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PRIORITY ACADEMIC STUDENT SKILLS LANGUAGE ARTS

Grades 9-12

Correlated toAGS WORLD LITERATURE

I. READING PROCESS: Students will apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

A. Vocabulary: Knowledge of words and word meanings

THE STUDENT WILL: WORLD LITERATURECORRELATION LOCATION:

1. Continue to build personal vocabulary through word study, the reading of literature, and class discussion (e.g., multiple meanings, dictionary definitions, and meanings in context).

Literary terms are highlighted in “Introducing the Selection” readings throughout.Vocabulary words are in bold and defined at the bottom of the page for easy reference.A Glossary at the back of the book also includes vocabulary words with their definitions.

2. Apply knowledge of Greek (e.g., tele/phone, micro/phone), Latin (e.g., flex/ible), and Anglo-Saxon (e.g., un/friend/ly) roots and affixes to determine word meanings.

Not applicable.

(Oklahoma PASS Language Arts Grades 9-12, I. Reading Process, A. Vocabulary, Cont.)

THE STUDENT WILL: WORLD LITERATURECORRELATION LOCATION:

3. Use word meanings within the appropriate context and verify those meanings by definition, restatement, example, comparison, and contrast.

Vocabulary words are highlighted in context and defined at the bottom of the page for easy reference. Some specialized vocabulary (foreign words, specialized vocabulary, phrases, jargon, etc.) are defined or explained in marginal notes within the text. See examples on pages 127, 160, 167, 169, 204,

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215, 272, 273, 318

4. Connect technical and specialized terms with new concepts in content area text.

Technical and specialized terms are defined as described in #3 above, but most often in marginal notes. See examples on pages 211, 217, 221, 225“Cross Curricular Connection” activities throughout the Teacher’s Edition help students connect some of these terms to content area.

5. Understand and explain the implied relationships in word analogies to extend vocabulary development.

Analogies are presented through direct teaching of similes and metaphors. See pages 287, 289, 314, 337, 342

6. Understand and explain shades of meaning in related words (e.g., softly and quietly).

Not applicable.

(Oklahoma PASS Language Arts Grades 9-12, I. Reading Process, Cont.)

B. Comprehension: Ability to interact with the words and concepts on the page to understand what the writer has said.

THE STUDENT WILL:WORLD LITERATURECORRELATION LOCATION:

1. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level reading.

Student comprehension is enhanced by introductory material before each selection. Reading cues within the selection, including vocabulary, marginal notes, and teacher-led discussion, aid comprehension.Comprehension is tested in “Reviewing the Selection” exercises following each reading and a “Unit Review” at the end of each unit.

2. Preview the material and determine the purpose for reading a specific text.

Students are introduced to each selection with a picture of the author and a brief explanation about the author’s life and about the selection itself. See examples on ST pages 52, 85, 99, 116, 126, 143, 150, 196, 237

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The Teacher’s Edition contains a “Selection at a Glance” at the beginning of each selection that lists lesson objectives. See examples on TE pages 35, 52, 66, 85, 99, 108, 150, 165, 175

3. Use prior knowledge to become actively engaged with the reading material and use a range of comprehension skills (e.g., literal, inferential, and evaluative).

“Introducing the Selection” prepares students with the knowledge they need to enhance their comprehension of the following selection. In addition, questions in marginal notes and in “Reviewing the Selection” exercises aid comprehension skills.

(Oklahoma PASS Language Arts Grades 9-12, I. Reading Process, B. Comprehension, Cont.)


*4. Skim text for an overall impression and scan text for particular information.

See “How do I read this book?” on pages 13-14

*5. Use correction strategies when the meaning is not clear (e.g., read on, reread, ask questions, try alternate pronunciations, use resources).

See “How do I read this book?” on pages 13-14.

*6. Recognize signal words and their contribution to the meaning of the text (e.g., in spite of, for example, a major force, consequently, especially relevant)

*7. Vary reading speed and strategies according to the type of material and the purpose for reading.

See “How do I read this book?” on pages 13-14.

C. Fluency: Ability to identify words rapidly so that attention is directed at the meaning of the text.

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1. *Increase reading speed and comprehension through daily independent reading.

A wide variety of reading selections encourages student interest in independent reading.

