Grade 10 - McDougal · PDF fileGrade 10 correlated to the ... contemporary works recognized as having significant literary merit. ... • Identifying ideas and issues of a text or

correlated to the

MarylandEnglish Assessment LimitsGrade 10

Grade 10

McDougal LittellThe Language of Literature © 2002

Grade 10

correlated to the

Maryland Core Learning Goals I-IV and AssessmentsHigh School English & Language Arts

Goal 1 The student will demonstrate the ability to respond to a text by employing personalexperiences and critical analysis.

Expectation 1.1The student will use effective strategies before, during, and after reading,viewing, and listening to self-selected and assigned materials.

Indicator 1.1.1 The student will use pre-reading strategies appropriate to both the text andpurpose for reading by surveying the text, accessing prior knowledge, formulatingquestions, setting purpose(s), and making predictions.

English Assessment Limits

• Recognizing the implications of text features such as title, subheadings,pictures, and captions.

PE/TE: 998-999

• Linking appropriate experiences and prior knowledge about the topic,author, or type of material to the text.

PE/TE: 20, 39, 53, 82, 93, 101, 121, 133, 156, 167, 170, 178, 194,209, 231, 236, 260, 326, 343, 349, 354, 394, 407, 417, 437,442, 466, 479, 491, 513, 520, 527, 556, 575, 578, 675, 759,794, 901, 906, 939, 960, 977, 981, 1061, 1086, 1099

• Identifying appropriate purpose for reading the text.

PE/TE: 1120

• Predicting the developments, topics, or ideas that might logically beincluded if the text were extended.

PE/TE: 7, 9, 12, 71, 82, 106, 155, 159, 167, 173, 329, 343, 545,550, 556, 572, 636, 830, 848, 853, 883, 896, 900, 1120

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McDougal Littell The Language of Literature, Grade 10 © 2002 correlated toMaryland High School Core Learning Goals I-IV and Assessments for English and Language Arts

Indicator 1.1.2 The student will use during-reading strategies appropriate to both the text andpurpose for reading by visualizing, making connections, and using fix-upstrategies such as rereading, questioning, and summarizing.


• Using visual aids such as maps and charts.

PE/TE: 181-182, 916-917

• Making connections between ideas within the text and relevant priorknowledge.

PE/TE: 20, 30, 39, 42, 53, 71, 82, 86, 93, 95, 107, 110, 112, 121,133, 148, 156, 159, 167, 170, 178, 188, 194, 196, 209, 228,231, 233, 236, 255, 260, 287, 300, 311, 316, 326, 329, 343,346, 351, 354, 386, 394, 397, 407, 411, 417, 433, 437, 439,455, 460, 462, 466, 468, 479, 484, 491, 503, 513, 516, 520,527, 546, 556, 559, 575, 581, 600, 613, 626, 645, 649, 652,660, 664, 675, 689, 735, 759, 777, 822, 833, 838, 841, 843,846, 853, 890, 901, 903, 906, 922, 933, 941, 945, 964, 977,981, 983, 995, 1061, 1080, 1083, 1099, 1120

• Identifying the organizational pattern of the text.

PE/TE: 107, 110, 112, 121, 170, 173, 178, 314-315, 385, 482-483,522-527, 662, 916-917, 1088

• Identifying the meaning of words and phrases as they are used in context.

PE/TE: 28, 56, 179, 253, 301, 343, 408, 601, 643, 834, 854, 908,1000

Add’l TE: 22, 72, 96, 126, 160, 171, 175, 197, 240, 288, 304, 402,470, 486, 506, 524, 560, 628, 654, 666, 824, 894, 924, 965,1020, 1065, 1092

• Focusing on similarities or differences in organizational patterns, purpose,and relevant prior knowledge across texts.

PE/TE: 112, 121, 170, 178, 255, 256, 258, 260, 351, 354, 385, 444,645, 649, 998-999

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Indicator 1.1.3 The student will use after-reading strategies appropriate to both the text andpurpose for reading by summarizing, comparing, contrasting, synthesizing,drawing conclusions, and validating the purpose for reading.


