Pan-Asia Composition and Literature: Grade 10

Oral Presentation and Discussion

Standard One: Students will use agreed-upon rules for formal and informal discussions in small and large groups and they will pose questions, listen to the ideas of others and contribute their own information or ideas in discussions and interviews In order to acquire new knowledge.  They will make oral presentations that demonstrate appropriate consideration of audience, purpose and the information to be conveyed.

Benchmarks

1. Use agreed-upon rules for informal and formal discussions in small and large groups such as Book Club, Literature Circles and Buddy Reading.
2. Facilitate discussion groups independent from the teacher; identify and practice techniques to improve group productivity such as discussion guidelines, setting time limits for speakers and deadlines for decision-making.
3. Organize and present ideas in a logical order.
4. Ask for clarification when others’ responses are unclear.
5. Actively listen, respond to, and build on ideas generated during group discussions.
6. Use information to inform or change their perspectives.
7. Support their responses with evidence or details; expect and request the same of others.
8. Summarize and evaluate what they have learned from the discussion.
9. Evaluate the productivity of group discussion using group created criteria and make suggestions to address the needs of the group.
10. Deliver informal and formal presentations, giving consideration to audience, purpose, content.
11. Identify elements and organizational structures of effective speeches made for a variety of purposes; work collaboratively to create and use an appropriate rubric or criteria to prepare, improve, and assess presentations.
12. Conduct interviews for research projects and writing.

Language

Standard Two: Students will acquire and understand new vocabulary and use it correctly in writing.  They will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages.  Students will describe, analyze and use appropriately formal and informal English.

Benchmarks:

1. Identify and use correctly idioms, cognates, literary terms, and words with literal and figurative meanings.
2. Demonstrate an understanding of how patterns of words change their meanings or functions.
3. Use knowledge of Greek, Latin, and Norse mythology and the Bible to understand the meaning of new words.
4. Identify rhetorically functional sentence structure.
5. Identify and correctly use mechanics, usage, and sentence structure in oral and written responses.
6. Describe the origins and meanings of common words or phrases used in written English.
7. Identify and use content-specific vocabulary and terminology in oral and written responses.
8. Identify differences between the voice, tone, diction, and syntax used in different media presentations.

Reading and Literature

Standard Three: Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech.  They will identify the basic facts and main ideas in a text and use them as the basis for interpretation.  They will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.  They will identify, analyze and apply knowledge of the characteristics of different genres and identify, analyze and apply knowledge of a theme in a literary work and of elements of fiction  and provide evidence from the text to support their understanding.

Benchmarks:

1. Develop fluency, accuracy and understanding when reading different genres and complex texts.
2. Select books for independent reading.
3. Develop a language for effectively talking about books they are reading.
4. Use before, during, and after reading strategies to enhance their understanding of texts.
5. Use background knowledge to make inferences and predictions and to make personal connections with what they are reading.
6. Set a purpose for reading and monitoring their progress.
7. Listen critically and ask questions to clarify information.
8. Summarize information to check understanding.
9. Visualize information in text to support comprehension.
10. Apply their knowledge of topic and main idea to evaluate different texts.
11. Understand genres and organizational structure and apply that knowledge to their reading and responding to different texts.
12. Use their knowledge of text features and organizational structure in informational and nonfiction texts to make meaning of what they are reading.
13. Understand when comprehension breaks down; know and use self-correcting strategies to make meaning of what they are reading.
14. Apply their knowledge of patterns of imagery or symbolism in different literary texts.
15. Respond orally and in writing to the logic and use of evidence in an author’s argument in informational and expository texts.
16. Compare and contrast the presentation of a theme or topic across genres to explain how the selection of genre shapes the message.
17. Demonstrate an understanding of intertextuality and different literary theories (i.e. reader response, historical, biographical, structuralism, post-structuralism) and utilize them when interpreting literary texts.
18. Apply and evaluate their knowledge of theme (a view or comment on life) to identify themes in text and support with evidence from the text.
19. Apply and evaluate their knowledge of the structure and elements of fiction in their oral and written response to a variety of literature from different cultures and provide evidence from the text to support their understanding.
20. Apply and evaluate their knowledge of the purpose, structure, and elements of nonfiction or informational materials in oral and written response, providing evidence from the text to support their understanding.
21. Apply their knowledge of the effects of sound, form, figurative language, graphics, diction, and dramatic structure of poems in oral and written responses to what they read.
    1. Sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance)
    2. Form (ballad, sonnet, heroic couplet)
    3. Figurative language (personification, metaphor, simile, hyperbole, symbolism)
22. Evaluate their understanding of the importance of sentence variety in the overall effectiveness of an imaginary/literary or informational/expository work.
23. Evaluate how an author’s choice of words advances the theme or purpose of a work.
24. Identify and analyze characters, structure, and themes in classical Greek drama and epic poetry.
25. Apply their knowledge of how dramatic conventions support, interpret, and enhance dramatic text.

