TO: Nonaccredited Private School Officials



TENTH GRADE

DRAMA

SUGGESTED READING: Julius Caesar and Antigone

|9-12 Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|1.3.1 | | | |

|▲ determines meaning of words or phrases using context clues (e.g., definitions, restatements, |Comprehension |“Julius Caesar” |Literary Term Pop-up Book |

|examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or | | |Test |

|paragraphs. | | |Worksheets |

| | | | |

|1.3.5 | | | |

|discriminates between connotative and denotative meanings and interprets the connotative power of|Analysis | | |

|words. | | | |

| | | | |

|1.4.2 | | | |

|▲ understands the purpose of text features (e.g., title, graphs/charts and maps, table of |Analysis | | |

|contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings,| | | |

|topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, | | | |

|footnotes, annotations) and uses such features to locate information in and to gain meaning from | | | |

|appropriate-level texts. | | | |

| | | | |

|1.4.3 | | | |

|uses prior knowledge, content, and text type features to make, to revise, and to confirm | | | |

|predictions. |Synthesis | | |

| | | | |

|1.4.4 | | | |

|generates and responds logically to literal, inferential, evaluative, synthesizing, and critical | | | |

|thinking questions before, during, and after reading the text. |Evaluation | | |

| | | | |

|1.4.5 | | | |

|▲ uses information from the text to make inferences and draw conclusions. | | | |

| | | | |

|1.4.6 |Synthesis | | |

|▲ analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, | | | |

|comparison-contrast, description, cause-effect) to help achieve their purposes. | | | |

| | | | |

|1.4.7 |Evaluation | | |

|▲ compares and contrasts varying aspects (e.g., characters' traits and motives, themes, | | | |

|problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, | | | |

|authors' purposes, persuasive techniques, use of literary devices, thoroughness of supporting | | | |

|evidence) in one or more appropriate-level texts. | | | |

| |Analysis | | |

|1.4.9 | | | |

|▲ uses paraphrasing and organizational skills to summarize information (stated and implied main | | | |

|ideas, main events, important details, underlying meaning) from appropriate-level narrative, | | | |

|expository, technical, and persuasive texts in logical or sequential order, clearly preserving | | | |

|the author's intent. | | | |

| | | | |

|1.4.10 |Evaluation | | |

|▲ identifies the topic, main idea(s), supporting details, and theme(s) in text across the content| | | |

|areas and from a variety of sources in appropriate-level texts. | | | |

| | | | |

|1.4.11 | | | |

|▲ analyzes and evaluates how an author’s style (e.g., word choice, sentence structure) and use of| | | |

|literary devices (e.g., foreshadowing, flashback, irony, symbolism, tone, mood, imagery, point | | | |

|of view, allusion, overstatement) work together to achieve his or her purpose for writing text. |Analysis | | |

| | | | |

|1.4.14 | | | |

|▲ identifies the author's position in a persuasive text, describes techniques the author uses to | | | |

|support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing | | | |

|authority, statistics, other techniques that appeal to reason or emotion), and evaluates the |Analysis | | |

|effectiveness of these techniques and the credibility of the information provided. | | | |

| | | | |

|1.4.15 | | | |

|▲ distinguishes between fact and opinion, and recognizes propaganda (e.g., advertising, media, | | | |

|politics, warfare), bias, and stereotypes in various types of appropriate-level texts. | | | |

| | | | |

|2.1.1 |Evaluation | | |

|▲ identifies and describes different types of characters (e.g., protagonist, antagonist, round, | | | |

|flat, static, dynamic) and analyzes the development of characters. | | | |

| | | | |

|2.1.2 | | | |

|▲ analyzes the historical, social, and cultural contextual aspects of the setting and their | | | |

|influence on characters and events in the story or literary text. | | | |

| | | | |

|2.1.3 |Analysis | | |

|▲ analyzes and evaluates how the author uses various plot elements (e.g., problem or conflict, | | | |

|climax, resolution, rising action, falling action) to advance the plot and make connections | | | |

|between events. | | | |

| | | | |

|2.1.4 |Analysis | | |

|analyzes themes, tone, and the author’s point-of-view across a variety of literary works and | | | |

|genres using textual evidence and considering audience and purpose. | | | |

| | | | |

|2.1.5 | | | |

|▲identifies, analyzes, and evaluates the use of literary devices (e.g., foreshadowing, flashback,|Analysis | | |

|irony, figurative language, imagery, symbolism, allusion, dialogue, point of view, | | | |

|overstatement) in a text. | | | |

| | | | |

|2.2.1 | | | |

|recognizes ways that literature from different cultures presents similar themes differently |Analysis | | |

|across genres. | | | |

| | | | |

|2.2.2 | | | |

|compares and contrasts works of literature that deal with similar topics and problems. | | | |

| |Analysis | | |

|2.2.3 | | | |

|evaluates distinctive and shared characteristics of cultures through a variety of texts. | | | |

| | | | |

| | | | |

| |Evaluation | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Evaluation | | |

