, 619; Fable, 106, 230, 790, 792; Folk Tale, 86; Parable, 320, 321, 322; Drama, 460, 462, 468, 503, 846, 851, 942, 975, 1001; Proverb, 130, 131; Epic, 18, 23, 25, 30, 132, 192, 200, 208, 222, 610; Religious Writings: Hymns, 176, 180, 181; Scripture, 38, 44, 60, 67, 68, 69, 70, 74, 78, 79, 80



c. Compare works that express the recurrence of archetypal (universal) characters, settings, and themes in literature and provide evidence to support the ideas expressed in each work.

SE/TE: Archetypal Setting, 37, 39, 40, 45, 49, 51; Archetype, 17, 19, 20, 30, 31, 33, 596-597, 629, 630, 631, 633, 637, 638, 642, 644, 649, 1201, 1211; Characterization in Epic, 17, 20, 30, 33; Characterization in Epic Poem, 674, 676, 677, 679, 680, 682, 685, 691; Theme in Epic Poem, 362, 364, 367, 368, 373, 376, 378, 380; Comparing Literary Works, 59, 101, 129, 179, 191, 265, 279, 297, 413, 599, 629, 729, 789, 875, 885, 905, 1145, 1253, 1279, 1289, 1311, 1323, 1341; Themes in World Masterpieces, 90, 139, 225, 321, 355, 389 430, 454, 513, 634, 669, 688, 732, 749, 857, 923, 1083, 1101, 1164, 1209, 1242








resource(s)) d. Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.

SE/TE: Political Poetry, 1341, 1345, 1346, 1347, 1349; Philosophical text, 186-187; Speech, 423, 425, 426, 433, 1250



Standard 4. Research and Information - The student will conduct research and organize information.

1. Accessing Information - Select the best source for a given purpose.

a. Access information from a variety of primary and secondary sources.

SE/TE: Research Paper, 698–707; Research and Technology, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 673, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 999, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351; Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277: Sources, Primary/Secondary Sources, 702; Analyzing Internet, 528, R26; Avoiding Plagiarism, 703, R32; Media Sources, 1175; Nonfiction Sources, 1250



b. Skim text for an overall impression and scan text for particular information.

SE/TE: Skimming and Scanning, 144; Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277








resource(s)) c. Use organizational strategies as an aid to comprehend increasingly difficult content material (e.g., compare/contrast, cause/effect, problem/solution, sequential order).

SE/TE: Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277



2. Interpreting Information - Analyze and evaluate information from a variety of sources.

a. Summarize, paraphrase, and/or quote relevant information.

SE/TE: For related information see: Summarizing, 85, 88, 90, 93, 97, 1045; Paraphrasing, 179, 183; Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277: Sources, Primary/Secondary Sources, 702; Analyzing Internet, 528, R26; Avoiding Plagiarism, 703, R32; Media Sources, 1175; Nonfiction Sources, 1250



b. Determine the author's viewpoint to evaluate source credibility and reliability.

SE/TE: For related information see: Author's Purpose, 1045, 1251; Applying Author's Biography, 1065, 1066, 1071, 1077, 1078, 1085, 1086, 1093, 1109; Applying Background Information, 533, 535, 542, 545








resource(s)) c. Synthesize information from multiple sources to draw conclusions that go beyond those found in any of the individual studies.

SE/TE: Research Paper, 698–707; Research and Technology, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 673, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 999, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351



d. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, or Internet sources.

SE/TE: Research Paper, 698–707; Reading Information Materials, 144–147, 232–235, 326–331, 528–531, 622–625, 810–815, 1028–1033, 1112–1115, 1274–1277: Sources, Primary/Secondary Sources, 702; Analyzing Internet, 528, R26; Avoiding Plagiarism, 703, R32; Media Sources, 1175; Nonfiction Sources, 1250



e. Develop presentations by using clear research questions and creative and critical research strategies, such as field studies, oral histories, interviews, experiments, and Internet sources.

SE/TE: Research Paper, 698–707; Research and Technology, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 673, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 999, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351








resource(s)) Writing/Grammar/Mechanics and Usage: The student will express ideas effectively in written modes for a variety of purposes and audiences.

