ࡱ> 9;678%` ÁbjbjNN 7x,,yR\R\R\8\D\qy~n`n`(```qaqaqaxxxxxxx$zhW}ybqaqabby``+yhhhb|``xhbxhhh`b` OR\Bc0h\jAy0qyh#~rd:#~h#~hXqa0a"haaqaqaqayygXqaqaqaqybbbbD?.F$.F Correlation to Georgia Performance Standards Subject Area: Ninth Grade Literature / and Composition State-Funded Course: 23.06/23.06100/23.03/23.03100/23.03400/23.08300 Textbook Title: 6 Trait Power Write, 6 Year Student License Publisher: Perfection Learning Corporation Standard (Cite Number)Standard (Cite specific Standard)Where Taught (If print component, cite page number; if non-print, cite appropriate location.)ELA9RL1The 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 (i.e., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.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 applies knowledge of the characteristics of memoir, biography, and/or autobiography. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logb. Analyzes and explains the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logc. Analyzes and evaluates the effects of language (i.e., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography. Power Write process: Other Writing, Timed Writing Reading Log, Learning LogThe student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets; the student:  a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems. Power Write process: Other Writing, Timed Writing Reading Log, Learning Logb. Sorts and classifies poems by specified criteria (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics). The 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., Shakespearean tragedy and comedy). Power Write process: Compare/Contrast, Other Writing, Timed Writing Reading Log, Learning Logb. Analyzes the characters, structures, and themes of dramatic literature. Power Write process: Compare/Contrast, Other Writing, Timed Writing Reading Log, Learning Logc. Identifies and analyzes dramatic elements, (i.e., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony). Power Write process: Compare/Contrast, Other Writing, Timed Writing Reading Log, Learning Logd. Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature. Power Write process: Compare/Contrast, Other Writing, Timed Writing Reading Log, Learning LogELA9RL2 The student identifies, analyzes, and applies knowledge of theme in literary works from various genres 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 how an authors choice of words advances the theme or purpose of a 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. 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 LogELA9RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background. 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 Log ELA9RL4The 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 studenta. Demonstrates understanding of significant themes in specific literary works. Power Write process: Other Writing, Timed Writing Reading Logb. Supports important ideas and viewpoints through accurate and detailed references or allusions to the text. Power Write process: Personal Narrative, Describe a Person, Place, Thing, or Event, Other Writing, Timed Writing Reading Logc. Includes a formal works cited or bibliography when applicable. Power Write process: Other Writing; Evaluate 6 Traits Conventions; Writing Tools Documenting Sources Reading LogELA9RL5The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studenta. 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 Log, Learning Logb. Uses knowledge of Greek and Latin prefixes, suffixes, and roots to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. WRITINGELA9W1The 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 studenta. 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, Voice c. 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 OrganizationELA9W2The student demonstrates competence in a variety of genres. The student produces narrative writing and applies polished narrative strategies acquired in grades 6-8 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 at least one secondary source. 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 and applies persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student produces technical writing that reports technical information and/or conveys ideas clearly, logically, and purposefully to a particular audience; the student: a. Engages the interest of the reader. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voice; Writing Tools - Introductionsb. Provides clear and purposeful information logically and correctly in order to address an intended audience appropriately. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities - 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization; Writing Tools - Introductionsc. Uses appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients. Student Choice and Teacher Assigned writing using the Power Write Process: 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voiced. Uses varied levels, patterns, and types of language to achieve intended effects and aid comprehension. Student Choice and Teacher Assigned writing using the Power Write Process: 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voice, Sentence Fluency; e. Provides detailed and accurate information or specifications to anticipate readers problems, mistakes, and misunderstandings. Student Choice and Teacher Assigned writing using the Power Write 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voicef. Follows style conventions for specific types of documents (i.e., surveys or questionnaires, technical reports, research studies, proposals) and uses page formats, fonts, spacing, highlighting, and images that contribute to the readability and impact of the document. Student Choice and Teacher Assigned writing using the Power Write Process: 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voice; Tackle Final Flaws, End with a Perfect Copyg. Combines text, images, and sound as well as other information from many sources (i.e., television broadcasts, videos, films, books, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images). Student Choice and Teacher Assigned writing using the Power Write Process: 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voice; Tackle Final Flaws, End with a Perfect Copyh. Polishes and refines documents using such aids as advanced publishing software and graphic programs. Student Choice and Teacher Assigned writing using the Power Write Process: 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, Voice; Tackle Final Flaws, End with a Perfect Copy i. Provides closure. Student Choice and Teacher Assigned writing using the Power Write Process: Prewrite/Organize Brainstorming Activities; 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 Your Topic Audience and Purpose; Evaluate 6 Traits Organization, Ideas, VoiceELA9W3The student uses research and technology to support writing. The student Brainstorming Activities: 1-2-3 Summary, Research Gathering Information, Research Interview, Research Questions and Notes, Research Source Organizer, Research SQRR Initial Researcha. 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 an essay, composition, or 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, or 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. ELA9W4The 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 Copy b. 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 Copyc. 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 CopyCONVENTIONSELA9C1The student demonstrates understanding and control of the rules of the English languagea. Demonstrates an understanding of proper English usage and control of grammarStudent 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 clausesStudent Choice and Teacher Assigned writing using the Power Write Process: Evaluate 6 Traits Word Choice, Sentence Fluency, Conventions; Revisec. Demonstrates an understanding of sentence constructionStudent 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 ELA9C2The 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 VIEWINGELA9LSV1The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics and responds 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 opinions. 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. Volunteers contributions and responds when directly 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 to achieve the overall group goal efficiently.  ELA9LSV2The 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 written and oral texts and media (i.e., television, radio, film productions, and electronic media), the student: a. Assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience. b. Analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic. c. Formulates judgments about ideas under discussion and supports those judgments with convincing evidence. d. Compares and contrasts the ways in which media genres (i.e., televised news, news magazines, documentaries, online information) cover the same event. e. Creates an appropriate scoring guide to prepare, improve, and assess presentations. f. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication. g. Identifies the aesthetic effects of a media presentation (i.e., layout, lighting, color, camera angles, background, etc.). h. Identifies differences between the voice, tone, and diction used in media presentations (i.e., documentary films, news broadcasts, taped interviews) and informal speech. 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. Applies appropriate interviewing techniques (i.e., prepares and asks relevant questions; makes notes of responses; uses language that conveys maturity, sensitivity and respect; responds correctly and effectively to questions). c. Delivers oral responses to literature that incorporate the same elements found in written literary analysis. d. 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