• Summarizing, comparing, contrasting, and synthesizing significant ideasin the text.

PE/TE: 276, 483, 977, 981, 1080-1089

• Summarizing or synthesizing significant ideas across texts and drawingconclusions based on information in more than one text.

PE/TE: 39, 53, 93, 101, 110, 121, 133, 147, 148, 156, 167, 178,194, 209, 231, 236, 252, 260, 276, 300, 311, 343, 349, 354,394, 417, 432, 433, 437, 442, 460, 466, 483, 491, 503, 506,513, 520, 527, 556, 578, 579, 581, 600, 642, 649, 652, 660,713, 759, 777, 833, 846, 853, 871, 889, 890, 901, 933, 945,977, 981, 995, 1080, 1089, 1086, 1099, 1120

• Drawing conclusions based upon information from the text.

PE/TE: 39, 53, 93, 101, 110, 121, 133, 147, 148, 156, 167, 178,194, 209, 231, 236, 252, 260, 276, 300, 311, 343, 349, 354,394, 417, 432, 433, 437, 442, 460, 466, 483, 491, 503, 506,513, 520, 527, 556, 578, 579, 581, 600, 642, 649, 652, 660,713, 759, 777, 833, 846, 853, 871, 889, 890, 901, 933, 945,977, 981, 995, 1080, 1089, 1086, 1099, 1120

• Confirming the usefulness or purpose for reading the text.

PE/TE: 48, 454, 491, 549, 590-591, 625-626, 836, 867

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Expectation 1.2The student will construct, examine, and extend meaning of traditional andcontemporary works recognized as having significant literary merit.

Indicator 1.2.1 The student will consider the contributions of plot, character, setting, conflict, andpoint of view when constructing the meaning of a text.


• Plot sequence of events, cause-and-effect relationships, identifying eventsthat are rising action, climax or turning point, falling action, or resolution(students will not be asked to label events).

PE/TE: 19, 286

• Characters’ defining traits, motivations, and developments throughout thetext.

PE/TE: 17, 39, 239, 252, 468, 479, 664, 983

• Details that provide clues to the setting, the mood created by the setting,the role the setting plays in the text, and the identification of the setting.

PE/TE: 18, 86, 93, 145, 196, 209, 285, 303, 311

• Conflicts that motivate characters and those that serve to drive the plot.

PE/TE: 17, 39, 239, 252, 468, 479, 664, 983

• The perspective of the author or speaker as well as the effect of first- orthird-person narration.

PE/TE: 452-453, 455, 460, 522, 527

Indicator 1.2.5 The student will extend or further develop meaning by explaining the implicationsof the text for the reader or contemporary society.


• Identifying ideas and issues of a text or across texts that may haveimplications for readers or contemporary society.

PE/TE: 18, 19, 20, 27, 39, 53, 82, 93, 110, 145-146, 147, 148, 156,159, 167, 170, 178, 187, 194, 209, 211, 219, 354, 394, 432,437, 442, 444, 592, 600, 613, 615, 660, 794, 853, 854, 901,1017, 1019, 1061

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Expectation 1.3 The student will explain and give evidence to support perceptions about print andnon-print works.

Indicator 1.3.3 The student will identify features of language that create voice and tone.


• Analyzing the effects of certain words and phrases on the tone or voice ofthe text as well as identifying the overall tone created by language choicesthroughout the text.

PE/TE: 452, 455, 460, 515, 600, 613, 645, 649, 893, 901, 941, 945,962, 977, 981, 1099, 1236, 1237

• Analyzing the effect of certain words and phrases on the tone across textsas well as identifying similarities or differences in the overall tone createdby language choices throughout two or more texts.

PE/TE: 452, 455, 460, 515, 600, 613, 645, 649, 893, 901, 941, 945,962, 977, 981, 1099, 1236, 1237

Indicator 1.3.5 The student will explain how common and universal experiences serve as thesource of literary themes which cross time and cultures.