Write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates progression through the stages of the writing process (prewriting, writing, revising, and editing).

Standard 1. Writing Process - The student will use the writing process to write coherently.

1. Use a writing process to develop and refine composition skills. Students are expected to:

a. use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes and logs.

SE/TE: Writing Workshop: Prewriting, 151, 239, 335, 571, 699, 819, 1037, 1175, 1355; Writing About Literature: Prewriting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351.

TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

TECH: Student Express CD-ROM; Teacher Express CD-ROM; Online Essay Scorer

b. develop multiple drafts both alone and collaboratively to categorize ideas, organizing them into paragraphs, and blending paragraphs into larger text.

SE/TE: Drafting, 152, 240, 336, 572, 700, 820, 1038, 1176, 1356; Writing About Literature: Drafting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351.








resource(s)) c. organize and reorganize drafts and refine style to suit occasion, audience, and purpose.

SE/TE: Drafting, 152, 240, 336, 572, 700, 820, 1038, 1176, 1356; Writing About Literature: Drafting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351.



d. proofread writing for appropriateness of organization, content and style.

SE/TE: Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361; Writing About Literature: Proofreading, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351.



e. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics and spelling.

SE/TE: Editing, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361; Writing About Literature: Editing, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351.








resource(s)) f. refine selected pieces frequently to publish for general and specific audiences.

SE/TE: Publishing and Presenting, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361; Writing About Literature: Publishing and Presenting, 148, 236, 332, 568, 696, 816, 1034, 1172, 1352. See also all Writing Lesson activities on pages 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, and 1351.



2. Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form when completing narrative expository, persuasive, or descriptive writing assignments.

SE/TE: Writing Workshop: Narration: Autobiographical Narrative, 150–157; Narration: Reflective Essay, 238–245; Persuasive Essay, 334–341; Exposition: Problem-and-Solution Essay, 570–577; Research Paper, 698–707; Exposition: Comparison-and-Contrast Essay, 818–825; Narration: Response to Literature, 1036–1043; Exposition: Multimedia Report, 1174–1181; Workplace Writing: Job Portfolio and Résumé, 1354–1361. See also Writing About Literature, 148–149, 236–237, 332–333, 568–569, 696–697, 816–817, 1034–1035, 1172–1173, 1352–1353.



3. Use language in creative and vivid ways to establish a specific tone.

SE/TE: Vivid Words, 767; Using Dialogue, 154; Word Choice, 219, 305, 338, 411, 574, 1025, 1358; Adding Details, 53, 574, 1309








resource(s)) 4. Use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes.




5. Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.

SE/TE: Persuasive Essay, 334–341; Speech, 334, 570, 1299; Letter to the editor, 334; Writing Persuasively, 621, 1025, 1273; Review, 818, 1036, 1174



6. Evaluate own writing and others’ writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.

SE/TE: Reflecting on Your Writing & Rubric for Self-Assessment, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361








resource(s)) Standard 2. Modes and Forms of Writing - The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

At Grade 11, continue to combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 1,500 words. Refine reflective compositions and historical investigation reports and become familiar with forms of job applications and résumés. Deliver multimedia presentations on varied topics. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

1. Write fictional, biographical or autobiographical narratives that: a. narrate a sequence or events and communicate their significance to the audience. b. identify scenes and incidents in specific places. c. describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the character; use interior monologue (what character says silently to self) to show the character’s feelings. d. Present action segments to accommodate changes in time and mood.

Example: Read several short essays by writers on the practice of writing, such as an excerpt from Anne Lamott’s Bird by Bird or essays by Wallace Stegner or other authors on writing. Write an essay on how reading and/or writing have been significant in your life.

SE/TE: Autobiographical Narrative, 150–157; Narration: Reflective Essay, 238–245; Writing Activities: Editorial, 570, 1171; Epic, 381; Fable, 113, 229; Narrative, 150, 238, 567, 1287; Poem, 127, 1317; Story, 305, 797, 809; Script, 555, 864; Journal, 150, 238, 315, 739, 1036








resource(s)) 2. Write job applications and resumes that: a. provide clear and purposeful information and address the intended audience appropriately. b. indicate varied levels, patterns, and types of language to achieve intended effects and aid comprehension. c. modify the tone to fit the purpose and audience. d. follow the conventional style for that type of document (résumé, cover letter of application) and use page format, fonts (typeface), and spacing that contribute to the readability and impact of the document.

