ࡱ> EGBCD%` >bjbjNN 7,,w"JJJJJJJ^&_&_&_8^_l_^y~cc(cccdddDyFyFyFyFyFyFy$C{h}jyJeddeejyJJccyhhheJcJcDyheDyhhJJhcc `O&_"fhj,y0yhw~"gw~hw~Jhd"dhdddddjyjygXdddyeeee^^^$BH^^^H^^^JJJJJJ Correlation to Georgia Performance Standards Subject Area: Tenth Grade Literature /and Composition State-Funded Course: 23.06/23.06200/23.03/23.03100/23.03400/23.06250/23.08400 Textbook Title: 6 Trait Power Write, 6 Year Student License Publisher: Perfection Learning Standard (Cite Number)Standard (Cite specific Standard)Where Taught (If print component, cite page number; if non-print, cite appropriate location.)ELA10RL1The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student: a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative). Power Write process: Other Writing, Timed Writing Reading Log, Learning Logb. Identifies and analyzes patterns of imagery or symbolism. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logc. Relates identified elements in fiction to theme or underlying meaning. Reading Log, Learning LogThe student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student: a. Analyzes and explains the structures and elements of nonfiction works such as newspaper articles and editorials, magazine articles, journal articles, and/or other informational texts. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logb. Analyzes the logic and use of evidence in an authors argument. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logc. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works. Power Write process: Other Writing, Timed Writing Reading Log, Learning LogThe student identifies and analyzes elements of poetry and provides evidence from the text to support understanding; the student:  a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logi. sound: alliteration, end rhyme, internal rhyme, consonance, assonance ii. form: lyric poem, narrative poem, fixed form poems (i.e., ballad, sonnet) iii. figurative language: personification, imagery, metaphor, simile, synecdoche, hyperbole, symbolism b. Analyzes and evaluates the appropriateness of diction and imagery (controlling images, figurative language, understatement, irony, paradox). Power Write process: Other Writing, Timed Writing Reading Log, Learning LogThe student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (i.e., classical tragedy, history play, modern drama). Power Write process: Other Writing, Timed Writing Reading Log, Learning Logb. Analyzes the characters, structures, and themes of dramatic literature. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logc. Identifies and analyzes dramatic elements, (i.e., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony). Power Write process: Other Writing, Timed Writing Reading Log, Learning Logd. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature. Power Write process: Other Writing, Timed Writing Reading Log, Learning LogELA10RL2The student identifies, analyzes, and applies knowledge of theme in literary works and provides evidence from the works to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logb. Evaluates the way an authors choice of words advances the theme or purpose of the work. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logc. Applies knowledge of the concept that a text can contain more than one theme. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logd. Analyzes and compares texts that express a universal theme, and locates support in the text for the identified theme. Power Write process: Compare/Contrast, Other Writing, Timed Writing Reading Log, Learning Loge. Compares and contrasts the presentation of a theme or topic across genres and explains how the selection of genre affects the delivery of universal ideas about life and society. Power Write process: Compare/Contrast, Other Writing, Timed Writing Reading Log, Learning Logi. Archetypal Characters (i.e., hero, good mother, sage, trickster, etc.) ii. Archetypal Patterns (i.e., journey of initiation, search for the father, etc.) iii. Archetypal Symbols (i.e., colors, water, light/dark, etc.) iv. Universal Connections (i.e., making choices, winning/losing, relationships, self and other, etc.) ELA10RL3The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods. The student a. Relates a literary work to non-literary documents and/or other texts from its literary period. Power Write process: Compare/Contrast, Other Writing Reading Logb. Relates a literary work to non-literary documents and/or other texts relevant to its historical setting. Power Write process: Compare/Contrast, Other Writing Reading Logc. Analyzes the influence of mythical, classical, and canonical literature on contemporary literature and film. Power Write process: Compare/Contrast, Other Writing Learning LogELA10RL4The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrates awareness of an authors use of stylistic devices for specific effects. Power Write process: Other Writing, Timed Writing Reading Logb. Explains important ideas and viewpoints introduced in a text through accurate and detailed references or allusions to the text and other relevant works. Power Write process: Personal Narrative, Describe a Person, Place, Thing, or Event, Other Writing, Timed Writing; Reading Logc. Identifies and assesses the impact of ambiguities, nuances, and complexities within the text. Power Write process: Other Writing, Timed Writing; Evaluate 6 Traits Conventions; Writing Tools Documenting Sources Reading Logd. Includes a formal works cited or bibliography when applicable. Power Write process: Other Writing; Evaluate 6 Traits Conventions; Writing Tools Documenting Sources Reading LogELA10RL5The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. Power Write process: Other Writing; Evaluate 6 Traits Word Choice; Writing Tools Documenting Sources Reading Logb. Uses knowledge of mythology, the Bible, and other works often alluded to in literature to understand the meanings of new words. Power Write process: Other Writing; Evaluate 6 Traits Word Choice; Writing Tools Documenting Sources Reading Log, Learning Logc. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning. WRITINGELA10W1The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student  a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout. Student Choice and Teacher Assigned writing using the Power Write Process: Business Letter, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Research Report, Book Review, Persuasive Paragraph, Persuasive Essay, Other Writing, Timed Writing; Prewrite/Organize Purpose/Focus/Controlling Idea/Thesis Evaluate 6 Traits Organization, Ideas and Content, Voiceb. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements. Student Choice and Teacher Assigned writing using the Power Write Process: Letters, Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Place, Event, or Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Assignment Details; Evaluate Your Topic Audience and Purpose Prewrite/Organize Purpose/Focus/Controlling Idea/Thesis; Evaluate 6 Traits Ideas and Content, Voicec. Constructs arguable topic sentences, when applicable, to guide unified paragraphs. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Purpose/Focus/Controlling Idea/Thesis for Persuasive Paragraph, Brainstorming Activities Convince Me!; I Say, They Say; Persuasive Facts, Examples, and Reasons; Evaluate 6 Traits Organization, Ideas and Contentd. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choicee. Writes texts of a length appropriate to address the topic or tell the story. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Ideas and Content; Read Aloud/Input and Feedback questionsf. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question). Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organizationg. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits OrganizationELA10W2The student demonstrates competence in a variety of genres.  The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently; the student: Brainstorming Activities: 1-2-3 Summary, Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Researcha. Engages the interest of the reader. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, Ideas, Voice; Writing Tools - Introductionsb. Formulates a coherent thesis or controlling idea. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Thesis Statementc. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from primary and secondary sources. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Summary, Book Review, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Introductionsd. Follows an organizational pattern appropriate to the type of composition. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Introductions, Organization Patternse. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together). Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - Short Story, Personal Narrative, Cause/Effect, Compare/Contrast, Problem/Solution, How-to, Describe a Person, Describe a Place, Describe an Event, Describe a Thing, Research Report, Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization; Writing Tools Conclusions, Organization PatternsThe student produces persuasive writing that structures ideas and arguments in a sustained and logical fashion; the student:a. Engages the reader by establishing a context and developing reader interest. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voice; Writing Tools - Introductionsb. Develops a controlling idea or formulates an arguable thesis that makes a clear and knowledgeable judgment. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voice; Writing Tools - Introductionsc. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning). Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Ideas, Voiced. Clarifies and defends positions with precise and relevant evidence (i.e., facts, expert opinions, quotations, or expressions of commonly accepted beliefs). Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Ideas, Voicee. Excludes information and arguments that are irrelevant. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Ideas, Voicef. Organizes points of argument effectively to achieve desired outcome. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organizationg. Addresses readers concerns, counterclaims, biases, and expectations. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Ideas, Voiceh. Achieves closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities: Convince Me!, I Say, They Say, Persuasive Facts, Reasons, and Examples - Persuasive Paragraph, Persuasive Essay, Timed Writing, Other Writing; Evaluate 6 Traits Organization, VoiceThe student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades to other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. ELA10W3The student uses research and technology to support writing. The student a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources. Power Write Process: Research Report, Letter of Inquiry Brainstorming Activities: 1-2-3 Summary, Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Researchb. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document. Brainstorming Activities: Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Research; Writing Tools Documenting Sources c. Synthesizes information from multiple sources and identifies complexities and discrepancies in the information and the different perspectives found in each medium (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). Power Write Process: Research Report; Brainstorming Activities: Research Questions and Notes, Writing Tools Documenting Sourcesd. Integrates quotations and citations into a written text while maintaining the flow of ideas. Power Write Process: Research Questions and Notes, Research Source Organizer, Research SQRR Initial Research; Writing Tools Documenting Sourcese. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc Brainstorming Activities: Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Research; Writing Tools Documenting Sourcesf. Designs and publishes documents, using aids such as advanced publishing software and graphic programs. ELA10W4The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. Student Choice and Teacher Assigned writing using the Power Write Process: Timed Writing and all other Forms of Writing; Prewrite/Organize, Write, Evaluate 6 Traits Organization, Ideas, Word Choice, Sentence Fluency, Voice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copyb. Revises writing to improve the logic and coherence of the organization and controlling perspective. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Organization, Ideas, Voice; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copy c. Revises writing for specific audiences, purposes, and formality of the contexts. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize, Write, Evaluate 6 Traits Organization, Ideas, Word Choice, Sentence Fluency, Voice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copyd. Revises writing to sharpen the precision of word choice and achieve desired tone. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copye. Edits writing to improve word choice, grammar, punctuation, etc. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect CopyCONVENTIONSELA10C1The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice, Conventions; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copyb. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and participial), and mechanics of punctuation (i.e., end marks, commas, semicolons, quotation marks, colons, ellipses, hyphens). Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice, Sentence Fluency, Conventions; Revisec. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses, agreement). Student Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Sentence Fluency; Revise, Wait, Read Aloud, Input and Feedback, Tackle Final Flaws, End with a Perfect Copy; Writing Tools Types of Sentences, Varying Sentence Beginnings, Combining Sentences, Correcting Rambling Sentences, Correcting Run-on Sentences ELA10C2The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student a. Produces writing that conforms to appropriate manuscript requirements. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Assignment Details; End with a Perfect Copyb. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Assignment Details; Evaluate 6 Traits Conventions; End with a Perfect Copyc. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (i.e., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writers own words, etc.). Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Assignment Details; Evaluate 6 Traits Conventions; End with a Perfect Copy d. Includes formal works cited or bibliography when applicable. Student Choice and Teacher Assigned writing using the Power Write Process: applicable Forms of Writing; Assignment Details; Evaluate 6 Traits Conventions; End with a Perfect Copy; Writing Tools Documenting SourcesLISTENING, SPEAKING, AND VIEWINGELA10LSV1The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics in addition to responding to adult-initiated topics. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsb. Asks relevant questions. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsc. Responds to questions with appropriate information. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsd. Actively solicits another persons comments or opinion. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionse. Offers own opinion forcefully without domineering. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsf. Contributes voluntarily and responds directly when solicited by teacher or discussion leader. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsg. Gives reasons in support of opinions expressed. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsh. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questionsi. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution). Student Choice and Teacher Assigned writing using the Power Write Process: All Forms of Writing; Read Aloud and Input and Feedback questions, Tackle Final Flawsj. Divides labor so as to achieve the overall group goal efficiently.  ELA10LSV2The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student:a. Analyzes historically significant speeches to find the rhetorical devices and features that make them memorable. b. Evaluates the clarity, quality, effectiveness, and general coherence of a speakers important points, arguments, evidence, organization of ideas, delivery, diction, and syntax. c. Analyzes the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic. d. Identifies logical fallacies used in oral addresses (i.e., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect). e. Analyzes the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. When delivering and responding to presentations, the student: a. Delivers narrative, expository, or persuasive presentations that incorporate the same elements found in that mode or genre of writing. b. Delivers oral responses to literature that incorporate the same elements found in written literary analysis. c. 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