correlated to the Indiana Academic Standards English /Language Arts… · 2007-05-25 · Academic...

IndianaAcademic StandardsEnglish /Language Arts, Grade 8

correlated to the

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McDougal Littell Literature,Grade 8 ©2008

correlated to the

IndianaAcademic Standards

English/Language ArtsGrade 8

Indiana Academic StandardsEnglish/Language Arts, Grade 8

Pupil Edition / Teacher’s Edition

Standard 1READING: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine themeaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Vocabulary and Concept Development

8.1.1 Analyze idioms and comparisons — such as analogies,metaphors, and similes — to infer the literal and figurativemeanings of phrases.

See 8.1.1.a-8.1.1.d

8.1.1.a Idioms: expressions that cannot be understood justby knowing the meanings of the words in the expression,such as to be an old hand at something or to get one's feetwet

325, 436, 726, 754

8.1.1.b Analogies: comparisons of the similar aspects of twodifferent things

252, 780

McDougal Littell Literature, Grade 8 ©2008 correlated to theIndiana Academic Standards, English/Language Arts—Grade 8

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8.1.1.c Metaphors: implied comparisons, such as The starswere brilliant diamonds in the night sky.

580, 583, 586, 587, 589, 593, 594, 602, 617, 658, 733

8.1.1.d Similes: comparisons that use like or as, such as Thestars were like a million diamonds in the sky.

180, 580, 583, 584, 587, 659, 828

8.1.2 Understand the influence of historical events onEnglish word meaning and vocabulary expansion.

595, 903

8.1.3 Verify the meaning of a word in its context, evenwhen its meaning is not directly stated, through the use ofdefinition, restatement, example, comparison, or contrast.

33, 44, 63, 156, 169, 180, 189, 220, 259, 272, 281, 304, 325, 333, 359, 372, 381,394, 414, 436, 455, 570, 619, 631, 673, 680, 683, 705, 713, 717, 726, 754, 780,783, 798, 828, 872, 885, 892, 929, 937, 956, 992, 1009, 1011, 1028


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Standard 2READING: Comprehension and Analysis of Nonfiction and Informational Text

Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List(www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 8, inaddition to regular classroom reading, students read a variety of nonfiction, such as biographies, autobiographies, books in many different subjectareas, magazines, newspapers, reference and technical materials, and online information.

Structural Features of Informational and Technical Materials

8.2.1 Compare and contrast the features and elements ofconsumer materials to gain meaning from documents.

R16, R17

8.2.2 Analyze text that uses proposition (statement ofargument) and support patterns.

962, 963, 966, 969, 970, 971, 973, 974, 975, 976, 977, 985, 986, 991, 993, 995,1011, 1026, 1027

8.2.7 Analyze the structure, format, and purpose ofinformational materials (such as textbooks, newspapers,instructional or technical manuals, and public documents).

8, 9, 10, 140, 141, 142, 143, 182, 183, 185, 186, 187, 271, 275, 276, 278, 280, 326,327, 331, 397, 399, 400, 401, 403, 404, 405, 406, 407, 408, 409, 410, 411, 412,413, 632, 633, 634, 635, 846, 847, 848, 849, 878, 879, 880, 881, 883, 885, 886,889, 891, 895, 896, 900, 906, 909, 910, 916, 919, 921, 924, 925, 929, 931, 932,933, 934, 936, 954, 955, 1039, 1040, 1042, 1043, 1044, 1045, 1046, 1047, 1048,1050


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Analysis of Grade-Level-Appropriate Nonfiction and Informational Text

8.2.3 Find similarities and differences between texts in thetreatment, amount of coverage, or organization of ideas.

8, 9, 10, 143, 182, 187, 397, 413, 415, 544, 635, 809, 849, 853, 858, 871, 936, 977,985, 991, 993

8.2.4 Compare the original text to a summary to determinewhether the summary accurately describes the main ideas,includes important details, and conveys the underlyingmeaning.

280, 635, 891, 954

8.2.5 Use information from a variety of consumer andpublic documents to explain a situation or decision and tosolve a problem.

