This symbol identifies a Tennessee Diploma Project 2008 Standards Awareness Resource

ü  3002.1.1 Demonstrate a mastery of the definitions, usage, and functions of the eight parts of speech.  

ü  3002.1.2 Apply a variety of strategies to correct sentence fragments and run-on sentences. 

ü  3002.1.3 Know and apply a variety of sentence-combining techniques. 

ü  3002.1.4 Identify basic sentence patterns (e.g., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement). 

ü  3002.1.5 Know and use correctly Standard English conventions for punctuation, capitalization, and spelling. 

ü  3002.1.6 Use print and electronic reference sources as aids in understanding all aspects of words (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). 

ü  3002.1.7 Use previously learned strategies to determine and clarify word meanings (e.g., roots, affixes, textual context).  

ü  3002.1.8 Recognize and use the appropriate word in frequently confused pairs (e.g., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise, precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure). 

ü  3002.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi ).      

SPI 3002.1.1 Demonstrate an understanding of the eight parts of speech, including their troublesome aspects, such as how to form the past and past participle of irregular but commonly used verbs. 

                     Parts of Speech overview and activities

                     Link to many Parts of Speech Lessons and Help

                     Great Grammar Site

SPI 3002.1.2 Identify the patterns of a given set of sentences (i.e., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement). 

                      Sentence Pattern Explanation and Examples

SPI 3002.1.3 Combine a set of simple sentences into a single compound or complex sentence.

Sentence Strips

SPI 3002.1.5 Use commas correctly with appositives and introductory words, phrases, or clauses.  

Sentence Strips

SPI 3002.1.8 Recognize correct subject-verb agreement with intervening elements. 

Sentence Strips

SPI 3002.1.9 Recognize a shift in either verb tense or point or view within a writing sample. 

Sentence Strips

SPI 3002.1.10 Select correct pronoun usage in a sentence (e.g., with compound elements such as between you and me, or following than or as). 

SPI 3002.1.11 Select correct pronoun-antecedent agreement using collective nouns or indefinite pronouns. 

SPI 3002.1.12 Recognize the correct placement of end marks and other marks of punctuation with quotation marks used in dialogue. 

Sentence Strips

SPI 3002.1.13 Select the appropriate word in frequently confused pairs (i.e., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise, precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure).

SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.  

SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. 

SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). 

SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi )

Listening 

ü  3002.2.1 Follow multi-tasked or multi-dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems. 

ü  3002.2.2 Identify the thesis of a challenging speech in which the ideas may be subtle or implied, regardless of whether the organizational pattern is linear. 

ü  3002.2.3 Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence.  

ü  3002.2.4 Paraphrase accurately multiple, challenging ideas and information presented orally by others.  

ü  3002.2.5 Critique ideas and information presented orally by others. 

ü  3002.2.6 Analyze the ways in which the style, structure, and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into account the speaker’s nonverbal gestures, credibility, and point of view.   

ü  3002.2.7 Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.

Speaking 

ü  3002.2.8 Include facts, reasons, details, and examples to support increasingly complex points. 

ü  3002.2.9 Organize oral presentations to emphasize the purpose of the presentation, citing first the simple examples or arguments and then the more abstract ones.   

ü  3002.2.10 Utilize an organizational structure that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, comparison-contrast, cause-effect).   

ü  3002.2.11 Arrange ideas logically and maintain a consistent focus. 

ü  3002.2.12 Signal clear connections among ideas through the consistent and effective use of a variety of transitions. 

ü  3002.2.13 Provide a coherent and effective conclusion that reinforces the focus of the presentation.  

ü  3002.2.14 Use effective rhetorical devices such as rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).  

ü  3002.2.15 Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.   

ü  3002.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the following:

SPI 3002.2.1 Identify the thesis and main points of a challenging speech. 

SPI 3002.2.2 Distinguish between a summary and a paraphrase. 

SPI 3002.2.3 Distinguish between a critique and a summary.    

SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).    

SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).    

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).    

SPI 3002.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listen with civility to the ideas of others; identify the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).

ü  3002.3.1 Write in a variety of modes (e.g., summary, explanation, persuasion, informational, literary analysis, creative expression). 

