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School City of Hobart |
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School City of Hobart Language Arts |
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Language Arts - 9th Grade |
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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.
| Strand |
Source |
| Abstract Elements |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.1.1
The learner will be able to
identify and use the literal and figurative meanings of words and understand the origins of words. Example: Understand figurative language when reading text, such as She shot me a glance that would have made a laser beam seem like a birthday candle. (Larry Servais).
| Strand |
Source |
| Figurative Language |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.1.2
The learner will be able to
distinguish between what words mean literally and what they imply and interpret what the words imply. Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work. (Sam Levinson).
| Strand |
Source |
| Reading Strategies: Word Recognition |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.1.3
The learner will be able to
use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words. Example: Use the story of Midas to understand the phrase the Midas touch.
| Strand |
Source |
| Reading Strategies: Word Recognition |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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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 9, 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.
| Strand |
Source |
| Analyzing |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.2.1
The learner will be able to
analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. Example: After collecting samples of several different applications for employment from different area employers, evaluate what information the applications ask for and what this suggests about the skills employers are looking for in an applicant.
| Strand |
Source |
| Structure |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.2.2
The learner will be able to
prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. Example: Prepare a bibliography citing a wide variety of consumer, workplace, and public documents for a report on labor laws for children.
| Strand |
Source |
| Reading Responses: Written |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.2.3
The learner will be able to
generate relevant questions about readings on issues that can be researched. Example: read about some of the different cultures described in African Beginnings by James Haskings, Kathleen Benson, and Floyd Cooper. Generate researchable questions about how and why the cultures developed as differently as they did.
| Strand |
Source |
| Reading Responses: Written |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.2.4
The learner will be able to
synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. Example: Read three or more nonfiction texts about blace holes: Black Holes by Heather Couper et al.; Black Holes by Jean-Pierre Luminet et al.; articles identified using the Reader's Guide to Periodical Literature; or an online database of articles. Take notes that describe black holes and identify quotes that can be used in writing a paper that cites the sources.
| Strand |
Source |
| Reading Responses: Written |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.2.5
The learner will be able to
demonstrate use of technology by following directions in technical manuals. Example: Follow the directions for using a graphing calculator or a complex software design program.
| Strand |
Source |
| Reading Purposes: Tasks |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.2.6
The learner will be able to
critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Example: Evaluate a document that gives a set of expectations and rules for behavior. This could be a school's code of ethics, an extracurricular organization's constitution and bylaws, or it could be a set of local, state, or federal laws. Evaluate the way the document is written and whether the expectations for the readers are clear.
| Strand |
Source |
| Sequence |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.2.7
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: Analyze the language and images used in print advertisements or electronic media and evaluate how the advertisement is written and designed to convince a potential customer to use a product.
| Strand |
Source |
| Analyzing |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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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 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.).
| Strand |
Source |
| Analyzing |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.1
The learner will be able to
explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue). Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
| Strand |
Source |
| Themes |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.2
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: Consider the theme of the relationship between nature and humans. Read different works on the theme, including a poem praising the beauty of nature (such as John Greenleaf Whittier's "Snowbound"), a novel in which elements of nature play a large role (such as My Antonia by Willa Cather), a play (such as Shakespeare's The Tempest), a report of the devastation of a hurricane or tornado, and an account of how the power of nature has been harnessed to provide energy.
| Strand |
Source |
| Themes |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.3
The learner will be able to
analyze interactions between characters in a literary text and explain the way those interactions affect the plot. Example: Discuss the development of the different characters in Charles Dickens' Great Expectations.
| Strand |
Source |
| Plot: Analyze |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.4
The learner will be able to
determine 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 The Secret Diary of Adrian Mole, Aged 13 3/4 by Sue Townsend and Spoon River Anthology by Edgar Lee Masters, and describe the characters, citing specific examples from the text to support this description.
| Strand |
Source |
| Character: Evaluate |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.5
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 from Russell Baker's Growing Up, Ed McClanahan's Natural Man, and Reynolds Price's Long and Happy Life as variations on a theme.