635, 697, 960

8.2.8 Understand and explain the use of simple equipmentby following directions in a technical manual.

15

8.2.9 Make reasonable statements and draw conclusionsabout a text, supporting them with accurate examples.

12, 116, 187, 271, 280, 331, 413, 544, 553, 697, 712, 725, 827, 844, 849, 891, 902,916, 991, 995, 1000, 1008

Expository (Informational) Critique

8.2.6 Evaluate the logic (inductive or deductive argument),internal consistency, and structural patterns of text.

187, 280, 635, 963, 969, 971, 973, 977, 1000, 1011, 1027


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Standard 3READING: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the IndianaReading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students.At Grade 8, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction,mysteries, adventures, folklore, mythology, poetry, short stories, dramas, and other genres.

Structural Features of Literature

8.3.1 Determine and articulate the relationship between thepurposes and characteristics of different forms of poetry(including ballads, lyrics, couplets, epics, elegies, odes, andsonnets).

See 8.3.1.a-8.3.1.g

8.3.1.a Ballad: a poem that tells a story 133, 134, 135, 137, 138, 139, 283, 291, 637

8.3.1.b Lyric: words set to music 613, 616, 617, 619

8.3.1.c Couplet: two successive lines of verse that rhyme 589, 592, 594

8.3.1.d Epic: a long poem that describes heroic deeds oradventures

637, 646

8.3.1.e Elegy: a mournful poem for the dead 733

8.3.1.f Ode: a poem of praise 619, 622, 623

8.3.1.g Sonnet: a rhymed poem of 14 lines 619, 623


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Analysis of Grade-Level-Appropriate Literary Text

8.3.2 Evaluate the structural elements of the plot, such assubplots, parallel episodes, and climax; the plot'sdevelopment; and the way in which conflicts are (or are not)addressed and resolved.

5, 24, 25, 26, 27, 28, 29, 30, 31, 33, 34, 37, 40, 41, 42, 43, 47, 50, 51, 52, 53, 55,57, 59, 63, 64, 66, 68, 69, 71, 73, 107, 108, 119, 120, 122, 123, 124, 126, 128, 129,131, 133, 135, 138, 139, 154, 155, 179, 219, 235, 333, 344, 353, 355, 442, 443,444, 445, 447, 473, 485, 521, 542, 639, 645, 646, 683, 692, 779, 783, 784, 787,788, 791, 794, 795, 797

8.3.3 Compare and contrast the motivations and reactions ofliterary characters from different historical eras confrontingeither similar situations and conflicts or similar hypotheticalsituations.

98, 251, 253, 291, 355, 463, 473

8.3.4 Analyze the importance of the setting to the mood,tone, and meaning of the text.

310, 311, 312, 313, 314, 315, 317, 324, 333, 355, 359, 360, 371, 381, 387, 389,393, 434, 442, 444, 447, 452, 683, 692

8.3.5 Identify and analyze recurring themes (such as goodversus evil) that appear frequently across traditional andcontemporary works.

2, 3, 5, 6, 7, 9, 11, 251, 442, 443, 444, 445, 447, 455, 458, 459, 460, 463, 464, 468,471, 472, 473, 475, 485, 521, 542, 550, 568, 569, 605, 606, 608, 610, 611, 622,630

8.3.6 Identify significant literary devices, such as metaphor,symbolism, dialect or quotations, and irony, which define awriter’s style and use those elements to interpret the work.

See 8.3.6.a-8.3.6.d

8.3.6.a Metaphor: an implied comparison in which a wordor phrase is used in place of another, such as He wasdrowning in money.

580, 583, 586, 587, 589, 593, 594, 602, 617, 658, 733

8.3.6.b Symbolism: the use of an object to representsomething else; for example, a dove might symbolize peace.

291, 442, 443, 444, 445, 449, 450, 452, 460, 477, 478, 480, 481, 482, 568, 569,610, 844, 850, 851, 852

8.3.6.c Dialect: the vocabulary, grammar, and pronunciationused by people in different regions.

179, 617

8.3.6.d Irony: the use of words to express the opposite of theliteral meaning of the words, often to be humorous.

59, 688, 717, 718, 720, 723, 724, 725, 729, 730, 733, 752, 753, 1008


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8.3.8 Contrast points of view — such as first person, thirdperson, third person limited and third person omniscient,and subjective and objective — in narrative text and explainhow they affect the overall theme of the work.