ü  3002.3.2 Create increasingly complex work-related texts (e.g., instructions, directions, letters, bios, memos, e-mails, proposals, project plans, work orders, reports) that employ the following strategies:

·       Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

·       Effectively vary strategies (e.g., provide facts, describe the subject) to achieve complex purposes.

·       Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipate the audience’s needs.

·       Anticipate problems, mistakes, and misunderstandings that might arise for the audience.

·       Translate technical language into non-technical English.

·       Provide ideas, examples, and comparisons to support the main points in the text.

·       Follow customary formats (e.g., use salutation, closing, and signature for business letters, and format for memos).

·       Use a variety of techniques to format the text.

·       Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page).

·       Use graphics and illustrative material effectively to support ideas in the text.

ü  3002.3.3 Develop topics that address unfamiliar concepts removed from the student’s personal experiences and require in-depth analysis.  

ü  3002.3.4 Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support and support the thesis.  

ü  3002.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments. 

ü  3002.3.6 Include relevant, specific, and compelling details.     

 ü  3002.3.7 Employ varied and appropriate organizational structures that support the topic.  

ü  3002.3.8 Use transitional words and phrases to signal organizational patterns and to indicate relationships among ideas. 

ü  3002.3.9 Create text features (e.g., headings, subheadings, formatting) as appropriate to signal important points.    

ü  3002.3.10 Use precise language, considering audience and purpose (e.g., technical writing, creative expression).  

ü  3002.3.11 Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, word play) for effect to meet the needs of audience and purpose. 

ü  3002.3.12 Use a variety of correct sentence structures for effect. 

ü  3002.3.13 When sources are used or referenced (e.g., in research, informational essays, literary essays), adhere to the following:

·       Acknowledge source material and create a reliable bibliography in a standard format.

·       Cite sources using a standard format (MLA, APA) with a high degree of accuracy.

·       Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

·       Correctly incorporate ideas within text.

·       Embed quotations and graphics from other sources, when appropriate. 

ü  3002.3.14 Generate notes while collecting information, following a logical note-taking system. 

ü  3002.3.15 Create a detailed outline based on research, note-taking, or other method of generating content. 

ü  3002.3.16 Revise to craft a tone, mood, and style that convey the writer’s attitude and are appropriate to audience.  

ü  3002.3.17 Drawing on reader’s comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development. 

ü  3002.3.18 Practice writing to a prompt within a specified time. 

ü  3002.3.19 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others. 

ü  3002.3.20 Use both basic and specialized software to incorporate graphics into writing products.

SPI 3002.3.1 Proofread a passage for correct punctuation, mechanics, and usage.  

SPI 3002.3.2 Choose the most effective order of sentences in a paragraph.  

SPI 3002.3.3 Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.  

Collaborative Writing

Paper Plate Writing

SPI 3002.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.  

SPI 3002.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence. 

SPI 3002.3.6 Determine the most effective placement of information using a prewriting graphic organizer. 

SPI 3002.3.7 Select the thesis statement in a writing sample or passage.  

SPI 3002.3.10 Identify a statement that reveals the writer’s attitude. 

SPI 3002.3.11 Identify the targeted audience for a selected passage. 

SPI 3002.3.12 Determine the writer’s purpose in a writing sample. 

SPI 3002.3.13 Identify sentences that use effective parallelism within a writing sample. 

SPI 3002.3.14 Select the proper format to convey a set of work-related information.  

SPI 3002.3.15 Select the most precise word to provide clarity appropriate to audience and purpose.   

SPI 3002.3.16 Identify the mode in which a writing sample is written.

ü  3002.4.1 Narrow an increasingly complex topic so that the research process is manageable and a clear research question is identified. 

ü  3002.4.2 Take and organize notes on information relevant to the topic and identify areas for research.  

ü  3002.4.3 Consider both implicit and explicit information relevant to the topic. 

ü  3002.4.4 Use relevant data to support the research topic. 

ü  3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field.   

ü  3002.4.6 Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.  

ü  3002.4.7 Collect evidence in varied ways to answer the research question.   

ü  3002.4.8 Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.  

ü  3002.4.9 Craft an introductory section in which a research topic is stated, point of view is stated or implied, terms are defined, and a research context is provided. 

ü  3002.4.10 Maintain coherence through the consistent use of transitions.  