2. *Continue to read with expression, interjecting a sense of feeling, anticipation, or characterization.

Oral language activities throughout help students learn to interject feeling, anticipation and characterization in silent reading as well as oral reading. See “Speak and Listen” examples on ST pages 137, 231, 279, 311, 365, 413Further oral language activities are found throughout the Teacher’s Edition. See examples on TE pages 114, 121, 162, 188, 405

(Oklahoma PASS Language Arts Grades 9-12, Cont.)

II. RESPONDING TO TEXT: Students read, construct meaning, and respond to a wide variety of literary forms.


A. Recall and organize information, make inferences, and draw conclusions by using story structure (e.g., setting, character, goal, plot, conflict, and resolution).

See “Reviewing the Selection” questions following each selection.Specific instruction on elements of story structure is also given throughout. See examples on ST pages 20, 66, 83, 84, 85, 106, 134, 194, 230, 276, 279, 362

B. Compare and evaluate the effectiveness of plot, theme, setting, and characterization in selections of American and world literature.

ST pages 20, 35, 84, 85, 106, 134, 153, 194, 230, 276, 279, 362, 389, 392In addition, many “Reviewing the Selection” and “Unit Review”

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questions throughout address these topics. Examples on ST page 136 (#11); 230 (#7); 310 (#8); 364 (#9)

*C. Develop an understanding of the effect of history on American literature (e.g., literary movements and periods).

See “Introducing the Selection” readings throughout.

*D. Evaluate works of world literature as reflections of time and culture.

See “Introducing the Selection” readings throughout.

*E. Analyze the recurrence of archetypal characters, settings, and themes in world literature.

Not applicable

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

Examples on ST pages 66, 84, 99, 106, 107, 194Marginal notes also help students trace story development. See examples on ST pages 24, 81, 88, 100.See “Literary Elements” on TE p. 252

(Oklahoma PASS Language Arts Grades 9-12, II. Responding to Text, Cont.)


G. Analyze interactions among main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

Examples on ST pages 66, 67, 71, 79, 83, 101, 128, 131See also “Reviewing the Selection” questions throughout. Examples on pages 33 (#11), 83 (#23, 24), 91 (#5), 106 (#7), 124 (#19), 133 (#10)

H. Use text organization as an aid to comprehension of increasingly difficult content material (e.g., compare/ contrast, cause/effect, problem/solution, sequential order).

See Critical Thinking questions in “Reviewing the Selection” exercises throughout.

I. Use knowledge of literary genre and text structures to aid comprehension (drama, poetry, short stories, essays, speeches, and

Selections are organized into units by genre throughout. Each genre is introduced before its reading selections. See pages 18-21, 22, 51,

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novels). 84, 107, 138-141, 142, 157, 195, 208, 232-235, 236, 250, 265, 280-283, 313-315, 316, 343, 367-369, 370, 382, 393

J. Summarize fiction/nonfiction by determining the main idea and supporting details.

Each “Reviewing the Selection” and “Unit Review” has a category called “Comprehension: Understanding Main Ideas.” See examples on pages 106, 115, 124, 149, 156, 164, 173, 193, 200

K. Analyze details for relevancy and accuracy.

See “Reviewing the Selection” and “Unit Review” questions throughout.

*L. Discuss underlying theme or message when interpreting fiction and poetry.

ST pages 35, 153, 389, 392See “Reviewing the Selection” questions. Examples on ST pages 137 (#18), 174 (#30), 307 (#10), 334 (#29), 342 (#9), 361 (#30), 376 (#4), 381 (#10)



M. Analyze the poet’s use of imagery, personification, symbolism, and figures of speech.

ST pages 282-283, 284-286, 287-290, 291-292, 293-296, 297-300, 301-303, 304-307, 308-311

*N. Explain how the use of sound devices in poetry supports the subject and mood (e.g., rhyme, rhythm, alliteration, and onomatopoeia).

ST pages 282, 283, 304, 307, 309

O. Support ideas, make inferences, and draw conclusions from evidence presented in text.

See “Reviewing the Selection” questions throughout, particularly the “Critical Thinking” section.

*P. Evaluate, react, and respond to reading material through activities such as discussions, correspondence, family histories, Reader’s Theater, and multimedia projects.