| Strand |
Source |
| Themes: Universal |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.6
The learner will be able to
analyze and trace 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 Tennessee Williams uses shifts between narration and "in-scene" characters to tell the story in his play The Glass Menagerie.
| Strand |
Source |
| Literary Device |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.7
The learner will be able to
recognize and understand 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 and idea or theme), and explain their appeal. Example: Analyze and compare figurative language in The Odyssey.
| Strand |
Source |
| Literary Device |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.8
The learner will be able to
interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expection and reality), in a text. Example: After reading The Bridge of San Luis Rey by Thornton Wilder, "The Lady or the Tiger" by Frank Stockton, or "The Ransom of Red Chief" by O. Henry, discuss the ironies revealed by the story.
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.9
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 To Kill a Mockingbird by Harper Lee and discuss the impact of Scout's narration as the story unfolds.
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.10
The learner will be able to
identify 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: Define different dramatic literary terms in Shakespeare's Romeo and Juliet. Describe the function that these devices play to expound on plot, advance the action of the story, and reveal additional information about the characters.
| Strand |
Source |
| Literary Term |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.11
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 The Abduction by Mette Newth and Tiina Nunnally to understand how the character Osuqo, an Inuit and captive of European traders, uses metaphors and similes to justify her thoughts and yet respect the cultural beliefs of her land.
| Strand |
Source |
| Style: Analyze |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.3.12
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 selections that are connected to a certain period in history, such as "The Legend of Sleepy Hollow" by Washington Irving and Our Town by Thornton Wilder. Describe the role that the time period plays in these works and analyze the author's perspective on the period.
| Strand |
Source |
| Themes: Historical |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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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).
| Strand |
Source |
| Essay/Composition |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.1
The learner will be able to
discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
| Strand |
Source |
| Organization |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.2
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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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.3
The learner will be able to
use precise language, action verbs, sensory details, and appropriate modifiers.
| Strand |
Source |
| Language Structure |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.4
The learner will be able to
use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
| Strand |
Source |
| Questions |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.5
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.
| Strand |
Source |
| Main Idea |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.6
The learner will be able to
synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
| Strand |
Source |
| Research Paper: Sources |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.7
The learner will be able to
integrate quotations and citations into a written text while maintaining the flow of ideas.
| Strand |
Source |
| Dialogue |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.8
The learner will be able to
use appropriate conventions for documentation in text, notes, and bibliographies following the formats in specific style manuals.
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.9
The learner will be able to
use a computer to design and publish documents by using advanced publishing software and graphic programs.
| Strand |
Source |
| Publishing |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.10
The learner will be able to
review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
| Strand |
Source |
| Revising |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.11
The learner will be able to
edit and proofread one's own writing, as well as that of others, using an editing checklist with specific examples of corrections for frequent errors.
| Strand |
Source |
| Editing: Usage |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.4.12
The learner will be able to
revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
| Strand |
Source |
| Revising: Content |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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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 begin to write documents related to career development. 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.
| Strand |
Source |
| Writing Purposes |
IDOE |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.5.1
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: Write an autobiographical account of a time when an important decision had to be made. Write a humorous story for elementary children and give the story a local setting.
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| Strand |
Source |
| Biography |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.5.2
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.
Example: Write a description of the characters of Jem and Scout Finch in Harper Lee's To Kill a Mockingbird from the viewpoint of another character, Boo Radley or Atticus Finch. Write a comparison of different characters in a book, such as Great Expectations by Charles Dickens, explaining how they are alike and different and how each serves to move the plot of the novel forward.
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| Strand |
Source |
| Writing Responses: Literature |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.5.3
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 topic.
· include visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.
· anticipate and address readers' potential misunderstandings, biases, and expectations.
· use technical terms and notations accurately.
Example: Write a research report about inventions that were first mentioned in science fiction novels or movies and later became a scientific reality.