TENTH GRADE

RESEARCH

SUGGESTED ACTIVITY: Research Paper (3-7 pages, 3 resources, MLA Style, Works Cited page, Topic: Persuasive Biography)

|9-12 Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|1.3.1 | | | |

|▲ determines meaning of words or phrases using context clues (e.g., definitions, restatements, |Comprehension |Writing book |Research Paper |

|examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or | | |3-5 pages |

|paragraphs. | | |MLA style |

| | | | |

|1.3.2 | | |Persuasive |

|locates and uses reference materials available in the classroom, school, and public libraries |Analysis | | |

|(e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the | | |Biography |

|task. | | | |

| | | | |

|1.3.5 | | | |

|discriminates between connotative and denotative meanings and interprets the connotative power of|Analysis | | |

|words. | | | |

| | | | |

|1.4.2 | | | |

|▲ understands the purpose of text features (e.g., title, graphs/charts and maps, table of |Analysis | | |

|contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings,| | | |

|topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, | | | |

|footnotes, annotations) and uses such features to locate information in and to gain meaning from | | | |

|appropriate-level texts. | | | |

| | | | |

|1.4.3 | | | |

|uses prior knowledge, content, and text type features to make, to revise, and to confirm | | | |

|predictions. |Synthesis | | |

| | | | |

|1.4.5 | | | |

|▲ uses information from the text to make inferences and draw conclusions. | | | |

|1.4.6 |Synthesis | | |

|▲ analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, | | | |

|comparison-contrast, description, cause-effect) to help achieve their purposes. | | | |

| |Evaluation | | |

TENTH GRADE

SHORT STORY

SUGGESTED READING: Selections from text book

|9-12 Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|1.3.1 | | | |

|▲ determines meaning of words or phrases using context clues (e.g., definitions, restatements, |Comprehension |Short Story Units |Worksheets |

|examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or | | |Test |

|paragraphs. | | |Literary term posters |

| | | |Frayer models |

|1.3.4 | | |collage |

|▲ identifies, interprets, and analyzes the use of figurative language, including similes, |Analysis | | |

|metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism. | | | |

| | | | |

|1.3.5 | | | |

|discriminates between connotative and denotative meanings and interprets the connotative power of| | | |

|words. |Analysis | | |

| | | | |

|1.4.2 | | | |

|▲ understands the purpose of text features (e.g., title, graphs/charts and maps, table of | | | |

|contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings,|Analysis | | |

|topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, | | | |

|footnotes, annotations) and uses such features to locate information in and to gain meaning from | | | |

|appropriate-level texts. | | | |

| | | | |

|1.4.3 | | | |

|uses prior knowledge, content, and text type features to make, to revise, and to confirm | | | |

|predictions. | | | |

| |Synthesis | | |

|1.4.4 | | | |

|generates and responds logically to literal, inferential, evaluative, synthesizing, and critical | | | |

|thinking questions before, during, and after reading the text. | | | |

| |Evaluation | | |

|1.4.5 | | | |

|▲ uses information from the text to make inferences and draw conclusions. | | | |

| | | | |

|1.4.6 | | | |

|▲ analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, |Synthesis | | |

|comparison-contrast, description, cause-effect) to help achieve their purposes. | | | |

| | | | |

|1.4.7 | | | |

|▲ compares and contrasts varying aspects (e.g., characters' traits and motives, themes, |Evaluation | | |

|problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, | | | |

|authors' purposes, persuasive techniques, use of literary devices, thoroughness of supporting | | | |

|evidence) in one or more appropriate-level texts. | | | |

| | | | |

|1.4.9 |Analysis | | |

|▲ uses paraphrasing and organizational skills to summarize information (stated and implied main | | | |

|ideas, main events, important details, underlying meaning) from appropriate-level narrative, | | | |

|expository, technical, and persuasive texts in logical or sequential order, clearly preserving | | | |

|the author's intent. | | | |

| | | | |

|1.4.10 | | | |

|▲ identifies the topic, main idea(s), supporting details, and theme(s) in text across the content|Evaluation | | |

|areas and from a variety of sources in appropriate-level texts. | | | |

| | | | |

|1.4.11 | | | |

|▲ analyzes and evaluates how an author’s style (e.g., word choice, sentence structure) and use of| | | |

|literary devices (e.g., foreshadowing, flashback, irony, symbolism, tone, mood, imagery, point | | | |

|of view, allusion, overstatement) work together to achieve his or her purpose for writing text. | | | |

| |Analysis | | |

|1.4.12 | | | |

|establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow| | | |

|directions, to be entertained, to solve problems). | | | |

| | | | |

|2.1.1 |Analysis | | |

|▲ identifies and describes different types of characters (e.g., protagonist, antagonist, round, | | | |

|flat, static, dynamic) and analyzes the development of characters. | | | |

| | | | |

|2.1.2 | | | |

|▲ analyzes the historical, social, and cultural contextual aspects of the setting and their | | | |

|influence on characters and events in the story or literary text. | | | |

| |Comprehension | | |

|2.1.3 | | | |

|▲ analyzes and evaluates how the author uses various plot elements (e.g., problem or conflict, | | | |

|climax, resolution, rising action, falling action) to advance the plot and make connections | | | |

