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English III


TN English III Standards - 2008-2009 Implementation

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Language Arts Curriculum Standards
3003 - English III

Internet Resources
Checks for Understanding (Formative/Summative Assessment)
1.1 | 1.2 | 1.3 | 1.4 | 1.5 | 1.6 | 1.7 | 1.8
Apply a variety of strategies to correct sentence fragments and run-on sentences.
  1. Fragments and Run-ons - Lesson and review activities.
  2. Fragment Exercises - Interactive exercises: Read each passage that follows. Use your mouse to choose the part that is a fragment.
  3. Recognizing Fragments and Run-ons - In the exercise below, identify whether each of the highlighted word groups is a sentence (S), fragment (F), or run-on (RO) Recognizing Run-Ons and Fragments (Basic) -
  4. Repairing Run-Ons - Select the remedy that would best repair that sentence
  5. Run-ons, Comma Splices, and Fused Sentences -Join the two independent clauses with one of the coordinating conjunctions (and, but, for, or, nor, so, yet), and use a comma before the connecting word.
  6. Sentence Fragments Exercise 1- Mark a C if the sentences in the group are all complete and an F if any of the sentences in the group is a fragment. Could you tell why the fragments are incomplete sentences?
  7. Sentence Fragments Exercise 2 -These paragraphs need proofreading for possible fragments. Use the space below each paragraph for revising.
  8. Sentence Fragments Exercise 3 - Add capitals, periods, commas, and/or other punctuation that may be needed to make the word groups into complete sentences. Your goal is to be sure that there are no fragments
Know and apply a variety of sentence-combining techniques.
  1. Sentence Building With Adjectives and Adverbs- Click on the "Print this page" link (in the box on the right) to see the exercise without any ads. Combine the sentences in each set into a single clear sentence containing at least one adjective or adverb (or both).
  2. Sentence Building with Adjective Clauses - Click on the "Print this page" link (in the box on the right) to see the exercise without any ads. Combine the sentences in each set into a single, clear sentence with at least one adjective clause. 
  3. Sentence Building with Appositives - Click on the "Print this page" link (in the box on the right) to see the exercise without any ads.Combine the sentences in each set below into a single clear sentence with at least one appositive.
  4. Sentence Building with Prepositional Phrases - Click on the "Print this page" link (in the box on the right) to see the exercise without any ads. Combine the sentences in each set into a single clear sentence containing at least one prepositional phrase.
  5. Sentence Building With Coordinators - Click on the "Print this page" link (in the box on the right) to see the exercise without any ads. By coordinating words, phrases, and/or clauses, combine the sentences in each set into a single clear sentence.
  6. Sentence Recombining: The Flood, by John Steinbeck -Untangle these seven sentences by, first, breaking them down into a series of short sentences, and then recombining them, as shown in the example.
Know and use correctly Standard English conventions for punctuation, capitalization, and spelling.
  1. Commas — Exercise 2- Interactive quiz; insert punctuation into blanks and check answers online. This site also includes a handout for download which is a paper copy of this online quiz.
  2. Comma Exercise 3 - Interactive quiz; insert punctuation into blanks and check answers online. This site also includes a handout for download which is a paper copy of this online quiz.
  3. Commas Quiz- Online interactive quiz that is self checking.
  4. Exercise : Apostrophes -Punctuate the following sentences with apostrophes according to the rules for using the apostrophe.