Marginal notes and “Reviewing the Selection” questions lend themselves to class discussion.“Writing on Your Own” assignments at the end of each “Reviewing the Selection” and “Skills Lesson” give students another way to respond to

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what they have read.Many more response projects are included in the Teacher’s Edition, including: -Career Connections (examples on TE pages 54, 89, 217, 268) -Community Connections (examples on TE pages 28, 280, 262, 386) -Cross Curricular Connections (examples on TE pages 31,58, 179, 254) -Diversity Connections (examples on TE pages 288, 298, 326, 372) -Environmental Connections (examples on pages 60, 94, 349, 356) -Learning Styles (examples on pages 55, 103, 254, 295)



Q. Interpret the use of figurative language and literary devices within text (e.g., metaphor, simile, hyperbole, dialect, and irony).

ST pages 52, 65, 287, 314, 337, 342, 347, 370, 389, 401, 411, 412

R. Identify the author’s writing style. Examples on ST pages 35, 85, 91 (#7), 126, 133, 156 (#7, 8), 164 (#10), 301, 304, 308, 344

S. Determine the author’s purpose (persuade, inform, entertain) and point of view to evaluate source credibility and reliability.

Purposes of some genre types are explained in unit openers (Examples on ST pages 20, 22, 51, 84, 157, 195).Questions in “Reviewing the Selection” help students determine purpose and point of view. See examples on ST pages 34 (#24), 65 (#28), 174 (#22, 25), 275 (#24), 334 (#29)Point of view is directly addressed on ST pages 34, 107, 125, 165, 174, 228

T. Analyze the effect of bias, ST: page 3837

stereotyping, unsupported inferences, fallacious reasoning, and propaganda techniques in expository text (e.g., flag waving, prestige identification, exigency).

U. Evaluate advertisements, editorials, and feature stories for relationships between intent and factual content.

ST: pages 153-156, 309-313, 214-219, 220-223, 224-227, 317-319, 320-332, 383-388


III. INFORMATION AND RESEARCH: Students read widely to acquire knowledge, conduct research, and organize information.


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

See “Writing on Your Own” on ST page 264.See “Planning and Writing Reports” on ST page 417.See “Career Connection” assignments throughout the TE. Examples on TE pages 54, 167, 268, 379.See “Community Connection” assignments on TE pages 38, 68, 180, 299.See “Cross Curricular Connection” assignments throughout the TE. Examples on TE pages 26, 96, 372, 403.See “Diversity Connection” assignments throughout the TE. Examples on TE pages 172, 198, 260, 404.See “Environmental Connection” assignments throughout the TE. Examples on TE pages 60, 151, 269, 294.

*B. Analyze, synthesize, evaluate, summarize, or paraphrase relevant information from multiple sources into a written report or summary.

See “Writing on Your Own” on ST page 264.See supporting material throughout the TE. Examples on TE pages 58, 167, 180, 198, 217, 218, 324, 349, 403

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*C. Give credit for both quoted and paraphrased information in a bibliography.

See “Planning and Writing Reports” on ST page 417.

(Oklahoma PASS Language Arts Grades 9-12, III. Information and Research, Cont.)


D. Interpret information from schedules, letters, catalogs, directories, charts, maps, graphs, tables, diagrams, and directions, as appropriate to content curriculum.

A map is included in each “Introducing the Selection” to show the country the author is from.Appendix B on pages 418-425 contains a World Atlas.Appendix C on pages 426-435, a “Student Passport to World Cultures,” is a directory of important features of the countries represented in this text.See additional examples of relevant student activities on TE pages 40, 119, 129, 354

E. Understand technical directions to complete tasks (e.g., home or auto repair, use of computer software, assembling equipment), as appropriate to content area curriculum.

Not applicable.

F. Select the best source for a given purpose (e.g., reference books, almanacs, atlases, encyclopedias, dictionaries, thesauruses, electronic card catalogs and databases, tables of contents, glossaries, indexes, magazines, newspapers, and the Reader’s Guide to Periodical Literature).