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| Strand |
Source |
| Research Paper |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.5.4
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 the principal or the president of the school board to persuade that person to support your views on some educational policy that has been adopted by the local school district, such as a dress code policy, a change to or from block scheduling, or a decision about grade requirements to participate in extracurricular activities.e
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| Strand |
Source |
| Persuasive |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.5.5
The learner will be able to
write documents related to career development, including simple business letters and job applications that:
· present information purposefully and in brief to meet the needs of the intended audience.
· follow a conventional business letter or memorandum format.
Example: Write a letter requesting an informational interview with a person in a career area that you would like to know more about. Complete a job application form for a part-time job and attach a memorandum outlining the particular skills you have that fit the needs of the position.
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| Strand |
Source |
| Writing Purposes |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.5.6
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: Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples so that all students will understand what is expected of them.
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| Strand |
Source |
| Technical |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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9.5.7
The learner will be able to
use varied and expanded vocabulary, appropriate for specific forms and topics.
Example: Write a formal and persuasive speech using words that will convince an audience to accept your point of view.
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Instructional Resources |
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Assessment Resources |
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Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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|
9.5.8
The learner will be able to
write for different purposes and audiences, adjusting tone, style, and voice as appropriate.
| Strand |
Source |
| Audience |
IDOE |
| |
Instructional Resources |
| |
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Assessment Resources |
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| |
Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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|
Written Language Conventions
The learner will be able to
write using Standard English conventions.
| Strand |
Source |
| Emergent Writing: Conventions |
IDOE |
| |
Unit Assessment Resources |
| |
| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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|
9.6.4
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.
| Strand |
Source |
| Publishing: Format |
IDOE |
| |
Unit Assessment Resources |
| |
| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
|
|
9.6.1
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.
| Strand |
Source |
| Punctuation |
IDOE |
| |
Instructional Resources |
| |
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| |
Assessment Resources |
| |
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| |
Unit Assessment Resources |
| |
| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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|
9.6.2
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.
| Strand |
Source |
| Abbreviate/Initial |
IDOE |
| |
Instructional Resources |
| |
|
| |
Assessment Resources |
| |
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| |
Unit Assessment Resources |
| |
| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
|
|
9.6.3
The learner will be able to
produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
| Strand |
Source |
| Capitalization: Applications |
IDOE |
| |
Instructional Resources |
| |
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| |
Assessment Resources |
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| |
Unit Assessment Resources |
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| · |
ISTEP+, McGraw Hill/IDOE, Fall [Standardized Test]. |
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|
Listening and Speaking
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.
| Strand |
Source |
| Communication Skills |
IDOE |
|
9.7.2
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.
| Strand |
Source |
| Speech |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.3
The learner will be able to
recognize and use elements of classical speech forms (including the introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
| Strand |
Source |
| Persuasion |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.4
The learner will be able to
use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
| Strand |
Source |
| Presentation: Technology |
IDOE |
| |
Instructional Resources |
| |
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| |
Assessment Resources |
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9.7.5
The learner will be able to
produce concise notes for extemporaneous speeches (speeches delivered without a planned script).