  5. Question Marks, Quotation Marks, and Parentheses Quiz - Online interactive quiz that is self checking.
  6. Proofreading -Retype the following passages, proofreading for errors in spelling, punctuation, capitalization, grammar, and usage.
  7. Semicolons and Colons Quiz - Online interactive quiz that is self checking.
Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion).
  1. Creating Hate: The Power of Words- The goal of this unit is to help students become aware of the power of language -- specifically how it can be "loaded" and used as a weapon of hate.
  2. Essential Question: Can a word be mightier than a sword? - “Slavery and Emancipation in New England” - Ths lesson plan discusses the power of words to represent, categorize and demean human groups; the role of language in stereotyping, prejudice and propaganda.
  3. Lesson Plan: The leadership and impact of Booker T. Washington - The students will examine images of Washington, the sound of his voice, his most famous speech, and responses to his speech and life.
  4. Our Language -Language can make people feel superior or inferior, included or excluded, well informed or ignorant, impressed or appalled. Learn about persuasion, power, identity and prejudice.
  5. Shakespeare's Othello and the Power of Language - Unit plan discussing persuasive language and executing a persuasive speech in small groups.
Use roots and affixes to determine or clarify the meaning of specialized vocabulary across the content areas (e.g., antecedent, antebellum, circumference, millimeter, amphibian, heterogeneous).
  1. Common Prefixes, Suffixes, and Root Words- Learning to recognize common roots and affixes (prefixes and suffixes) will help you build your vocabulary and improve your ability to make educated guesses about unknown words you encounter in reading and test-taking situations. This is a list of the most common with their definitions.
  2. Roots and affixes - Vocabulary words for Roots & Affixes. Includes studying games and tools such as flashcards.
  3. Root word lesson plans - Lesson plans and interactive activities in three levels, beginner, intermediate and advanced.
  4. Word Game - Create your own word game using this print out. Play the Make-a-Word card game by forming complete words with three cards: a prefix, a root word, and a suffix.
Use the origins, history, and evolution of words and concepts to enhance understanding.
Consider why certain words have come into the English language or undergone a semantic change within the last fifteen year.
Demonstrate understanding of phrases taken from other languages (e.g., ad hoc, enfant terrible, cause celebre).

State Performance Indicators
1.1 | 1.2 | 1.3 | 1.4 | 1.5 | 1.6 | 1.7 | 1.8 | 1.9 | 1.10 | 1.11

Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions.
SPI 3003.1.1
From a group of grammatically-correct sentences, choose the clearest, most coherent sentence.
SPI 3003.1.2
Differentiate between parallel and nonparallel constructions.
SPI 3003.1.3
Identify the pattern of challenging complex sentences.
SPI 3003.1.4
Use phrases and clauses in a variety of ways to create sophisticated
complex sentences.
SPI 3003.1.5
Use previously learned techniques such as recognizing cognates, root words, affixes, foreign phrases, allusions, and textual context to identify unfamiliar words.
SPI 3003.1.6
From a given list, choose the word that has entered the English language
within the last fifteen years.
SPI 3003.1.7
Choose correctly or incorrectly spelled words.
SPI 3003.1.8
Proofread for errors in capitalization and punctuation.
SPI 3003.1.9
Identify pronoun antecedents in complex sentence constructions and correct ambiguous references.
SPI 3003.1.10
Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuity.
SPI 3003.1.11


Language Arts Curriculum Standards
3003 - English III

Internet Resources
Checks for Understanding (Formative/Summative Assessment)
2.1 | 2.2 | 2.3 | 2.4 | 2.5 | 2.6 | 2.7 | 2.8 | 2.9 | 2.10 | 2.11 | 2.12
Follow multi-tasked or multi-dimensional spoken instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.
Identify the thesis of a complex speech in which ideas may be abstract, theoretical, and philosophical and in which the organization is not necessarily linear,
but may proceed from point to point; distinguish the essential and less important
details that may subtly elaborate it.
Summarize concisely information presented orally by others including the purposes, major ideas, and supporting details or evidence, and demonstrate the ability to distinguish more important from less important details.
Paraphrase accurately multiple, challenging ideas and information presented orally by others.
Analyze the ways in which the style, structure, and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into account
the speaker’s nonverbal gestures, credibility, and point of view.
Listen actively in group discussions by asking clarifying, elaborating, and synthesizing questions and by managing internal (e.g., emotional state, prejudices)
and external (e.g., physical setting, difficulty hearing, recovering from distractions)
barriers to aid comprehension.
Include abstract and theoretical ideas, valid arguments, substantive and relevant details, and sound evidence to support complex points effectively.
  1. How to Recognize an Argument - article; need to know that the premises are true, and we need to know that the inference made on the basis of the premises is valid, that is, the conclusion follows from the premises.
  2. Arguments - online quiz
  3. Argument quiz - Identify each of the following statements as either an argument or a nonargument.
Organize oral presentation on a complex topic by breaking the topic into parts accessible to listeners, emphasizing key concepts or points, and closing with a
recommendation or observation on the relevance of the subject to a wider context.
Provide a coherent and effective conclusion that reinforces the presentation in a powerful way; presents the topic in a new light (e.g., as a call to action, placing
the topic in context to emphasize its importance) and brings the talk to a clear and logical close.
3003.2.10 Use effective rhetorical devices such as:

• rhetorical question to engage the audience;


• parallelism and repetition to reinforce ideas;


• analogies to convey complex ideas;


• metaphors and similes to develop ideas on multiple levels;


• alliteration to call attention to ideas and fix them in the audience’s mind;


• hyperbole or understatement for humor or impact;


• antithesis to establish contrasting relationships;

Employ presentation skills including good eye contact, correct enunciation, appropriate rate and volume, effective gestures.

State Performance Indicators
2.1 | 2.2 | 2.3 | 2.4 | 2.5

Identify the thesis and main points of a complex speech.
SPI 3003.2.1
Discern the structure of a complex speech (e.g., sequential, problem-solution, compare-contrast, cause-effect).
SPI 3003.2.2
Select the best paraphrase of a complex speech.
SPI 3003.2.3
Identify the rhetorical devices used in a complex speech (i.e., rhetorical
questions, parallelism, metaphor, simile, hyperbole, antithesis).
SPI 3003.2.4
Select the most appropriate strategies for participating productively in a work team.
SPI 3003.2.5


Language Arts Curriculum Standards
3003 - English III

Internet Resources
Write in a variety of modes (e.g., a summary; an explanation; a description; a creative expression; a literary analysis, informational, research, or argumentative
3003.3.2 Create sophisticated, complex work-related texts (e.g., instructions, directions, letters, bios, memos, proposals, project plans, work orders, reports) that employ the following strategies:
• Select a medium or format appropriate to purpose for writing.
• Vary strategies to achieve complex purposes.
• Sustain consistent and effective focus on audience through format, ideas, and word choice.
• Anticipate potential problems, mistakes, and misunderstandings and respond to counterarguments.
• Translate technical language into non-technical English when necessary.
• Provide specific ideas, extended examples, and appropriate comparisons to
support the main points in the text.
• Use an organizational strategy appropriate for medium, purpose, and audience.
• Follow customary formats (e.g., use salutation, closing and signature for
business letters, and format for memos).
• Format text purposefully and effectively to support comprehension and enable
the reader to find information quickly and easily (e.g., format by designing
graphics to convey complex information).
• Employ formatting and varied visual elements to guide the reader (e.g.,
headings, bulleted lists, effective use of white space on the page).
• Include clear and purposeful illustrative material to support ideas effectively in the text.
Develop topics that address unfamiliar and abstract removed from students’ personal experiences and require in-depth analysis.
Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support the thesis.
  1. Evaluating Reasoning - quiz to be printed out for class discussion. This is an Adobe Acrobat document
Develop and elaborate on ideas as appropriate to audience and anticipate and respond to readers’ potential questions and counterarguments.
Include relevant, specific, and compelling details.
Employ organizational structures and support, and incorporate multiple patterns when appropriate (e.g., combine question-answer and compare-contrast and
utilize cause-and-effect as one example of comparison).
Create text features (e.g., headings subheadings, formatting) as appropriate to signal important points.
Use transitions to signal organizational patterns and to connect and contrast, and ideas.
Use precise language appropriate to audience and purpose (e.g., connotative words in essays, exact terminology in technical writing).
Use compelling verbs and a variety of figurative language (e.g., irony, caricature, symbols, allusions) to meet the needs of audience and purpose.
Use clear sentence structure in developing increasingly complex syntax. (e.g., combining short sentences, varying sentence beginnings, using a variety of
sentence types, incorporating parallel structures).
Demonstrate control of Standard English through correct application of grammar, usage, and mechanics.
Employ grammar, usage, and mechanics as rhetorical tools, using incorrect structures as appropriate for effect (e.g., utilize short sentences or fragments for effect or have a single-sentence paragraph for effect).
3003.3.15 When other sources are used or referenced (e.g., in research, informational, or literary essays), adhere to the following:
• Skillfully acknowledge source material (create a reliable bibliography, list of
works cited, and/or works consulted).
• Cite sources using a standard format appropriate to the discipline (e.g., MLA,
APA), with a high degree of accuracy.
• Strategically and skillfully quote, paraphrase, or summarize text, ideas, or
other information taken from print or other electronic sources.
• Incorporate ideas and quotations effectively and correctly within text.
• Embed quotations and graphics from other sources, when appropriate.
Generate notes while collecting information.
Create a detailed outline based on research, note-taking, or other method of generating content.
Edit writing for mechanics (e.g., punctuation, capitalization), spelling, grammar (e.g., pronoun-antecedent relationship, use of modifying phrases), style (e.g., eliminating verbiage), and tone and mood as appropriate to audience, purpose, and context.
Drawing on reader’s comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a
clear beginning and ending, correct logic errors, and identify areas for further
Use software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) to incorporate both basic and specialized effects into writing.
Determine how and when to employ technology effectively in written communication.
Practicing writing to a persuasive prompt within a specified time.
Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others.
Refine the techniques of a persuasive essay, including logical reasons,
coherent organization, rebuttal arguments, rhetorical devices, and relevant
  1. Elements of Reasoning - These exercises ask you to identify and explain the following elements of reasoning.
  2. Reasoning exercise - Identify the predominate form of reasoning in each of the arguments

