Tuesday, June 18th, 2013

K-12 English / Language Arts

 

Reading E1a Performance Standard: The student reads at least twenty-five books or book equivalents each year.  The quality and complexity of the materials to be read are illustrated in the sample reading list.  The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials.  Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· Completion of 25 books or book  equivalent

· Book equivalent Equals:

3 or 4 Theme stories

  10 magazine articles

  Science or Social Studies Text

Note:   Appropriate  text selection for students’

  reading ability

Suggested readings:   See New Performance

Standards Book  Appendix 1

· Completion of 25 books or book  equivalent

· Book equivalent Equals:

3 or 4 Theme stories

  10 magazine articles

  Science or Social Studies Text

Note:   Appropriate  text selection for students’

  reading ability

Suggested readings:   See New Performance

  Standards Book  Appendix 1

· Completion of 25 books or book  equivalent

· Book equivalent Equals:

3 or 4 Theme stories

  10 magazine articles

  Science or Social Studies Text

Note:   Appropriate  text selection for students’

  reading ability

Suggested readings:   See New Performance

  Standards Book  Appendix 1

Student Evidence

·   Reading Log

·   Journal

Student Evidence

·   Reading Log

·   Journal

Student Evidence

·   Reading Log

· Journal

*Indicates Evidence collected

 

 

 

 

K-12 English / Language Arts

Reading E1b Performance Standard: The student reads and comprehends at least four books (or book equivalents) about one issue or subject, or four books by a single  writer, or four books in one genre, and produces evidence of reading that:  

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

·   Makes and supports warranted and responsible assertions about the texts

·   Supports assertions with elaborated and convincing evidence

·   Draws the texts together to compare an contrast themes, characters, and ideas

·   Makes perceptive and well developed connections

·   Evaluates writing strategies and elements of the author’s craft

·   Makes and supports warranted and responsible assertions about the texts

·   Supports assertions with elaborated and convincing evidence

·   Draws the texts together to compare an contrast themes, characters, and ideas

·   Makes perceptive and well developed connections

·   Evaluates writing strategies and elements of the author’s craft

·   Makes and supports warranted and responsible assertions about the texts

·   Supports assertions with elaborated and convincing evidence

·   Draws the texts together to compare an contrast themes, characters, and ideas

·   Makes perceptive and well developed connections

·   Evaluates writing strategies and elements of the author’s craft

Student Evidence

· *Oral Presentation

· Book Talk

· Role, Audience, Format, Topic

· Book Report

· Create Magazine

Student Evidence

· Oral Presentation

· Book Talk

· Role, Audience, Format, Topic

· Book Report

· Create Magazine

Student Evidence

· *Oral Presentation

· Book Talk

· Role, Audience, Format, Topic

· Book Report

· Create Magazine

*Indicates Evidence collected

K-12 English / Language Arts

Reading E1c  Performance Standard: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:  

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

·   Restates or summarizes information

·   Relates new information to prior knowledge and experience

·   Extends ideas

·   Makes connections to related topics or information

·   Restates or summarizes information

·   Relates new information to prior knowledge and experience

·   Extends ideas

Makes connections to related topics or information

·   Restates or summarizes information

·   Relates new information to prior knowledge and experience

·   Extends ideas

·   Makes connections to related topics or information

Student Evidence

· Written or Oral Summary

· Debate

· Venn Diagram (Strategy Project oriented)

· KWL

Student Evidence

· Written or Oral Summary

· Debate

· Venn Diagram (Strategy Project oriented)

· KWL

Student Evidence

· Written or Oral Summary

· Debate

· Venn Diagram (Strategy Project oriented)

· KWL

*Indicates Evidence collected

 

K-12 English / Language Arts

Public Documents E6a Performance Standard: The student critiques public documents with an eye to strategies common in public discourse, including 

 

      Grade 9 Competency   Grade 10 Competency

· Effective use of argument

· Use of the power of anecdote

· Anticipation of counter –claims

· Appeal to audiences both friendly and hostile to the position presented

· Use of emotionally laden words

· Citing of appropriate references or authorities

· Effective use of argument

· Use of the power of anecdote

· Anticipation of counter –claims

· Appeal to audiences both friendly and hostile to the position presented

· Use of emotionally laden words an imagery

· Citing of appropriate references or authorities

Student Evidence

· Summarize and critique 2 or more local newspaper articles related to the same issue

· Write a letter to  an Editor,  a School Official, a State or Local Representative in response to a local or  national issue

