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10th Grade

 

 

Informative

OKLAHOMA

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

 

Grade 10

 

Informative 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.

 

2. Compose expository compositions, including analytical essays and research reports that:

a. integrate evidence in support of a thesis (position on the topic) including information on all relevant perspectives.

b. communicate, quote, summarize, and paraphrase information and ideas from primary and secondary sources accurately and coherently.

e. identify and address reader's potential misunderstandings, biases, and expectations, establishing and adjusting tone accordingly.

f. use technical terms and notations accurately.

 

5. Compose reflective papers that may address one of the following purposes:

a. express the individual's insight into conditions or situations detailing the author’s role in the outcome of the event as well as an outside viewpoint.

b. connect lessons from literature, history, current events, and movies/media to personal experiences and ideas.

 

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.

 

7. Compose responses to literature that:

a. integrate detailed references and quotations from the text along with interpretive commentary to support important ideas and a consistent viewpoint.

b. evaluate the impact of genre, historical, and cultural context on the work.

c. evaluate the impact of literary elements/devices and complexities within the work.

d. extend writing by changing mood, plot, characterization, or voice.

 

Narrative

 

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.

 

Persuasive

OKLAHOMA

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

 

Grade 10    

 

Persuasive 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.

 

3. Compose persuasive/argumentative compositions that:

a. include a well-defined thesis that makes a clear and knowledgeable appeal in a sustained and effective fashion.

b. use exposition, narration, description, and argumentation to support the main argument.

c. use specific rhetorical devices to support assertions, such as appealing to logic through reason, appealing to emotion or ethical beliefs, or relating to a personal anecdote, case study, or analogy.

d. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.

e. effectively address reader’s concerns, counterclaims, biases, and expectations.

 

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.


 


 

 

 

 

 

 

 

 

 


 

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Last modified
13:58, 12 Oct 2015

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