literature, the penguin edition, grade 10 - pearson...

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Prentice HallLiterature, The Penguin Edition, Grade 10 The Oklahoma Edition © 2008

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

Oklahoma Priority Academic Student Skills for Language ArtsGrade 10

Prentice Hall Literature, The Penguin Edition, Grade 10, The Oklahoma Edition © 2008

Correlated to: Oklahoma Priority Academic Student Skills for Language Arts

(Grade 10)

Oklahoma Priority Academic Student Skills for Language Arts

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

resource(s)) LANGUAGE ARTS Grade 10

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

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

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

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

SE/TE: Word roots (Latin), 29, 54, 80, 107, 140, 164, 217, 242, 268, 297, 305, 336, 383, 745, 792, 817, 926; Prefixes, 425, 446, 472, 497, 512, 532; Suffixes, 591, 620, 644, 663, 678, 694

TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies

TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

*2. Research word origins as an aid to understanding meaning, derivations, and spelling as well as influences on the English language.

SE: Using dictionary for word origins, 71, 79, 525; Word Origins: 107, 140, 164, 183, 305, 336, 364, R6

TE: Vocabulary: Mythological Words, 602



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

SE/TE: Using dictionary, 43, 53, 71, 153, 163, 257, 267, 349, 363, 435, 445, 525, 531, 635, 643, 687, 693, 791, 909, 989, 1017; Using thesaurus, 127, 139, 231, 241, 325, 335, 461, 471, 503, 511, 607, 619, 671, 677, 1093


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



(Grade 10)



resource(s)) TECH: Reader’s Notebook Adapt/English

Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

4. Discriminate between connotative and denotative meanings and interpret the connotative power of words.

SE/TE: Word choice for connotation, 562, 607, 619, R7, R11



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

SE/TE: Context clues, 127, 139, 471, 1053, 1147; also see: Word meanings, 71, 183, 231, 241, 257, 435, 445, 607, 619, 635, 643, 671, 677, 909, 925, 1017, 1027, 1051, 1053, 1075, 1093, 1147






(Grade 10)



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

Read and understand grade-level-appropriate material. Analyze the organizational patterns and evaluate authors’ argument and position. At Grade 10, in addition to regular classroom reading, read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

1. Literal Understanding

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

SE/TE: Reading Informational Materials (Reading Skill): predict/use prior knowledge, 82-85, use charts and diagrams, analyze causes and effects, 166-171, make inferences/evaluate the credibility of web sources, 270-273, evaluate the critic’s judgments, 366-369, preview the text, 448-451, analyzing the writer’s assumptions, 514-517, identify purpose/structure, 622-625, taking notes, 696-699, evaluate a critic’s summaries and responses, 794-797, use text format, 928-931, make generalizations, 1030-1033, comparing and contrasting writers’ purposes, 1126-1131



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

SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; also see: Author's perspective, 56, 58, 60, 61, 63, 65, 67, 69, 70, 74, 78; Reading Informational Materials (Reading Skill): make inferences/evaluate the credibility of web sources, 270, evaluate the critic’s judgments, 366, analyzing the writer’s assumptions, 514, evaluate a critic’s summaries and responses, 794; Author's purpose in nonfiction, 534, 537, 538, 539, 540, 543, 544, 546, 548, 550, 551, 552, 553; Author’s purpose in essay, 142, 144, 146, 148, 151, 152, 156, 158, 161, 162





(Grade 10)



resource(s)) TECH: Reader’s Notebook Adapt/English

Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD–ROMs

c. Use a range of automatic monitoring and self-correcting methods (e.g., rereading, slowing down, subvocalizing, consulting resources, questioning).

SE/TE: Reading: rereading: 106, 142, 144, 147, 149, 159, 160; by reading aloud, 531, 602, 609, 618, 627, 633, 637, by adjusting rate, 590, 592, 605, 615, by grouping words/phrases, 596, 611, 639, fluently, 606, 634, 642, by identifying purpose/structure, 622; questioning: 28, 56, 59, 62, 64, 68, 77, 424, 452, 978, 980, 984, 988, 991, 996, 998, 999, 1000; checking other sources: 820, 826, 829, 834, 836, 839, 842, 844, 1004, 1007, 1009, 1016, 1020, 1023, 1026; also see: Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125



d. Recognize signal/transitional words and phrases and their contributions to the meaning of the text (e.g., however, in spite of, for example, consequently).

Opportunities to address this standard can be found on the following pages: SE/TE: Providing elaboration: using clear transitions, 188, using transitions to clarify connections, 1152; Editing/Proofreading: focusing on transitional words, 1157






(Grade 10)



resource(s)) 2. Inferences and Interpretation

a. Use elements of the text to defend responses and interpretations.

