Prentice Hall Literature, Grade 12, The British Tradition - PE - School

Prentice Hall Literature, Grade 12, The British Tradition,Georgia Edition © 2011

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

The Georgia Performance Standards for Grade 12 Literature and Composition, British Literature and Composition

G r a d e 1 2

Page 1 of 26

FORMAT FOR CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS

Subject Area: English Language Arts 9-12 State–Funded Course: 23.02, English Language Arts, High School, (Grades 9-12) Textbook Title: Prentice Hall Literature, Grade 12, The British Tradition, Georgia Edition © 2011 Publisher: Pearson Education, Inc., publishing as Prentice Hall

The Georgia Performance Standards for grades K–12 Foreign Language, K–12 ESOL, and 9–12 ELA may be accessed on–line at: http://www.georgiastandards.org/.

Standard

(Cite Number) Standard

(Cite specific standard) Where Taught

(If print component, cite page number; if non–print, cite appropriate location.) TWELFTH GRADE COMPOSITION,

CONVENTIONS, AND LISTENING, SPEAKING, AND VIEWING

WRITING

All modes or genres are practiced at each grade level; however, in order to achieve mastery each grade level has a particular writing focus.

SE/TE: Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; also see: Writing Lesson, 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1186, 1206, 1243, 1270, 1307, 1431; Timed Writing, 75, 213, 291, 441, 461, 581, 603, 713, 817, 909, 939, 1027, 1070, 1119, 1295, 1459, 1487

Page 2 of 26

Continued development of expository writing is the focus for 12

th grade; by

the end of 12th

grade, the student will demonstrate competency in expository writing. The student writes coherent and focused texts that convey a well–defined perspective and tightly–reasoned argument. The writing exhibits the student’s awareness of audience and purpose. When appropriate, the texts contain introductions, supporting evidence, and conclusions. The student regularly progresses through the stages of the writing process (i.e., prewriting, drafting, revising, and editing successive versions).

SE/TE: Writing Workshop: Persuasive essay, 442–449; Multimedia presentation, 920–927; Research: historical investigation, 1096–1107; also see: Writing Lessons: 153, 166, 213, 226, 233, 271, 280, 291, 359, 398, 418, 435, 454, 461, 502, 538, 551, 794, 809, 817, 851, 894, 909, 932, 939, 975, 988, 1021, 1038, 1051, 1084, 1150, 1168, 1206, 1215, 1243, 1270, 1279, 1295, 1307, 1338, 1480, 1487

ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student


a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

SE/TE: Thesis statement, 153, 226, 271, 280, 359, 444, 454, 706, 754, 794, 894, 1084, 1098; also see: Tone, review for, 66; Tone, establish, 696; Consistent tone, adopt, 1186

b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

SE/TE: Writing Workshop: Prewriting, 215, 443, 695, 921, 1097, 1469; Writing Lesson: Prewriting, 66, 121, 136, 153, 197, 226, 262, 271, 280, 306, 341, 359, 377, 398, 418, 454, 492, 502, 538, 597, 627, 645, 663, 706, 706, 745, 754, 766, 794, 851, 865, 879, 894, 932, 975, 988, 1008, 1051, 1084, 1095, 1112, 1150, 1168, 1186, 1206, 1243, 1270, 1279, 1307, 1357, 1431

c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

SE/TE: Topic, choose/narrow, 121, 215, 306, 443, 645, 695, 921, 932, 1097, 1112, 1206, 1243, 1270, 1357, 1469, R27; Thesis statement, 153, 226, 271, 280, 359, 444, 454, 706, 754, 794, 894, 1084, 1098

Page 3 of 26

d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

SE/TE: Word choice, 219; Modifier placement, 539; Vivid language, use, 197, 341, 446, 663, 851, 1186; Words/images/sounds, chart, 627; Language, exaggerate, 645; Vivid language Weak language, replace, 446;, use, 197, 341, 446, 663, 851; Descriptive language, use, 1472

e. Writes texts of a length appropriate to address the topic or tell the story.


f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question).

SE/TE: Outline, develop/follow, 492, 538, 745; Sequence of presentation, outline, 627; Events, structure, 865; Logical organization, plan, 922, 1098, 1186, 1307; Writer’s Toolbox: Organization, 894, 1100; Sequence of events, follow, 975

g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

SE/TE: Thesis statement, 153, 280, 359, 454, 894, 1084; Supporting details/evidence, add, 745, 794, 1206, 1243, 1279; Details, gather, 153, 215, 280, 443, 695, 851, 921, 1051, 1097, 1469; Supporting details/evidence, add, 226, 454, 706, 745, 794, 975, 1206, 1243, 1279; Details, 280, 538, 754, 1051, 1472; Facts, check, 447; Supporting details, cite, 1279, 1431

ELA12W2 The student demonstrates competence in a variety of genres.

The student produces narrative writing that applies polished narrative strategies acquired in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

SE/TE: Writing Workshop: Autobiographical Narrative, 214–221, Short Story, 1468–1475; Writing Lesson: Parable, 306, Poem, 645, 1186, Autobiographical narrative, 766, Scene from an absurd drama, 1387

The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:


Page 4 of 26

a. Engages the interest of the reader. SE/TE: Purpose, state, 66; Audience/readers, remember, 262, 1470; also see: Writing Workshop: Persuasive Essay, 442–449; Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Communications Workshop: Deliver a Persuasive Speech, 450–451

b. Formulates a coherent thesis or controlling idea.

SE/TE: Thesis statement, 153, 226, 271, 280, 359, 444, 454, 706, 754, 794, 894, 1084, 1098

c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable.

SE/TE: Writing Workshop: Historical Investigation Report, 1096–1107; Writing Lesson: Research Paper, 1381; Citing Sources and Preparing Manuscript, R21–R23; also see: Research and Technology: Multimedia report/presentation, 227, 954, Group research report, oral, 707, Annotated filmography, 730, Research report, 1113, Annotated bibliography, 1461, Documentary, 1481

d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.

SE/TE: Quotations, verify, 502, 538, 794, 851, 1051, 1084, 1279; Writing Lesson: Develop a Research Plan, 879; Providing Appropriate Citations, 1102–1103; Sources, evaluate for reliability, 1008; Cite Supporting Details, 1279, 1431; also see: Informational Texts: evaluate validity and reliability of a research source, 70–75, verify and clarify facts, 568–581, rhetorical devices, analyze, 896–909, newspaper articles, advertisements, comparing, 1062–1070, determine essential message, analyze rhetorical devices, 1284–1295

e. Includes a variety of information on relevant perspectives, as applicable.

