Hawaii State Standards for Language Arts: Grade 10
HI.LA.10.1. Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes
LA.10.1.1. Vocabulary and Concept Development: Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study
LA.10.1.2. Locating Sources/ Gathering Information: Independently use a variety of strategies to gain information from print and online resources, both primary and secondary, as part of a research plan to support a thesis
HI.LA.10.2. Reading: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts
LA.10.2.1. Constructing Meaning: Use annotation to evaluate the use of evidence while reading a variety of texts
HI.LA.10.3. Reading: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical
LA.10.3.1. Interpretive Stance: Use multiple interpretations of text to support or modify own opinion
LA.10.3.2. Critical Stance: Describe independently how a literary text is related to historical and cultural themes and issues
LA.10.3.3. Literary Elements: Explain how genre conventions and literary devices support an author's message and purpose
HI.LA.10.4. Writing: CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms
LA.10.4.1. Range of Writing: Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:
LA.10.4.1.a. Narratives or scripts with a theme and details that contribute to a mood or tone
LA.10.4.1.b. Poems using a range of poetic techniques and figurative language in a variety of forms
LA.10.4.1.c. Literary, persuasive, and personal essays
LA.10.4.1.d. Research papers that state and support a thesis
LA.10.4.1.e. Functional writing including forms, applications, and questionnaires
LA.10.4.1.f. Pieces to reflect on learning and to solve problems
LA.10.4.2. Grammar and Mechanics: Use knowledge of sentence structure, grammar, punctuation, capitalization, and spelling to produce grade-appropriate writing in standard English
LA.10.4.3. Citing Sources: Use a prescribed documentation style to adhere to fair use and copyright guidelines for citing grade-appropriate sources in papers, projects, and multimedia presentations
LA.10.4.4. Citing Sources: Use quotations and citations in writing to achieve effective balance between researched information and original ideas
HI.LA.10.5. Writing: RHETORIC: Use rhetorical devices to craft writing appropriate to audience and purpose
LA.10.5.1. Meaning: Establish a controlling focus that guides the reader to the intended insight, message, or thesis of the piece
LA.10.5.2. Design: Use an organizational structure that creates fluency between ideas, links ideas to the message, and creates the desired impression
LA.10.5.3. Clarity: Use a variety of sentence structures and grade-appropriate vocabulary to achieve efficiency, indicate emphasis, clarify meaning
HI.LA.10.6. Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes
LA.10.6.1. Discussion and Presentation: Participate in a small group (e.g., plan sessions, decide on procedures, plan sessions, assign responsibilities, evaluate results)
LA.10.6.2. Discussion and Presentation: Give a planned oral presentation, adopting a position or explaining a point of view
LA.10.6.3. Discussion and Presentation: Use criteria that describe roles to ensure the participation of all members of a group
LA.10.6.4. Critical Listening: Listen to establish the strength of the evidence in support of the main point(s)
LA.10.6.5. Delivery: Use control of explicit techniques (e.g., modulating rate, volume, pitch, and tone) to align nonverbal behaviors with spoken message
LA.10.6.6. Delivery: Use visual and technological aids to support presentations
LA.10.6.7. Delivery: Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation
LA.10.6.8. Media Comprehension and Interpretation: Describe the effects of style and language choice in visual media
HI.LA.10.7. Oral Communication: RHETORIC: Adapt messages appropriately to address audience, purpose, and situation
LA.10.7.1. Meaning: Incorporate information from a range of print and online sources
LA.10.7.2. Design: Use an introduction that captures interest and a conclusion that brings the topic to a satisfactory closing
LA.10.7.3. Clarity: Select specific words to elicit a desired response when speaking
HI.LA.AL. American Literature
LA.AL.1. Conventions and Skills - Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes
LA.AL.1.1. Range of Reading: Evaluate the historical and literary significance of foundational U.S. nonfiction (e.g., letters, journals and diaries, speeches, essays) and creative works (e.g., short stories, novels, poems, drama)
LA.AL.1.2. Vocabulary and Concept Development: Use new grade-appropriate vocabulary learned through the study of idioms, cognates, figurative language, and allusions in American literature
LA.AL.1.3. Vocabulary and Concept Development: Use context (e.g., examples, descriptions, illustrations) to determine the meaning of unfamiliar words
LA.AL.2. Literary Response and Analysis - Respond to literary texts from a range of stances: personal, interpretive, critical