SE/TE: Writing Workshop: Response to literature, 712–719; also see: Writing to Compare Literary Works: 86, 172, 274, 370, 474, 534, 646, 700, 798, 932, 1034, 1132; Timed Writing Applications: persuasive essay on quotation, 81, Interpretation, 269, Exposition on theme/symbol, 337, Interpretation, 365, persuasive essay on The Sun Parlor, 473, persuasive position statement, 513, persuasive argument on assertion in poem, 621, Analysis, 645, 1003, persuasive analysis of poem, 679, Explanation of imagery in a poem, 695, persuasive position statement, 699, persuasive essay on Antigone, 793, Explanation of character in play/epic, 927, Explanation of character in play/epic, 1029



b. Draw inferences such as conclusions, generalizations, and predictions, and support them with text evidence and personal experience.

SE/TE: Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141; Drawing conclusions, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382; Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Making generalizations, 978, 1030, 1033






(Grade 10)



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

SE/TE: Comparing and contrasting worldviews, 1060, 1074, 1092, 1110, 1122, by identifying attitudes/reactions, 1062, 1067, 1087, 1091, 1099, 1101, 1121, by identifying views of appearance/reality, 1065, 1068, 1071, 1072, 1078, 1080, 1082, 1085, 1089, 1096, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1115, 1119, 1120



3. Summary and Generalization

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

SE/TE: Analyzing main idea/supporting details, 424, 426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488



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

SE/TE: Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Making generalizations, 1030, 1033; Use text format, 928-931






(Grade 10)



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

SE/TE: Paraphrasing, 696, 699; Summarizing, 794, 797 Opportunities to address this standard can be found on the following pages: Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 708; Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 808



4. Analysis and Evaluation

a. Discriminate between fact and opinion and fiction and nonfiction.

SE/TE: Making inferences: evaluating credibility of sources for, 270; Gathering details: evaluating validity/bias of information, 944; distinguishing between fact/opinion, 496, 518, 524, 528, 530; Author's purpose in nonfiction, 534, 537, 538, 539, 540, 543, 544, 546, 548, 550, 551, 552, 553; also see: Reading Informational Materials (Reading Skill): make inferences/evaluate the credibility of web sources, 270, evaluate the critic’s judgments, 366, analyzing the writer’s assumptions, 514, evaluate a critic’s summaries and responses, 794; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554






(Grade 10)



resource(s)) b. Evaluate deceptive and/or faulty arguments in persuasive texts.

SE/TE: Reading Informational Materials (Reading Skill): make inferences/evaluate the credibility of web sources, 270, evaluate the critic’s judgments, 366, analyzing the writer’s assumptions, 514, evaluate a critic’s summaries and responses, 794; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Author's purpose in nonfiction, 534, 537, 538, 539, 540, 543, 544, 546, 548, 550, 551, 552, 553; also see: Communications Workshop: Bias, Inconsistencies/ Ambiguities, Charged/ Manipulative Language, Stereotype, Cultural Assumption, 194; Identify Purpose, Assess Arguments, Think About Logic/ Accuracy, Speaker’s Word Choice and Style, 394; Evaluate Purpose, Background, Facts/ Opinions, Compare Emphasis/Techniques, 1158



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

SE/TE: Reading Informational Materials (Reading Skill): predict/use prior knowledge, 82-85, use charts and diagrams, analyze causes and effects, 166-171, make inferences/evaluate the credibility of web sources, 270-273, evaluate the critic’s judgments, 366-369, preview the text, 448-451, analyzing the writer’s assumptions, 514-517, identify purpose/structure, 622-625, taking notes, 696-699, evaluate a critic’s summaries and responses, 794-797, use text format, 928-931, make generalizations, 1030-1033, comparing and contrasting writers’ purposes, 1126-1131; Literary Analysis (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 488, 518, 592, 607, 628–629, 664, 680, 748, 822, 980, 1004, 1062, 1096; Literary Analysis (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1016, 1026, 1074, 1092, 1110, 1122




(Grade 10)



resource(s)) TR: Reading Kit; Reader’s Notebook; Unit

Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies


d. Analyze techniques (e.g., language, organization, tone, context) used to convey opinions or impressions.

SE/TE: Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381; Tone, 172, 175, 176, 178, 181, 181, 408, 413, 646, 648, 649, 653; Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676; Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052



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

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

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

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

SE/TE: Exploring Fiction and Nonfiction, 4-5; Exploring Short Stories, 202-203; Exploring Types of Nonfiction, 408-409; Exploring Poetry 580-581; Exploring Drama 728-729; Literary Analysis (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 488, 518, 592, 607, 628–629, 664, 680, 748, 822, 980, 1004, 1062, 1096; Literary Analysis (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1016, 1026, 1074, 1092, 1110, 1122




(Grade 10)






b. Analyze the characteristics of subgenres such as satire, sonnet, epic, myths and legends, mystery, and editorials.