See “Writing on Your Own” assignment on page 264.See “Planning and Writing Reports” on ST page 417.There are many research assignments suggested in the Teacher’s Edition supplemental material. See examples on TE pages 31, 58, 68, 96, 131, 167, 172, 180, 198, 217, 254, 271, 321, 404

G. Compare and contrast the features of consumer materials to gain meaning from the documents (e.g., warranties, contracts, instructional manuals, and product information), as appropriate to content area curriculum.

Not applicable.

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H. Develop and organize notes from content area text using graphic organizers, note cards, or outlines.

See “Planning and Writing Reports” on ST page 417.See “Comprehension” teaching aids on TE pages 218, 324.

*I. Use supplementary resources to enhance understanding of content area subjects (e.g., audio/video recordings, print material, interviews).

See “Planning and Writing Reports” on ST page 417.See “Career Connection” assignments throughout the TE. Examples on TE pages 48, 54, 241, 379See “Community Connection” assignments throughout the TE. Examples on TE pages 38, 262, 299, 373.See “Cross Curricular Connection” assignments throughout the TE. Examples on TE pages 26, 96, 128, 403See “Diversity Connection” assignments throughout the TE. Examples on TE pages 198, 260, 372, 404See “Environmental Connection” assignments on TE pages 60, 269, 294, 349See “Learning Styles” assignments throughout the TE. Examples on TE pages 178, 254, 295, 399

*J. Analyze, synthesize, evaluate, summarize, and paraphrase information from multiple sources.

See “Writing Connection” assignment on ST page 264See many assignments throughout the TE as noted above.



*K. Continue to apply test-taking strategies.

“Test-Taking Tips” are included in each Unit Review throughout. See pages 137, 231, 279, 311, 365, 413

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IV. EFFECTIVE READING HABITS: Students demonstrate the behaviors, habits, and attitudes of an effective reader.


*A. Participate in daily, independent reading of self-selected literature (e.g., Sustained Silent Reading/Drop Everything and Read: 20-30 minutes daily).

A wide variety of reading selections encourages student interest in independent reading.

*B. Share and discuss daily books and authors in pairs, in small groups, and in large groups.

Large and small group discussion of reading selections is encouraged through: - “Reviewing the Selection” questions following each reading. - Marginal questions within the reading itself. - Suggested pair/group activities throughout the Teacher’s Edition. See examples on TE pages 63, 104, 128, 132, 168, 306, 358.

*C. Respond to oral reading led by teacher through discussion, art, drama, and writing.

Each reading selection is followed by “Reviewing the Selection” questions, which can be either written or orally discussed.Each “Reviewing the Selection” ends with a “Writing on Your Own” assignment.Oral reading activities are included in the TE. See examples on TE pages 114, 121, 162, 188, 239, 295, 340, 390

(Oklahoma PASS Language Arts Grades 9-12, IV. Effective Reading Habits, Cont.)


*D. Read for a variety of purposes such as for pleasure, to gain information, to communicate, or to

A wide variety of reading selections within the text itself encourages student interest in reading.

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support an opinion. Many research projects throughout the TE encourage reading for information, communication, or to support an opinion. See examples on TE pages 26, 96, 128, 131, 172, 180, 198, 254, 271, 348, 372, 403

E. Read, discuss, and analyze short stories, novels, essays, speeches, technical documents, and other works representing diversity (e.g., gender, ethnicity, and nationality).

A diversity of literature is included in this text, including short stories, journals and letters, autobiography, biography, journalism, speeches, essays, satire, columns, poetry, and drama.Diversity is further exhibited in a wide variety of authors, both male and female. Authors of twenty-eight different nationalities are represented. Consequently, topics of the reading selections are equally diverse.

V. WRITING


*A. Use a writing process to develop and refine composition skills. Students are expected to use prewriting strategies, write and revise multiple drafts, edit, and share their compositions.

See “Writing on Your Own” teaching aids in the Teacher’s Edition that accompany assignments in the Student Text. Examples on TE pages See “Writing Connection” ideas in the Teacher’s Edition on pages 62, 77, 90, 147, 212, 247, 259, 292, 325, 391See “Planning and Writing Reports” on ST page 417.

(Oklahoma PASS Language Arts Grades 9-12, V. Writing, Cont.)