Student Evidence

· Summarize and critique 2 or more local newspaper articles related to the same issue

· Write a letter to  an Editor,  a School Official, a State or Local Representative in response to a local or  national issue

*Indicates Evidence collected


K-12 English / Language Arts

 

 

Public Documents E6b Performance Standard: The student produces public documents, in which the student:

    Grade 9 Competency   Grade 10 Competency

 

 

· Exhibits an awareness of the importance of precise word choice and the power of imagery and/or anecdote

· Utilizes and recognizes the power of logical, arguments based on appealing to a reader’s emotions, and arguments dependent upon the writer’s persona;

· Uses arguments that are appropriate in terms of the knowledge, values, and degree of understanding of the intended audience;

· Uses a range of strategies to appeal to readers.

  Student Evidence

 

 

 Student Evidence

 

 

 

 

 

 

 

 

 

 

*Indicates Evidence collected

 

 

K-12 English / Language Arts

 

Functional Documents E7a Performance Standard: The student critiques functional documents with an eye to strategies common to effective functional documents, including:

 

    Grade 9 Competency   Grade 10 Competency

 

 

· Visual appeal, e.g,  format, graphics, white space, headers;

· Logic of the sequence in which the directions are given;

· Awareness of possible reader misunderstandings.

  Student Evidence

 

 

 Student Evidence

 

· Report produced as part of studies in a subject area such as science, social studies or math

 

*Indicates Evidence collected

 

 

 

 

K-12 English / Language Arts

 

Functional  Document E7b Performance Standard: The student produces functional documents appropriate to audience and purpose, in which the student:

    Grade 9 Competency   Grade 10 Competency

 

 

· Reports, organizes, and conveys information and ideas accurately;

· Includes relevant narrative details, such as scenarios definitions, and examples;

· Anticipates reader’s problems, mistakes, and misunderstandings;

· Uses a variety of formatting techniques, such as headings, subordinate terms, foregrounding of main ideas, hierarchical structures, graphics, and color;

· Establishes a persona that is consistent with the document’s purpose;

· Employs word choices that are consistent with the persona and appropriate for the intended audience.

  Student Evidence

 

 

 Student Evidence

 

 

*Indicates Evidence collected

  

Writing E2a Performance Standard: The student produces a report that:

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· Engages the reader by establishing a context creating a persona, and otherwise developing reader interest

· Develops a controlling idea that conveys a perspective on the subject

· Creates an organizing structure appropriate to purpose, audience, and context

· Includes appropriate facts and details

· Excludes extraneous and inappropriate information

· Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing, and contrasting, naming, and explaining benefits or limitations

  include works cited (bibliography) with 2

  varied resources (e.g., internet, periodical,

  books, encyclopedia, interviews)

· Provides a sense of closure to the writing.

· Engages the reader by establishing a context creating a persona, and otherwise developing reader interest

· Develops a controlling idea that conveys a perspective on the subject

· Creates an organizing structure appropriate to purpose, audience, and context

· Includes appropriate facts and details

· Excludes extraneous and inappropriate information

· Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing, and contrasting, naming, and explaining benefits or limitations

  include works cited (bibliography) with 2

  varied resources (e.g., internet, periodical,

  books, encyclopedia, interviews)

· Provides a sense of closure to the writing.

· Engages the reader by establishing a context creating a persona, and otherwise developing reader interest

· Develops a controlling idea that conveys a perspective on the subject

· Creates an organizing structure appropriate to purpose, audience, and context

· Includes appropriate facts and details

· Excludes extraneous and inappropriate information

· Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing, and contrasting, naming, and explaining benefits or limitations

  include works cited (bibliography) with 2

  varied resources (e.g., internet, periodical,

  books, encyclopedia, interviews)

· Provides a sense of closure to the writing.

Student Evidence

· Report produced as part of studies in a subject area such as science, social studies or math

 Student Evidence

· Report produced as part of studies in a subject area such as science, social studies or math

 

 

 Student Evidence

· Report produced as part of studies in a subject area such as science, social studies or math

 

 

*Indicates Evidence collected

Writing E2b Performance Standard: The student produces a response to literature that:

 

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· Engages the reader through establishing a context, creating a persona, and otherwise developing reader interest

· Advances a judgment that is interpretive, analytic, evaluative, or reflective

· Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge

· Demonstrates an understanding of the literary work

· Anticipates and answers a reader’s questions

· Recognizes possible ambiguities,  nuances, and complexities;

·   Provides a sense of closure to the writing

· Engages the reader through establishing a context, creating a persona, and otherwise developing reader interest