SE/TE: Satire, 474; Sonnet, 581, 626, 631, 641; Selections (Epic/Myth/Legend/Fairy Tale): 982–987, 991–999, 1006–1015, 1019–1025, 1036–1043, 1044–1050, 1064–1075, 1077–1091, 1134–1136; also see: Selections (Autobiography/Biography/Memoir): 58–69, 73–77, 88–93, 411–420, 454–459, 463–469, 536–544, 568–575, 967–974; Editorials 514-517; Exploring Fiction and Nonfiction, 4-5; Exploring Short Stories, 202-203; Exploring Types of Nonfiction, 408-409; Exploring Poetry 580-581; Exploring Drama 728-729



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

a. Describe and analyze elements of fiction including plot, conflict, character, setting, theme, mood, point of view and how they are addressed and resolved.

SE/TE: Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42, 46, 47, 51, 52, 202, 728; Character, 7, 12, 203, 208, 214, 218, 221, 222, 225, 229, 230, 235, 237, 238, 239, 240, 729, 731, 737, 742, 820, 822, 932, 935, 937, 980; Point of view (first/third–person), 12, 274, 276, 277, 278, 280, 281, 283, 284, 285, 288, 289, 291, 292, 293, 295; Setting, 26, 203, 244, 247, 252, 255, 256, 261, 262, 265, 266; Conflict, 26, 30, 78, 108, 111, 112, 115, 117, 119, 120, 124, 125, 126, 130, 132, 135, 136, 137, 138, 202, 207, 211, 728, 742, 820, 822, 892, 894, 898, 901, 902, 906, 908; Theme, 203, 214, 306, 309, 312, 314, 323, 324, 328, 334, 700, 702 , 705, 707, 728, 770, 790, 798, 801, 802, 803, 805, 806, 807, 962, 964–965, 970, 973; Mood, 646, 651, 653




(Grade 10)






b. Explain how an author's viewpoint, or choice of a narrator affects the characterization and the tone, plot, mood and credibility of a text.

SE/TE: Author's perspective, 56, 58, 60, 61, 63, 65, 67, 69, 70, 74, 78; also see: Author's purpose, 18, 142, 143, 146, 148, 151, 152, 156, 158, 161, 162, 408, 534, 537, 538, 539, 540, 543, 544, 546, 548, 550, 551, 552, 553; Point of View (narrator): 4, 12, 274, 276, 277, 278, 280, 281, 283, 285, 286, 288, 291, 292, 293, 295



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

SE/TE: Dialogue, 218, 222, 230, 240, 728, 732, 735, 742, 868, 869; Soliloquy: 729, 868, 878, 890, 910, R18; also see: Character, 7, 12, 203, 208, 214, 218, 221, 222, 225, 229, 230, 235, 237, 238, 239, 240, 729, 731, 737, 742, 820, 822, 932, 935, 937, 980; Narration: 274, 277, 286, 288, 293, 295, 932, 935, 937, R15-R16






(Grade 10)



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

SE/TE: Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381; Tone, 172, 175, 176, 178, 181, 181, 408, 413, 646, 648, 649, 653; Allegory, 337, 348, 362; Symbolism, 338, 347, 348, 351, 355, 358, 361, 362; Imagery, 580, 582, 592, 664, 729, 868, 890



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

SE/TE: Foreshadowing, 30, 35, 37, 42, 52; also see: Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42, 46, 47, 51, 52, 202, 728



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

a. Identify and use figurative language such as analogy, hyperbole, metaphor, personification, and simile.

SE/TE: Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676






(Grade 10)



resource(s)) b. Identify and use sound devices such as rhyme, alliteration, and onomatopoeia.

SE/TE: Alliteration, Rhyme, 580, 626, 680, 686, 690, 692; Onomatopoeia, 680, 683, 686, 692, R16; also see: Sound devices, 683, 686, 690, 692



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

SE/TE: Rhyme: 580, 626; Repetition in poetry, 498, 586; Sound devices, 580, 680, 683, 686, 690, 692



4. Literary Works - The student will read and respond to historically and culturally significant works of literature.

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

SE/TE: Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; also see: Theme: culturally specific and universal, 798, 801, 802, 803, 805, 806, 807, archetypal and cultural context, 973; Context: cultural/historical, 964






(Grade 10)



