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School City of Hobart |
| Vocabulary |
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Word Recognition, Fluency, Vocabulary
The learner will be able to apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.
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10.1.1
The learner will be able to understand technical vocabulary in subject area reading. Example: While using a word-processing program on the computer, learn new terms and special meanings for words from the manual and online help feature: control, enter, insert, format, font, template, page break, file, and folder. .
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10.1.2
The learner will be able to distinguish between what words mean literally and what they imply, and interpret what words imply. Example: Understand descriptive phrases when reading, such as A man's feet must be planted in his country, but his eyes should survey the world. (George Santayana) .
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10.1.3
The learner will be able to use the knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words. Example: Use the myth of Narcissus and Echo to understand the word narcissistic. .
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| Reading Operations |
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Reading Comprehension
The learner will be able to read and understand grade-level-appropriate material. They analyze the organizational patterns and evaluate authors' arguments and positions. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 10, in addition to regular classroom reading, students read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, technical resources, and online information.
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10.2.1
The learner will be able to analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. Example: Analyze an advertisement that has been made to look like the informational newspaper or magazine text around it. Explain why the advertisement would be designed this way and evaluate its effectiveness. .
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10.2.2
The learner will be able to extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. Example: Read first-hand accounts and newspaper accounts of an historical event, such as the sinking of the Titanic, and compare them to more recent texts about the event. .
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10.2.3
The learner will be able to demonstrate use of sophisticated technology by following technical directions. Example: Follow the directions to use a spreadsheet or database program on the computer. Follow the directions to download informational text files or articles from a Web site. .
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10.2.4
The learner will be able to evaluate an author's argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text. Example: Evaluate science articles by judging the references, the author's presentation of facts and opinions, and the date of publication. Evaluate different arguments on a legal issue, such as the legal age for getting a driver's license. .
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Literary Response and Analysis
The learner will be able to read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They conduct in-depth analyses of the themes of these works. The selections in the Indiana Reading List (available online at www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.
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10.3.1
The learner will be able to analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue). Example: Analyze the features of plays, such as I Never Sang for My Father by Robert Anderson or Arsenic and Old Lace by Joseph Kesselring. .
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10.3.2
The learner will be able to compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic. Example: Compare three different reactions to Lincoln's death: Walt Whitman's poem "O Captain! My Captain!" Frederick Douglass' eulogy, and the report of Lincoln's death from The New York Times on April 12, 1865. Analyze the differences between the genres and how the form impacts the reader's perception of the event. .
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10.3.3
The learner will be able to evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. Example: Compare the development of the characters as they are represented in Merlin: The Coming of Arthur by Sir Thomas Malory, retold in a collection by David Day and The Acts of King Arthur and His Noble Knights by John Steinbeck. .
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10.3.4
The learner will be able to analyze characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). Example: Read works, such as "Mother to Son" by Langston Hughes or In Search of Our Mothers' Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description. .
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10.3.5
The learner will be able to compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Example: Analyze and compare selections that deal with the theme of self-exploration developed in The House on Mango Street by Sandra Cisneros and My Left Foot by Christy Brown. .
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10.3.6
The learner will be able to evaluate an author's 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). Example: Discuss how the games the boys play in school foreshadowed the coming of the war in A Separate Peace by John Knowles. .
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10.3.7
The learner will be able to evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal. Example: Evaluate the imagery in poetry, such "I Wandered Lonely as a Cloud" by William Wordsworth and "Shall I Compare Thee to a Summer's Day?" by William Shakespeare. .
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10.3.8
The learner will be able to interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), and inconsistencies in a text. Example: Read several short stories by O. Henry and evaluate the way that he develops the plot in each. .
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10.3.9
The learner will be able to explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Example: Read Darkness at Noon by Harold Krents and discuss the impact of the narration as the story unfolds. .
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10.3.10
The learner will be able to iIdentify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature. · Dialogue: a conversation between two characters · Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud · Asides: words spoken by a character directly to the audience · Character foils: characters who are used as a contrast to another character · Stage designs: how the setting is provided in a play Example: Evaluate the function of different dramatic devices in Shakespeare's The Tragedy of Julius Caesar. .
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10.3.11
The learner will be able to evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme. Example: Read Jane Eyre by Charlotte Bronte and evaluate the way the author's style and descriptions help create a mood of tragedy and suspense. .
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10.3.12
The learner will be able to analyze the way in which a work of literature is related to the themes and issues of its historical period. Example: Read a book, such as The Age of Innocence by Edith Wharton, and tell how the author uses the story to convey larger themes about a period of transition in American history. .
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| Writing |
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Writing Process
The learner will be able to discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).
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10.4.1
The learner will be able to discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
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10.4.2
The learner will be able to establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
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10.4.3
The learner will be able to use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered).
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10.4.4
The learner will be able to use clear research questions and suitable research methods, including text and electronic resources and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.
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10.4.5
The learner will be able to develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
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10.4.6
The learner will be able to synthesize information from multiple sources. 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.
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10.4.7
The learner will be able to integrate quotations and citations into a written text while maintaining the flow of ideas.
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10.4.8
The learner will be able to use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals.
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10.4.9
The learner will be able to use a computer to design and publish documents by using advanced publishing software and graphic programs.
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10.4.10
The learner will be able to review, evaluate, revise, edit and proofread writing, using an editing checklist.
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10.4.11
The learner will be able to apply criteria developed by self and others to evaluate the mechanics and content of writing.
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10.4.12
The learner will be able to provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work.
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Writing Applications
The learner will be able to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words. Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 - Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, Grade 10 students use the writing strategies outlined in Standard 4. .