SE/TE: Response to literary criticism, 418, 502, 794, 1279; Quotations, verify, 502, 538, 794, 851, 1051, 1084, 1279; Critical essay, 581; Literary analysis, 706; Multi–genre analysis, 754; also see: Timed Writing (in response to informational texts), 75, 213, 291, 441, 461, 581, 603, 713, 817, 909, 939, 1027, 1070, 1119, 1295, 1459, 1487; Response to literature, 153, 166, 280, 359, 435, 454, 538, 809, 851, 894, 932, 1051, 1084, 1150, 1168, 1206, 1243, 1270, 1307

f. Anticipates and addresses readers’ potential misunderstandings, biases, and expectations.

SE/TE: Audience/readers, remember, 262, 1470; also see: Writing Workshop: Persuasive Essay, 442–449; Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Communications Workshop: Deliver a Persuasive Speech, 450–451

g. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.

SE/TE: Thesis statement, 153, 280, 359, 454, 894, 1084; Supporting details/evidence, add, 745, 794, 1206, 1243, 1279; Details, gather, 153, 215, 280, 443, 695, 851, 921, 1051, 1097, 1469; Supporting details/evidence, add, 226, 454, 706, 745, 794, 975, 1206, 1243, 1279; Details, 280, 538, 754, 1051, 1472; Facts, check, 447; Supporting details, cite, 1279, 1431

h. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay.

SE/TE: Writing Workshop: Persuasive Essay, 442–449; Historical Investigation, 1096–1107; Writing Activities: Editorial, 32, 663; Persuasive Sermon, 136; Public Service Announcement, 514; Persuasive Speech, 745; Response to Literature, 1051; Position Statements, 233, 461, 939, 1487

Page 5 of 26

i. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker, audience, form).


j. Incorporates elements of discourse from other writing genres into exposition.

SE/TE: Characterization, maintain, 121; Arguments, anticipate/refute, 136, 418, 1051; Vivid language, use, 197, 341, 446, 663, 851; Irony, incorporate, 341; Figurative language, strengthen, 377, 766, 1472; Parallelism, use, 645; Narration, balance with reflection, 698; Research questions, focus, 879; Media elements, integrate/refine, 924, 925; Sensory details/language, use, 1307, 1472; Dialogue, punctuate effectively, 1473

k. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, analogy, and humor.

SE/TE: Persuasive techniques, use, 32, 745, 1112; Tone, review for, 66; Clarity, rephrase for, 153; Vivid language, use, 197, 341, 446, 663, 851; Irony, incorporate, 341; Rhetorical devices, use, 444; Words/images/sounds, chart, 627; Language, exaggerate, 645; Technical language, use, 988; Vivid language, use, 1186; Descriptive language, use, 1472

l. Varies language, point of view, characterization, style, and related elements effectively for different rhetorical and aesthetic purposes.

SE/TE: Characterize vividly, 121, 197; Word choice, 219; Character traits, emphasize, 306; Modifier placement, 539; Vivid language, use, 197, 341, 446, 663, 851, 1186; Words/images/sounds, chart, 627; Language, exaggerate, 645; Vivid language Weak language, replace, 446; Point of view, 766, 1206, 1470; Character, stay in, 865, 1307; Character movements, describe, 1270; Descriptive language, use, 1472

m. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

SE/TE: Structure, use logical, 446; Outline, develop/follow, 492, 538, 745; Summarize, 502; Structure, balance, 698; Organization, 894, 1100, 1472

Page 6 of 26

The student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

SE/TE: Writing Workshop: Persuasive Essay, 442–449; Writing Activities: Editorial, 32, 663, Persuasive Sermon, 136, Public Service Announcement, 514, Persuasive Speech, 745, Response to Literature, 1051, Position Statements, 233, 461, 939, 1487

The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

SE/TE: Technical manual for writing a sonnet, 262; Technical writing, R42

ELA12W3 The student uses research and technology to support writing. The student

SE/TE: Writing Workshop: Historical Investigation Report, 1096–1107; Writing Lesson: Research Paper, 1381; Citing Sources and Preparing Manuscript, R21–R23; also see: Research and Technology: Multimedia report/presentation, 227, 954, Group research report, oral, 707, Annotated filmography, 730, Research report, 1113, Annotated bibliography, 1461, Documentary, 1481

a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

SE/TE: Writing Lesson: Develop a Research Plan, 879; Writing Workshop: Historical Investigation Report, 1096–1107; Writing Lesson: Research Paper, 1381; Citing Sources and Preparing Manuscript, R21–R23; also see: Research and Technology: Multimedia report/presentation, 227, 954, Group research report, oral, 707, Annotated filmography, 730, Research report, 1113, Annotated bibliography, 1461, Documentary, 1481

Page 7 of 26

b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document.

SE/TE: Writing Lesson: Research questions, focus, 879; Providing Appropriate Citations, 1102–1103; Sources, evaluate for reliability, 1008; Cite Supporting Details, 1279, 1431; also see: Informational Texts: evaluate validity and reliability of a research source, 70–75, verify and clarify facts, 568–581, rhetorical devices, analyze, 896–909, newspaper articles, advertisements, comparing, 1062–1070, determine essential message, analyze rhetorical devices, 1284–1295

c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (i.e., almanacs, microfiche, news sources, in–depth field studies, speeches, journals, technical documents).

SE/TE: Communication Workshop: Political advertisement (non–print) analyze, 928–929; Entertainment Media, analyze, 1108–1109; Media coverage of same event, analyze, 1476–1477; also see: Informational Texts: digital reference tools: online encyclopedia article, Wikipedia article, 70–75, feature article, theater review, 436–441, brochure, web site homepage, 1022–1027, newspaper articles, advertisements, 1062–1070

d. Integrates quotations and citations into a written text while maintaining the flow of ideas.

SE/TE: Providing Appropriate Citations, 1102–1103; Works–Cited List, 1107; Cite Supporting Details, 1279, 1431; Citing Sources and Preparing Manuscript, R21–R23; also see: Annotated Bibliography, 879, 1008, 1461

e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.


f. Uses systematic strategies to organize and record information (i.e., anecdotal scripting, annotated bibliographies).

SE/TE: Informational Texts: evaluate validity and reliability of a research source, 70–75, summarizing, restating main ideas, 282–291, verify and clarify facts, 568–581, evaluate information from text features, 598–603, evaluate information from charts, graphs, illustrations, 810–817, newspaper articles, advertisements, comparing, 1062–1070, determine essential message, analyze rhetorical devices, 1284–1295, analyze cause–and–effect relationships, 1454–1459; also see: Quotations, verify, 502, 538, 794, 851, 1051, 1084, 1279; Writing Lesson: Develop a Research Plan, 879; Providing Appropriate Citations, 1102–1103; Sources, evaluate for reliability, 1008; Cite Supporting Details, 1279, 1431

g. Integrates databases, graphics, and spreadsheets into word–processed documents.