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

SE/TE: British Literature Selections: 32–41, 568–575, 604–605, 632, 641, 650–652, 689, 690, 706, 824–843, 847–865, 869–889, 893–907, 911–923, 982–987, 1064–1073, 1077–1091, 1160–1163; World Literature Selections: 45–51, 94–96, 129–137, 174–176, 233–239, 246–255, 308–323, 327–333, 351–361, 372–375, 376–380, 428–433, 500–501, 505–509, 545–552, 594–599, 600–601, 629, 637, 648, 674, 684, 702, 703–704, 750–767, 771–791, 800–806, 982–987, 991–1001, 1006–1015, 1019–1027, 1036–1043, 1044–1050, 1113–1121, 1134–1136, 1137–1144, 1160–1163; Selections (Epic/Myth/Legend/Fairy Tale): 982–987, 991–999, 1006–1015, 1019–1025, 1036–1043, 1044–1050, 1064–1075, 1077–1091, 1134–1136



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

SE/TE: Archetype, 964–965; Archetypal narrative patterns, 1034, 1037, 1039, 1040, 1042, 1045, 1046, 1049, 1050, 1051; Universal theme: 4, 798, 803, 806, 807, 964, 1132






(Grade 10)



resource(s)) Standard 4: Research and Information: The student will conduct research and organize information.

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

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

SE/TE: Research report: what to include, 942, review periodicals, 943, documenting, primary/ secondary, 944, using and crediting, 945, on using research, 946, avoiding plagiarism, 947, documenting sources, 948, student model research paper, 950–952, publishing and presenting, 953; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript: R33–R34; also see: Reference material, 20–21, 23; Report: on sources, 231, 241; Sources: Web, 270, for research, 622, 1030; Providing elaboration: using examples, facts, quotations, 1152; Report on Sources, 231, 241; Reading Informational Materials: 83-87, 166-171, 270-273, 366-369, 448-451, 514-517, 622-625, 696-699, 794-797, 928-931, 1030-1033, 1126-1131

TE: Extend the Lesson: Informational Web Site, 273, Create a Research Source, 1033



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

SE/TE: Skimming/scanning, 622, 625






(Grade 10)



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

SE/TE: Analyzing cause and effect, 106, 112, 113, 114, 116, 118, 120, 123, 126, 131, 134, 137, 138, 144, 147, 149, 152, 159, 160, 162, 165, 171, 182; Analyzing main idea/supporting details, 424, 426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488; Comparing and contrasting, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Technical Directions 448-451; Text Structure 622-625; Writing Workshops: Cause-and-Effect Essay, 186-193; Problem-and-Solution Essay 386-393; Comparison-and-Contrast Essay 1150-1157



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

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

SE/TE: Research report: documenting, primary/ secondary, 944, using and crediting, 945, documenting sources, 948; Providing elaboration: using examples, facts, quotations, 1152; also see: Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808






(Grade 10)



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

SE/TE: Reading Informational Materials (Reading Skill): report on sources, 231, 241; make inferences/evaluate the credibility of web sources, 270, evaluate the critic’s judgments, 366, analyzing the writer’s assumptions, 514, identify purpose/structure, 622, evaluate a critic’s summaries and responses, 794, literary history report 671, 677; comparing and contrasting writers’ purposes, 1126



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

SE/TE: Research report: what to include, 942, review periodicals, 943, documenting, primary/ secondary, 944, using and crediting, 945, on using research, 946, avoiding plagiarism, 947, documenting sources, 948, student model research paper, 950–952, publishing and presenting, 953; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript: R33–R34; also see: Reference material, 20–21, 23; Report: on sources, 231, 241; Sources: Web, 270, for research, 622, 1030; Providing elaboration: using examples, facts, quotations, 1152






(Grade 10)



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

SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; report on sources, 231, 241; also see: Reading Informational Materials (Reading Skill): make inferences/evaluate the credibility of web sources, 270, evaluate the critic’s judgments, 366, analyzing the writer’s assumptions, 514, identify purpose/structure, 622, evaluate a critic’s summaries and responses, 794; comparing and contrasting writers’ purposes, 1126



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

Discuss ideas for writing with other writers. Write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Use the stages of the writing process (prewriting, writing, revising and editing).

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

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

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

SE/TE: Prewriting (includes choosing topic, narrowing topic and gathering details), 20, 23, 100, 187, 298, 387, 490, 559, 656, 713, 810, 943, 944, 1054, 1151

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

TECH: Student Express CD–ROM; Teacher Express CD–ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site




(Grade 10)



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

SE/TE: Writing (Apply the Skills), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 531, 607, 621, 635, 643, 671, 677, 687, 693, 769, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123; Writing Workshops: Autobiographical narrative, 100–104, Cause–and–effect essay (article), 186–193, Narrative, short story, 298–302, Essay, problem–and–solution, 386–393, Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565, Descriptive essay, 656–660, Response to literature, analytic, 712–719, Reflective essay, 810–814, Research report, 942–953, Timed essay, 1054–1058, Comparison–and–contrast essay, 1150–1157



c. organize and reorganize drafts and refine style to suit occasion, audience, and purpose.