|between events. | | | |

| |Analysis | | |

|2.1.4 | | | |

|analyzes themes, tone, and the author’s point-of-view across a variety of literary works and | | | |

|genres using textual evidence and considering audience and purpose. | | | |

| | | | |

|2.1.5 |Analysis | | |

|▲identifies, analyzes, and evaluates the use of literary devices (e.g., foreshadowing, flashback,| | | |

|irony, figurative language, imagery, symbolism, allusion, dialogue, point of view, | | | |

|overstatement) in a text. | | | |

| | | | |

|2.2.1 |Analysis | | |

|recognizes ways that literature from different cultures presents similar themes differently | | | |

|across genres. | | | |

| | | | |

|2.2.2 | | | |

|compares and contrasts works of literature that deal with similar topics and problems. |Analysis | | |

| | | | |

|2.2.3 | | | |

|evaluates distinctive and shared characteristics of cultures through a variety of texts. | | | |

| | | | |

| |Evaluation | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Evaluation | | |

TENTH GRADE

POETRY

SUGGESTED READING: Selections from text book

|9-12 Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|1.3.1 | | | |

|▲ determines meaning of words or phrases using context clues (e.g., definitions, restatements, |Comprehension |Poetry Unit |Poetry Posters (lit. terms) |

|examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or | | |Student-produced poems for lit. terms |

|paragraphs. | | | |

| | | | |

|1.3.4 | | | |

|▲ identifies, interprets, and analyzes the use of figurative language, including similes, |Analysis | | |

|metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism. | | | |

| | | | |

|1.3.5 | | | |

|discriminates between connotative and denotative meanings and interprets the connotative power of| | | |

|words. |Analysis | | |

| | | | |

|1.4.2 | | | |

|▲ understands the purpose of text features (e.g., title, graphs/charts and maps, table of | | | |

|contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings,|Analysis | | |

|topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, | | | |

|footnotes, annotations) and uses such features to locate information in and to gain meaning from | | | |

|appropriate-level texts. | | | |

| | | | |

|1.4.3 | | | |

|uses prior knowledge, content, and text type features to make, to revise, and to confirm | | | |

|predictions. | | | |

| |Synthesis | | |

|1.4.5 | | | |

|▲ uses information from the text to make inferences and draw conclusions. | | | |

| | | | |

|1.4.6 |Synthesis | | |

|▲ analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, | | | |

|comparison-contrast, description, cause-effect) to help achieve their purposes. | | | |

| | | | |

|1.4.10 |Evaluation | | |

|▲ identifies the topic, main idea(s), supporting details, and theme(s) in text across the content| | | |

|areas and from a variety of sources in appropriate-level texts. | | | |

| | | | |

|1.4.11 | | | |

|▲ analyzes and evaluates how an author’s style (e.g., word choice, sentence structure) and use of| | | |

|literary devices (e.g., foreshadowing, flashback, irony, symbolism, tone, mood, imagery, point |Analysis | | |

|of view, allusion, overstatement) work together to achieve his or her purpose for writing text. | | | |

| | | | |

|2.1.4 | | | |

|analyzes themes, tone, and the author’s point-of-view across a variety of literary works and | | | |

|genres using textual evidence and considering audience and purpose. |Analysis | | |

| | | | |

|2.1.5 | | | |

|▲identifies, analyzes, and evaluates the use of literary devices (e.g., foreshadowing, flashback,| | | |

|irony, figurative language, imagery, symbolism, allusion, dialogue, point of view, | | | |

|overstatement) in a text. | | | |

| | | | |

|2.2.1 |Analysis | | |

|recognizes ways that literature from different cultures presents similar themes differently | | | |

|across genres. | | | |

| | | | |

|2.2.2 | | | |

|compares and contrasts works of literature that deal with similar topics and problems. |Evaluation | | |

| | | | |

|2.2.3 | | | |

|evaluates distinctive and shared characteristics of cultures through a variety of texts. | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Evaluation | | |

TENTH GRADE

NOVEL

SUGGESTED READING: Choice of Of Mice and Men or Lord of the Flies

|9-12 Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|1.3.1 | | | |

|▲ determines meaning of words or phrases using context clues (e.g., definitions, restatements, |Comprehension |“Lord of the Flies” |Quizzes |

|examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or | | |Worksheets |

|paragraphs. | | |Test |

| | | |Writing assignments |

|1.3.4 | | |Reading logs |

|▲ identifies, interprets, and analyzes the use of figurative language, including similes, |Analysis | |Imagery / mood projects |

|metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism. | | | |

| | | | |

|1.3.5 | | | |

|discriminates between connotative and denotative meanings and interprets the connotative power of| | | |

|words. |Analysis | | |

| | | | |

|1.4.2 | | | |

|▲ understands the purpose of text features (e.g., title, graphs/charts and maps, table of | | | |

|contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings,|Analysis | | |

|topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, | | | |

|footnotes, annotations) and uses such features to locate information in and to gain meaning from | | | |

|appropriate-level texts. | | | |

| | | | |

|1.4.3 | | | |

|uses prior knowledge, content, and text type features to make, to revise, and to confirm | | | |

