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Question Everything: Learning Standards

Standards

 

Virginia

 

 

 

Common Core

Narrative

 

Common Core Standards

http://www.corestandards.org/ELA-Literacy/W/9-10/ (Adopted 2010)

 

Grades 9-10

NARRATIVE ESSAYS

 

CCSS.ELA-LITERACY.W.9-10.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 

CCSS.ELA-LITERACY.W.9-10.3.A

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

 

CCSS.ELA-LITERACY.W.9-10.3.B

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

 

CCSS.ELA-LITERACY.W.9-10.3.C

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

 

CCSS.ELA-LITERACY.W.9-10.3.D

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

 

CCSS.ELA-LITERACY.W.9-10.3.E

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

CCSS.ELA-LITERACY.W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

 

CCSS.ELA-LITERACY.W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

 

CCSS.ELA-LITERACY.W.9-10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

 

Narrative

ALASKA

https://education.alaska.gov/standards/  (Adopted 2012)

 

Grades 9-10

 

Narrative Essays

 

Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e.  Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

Production and Distribution of Writing

 

Produce clear and coherent writing in which the development, organization, and style and features are appropriate to task, genre, purpose, and audience.

 

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9-10.)

 

Range of Writing

 

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

Arizona

Narrative

ARIZONA

http://www.azed.gov/standards-practices/englishlanguageartsstandards/  (Adopted 2010)

 

Grades 9-10


 

Narrative Essays

 

Text Types and Purposes

 

  1. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (9-10.W.3)

 

Production and Distribution of Writing

 

  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. (9-10.W.4)

 

  1. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) (9-10.W.5)

 

Range of Writing

 

  1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (9-10.W.10)

 

Indiana

Narrative

INDIANA

http://www.doe.in.gov/standards/englishlanguage-arts  (Adopted 2014)

 

Grades 9-10

 

Narrative Essays

 

9-10.W.3.3

● Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

 

● Create a smooth progression of experiences or events.

 

● Use narrative techniques, (e.g., dialogue, pacing, description, reflection, and multiple plot lines), to develop experiences, events, and/or characters.

 

● Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

 

● Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


● Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.   

 

9-10.W.4

Apply the writing process to –

 

● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.

Iowa

Narrative

IOWA

https://iowacore.gov/iowa-core/subject/literacy  (Adopted 2012)

 

Grade 9-10

 

Narrative Essays

 

3.  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 
  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.

  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
     

Production and Distribution of Writing

 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)

 

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying and new approach, focusing on addressing what is most significant for a specific purpose or audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10)

 

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

Nebraska

Narrative

Edit section

NEBRASKA

http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)

 

Grades 9-10

 

Narrative Essays

 

LA 10.2 Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 10.2.1    Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

 

LA 10.2.1.a    Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information.

 

LA 10.2.1.b    Generate a draft that conveys complex ideas and critical thinking through analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.

 

LA 10.2.1.d    Apply standard rules of grammar and paragraph formation, including parallel structure and subordination.

 

LA 10.2.1.e    Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

 

LA 10.2.1.g    Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

 

LA 10.2.1.h    Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

 

LA 10.2.1.i    Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

 

LA 10.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 10.2.2.a    Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

 

LA 10.2.2.d    Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

Narrative

Edit section
9th Grade

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 9

 

Narrative Essays

 

Standard 1: Writing Process. The student will use the writing process to write

coherently.

 

1.Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

b. determine main idea by evaluating results of prewriting activities to select an appropriate topic.

c. identify audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, or share an experience or emotion

ii. understand the characteristics of a specific audience for the writing task.

d. identify appropriate mode/genre.

e. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

f. revise drafts.

g. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

h. refine selected pieces to publish for general and specific audiences.

 

2. Use elaboration to develop an idea:

a. draft a text with a clear controlling idea or thesis.

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

c. apply different methods of support, such as facts, reasons, examples, sensory details.

d. apply a consistent and appropriate point of view.

 

3. Demonstrate organization, unity, and coherence by using transitions and sequencing:

a. Read the draft from the intended audience’s point of view to evaluate clarity of purpose.

b. Evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

c. Evaluate whether topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth and coherent.

d. Evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

e. Evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

f. Evaluate whether sentence structures are varied in type, length, and complexity.