SE/TE: Prewriting: analyzing audience, 387; Providing elaboration: addressing intended audience (formal/informal), 388; Gathering details: considering audience and tone, 491, considering audience's knowledge, 713; Publishing/presenting essay: for an audience, 565; also see: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 101, 102, 190, 191, 299, 300, 390, 391, 491, 492, 562, 563, 657, 658, 716, 717, 811, 812, 947, 948, 949, 1055, 1056, 1154, 1155






(Grade 10)



resource(s)) d. proofread writing for appropriateness of organization, content, and style.

SE/TE: Editing/proofreading, 102, 104, 191, 193, 300, 302, 391, 393, 492, 494, 563, 565, 658, 660, 717, 719, 812, 814, 949, 953, 1056, 1058, 1155, 1157; also see: Grammar Lesson (Build Language Skills), 54, 80, 140, 164, 242, 268, 336, 364, 446, 472, 512, 532, 620, 644, 678, 694, 792, 926, 1002, 1028, 1124; Spelling Workshops: Easily Confused Words, 184, 185, Unusual Vowel Combinations, 384, 385, Tools for Checking Spelling, 556, 557, Words with Similar Endings: ize, ise, yse, 710, 711, Words with Double Letters, 940, 941, Spelling on College Entrance Exams, 1148, 1149



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

SE/TE: Editing/proofreading, 102, 104, 191, 193, 300, 302, 391, 393, 492, 494, 563, 565, 658, 660, 717, 719, 812, 814, 949, 953, 1056, 1058, 1155, 1157



f. refine selected pieces frequently to publish for general and specific audiences.

SE/TE: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 101, 102, 190, 191, 299, 300, 390, 391, 491, 492, 562, 563, 657, 658, 716, 717, 811, 812, 947, 948, 949, 1055, 1056, 1154, 1155; Publishing/presenting, 104, 193, 302, 393, 494, 565, 660, 719, 814, 953, 1058, 1157






(Grade 10)



resource(s)) 1. Use extension and elaboration to develop an idea.

SE/TE: Providing Elaboration by: using dialogue, 101, using clear transitions, 188, describing details thoroughly, 188, pacing details before/after climax, 299, addressing intended audience (formal/informal), 388, focusing on evidence (sticking to the facts), 388, considering audience and tone, 491, identifying sources, 560, providing expert opinion, case studies, 560, providing facts, statistics, anecdotes, 560, supporting opinion with evidence, 560, fully developing ideas, 657, using strong, precise language, 714, quoting, paraphrasing, summarizing text, 714, using effective imagery, 811, using simile, metaphor, personification, 811, incorporating graphic aids and visuals, 945, using and crediting sources, 945, allowing space for revisions, 1055, including facts/examples, 1055, supporting opinions/observations, 1152, using examples, facts, quotations, 1152, using transitions to clarify connections, 1152



2. Demonstrate organization, unity, and coherence by using transitions and sequencing.

SE/TE: Providing elaboration: using clear transitions, 188, using transitions to clarify connections, 1152; Editing/Proofreading: focusing on transitional words, 1157



3. Use precise word choices, including figurative language, that convey specific meaning.

SE/TE: Revising word choice, 190, 390, 491, 562, 657, 716, 811, 948, 1055, 1154; Writing activities: 71, 79, 461, 471






(Grade 10)



resource(s)) 4. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

SE/TE: Revising sentences: to use active voice, 299, using compound verbs when combining short, 492, using verbal phrases when combining short, 812, using adverb clauses when combining, 949, to correct fragmented/run–on, 1056, varying structure/length, 1155



5. Evaluate own writing and others’ writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, respond to classmates’ writing).

SE/TE: Writing Workshops: Rubric for Self–Assessment, 104, 193, 393, 565, 660, 814, 1058, 1157; also see: Revising Paragraphs: by obtaining peer review, 190, 947, asking for peer review, 1154; Revising overall structure: asking for peer review, 390, 716; Gathering details by: asking for peer review, 490






(Grade 10)



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

At Grade 10, use the rhetorical strategies of narration, exposition, persuasion, reflection, or description to produce text of at least 750 to 1000 words. Compose business letters. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

1. Write biographical or autobiographical narratives or short stories that:

a. identify a real person, living or not, who has had a special influence on other people. b. provide a sequence of factual events and communicate the significance of the events to the person. c. isolate specific scenes and incidents in times and places significant to defining the person's influence. d. use anecdotes or describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the person; use interior monologue (what person says silently to self) to show the person's qualities and beliefs. e. present action segments to accommodate changes in time and mood.