|predictions. | | | |

| |Synthesis | | |

|1.4.4 | | | |

|generates and responds logically to literal, inferential, evaluative, synthesizing, and critical | | | |

|thinking questions before, during, and after reading the text. | | | |

| |Evaluation | | |

|1.4.5 | | | |

|▲ uses information from the text to make inferences and draw conclusions. | | | |

| | | | |

|1.4.6 | | | |

|▲ analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, |Synthesis | | |

|comparison-contrast, description, cause-effect) to help achieve their purposes. | | | |

| | | | |

|1.4.7 | | | |

|▲ compares and contrasts varying aspects (e.g., characters' traits and motives, themes, |Evaluation | | |

|problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, | | | |

|authors' purposes, persuasive techniques, use of literary devices, thoroughness of supporting | | | |

|evidence) in one or more appropriate-level texts. | | | |

| | | | |

|1.4.9 |Analysis | | |

|▲ uses paraphrasing and organizational skills to summarize information (stated and implied main | | | |

|ideas, main events, important details, underlying meaning) from appropriate-level narrative, | | | |

|expository, technical, and persuasive texts in logical or sequential order, clearly preserving | | | |

|the author's intent. | | | |

| | | | |

|1.4.10 | | | |

|▲ identifies the topic, main idea(s), supporting details, and theme(s) in text across the content|Evaluation | | |

|areas and from a variety of sources in appropriate-level texts. | | | |

| | | | |

|1.4.11 | | | |

|▲ analyzes and evaluates how an author’s style (e.g., word choice, sentence structure) and use of| | | |

|literary devices (e.g., foreshadowing, flashback, irony, symbolism, tone, mood, imagery, point | | | |

|of view, allusion, overstatement) work together to achieve his or her purpose for writing text. | | | |

| |Analysis | | |

|1.4.12 | | | |

|establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow| | | |

|directions, to be entertained, to solve problems). | | | |

| | | | |

|2.1.1 |Analysis | | |

|▲ identifies and describes different types of characters (e.g., protagonist, antagonist, round, | | | |

|flat, static, dynamic) and analyzes the development of characters. | | | |

| | | | |

|2.1.2 | | | |

|▲ analyzes the historical, social, and cultural contextual aspects of the setting and their | | | |

|influence on characters and events in the story or literary text. | | | |

| |Comprehension | | |

|2.1.3 | | | |

|▲ analyzes and evaluates how the author uses various plot elements (e.g., problem or conflict, | | | |

|climax, resolution, rising action, falling action, subplots, parallel episodes) to advance the | | | |

|plot and make connections between events. | | | |

| |Analysis | | |

|2.1.4 | | | |

|analyzes themes, tone, and the author’s point-of-view across a variety of literary works and | | | |

|genres using textual evidence and considering audience and purpose. | | | |

| | | | |

|2.1.5 |Analysis | | |

|▲identifies, analyzes, and evaluates the use of literary devices (e.g., foreshadowing, flashback,| | | |

|irony, figurative language, imagery, symbolism, allusion, dialogue, point of view, | | | |

|overstatement) in a text. | | | |

| | | | |

|2.2.1 |Analysis | | |

|recognizes ways that literature from different cultures presents similar themes differently | | | |

|across genres. | | | |

| | | | |

|2.2.2 | | | |

|compares and contrasts works of literature that deal with similar topics and problems. | | | |

| |Analysis | | |

|2.2.3 | | | |

|evaluates distinctive and shared characteristics of cultures through a variety of texts. | | | |

| | | | |

| | | | |

| |Evaluation | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

| |Evaluation | | |

TENTH GRADE

NON-FICTION

SUGGESTED READING: Selections from text book

|9-12 Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|1.3.1 | | | |

|▲ determines meaning of words or phrases using context clues (e.g., definitions, restatements, |Comprehension |Non-fiction from book (in various units) |Worksheets |

|examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or | | |Test |

|paragraphs. | | |Discussions |

| | | | |

|1.3.5 | | | |

|discriminates between connotative and denotative meanings and interprets the connotative power of|Analysis | | |

|words. | | | |

| | | | |

|1.4.1 | | | |

|identifies characteristics of narrative, expository, technical, and persuasive texts. |Evaluation | | |

| | | | |

|1.4.2 | | | |

|▲ understands the purpose of text features (e.g., title, graphs/charts and maps, table of | | | |

|contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings,|Analysis | | |

|topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, | | | |

|footnotes, annotations) and uses such features to locate information in and to gain meaning from | | | |

|appropriate-level texts. | | | |

| | | | |

|1.4.3 | | | |

|uses prior knowledge, content, and text type features to make, to revise, and to confirm | | | |

|predictions. | | | |

| |Synthesis | | |

|1.4.5 | | | |

|▲ uses information from the text to make inferences and draw conclusions. | | | |

| | | | |

|1.4.6 |Synthesis | | |

|▲ analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, | | | |

|comparison-contrast, description, cause-effect) to help achieve their purposes. | | | |

| | | | |

|1.4.8 |Evaluation | | |

|▲ explains and analyzes cause-effect relationships in appropriate-level narrative, expository, | | | |