ü  3002.4.11 Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay. 

ü  3002.4.12 Craft a conclusion in which the research question and topic are reemphasized, the main findings are summarized, and conclusions are drawn.  

ü  3002.4.13 Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.  

ü  3002.4.14 Cite sources using a standard format (e.g., MLA, APA), with a high degree of accuracy.  

ü  3002.4.15 Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.  

ü  3002.4.16 To support a research topic, follow a standard format and use appropriate technology to embed text graphics, including a title, numbered pages, and a bibliography.  

SPI 3002.4.1 Select the research topic with the highest degree of focus. 

SPI 3002.4.2 Differentiate between primary and secondary sources. 

Grab Bags

SPI 3002.4.3 Evaluate the reliability and credibility of sources for use in research.  

Validity of Sources

Teaching Zack to Think

SPI 3002.4.4 Evaluate the validity of Web pages as sources of information. 

Websites to Validate

Validity of A Website

SPI 3002.4.5 Determine which statement presents an opposing view from those stated on a Web page. 

SPI 3002.4.6 Identify information that must be cited or attributed within a writing sample.

ü  3002.5.1 Construct and complete challenging word analogies. 

ü  3002.5.2 Analyze text for stated or implied cause-effect relationships. 

ü  3002.5.3 Describe the structure of a multi-faceted argument with a stated main claim or conclusion and explicit or implicit premises.  

ü  3002.5.4 Analyze the elements of deductive and inductive arguments.  

ü  3002.5.5 Identify the roles premises play in developing deductive and inductive arguments.             

ü  3002.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument.   

ü  3002.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.  

ü  3002.5.8 Distinguish between evidence which is directly stated and evidence which is implied.     

ü  3002.5.9 Identify false statements and explain how they are used in certain kinds of persuasive arguments. 

ü  3002.5.10 Explain why common logical fallacies (e.g., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority) do not prove the point being argued.  

ü  3002.5.11 Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer). 

ü  3002.5.12 Identify and analyze similarities and differences in evidence, premises, and conclusions between two or more arguments on the same topic. 

ü  3002.5.13 Evaluate the function of verbal techniques such as ambiguity and paradox in constructing an argument.

SPI 3002.5.1 Make inferences and draw conclusions based on evidence in text. 

SPI 3002.5.2 Choose a logical word to complete an analogy. 

SPI 3002.5.3 Evaluate text for fact and opinion. 

SPI 3002.5.4 Analyze cause-effect relationships in text.  

SPI 3002.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer).  

SPI 3002.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority) within a given argument.     

Logical Fallacy Introduction & Activities

Logical Fallacies Some Examples

Fallacies

22 Logical Fallacies

Logical Fallacies, Common Mistakes in Weak Arguments

Persuasive Techniques: A Look at Logical Fallacies

SPI 3002.5.7 Differentiate between the stated and implied evidence of a given argument.           

SPI 3002.5.8 Determine whether a given argument employs deductive or inductive reasoning. 

SPI 3002.5.9 Identify a statement that reveals the writer’s biases, stereotypes, assumptions, or values within a writing sample.      

SPI 3002.5.10 Identify a false premise in text. 

SPI 3002.5.11 Identify the main claim, premise(s), evidence, or conclusion of a given argument.

SPI 3002.5.12 Select an additional sentence to add to an argument within a persuasive text. 

SPI 3002.5.11 Select a rebuttal statement that best refutes the writer’s viewpoint. 

SPI 3002.5.12 Distinguish the strongest or weakest point of a given argument.  

ü  3002.6.1 Identify the main ideas in informational and technical texts.   

ü  3002.6.2 Identify and distinguish the essential and non-essential details that support the main idea of informational texts. 

ü  3002.6.3 Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.  

ü  3002.6.4 Draw appropriate inferences and conclusions in informational and technical texts.

ü  3002.6.5 Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts. 

ü  3002.6.6 Summarize, paraphrase, and critique information in texts (informational, technical, and literary). 

ü  3002.6.7 Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.  

ü  3002.6.8 Synthesize information across multiple informational and technical texts and sources.

ü  3002.6.8 Synthesize information across multiple informational and technical texts and sources.

ü  3002.6.9 Analyze the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).   