Example: . After reading an example of an autobiography, use the structure to compose an autobiography of your own.

SE/TE: Writing Workshop: Autobiographical narrative, 100–104, Narrative, short story, 298–302, Descriptive essay, 656–660; also see: Writing (Apply the Skills): sequel, 43, 53, anecdote with irony, 127, 139, retelling of events from different viewpoints, 231, 241, narrative, 349, 363, biography, 503, 511, reflective essay, 791, parody, 1111, 1123






(Grade 10)



resource(s)) 2. Write expository compositions, including analytical essays and research reports that:

a. include evidence in support of a thesis (position on the topic) including information on all relevant perspectives. b. communicate information and ideas from primary and secondary sources accurately and coherently. c. show distinctions between the relative value and significance of specific dates, facts, and ideas. d. include a variety of reference sources such as pictorial, audio, and Internet sources, to locate information in support of topic. e. include visual aids using technology to organize and record information on charts, data tables, maps, and graphs. f. identify and address reader’s potential misunderstanding, biases, and expectations. g. use technical terms and notations accurately.

Example: Write a report on the Globe Theatre, gathering information from books, such as Shakespeare’s Theatre by Jacqueline Morley, videos such as "Shakespeare’s Globe Theatre Restored," and Web sites by using a key word search for "Shakespeare" and "Globe Theatre." Explain why the theatre was significant in the development of Shakespeare's works.

SE/TE: Writing Workshop: Cause–and–effect essay (article), 186–193, Essay, problem–and–solution, 386–393, Reflective essay, 810–814, Research report, 942–953; also see: Timed Writing Applications: explanation of belief, 55, persuasive essay on quotation, 81, exposition on cause–effect relationship, 141, 165, technical article as exposition, 171, exposition on conflict, 243, exposition on theme/symbol, 337, interpretation, 365, expository summary of reviews, 369, explanation of imagery in a poem, 695, expository summary of reviews, 797, explanation of character in play/epic, 1029, research plan as exposition, 1033, explanation of appearance/reality, 1125; Writing (Apply the Skills): proposal for a documentary, 153, 163, essay, 769, character analysis, 867, newspaper report, 1017, 1027






(Grade 10)



resource(s)) 3. Write persuasive compositions that:

a. present ideas and appeals in a sustained and effective fashion with the strongest emotion first and the least powerful last. b. use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating to a personal anecdote, case study, or analogy. c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. d. address reader’s concerns, counterclaims, biases, and expectations.

Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings.

SE/TE: Writing Workshop: Letter to the editor, 490–494, Persuasive essay, 558–565, Response to literature, analytic, 712–719; also see: Timed Writing Applications: persuasive essay on quotation, 81, persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive essay on quotation, 447, persuasive letter for warranty repair, 451, persuasive essay on The Sun Parlor, 473, persuasive position statement, 513, persuasive editorial response (critical stance), 517, review methods of persuasion, 533, persuasive argument on assertion in poem, 621, persuasive analysis of poem, 679, persuasive position statement, 699, persuasive essay on Antigone, 793, expository summary of reviews, 797, persuasive position statement, 1131



*4. Write business letters that:

a. provide clear and purposeful information and address the intended audience appropriately. b. use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the intended audience. c. emphasize main ideas or images. d. follow conventional style with page formats, fonts (typeface), and spacing that contribute to the document’s readability and impact.

Example: . Write a letter of support or complaint in response to service that you received at a store or restaurant. Address the letter to the manager. Include a clear account of the incident and request that he or she take appropriate action in response.

SE/TE: Writing Workshop: Letter to the editor, 490–494; Business Letter (sample/model), R29; also see: Letter: business, 421, 435, 445, to editor, 891





(Grade 10)



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

Express CD–ROM; From the Author’s Desk DVD; Online Essay Scorer; Companion Web Site

5. Write reflective papers that may address one of the following purposes:

a. express the individual’s insight into conditions or situations. b. compare a scene from a work of fiction with a lesson learned from experience. c. complete a self-evaluation on a class performance.

Example: Write a reflective paper that gives reasons for selections used in a portfolio of works that demonstrate appropriate skills in different subjects.

SE/TE: Writing Workshop: Autobiographical narrative, 100–104, Descriptive essay, 656–660, Reflective Essay 810-814; also see: Writing (Apply the Skills): reflective essay, 791, parody, 1111, 1123



6. Use appropriate essay test-taking and time-writing strategies that:

a. address and analyze the question (prompt). b. use organizational methods required by the prompt.