• Identifying the experiences, emotions, issues, and ideas in a text or acrosstexts that give rise to universal literary themes.

PE/TE: 18, 19, 20, 27, 39, 53, 82, 93, 110, 145-146, 147, 148, 156,159, 167, 170, 178, 187, 194, 209, 211, 219, 354, 394, 432,437, 442, 444, 592, 600, 613, 615, 660, 794, 853, 854, 901,1017, 1019, 1061

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Goal 2The student will demonstrate the ability to compose in a variety of modes bydeveloping content, employing specific forms, and selecting language appropriatefor a particular audience and purpose.

Expectation 2.1The student will write compose oral, written, and visual presentations whichinform, persuade, and express personal ideas.

Indicator 2.1.2 The student will compose to describe, using prose and/or poetic forms.


• Composing to describe.

PE/TE: 168, 210, 232, 237, 253, 261, 273, 280, 327, 355, 418, 461,467, 492, 521, 529, 582, 847, 907

Indicator 2.1.3 The student will compose to express personal ideas, using prose and/or poeticforms.


• Composing to express personal ideas.

PE/TE: 54, 66, 103, 122, 134, 157, 168, 179, 195, 232, 237, 253,255, 261, 301, 312, 350, 355, 418, 438, 443, 467, 480, 514,529, 557, 576, 614, 643, 650, 834, 842, 847, 902, 903, 907,934, 947, 982, 996

Expectation 2.2The student will compose texts using the prewriting, drafting, and revisionstrategies of effective writers and speakers.

Indicator 2.2.1 The student will use a variety of prewriting strategies to generate and developideas.


• Generating ideas (e.g., brainstorming).

PE/TE: 141, 215, 280, 367, 448, 619, 864, 951, 1108, 1144

• Developing ideas (e.g., listing, free-writing).

PE/TE: 141, 215, 280, 367, 448, 619, 864, 951, 1108, 1144

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• Beginning a coherent plan for composing (e.g., graphic organizers, findingrelevant information sources).

PE/TE: 138-142, 212-216, 277-281, 364-368, 445-449, 616-620,800-804, 861-865, 948-952, 1105-1112

• Identifying relevant sources of information.

PE/TE: 48, 454, 491, 549, 590-591, 625-626, 836, 867

Indicator 2.2.2 The student will select and organize ideas for specific audiences and purposes.


• Logical sequence of ideas or sentences.

PE/TE: 449

• Coherence of ideas.

PE/TE: 449

• Appropriate organizational structure emphasizing purpose and/oraudience.

PE/TE: 138-142, 212-216, 277-281, 364-368, 445-449, 616-620,800-804, 861-865, 948-952, 1105-1112

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Indicator 2.2.3 The student will revise texts for clarity, completeness, and effectiveness.


• Order (organization) of ideas.

PE/TE: 216, 301, 327, 795, 803, 1110, 1111, 1154, 1156, 1158,1159, 1165

• Details.

PE/TE: 301, 449

• Conciseness (eliminating redundancy, superfluous words, phrases, andsentences).

PE/TE: 368

• Coherence (focusing on central idea).

PE/TE: 1105-1112

• Clear antecedents.

PE/TE: 142

• Clear modifiers.

PE/TE: 281, 1112

• Active voice.

PE/TE: 515

• Topic and/or summary sentences.

PE/TE: 142

• Elaboration or support sentences.

PE/TE: 449, 1112

• Sentence variety and length.

PE/TE: 368, 865

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• Transitional devices.

PE/TE: 804

• Clear connectors.

PE/TE: 865

• Word choice (commonly confused words).

PE/TE: 1210

• Misplaced and dangling modifiers, clauses, and phrases.

PE/TE: 804, 865

• Placing limiting modifiers carefully.

PE/TE: 804

• Shifts in person, number, tense, mood.