LA.AL.2.1. Interpretive Stance: Use a variety of criteria (e.g., clarity; accuracy; author's bias; use of evidence, persuasion, language, style, syntax, and rhetorical strategies) to evaluate nonfiction texts
LA.AL.2.2. Interpretive Stance: Compare the expression of common themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity and tolerance)
LA.AL.2.3. Interpretive Stance: Describe how American fiction and poetic styles and forms developed during a specific time period
LA.AL.2.4. Interpretive Stance: Identify dramatic elements (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony) that support and enhance meaning
LA.AL.2.5. Interpretive Stance: Differentiate the literary form (e.g., dime novel, political essay) and/or style (e.g., stream of consciousness, vernacular or colloquial language) of two or more selections of American literature
LA.AL.2.6. Interpretive Stance: Explain how a literary text is related to its historical context (e.g., Native American culture; colonial or revolutionary events) and literary context (e.g., characteristics of romanticism, transcendentalism, realism, naturalism, modernism, postmodernism)
LA.AL.2.7. Critical Stance: Evaluate the effects of diction, tone, mood, syntax, sound, form, figurative language, meter, rhyme, and structure on the meaning of poems
LA.AL.2.8. Critical Stance: Analyze characterization in works of American literature (e.g., moral dilemmas as revealed by characters' motivation and behavior, character development)
LA.AL.2.9. Critical Stance: Evaluate how an author's purpose and message are supported by his/her construction of text (e.g., chronological, in medias res, flashback, frame narrative, epistolary narrative) and use of literary devices (e.g., patterns of imagery or symbolism)
LA.AL.3. Conventions and Skills - Apply knowledge of verbal and nonverbal language to communicate effectively in various situations- interpersonal, group, and public- for a variety of purposes
LA.AL.3.1. Discussion: Participate in a small group (e.g., organize sessions and information, complete a grade-appropriate task, evaluate the group's accomplishments)
LA.AL.3.2. Delivery: Adjust dialect (e.g., standard American English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation
LA.AL.3.3. Critical Listening: Determine the evidence for and against a given position or argument delivered orally and assess its reasonableness
LA.AL.3.4. Media Comprehension and Interpretation: Describe how the American media affects audiences with different cultural, social, or religious backgrounds and perspectives
LA.AL.3.5. Media Comprehension and Interpretation: Evaluate the effectiveness and consequences of a wide variety of techniques of American media
HI.LA.BL. British Literature
LA.BL.1. Conventions and Skills - Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes
LA.BL.1.1. Range of Reading: Evaluate the historical and literary significance of nonfiction (e.g., letters, journals and diaries, speeches, essays) and creative works (e.g., short stories, novels, poems, drama) of British literature
LA.BL.1.2. Vocabulary and Concept Development: Use new grade-appropriate vocabulary learned through the study of idioms, cognates, figurative language, and allusions in British literature
LA.BL.1.3. Vocabulary and Concept Development: Use context (e.g., synonyms and definitions, antonyms and contrasts) to determine the meaning of unfamiliar words
LA.BL.2. Literary Response and Analysis - Respond to literary texts from a range of stances: personal, interpretive, critical
LA.BL.2.1. Interpretive Stance: Use a variety of criteria (e.g., clarity; accuracy; author's bias; use of evidence, persuasion, language, style, syntax, and rhetorical strategies) to evaluate nonfiction texts
LA.BL.2.2. Interpretive Stance: Compare the expression of common themes characteristic of British literature across time and genre (e.g., classism, imperialism, chivalry)
LA.BL.2.3. Interpretive Stance: Describe how British fiction and poetic styles and forms developed during a specific time period
LA.BL.2.4. Interpretive Stance: Identify dramatic elements (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony) that support and enhance meaning
LA.BL.2.5. Interpretive Stance: Differentiate the literary forms (e.g., heroic elegy, serial novel) and/or style (e.g., satirical essay, pastoral, parody, allegory) of two or more selections of British literature
LA.BL.2.6. Interpretive Stance: Explain how a literary text is related to its historical context (e.g., Anglo-Saxon, medieval, empire, postcolonial, or renaissance period) and literary context (e.g., characteristics of romanticism; Elizabethan, Victorian, or Edwardian literature)
LA.BL.2.7. Critical Stance: Evaluate the effects of diction, tone, mood, syntax, sound, form, figurative language, meter, rhyme, and structure on the meaning of poems
LA.BL.2.8. Critical Stance: Analyze characterization in works of British literature (e.g., moral dilemmas as revealed by characters' motivation and behavior, character development)