See 8.3.8.a-8.3.8.f

8.3.8.a First person: the narrator tells the story from the "I"perspective.

162, 163, 167, 193, 197, 201, 212, 223, 224, 226, 230, 231, 233, 235, 237, 302,831, 870

8.3.8.b Third person: the narrator tells the story from anoutside perspective.

162, 163, 167, 169, 170, 179, 303

8.3.8.c Limited narration: the narrator does not know allthoughts of all characters.

162, 169, 173, 176, 178, 179, 201, 303

8.3.8.d Omniscient narration: the narrator knows allthoughts of all characters.

162, 163

8.3.8.e Subjective: the point of view involves a personalperspective.

831, 870

8.3.8.f Objective: the point of view is from a distanced,informational perspective, as in a news report.

919, 921, 922, 923, 924, 925, 929, 931, 932, 933

8.3.9 Analyze the relevance of setting (places, times,customs) to mood, tone, and meaning of text.

310, 311, 312, 313, 314, 315, 317, 324, 333, 355, 359, 360, 371, 381, 387, 389,393, 434, 442, 444, 447, 452, 683, 692

Literary Criticism

8.3.7 Analyze a work of literature, showing how it reflectsthe heritage, traditions, attitudes, and beliefs of its author.

111, 114, 115, 116, 131, 251, 393, 395, 587, 610, 646, 668, 669, 670, 683, 684,688, 689, 692, 714, 717, 721, 722, 723, 725, 727, 729, 732, 733, 735, 740, 741,760, 761, 762, 764, 765, 767, 768, 771, 772, 774, 778, 779, 783, 797, 817, 818,821, 823, 824, 825, 827, 829, 831, 844, 855, 858, 870, 871, 979, 991, 1003, 1004,1008


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Standard 4WRITING: Processes and Features

Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through thestages of the writing process and proofread, edit, and revise writing.

Organization and Focus

8.4.1 Discuss ideas for writing, keep a list or notebook ofideas, and use graphic organizers to plan writing.

17, 19, 32, 147, 148, 253, 295, 296, 415, 427, 475, 561, 611, 651, 741, 745, 863,864, 947, 948, 993, 1019, 1056, 1061

8.4.2 Create compositions that have a clear message, acoherent thesis (a statement of position on the topic), andend with a clear and well-supported conclusion.

18, 253, 296, 415, 427, 429, 475, 611, 652, 714, 741, 745, 747, 781, 829, 849, 863,864, 949, 993, 1019, 1021, 1061, 1062, 1065

8.4.3 Support theses or conclusions with analogies(comparisons), paraphrases, quotations, opinions fromexperts, and similar devices.

18, 221, 253, 273, 296, 331, 357, 373, 395, 415, 427, 428, 453, 475, 543, 553, 603,611, 635, 647, 651, 652, 681, 697, 714, 727, 741, 745, 746, 829, 849, 863, 864,865, 947, 949, 993, 1019, 1020, 1021, 1062, 1064

8.4.10 Create an organizational structure that balances allaspects of the composition and uses effective transitionsbetween sentences to unify important ideas.

18, 149, 428, 563, 652, 653, 864, 865, 866, 949, 1020, 1065

Research Process and Technology

8.4.4 Plan and conduct multiple-step information searchesusing computer networks.

891, 1019, 1035, 1037, 1038, 1039, 1040, 1041, 1042, 1044, 1050, 1056, 1057,

8.4.5 Achieve an effective balance between researchedinformation and original ideas.

1064, 1065

8.4.6 Use a computer to create documents by using word-processing skills and publishing programs; develop simpledatabases and spreadsheets to manage information andprepare reports.

109, 431, 557, 749, 853, 867, 902, 907, 983, 1067


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Evaluation and Revision

8.4.7 Review, evaluate, and revise writing for meaning andclarity.

17, 149, 150, 253, 297, 298, 415, 429, 475, 563, 564, 611, 653, 654, 747, 748, 865,866, 949, 950, 993, 1021, 1022, 1064, 1065, 1066

8.4.11 Identify topics; ask and evaluate questions; anddevelop ideas leading to inquiry, investigation, and research.

902, 907, 1019, 1034, 1035, 1036, 1056

8.4.8 Edit and proofread one's own writing, as well as thatof others, using an editing checklist or set of rules, withspecific examples of corrections of frequent errors.