SE/TE: Writing Workshop, 920-927; Apply It to Today, Romanticism in Today’s Media, 933; Writing: Directions, 1376

Page 8 of 26

h. Designs and publishes documents, using such aids as advanced publishing software and graphic programs.

SE/TE: Research and Technology: Database, 455, Slideshow, 933; also see: Multimedia report/presentation, 227, 954

ELA12W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

SE/TE: Timed Writing, 75, 213, 291, 441, 461, 581, 603, 713, 817, 909, 939, 1027, 1070, 1119, 1295, 1459, 1487; also see: Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; Writing Lesson, 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1186, 1206, 1243, 1270, 1307, 1431

a. Plans and drafts independently and resourcefully.

SE/TE: Writing Workshop: Drafting, 216, 444, 696, 922, 1098, 1470; Writing Lesson: Drafting, 66, 121, 136, 153, 197, 226, 262, 271, 280, 306, 341, 359, 377, 398, 418, 454, 492, 502, 538, 597, 627, 645, 663, 706, 706, 745, 754, 766, 794, 851, 865, 879, 894, 932, 975, 988, 1008, 1051, 1084, 1095, 1112, 1150, 1168, 1186, 1206, 1243, 1270, 1279, 1307, 1357, 1431

b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

SE/TE: Revising: False generalizations, eliminate, 153; Format, streamline, 262; Logical flow, follow, 446, 1243; Logical fallacies, avoid, 447; Message, clarify, 627; Structure, balance, 698; Organization, 894, 1100, 1472; Causes and effects, clarify, 988; Position, clarify, 1206; Correct order, present, 1307; Clarity/accuracy, review, 1431

c. Revises writing for specific audiences, purposes, and formality of the contexts.

SE/TE: Revising: Arguments, anticipate/refute, 136, 418, 1051; Message, clarify, 627; Formal language, use, 1095; Position, clarify, 1206; Persuasive impact, improve, 1431

d. Revises text to highlight the individual voice and to improve sentence variety and style.

SE/TE: Revising: Style, develop, 219, 447, 925, 1103, R27; Style, use consistent, 306; Stylistic devices, improve, 645

e. Revises writing to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and genre.

SE/TE: Revising: Tone, review for, 66; Clarity, rephrase for, 153; Thesis, refine, 280; Breadth and depth, add, 398; Reflection, balance with narration, 698; Clarity/accuracy, review, 1431

f. Edits writing to improve word choice, grammar, punctuation, etc.

SE/TE: Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58–R65

Page 9 of 26

CONVENTIONS

Conventions are essential for reading, writing, and speaking. Instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking, rather than in isolation. The student writes to make connections with the larger world. A student’s ideas are more likely to be taken seriously when the words are spelled accurately and the sentences are grammatically correct. Use of standard English conventions helps readers understand and follow the student’s meaning, while errors can be distracting and confusing. Standard English conventions are the “good manners” of writing and speaking that make communication fluid.


ELA12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student


a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.


Page 10 of 26

b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and participial), and mechanics of punctuation (i.e., end marks, commas, semicolons, quotation marks, colons, ellipses, hyphens).

SE/TE: Punctuation tip/commas, 67, 154, 263, 419, 755; Adverb clause, Adjective clause, 419; Noun clause, 1151 Participles, Gerunds, and Infinitives, 503

c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tense, agreement).

SE/TE: Test–Taking Practice: Writing, Identifying Sentence Errors, 460; Improving Sentences, 938; Writer's Toolbox: Sentence fluency, 1099, 1473; Sentence order, normal/inverted, 1339; also see: Grammar and Style Lesson: Using Coordinating Conjunctions, 67; Subordinating Conjunctions, 263; Adjective and Adverb Clauses, 419; Comparative and Superlative Adjectives and Adverbs, 493

ELA12C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student

SE/TE: Writing Workshop: Publishing and Presenting, 221, 449, 701, 927, 1107, 1475; Citing Sources and Preparing Manuscript, R21–R23; Workplace Writing, R35–R42

a. Produces writing that conforms to appropriate manuscript requirements.


b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Produces writing that conforms to appropriate manuscript requirements.


c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (i.e., in–text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer’s own words, etc.).


Page 11 of 26

d. Includes formal works cited or bibliography when applicable.


LISTENING, SPEAKING, AND VIEWING

The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student observes and listens critically and responds appropriately to written and oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas.

ELA12LSV1 The student participates in student–to–teacher, student–to–student, and group verbal interactions. The student

SE/TE: Communications Workshop: Deliver a Persuasive Speech, 450–451; Deliver an Oral interpretation of Literary Work, 702–703; Writing Workshop: Publishing and Presenting, 701, 1475; Writing Activities: Persuasive Speech, 745; Listening and Speaking: Discussion, 14, 16, 91, 248, 250, 311, 476, 517, 728, 993, 954, 1134, 1153, 1162, 1433; Debate, 476; Press Conference, 728; Oral Presentation, 1136

a. Initiates new topics in addition to responding to adult–initiated topics.

SE/TE: Listening and Speaking: Discussion, 14, 16, 91, 248, 250, 311, 476, 517, 728, 993, 954, 1134, 1153, 1162, 1433; Debate, 476; Press Conference, 728; Oral Presentation, 1136

b. Asks relevant questions. SE/TE: Debate, 476; Panel discussion, 227; Discussion, 14, 16, 91, 248, 250, 311, 476, 517, 728, 954, 993, 1134, 1153, 1162, 1433, R48

c. Responds to questions with appropriate information.


d. Actively solicits another person’s comments or opinion.

SE/TE: Peer review, 218, 446, 597, 698, 924, 1100, 1186, 1472; also see: Book talk, 1134; Debate, 476; Panel discussion, 227; Discussion, 14, 16, 91, 248, 250, 311, 476, 517, 728, 954, 993, 1134, 1153, 1162, 1433, R48

e. Offers own opinion forcefully without domineering.

SE/TE: Debate, 476; Panel discussion, 227; Discussion, 14, 16, 91, 248, 250, 311, 476, 517, 728, 954, 993, 1134, 1153, 1162, 1433, R48

f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.


Page 12 of 26

g. Gives reasons in support of opinions expressed.

SE/TE: Communications Workshop: Deliver a Persuasive Speech, 450–451; Deliver an Oral interpretation of Literary Work, 702–703; Writing Workshop: Publishing and Presenting, 701, 1475; Writing Activities: Persuasive Speech, 745; Listening and Speaking: Discussion, 14, 16, 91, 248, 250, 311, 476, 517, 728, 993, 954, 1134, 1153, 1162, 1433; Debate, 476; Press Conference, 728; Oral Presentation, 1136

h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

SE/TE: Peer review, 218, 446, 597, 698, 924, 1100, 1186, 1472; also see: Book talk, 1134; Debate, 476; Panel discussion, 227; Discussion, 14, 16, 91, 248, 250, 311, 476, 517, 728, 954, 993, 1134, 1153, 1162, 1433, R48

i. Employs group decision–making techniques such as brainstorming or a problem–solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).


j. Divides labor so as to achieve the overall group goal efficiently.