Example: Write a resume outlining job experience, extracurricular activities and other skills. Format the document so that the information is clearly represented for the intended audience.

SE/TE: Workplace Writing: Job Portfolio and Résumé, 1354–1361



3. Write historical investigations that: a. use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. b. analyze several historical records of a single event, examining critical relationships between elements of the topic. c. explain the perceived reason or reasons 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 and take into consideration the validity and reliability of sources. e. include a formal bibliography.

Example: Compose an essay on Alexis de Tocqueville’s 1830's observations on American political and social life. Examine other historical documents to determine how accurate the de Tocqueville’s analysis was, and how his views of society reflect the United States today.

SE/TE: Writing Workshop: Exposition: Comparison-and-Contrast Essay, 818–825; Activities: Essays: Citizen and Society, 568; Humanism, 816; Influence of Confucianism, 332; Literary Periods, 1034; Themes Across Cultures, 1172, 1352







resource(s)) TECH: Student Express CD-ROM; Teacher

Express CD-ROM; Online Essay Scorer

4. Write reflective compositions that may address one of the following purposes: a. explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. 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 relate those incidents to more general and abstract ideas.

Example: Select a quotation that is particularly meaningful. Explain the significance of the quotation.

SE/TE: Narration: Reflective Essay, 238–245; Journal, 150, 238, 315, 739, 1036; Reminiscence, 1229. See also Writing About Literature, 148–149, 236–237, 332–333, 568–569, 696–697, 816–817, 1034–1035, 1172–1173, 1352–1353.



5. 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 unique aspects of the text. c. support important ideas and viewpoints through accurate and detailed reference to the text or to other works. d. demonstrate an understanding of author’s style and an appreciation of the effects created. e. identify and assess the impact of ambiguities, nuances, and complexities within the text.

Example: After reading The Fall of the House of Usher by Edgar Allan Poe (an example of observer narration), The Prison by Bernard Malamud (an example of single character point of view), and The Boarding House by James Joyce (an example of the multiple character point of view), analyze in an essay how the authors’ choices of literary narrator make a difference in the response of the reader. Reference examples from throughout the works in support of a position.

SE/TE: Writing About Literature, 148–149, 236–237, 332–333, 568–569, 696–697, 816–817, 1034–1035, 1172–1173, 1352–1353; Narration: Response to Literature, 1036–1043






resource(s)) TR: General Resources: Student Workbooks;

Reader’s Notebook; Skills Development Workbook


6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Continue to produce other writing forms introduced in earlier grades.

Example: Write stories, reports, and letters showing a variety of word choices, or review a favorite book or film.




7. Write documented papers incorporating the techniques of Modern Language Association (MLA) or similar parenthetical styles.

SE/TE: Research Paper, 698–707; Citing Sources and Preparing Manuscript, R27; Citing/Documenting, 700; Using APA Style, R29; Using MLA Style, 325, R28; Research Paper, 698–707



Standard 3. Grammar/Usage and Mechanics -The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

1. Standard English Usage - Demonstrate correct use of Standard English in speaking and writing.

a. Distinguish commonly confused words (e.g., there, their, they're; two, too, to; accept, except; affect, effect).

SE/TE: Grammar, Usage, and Mechanics Handbook: Glossary of Common Usage, R43, R44. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361








resource(s)) b. Use correct verb forms and tenses. SE/TE: Verb, 72, 98, 126, 154, 155, 159, 673,

692, 738, 1358, 1359; Grammar, Usage, and Mechanics Handbook, R39



c. Use correct subject-verb agreement. SE/TE: Subject-verb agreement, 126, 159



d. Distinguish active and passive voice. SE/TE: Voice, 1358. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361



e. Use correct pronoun/antecedent agreement and clear pronoun reference.