|technical, and persuasive texts. | | | |

| | | | |

|1.4.9 | | | |

|▲ uses paraphrasing and organizational skills to summarize information (stated and implied main |Analysis | | |

|ideas, main events, important details, underlying meaning) from appropriate-level narrative, | | | |

|expository, technical, and persuasive texts in logical or sequential order, clearly preserving | | | |

|the author's intent. | | | |

| |Evaluation | | |

|1.4.10 | | | |

|▲ identifies the topic, main idea(s), supporting details, and theme(s) in text across the content| | | |

|areas and from a variety of sources in appropriate-level texts. | | | |

| | | | |

|1.4.12 | | | |

|establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow| | | |

|directions, to be entertained, to solve problems). |Analysis | | |

| | | | |

|1.4.13 | | | |

|Follows directions presented in technical text. | | | |

| | | | |

|1.4.14 |Comprehension | | |

|▲ identifies the author's position in a persuasive text, describes techniques the author uses to | | | |

|support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing | | | |

|authority, statistics, other techniques that appeal to reason or emotion), and evaluates the | | | |

|effectiveness of these techniques and the credibility of the information provided. | | | |

| |Comprehension | | |

|1.4.15 | | | |

|▲ distinguishes between fact and opinion, and recognizes propaganda (e.g., advertising, media, | | | |

|politics, warfare), bias, and stereotypes in various types of appropriate-level texts. |Evaluation | | |

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| | | | |

| | | | |

| |Analysis | | |

| | | | |

TENTH GRADE

VOCABULARY

|9-12 Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|1.3.1 | | | |

|▲ determines meaning of words or phrases using context clues (e.g., definitions, restatements, |Comprehension |Vocab. Book |Weekly tests |

|examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or | | |Weekly writing assignments |

|paragraphs. | |Literature vocab. | |

| | | | |

|1.3.2 | | | |

|ocates and uses reference materials available in the classroom, school, and public libraries |Analysis | | |

|(e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the | | | |

|task. | | | |

| | | | |

|1.3.3 | | | |

|▲ determines meaning of words through structural analysis, using knowledge of ▲Greek, ▲Latin, and|Comprehension | | |

|Anglo-Saxon ▲roots, ▲prefixes, and ▲suffixes to understand complex words, including words in | | | |

|science, mathematics, and social studies. | | | |

| | | | |

|1.4.2 | | | |

|▲ understands the purpose of text features (e.g., title, graphs/charts and maps, table of | | | |

|contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings,|Analysis | | |

|topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, | | | |

|footnotes, annotations) and uses such features to locate information in and to gain meaning from | | | |

|appropriate-level texts. | | | |

| | | | |

|1.4.3 | | | |

|uses prior knowledge, content, and text type features to make, to revise, and to confirm | | | |

|predictions. | | | |

| |Synthesis | | |

|1.4.5 | | | |

|▲ uses information from the text to make inferences and draw conclusions. | | | |

| | | | |

|1.4.6 |Synthesis | | |

|▲ analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, | | | |

|comparison-contrast, description, cause-effect) to help achieve their purposes. | | | |

| | | | |

| |Evaluation | | |

Standard 3: Writing High School

Standard 3 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.

Benchmark 1: The student writes narrative text using the writing process.

|High School Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|The student… | | | |

|Composes a written piece with plot elements and also experiments with point of view and various |Synthesis |Not taught. | |

|narrative techniques. (Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Selects and uses (1) personal experience (2) personal observation (3) prior knowledge. (Ideas | | | |

|and Content: prewriting, drafting, revising: N,E,T,P) |Application | | |

|Writes from experiences and relies on detailed insight, a sense of how events unfold, and how | | | |

|people respond to life and to one another. (Ideas and Content: prewriting, drafting, revising: | | | |

|N,E,T,P) |Synthesis | | |

|Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, | | | |

|professional). (Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Applies appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing,|Analysis | | |

|working in pairs or cooperative groups and identifying information from print sources). | | | |

|(Organization: prewriting, drafting, revising: N,E,T,P) | | | |

|Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that |Application | | |

|leaves the reader with a sense of resolution. (Organization: prewriting, drafting, revising: | | | |

|N,E,T,P) | | | |

|Selects varied transitions to connect ideas within and between paragraphs in the writing piece. | | | |

|(Organization: prewriting, drafting, revising: N,E,T,P) |Synthesis | | |

|Selects vocabulary and figurative language that conveys a particular tone and personality (e.g. | | | |

|humor, suspense, originality, and liveliness). (Voice: prewriting, drafting, revising: N,E,T,P) | | | |

|Incorporates words that are precise and suitable for narrative writing, which create appropriate|Application | | |

|imagery (e.g. explicit nouns, explicit verbs, natural modifiers). (Word Choice: prewriting, | | | |

|drafting, revising: N,E,T,P) | | | |

|Manages vocabulary particular to the topic and provides ease of understanding. (Word Choice: |Application | | |

|prewriting, drafting, revising: N,E,T,P) | | | |

|Uses a variety of sentence structures and lengths. (Sentence Fluency: prewriting, drafting, | | | |