*B. Write a variety of narrative, descriptive, expository, persuasive,

See “Writing on Your Own” assignments throughout. Examples

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and reflective compositions that establish and support a central idea with a thesis statement, supporting paragraphs with facts, details, explanations, or examples, and a concluding paragraph that summarizes the points.

on ST pages 34, 98, 115, 133, 137, 164, 174, 194, 227, 276, 361, 388, 392, 400See “Writing Connection” assignments on TE pages 62, 77, 90, 147, 212, 247, 259, 292, 325, 391.See “Planning and Writing Reports” on ST page 417.

*C. Write analytically about literature using appropriate literary terms such as character types and development, plot structure, setting, point of view, and theme.

“Reviewing the Selection” questions give students opportunities to write about literature.See examples of “Writing on Your Own” assignments on ST pages 50, 137, 156, 207, 227, 311, 342Students are taught specifically about: -character types and development: ST pages 20, 23, 107, 276; TE pages 44, 73, 205 -plot: ST pages 20, 84, 106, 134, 194; TE pages 44, 73, 105 -setting: ST pages 20, 85, 230, 279, 362; TE pages 44, 73 -point of view: ST pages 34, 107, 125, 165, 174, 228 -theme: ST pages 35, 153, 389, 392

*D. Write a documented essay using research methods, incorporating the techniques of Modern Language Association or similar parenthetical styles.

See “Planning and Writing Reports” on ST page 417.

(Oklahoma PASS Language Arts Grades 9-12, V. Writing, Cont.)


*E. Demonstrate essay test-taking techniques by addressing and analyzing the question and using such methods as comparison/contrast, analysis, exposition, and persuasion.

“Test-Taking Tips” are included in each Unit Review throughout. See pages 137, 231, 279, 311, 365, 413

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*F. Select and use reference materials and resources as needed for writing, revising, and editing final drafts.

See “Writing on Your Own” on ST page 264.See “Planning and Writing Reports” on ST page 417.See “Career Connection” assignments throughout the TE. Examples on TE pages 167, 217, 306See “Community Connection” assignment on TE pages 68, 373 See “Cross Curricular Connection” assignments throughout the TE. Examples on TE pages 26, 31, 58, 128, 131, 179, 271, 321, 372, 403See “Diversity Connection” assignments throughout the TE. Examples on TE pages 172, 180, 198, 260, 404See “Environmental Connection” assignments throughout the TE. Examples on TE pages 60, 151, 171, 269, 294


VI. GRAMMAR/USAGE AND MECHANICS


A. Demonstrate appropriate practices in speaking and writing. Students are expected to write using complete sentences and edit for usage, mechanics, and spelling.

See “Correcting Common Writing Mistakes” on ST page 414 and “Checklist for Proofreading and Revising” on ST page 416.See “Grammar” exercises on Teacher’s Edition pages 25, 27, 29, 37, 41, 95, 97, 122, 145, 169, 177, 240, 273, 292, 340, 374, 406

B. Demonstrate correct use of standard English usage.

See “Grammar” exercises mentioned in #A above.See “Correcting Common Writing Mistakes” on ST page 414 and “Checklist for Proofreading and Revising” on ST page 416.

1. Capitalization and punctuation 2. Commonly confused terms (e.g., there, their, they’re; two, too, to; accept, except; affect, effect). 3. Formation of plurals. 4. Pronoun usage, pronoun/

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antecedent agreement, and clear pronoun reference. 5. Subject-verb agreement. 6. Verb forms and tenses. 7. Sentence structure. 8. Parallel structure. 9. Spell frequently used and previously studied words correctly. 10. Use reference materials and technology to check and correct spelling. 11. Avoid dangling and misplaced modifiers. 12. Avoid run-ons and fragments.

(Oklahoma PASS Language Arts Grades 9-12, VI. Grammar/Usage and Mechanics, Cont.)


C. Identify some major influences on language and how language changes. For example, vowel shift and fewer inflections are typical of patterns of change. Changes in politics (glasnost, apartheid) and technology (Internet, laser) are examples of how new words are added to our vocabulary.

Not applicable

VII. LISTENING/SPEAKING


A. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students, individually or in groups, will gather information, organize and analyze it, and generate a report that conveys ideas clearly and relates to the background and interest of the audience.

