The following is a list of state standards addressed in the goals section of the syllabi for English 1 and English 1 Accelerated. Students in these classes will learn to do the following:
1.1 identify
and use the literal and figurative meanings of words and understand word
derivation.
1.2 distinguish
between the denotative and connotative meanings of words and interpret the
connotative power of words.
1.3 identify
and use knowledge of Greek, Roman, and Norse mythology to understand the
meanings of new words.
2.3 generate
relevant questions about readings that can be researched.
2.4 synthesize the content and ideas from
several sources dealing with a single issue (theme) or written by a single
author and paraphrase the ideas and connect them to other sources and related
topics to demonstrate comprehension.
2.5 extend
ideas presented in primary or secondary sources through original analysis,
evaluation, and elaboration.
3.2 compare and contrast the presentation of
a similar theme or topic across genres to explain how the selection of the
genre shapes the theme or topic.
3.3 analyze interactions between main and
subordinate characters in literary text (e.g. internal and external conflicts,
motivations, relationships, and influences) and how they affect the plot.
3.4 determine characters’ traits by what they
say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
3.5 compare
works that express a universal theme and provide evidence to support the ideas
expressed in each work.
3.6 analyze and trace an author’s development
of time and sequence, including the use of complex literary devices (e.g.
foreshadowing and flashbacks).
3.7 recognize and understand the significance
of a wide range of literary elements and techniques, including figurative
language, imagery, and symbolism, and explain their appeal.
3.8 interpret and evaluate the impact of
ambiguities, subtleties, contradictions, ironies, and incongruities in text
(accelerated students only).
3.9 explain
how voice, persona, and narrator affect tone, characterization, plot, and
credibility.
3.10 identify and describe the function of
dialogue, scene design, soliloquies, asides, and dramatic foils in dramatic
literature.
3.12 analyze
how a work of literature is related to the themes and issues of its historical
period.
1.1 establish
a controlling impression or coherent thesis that conveys a clear and
distinctive perspective on the subject
and
maintain a consistent tone and focus throughout the piece of writing.
1.2 use
precise language, action verbs, sensory details, appropriate modifiers, and
active, rather than passive, voice.
1.4 develop
key ideas within the body of the composition through supportive evidence (e.g.
scenarios, commonly
held
beliefs, hypothetical situations, and/or definitions).
1.6 integrate
quotations and citations into written text while maintaining the flow of ideas.
1.9 revise
writing to improve the logic and coherence of the organization and controlling
perspective, the precision of
word
choice, and the tone, taking into consideration the audience, purpose, and
formality of the context.
2.1 write
biographical, autobiographical, and/or short stories that: (1)
narrate a sequence of events and communicate
their significance to the
audience (2) locate scenes and incidents in specific places (3)
develop the narrative elements with concrete sensory details and
language (4) pace the presentation of actions to accommodate time
and/or mood changes (5)
make effective use of descriptions of appearance, images, shifting
perspectives, and/or
sensory details.
2.2 write
responses to literature that: (1) advance a judgment that demonstrates a
comprehensive grasp of the significant
ideas
or works or passages (2) support key ideas and viewpoints through
accurate and detailed references to the text
or
other works (3) demonstrate awareness of the author’s use of
stylistic devices and an appreciation of the effects
created (4)
identify and assess the impact of perceived ambiguities, nuances, and
complexities within text.
1.1 identify
and use clauses, mechanics, usage, and sentence structure correctly.
1.2 demonstrate
control of grammar, paragraph and sentence structure, diction, syntax, and
usage.
1.3 produce
legible work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization.
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State Standards Addressed For English 1 and English
1 Accelerated Page 2
1.1 formulate
judgments about the ideas under discussion and support those judgments with
convincing evidence.
1.3 choose
logical patterns of organization (e.g. chronological, topical, cause and
effect) to inform and to persuade by
soliciting
agreement or action, or to unite audiences behind a common belief or cause.
1.4 choose
appropriate devices for introduction and conclusion (e.g. literary quotations,
anecdotes, references to
authoritative
sources).
1.5 use
props and visual aids to enhance the appeal and accuracy of presentation.
1.9 analyze
the interests of the audience and implications of the occasion to choose
effective verbal and non-verbal
strategies
for presentations (e.g. voice, gestures, eye contact).
1.11 assess
how language and delivery affect the mood and tone of the oral communication
and impact the audience.
2.1 deliver
narrative presentations (autobiographical or fictional) that: (1) narrate a sequence of events and
communicate
their
significance to the audience (2) locate
scenes and incidents in specific places
(3) develop the narrative elements
with concrete sensory
details and language (4) pace the
presentation of actions to accommodate time or mood changes.
2.4 deliver
oral responses to literature that:
(1) advance a judgment that
demonstrates a comprehensive grasp of the
significant
ideas of works or passages (i.e. makes and supports warranted assertions about
the text) (2) support key
ideas
and viewpoints through accurate and detailed references to the text or to other
works (3) demonstrate aware-
ness of the author’s use of
stylistic devices and an appreciation of the effects created (4)
identify and assess the impact of perceived ambiguities, nuances, and
complexities within text.
2.6 deliver
descriptive presentations that:
(1) provide a clear spatial
perspective on the subject of the presentation
(2) clearly establish the speaker’s relationship
with that subject (e.g. dispassionate
observation, personal involve-ment)
(3) use factual description of
appearance, concrete images, shifting perspectives and vantage points, and
sensory detail effectively.