 

4. Editing, Proofreading, and Evaluating:

a. Apply Standard English usage, correct spelling and usage in text. Correct errors in grammatical conventions (e.g., complete sentences, independent and dependent (restrictive/nonrestrictive) clauses, conjunctions for subordination, correlation, and coordination, subject verb agreement, consistent verb tense, pronoun-antecedent relationship, noun and pronoun agreement, use of prepositional phrases, adverbs, and adjectives).

b. Employ specified proofreading strategies and consults resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations

c. Use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited. Check against original source for accuracy

d. Demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

 

5.  Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

 

6.  Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, and respond to classmates' writing).

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

 

At Grade 9, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 500 to 750 words. Final drafts are formatted appropriately for the mode. Begin writing documents related to career development. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

1. Compose fictional, biographical, or autobiographical narratives or short stories that:

a. create and develop characters including character motivation, gestures, and feelings.

b. create and develop a plot utilizing the key elements: exposition, rising action, climax, falling action, resolution, and conclusion.

c. create and develop an appropriate point of view.

d. create and develop a setting with a narrative that is relevant to the overall meaning of the work.

e. use a range of narrative devices such as dialogue, suspense, foreshadowing, characterization, and flashback.

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

9. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. evaluate work using editing checklist or rubric if available.

10th Grade

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 10

 

Narrative Essays

 

Standard 1: Writing Process - The student will use the writing process to write coherently.

 

1. Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

b. analyze audience and purpose:

i. consider specific purposes for writing whether to reflect, inform, explain, persuade, make a social statement, or share an experience or emotion.

ii. analyze the characteristics of a specific audience (interests, beliefs, background knowledge) and select an appropriate audience for the writing task.

c. analyze appropriate mode/genre.

d. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

e. revise for appropriateness of organization, content, and style.

f. edit for specific purposes such as to insure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

g. refine selected pieces to publish for general and specific audiences.

 

2. Use elaboration to develop an idea:

a. draft a text with a clear controlling idea or thesis.

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

c. apply different methods of support, such as facts, reasons, examples, sensory details, anecdotes, paraphrases, quotes, reflections, and dialogue.

d. apply a consistent and appropriate point of view.

e. understand and apply formal and informal diction.

 

3. Demonstrate organization, unity, and coherence by using transitions and sequencing:

a. read the draft from the intended audience’s point of view to evaluate clarity of purpose.

b. evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

c. evaluate whether the topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth, and coherent.

d. evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

e. evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

f. evaluate whether sentence structures are varied in type, length, and complexity.

 

4. Editing/Proofreading and Evaluating: Use precise word choices, including figurative language, that convey specific meaning:

a. apply Standard English usage, spelling and mechanics to text.

b. correct errors in grammatical conventions.

c. employ specified editing/proofreading strategies and consult resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.

d. use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited (check against original source for accuracy).

e. demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

 

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

 

6. Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how writing achieves its purpose, ask for feedback, and respond to classmates' writing).

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, persuasive, and reflective modes.

 

At Grade 10, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 750 to 1,000 words. Compose business letters.  Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing that are frequently published for a general or specific audience. Final drafts are formatted appropriate for the mode/genre.

 

1. Compose fictional, biographical or autobiographical narratives or short stories that:

a. establish and develop dynamic and static characters including character motivation, gestures, and feelings.

b. establish and develop a plot that effectively communicates the overall theme and establishes significant events.

c. establish and maintain a consistent point of view especially third person limited or omniscient point of view.

d. establish and develop a setting within a narrative that is relevant to the overall meaning of the work.

e. use a range of narrative devices such as dialogue, interior monologue, suspense, foreshadowing, characterization, flashback, and symbolism.

f. present action segments to accommodate changes in time and mood.

 

6. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (identify command verbs: explain, compare, evaluate, define, and develop, etc.)

d. analyze the question/prompt and determine the appropriate mode of writing, audience, and tone.

e. apply appropriate organizational methods to thoroughly address the prompt.

 

Narrative

Edit section

 

PENNSYLVANIA CORE STANDARDS

http://www.pdesas.org/standard/PACore (Amended 2014)

 

Grades 9-10

 

Narrative Essays

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.9–10.M

Write narratives to develop real or imagined experiences or events.

 

CC.1.4.9–10.N

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.

 

CC.1.4.9–10.O

Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.

 

CC.1.4.9–10.P

Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

CC.1.4.9–10.Q

Write with an awareness of the stylistic aspects of writing.

  • Use parallel structure.