SE/TE: Pronoun-Antecedent Agreement, 126, 159, 882; Pronouns, 126, 1286, 1356; Grammar, Usage, and Mechanics Handbook, R32, R39



f. Use correct forms of comparative and superlative adjectives.

SE/TE: Adjective, 218, 272, 381, 738, 766, 1024, 1248; Grammar, Usage, and Mechanics Handbook, R39








resource(s)) 2. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.

a. Demonstrate correct use of capitals. SE/TE: Grammar, Usage, and Mechanics Handbook: Capitalization, R41. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361



b. Use correct formation of plurals. SE/TE: For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181



c. Demonstrate correct use of punctuation and recognize its effect on sentence structure.

SE/TE: Punctuation: Colon, 434; Commas, 420, 825, 999; Exclamation Mark, 420; Quotation Marks, 52, 410, 411, 1212; Dashes, 1298; Grammar, Usage, and Mechanics Handbook, R41



d. Use correct spelling of commonly misspelled words and homonyms.

SE/TE: Grammar, Usage, and Mechanics Handbook: Glossary of Common Usage, R43, R44. For related information see: Editing and Proofreading, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361



3. Sentence Structure - Demonstrate appropriate sentence structure in writing.

a. Use parallel structure. SE/TE: Parallelism, 82, 808, 1350







resource(s)) TECH: Student Express CD-ROM; Teacher

Express CD-ROM; Online Essay Scorer

b. Correct dangling and misplaced modifiers. SE/TE: For related information see: Modifiers, 896; Editing, 157, 245, 341, 577, 707, 825, 1043, 1181, 1361



c. Correct run-on sentences. SE/TE: Fragmented/run-on, 245; Grammar, Usage, and Mechanics Handbook, R40



d. Correct fragments. SE/TE: Fragmented/run-on, 245; Grammar, Usage, and Mechanics Handbook, R40



4. Apply appropriate manuscript conventions in writing including title page presentation, pagination, spacing and margins, and integration of sources and support material, by citing sources within the text, using direct quotations, and paraphrasing.

SE/TE: Citing Sources and Preparing Manuscript, R27; Citing/Documenting, 700; Using APA Style, R29; Using MLA Style, 325, R28; Writing Workshop: Research Paper, 698–707; Activities: Research Paper, 1174; Report, 818; Multimedia Report, 698, 1174. See also Writing About Literature, 148–149, 236–237, 332–333, 568–569, 696–697, 816–817, 1034–1035, 1172–1173, 1352–1353.








resource(s)) Oral Language/Listening and Speaking - The student will demonstrate thinking skills in listening and speaking.

Formulate thoughtful judgments about oral communication. Deliver focused and coherent presentations that convey clear and distinct perspectives and solid reasoning. Deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. Use gestures, tone, and vocabulary appropriate to the audience and purpose. Use the same Standard English conventions for oral speech that are used in writing.

Standard 1. Listening - The student will listen for information and for pleasure.

1. Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker’s messages.

SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Critical Communication Skills, R37


TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM

2. Use effective strategies for listening that prepare for listening, identify the types of listening, and adopt appropriate strategies.

SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184



3. Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Critical Communication Skills, R37. Opportunities to address this standard may be found on the following pages: Listening and Speaking Activities, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351







resource(s)) TECH: Listening to Literature Audio CD; Student

Express CD-ROM; Teacher Express CD-ROM

4. Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention.

SE/TE: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering Persuasive Arguments, 344; Debate, 273, R37



5. Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

SE/TE: Communications Workshop: Interviewing Techniques, 248; Listening to Speeches, 580; Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Critical Communication Skills, R37. Opportunities to address this standard may be found on the following pages: Listening and Speaking Activities, 35, 53, 73, 83, 99, 113, 143, 185, 219, 229, 273, 293, 305, 315, 325, 421, 435, 459, 527, 549, 557, 569, 621, 651, 693, 739, 753, 767, 787, 797, 809, 865, 883, 897, 939, 974, 1025, 1111, 1125, 1135, 1157, 1171, 1213, 1229, 1249, 1273, 1287, 1299, 1309, 1317, 1337, 1351



Standard 2. Speaking - The student will express ideas and opinions in group or individual situations.