ELA12LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

SE/TE: Communication Workshop: Political advertisement (non–print) analyze, 928–929; Entertainment Media, analyze, 1108–1109; Media coverage of same event, analyze, 1476–1477; also see: Informational Texts: Advertisement, 1062, 1067, 1038

When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student:


Page 13 of 26

a. Identifies and evaluates strategies used by the media to inform, persuade, entertain, and transmit culture (i.e., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language).


b. Analyzes the impact of the media on the democratic process (i.e., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

SE/TE: Communication Workshop: Political advertisement (non–print) analyze, 928–929

c. Identifies and evaluates the effect of media on the production and consumption of personal and societal values.


d. Interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image makers (i.e., graphic artists, documentary filmmakers, illustrators, news photographers).

SE/TE: Communication Workshop: Media coverage of same event, analyze, 1476–1477

e. Critiques a speaker’s diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.


f. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion, and/or literary analysis.

SE/TE: Communications Workshop: Deliver a Persuasive Speech, 450–451; Deliver an Oral interpretation of Literary Work, 702–703; Writing Workshop: Publishing and Presenting, 701, 1475; Writing Activities: Persuasive Speech, 745; Debate, 476; Press Conference, 728; Oral Presentation, 1136

When delivering and responding to presentations, the student:

SE/TE: Communications Workshop: Deliver a Persuasive Speech, 450–451; Deliver an Oral interpretation of Literary Work, 702–703; Writing Workshop: Publishing and Presenting, 701, 1475; Writing Activities: Persuasive Speech, 745; Debate, 476; Press Conference, 728; Oral Presentation, 1136

Page 14 of 26

a. Uses rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect.

SE/TE: Communications Workshop: Deliver a Persuasive Speech, 450–451; Writing Activities: Persuasive Speech, 745; Debate, 476; Press Conference, 728

b. Distinguishes between and uses various forms of classical and contemporary logical arguments, including syllogisms and analogies.


c. Uses ethical and emotional appeals that enhance a specific tone and purpose.


d. Applies appropriate interviewing techniques (i.e., demonstrates knowledge of the subject and organization, compiles and reports responses, evaluates the effectiveness of the interview).

SE/TE: Listening and Speaking: Interview, 707

Page 15 of 26

READING AND BRITISH LITERATURE

READING AND BRITISH LITERATURE (This literature module may be taught in 10th, 11th, or 12th grade.)

Focusing on a study of British Literature, the student develops an understanding of chronological context and the relevance of period structures in British literature. The student develops an understanding or the ways the period of a work of literature affects its structure and how the chronology of a work of literature affects its meaning.

ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

SE/TE: Response to literature, 153, 166, 280, 359, 435, 454, 538, 809, 851, 894, 932, 1051, 1084, 1150, 1168, 1206, 1243, 1270, 1307; Essential Question response, 213; Analytical essay, 291, 1295; Archetypal images, 398; Response to literary criticism, 418, 502, 794, 1279; Critical essay, 581; Literary analysis, 706; Multi–genre analysis, 754; also see: Comparing Literary Works, 18, 32, 156, 196, 212, 252, 261, 270, 290, 296, 305, 421, 435, 480, 541, 551, 558, 566, 580, 662, 662, 662, 676, 732, 744, 753, 753, 779, 792, 797, 809, 850, 852, 864, 878, 893, 908, 919, 987, 1011, 1069, 1083, 1094, 1209, 1215, 1365

The student identifies, analyzes, and applies knowledge of the structures and elements of British and Commonwealth fiction and provides evidence from the text to support understanding; the student:

SE/TE: Focus on Literary Forms: Novel, 990–991, Short story, 1216–1217; also see: Comparing Literary Works: Frame stories across cultures, 156, 166, Social commentary/criticism (novel), 1011, 1021, Stream-of-consciousness narratives, 1209, 1215; Literary analysis strategies (before and after reading), 758, 765, 1028, 1038, 1191, 1204, 1218, 1242, 1244, 1269, 1316, 1337, 1340, 1356, 1418, 1430, 1434, 1443

Page 16 of 26

a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

SE/TE: Comparing Literary Works: Frame stories across cultures, 156, 166, Social commentary/criticism (novel), 1011, 1021, Stream-of-consciousness narratives, 1209, 1215; also see: Point of view, 1191, 1194, 1195, 1244, 1252, 1257, 1258, 1269; Plot, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; Symbol, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268; Cultural conflict, 1316, 1319, 1330, 1337; Historical period and characterization, 1340, 1354; Generational conflict, 1418, 1420, 1424, 1430; Characterization, 1422, 1423, 1424, 1425, 1427, 1428, 1429, 1430, 1434, 1437, 1439, 1443

b. Identifies and analyzes patterns of imagery or symbolism.

SE/TE: Symbol, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268

c. Relates identified elements in fiction to theme or underlying meaning.

SE/TE: Comparing Literary Works: Theme, 1218, 1242; Theme / Symbol, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268

d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

SE/TE: Literary analysis strategies (before and after reading), 758, 765, 1028, 1038, 1191, 1204, 1218, 1242, 1244, 1269, 1316, 1337, 1340, 1356, 1418, 1430, 1434, 1443

e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

SE/TE: Oral tradition, 38, 204; “The Seafarer,” trans. Burton Rafael 19–22; “The Wanderer,” trans. Charles W. Kennedy 23–26; From the Translator’s Desk: “Burton Rafael Introduces Beowulf,” 36–37; from,” Beowulf,” trans. Burton Rafael 41–62; “Seamus Heaney Discusses Beowulf,” 66–67; also see: Archetype (Heroic Quest), 122, 134, 360, 378; World Literature Connection: Parables around the world, 302; Literary History: Making "darkness visible": Milton's epic ambition, 516–517, The epic, 540–541, The Muse's children: lyric poets in world literature, 796–797; Comparing Literary Works: Epics around the world, 541, 551, Allusions, 1365

f. Traces the development of British fiction through various literary periods (i.e., Anglo–Saxon, Medieval, Renaissance, Romantic, etc.)

SE/TE: Literary History: Gallery of frame stories, 155, Novelist as Social Critic, 1010–1011, Modernism and beyond, 1152–1153, Hollow Men Allusions, 1160–1161, Stream of consciousness, 1208–1209, Contemporary British fiction, 1432–1433; also see: Comparing Literary Works: Frame stories across cultures, 156, 166, Social commentary/criticism (novel), 1011, 1021, Stream-of-consciousness narratives, 1209, 1215; Contemporary Commentary: Frankenstein, 756–757, A New Form of the Language, 1136; Gothic Literature / Tradition, 758, 765; Essential Questions of the Literary Period: Postwar Growth and Materialism, 1126, The England of Hope and Glory, 1127, Women as Writers, 1128, Writers and Politics, 1129, Literature Celebrates Diversity, 1130

g. Traces the history of the development of the novel.

