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  • ELAR: Drama & Elements of Literary Texts; Writing in the Test Genre

ELAR: Drama & Elements of Literary Texts; Writing in the Test Genre

Suggested Time Frame: 15 Instructional Days

        
Genre Focus

Reading –
4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(D) identify the meaning of common idioms;

4.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) summarize and explain the lesson or message of a work of fiction as its theme; -S

4.5 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
(A) describe the structural elements particular to dramatic literature. -S

4.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) sequence and summarize the plot’s main events and explain their influence on future events; -R
(B) describe the interaction of characters including their relationships and the changes they undergo; and -R
(C) identify whether the narrator or speaker of a story is first or third person. -S

4.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the author’s use of similes and metaphors to produce imagery. -S

4.14 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: -S
(B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects);

Writing –
4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) create brief compositions that: -R
(i) establish a central idea in a topic sentence; -S
(ii) include supporting sentences with simple facts, details, and explanations; and -S
(iii) contain a concluding statement; -S

Oral & Written Conventions

4.20 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:
(vii) correlative conjunctions (e.g., either/or, neither/nor);
(C) use complete simple and compound sentences with correct subject-verb agreement.

4.21 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:
(C) recognize and use punctuation marks including:
(i) commas in compound sentences;
(ii) quotation marks.

4.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) spell words with more advanced orthographic patterns and rules:
(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es);
(ii) irregular plurals (e.g., man/men, foot/feet, child/children);
(iii) double consonants in middle of words;
(C) spell commonly used homophones (e.g., there, they’re, their; two, too, to);