| Strand |
Source |
| Speech |
IDOE |
| |
Instructional Resources |
| |
| · |
SPARKLE, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=jy1BOMCoAMgAAGGuTrgAAAAG |
| · |
Speech 1--07--Commercial, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=yTJ6LsCoAMgAAFVtaxMAAAAD |
| · |
Speech 1--04--Outlining, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=3eyoY8CoAMgAAF4MRBcAAAAH |
| · |
Speech 1--03--Organization, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=oYgh6cCoAMgAAGVBoYsAAAAI |
| · |
Speech 1--10--Invention Speech (Optional), web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=jy1BOMCoAMgAAGGuTrgAAAAG |
| · |
Speech 1--06--Spatial Pattern (Descriptive), web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=qUzgrMCoAMgAAGGtTOgAAAAF |
| · |
Speech 1--05--Step-pattern (Demonstration) Speech, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=9LxHUMCoAMgAAHcazKQAAAAK |
| · |
Speech 1--09--Speech to Entertain (optional), web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=fCd3b8CoAMgAABk@IQgAAAAN |
| · |
Speech 1--02--Self-Concept Speech, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=hCPMwcCoAMgAAHsIkqYAAAAL |
| · |
Speech 1--08--Persuasive Speech, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=bFzx7sCoAMgAAG9KPesAAAAH |
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| |
Assessment Resources |
| |
| · |
SPARKLE, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=jy1BOMCoAMgAAGGuTrgAAAAG |
| · |
Speech 1--07--Commercial, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=yTJ6LsCoAMgAAFVtaxMAAAAD |
| · |
Speech 1--04--Outlining, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=3eyoY8CoAMgAAF4MRBcAAAAH |
| · |
Speech 1--03--Organization, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=oYgh6cCoAMgAAGVBoYsAAAAI |
| · |
Speech 1--10--Invention Speech (Optional), web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=jy1BOMCoAMgAAGGuTrgAAAAG |
| · |
Speech 1--06--Spatial Pattern (Descriptive), web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=qUzgrMCoAMgAAGGtTOgAAAAF |
| · |
Speech 1--05--Step-pattern (Demonstration) Speech, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=9LxHUMCoAMgAAHcazKQAAAAK |
| · |
Speech 1--09--Speech to Entertain (optional), web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=fCd3b8CoAMgAABk@IQgAAAAN |
| · |
Speech 1--02--Self-Concept Speech, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=hCPMwcCoAMgAAHsIkqYAAAAL |
| · |
Speech 1--08--Persuasive Speech, web link [Lesson Plan]. http://www.hobart.k12.in.us/CS/script.pl?submit=bFzx7sCoAMgAAG9KPesAAAAH |
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9.7.6
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.
| Strand |
Source |
| Speech |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.9
The learner will be able to
analyze historically significant speeches (such as Abraham Lincoln's "House Divided" speech or Winston Churchill's "We Will Never Surrender" speech) to find the rhetorical devices and features that make them memorable.
| Strand |
Source |
| Speaking Strategies |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.10
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.
| Strand |
Source |
| Speech |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.11
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.
| Strand |
Source |
| Evaluator |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.12
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.
| Strand |
Source |
| Persuasion: Argument |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.14
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.
.
| Strand |
Source |
| Presentation: Narrative |
IDOE |
| |
Instructional Resources |
| |
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Assessment Resources |
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9.7.15
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.
.
| Strand |
Source |
| Presentation: Expository |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.16
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.
.
| Strand |
Source |
| Interview |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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9.7.17
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 textand 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.
.
| Strand |
Source |
| Speaking Responses |
IDOE |
| |
Instructional Resources |
| |
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Assessment Resources |
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9.7.18
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 listener's concerns and counter arguments.
.
| Strand |
Source |
| Persuasion |
IDOE |
|
9.7.19
The learner will be able to
deliver descriptive presentations that:
· establish a clear point of view on the subject of the presentation.
· establish the presenter's 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.
.
| Strand |
Source |
| Presentation: Descriptive |
IDOE |
|
9.7.1
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.
| Strand |
Source |
| Summary |
IDOE |
| |
Instructional Resources |
| |
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Assessment Resources |
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9.7.7
The learner will be able to
make judgments about the ideas under discussion and support those judgments with convincing evidence.
| Strand |
Source |
| Information/Ideas: Evaluation |
IDOE |
| |
Instructional Resources |
| |
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Assessment Resources |
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9.7.8
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.
| Strand |
Source |
| Genre: Literary/Media |
IDOE |
| |
Instructional Resources |
| |
|
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Assessment Resources |
| |
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9.7.13
The learner will be able to
identify the artistic effects of a media presentation and evaluate the techniques used to create them (comparing, for example, Shakespeare's Romeo and Juliet with Franco Zefferelli's film version).
| Strand |
Source |
| Media: Evaluate |
IDOE |
| |
Instructional Resources |
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Assessment Resources |
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