State Performance Indicators
3.1 | 3.2 | 3.3 | 3.4 | 3.5 | 3.6 | 3.7 | 3.8 | 3.9

Choose the most effective order of sentences in a paragraph.
SPI 3003.3.1
Select the thesis statement in a writing sample or passage.
SPI 3003.3.2
Select the most precise word from a given list of synonyms.
SPI 3003.3.3
Select the most vivid and compelling word to strengthen a description.
SPI 3003.3.4
Use a variety of strategies to combine a simple set of sentences into a
longer, more complex sentence.
SPI 3003.3.5
Demonstrate knowledge of correct outline format and parallel construction.
SPI 3003.3.6
Identify a statement that reveals the writer’s attitude.
SPI 3003.3.7
Identify the targeted audience for a selected passage.
SPI 3003.3.8
Determine the writer’s purpose in a writing sample.
SPI 3003.3.9


Language Arts Curriculum Standards
3003 - English III

Internet Resources
Checks for Understanding (Formative/Summative Assessment)
4.1 | 4.2 | 4.3 | 4.4 | 4.5 | 4.6 | 4.7 | 4.8 | 4.9 | 4.10 | 4.11 | 4.12 | 4.13 | 4.14 | 4.15 | 4.16
Focus on a complex topic that is sufficiently narrow to examine in depth and that has adequate information available.
Take and organize notes on relevant knowledge, identifying multiple perspectives and areas for research.
Focus on relevant data that are complex and theoretical, as well as factual.
Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience.
Select reliable resources using appropriate criteria and avoiding the overuse of any one source.
Collect evidence in varied ways to answer the research question (e.g., gathering relevant, reasons, examples, and facts; defining key terms; setting up
comparisons; analyzing relationships such as cause and effect).
Craft an introductory section including the limits of a research question, the perspective of the paper, a definition of terms, and a statement of the thesis.
Maintain coherence through the consistent and effective use of connective transitions.
Create an effective organizing structure based on complex research information, sometimes using multiple organizing structures within the essay.
Craft an effective conclusion, answering the research question, explaining the significance of the research findings, making appropriate recommendations, and
suggesting future research needs.
Skillfully acknowledge source material (create a reliable bibliography or list of works cited and/or works consulted).
Cite sources using a standard format appropriate to the discipline (e.g., MLA, APA), with a high degree of accuracy.
Skillfully and strategically quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.
Accurately and skillfully embed graphics and quotations, when appropriate.
Use a consistent and effective format, including a title, an abstract, a contents page, numbered pages, and a bibliography.
Use graphics and illustrative material effectively to support and enhance
research ideas.