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10.5.1
The learner will be able to write biographical or autobiographical narratives or short stories that: · describe a sequence of events and communicate the significance of the events to the audience. · locate scenes and incidents in specific places. · describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue (what the character says silently to self) to show the character's feelings. · pace the presentation of actions to accommodate changes in time and mood. Example: After reading an example of an autobiography, such as Helen Keller's Story of My Life, use the structure of the autobiography to compose an autobiography of your own. .
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10.5.2
The learner will be able to write responses to literature that: · demonstrate a comprehensive grasp of the significant ideas of literary works. · support important ideas and viewpoints through accurate and detailed references to the text or to other works. · demonstrate awareness of the author's style and an appreciation of the effects created. · identify and assess the impact of ambiguities, nuances, and complexities within the text. · extend writing by changing mood, plot, characterization, or voice. .
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10.5.3
The learner will be able to write expository compositions, including analytical essays and research reports that: · gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives. · communicate information and ideas from primary and secondary sources accurately and coherently. · make distinctions between the relative value and significance of specific data, facts, and ideas. · use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic. · include visual aids by using technology to organize and record information on charts, maps, and graphs. · anticipate and address readers' potential misunderstandings, biases, and expectations. · 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. .
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10.5.4
The learner will be able to write persuasive compositions that: · organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last. · use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy. · clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. · address readers' 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. .
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10.5.5
The learner will be able to write business letters that: · provide clear and purposeful information and address the intended audience appropriately. · 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. · emphasize main ideas or images. · follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents' readability and impact. Example: Write a letter of support or of complaint in response to service that you received at a store or restaurant. Address the letter to the manager, including a clear account of the incident and requesting that he or she take appropriate action in response. .
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10.5.6
The learner will be able to write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that: · report information and express ideas logically and correctly. · offer detailed and accurate specifications. · include scenarios, definitions, and examples to aid comprehension. · anticipate readers' problems, mistakes, and misunderstandings. Example: Take notes while watching or listening to a physical therapist give instructions on the proper way to lift, carry, or move large objects. Incorporate these notes into a safety manual to be used in the classroom or in a job setting. .
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10.5.7
The learner will be able to use varied and expanded vocabulary, appropriate for specific forms and topics. Example: Write a sentence for use in a formal letter of complaint: The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund. .
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10.5.8
The learner will be able to write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
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| Language Mechanics |
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Written Language Conventions
The learner will be able to write using Standard English conventions.
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10.6.1
The learner will be able to identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
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10.6.2
The learner will be able to demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses.
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10.6.3
The learner will be able to produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
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| Speaking |
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Listening /Speaking Skills, Strategies
The learner will be able to formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. .
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| Writing |
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10.6.4
The learner will be able to apply appropriate manuscript conventions, including title page presentation, pagination, spacing and margins, and integration of source and support material, by citing sources within the text, using direct quotations, and paraphrasing.
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| Listening |
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10.7.1
The learner will be able to summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.
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| Speaking |
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10.7.2
The learner will be able to choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or references to authoritative sources.
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10.7.3
The learner will be able to recognize and use elements of classical speech forms (including the introduction, first and second transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
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10.7.4
The learner will be able to use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
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10.7.5
The learner will be able to produce concise notes for extemporaneous speeches (speeches delivered without a planned script).
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10.7.6
The learner will be able to analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.
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| Information Processing |
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10.7.7
The learner will be able to make judgments about the ideas under discussion and support those judgments with convincing evidence.
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| Genres |
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10.7.8
The learner will be able to compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event.
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| Speaking |
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10.7.9
The learner will be able to analyze historically significant speeches (such as Franklin Delano Roosevelt's "Day of Infamy" speech) to find the rhetorical devices and features that make them memorable.
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10.7.10
The learner will be able to assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
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10.7.11
The learner will be able to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.
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10.7.12
The learner will be able to analyze the types of arguments used by the speaker, including argument by causation, analogy (comparison), authority, emotion, and logic.
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| Media |
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10.7.13
The learner will be able to identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).
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| Speaking |
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10.7.14
The learner will be able to deliver narrative (story) presentations that: · narrate a sequence of events and communicate their significance to the audience. · locate scenes and incidents in specific places. · describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters. · time the presentation of actions to accommodate time or mood changes. .
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10.7.15
The learner will be able to deliver expository (informational) presentations that: · provide evidence in support of a thesis and related claims, including information on all relevant perspectives. · convey information and ideas from primary and secondary sources accurately and coherently. · make distinctions between the relative value and significance of specific data, facts, and ideas. · include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. · anticipate and address the listeners' potential misunderstandings, biases, and expectations. · use technical terms and notations accurately. .
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10.7.16
The learner will be able to apply appropriate interviewing techniques that: · prepare and ask relevant questions. · make notes of responses. · use language that conveys maturity, sensitivity, and respect. · respond correctly and effectively to questions. · demonstrate knowledge of the subject or organization. · compile and report responses. · evaluate the effectiveness of the interview. .
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10.7.17
The learner will be able to deliver oral responses to literature that: · advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages. · support important ideas and viewpoints through accurate and detailed references to the text and to other works. · demonstrate awareness of the author's writing style and an appreciation of the effects created. · identify and assess the impact of ambiguities, nuances, and complexities within the text. .
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10.7.18
The learner will be able to deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that: · structure ideas and arguments in a coherent, logical fashion. · use speech devices to support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy). · clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. · anticipate and address the listeners' concerns and counter arguments. .
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10.7.19
The learner will be able to deliver descriptive presentations that: · establish a clear point of view on the subject of the presentation. · establish the relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved). · use effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details. .
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