See “Speak and Listen” assignments in each Unit Review, pages 137, 231, 279, 311, 265, 413.See suggested activities throughout the Teacher’s Edition. Examples on TE pages 26, 58, 306, 403See “Learning Styles” assignments throughout the Teacher’s Edition. Examples on TE pages 104, 132, 168, 358.

(Oklahoma PASS Language Arts Grades 9-12, VII. Listening/Speaking, Cont.)15


*B. Prepare, organize, and deliver oral responses to literary works.

Any of the activities following reading selections can be presented in oral fashion, including “Reviewing the Selection” questions and “Writing on Your Own” assignments.

*1. Summarize significant events and details. *2. Articulate an understanding of several ideas and images communicated by literary works.*3. Use relevant examples or textual evidence from the work to support conclusions.

*C. Understand the major ideas and supporting evidence in informative and persuasive messages, and defend a point of view using precise language and appropriate details.

See reading selections and exercises in Unit 2: Nonfiction (Journals and Letters, pp. 142-156; Autobiography, pp. 156-194; Biography, pp. 195-207; Journalism, pp. 208-231), Unit 5: Persuasive Literature (Speeches, pp. 316-342; Essays, pp. 343-364), and Unit 6: Humorous Literature (Satire, pp. 370-381, and Columns, pp. 382-392).See “Writing Connection” assignments on TE pages 147, 212, 292, 325.See “Writing on Your Own” assignment on ST page 334.

*D. Present reports using appropriate delivery (volume, rate, enunciation, and movement) and language skills (pronunciation, word choice, and usage).

See “Speak and Listen” activities on ST pages 137, 231, 279, 311, 365, 413See “Learning Styles” activities on TE pages 114, 121, 162, 188, 239, 244, 261, 295, 306, 340, 390, 405

*E. Analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies such as pitch and tone of voice, posture, and eye contact.

See “Speak and Listen” activities on ST pages 137, 231, 279, 311, 365, 413See “Learning Styles” activities on TE pages 114, 121, 162, 188, 239, 295, 340, 390, 405

(Oklahoma PASS Language Arts Grades 9-12, VII. Listening and Speaking, Cont.)

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*F. Determine the purpose for listening (i.e., gaining information, solving problems; or for enjoying appreciating, recalling, interpreting, applying, analyzing, evaluating, receiving directions, or learning concepts).

See “Learning Styles” activities on TE page 86

*G. Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Not applicable

*H. Predict, clarify, analyze, and critique a speaker’s information and point of view.

Not applicable

*I. Distinguishes between speaker’s opinion and verifiable facts.

Not applicable

*J. Evaluate the spoken message in terms of content, credibility, and delivery.

Not applicable

*K. Show consideration and respect for others.

See “Speak and Listen” on ST page 365.See “Learning Styles” activities on TE pages 86.

1. Listen and speak to gain and share knowledge of one’s culture, the culture of others, and the common elements of cultures. 2. Speak responsibly to present accurate, truthful, and ethical messages.


VIII. VISUAL LITERACY


A. Distinguish fact, opinion, and fiction

Throughout. In particular, see Journalism selections on ST pages

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in print and nonprint media, such as in literature, electronic media, and advertising.

208-231, Speeches on ST pages 316-342, Essays on ST pages 343-361, and Satire on ST pages 370-381.

*B. Interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meaning.

Fine art reproductions are used as illustration of written text throughout. “Viewing the Art” features in the Teacher’s Edition help students interpret and evaluate the art. See examples on ST/TE pages 18-19, 100, 103, 132, 138-139, 232-233, 241, 269, 280-281, 302

C. Compare and contrast print, visual, and electronic media, such as film, with a written story.

Not applicable

*D. Interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.

A map is included in each “Introducing the Selection” to show the country the author is from.Appendix B on pages 418-425 contains a World Atlas.Appendix C on pages 426-435, a “Student Passport to World Cultures,” is a directory of important features of the countries represented in this text.See additional examples of relevant student activities on TE pages 40, 119, 129, 214, 354

(Oklahoma PASS Language Arts Grades 9-12, VIII. Visual Literacy, Cont.)


*E. Access information from a variety of media (television, computers, videos, CD-ROMs) and evaluate the quality of material selected.