LA.BL.2.9. Critical Stance: Evaluate how an author's purpose and message are supported by his/her construction of text (e.g., chronological, in medias res, flashback, frame narrative, epistolary narrative) and use of literary devices (e.g., patterns of imagery or symbolism)
LA.BL.3. Conventions and Skills - Apply knowledge of verbal and nonverbal language to communicate effectively in various situations- interpersonal, group, and public- for a variety of purposes
LA.BL.3.1. Discussion: Participate in a small group (e.g., organize sessions and information, complete a grade-appropriate task, evaluate the group's accomplishments)
LA.BL.3.2. Delivery: Adjust dialect (e.g., standard American English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation
LA.BL.3.3. Critical Listening: Determine the evidence for and against a given position or argument delivered orally and assess its reasonableness
LA.BL.3.4. Media Comprehension and Interpretation: Describe how the British media affects audiences with different cultural, social, or religious backgrounds and perspectives
LA.BL.3.5. Media Comprehension and Interpretation: Evaluate the effectiveness and consequences of a wide variety of techniques of British media
HI.LA.EWI. Expository Writing I
LA.EWI.1. Conventions and Skills- Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms
LA.EWI.1.1. Range of Writing: Use the writing process to write in a variety of grade-appropriate expository formats, such as:
LA.EWI.1.1.a. Descriptive, analytical, and persuasive papers that demonstrate a comprehensive understanding of the topic
LA.EWI.1.1.b. An extended research essay (i.e., 4 to 8 pages) that marshals evidence in support of a clear thesis statement and related claims
LA.EWI.1.1.c. Reflections that draw comparisons between specific incidents and broader themes
LA.EWI.1.2. Pre-Writing: Use a variety of pre-writing strategies (e.g., determining purpose, taking notes, developing a focus and sequence of ideas, creating outlines) to generate ideas, topics, and points of view for the intended audience and purpose
LA.EWI.1.3. Revision: Include relevant information and exclude extraneous information
LA.EWI.1.4. Revision: Revise own and other's writing for organization, style, and tone appropriate to audience, purpose, and context (e.g., use feedback from others; add details to develop or support ideas more clearly; ensure effective transitions between paragraphs; correct errors in logic; reassess appropriateness of writing for genre, purpose, and audience; sharpen language and meaning)
LA.EWI.1.5. Revision: Explain the strengths and weaknesses of ideas and describe how the expression of those ideas appeals to a particular audience and purpose
LA.EWI.1.6. Editing: Use print or electronic dictionaries, thesauruses, and glossaries to select a definition, pronunciation, spelling, or usage of words appropriate to the intended audience and purpose.
LA.EWI.1.7. Editing: Use the spell-checker and grammar check function in word processing software while understanding the limitations of relying upon these tools
LA.EWI.1.8. Editing: Solve grammatical problems (e.g., whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, which preposition to use in simple contexts, the appropriate homonym) to make writing clearer and communicate more effectively to the intended audience
LA.EWI.1.9. Sentence Structure: Assess the need for punctuation and conjunctions to avoid awkward or incorrect sentence structures and to balance sentence parts for emphasis and clarification of ideas
LA.EWI.1.10. Grammar: Use the appropriate verb tense, diction, and voice for sentence and paragraph context, intended audiences, and purpose
LA.EWI.1.11. Punctuation: Use appropriate punctuation (e.g., commas, ellipses, colons, hyphens, semi-colons, apostrophes) to achieve efficiency, indicate emphasis, and clarify meaning
LA.EWI.1.12. Research Plan: Use a research plan (e.g., organize what is known about a topic, define and narrow a problem or research topic, formulate research questions, identify authoritative sources)
LA.EWI.1.13. Gather Information: Gather relevant information from a variety of print or electronic primary and secondary sources (e.g., books, magazines, newspapers, journals, periodicals, the internet)
LA.EWI.1.14. Gather Information: Evaluate sources of information for their credibility, reliability, consistency, strengths, and limitations by considering their characteristics (e.g., origin, clarity, accuracy, author's bias, use of persuasion)
LA.EWI.1.15. Synthesize Information: Use logical and appropriate categories to synthesize and organize gathered information (e.g., note similarities and differences in gathered information, note connections between gathered information and the topic or thesis)
LA.EWI.1.16. Graphic Features: Use graphic features (e.g., illustrations, tables) to present information and ideas
LA.EWI.1.17. Cite Information: Use paraphrasing, summarizing, or quoting to introduce, incorporate, and cite information
LA.EWI.1.18. Cite Information: Use a prescribed documentation style (e.g., APA, MLA) to adhere to fair use and copyright guidelines for citing grade-appropriate sources in text, notes, and bibliographies