SE/TE: Writing Workshops: Timed essay, 1054–1058; also see: Timed Writing Applications, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054, 1125, 1131






(Grade 10)



resource(s)) 7. Write responses to literature that:

a. demonstrate a comprehensive grasp of the significant ideas of literary works. b. support important ideas and viewpoints through accurate and detailed reference to the text or other works. c. demonstrate awareness of author’s style and an appreciation of the effects created. d. identify and assess the impact of ambiguities, nuances, and complexities within the text. e. extend writing by changing mood, plot, characterization, or voice.

Example: After reading a short story, such as “ The No-Guitar Blues” by Gary Soto, or “The Lottery” by Shirley Jackson, write a different ending to the story.

SE/TE: Writing Workshop: Response to literature, 712–719; also see: Writing to Compare Literary Works: 86, 172, 274, 370, 474, 534, 646, 700, 798, 932, 1034, 1132; Timed Writing Applications: persuasive essay on quotation, 81, Interpretation, 269, Exposition on theme/symbol, 337, Interpretation, 365, persuasive essay on The Sun Parlor, 473, persuasive position statement, 513, persuasive argument on assertion in poem, 621, Analysis, 645, 1003, persuasive analysis of poem, 679, Explanation of imagery in a poem, 695, persuasive position statement, 699, persuasive essay on Antigone, 793, Explanation of character in play/epic, 927, Explanation of character in play/epic, 1029



8. Write for different purposes and audiences, adjusting tone, style, and voice as appropriate and continue to produce other writing forms introduced in earlier grades.

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

SE/TE: Providing elaboration: addressing intended audience (formal/informal), 388, considering audience and tone, 491; Revising Word Choice: evaluating tone/style (optimistic/pessimistic), 390, to create appropriate formality (casual/forma), 491, using specific formal terms, 716; Writing Workshops: Autobiographical Narrative, 100-104, Cause-and-Effect Essay 186-193, Short Story, 298-302, Problem-and-Solution Essay, 386-393, Letter to the Editor, 490-494, Persuasive Essay, 558-565, Descriptive Essay, 656-660, Analytic Response to Literature, 712-719, Reflective Essay, 810-814, Research Report, 942-953, Timed Essay, 1054-1058, Comparison-and-Contrast Essay 1150-1157






(Grade 10)



resource(s)) *9. Write documented papers incorporating the techniques of Modern Language Association (MLA) or similar parenthetical styles.

SE/TE: Research report: what to include, 942, review periodicals, 943, documenting, primary/ secondary, 944, using and crediting, 945, on using research, 946, avoiding plagiarism, 947, documenting sources, 948, student model research paper, 950–952, publishing and presenting, 953; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript: R33–R34; also see: Reference material, 20–21, 23; Report: on sources, 231, 241; Sources: Web, 270, for research, 622, 1030; Providing elaboration: using examples, facts, quotations, 1152



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

1. Standard English Usage - The student will demonstrate correct use of Standard English in speaking and writing.

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

Common usage problems, 717, R49 Opportunities to address this standard can be found on the following pages: SE/TE: Glossary of Common Usage, R49–R51



b. Use correct verb forms and tenses. SE/TE: Verb, 242, 268, 300, 336, 364, 391, 492, 563, 658, 1155






(Grade 10)



resource(s)) c. Use correct subject-verb agreement. SE/TE: Subject–verb agreement, 391; also see:

Revising sentences: using compound verbs when combining short, 492, using verbal phrases when combining short, 812



d. Distinguish active and passive voice. SE/TE: Verb in active/passive voice, 364; Use active voice, 299



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

SE/TE: Revising Grammar for pronoun–antecedent agreement, 191



f. Use correct forms of comparative and superlative adjectives.

SE/TE: Comparative adverb/adjective, 512, 532; Comparatives and Superlatives, 562, Degrees of Comparison, R45–R46



2. Mechanics and Spelling - The student will demonstrate appropriate language mechanics in writing.

a. Demonstrate correct use of capitals. SE/TE: Noun, common/proper, 54, R46; Editing and Proofreading, 953





(Grade 10)





b. Use correct formation of plurals. Opportunities to address this standard can be found on the following pages: SE/TE: Spelling Workshops, 184, 384, 556, 710, 940, 1148; Spelling Workshops (assessment), 185, 385, 557, 711, 941, 1149; Using Possessive Nouns Correctly, 102



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

SE/TE: Punctuation, 102, 104, 565, 814, 953, 1094, 1124; also see: Grammar, Usage, and Mechanics Handbook, R41–R44, R46–R49



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

SE/TE: Spelling Workshops, 184, 384, 556, 710, 940, 1148; Spelling Workshops (assessment), 185, 385, 557, 711, 941, 1149



3. Sentence Structure - The student will demonstrate appropriate sentence structure in writing.

a. Use parallel structure. SE/TE: Revising Grammar to create parallelism, 563; R44