SE/TE: Focus on Literary Forms: Novel, 990–991; Charles Dickens, 992–993, 994–1021; Charlotte Bronte, 1028–1038

Page 17 of 26

The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

SE/TE: Informational Texts, 70–75, 198–213, 282–290, 435–441, 568–580, 598–603, 810–817, 896–908, 1022–1027, 1284–1295, 1454–1459; also see: Nonfiction texts are integrated into every time period covered by the program. In addition, several units focus on genres of nonfiction exemplified by works of the historical era. Examples can be found in the pages that follow the Focus on Literary Forms: Essay, 678–679 as well as in Part 3 of Unit 2 “The Ties That Bind”. Representative nonfiction selections include: From,” A Journal of the Plague Year,” Daniel Defoe, 511–516; From “ An Essay on Man,” Alexander Pope, 539; “A Modest Proposal,” Jonathan Swift, 614–622

a. Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays.

SE/TE: Letter, 198, 201, 202, 212, 896; Speeches, 282, 1118, 1122, 1284; Diaries/journals, 568; Focus on Literary Forms: Essay, 678–679; Informational Texts: Informational Texts: digital reference tools: online encyclopedia article, Wikipedia article, 70–75, letters, folk ballads, 198–213, speech, eyewitness account, 282–290, feature article, theater review, 436–441, diary, policy statement, 568–581, transit map and schedule, annual report, 598–603, government report, travel guide, 810–817, parliamentary debate, letters, 896–909, brochure, web site homepage, 1022–1027, newspaper articles, advertisements, 1062–1070, speech, government memorandum, 1284–1295, technical documents: technical article, press release, 1454–1459

b. Analyzes and evaluates the logic and use of evidence in an author’s argument.

SE/TE: Author's arguments, outline, 1462, 1464, 1467; also see: Clarity of meaning, analyze, 82, 85, 86, 89; Informational Texts: summarizing, restating main ideas, 282–291, evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message, analyze rhetorical devices, 1284–1295

c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

SE/TE: Persuasive techniques, 222, 910, 929, 1062; Rhetorical questions, 223, 451; Informational Texts: evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message, analyze rhetorical devices, 1284–1295

The student identifies and analyzes elements of poetry from various periods of British literature and provides evidence from the text to support understanding; the student:

SE/TE: Focus on Literary Forms: Lyric poetry, 774–775; also see: Figurative language, 223, 451, 774, 852; Sonnet, 252; English/Shakespearean, 272, 1410; Italian/Petrarchan, 521; Defining Lyric Poetry, 774–775; Poetic sound devices, 818, 821, 823, 828, 830, 832, 834, 835, 837, 841, 848, 850; End–stopped line, 976, 987; Meter, 1090, 1094, 1400, 1403, 1404, 1405, 1409; Free verse, 1388, 1400; also see: Comparing Literary Works: Elegy, 18, 32, Sonnet sequences, 252, 261, Pre–romantic poetry, 676, Lyric poetry, 797, 809, Imagery, 878, Odes, 893

Page 18 of 26

a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

SE/TE: Figurative language, 223, 451, 774, 852; Sonnet, 252; English/Shakespearean, 272, 1410; Italian/Petrarchan, 521; Defining Lyric Poetry, 774–775; Poetic sound devices, 818, 821, 823, 828, 830, 832, 834, 835, 837, 841, 848, 850; End–stopped line, 976, 987; Meter, 1090, 1094, 1400, 1403, 1404, 1405, 1409; Free verse, 1388, 1400; also see: Comparing Literary Works: Elegy, 18, 32, Sonnet sequences, 252, 261, Pre–romantic poetry, 676, Lyric poetry, 797, 809, Imagery, 878, Odes, 893

i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance

SE/TE: Sound devices (Alliteration, Assonance, Consonance, Rhyme), 775, 818, 821, 823, 828, 830, 832, 834, 835, 837, 841, 848, 850

ii. form: fixed and free, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue

SE/TE: Focus on Literary Forms: Lyric poetry, 774–775; also see: Sonnet, 252; English/Shakespearean, 272, 1410; Italian/Petrarchan, 521; Poetic sound devices, 818, 821, 823, 828, 830, 832, 834, 835, 837, 841, 848, 850; End–stopped line, 976, 987; Free verse, 1388, 1400; also see: Comparing Literary Works: Elegy, 18, 32, Sonnet sequences, 252, 261, Pre–romantic poetry, 676, Lyric poetry, 797, 809, Imagery, 878, Odes, 893

iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion

SE/TE: Metaphor, 296, 299; Figurative language, 774, 852, 855, 858, 864; conceit, 480, 491; allusions, 1358, 1365

b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

SE/TE: Imagery, 378, 382, 383, 385, 388, 389, 393, 395, 397, 702, 775, 866, 870, 872, 874, 878; Diction, 779, 792, 1366, 1376

Page 19 of 26

c. Traces the historical development of poetic styles and forms in British literature.

SE/TE: The teaching of poetry is integrated into every unit of the program and begins with impact of the oral tradition and early epics such as “The Seafarer”. Please see the following representative listing of poetic styles and selections: Oral tradition, 38, 204; “The Seafarer,” trans. Burton Rafael p.19–22; “The Wanderer,” trans. Charles W. Kennedy 23–26; From the Translator’s Desk: “Burton Rafael Introduces Beowulf,” 36–37; “Seamus Heaney Discusses Beowulf,” 66–67; from,” Beowulf,” trans. Burton Rafael 41–62; A Closer Look: “Chaucer’s Guided Tour of Medieval Life and Literature,” 94–95; “The Canterbury Tales: The Prologue,” 98–119; “The Canterbury Tales: The Pardoner’s Tale,” p 123–133; “The Canterbury Tales: The Wife of Bath’s Tale,” 137–155; Sonnet, 252; English/Shakespearean, 272, 1410; Italian/Petrarchan, 521; Poetic sound devices, 818, 821, 823, 828, 830, 832, 834, 835, 837, 841, 848, 850; End–stopped line, 976, 987; Free verse, 1388, 1400; also see: Comparing Literary Works: Elegy, 18, 32, Sonnet sequences, 252, 261, Pre–romantic poetry, 676, Lyric poetry, 797, 809, Imagery, 878, Odes, 893

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student:

SE/TE: Focus on Literary Forms: Drama, 308–309; Literary History, 310–311; Shakespeare on Film, 312–313; Contemporary Commentary, 314–315; Author in Depth: Shakespeare, 316–319; “Macbeth,” 322–416; Comparing Tragedy Past and Present, 420–435

a. Identifies and analyzes types of dramatic literature (i.e., tragedy, comedy, verse play).