Composition

Standard Four: Students will write with a clear focus, coherent organization and sufficient detail and will write for different audiences and purposes.  They will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone and word choice in their compositions after editing them.  They will organize ideas in writing in a way that makes sense for their purpose.  They will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain , and use it to answer their own questions.

Benchmarks:

1. Collect ideas for writing from different texts and sources (dialogue, artifacts, memories, images, etc.).
2. Maintain a process for recording, collecting, referring to, and sharing their ideas for writing, as well as more formal writing products, including drafts.
3. Write for different purposes and for different audiences.
4. Understand different genres and organizational structures.
5. Select appropriate genres and organizational structures for drafts.
6. Select appropriate strategies for developing ideas into drafts.
7. Select appropriate strategies for revising the organization and ideas in drafts.
8. Use literary language to talk about pieces of writing (e.g. craft, focus, structure, genre, voice, audience).
9. Use their knowledge of standard English conventions (mechanics, grammar, and spelling) to edit work.
10. Reflect on and self-monitor their development as a writer.
11. Write well-organized stories or scripts with an explicit or implicit theme and details that contribute to a definite mood or tone.
12. Write poems using a range of poetic techniques, forms (sonnet, ballad), and figurative language.
13. Write well-organized essays (persuasive, literary, personal) that have a clear focus, logical development, effective use of detail, and variety in sentence structure.
14. Evaluate their use of different levels of formality, style, and tone when composing for different audiences.
15. Use various strategies for revision to improve their writing by attending to topic/idea development, organization, level of detail, language/style, sentence structure, grammar and usage, and mechanics.
16. Use knowledge of types of clauses (main and subordinate), verbals (gerunds, infinitives, participles), mechanics (semicolons, colons, hyphens), usage (tense consistency), sentence structure (parallel structure), and standard English spelling when writing and editing.
17. Create a piece of literature that integrates all elements of fiction to emphasize the theme and tone.
18. Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well constructed paragraphs that build an effective argument, transition sentences to link paragraphs into a coherent whole, and a conclusion.
19. Formulate open-ended research/inquiry questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, documenting sources in a consistent and standard format, and presenting research.
20. Use group-generated MCAS-like criteria for evaluating different forms of writing and explain why these are important before applying them.

Media and Technology

Standard Five: Students will identify, analyze and apply knowledge of the conventions, elements and techniques of films, radio, video, television, multimedia productions, the Internet, and emerging technologies and provide evidence from their works to support their understanding.

Benchmarks:

1. Create presentations using computer technology, posters, reports, and graphic design
2. Develop and apply criteria for assessing the effectiveness of presentations
3. Gather information using the Internet and information databases
4. Use their understanding of television to distinguish between fact and fiction
5. Examine and explain advertising
6. View, understand and discuss informational media productions.
7. Compare stories in print with their filmed adaptations, describing the similarities and differences in the portrayal of characters, plot, and settings
8. View, understand, and discuss informational media productions.
9. Use film, radio, TV and the Internet to demonstrate an understanding of how these mediums convey information and entertain in ways that are different from text.
10. Create a media production using effective images from text, music, software or graphics.
11. Analyze the techniques used in different media to affect the readers’ or viewers’ emotions.
12. Create media presentations and written reports on the same subject and compare the differences in effects of each medium.