  • Use various types of phrases and clauses to convey meaning and add variety and interest.

 

CC.1.4.9–10.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 

CC.1.4.9–10.T

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

CC.1.4.9–10.X

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

South Carolina

Narrative

9th Grade

SOUTH CAROLINA

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

English 1    

 

Narrative Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

 

a. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;

b. engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events;

c. use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;

d. use a variety of techniques to sequence events so that they build on one another to create a coherent whole;

e. develop and strengthen writing as needed by planning, revising, editing, rewriting;

f. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;

g. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

10th Grade

SOUTH CAROLINA

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

English 2    

 

Narrative Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

 

a. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;

b. engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events;

c. use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;

d. use a variety of techniques to sequence events so that they build on one another to create a coherent whole;

e. develop and strengthen writing as needed by planning, revising, editing, rewriting;

f. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters;

g. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

 

Texas

Narrative

9th Grade

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

High School – English I

 

Narrative Essays

(14)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(A)  write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;

10th Grade

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

High School – English II



 

Narrative Essays

(13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;

(C)  revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(14)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(A)  write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;


 

Virginia

Narrative

9th Grade

VIRGINIA ELA STANDARDS AND SKILLS

http://www.doe.virginia.gov (Adopted 2010)

 

Grade 9

 

Narrative Essays

 

9.6  The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes.

 

a)    Generate, gather, and organize ideas for writing.

b)    Plan and organize writing to address a specific audience and purpose.

c)    Communicate clearly the purpose of the writing using a thesis statement where appropriate.

d)    Write clear, varied sentences using specific vocabulary and information.

e)    Elaborate ideas clearly through word choice and vivid description.

f)    Arrange paragraphs into a logical progression.

g)    Use transitions between paragraphs and ideas.

h)    Revise writing for clarity of content, accuracy and depth of information.    

i)    Use computer technology to plan, draft, revise, edit, and publish writing

 

To be successful with this standard, students are expected to:

  • use prewriting strategies and organize writing.

  • plan and develop organized and focused written products that demonstrate their understanding of composing, written expression, and usage/mechanics and that reflect an appropriate audience and purpose.

  • demonstrate the purpose of writing as narrative, persuasive, expository, or analytical.

  • apply narrative techniques, such as dialogue, description, and pacing to develop experiences or characters.

  • write clear, varied sentences, and increase the use of embedded clauses.

  • use specific vocabulary and information.

  • use precise language to convey a vivid picture.

  • arrange paragraphs into a logical progression using appropriate words or phrases to signal organizational pattern and transitions between ideas.

  • revise writing for clarity, content, depth of information, and intended audience and purpose.

  • use computer technology to assist in the writing process.

 

10th Grade

VIRGINIA ELA STANDARDS AND SKILLS

http://www.doe.virginia.gov (Adopted 2010)

 

Grade 10

 

Narrative Essays

 

10.6     The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.

 

a)    Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.

b)  Elaborate ideas clearly through word choice and vivid description.

c)  Write clear and varied sentences, clarifying ideas with precise and relevant evidence.    e)  Organize ideas into a logical sequence     using transitions.    

d)  Revise writing for clarity of content, accuracy, and depth of information.  

e)  Use computer technology to plan, draft, revise, edit, and publish writing.

 

To be successful with this standard, students are expected to:

  • develop written products that demonstrate their understanding of composing, written expression, and usage/mechanics.

  • develop writing that analyzes complex issues.

  • plan and organize their ideas for writing.

  • use visual and sensory language as needed for effect.

  • vary sentence structures for effect.

  • identify and apply features of the writing domains, including

    • effective organization;
    • clear structure;
    • sentence variety;
    • unity and coherence;
    • tone and voice;
    • effective word choice;
    • clear purpose;
    • appropriate mechanics and usage; and
    • accurate and valuable information.
  • develop ideas deductively and inductively and organize ideas into a logical sequence, applying effective organizational patterns/techniques, such as:

    • comparison/contrast;
    • chronological order;
    • spatial layout;
    • cause and effect;
    • definition;
    • order of importance;
    • explanation;
    • generalization;
    • classification;
    • enumeration; and
    • problem/solution.
  • revise writing for clarity of content and presentation.

  • use peer- and self-evaluation to review and revise writing.

  • use computer technology to assist in the writing process.

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Last modified
15:45, 26 Apr 2016

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