| (G) identify and explain the use of hyperbole.
(11) 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 for a particular
topic, purpose, and audience using a range of strategies such as brainstorming,
freewriting, and mapping;
(B) develop drafts into a focused, structured, and
coherent piece of writing by:
(i) organizing with purposeful structure, including
an introduction and a conclusion; and
(ii) developing an engaging idea with relevant details;
(C) revise drafts to improve sentence structure and
word choice by adding, deleting, combining, and rearranging ideas
for coherence and clarity;
(D) edit drafts using standard Spanish conventions,
including:
(i) complete simple and compound sentences with subject-verb
agreement;
(ii) verb tense such as simple past, present, and future
and imperfect past, past participle, perfect, and conditional, including
the difference between ser and estar;
(iii) singular, plural, common, and proper nouns, including
gender-specific articles;
(iv) adjectives, including their comparative and superlative
forms;
(v) adverbs that convey time and adverbs that convey
manner;
(vi) prepositions and prepositional phrases;
(vii) pronouns, including personal, possessive, objective,
and reflexive pronouns;
(viii) coordinating conjunctions to form compound subjects,
predicates, and sentences;
(ix) capitalization of proper nouns, geographical names
and places, historical periods, and official titles of people;
(x) punctuation marks, including commas in a series
and dates that include the day of the week, and correct mechanics,
including indentations; and
(xi) correct spelling of words with grade-appropriate
orthographic patterns and rules; and
(E) publish written work for appropriate audiences.
(12) 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, including personal narratives
and poetry, using genre characteristics and craft;
(B) compose informational texts, including brief compositions
that convey information about a topic, using a clear central idea
and genre characteristics and craft;
(C) compose argumentative texts, including opinion
essays, using genre characteristics and craft; and
(D) compose correspondence such as thank you notes
or letters.
(13) 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 questions on a topic for formal and informal
inquiry;
(B) develop and follow a research plan with adult assistance;
(C) identify and gather relevant information from a
variety of sources;
(D) identify primary and secondary sources;
(E) demonstrate understanding of information gathered;
(F) recognize the difference between paraphrasing and
plagiarism when using source materials;
(G) create a works cited page; and
(H) use an appropriate mode of delivery, whether written,
oral, or multimodal, to present results.
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