17, 19, 45, 61, 75, 99, 131, 150, 181, 221, 237, 273, 298, 357, 373, 395, 430, 453,483, 543, 564, 603, 647, 654, 681, 714, 727, 748, 799, 829, 866, 893, 927, 950,979, 1015, 1022

8.4.9 Revise writing for word choice; appropriateorganization; consistent point of view; and transitionsamong paragraphs, passages, and ideas.

17, 149, 150, 297, 298, 429, 430, 563, 564, 653, 654, 747, 748, 865, 866, 949, 950,1021, 1022, 1064, 1065, 1066


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Standard 5WRITING: Applications (Different Types of Writing and Their Characteristics)

At Grade 8, students continue to write narrative, expository (informational), persuasive, and descriptive essays (research reports of 700 to 1,000words or more). Students are introduced to writing technical documents. Student writing demonstrates a command of Standard English and theresearch, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness ofthe audience (intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 8 students use the writing strategiesoutlined in Standard 4 — Writing Processes and Features to:

8.5.1 Write biographies, autobiographies, and short storiesthat:

See 8.5.1.a-8.5.1.c

8.5.1.a tell about an incident, event, or situation, using well-chosen details.

144, 147, 148, 149, 558, 561, 562, 563, 647

8.5.1.b reveal the significance of, or the writer's attitudeabout, the subject.

144, 147, 149, 816, 827

8.5.1.c use narrative and descriptive strategies, includingrelevant dialogue, specific action, physical description,background description, and comparison or contrast ofcharacters.

144, 147, 148, 149, 558, 561, 562, 563, 647

8.5.2 Write responses to literature that: See 8.5.2.a-8.5.2.d

8.5.2.a demonstrate careful reading and insight intointerpretations.

45, 61, 75, 99, 131, 143, 144, 181, 221, 237, 253, 273, 292, 331, 357, 373, 395,424, 453, 475, 483, 543, 553, 558, 603, 611, 635, 647, 648, 651, 652, 653, 681,692, 697, 714, 727, 741, 742, 745, 746, 747, 781, 799, 829, 849, 860, 927, 944,979, 993, 1015

8.5.2.b connect response to the writer's techniques and tospecific textual references.

424, 427, 428, 475, 603, 611, 647, 648, 651, 652, 653, 714, 727, 741, 742, 745,746, 849, 993, 1015

8.5.2.c make supported inferences about the effects of aliterary work on its audience.

424, 543, 727, 747, 1015

8.5.2.d support statements with evidence from the text. 99, 143, 181, 221, 253, 273, 331, 357, 373, 395, 424, 427, 428, 453, 475, 543, 553,603, 611, 635, 647, 648, 651, 652, 681, 697, 714, 727, 741, 745, 746, 799, 829,849, 947, 993, 1015


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8.5.4 Write persuasive compositions that: See 8.5.4.a-8.5.4.c

8.5.4.a include a well-defined thesis that makes a clear andknowledgeable appeal.

829, 979, 1015, 1016, 1019

8.5.4.b present detailed evidence, examples, and reasoningto support effective arguments and emotional appeals.

829, 1019, 1020, 1021

8.5.4.c provide details, reasons, and examples, arrangingthem effectively by anticipating and answering readerconcerns and counterarguments.

1019, 1020

8.5.5 Write technical documents that: See 8.5.5.a-8.5.5.c

8.5.5.a identify the sequence of activities needed to design asystem, operate a tool, or explain the bylaws of anorganization's constitution or guidelines.

R42, R43, R44, R45

8.5.5.b include all the factors and variables that need to beconsidered.

R42, R43, R44, R45

8.5.5.c use formatting techniques, including headings andchanging the fonts (typeface) to aid comprehension.