SE/TE: Focus on Literary Forms: Drama, 308–309; Literary History: The Elizabethan Theater, 310–311; Elizabethan drama, 325, 327, 328, 333, 334; Soliloquy, 321, 337, 340; Shakespearean tragedy, 400, 403, 404, 406, 407, 409, 411, 416; Dramatic monologue, 976, 980, 987; Dramatic structure, 1409; Comparing Tragedy Past and Present, 420–435; Theater of the Absurd, 1378

b. Analyzes the characters, structures, and themes of dramatic literature.

SE/TE: Shakespeare on Film, 312–312; Contemporary Commentary, 314–315; Elizabethan drama, 325, 327, 328, 333, 334; Soliloquy, 321, 337, 340; Dramatic irony, 360, 376; Shakespearean tragedy, 400, 403, 404, 406, 407, 409, 411, 416; Dramatic monologue, 976, 980, 987; Dramatic structure, 1409; Comparing Tragedy Past and Present, 420–435

c. Identifies and analyzes dramatic elements, (i.e., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).

SE/TE: Focus on Literary Forms: Drama, 308–309; Literary History: The Elizabethan Theater, 310–311; Elizabethan drama, 325, 327, 328, 333, 334; Soliloquy, 321, 337, 340; Shakespearean tragedy, 400, 403, 404, 406, 407, 409, 411, 416; Dramatic monologue, 976, 980, 987; Dramatic structure, 1409; Comparing Tragedy Past and Present, 420–435

d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

SE/TE: Contemporary Commentary, 314–315; Comparing Tragedy Past and Present, 420–435; Informational Texts: feature article, theater review, 436–441

Page 20 of 26

ELABLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. The student

SE/TE: Theme, 264, 270, 504, 508, 510, 514, 702, 990, 1040, 1043, 1047, 1049, 1050, 1216, 1218, 1242, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268, 1269, 1272, 1308, 1310, 1312, 1313, 1315, 1358, 1363, 1365, 1388, 1390, 1393, 1396, 1437

a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

SE/TE: Essential Question response: What is the relationship between place and literature? 18, 82, 264, 581, 588, 664, 818, 852, 1040, 1072; How does literature shape or reflect society? 38, 95, 123, 137, 213, 226, 291, 296, 552, 558, 604, 628, 680, 732, 746, 866, 909, 910, 958, 997, 1028; What is the relationship of the writer to tradition? 252, 272, 321, 480, 494, 504, 521, 646, 758, 779, 880, 976, 1086, 1358, 1444; also see: Theme, 264, 270, 504, 508, 510, 514, 702, 990, 1040, 1043, 1047, 1049, 1050, 1216, 1218, 1242, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268, 1269, 1272, 1308, 1310, 1312, 1313, 1315, 1358, 1363, 1365, 1388, 1390, 1393, 1396, 1437

b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.

SE/TE: Metaphor, 296, 299; Imagery, 378, 382, 383, 385, 388, 389, 393, 395, 397, 702, 775, 866, 870, 872, 874, 878; Figurative language, 774, 852, 855, 858, 864; Sound devices (Alliteration, Assonance, Consonance, Rhyme), 775, 818, 821, 823, 828, 830, 832, 834, 835, 837, 841, 848, 850; Diction, 779, 792, 1366, 1376

c. Applies knowledge of the concept that a text can contain more than one theme.

SE/TE: Similar themes, analyze, 504, 513, 514, 1316, 1320, 1323, 1325, 1326, 1329, 1330, 1332, 1334, 1337

d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (i.e., classism, imperialism) and provides support from the texts for the identified themes.

SE/TE: Universal themes, compare, 264, 270; Similar themes, analyze, 504, 513, 514, 1316, 1320, 1323, 1325, 1326, 1329, 1330, 1332, 1334, 1337; also see: Essential Question response: What is the relationship between place and literature? 18, 82, 264, 581, 588, 664, 818, 852, 1040, 1072; How does literature shape or reflect society? 38, 95, 123, 137, 213, 226, 291, 296, 552, 558, 604, 628, 680, 732, 746, 866, 909, 910, 958, 997, 1028; What is the relationship of the writer to tradition? 252, 272, 321, 480, 494, 504, 521, 646, 758, 779, 880, 976, 1086, 1358, 1444

Page 21 of 26

ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

SE/TE: Historical context, understand, 18, 28, 32, 679; Historical writing, 82, 85, 88, 89; Comparing Literary Works: Frame stories across cultures, 156; Relate to historical period, 558, 566, 1043, 1154, 1156, 1158, 1167; Understand historical period, 779, 782, 784, 792; Cultural conflict, 1316, 1319, 1330, 1337; Knowledge of history, apply, 1340, 1343, 1346, 1350, 1351, 1352, 1355, 1356; also see: Snapshot of the period, 2–3, 236–237, 464–465, 716–717, 942–943, 1122–1123; Historical and Literary Background, 4–13, 238–247, 466–475, 718–727, 944–953, 1124–1133; Essential Questions of the Literary Period, 14, 248, 476, 728, 954, 1134; Literary History, 90–91, 155–156, 310–311, 516–517, 540–541, 796–797, 992–993, 1010–1011, 1152–1153, 1160–1161, 1208–1209, 1432–1433, 1460–1461

The student relates a literary work to primary source documents of its literary period or historical setting; the student:

SE/TE: relate a literary work to a primary source document, 1296; Informational Texts: letters, folk ballads, 198–213; speech, eyewitness account, 282–290; diary, policy statement, 568–581; parliamentary debate, letters, 896–909; speech, government memorandum, 1284–1295

a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition.

SE/TE: Snapshot of the period, 2–3, 236–237, 464–465, 716–717, 942–943, 1122–1123; Historical and Literary Background, 4–13, 238–247, 466–475, 718–727, 944–953, 1124–1133; Essential Questions of the Literary Period, 14, 248, 476, 728, 954, 1134; Literary History, 90–91, 155–156, 310–311, 516–517, 540–541, 796–797, 992–993, 1010–1011, 1152–1153, 1160–1161, 1208–1209, 1432–1433, 1460–1461; Historical writing, 82, 85, 88, 89; Comparing Literary Works: Frame stories across cultures, 156; Relate to historical period, 558, 566, 1043, 1154, 1156, 1158, 1167; Understand historical period, 779, 782, 784, 792; Cultural conflict, 1316, 1319, 1330, 1337; Knowledge of history, apply, 1340, 1343, 1346, 1350, 1351, 1352, 1355, 1356

i. Empire SE/TE: Unit Five, Part Three: The Empire and Its Discontents, 1039–1070

ii. Postcolonialism SE/TE: Unit Six, Part Three: Conflicts at Home and Abroad, 1271–1376

Unit Six, Part Four: The Postmodern and Beyond, 1377–1453

b. Relates a literary work to the characteristics of the literary time period that it represents.