See examples on TE pages 89, 212See “Writing on Your Own” assignments on ST pages 213, 219, 223, 227

*F. Analyze and evaluate the effectiveness of the techniques used in media messages for a particular audience.

See ST pages 209-213, 2214-219, 220-223, 224-227, 377-381See TE page 212, 325

IX. LITERATURE

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A. Demonstrate a knowledge of and an appreciation for various forms (genres) of literature, such as short story, novel, drama, narrative and lyric poetry, essay, and informational texts.

The text is divided into the following genre-based units:Unit 1: Fiction Unit 2: Nonfiction (Journals and Letters, Autobiography, Biography)Unit 3: Drama (Classical, Realistic, Expressionistic)Unit 4: PoetryUnit 5: Persuasive Literature (Speeches, Essays)Unit 6: Humorous Literature (Satire, Columns, Stories)

(Oklahoma PASS Language Arts Grades 9-12, IX. Literature, Cont.)


B. Demonstrate a knowledge of literary elements and techniques and how they affect the development of a literary work. For examples, students are expected to recognize and explain plot, character, setting, theme, conflict, symbolism, point of view, imagery, flashback, foreshadowing, irony, tone, and illusion.

Plot: ST pages 20, 84, 106, 134, 194; TE pages 44, 73, 105Character: ST pages 20, 23, 107, 276; TE pages 44, 73Setting: ST pages 20, 85, 230, 279, 362; TE pages 44, 73Theme: ST pages 10, 140, 154, 197, 462Conflict: ST pages 66, 83; TE page 187Symbolism: ST pages 84, 126, 282, 284Point of View: ST pages 34, 107, 125, 165, 174, 228Imagery: ST pages 293, 296, 309Flashback: TE page 252 Irony: ST pages 52, 65, 347, 401, 411, 412; TE page 352Tone: ST pages 347, 361, 368, 371

C. Identify and use figurative language and sound devices in speaking and writing. For example, students are expected to recognize and use analogy, rhyme, metaphor, simile, personification, alliteration,

Rhyme: ST pages 282, 304, 307, 309Metaphor: ST pages 314, 337, 342; TE pages 299, 322, 341, 404Simile: ST pages 287, 289; TE pages 299, 404Personification: ST pages 150, 152,

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onomatopoeia, and hyperbole. 290

D. Read and respond to historically or culturally significant works of literature. For example, students are expected to find ways to clarify the ideas and make connections between literary works.

See “Reviewing the Selection” after each literary work. “Unit Reviews” at the end of each unit help students make connections among the literary works of the unit.



E. Expand vocabulary through word study, literature, and class discussion. For example, students are expected to distinguish connotation and denotation of words, etymology, levels of usage, and neologisms.

Vocabulary words are in bold and defined at the bottom of the page for easy reference.A Glossary at the back of the book also includes vocabulary words with their definitions.Literary terms are highlighted in “Introducing the Selection” readings throughout.

F. Draw inferences such as conclusions or generalizations and support them with text evidence and personal experience.

See “Reviewing the Selection” questions throughout. Examples on pages 174 (#30), 194 (#29), 213 (#9), 219 (#9), 248 (#20), 275 (#28)

G. Recognize and discuss universal themes (archetypal patterns) in literature.

Not applicable.

H. Analyze characteristics of subgenres such as satire, parody, allegory, and pastorals that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

Fictional subgenres addressed in this text include detective stories (pp. 22-50), science fiction (pp. 51-83), adventure (pp. 84-106), turning points (pp. 107-133), and stories (pp. 393-409).Nonfiction subgenres include journals and letters (pp. 142-156), autobiography (pp. 157-194), biography (pp. 195-207), journalism (pp. 208-227), speeches (pp. 316-342), essays (pp. 344-361), satire (pp. 370-380), columns (pp. 382-392).Drama subgenres include classical (pp. 236-249), realistic (pp. 250-264),

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and expressionistic (pp. 265-275).Poetry subgenres include various types of rhymed and freeverse poetry.



I. Analyze, evaluate, and explain the thinking or behavior represented in a work of literature from or about various past and/or present cultures and relate it to own culture.

See “Reviewing the Selection” questions throughout.

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