Summative+Unit+Standards

**Corresponding Standards** **Strand 1: Writing, Speaking, and Visual Expression**
 * CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas.
 * CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).
 * CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).
 * CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, ﬁction, drama, creative nonﬁction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, deﬁnition, or cause and effect).
 * CE 1.3.2 Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.
 * CE 1.3.3 Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language

**Strand 2: Reading, Listening, and Viewing**
 * CE 2.2.1 Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view)
 * CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.
 * CE 2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives.
 * CE 2.3.6 Reﬂect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.
 * CE 2.3.7 Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, ﬁlm clubs)

**Strand 3: Literature and Culture**
 * CE 3.1.1 Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.1.2 Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.1.3 Recognize a variety of plot structures and elements (e.g., story within a story, rising action, foreshadowing, ﬂash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works.
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.1.4 Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.1.8 Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.1.9 Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.1.10 Demonstrate an understanding of the connections between literary and expository works, themes, and historical and contemporary contexts
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.2.2 Identify different types of poetry (e.g., epic, lyric, sonnet, free verse) and explain how specific features (e.g., ﬁfigurative language, imagery, rhythm, alliteration, etc.) influence meaning
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 3.2.4 Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses

<span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">**Strand 4: Language**
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 4.1.4 Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation
 * <span style="display: block; font-family: 'Times New Roman',serif; text-align: left;">CE 4.2.4 Understand the appropriate uses and implications of casual or informal versus professional language; understand, as well, the implications of language designed to control others and the detrimental effects of its use on targeted individuals or groups (e.g., propaganda, homophobic language, and racial, ethnic, or gender epithets)