(Grade 10)



resource(s)) b. Correct dangling and misplaced modifiers. Opportunities to address this standard can be

found on the following pages: SE/TE: Adjective, 563, 926, 1155; Adverb, 512, 563, 678, 959, 1155; Degrees of Comparison, R45–R46



c. Correct run-on sentences. SE/TE: Revising sentences: to correct fragmented/run–on, 1056



d. Correct fragments. SE/TE: Revising sentences: using verbal phrases when combining short, 812, using adverb clauses when combining, 949, to correct fragmented/run–on, 1056, varying structure/length, 1155






(Grade 10)



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

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

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

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

SE/TE: Readings in Contemporary Literature: Talk about It, 197, 403, 575; Publishing/presenting: discussion, 393, speaker's corner, 494, response to a book club (presenting), 719, shared reading, 1157; Listening and Speaking: group discussion, 71, group discussion, 325, 335, viewing/evaluating speeches, 394, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677, oral presentation, 1111, 1123



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

SE/TE: Communications Workshop: Viewing and Evaluating a Speech, 394; also see: Publishing/presenting: discussion, 393, speaker's corner, 494, response to a book club (presenting), 719, shared reading, 1157






(Grade 10)



resource(s)) 3. Evaluate informative and persuasive presentations of peers, public figures, and media presentations.

SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Listening and Speaking: group discussion, 71, group discussion, 325, 335, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677



4. Use feedback to evaluate own effectiveness and set goals for future presentations.

SE/TE: Communications Workshop: Viewing and Evaluating a Speech, 394



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

1. Use formal, informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task.

SE/TE: Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954; also see: Listening and Speaking: group discussion, 71, group discussion, 325, 335, research summary, 349, 363, viewing/evaluating speeches, 394, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677, oral presentation, 1111, 1123






(Grade 10)



resource(s)) 2. Prepare, organize, and present a variety of informative and persuasive messages effectively.

SE/TE: Communications Workshop: Delivering a Persuasive Speech, 566, Delivering an Oral Interpretation of a Literary Work, 720, Delivering a Multimedia Presentation of a Research Report, 954; also see: Publishing/presenting: dramatic reading, 302, oral reading, 660; Listening and Speaking: oral reading, 257, 267, interpretation, oral, 607, 619, poetry reading discussion, 635, group discussion, 643, 671, 677, poetry listening, 687, 693, interpretation, oral, 720, mock trial, 791, dramatic reading, 845, debate, 867, dramatic reading, 891, dialogue, improvised, 1017, 1027, oral presentation, 1111, 1123



3. Use a variety of verbal and nonverbal techniques in presenting oral messages and demonstrate poise and control while presenting.

SE/TE: Communications Workshop: Use Rhetorical Devices, Prepare a reader’s script, Establish Eye Contact, 566; Pose Questions, Use Body Language, 720, Prepare Content, Prepare Delivery, 954; Listening and Speaking: oral reading, 257, 267; impromptu speech, 349, 363



Visual Literacy: The student will interpret, evaluate, and compose visual messages.

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

1. Identify the use of stereotypes and biases in visual media (e.g., distorted representations of society; imagery and stereotyping in advertising; elements of stereotypes such as physical characteristics, manner of speech, beliefs, attitudes).

SE/TE: Communications Workshop: Bias, Charged/Manipulative Language, Stereotype Cultural Assumption, 194, Evaluate Purpose, Background, Facts/Opinions, Compare Emphasis/Techniques, Comparing Media Coverage, 1158





(Grade 10)





2. Investigate how symbols, images, sound, and other conventions are used in visual media (e.g., time lapse in films; set elements that identify a particular time period or culture).

SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158; also see: Research and Technology (Apply the Skills): scene proposal for movie, 43, 53, visual arts presentation, 257, 267, 635, 643, 687, 693, playbill note, 791, slide–show presentation, 909, group screening, 925



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

1. Recall that people with special interests and expectations are the target audience for particular messages or products in visual media.

Opportunities to address this standard can be found on the following pages: SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158



2. Select and design language and content that reflect this appeal (e.g., in advertising and sales techniques aimed specifically towards teenagers; in products aimed toward different classes, races, ages, genders; in the appeal of popular television shows and films for particular audience).

Opportunities to address this standard can be found on the following pages: SE/TE: Communications Workshop: Delivering a Persuasive Speech, 566, Delivering an Oral Interpretation of a Literary Work, 720, Delivering a Multimedia Presentation of a Research Report, 954; Research and Technology: advertising poster, 769, playbill note, 791





(Grade 10)





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

1. Investigate and present the sources of a media presentation or production such as who made it and why it was made.

SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158



2. Analyze a media presentation to get the main idea of the message's content and compose one using a similar format.

SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158; also see: Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954




literature, the penguin edition, grade 10 - pearson...

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