R45

8.5.6 Write using precise word choices to make writinginteresting and exact.

18, 75, 147, 149, 181, 273, 295, 297, 298, 373, 423, 429, 453, 562, 563, 582, 653,681, 747, 949, 1021

8.5.7 Write for different purposes and to a specific audienceor person, adjusting tone and style as necessary.

16, 18, 45, 61, 75, 99, 109, 131, 143, 144, 149, 181, 187, 221, 237, 253, 257, 273,292, 297, 331, 357, 373, 395, 415, 423, 424, 427, 453, 475, 483, 543, 553, 557,558, 582, 587, 594, 603, 611, 624, 635, 647, 648, 681, 692, 697, 714, 727, 741,742, 781, 799, 816, 827, 829, 849, 853, 860, 891, 893, 907, 927, 928, 944, 979,983, 993, 1010, 1015, 1016, 1052


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Research Application

8.5.3 Write or deliver a research report that has beendeveloped using a systematic research process (defines thetopic, gathers information, determines credibility, reportsfindings) and that:

See 8.5.3.a-8.5.3.d

8.5.3.a uses information from a variety of sources (books,technology, multimedia) and documents sourcesindependently by using a consistent format for citations.

1052, 1055, 1057, 1058, 1059, 1060, 1062, 1063, 1064, 1066, 1067

8.5.3.b demonstrates that information that has been gatheredhas been summarized and that the topic has been refinedthrough this process.

844, 891, 1056, 1059, 1060, 1061

8.5.3.c demonstrates that sources have been evaluated foraccuracy, bias, and credibility.

1045-1048, 1057

8.5.3.d organizes information by categorizing andsequencing, and demonstrates the distinction between one'sown ideas from the ideas of others, and includes abibliography (Works Cited).

1060, 1061, 1063


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Standard 6WRITING: English Language Conventions

Students write using Standard English conventions appropriate to this grade level.

Sentence Structure

8.6.1 Use correct and varied sentence types (simple,compound, complex, and compound-complex) and sentenceopenings to present a lively and effective personal style.

18, 45, 61, 237, 273, 297, 428, 430, 653, 714, 727, 747, 755, 781, 873, 1065

8.6.2 Identify and use parallelism (use consistent elementsof grammar when compiling a list) in all writing to presentitems in a series and items juxtaposed for emphasis.(Correct: Students having difficulty and needing help shouldstay after class. Incorrect: Students having difficulty andwho need help should stay after class.)

748, 1015, 1029

8.6.3 Use subordination, coordination, noun phrases thatfunction as adjectives (These gestures - acts of friendship -were noticed but not appreciated.), and other devices toindicate clearly the relationship between ideas.

61, 237, 273, 681, 714, 727, 755, 781, 873


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Grammar

8.6.4 Edit written manuscripts to ensure that correctgrammar is used.

17, 18, 150, 298, 430, 564, 654, 748, 866, 950, 1022

8.6.8 Identify and use infinitives (the word to followed bythe base form of a verb, such as to understand or to learn)and participles (made by adding -ing, -d, -ed, -n, -en, or -t tothe base form of the verb, such as dreaming, chosen, built,and grown).

R61, R62

Punctuation

8.6.5 Use correct punctuation. 61, 75, 150, 157, 237, 430, 603, 647, 654, 661, 681, 714, 741, 755, 799, 829, 866,873, 927, 957

Capitalization

8.6.6 Use correct capitalization. 543, 571, 893, 957, 979, 1029

Spelling

8.6.7 Use correct spelling conventions. R74, R75, R76


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Standard 7LISTENING AND SPEAKING: Skills, Strategies, and Applications

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Theyevaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, includingnarration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in theirwriting.

Comprehension

8.7.1 Paraphrase (restate) a speaker's purpose and point ofview and ask questions concerning the speaker's content,delivery, and attitude toward the subject.

299

Organization and Delivery of Oral Communication

8.7.2 Match the message, vocabulary, voice modulation(changes in tone), expression, and tone to the audience andpurpose.

151, 431, 655, 712, 951, 1023

8.7.3 Outline the organization of a speech, including anintroduction; transitions, previews, and summaries; alogically developed body; and an effective conclusion.

431, 1023

8.7.4 Use precise language, action verbs, sensory details,appropriate and colorful modifiers (describing words, suchas adverbs and adjectives), and the active (I recommend thatyou write drafts.) rather than the passive voice (The writingof drafts is recommended.) in ways that enliven oralpresentations.

151, 712, 1023

8.7.5 Use appropriate grammar, word choice, enunciation(clear speech), and pace (timing) during formalpresentations.

151, 655, 951

8.7.6 Use audience feedback, including both verbal andnonverbal cues, to reconsider and modify the organizationalstructure and/or to rearrange words and sentences forclarification of meaning.

