| (A) analyze how themes are developed through the interaction
of characters and events;
(B) analyze how characters' motivations and behaviors
influence events and resolution of the conflict;
(C) analyze non-linear plot development such as flashbacks,
foreshadowing, subplots, and parallel plot structures and compare
it to linear plot development; and
(D) explain how the setting influences the values and
beliefs of characters.
(8) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts--genres. The student recognizes
and analyzes genre-specific characteristics, structures, and purposes
within and across increasingly complex traditional, contemporary,
classical, and diverse texts. The student is expected to:
(A) demonstrate knowledge of literary genres such as
realistic fiction, adventure stories, historical fiction, mysteries,
humor, fantasy, science fiction, and short stories;
(B) analyze the effect of graphical elements such as
punctuation and line length in poems across a variety of poetic forms
such as epic, lyric, and humorous poetry;
(C) analyze how playwrights develop dramatic action
through the use of acts and scenes;
(D) analyze characteristics and structural elements
of informational text, including:
(i) the controlling idea or thesis with supporting
evidence;
(ii) features such as footnotes, endnotes, and citations;
and
(iii) multiple organizational patterns within a text
to develop the thesis;
(E) analyze characteristics and structures of argumentative
text by:
(i) identifying the claim and analyzing the argument;
(ii) identifying and explaining the counter argument;
and
(iii) identifying the intended audience or reader;
and
(F) analyze characteristics of multimodal and digital
texts.
(9) Author's purpose and craft: listening, speaking,
reading, writing, and thinking using multiple texts. The student uses
critical inquiry to analyze the authors' choices and how they influence
and communicate meaning within a variety of texts. The student analyzes
and applies author's craft purposefully in order to develop his or
her own products and performances. The student is expected to:
(A) explain the author's purpose and message within
a text;
(B) analyze how the use of text structure contributes
to the author's purpose;
(C) analyze the author's use of print and graphic features
to achieve specific purposes;
(D) describe how the author's use of figurative language
such as extended metaphor achieves specific purposes;
(E) identify and analyze the use of literary devices,
including multiple points of view and irony;
(F) analyze how the author's use of language contributes
to the mood, voice, and tone; and
(G) explain the purpose of rhetorical devices such
as analogy and juxtaposition and of logical fallacies such as bandwagon
appeals and circular reasoning.
(10) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--writing process. The student uses
the writing process recursively to compose multiple texts that are
legible and uses appropriate conventions. The student is expected
to:
(A) plan a first draft by selecting a genre appropriate
for a particular topic, purpose, and audience using a range of strategies
such as discussion, background reading, and personal interests;
(B) develop drafts into a focused, structured, and
coherent piece of writing by:
(i) organizing with purposeful structure, including
an introduction, transitions, coherence within and across paragraphs,
and a conclusion; and
(ii) developing an engaging idea reflecting depth of
thought with specific facts, details, and examples;
(C) revise drafts for clarity, development, organization,
style, word choice, and sentence variety;
(D) edit drafts using standard English conventions,
including:
(i) complete complex sentences with subject-verb agreement
and avoidance of splices, run-ons, and fragments ;
(ii) consistent, appropriate use of verb tenses and
active and passive voice;
(iii) prepositions and prepositional phrases and their
influence on subject-verb agreement;
(iv) pronoun-antecedent agreement;
(v) correct capitalization;
(vi) punctuation, including commas in nonrestrictive
phrases and clauses, semicolons, colons, and parentheses; and
(vii) correct spelling, including commonly confused
terms such as its/it's, affect/effect, there/their/they're, and to/two/too;
and
(E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--genres. The student uses genre
characteristics and craft to compose multiple texts that are meaningful.
The student is expected to:
(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft;
(B) compose informational texts, including multi-paragraph
essays that convey information about a topic, using a clear controlling
idea or thesis statement and genre characteristics and craft;
(C) compose multi-paragraph argumentative texts using
genre characteristics and craft; and
(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or friendly
structure.
(12) Inquiry and research: listening, speaking, reading,
writing, and thinking using multiple texts. The student engages in
both short-term and sustained recursive inquiry processes for a variety
of purposes. The student is expected to:
(A) generate student-selected and teacher-guided questions
for formal and informal inquiry;
(B) develop and revise a plan;
(C) refine the major research question, if necessary,
guided by the answers to a secondary set of questions;
(D) identify and gather relevant information from a
variety of sources;
(E) differentiate between primary and secondary sources;
(F) synthesize information from a variety of sources;
(G) differentiate between paraphrasing and plagiarism
when using source materials;
(H) examine sources for:
(i) reliability, credibility, and bias, including omission;
and
(ii) faulty reasoning such as bandwagon appeals, repetition,
and loaded language;
(I) display academic citations and use source materials
ethically; and
(J) use an appropriate mode of delivery, whether written,
oral, or multimodal, to present results.
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