PE/TE: 952

• Keeping a quotation or question consistently direct or indirect.

PE/TE: 535; Opportunities to address this standard are availablewhen writing the Research Report on the following pages:1105, 1106-1111, 1112, 1204, 1206, 1215

• Sequencing ideas in a sentence for effectiveness and emphasis.

PE/TE: 137, 759, 948, 997, 1112, 1230

• Logical coordination or subordination of ideas.

PE/TE: 328, 345, 449, 1198, 1212, 1215

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Indicator 2.2.5The student will use suitable traditional and electronic resources to refinepresentations and edit texts for effective and appropriate use of language andconventions, such as capitalization, punctuation, spelling, and pronunciation.


• Use of resources:

* Dictionary.

PE/TE: 494, 584, 661Add’l TE: 32, 548

* Language handbook.

PE/TE: 1181-1217

* Thesaurus.

PE/TE: 661Add’l TE: 189

* Spell checker.

PE/TE: Opportunities to address this standard are available whenediting and proofreading compositions on the followingpages: 142, 216, 368, 449, 535, 620, 804, 865, 952, 1112

* Grammar checker.

PE/TE: Opportunities to address this standard are available whenrevising, editing, and proofreading compositions on thefollowing pages: 142, 216, 368, 449, 535, 620, 804, 865,952, 1112

* Style manual.

PE/TE: 1167

• Appropriate use of language:

* Confusion between words (e.g., between/among).

PE/TE: 1210

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* Subject/verb agreement.

PE/TE: 216, 1113

* Indefinite pronouns.

PE/TE: 1184

* Compound object pronouns.

PE/TE: Opportunities to address this standard are available on thefollowing pages: 1183, 1214

* Collective nouns.

PE/TE: 1182

* Precise word choice.

PE/TE: 216, 481

* Avoiding awkward constructions.

PE/TE: 368, 449, 865, 1112, 1188, 1189, 1208, 1212

* Verifying pronunciation.

PE/TE: 1177, 1178, 1238-1251, 1252

* Avoiding regionalisms, informal speech, colloquialisms, triteexpressions, cliches.

PE/TE: 215

* Choosing the correct word (e.g., affect/effect, fewer/less, lay/lie).

PE/TE: 1210

* Avoiding empty words and phrases and unnecessary repetition.

PE/TE: 216, 534, 804

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* Using standard English in place of nonstandard English and slang.

PE/TE: 1210

Expectation 2.3The student will locate, retrieve, and use information from various sources toaccomplish a purpose.

Indicator 2.3.1 The student will identify sources of information on a self-selected and/or giventopic.


• Sources

* Dictionary.

PE/TE: 261, 356, 494, 584, 678, 688, 795, 1164, 1166, 1171Add’l TE: 32, 290, 388, 415, 548, 646, 740-741, 763, 780-781, 990

* Thesaurus.

PE/TE: 661, 847Add’l TE: 189, 388, 415

* Encyclopedia.

PE/TE: 182, 410, 1164, 1166

* Magazines.

PE/TE: 480, 483, 589, 661, 834, 865, 975, 1087

* Newspapers.

PE/TE: 418, 448, 491, 975, 998-999

* Nonfiction books.

PE/TE: 411, 448, 452, 458, 529, 602, 613, 948, 1108-1109, 1164,1171, 1181

* Card catalogue (traditional and electronic).

PE/TE: 1164, 1171

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* On-line Web sites.

PE/TE: 40, 70, 83, 103, 142, 154, 179, 182, 216, 253, 281, 301,344, 368, 410, 418, 438, 449, 461, 492, 502, 529, 534, 582,584, 620, 650, 804, 854, 865, 891, 921, 940, 947, 952, 975,1012, 1081

Indicator 2.3.3 The student will use a systematic process for recording, documenting, andorganizing information.


• Selecting an appropriate method for recording information (notetaking,using graphic organizers, outlining, using a web) when given a purpose fororganizing information to put into text.