431


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Analysis and Evaluation of Oral and Media Communications

8.7.7 Analyze oral interpretations of literature, includinglanguage choice and delivery, and the effect of theinterpretations on the listener.

108, 555, 556, 557

8.7.8 Evaluate the credibility of a speaker, includingwhether the speaker has hidden agendas or presents slantedor biased material.

R81

8.7.9 Interpret and evaluate the various ways in whichvisual image makers (such as graphic artists, illustrators,and news photographers) communicate information andaffect impressions and opinions.

34, 39, 42, 48, 52, 64, 68, 78, 82, 107, 108, 112, 120, 125, 134, 170, 174, 190, 195,205, 209, 213, 224, 227, 230, 234, 240, 245, 248, 255, 256, 257, 260, 262, 267,269, 276, 284, 318, 320, 328, 334, 338, 343, 347, 351, 360, 365, 369, 382, 386,388, 398, 400, 403, 405, 408, 411, 418, 420, 450, 456, 464, 466, 468, 470, 478,481, 547, 555, 556, 557, 584, 590, 598, 606, 608, 614, 620, 627, 638, 640, 644,674, 684, 690, 706, 709, 718, 723, 730, 736, 739, 768, 773, 776, 784, 793, 795,802, 818, 822, 832, 837, 840, 843, 850, 851, 852, 853, 856, 857, 887, 895, 897,898, 900, 902, 911, 915, 920, 930, 954, 967, 981, 982, 983, 987, 989, 997, 1005,1012

Speaking Applications

8.7.10 Deliver narrative presentations, such as biographicalor autobiographical information that:

See 8.7.10.a-8.7.10.c

8.7.10.a relate a clear incident, event, or situation, usingwell-chosen details.

151, 565, R81

8.7.10.b reveal the significance of the incident, event, orsituation.

779, R81

8.7.10.c use narrative and descriptive strategies to supportthe presentation, including relevant dialogue, specificaction, physical description, background description, andcomparison or contrast of characters.

151, 565, R81


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8.7.15 Deliver descriptive presentations that: See 8.7.15.a-8.7.15.c

8.7.15.a establish a clear point of view on the subject of thepresentation.

151

8.7.15.b establish the presenter's relationship with thesubject of the presentation (whether the presentation is madeas an uninvolved observer or by someone who is personallyinvolved).

151, R78

8.7.15.c contain effective, factual descriptions ofappearance, concrete images, shifting perspectives, andsensory details.

151, R79

8.7.11 Deliver oral responses to literature that: See 8.7.11.a-8.7.11.d

8.7.11.a interpret a reading and provide insight. 431, 1023, R82

8.7.11.b connect personal responses to the writer'stechniques and to specific textual references.

648, 654, R82

8.7.11.c make supported inferences about the effects of aliterary work on its audience.

1023, R82

8.7.11.d support judgments through references to the text,other works, other authors, or personal knowledge.

431, 1023, R82


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8.7.12 Deliver research presentations that: See 8.7.12.a-8.7.12.d

8.7.12.a define a thesis (a position on the topic). 431, 951, R81

8.7.12.b research important ideas, concepts, and directquotations from significant information sources andparaphrase and summarize important perspectives on thetopic.

431, 858, R81

8.7.12.c use a variety of research sources and distinguish thenature and value of each.

431, 1045, 1046, 1047, 1048, R81

8.7.12.d present information on charts, maps, and graphs. 431, 951, 1067, R81

8.7.13 Deliver persuasive presentations that: See 8.7.13.a-8.7.13.d

8.7.13.a include a well-defined thesis (position on thetopic).

977, 1023, 1061, R81

8.7.13.b differentiate fact from opinion and supportarguments with detailed evidence, examples, reasoning, andpersuasive language.

977, 1023, R81

8.7.13.c anticipate and effectively answer listener concernsand counterarguments through the inclusion andarrangement of details, reasons, examples, and otherelements.

1020, 1023, R81

8.7.13.d maintain a reasonable tone. 1023, R79, R81

IN 1725/2007

2008CC2

correlated to the Indiana Academic Standards English /Language Arts… · 2007-05-25 · Academic...

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