SE/TE: Snapshot of the period, 2–3, 236–237, 464–465, 716–717, 942–943, 1122–1123; Historical and Literary Background, 4–13, 238–247, 466–475, 718–727, 944–953, 1124–1133; Essential Questions of the Literary Period, 14, 248, 476, 728, 954, 1134; Literary History, 90–91, 155–156, 310–311, 516–517, 540–541, 796–797, 992–993, 1010–1011, 1152–1153, 1160–1161, 1208–1209, 1432–1433, 1460–1461; Historical writing, 82, 85, 88, 89; Comparing Literary Works: Frame stories across cultures, 156; Relate to historical period, 558, 566, 1043, 1154, 1156, 1158, 1167; Understand historical period, 779, 782, 784, 792; Cultural conflict, 1316, 1319, 1330, 1337; Knowledge of history, apply, 1340, 1343, 1346, 1350, 1351, 1352, 1355, 1356

i. Anglo–Saxon Period SE/TE: Unit One, Part One: Earthly Exile, Heavenly Home, 17–32; Unit One, Part Two: The Epic, 33–80

Page 22 of 26

ii. Medieval Period SE/TE: Unit One, Part Three: A National Spirit, 91–166; Unit One, Part Four: Perils and Adventures, 197–211

iii. Renaissance SE/TE: Unit Two, Part One: Lovers and Their Lines, 251–280; Unit Two, Part Two: The Influence of the Monarchy, 281–306; Unit Two, Part Three: Drama, 307–435

iv. 18th

Century/Restoration/Neo–Classical Period

SE/TE: Unit Three, Part One: The War Against Time, 479–514; Unit Three, Part Two: A Nation Divided, 515–566; Unit Three, Part Three: The Ties That Bind, 567–676; Unit Three, Part Three: The Essay, 677–685

v. Romantic Period SE/TE: Unit Four, Part One: Fantasy and Reality, 731–772; Unit Four, Part Two: Lyric Poetry, 773–894; Unit Four, Part Three: The Reaction to Society’s Ills, 895–919

vi. Victorian Period SE/TE: Unit Five, Part One: Relationships, 957–988; Unit Five, Part Two: The Novel, 989–1038; Unit Five, Part Three: The Empire and Its Discontents, 1039–1070

vii. Modern Period SE/TE: Unit Six, Part One: Forging Modernism, 1137–1186; Unit Six, Part Two: Modernism in Fiction, 1187–1270

viii. Postmodern Period SE/TE: Unit Six, Part Three: Conflicts at Home and Abroad, 1271–1376; Unit Six, Part Four: The Postmodern and Beyond, 1377–1453

The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (i.e., heroic elegy, satirical essay, serial novel, etc.).

SE/TE: Contemporary Commentary, 314–315; Comparing Tragedy Past and Present, 420–435; also see: Historical and Literary Background, 4–13, 238–247, 466–475, 718–727, 944–953, 1124–1133; Essential Questions of the Literary Period, 14, 248, 476, 728, 954, 1134; Literary History, 90–91, 155–156, 310–311, 516–517, 540–541, 796–797, 992–993, 1010–1011, 1152–1153, 1160–1161, 1208–1209, 1432–1433, 1460–1461

The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (i.e., satire, parody, allegory, romance, pastoral) that cross the lines of genre classifications.

SE/TE: Historical and Literary Background, 4–13, 238–247, 466–475, 718–727, 944–953, 1124–1133; Essential Questions of the Literary Period, 14, 248, 476, 728, 954, 1134; also see: Comparing Literary Works: Elegy, 18, 32, Frame stories across cultures, 156, Medieval romances, 196, Sonnet sequences, 252, 261, Tragedies, 421, 435, Epics around the world, 541, 551, Pre-romantic poetry, 676, Writing about daily life, 732, 744, Social commentary/criticism, 753, 1011, Lyric poetry, 797, 809, Odes, 893, Stream-of-consciousness narratives, 1209, 1215

ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

SE/TE: Response to literature, 153, 166, 280, 359, 435, 454, 538, 809, 851, 894, 932, 1051, 1084, 1150, 1168, 1206, 1243, 1270, 1307; Essential Question response, 213; Analytical essay, 291, 1295; Archetypal images, 398; Response to literary criticism, 418, 502, 794, 1279; Critical essay, 581; Literary analysis, 706; Multi–genre analysis, 754

Page 23 of 26

a. Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects created.

SE/TE: Imagery analysis, 280; Analytical essay: archetypal images, 398; Inventive approaches, 454; Epic settings, 551; Compare-and-contrast essay: social criticism, 1021; Response to literature, 1051, 1084; Symbolism analysis, 1270

b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

SE/TE: Response to Literature: Theme, 1150; also see: Imagery, 280; Analytical essay: archetypal images, 398; Symbolism, 1270

c. Support important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works.

SE/TE: Response to literature, 153, 166, 280, 359, 435, 454, 538, 809, 851, 894, 932, 1051, 1084, 1150, 1168, 1206, 1243, 1270, 1307; Essential Question response, 213; Analytical essay, 291, 1295; Archetypal images, 398; Response to literary criticism, 418, 502, 794, 1279; Critical essay, 581; Literary analysis, 706; Multi–genre analysis, 754

d. Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

SE/TE: Informational Texts: speech, eyewitness account, 282–290, diary, policy statement, 568–581, parliamentary debate, letters, 896–909, speech, government memorandum, 1284–1295; also see: Historical writing, 82, 85, 88, 89; Relate to historical period, 558, 566, 1043, 1154, 1156, 1158, 1167; Understand historical period, 779, 782, 784, 792; Cultural conflict, 1316, 1319, 1330, 1337; Knowledge of history, apply, 1340, 1343, 1346, 1350, 1351, 1352, 1355, 1356

e. Include information from relevant critical perspectives and evaluate the validity and reliability of sources.

SE/TE: Response to literary criticism, 418, 502, 794, 1279; also see: Response to literature: interpretation, 359, 851; Contemporary Commentary, 314–315; Comparing Tragedy Past and Present, 420–435;

f. Imitate a variety of literary forms to demonstrate understanding (i.e., sonnet, ballad, satire).

SE/TE: Interior monologue, 197, 865; Parable, 306; Soliloquy, 377; Mock-heroic poem, 645; Poem, 1186; Absurd drama scene, 1387; Parody, 1399

g. Include a formal works cited or bibliography when applicable.


ELABLRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

SE/TE: Vocabulary Development, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431; Vocabulary Workshop: Dictionaries and other resources, 224, Words from mythology, 452, Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930, Idioms, 1110, Cognates and borrowed words, 1478

Page 24 of 26

a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

SE/TE: Vocabulary Workshop: Idioms, 1110, Cognates and borrowed words, 1478; also see: Metaphor, 296, 299; Figurative language, 774, 852, 855, 858, 864

b. Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words.

SE/TE: Vocabulary Workshop: Words from mythology, 452, Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930; also see: The Changing English Language: Beginnings of English, 7, A Man of Fire-New Words, 241, No Harmless Drudge, He, 469, The Romantic Age, 723, Euphemisms: the Fig Leaves of Language, 949, Britspeak, A to Zed, 1129

c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

SE/TE: Vocabulary Workshop: Dictionaries and other resources, 224; also see: Dictionary, 646, 650, 652, 662, 707

READING ACROSS THE CURRICULUM After the elementary and middle grades years, the student seriously engages in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. The student encounters a variety of informational and fictional texts and reads texts in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), the student must learn, through reading, the communities of discourse of those disciplines. Each subject has its own specific vocabulary, and for a student to excel in all subjects, he or she must learn the specific vocabulary of all subject areas in context. Reading across the curriculum develops the student’s academic and personal interests in different subjects, as well as his or her understanding and expertise across subject areas. As the student reads, he or she develops both content and contextual vocabulary and builds good habits for reading, researching, and learning. The Reading Across the Curriculum standards focus on the academic and personal skills a student acquires as the student reads in all areas of learning. ELABLRC1 The student reads a minimum of 25

grade–level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

SE/TE: Independent Reading, 225, 453, 705, 931, 1111, 1479

Page 25 of 26

ELABLRC2 The student participates in discussions related to curricular learning in all subject areas. The student

SE/TE: Communication Workshop: Persuasive speech, evaluate, 222–223, Oral interpretation of literary work, write and deliver, 702–703, Entertainment Media, analyze, 1108–1109; also see: Listening and Speaking: Discussion, 14, 248, 476, 728, 954, 1134; Comparative critique of speeches, 455; Debate, 476; Book talk, 1134

a. Identifies messages and themes from books in all subject areas.

SE/TE: Listening and Speaking: Discussion, Essential Questions, 14, 248, 476, 728, 954, 1134; Book talk, 1134; also see: Universal themes, compare, 264, 270; Similar themes, analyze, 504, 513, 514, 1316, 1320, 1323, 1325, 1326, 1329, 1330, 1332, 1334, 1337

b. Responds to a variety of texts in multiple modes of discourse.

SE/TE: Communication Workshop: Oral interpretation of literary work, write and deliver, 702–703; also see: Listening and Speaking: Discussion, 14, 248, 476, 728, 954, 1134; Comparative critique of speeches, 455; Debate, 476; Book talk, 1134

c. Relates messages and themes from one subject area to those in another area.


d. Evaluates the merits of texts in every subject discipline.

SE/TE: Communication Workshop: Oral interpretation of literary work, write and deliver, 702–703; also see: Listening and Speaking: Discussion, 14, 248, 476, 728, 954, 1134; Comparative critique of speeches, 455; Debate, 476; Book talk, 1134

e. Examines the author’s purpose in writing. SE/TE: Communication Workshop: Oral interpretation of literary work, write and deliver, 702–703; also see: Listening and Speaking: Discussion, 14, 248, 476, 728, 954, 1134; Comparative critique of speeches, 455; Debate, 476; Book talk, 1134

f. Recognizes the features of disciplinary texts.

SE/TE: Informational Texts: evaluate validity and reliability of a research source, 70–75, text features, analyzing and evaluating, 198–213, summarizing, restating main ideas, 282–291, evaluate author’s purpose and perspective, 436–441, verify and clarify facts, 568–581, evaluate information from text features, 598–603, evaluate information from charts, graphs, illustrations, 810–817, rhetorical devices, analyze, 896–909, predict content and purpose, 1022–1027, newspaper articles, advertisements, comparing, 1062–1070, determine essential message, analyze rhetorical devices, 1284–1295, analyze cause-and-effect relationships, 1454–1459

ELABLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student

SE/TE: Vocabulary Workshop: Dictionaries and other resources, 224, Words from mythology, 452, Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930, Idioms, 1110, Cognates and borrowed words, 1478; also see: Vocabulary Development, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431

Page 26 of 26

a. Demonstrates an understanding of contextual vocabulary in various subjects.

SE/TE: Context clues, check, 137, 140, 141, 143, 145, 151; Vocabulary in context: SAT: Critical Reading, Sentence Completion, 231, 459, 711, 937, 1117, SAT: Reading Comprehension, Sentence Completion, 1485; also see: Vocabulary Workshop: Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930

b. Uses content vocabulary in writing and speaking.

SE/TE: Vocabulary Workshop: Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930; also see: Research and Technology, 14, 227, 248, 455, 707, 728, 730, 933, 954, 1113, 1461, 1481

c. Explores understanding of new words found in subject area texts.

SE/TE: Vocabulary Workshop: Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930

ELABLRC4 The student establishes a context for information acquired by reading across subject areas. The student

SE/TE: Informational Texts: digital reference tools: online encyclopedia article, Wikipedia article, 70–75, letters, folk ballads, 198–213, speech, eyewitness account, 282–290, feature article, theater review, 436–441, diary, policy statement, 568–581, transit map and schedule, annual report, 598–603, government report, travel guide, 810–817, parliamentary debate, letters, 896–909, brochure, web site homepage, 1022–1027, newspaper articles, advertisements, 1062–1070, speech, government memorandum, 1284–1295, technical documents: technical article, press release, 1454–1459

a. Explores life experiences related to subject area content.

SE/TE: Informational Texts: evaluate validity and reliability of a research source, 70–75, evaluate author’s purpose and perspective, 436–441, verify and clarify facts, 568–581, rhetorical devices, analyze, 896–909, predict content and purpose, 1022–1027, newspaper articles, advertisements, comparing, 1062–1070, determine essential message, analyze rhetorical devices, 1284–1295, analyze cause-and-effect relationships, 1454–1459; also see: Communication Workshop: Political advertisement (non-print) analyze, 928–929, Entertainment Media, analyze, 1108–1109, Media coverage of same event, analyze, 1476–1477

b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.


c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

SE/TE: Context clues, check, 137, 140, 141, 143, 145, 151; Vocabulary in context: SAT: Critical Reading, Sentence Completion, 231, 459, 711, 937, 1117, SAT: Reading Comprehension, Sentence Completion, 1485; also see: Vocabulary Workshop: Etymology: political science/history terms, 704, Etymology of science, medical, mathematical terms, 930

Documents

Prentice Hall Literature, Grade 12, The British Tradition - PE - School