· Advances a judgment that is interpretive, analytic, evaluative, or reflective

· Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge

· Demonstrates an understanding of the literary work

· Anticipates and answers a reader’s questions

· Recognizes possible ambiguities,  nuances, and complexities;

· Provides a sense of closure to the writing

· Engages the reader through establishing a context, creating a persona, and otherwise developing reader interest

· Advances a judgment that is interpretive, analytic, evaluative, or reflective

· Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge

· Demonstrates an understanding of the literary work

· Anticipates and answers a reader’s questions

· Recognizes possible ambiguities,  nuances, and complexities;

· Provides a sense of closure to the writing

Student Evidence

·   Write an essay

·   Write a book review

·   Literary Response

·   Compare a piece of literature with its’ media presentation

 

 

 Student Evidence

 

 

 Student Evidence

 

 

*Indicates Evidence collected

 

 

K-12 English / Language Arts

 

Writing E2c Performance Standard: The students produces a narrative account (fictional or autobiographical):

 

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· Engages the reader through establishing a context, creating a persona, and otherwise developing reader interest

· Advances a judgment that is interpretive, analytic, evaluative, or reflective

· Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge

· Demonstrates an understanding of the literary work

· Anticipates and answers a reader’s questions

· Recognizes possible ambiguities,  nuances, and complexities;

·   Provides a sense of closure to the writing

· Engages the reader through establishing a context, creating a persona, and otherwise developing reader interest

· Advances a judgment that is interpretive, analytic, evaluative, or reflective

· Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge

· Demonstrates an understanding of the literary work

· Anticipates and answers a reader’s questions

· Recognizes possible ambiguities,  nuances, and complexities;

· Provides a sense of closure to the writing

· engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest

· establishes a situation, plot point of view, setting, and conflict ( and for autobiography, the significance of events and of conclusions that can be drawn from those events)

· creates an organizing structure

· includes sensory details and concrete language to develop plot and character

· excludes extraneous details and inconsistencies

· develops complex characters

· uses a range of appropriate strategies, such as dialogue, tension or suspense, naming, and specific narrative action, e.g. movement, gestures, expressions

· provides a sense of closure to the writing

Student Evidence

·   *Response to a prompt

·   Autobiography

·   News account of an event

·   Produce a narrative form another point of view (i.e. Fairy Tale, R A F T )

 

 Student Evidence

 

 

 Student Evidence

 

 

*Indicates Evidence collected

K-12 English / Language Arts

 

Writing E2d Performance Standard: The student produces a narrative procedure that:

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

· provides a guide to action for a relatively complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g. heading; and provides transition between steps

· makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate

· includes relevant information

· excludes extraneous information

· anticipates problems, mistakes, and misunderstandings that might arise for the reader

· provides a sense of closure to the writing

· engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

· provides a guide to action for a relatively complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g. heading; and provides transition between steps

· makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate

· includes relevant information

· excludes extraneous information

· anticipates problems, mistakes, and misunderstandings that might arise for the reader

· provides a sense of closure to the writing

· engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

· provides a guide to action for a relatively complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g. heading; and provides transition between steps

· makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate

· includes relevant information

· excludes extraneous information

· anticipates problems, mistakes, and misunderstandings that might arise for the reader

· provides a sense of closure to the writing

Student Evidence

 

· Explain a math problem

· Explain a science experiment

· Write a set of instructions

 

 Student Evidence

 

 

 Student Evidence

 

 

*Indicates Evidence collected

Writing E2e Performance Standard: The students produces a persuasive essay that:

 

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

· develops a controlling idea that makes a clear and knowledgeable judgment

· creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively

· includes appropriate information and arguments

· excludes information and arguments that are irrelevant

· anticipates and addresses reader concerns and

 counter-arguments

· supports arguments with detailed evidence, citing sources of information as appropriate

· provides a sense of closure to the writing

 

· engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

· develops a controlling idea that makes a clear and knowledgeable judgment

· creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively

· includes appropriate information and arguments

· excludes information and arguments that are irrelevant

· anticipates and addresses reader concerns and

 counter-arguments

· supports arguments with detailed evidence, citing sources of information as appropriate

· uses a range of strategies to elaborate and persuade, such as definitions, descriptions, illustrations, examples from evidence, and anecdotes;

· provides a sense of closure to the writing

Student Evidence

 

·   Write a  persuasive essay

 Student Evidence

 

 

 Student Evidence

 

·   Write a  persuasive essay

*Indicates Evidence collected 

Writing E2f Performance Standard: The students produces a reflective essay that:

 

    Grade 9 Competency   Grade 10 Competency

 

· Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;

· Analyzes a condition or situation of significance;

· Develops a commonplace, concrete occasion as the basis for the reflection, e.g. personal observation or experience;

· Creates an organizing structure appropriate to purpose and audience;

· Uses a variety of writing strategies, such as concrete details, comparing and contrasting, naming, describing, creating a scenario;

· Provides a sense of closure to the writing.

· Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;

· Analyzes a condition or situation of significance;

· Develops a commonplace, concrete occasion as the basis for the reflection, e.g. personal observation or experience;

· Creates an organizing structure appropriate to purpose and audience;

· Uses a variety of writing strategies, such as concrete details, comparing and contrasting, naming, describing, creating a scenario;

· Provides a sense of closure to the writing.

 

 Student Evidence

· Write a  reflective essay

 

 

 Student Evidence

 

· Write a  reflective essay

*Indicates Evidence collected

 

 

 

 

K-12 English / Language Arts

 

Speaking, Listening, Viewing E3a Performance Standard: The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student:  

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· Initiates new topics in addition to responding to adult-initiated topics

· Asks relevant questions

· Responds to questions with appropriate elaboration

· Uses language cues to indicate different levels of certainty or hypothesizing, e.g. “what if... very likely...” I’m unsure whether...”

· Confirms understanding by paraphrasing the adult’s direction or suggestions

· Initiates new topics in addition to responding to adult-initiated topics

· Asks relevant questions

· Responds to questions with appropriate elaboration

· Uses language cues to indicate different levels of certainty or hypothesizing, e.g. “what if... very likely..., I’m unsure whether...”

· Confirms understanding by paraphrasing

· Initiates new topics in addition to responding to adult-initiated topics

· Asks relevant questions

· Responds to questions with appropriate elaboration

· Uses language cues to indicate different levels of certainty or hypothesizing, e.g. “what if... very likely..., I’m unsure whether...”

· Confirms understanding by paraphrasing the adult’s direction or suggestions

Student Evidence

 

· Writing conference on a Draft

· Anecdotal record of conference

 Student Evidence

 

· Writing conference on a Draft

· Anecdotal record of conference

 Student Evidence

 

· Writing conference on a Draft

· Anecdotal record of conference

 

*Indicates Evidence collected

 

Speaking, Listening, Viewing E3b Performance Standard: The student participates in group meetings, in which the student:

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· displays appropriate turn-taking behaviors

· actively solicits another person’s comment or opinion

· offers own opinion forcefully without dominating

· responds appropriately to comments and questions

· volunteers contributions and responds when directly solicited by teacher or discussion leader

· gives reasons in support of opinions expresses

· clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions

· employs a group decision-making technique such a s brainstorming or a problem-solving sequence (e.g. recognize problem, define problem, identify possible solutions, select optimal solution, implement solution, evaluate solution)

 

· displays appropriate turn-taking behaviors

· actively solicits another person’s comment or opinion

· offers own opinion forcefully without dominating

· responds appropriately to comments and questions

· volunteers contributions and responds when directly solicited by teacher or discussion leader

· gives reasons in support of opinions expresses

· clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions

· employs a group decision-making technique such a s brainstorming or a problem-solving sequence (e.g. recognize problem, define problem, identify possible solutions, select optimal solution, implement solution, evaluate solution);

· divides labor so as to achieve the overall group goal efficiently.

Student Evidence

·   Check List

·   Anecdotal records

·   Group or individual evaluation sheet

 Student Evidence

 

 

 Student Evidence

 

·   Check List

·   Anecdotal records

·   Group or individual evaluation sheet

*Indicates Evidence collected

 

 

K-12 English / Language Arts

 

 

Speaking, Listening, Viewing E3c Performance Standard: The student prepares and delivers an individual presentation in which the student:

 

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· Shapes information to achieve a particular purpose and to appeal to the interest and background knowledge of audience members

· Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials

· Uses notes or other memory aids to structure the presentation

· Develops several main points relating to a single thesis

· Engages the audience with appropriate verbal cues and eye contact

· Projects a sense of individuality and personality in selecting and organizing content, and in delivery

 

· Shapes information to achieve a particular purpose and to appeal to the interest and background knowledge of audience members

· Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials

· Uses notes or other memory aids to structure the presentation

· Develops several main points relating to a single thesis

· Engages the audience with appropriate verbal cues and eye contact

· Projects a sense of individuality and personality in selecting and organizing content, and in delivery

