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ELAR: Authors Can Influence the Attitudes or Actions of Their Audience

Suggested Time Frame: 13 Instructional Days

Genre Focus

5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; -R
(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; -R

5.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved. -S

5.12 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) identify the author’s viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and -S
(B) recognize exaggerated, contradictory, or misleading statements in text. -S

5.14 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);
(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);
(C) identify the point of view of media presentations; and -S
(D) analyze various digital media venues for levels of formality and informality.

Writing –
5.19 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
(A) write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Oral & Written Conventions

5.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active voice);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)
(vi) indefinite pronouns (e.g., all, both, nothing, anything)
(vii) subordinating conjunctions (e.g., while, because, although, if)
(B) use the complete subject and the complete predicate in a sentence; and
(C) use complete simple and compound sentences with correct subject-verb agreement.

5.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) use capitalization for:
(i) abbreviations
(B) recognize and use punctuation marks including:
(i) commas in compound sentences;