PE/TE: 216, 301, 327, 446, 482-483, 795, 803, 1109, 1111

• Identifying types of information to include in a reference citation whenusing either traditional or electronic sources of information.

PE/TE: 1106, 1111

Goal 3The student will demonstrate the ability to control language by applying theconventions of standard English in writing and speaking.

Expectation 3.1The student will demonstrate understanding of the nature and structure oflanguage, including grammar concepts and skills, to strengthen control of oral andwritten language.

Indicator 3.1.3 The student will explain how words are classified grammatically by meaning,position, form, and function.


• Use of words in context.

* Subjects.

PE/TE: 1192, 1194-1195, 1212, 1216

* Verbs.

PE/TE: 94, 103, 123, 254, 481, 449, 450, 515, 953

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* Predicates.

PE/TE: 1101, 1193, 1194-1195, 1214

* Modifiers.

PE/TE: 804, 1188-1189, 1190

* Pronouns.

PE/TE: 54, 142

* Pronoun referents.

PE/TE: 142, 1184, 1211

• Function in context (not label by grammatical term).

* Direct/indirect object.

PE/TE: The following pages can be used for support: 1194, 1212,1213

* Pronoun and antecedent.

PE/TE: 142

* Linking verb.

PE/TE: The following pages can be used for support: 1185, 1216

* Auxiliary verb.

PE/TE: 449; Additional pages for support: 1185, 1207, 1216

* Appositive.

PE/TE: 577; Additional pages for support: 1195, 1211

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* Parenthetical remark.

PE/TE: The following pages can be used for support: 1204

* Interjection.

PE/TE: The following pages can be used for support: 1191, 1213

* Multiple-meaning words.

PE/TE: 678

Indicator 3.1.4The student will differentiate grammatically complete sentences from non-sentences.


• Sentence fragments.

PE/TE: 620

• Run-on sentences.

PE/TE: 368

Indicator 3.1.5 The student will incorporate subjects, predicates, and modifiers when composingoriginal sentences.


• Effective use of subjects, predicates, and modifiers.

PE/TE: 138-142, 212-216, 277-281, 364-368, 445-449, 616-620,800-804, 861-865, 948-952, 1105-1112

• Sentence combining through the use of:

* Logical coordination.

PE/TE: 368

* Logical and effective subordination.

PE/TE: 368

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* Sequencing of ideas for emphasis.

PE/TE: 951, 997, 1112

* Expanded sentences and correctly placed modifiers, including

PE/TE: 368, 804

Expectation 3.2 The student will identify how language choices in writing and speaking affectthoughts and feelings.

Indicator 3.2.2 The student will differentiate connotative from denotative meanings of words.


• Implied meaning or particular images associated with a particular wordchoice.

PE/TE: 216, 494, 1127

• Will not focus on defining the terms connotation and denotation or onabove-grade-level words.

PE/TE: 494, 1127

Indicator 3.2.3 The student will describe how readers or listeners might respond differently to thesame words.


• Use of on- or below-grade-level words or phrases.

PE/TE: 83, 94, 122, 134, 138, 157, 601, 902, 940

Expectation 3.3The student will use capitalization, punctuation, and correct spellingappropriately.

Indicator 3.3.1 The student will edit texts for spelling, capitalization, and punctuation usingavailable resources.


• Spelling, affixes, spelling generalizations.

PE/TE: 142, 216, 368, 449, 535, 620, 804, 862, 952, 1112

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• Punctuation.

* Terminal.

PE/TE: 1203, 1206, 1215

* Comma.

PE/TE: 95, 282, 621, 1013

* Semicolons.

PE/TE: 1203, 1215

* Apostrophes.

PE/TE: 1204, 1215

* Colons.

PE/TE: 1204, 1215

• Capitalization rules.

PE/TE: 450

Indicator 3.3.2 The student will use available resources to correct or confirm editorial choices.


• Conventions (spelling, capitalization, punctuation).