State Performance Indicators
4.1 | 4.2 | 4.3 | 4.4 | 4.5 | 4.6 | 4.7

Select the research topic with the highest degree of focus.
SPI 3003.4.1
Differentiate between primary and secondary sources.
SPI 3003.4.2
Evaluate the reliability and credibility of sources for use in research.
SPI 3003.4.3
Evaluate the validity of Web pages as sources of information.
SPI 3003.4.4
Determine which statement presents an opposing view from those stated on a Web page.
SPI 3003.4.5
Select correctly-formatted bibliographic citations.
SPI 3003.4.6
Identify information that must be cited or attributed within a writing
SPI 3003.4.7


Language Arts Curriculum Standards
3003 - English III

Internet Resources
Checks for Understanding (Formative/Summative Assessment)
5.1 | 5.2 | 5.3 | 5.4 | 5.5 | 5.6 | 5.7 | 5.8 | 5.9
Describe the structure of a multi-faceted argument with an unstated main claim and explicit or implicit premises.
  1. Identifying premises - multiple choice quiz; Identify whether the premises in the following arguments provide linked support or independent support
  2. Identifying premises - true or false quiz -
Evaluate the relevance, quality, and sufficiency of evidence used to support or oppose an argument.
Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.
Distinguish between evidence which is directly stated and evidence which is implied within an argument.
Identify false premises and explain the role they play in argumentation.
Analyze common logical fallacies (e.g., the appeal to pity, the personal attack, the appeal to common opinion, and the false dilemma).
  1. Rear Window - label the specific form of reasoning, or the specific fallacy in each of the instances below
Explain and the differences among evidence, inferences, assumptions, and claims in argumentation (e.g., explain and evaluate op-eds, commercials, political
cartoons, philosophical arguments).
Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic.
Identify and analyze the stylistic and rhetorical devices that are used to persuade in written and oral communication. Recognize that these devices accompany
arguments but are not necessarily logically connected to them (e.g., loaded terms,
caricature, leading questions, false assumptions).

State Performance Indicators
5.1 | 5.2 | 5.3 | 5.4 | 5.5

Identify the rhetorical devices used in constructing an argument.
SPI 3003.5.1
Identify the logical fallacy (i.e., the appeal to pity, the personal attach, the appeal to common opinion, the false dilemma) of a given argument.
SPI 3003.5.2
Differentiate between the implied and stated evidence of a given argument.
SPI 3003.5.3
Identify a statement that reveals the writer’s biases, assumptions, or values within a writing sample.
SPI 3003.5.4
Select a rebuttal statement that best refutes the writer’s viewpoint.
SPI 3003.5.5

Informational Text

Language Arts Curriculum Standards
3003 - English III

Internet Resources
Checks for Understanding (Formative/Summative Assessment)
6.1 | 6.2 | 6.3 | 6.4 | 6.5 | 6.6 | 6.7
Recognize clear or subtle and implied relationships among ideas (e.g., cause-effect, comparative, sequential) in complex informational texts.
Summarize in a concise and well-organized way the main ideas, supporting details, and relationships among ideas in complex informational and technical texts.
3003.6. 2
Synthesize information across multiple complex informational and technical texts.
Evaluate the ways in which a complex text’s unconventional organizational structure supports or confounds its meaning.
Comprehend and evaluate complex information presented graphically.
Evaluate complex informational and technical texts for their clarity, simplicity, and coherence and for the appropriateness of their graphics and visual appeal.
Follow extended multi-tasked or multi-dimensional instructions in complex informational or technical texts.

State Performance Indicators
6.1 | 6.2 | 6.3 | 6.4 | 6.5

Analyze information presented graphically in a complex informational or technical passage.
SPI 3003.6.1
Discern the stated or implied main idea and supporting details of a complex informational or technical passage.
SPI 3003.6.2
Select the clearest, most concise summary of a complex informational passage.
SPI 3003.6.3
Select the best synthesis of a given set of information.
SPI 3003.6.4
Identify the organizational pattern of an informational or technical text.
SPI 3003.6.5


Language Arts Curriculum Standards
3003 - English III

Internet Resources
Checks for Understanding (Formative/Summative Assessment)
7.1 | 7.2 | 7.3 | 7.4 | 7.5 | 7.6
Analyze and evaluate the effects on the audience of the sounds, visuals, and language used in a wide array of media.
Identify, analyze, and evaluate the effectiveness of the relationship between visual elements (e.g., media images, painting, film, and graphic arts) and verbal messages in virtually any media, emphasizing the cultural context, audience, and purpose.
Evaluate the effectiveness of conventional and unconventional visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television or film; layout, pictures, and typeface in newspapers, magazines, and print advertisements; layout, navigation, and links interactive features on Web sites) to achieve specific purposes and deliver specific messages.
Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas.
Understand the transactional nature of media by considering audience in preparing productions.
Employ conventional and unconventional visual images, text, graphics, music, and/or sound effects to achieve the purposes in complex media presentations.