1. Use a variety of verbal and nonverbal techniques in presenting oral messages such as pitch and tone of voice, posture, and eye contact, and demonstrate poise and control while presenting.

SE/TE: Communications Workshop: Delivering a Speech, 160; Delivering a Persuasive Argument, 344; Presenting a Literary Interpretation, 828; Delivering an Oral Response to Literature, 1046; Delivering a Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174–1181; Activities: Debate, 273, R37; Oral Presentation, 673, 1176, 1364; Speech, 83, 547, 580; Oral Interpretation, 185, 435, 1157, 1315; Reading: Choral, 53; Dramatic, 501, 739, 767, 797, 1135; Multimedia, 1287; Oral Interpretive, 883; Poetry, 305; Themed, 1171; Recitation, 421; Retelling Epic/Fable, 143, 229; Critical Communication Skills, R38






resource(s)) TR: General Resources: Student Workbooks;

Reader’s Notebook; Skills Development Workbook


2. Use logical, ethical, and emotional appeals that enhance a specific tone and purpose.

SE/TE: Communications Workshop: Delivering a Speech, 160; Delivering a Persuasive Argument, 344; Presenting a Literary Interpretation, 828; Delivering an Oral Response to Literature, 1046; Delivering a Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174–1181; Activities: Debate, 273, R37; Oral Presentation, 673, 1176, 1364; Speech, 83, 547, 580; Oral Interpretation, 185, 435, 1157, 1315



3. Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective presentations.

SE/TE: Communications Workshop: Delivering a Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174–1181



4. Ask clear questions for a variety of purposes and respond appropriately to the questions of others.

SE/TE: Questioning, 265, 266, 271, 502, 503, 506, 508, 510, 512, 516, 519, 522, 523, 525; Critical Reading, 24, 32, 43, 50, 66, 80, 96, 105, 110, 121, 124, 131, 140, 182, 199, 207, 216, 226, 270, 285, 288, 290, 299, 302, 312, 322, 379, 408, 417, 432, 456, 499, 524, 544, 552, 564, 609, 618, 641, 648, 664, 671, 682, 690, 733, 736, 750, 764, 777, 784, 794, 806, 850, 862, 878, 880, 888, 893, 894, 912, 927, 936, 971, 997, 1022, 1079, 1108, 1122, 1132, 1147, 1149, 1153, 1154, 1168, 1210, 1226, 1246, 1260, 1269, 1270, 1281, 1284, 1294, 1296, 1306, 1313, 1314, 1328, 1334, 1345, 1348








resource(s)) Visual Literacy: The student will interpret, evaluate, and compose visual messages.

Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning.

1. Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesize material viewed, refer to images or information in visual media to support point of view).

SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184



2. Describe how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests).

SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184



Standard 2. Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages. �

1. Use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs.

SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering a Multimedia Presentation, 1364; Activity: Film of Play, 865; Reading Informational Materials: Web Research, 528-531








resource(s)) 2. Identify the rules and expectations about genre that can be manipulated for particular effects or purposes (e.g., combining or altering conventions of different genres, such as presenting news as entertainment; blurring of genres, such as drama-documentaries).

SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering a Multimedia Presentation, 1364; Reading Informational Materials: Web Research, 528-531



Standard 3. Compose Visual Messages - The student will create a visual message that effectively communicates an idea.

1. Design and develop genres such as nightly news, news magazines, and documentaries and identify the unique properties of each.

SE/TE: Communications Workshop: Multimedia Presentation, 1364; Writing Workshop: Multimedia Report, 1174–1181; Activities: Documentary, R38; Movie Preview/Proposal, 411, 693; Press Conference, 35, 621; TV News Report, 219; Collage, 1213; Poster, 293, 621; Timeline, 567, 1249



2. Compare, contrast, and critique various media coverage of the same events such as in newspapers, television, and on the Internet, and compose a study of the results.

SE/TE: For related information see: Communications Workshop: Analyzing the Impact of Media, 710; Analyzing a Media Presentation, 1184; Delivering a Multimedia Presentation, 1364; Reading Informational Materials: Web Research, 528-531




Literature, The Penguin Edition,

Documents

Transcript of Literature, The Penguin Edition,