PE/TE: 143, 217, 369, 535, 621, 805, 866, 953, 1013, 1113

• Appropriate and consistent verb tense.

PE/TE: 409, 953

• Subject/verb and pronoun/antecedent agreement.

PE/TE: 142, 216

• Appropriate case of nouns and pronouns.

PE/TE: 1183, 1207

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• Smooth and informative transitions.

PE/TE: 804, 1150

• Concise sentences.

PE/TE: 345, 368, 976, 1198, 1215

• Clear modifiers, connectors, antecedents.

PE/TE: 142, 449,

• Revisions for grammar and usage.

PE/TE: 142, 216, 368, 449, 535, 620, 804, 862, 952, 1112

• Revisions for clarity and effectiveness.

PE/TE: 142, 143, 216, 217, 281, 368, 369, 449, 535, 620, 621, 804,805, 865, 866, 952, 953, 1013, 1112, 1113

Goal 4The student will demonstrate the ability to evaluate the content, organization, andlanguage use of texts.

Expectation 4.1 The student will describe the effect that a given text, heard or read, has on alistener or reader.

Indicator 4.1.1 The student will state and explain a personal response to a given text.


• Must not exceed the literary scope or academic experience of a typicalstudent in English 1.

PE/TE: 27, 39, 53, 82, 93, 101, 110, 121, 133, 156, 167, 178, 194,209, 231, 236, 252, 260, 300, 311, 326, 343, 349, 354, 394,407, 417, 437, 442, 460, 466, 479, 491, 513, 520, 527, 556,581, 600, 613, 642, 649, 660, 675, 713, 735, 759, 777, 794,833, 841, 846, 853, 890, 901, 906, 933, 939, 945, 974, 981,995, 1061, 1080, 1086, 1099

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Indicator 4.1.2 The student will identify specific words, phrases, scenes, images, and symbolsthat support a personal response to a given text.


• Sensitivity must be used toward topics, experiences, and language whichdo not readily translate from one culture or region to another.

PE/TE: 181-183, 432, 433-438, 439-443, 679-681

Expectation 4.2The student will assess the effectiveness of choice of details, organizationalpattern, word choice, syntax, use of figurative language, and rhetorical devices inthe student’s own composing.

Indicator 4.2.1 The student will assess the effectiveness of diction that reveals his or her purpose.


• Language appropriate for a particular audience.

PE/TE: 215

• Language suitable for a given purpose.

PE/TE: 138-142, 212-216, 277-281, 364-368, 445-449, 616-620,800-804, 861-865, 948-952, 1105-1112

• Words, phrases, or sentences that extend meaning in a given context.

PE/TE: 216, 217

• Word order or placement of modifiers to provide emphasis.

PE/TE: 216, 804

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Expectation 4.3The student will evaluate textual changes in a work and explain how thesechanges alter tone, clarify meaning, address a particular audience, or fulfill apurpose.

Indicator 4.3.1 The student will alter the tone of his or her text by revising its diction.


• Connotation or denotation of words and phrases.

PE/TE: 494, 517Add’l TE: 388, 646

• Tone or attitude.

PE/TE: 216

• Informal or formal writing.

PE/TE: 215

• Purpose (entertain, persuade, inform).

PE/TE: 138-142, 212-216, 277-281, 364-368, 445-449, 616-620,800-804, 861-865, 948-952, 1105-1112

• Personal writing vs. writing to be published.

PE/TE: 138-142, 212-216, 277-281, 364-368, 445-449, 616-620,800-804, 861-865, 948-952, 1105-1112

• Audience (peer, adult, younger; familiar, unfamiliar; informed,uninformed).

PE/TE: 138-142, 212-216, 277-281, 364-368, 445-449, 616-620,800-804, 861-865, 948-952, 1105-1112

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MD 70 11/2004

2002 CC2

Documents

Grade 10 - McDougal · PDF fileGrade 10 correlated to the ... contemporary works recognized as having significant literary merit. ... • Identifying ideas and issues of a text or