|revising: N,E,T,P) |Synthesis | | |

|Creates a variety of engaging sentence beginnings that relate to and build upon previous | | | |

|sentences that move the reader easily through the text. (Sentence Fluency: prewriting, drafting,| | | |

|revising: N,E,T,P) | | | |

|Uses fragments only for stylistic effect. (Sentence Fluency: prewriting, drafting, revising: |Application | | |

|N,E,T,P) | | | |

|Composes and selectively uses dialogue for effect and style. (Sentence Fluency: prewriting, | | | |

|drafting, revising: N,E,T,P) |Application | | |

|Indicator not used at this grade level. | | | |

|Uses correct mechanics and punctuation to guide the reader through the text. (Conventions: |Synthesis | | |

|prewriting, drafting, revising: N,E,T,P) | | | |

|Uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute| | | |

|to clarity. (Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

|Spells familiar and most unfamiliar words and uses available resources (e.g. dictionary, spell |Application | | |

|check). (Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

|Uses correct paragraph divisions to reinforce the organizational structure of the text. |Synthesis | | |

|(Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

Standard 3: Writing High School

Standard 3 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.

Benchmark 2: The student writes expository text using the writing process.

|High School Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|The student… | | | |

|Develops a thesis statement based upon at least one main idea in response to a prompt. (Ideas |Synthesis |Writing books |Research paper |

|and Content: prewriting, drafting, revising, N,E,T,P) | | |Lit. analysis |

|Clearly defines the main idea by selecting relevant, logical details that meet the reader’s | | |Reading logs |

|informational needs. (Ideas and Content: prewriting, drafting, revising: N,E,T,P) |Application | |Essays |

|Selects and uses (1) personal experience (2) personal observations (3) prior knowledge (4) | | | |

|research to meet the reader’s needs and to create appropriate point of view. (Ideas and Content:| | | |

|prewriting, drafting, revising: N,E,T,P) |Synthesis | | |

|Expresses information in own words using appropriate organization, grammar, word choice, and | | | |

|tone sufficient to the audience. (Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, | | | |

|professional). (Ideas and Content: prewriting, drafting, revising: N,E,T,P) |Synthesis | | |

|Cites references for all sources of information and includes summarized and paraphrased ideas | | | |

|from other authors. | | | |

|(Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Constructs a bibliography with a standard style of format |Analysis | | |

|(e.g. MLA, APA, etc.). (Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Applies appropriate strategies to generate expository text (e.g. brainstorming, listing, | | | |

|webbing, working in pairs or cooperative groups and identifying information from print sources).|Application | | |

|(Organization: prewriting, drafting, revising: N,E,T,P) | | | |

|Writes a cohesive piece that includes (1) an introduction that draws the reader in (2) a body | | | |

|that provides information through the logical placement of facts and data (3) a conclusion that |Application | | |

|reinforces the thesis statement and leaves the reader with a sense of completion. (Organization:| | | |

|prewriting, drafting, revising: N,E,T,P) | | | |

|Arranges information within each paragraph in a logical and effective sequence to meet the |Synthesis | | |

|readers informational needs. (Organization: prewriting, drafting, revising: N,E,T,P) | | | |

|Uses appropriate transitions to connect ideas within and between paragraphs. (Organization: | | | |

|prewriting, drafting, revising: N,E,T,P) | | | |

|Selects vocabulary and figurative language that convey a particular tone and personality (e.g. |Synthesis | | |

|humor, suspense, originality, liveliness). (Voice: prewriting, drafting, revising: N,E,T,P) | | | |

|Incorporates words that are precise and suitable for expository writing that create appropriate | | | |

|imagery (e.g. explicit nouns, vivid verbs, natural modifiers). (Word Choice: prewriting, | | | |

|drafting, revising: N,E,T,P) | | | |

|Manages specialized vocabulary particular to the subject/topic to provide ease of understanding.|Application | | |

|(Word Choice: prewriting, drafting, revising: N,E,T,P) | | | |

|Uses a variety of sentence structures and lengths to make the reading pleasant and natural. | | | |

|(Sentence Fluency: prewriting, drafting, revising: N,E,T,P) |Application | | |

|Creates a variety of engaging sentence beginnings that relate to and build upon previous | | | |

|sentences to move the reader easily through the text. (Sentence Fluency: prewriting, drafting, |Application | | |

|revising: N,E,T,P) | | | |

|Uses fragments only for stylistic effect. (Conventions: prewriting, drafting, revising: N,E,T,P)| | | |

|Indicator not at this grade level. |Application | | |

|Uses correct mechanics and punctuates to guide the reader through the text. (Conventions: | | | |

|prewriting, drafting, revising: N,E,T,P) | | | |

|Uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute| | | |

|to clarity. (Conventions: prewriting, drafting, revising: N,E,T,P) |Analysis | | |

|Spells familiar and most unfamiliar word correctly and uses available resources (e.g. | | | |

|dictionary, spell check). (Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

|Uses correct paragraph divisions to reinforce the organizational |Application | | |

|structure of the text.(Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

| | | | |

| |Synthesis | | |

| | | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

Standard 3: Writing High School

Standard 3 – Writing: The students write effectively for a variety of audiences, purposes, and contexts.