Student Evidence

 

 Student Evidence

 

 

 Student Evidence

 

 

*Indicates Evidence collected

 

 

K-12 English / Language Arts

 

Speaking, Listening, Viewing E3d Performance Standard: he student makes informed judgments about television, radio, and film productions that is, the student:

 

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

· demonstrates an awareness of the presence of the media in the daily lives of most people

· evaluates the role of the media in focusing attention and in forming opinion

· judges the extent to which the media are a source of entertainment as well as a source of information

· defines the role of advertising as part of media presentation

 

· demonstrates an awareness of the presence of the media in the daily lives of most people

· evaluates the role of the media in focusing attention and in forming opinion

· judges the extent to which the media are a source of entertainment as well as a source of information

· defines the role of advertising as part of media presentation

Student Evidence

 

· Critique an Ad or Television show

 Student Evidence Student Evidence

 

 

 

*Indicates Evidence collected

 

Speaking, Listening, Viewing E3e Performance Standard: The student listens to and analyzes a public speaking performance; that is, the student:  

    Grade 9 Competency   Grade 10 Competency

 

 

 

· Takes notes on salient information;

· Identifies types of arguments (e.g., causation, authority, analogy) and identifies types of logical fallacies (e.g., ad hominem, inferring causation from correlation, over-generalization);

· Accurately summarizes the essence of each speaker’s remarks;

· Formulates a judgment about the issues on the discussion.

  Student Evidence Student Evidence

 

 

*Indicates Evidence collected

Conventions, Grammar, Usage of the English Language E4a Performance Standard: The student independently and habitually demonstrates an understanding of the rules of the English language in written and oral work,  and selects the structures and features of language appropriate to the purpose, audience, and context of the work.

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

The student demonstrate control of

· Grammar

· Paragraph structure

· Punctuation

· Sentence construction

· Spelling

· Usage

The student demonstrate control of

· Grammar

· Paragraph structure

· Punctuation

· Sentence construction

· Spelling

· Usage

 

The student demonstrate control of

· Grammar

· Paragraph structure

· Punctuation

· Sentence construction

· Spelling

· Usage

Student Evidence

 

 

· All written or oral work

 Student Evidence

 

 

· All written or oral work

 Student Evidence

 

· All written or oral work

*Indicates Evidence collected

 

Conventions, Grammar, Usage of the English Language E4b Performance Standard: The student analyzes and subsequently revises work to clarify it or make it more effective in communicating the intended message or thought. The student’s revisions should be make in light of the purposes, audiences, and contests that apply to  the work. 

 

  Grade 8 Competency   Grade 9 Competency   Grade 10 Competency

 

 

Strategies for revising include

· Adding or deleting details

· Adding or deleting explanations clarifying difficult passages

· Rearranging words, sentences, and paragraphs to improve or clarify meaning

· Sharpening the focus

· Reconsidering the organizational structure

 

Strategies for revising include

· Adding or deleting details

· Adding or deleting explanations clarifying difficult passages

· Rearranging words, sentences, and paragraphs to improve or clarify meaning

· Sharpening the focus

· Reconsidering the organizational structure;

· Rethinking and/or rewriting the piece in light of different audiences and purposes.

Student Evidence Student Evidence

 

· All written or oral work

 Student Evidence

 

· All written or oral work

*Indicates Evidence collected 

Literature E5b Perforance Standard: The student produces work in at least one literary genre that follows the conventions of the genre.

 

 

Grade 8 Competency		   Grade 9 Competency   Grade 10 Competency

 

 

 

· Makes thematic connections among literary texts, public discourse, and media;

· Evaluates the impact of author’s decisions regarding word choice, style, content, and literary elements;

· Analyzes the characteristics of literary forms and genres;

· Evaluates literary merit;

· Explains the effect of points of view;

· Makes inferences and draws conclusions about fictional and non-fictional context, events, characters, settings, themes, and styles;

· Interprets the effect of  literary devices, such as figurative language, allusion, diction, dialogue, description, symbolism;

· Evaluates the stance of a writer in shaping the presentation of a subject;

· Interprets ambiguities, subtleties, contradictions, ironies, and nuances;

·   Understands the role of tone in presenting literature (both fictional and non-fictional);

· Demonstrates how literary works (both fictional and non-fictional) reflect the culture that shaped them.

Student Evidence

 

 Student Evidence

 

 

 Student Evidence

 

 

*Indicates Evidence collected