ü  3002.6.10 Identify and analyze involved or unconventional organizational structures that may be found informational and technical texts.  

ü  3002.6.11 Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics. 

ü  3002.6.12 Follow extended multi-tasked or multi-dimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.

SPI 3002.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages.            

SPI 3002.6.2 Use the graphics of informational and technical passages to answer questions.             

SPI 3002.6.3 Determine the appropriateness of a graphic used to support an informational or technical passage.                        

SPI 3002.6.4 Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).  

SPI 3002.6.5 Synthesize information across two or more informational or technical texts.     

ü  3002.7.1 Recognize the effects of sound, visual images, and language on audience.  

ü  3002.7.2 Analyze the ways in which visual and verbal presentations of the same subject matter that agree or conflict in matters of culture, audience, and medium. 

ü  3002.7.3 Analyze the effects of visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television and film; layout, pictures, and typeface in newspaper, magazines, and print advertisements; layout, navigation, links, and interactive features on Web sites).

 ü  3002.7.4 Present clearly identifiable messages using an appropriate medium and increasingly complex visual, audio, and graphic effects and interactive features.  

ü  3002.7.5 Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas.   

ü  3002.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions. 

ü  3002.7.7 Use visual images, text, graphics, music and/or sound effects that relate to and support clear, explicit messages.   

SPI 3002.7.1 Draw an inference from a non-print medium. 

SPI 3002.7.2 Select the type of conflict represented in a non-print medium. 

SPI 3002.7.3 Choose a visual image that best reinforces a viewpoint. 

SPI 3002.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message. 

SPI 3002.7.5 Match a focused message to an appropriate medium.  

SPI 3002.7.6 Infer the mood represented in a non-print medium.  

SPI 3002.7.7 Consider the treatment of a particular subject or event in two or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).

ü  3002.8.1 Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.  

ü  3002.8.2 Demonstrate understanding of non-linear plot progressions. 

ü  3002.8.3 Analyze how plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) function and advance action. 

ü  3002.8.4 Analyze the role and function of characters (major/minor, protagonists and antagonists) and determine ways in which the author reveals those characters (e.g.,  what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). 

ü  3002.8.5 Analyze the moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.  

ü  3002.8.6 Identify ways that the plot shapes the character and presentation of moral dilemmas in texts.  

ü  3002.8.7 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts.    

ü  3002.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift with multiple characters acting as narrators.   

ü  3002.8.9 Explain the impact of the author’s choice of a particular point of view (e.g., first person, third person, third-person limited, third-person omniscient).  

ü  3002.8.10 Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic). 

ü  3002.8.11 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad. 

ü  3002.8.12 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). 

ü  3002.8.13 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).    

ü  3002.8.14 Identify, analyze, and evaluate the development of the theme(s) of a literary text.  

ü  3002.8.15 Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity.   

ü  3002.8.16 Analyze literary texts to identify the author’s attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts. 

ü  3002.8.17 Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing. 

ü  3002.8.18 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun).  

ü  3002.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions.

SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.    

SPI 3002.8.2 Differentiate among verbal, situational, and dramatic irony.   

SPI 3002.8.3 Identify and analyze an author’s point of view (i.e., first person, third person, third-person limited, third-person omniscient).   

SPI 3002.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).   

SPI 3002.8.5 Determine the significance/meaning of a symbol in poetry or prose.   

SPI 3002.8.6 Differentiate between mood and tone in poetry or prose. 

SPI 3002.8.7 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone.)  

SPI 3002.8.8 Identify and analyze the common theme in a series of passages.  

SPI 3002.8.9 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia).  

SPI 3002.8.10 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads.     

SPI 3002.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). 

SPI 3002.8.12 Locate words or phrases in a passage that provide historical or cultural cues.   

SPI 3002.8.13 Identify and analyze standard literary elements (i.e., allegory, parable, paradox, parody, satire, foreshadowing, flashback). 

SPI 3002.8.14 Identify classical, historical, and literary allusions in context. 

SPI 3002.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). 

SPI 3002.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper on the same theme or topic). 

Advanced Placement English
Language & Composition
Literature & Composition

Journalism

Competency English

Creative Writing

Speech

Content Area Reading (PDF)