Benchmark 3: The student writes technical text using the writing process.

|High School Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|The student… | | | |

|Develops a technical text focused on one main purpose. (Ideas and Content: prewriting, drafting,|Synthesis |Writing books |Character resumes |

|revising: N,E,T,P) | | | |

|Clearly defines the main idea with selection of concise, logical details that meet the reader’s |Application | | |

|informational needs. (Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, | | | |

|professional). (Ideas and Content: prewriting, drafting, revising: N,E,T,P) |Analysis | | |

|Cites references for all sources of information and includes summarized and paraphrased ideas | | | |

|from other authors. (Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Constructs a bibliography with a standard style of format (e.g. MLA, APA, etc.). (Ideas and |Application | | |

|Content: prewriting, drafting, revising: N,E,T,P) | | | |

|Applies appropriate strategies to generate technical text (e.g. brainstorming, listing, webbing,| | | |

|working in pairs or cooperative groups, identifying information from print sources). |Application | | |

|(Organization: prewriting, drafting, revising: N,E,T,P) | | | |

|Organizes information within each section, paragraph, list, or graphic in a logical and | | | |

|effective sequence to meet the reader’s informational needs. (Organization: prewriting, |Application | | |

|drafting, revising: N,E,T,P) | | | |

|Composes a comprehensive piece with a constructive introduction, a relevant or sequential body, | | | |

|and a suitable conclusion. Organization: prewriting, drafting, revising: N,E,T,P) | | | |

|Uses appropriate transitions to connect ideas within the piece (e.g. enumerated lists, bullets, |Application | | |

|headings, subheadings, complex outlining elements). (Organization: prewriting, drafting, | | | |

|revising: N,E,T,P) | | | |

|Writes with an awareness of purpose and audience (e.g. letters, complex reports, directions, | | | |

|graphics, brochures, electronic presentation, newsletters, memos, job searches, fliers, e-mails,|Synthesis | | |

|Web pages, pictorials). (Voice: prewriting, drafting, revising: N,E,T,P) | | | |

|Writes with authority so the voice is not distracting. (Voice: prewriting, drafting, revising: | | | |

|N,E,T,P) |Application | | |

|Selects words that convey the writer’s message clearly, precisely, and professionally (e.g. | | | |

|technical terms, jargon). (Word Choice: prewriting, drafting, revising: N,E,T,P) | | | |

|Selects words that consider appropriate connotation for the intended task/format (e.g. | | | |

|persuasive, if persuading; informational, if informing, etc.). (Word Choice: prewriting, |Synthesis | | |

|drafting, revising: N,E,T,P) | | | |

|Writes compact sentences or phrases that make the point clear. (Sentence Fluency: prewriting, | | | |

|drafting, revising: N,E,T,P) | | | |

|Punctuates correctly. (Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

|Uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to|Synthesis | | |

|clarity. (Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

|Spells words correctly and uses available resources (e.g. dictionary, spell check). |Application | | |

|(Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

|Uses graphic devices that are clear, helpful, visually appealing, and supportive of the text | | | |

|(e.g. charts, graphs, illustrations). (Conventions: prewriting, drafting, revising: (T) |Application | | |

| | | | |

| | | | |

| | | | |

| |Synthesis | | |

| | | | |

| |Application | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

Standard 3: Writing High School

Standard 3 – Writing: The students write effectively for a variety of audiences, purposes, and contexts.

Benchmark 4: The student writes persuasive text using the writing process.

|High School Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|The student… | | | |

|▲ Asserts an arguable proposition or opinion (thesis statement). (Ideas and Content: |Analysis |Writing books |Research paper |

|prewriting, drafting, revising: N,E,T,P) | | |Reading logs |

|▲ Selects and uses (1) personal experience (2) observations (3) prior knowledge (4) research |Application | | |

|important for the reader to reach a conclusion and use an appropriate point of view for the | | | |

|piece (e.g. first person in editorial). (Ideas and Content: prewriting, drafting, revising: | | | |

|N,E,T,P) | | | |

|▲ Develops and differentiates details necessary to expand the main topic in a balanced format | | | |

|to support the writer’s position. (Ideas and Content: prewriting, drafting, revising: N,E,T,P) |Analysis | | |

|▲ Anticipates the reader’s question(s) and provides balance with a counter-argument. (Ideas and| | | |

|Content: prewriting, drafting, revising: N,E,T,P) | | | |

|▲ Builds a focused argument that uses logical thinking and appeals to reason, authority, and/or|Analysis | | |

|emotion. (Ideas and Content: prewriting, drafting, revising: N,E,T,P) | | | |

|▲ Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, | | | |

|professional). (Ideas and Content: prewriting, drafting, revising: N,E,T,P) |Synthesis | | |

|▲ Applies appropriate strategies to generate persuasive text (e.g. brainstorming, listing, | | | |

|webbing, working in pairs or cooperative groups, identifying information from print sources). | | | |

|(Organization: prewriting, drafting, revising: N,E,T,P) |Analysis | | |

|▲ Writes a cohesive piece that includes (1) an introduction that engages the reader (2) a body | | | |

|that reinforces the writer’s position through the logical placement of evidence (3) a conclusion| | | |