State Performance Indicators
7.1 | 7.2 | 7.3 | 7.4 | 7.5

Draw an inference from a non-print medium.
SPI 3003.7.1
Select the type of conflict represented in a non-print medium.
SPI 3003.7.2
Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message.
SPI 3003.7.3
Infer either the mood or tone represented in a non-print medium.
SPI 3003.7.4
Choose the intended audience for a visual medium.
SPI 3003.7.5


Language Arts Curriculum Standards
3003 - English III

Internet Resources
Checks for Understanding (Formative/Summative Assessment)
8.1 | 8.2 | 8.3 | 8.4 | 8.5 | 8.6 | 8.7 | 8.8 | 8.9 | 8.10 | 8.11 | 8.12 | 8.13 | 8.14 | 8.15 | 8.16 | 8.17
Analyze a literary work, using the characteristics of the literary time period that it represents.
Compare and contrast the elements (e.g., form, language, plot, and characters) of two works representing different literary periods (e.g., The Scarlet Letter and An American Tragedy).
Analyze how plot developments determine characters’ conflicts and dilemmas.
Analyze function and effect of plot structure in complex literary texts.
Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in complex literary texts.
Analyze the narration and point of view in complex literary texts, in which the narrator and point of view may shift with multiple characters acting as narrators and/or with some characters serving as unreliable narrators.
Consider the characteristics of genre and the limitations of form when interpreting complex texts.
Identify, analyze, and evaluate the effect and use of metrics, rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).
Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, ballad)
Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).
Identify elements of literary drama and evaluate they ways in which they articulate a playwright’s vision (e.g., dramatic irony, soliloquy, stage direction, dialogue) in complex plays.
Identify, analyze, and explain the multiple levels of theme(s) within a complex literary text and of similar or contrasting themes across two or more texts.
Analyze works of literature as reflections of the historical period in which they were written.
Analyze texts to identify the author’s attitudes, viewpoints, and beliefs and to critique how these relate to the larger historical, social, and cultural context
of the texts.
Identify and analyze the use of literary elements, such as irony, archetype, allegory, parody, satire, parable, paradox, symbol, and foreshadowing.
Use prior knowledge and explicit study to identify the meaning of biblical, classical, historical, and literary allusions, especially those which may be
more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s
Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that could launch a thousand ships, flying close to the sun).

State Performance Indicators
8.1 | 8.2 | 8.3 | 8.4 | 8.5 | 8.6 | 8.7 | 8.8 | 8.9 | 8.10 | 8.11 | 8.12 | 8.13

Identify simile, metaphor, onomatopoeia, alliteration, personification, hyperbole, and understatement in poetry and prose.
SPI 3003.8.1
Differentiate among verbal, situational, and dramatic irony.
SPI 3003.8.2
Analyze the effect of literary point-of-view on characters, theme, and conflict of a literary work.
SPI 3003.8.3
Identify the symbol of a literary passage and determine the theme it
SPI 3003.8.4
Identify standard literary elements (i.e., archetype, allegory, parable,
paradox, parody, satire, foreshadowing).
SPI 3003.8.5
Analyze the impact of setting on the mood and plot of a literary passage.
SPI 3003.8.6
Demonstrate knowledge of the appropriate use of sound devices (i.e., rhyme (internal, slant), rhythm, repetition, alliteration, onomatopoeia).
SPI 3003.8.7
Demonstrate knowledge of characteristics of the characteristics of lyric poetry, blank verse, epics, sonnets, dramatic poetry, and ballads.
SPI 3003.8.8
Identify the common theme in a series of passages.
SPI 3003.8.9
Identify the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).
SPI 3003.8.10
Locate words or phrases in a passage that provide historical or cultural cues.
SPI 3003.8.11
Analyze texts to identify the author’s life experiences, attitudes, viewpoints, and beliefs and how these relate to the larger historical, social, and cultural context of his or her work.
SPI 3003.8.12
Identify classical and literary allusions in context.
SPI 3003.8.13

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