|that reinforces the thesis statement and the original position. (Organization: prewriting, |Application | | |

|drafting, revising: N,E,T,P) | | | |

|▲ Arranges information within each paragraph in a logical and effective sequence to persuade | | | |

|the reader (e.g. typically 5 or more sentences). (Organization: prewriting, drafting, revising: | | | |

|N,E,T,P) |Synthesis | | |

|▲ Uses appropriate transitions to connect ideas within and between paragraphs. (Organization: | | | |

|prewriting, drafting, revising: N,E,T,P) | | | |

|▲ Selects vocabulary and figurative language that conveys a particular tone and personality | | | |

|(e.g. humor, suspense, cynicism, sarcasm, originality, and liveliness). (Voice: prewriting, | | | |

|drafting, revising: N,E,T,P) |Analysis | | |

|▲ Uses language that is appropriate for persuasive writing and easy for the audience to | | | |

|understand. (Word Choice: prewriting, drafting, revising: N,E,T,P) | | | |

|▲ Incorporates words that are precise, suitable for persuasive writing, and create imagery |Application | | |

|(e.g. precise nouns, powerful verbs, vivid modifiers). (Word Choice: prewriting, drafting, | | | |

|revising: N,E,T,P) | | | |

|▲ Uses a variety of sentence structures and lengths to make the reading pleasant and natural. |Application | | |

|(Sentence Fluency: prewriting, drafting, revising: N,E,T,P) | | | |

|▲ Creates a variety of engaging sentence beginnings that relate to and build upon previous | | | |

|sentences that move the reader fluidly through the subject matter. (Sentence Fluency: | | | |

|prewriting, drafting, revising: N,E,T,P) |Application | | |

|▲ Uses fragments only for stylistic effect. (Sentence Fluency: prewriting, drafting, revising: | | | |

|N,E,T,P) | | | |

|▲ Includes convincing dialogue, if appropriate. (Sentence Fluency: prewriting, drafting, |Application | | |

|revising: N,E,T,P) | | | |

|▲ Punctuates correctly to easily guide the reader through the text. (Conventions: prewriting, | | | |

|drafting, revising: N,E,T,P) | | | |

|▲ Uses correct grammar and usage, which may be manipulated for stylistic effect, which may |Application | | |

|contribute to clarity. (Conventions: prewriting, drafting, revising: N,E,T,P) | | | |

|▲ Spells words correctly and uses available resources (e.g. dictionary, spell check). | | | |

|(Conventions: prewriting, drafting, revising: N,E,T,P) |Synthesis | | |

|▲ Uses correct paragraph divisions to reinforce the organizational structure of the text. | | | |

|(Conventions: prewriting, drafting, revising: | | | |

| | | | |

| |Application | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

Standard 4: Research NINTH - TWELFTH GRADES

Research: The student applies reading and writing skills to demonstrate learning.

Benchmark 1: The student uses effective research practices.

|Ninth through Twelfth Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|The student… | | | |

|generates relevant, investigating, and researchable questions in order to create a |Synthesis |Writing book |Research paper |

|thesis/hypothesis. Uses knowledge, comprehension, application, analysis, synthesis, and | | |Notecards |

|evaluation levels of questioning. | | |Bib. cards |

| | | | |

|locates appropriate print and non-print information using text and technical resources, | | | |

|periodicals, and book indices, including databases and internet. |Application | | |

| | | | |

|verifies the accuracy, relevance, and completeness of information. | | | |

| | | | |

| |Analysis | | |

| | | | |

| | | | |

| | | | |

|analyzes the complexities and discrepancies in information and systematically organizes relevant | | | |

|information to support central ideas, concepts, and themes. | | | |

| | | | |

|presents organized statements, reports, and speeches using visuals or media to support meaning, |Analysis | | |

|as appropriate. | | | |

| | | | |

| | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

|analyzes, organizes, and converts information into different forms (e.g., charts, graphs, | | | |

|drawings). | | | |

| | | | |

|documents sources of information using standard format. | | | |

| | | | |

| | | | |

|uses a manual or form such as Modern Language Association (MLA) or American Psychological |Analysis | | |

|Association (APA). | | | |

| | | | |

| |Application | | |

| | | | |

| | | | |

| | | | |

| |Application | | |

Standard 4: Research NINTH - TWELFTH GRADES

Research: The student applies reading and writing skills to demonstrate learning.

Benchmark 2: The student uses ethical research practices.

|Ninth through Twelfth Grade Knowledge Base Indicators |Bloom’s |Supplemental Resources |Assessments |

|The student… | | | |

|analyzes and understands implications and consequences of plagiarism (e.g., ethical, legal, |Analysis | |Editing |

|professional). | | | |

| | | | |

|expresses information in own words using appropriate organization and grammar, word choice, and | | | |

|tone sufficient to the audience. |Synthesis | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|cites references for all sources of information including summarized and paraphrased ideas from | | | |

|other authors. | | | |

| |Application | | |

|constructs a bibliography with author, title, publisher, year, website name and address, and | | | |

|copyright date using standard style format (e.g., MLA, APA). | | | |

| |Synthesis | | |

| | | | |

| | | | |

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