LA.EWI.2. Rhetoric- Use rhetorical devices to craft writing appropriate to audience and purpose
LA.EWI.2.1. Meaning: Support judgments and inferences with relevant, substantial evidence, and logical connections
LA.EWI.2.2. Meaning: Identify and support claims in writing that require outside evidence or verification
LA.EWI.2.3. Meaning: Write to persuade the reader by anticipating and addressing counterarguments
LA.EWI.2.4. Meaning: Construct arguments that use a range of strategies to elaborate and persuade (e.g., anecdotes, well-chosen details, counterarguments that are relevant to the audience or issue at hand, descriptions, illustrations)
LA.EWI.2.5. Design: Organize ideas in writing with a thesis, introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect paragraphs into a coherent whole
LA.EWI.2.6. Clarity: Use a variety of grade-appropriate sentence structures (e.g., compound, complex, compound-complex, parallel, repetitive, analogous) in writing
LA.EWI.2.7. Clarity: Select words that enhance communication (e.g., use words correctly and precisely, use a varied vocabulary, revise expressions that deviate from the style of writing, delete synonymous and wordy material)
LA.EWI.2.8. Voice: Use a controlled yet unique style and voice in writing where appropriate
LA.EWI.2.9. Voice: Adapt writing for different audiences and purposes (e.g., including appropriate content; using appropriate language, style, tone, and structure)
LA.EWI.3. Conventions and Skills- Apply knowledge of verbal and nonverbal language to communicate effectively in various situations- interpersonal, group, and public- for a variety of purposes
LA.EWI.3.1. Presentation: Give a planned oral presentation on a topic that is open to more than one point of view
LA.EWI.3.2. Delivery: Use verbal and nonverbal delivery skills to adjust speaking for various audiences and to respond to audience feedback
LA.EWI.3.3. Delivery: Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation
LA.EWI.4. Rhetoric- Adapt messages appropriately to address audience, purpose, and situation
LA.EWI.4.1. Meaning: Use information about audience to incorporate ideas or approaches that will increase interest and acceptance
LA.EWI.4.2. Design: Use transitions effectively to organize content and ideas when speaking
LA.EWI.4.3. Clarity: Use rhetorical devices (e.g., rhetorical question, parallel structure, repetition) to highlight key ideas when speaking
HI.LA.EWII. Expository Writing II
LA.EWII.1. Conventions and Skills- Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms
LA.EWII.1.1. Range of Writing: Use the writing process to write in a variety of grade-appropriate expository formats, such as:
LA.EWII.1.1.a. Descriptive, analytical, and persuasive papers that demonstrate a comprehensive understanding of the topic
LA.EWII.1.1.b. An extended research essay (i.e., 6 to 10 pages) that marshals evidence in support of a clear thesis statement and related claims
LA.EWII.1.1.c. Reflections that draw comparisons between specific incidents and broader themes
LA.EWII.1.2. Range of Writing: Judge the selection of an expository writing form (e.g., summary, description, interpretation and analysis, critique) for an identified purpose and audience
LA.EWII.1.3. Pre-Writing: Use a variety of pre-writing strategies (e.g., taking notes, developing a focus and sequence of ideas, creating informal or formal outlines) for the purpose, audience, and content
LA.EWII.1.4. Revision: Include relevant information and exclude extraneous information
LA.EWII.1.5. Revision: Revise written work (e.g., use feedback from others; address potential objections; review ideas and structure in substantive ways to improve depth and logic; reassess appropriateness of writing for genre, purpose, and audience)
LA.EWII.1.6. Revision: Assess the strengths and weaknesses of ideas and the expression of those ideas for a particular audience and purpose by using specific examples from own writing
LA.EWII.1.7. Editing: Use general or specialized dictionaries, thesauruses, and glossaries to determine the definition, pronunciation, spelling, etymology, or usage of words
LA.EWII.1.8. Editing: Edit and provide feedback for own and other's writing by selecting and articulating options for improvement to organization, style, and tone
LA.EWII.1.9. Sentence Structure: Use knowledge of sentence structures to correct disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers)
LA.EWII.1.10. Grammar: Use idiomatically appropriate prepositions (e.g., prepositions in conjunction with verbs such as long for and appeal to)
LA.EWII.1.11. Punctuation: Use appropriate punctuation (e.g., commas, ellipses, colons, hyphens, semi-colons, apostrophes) to achieve efficiency, indicate emphasis, and clarify meaning for the intended purpose and audience
LA.EWII.1.12. Research Plan: Use and assess a research plan (e.g., organize what is known about a topic, define and narrow a problem or research topic, formulate research questions, identify authoritative sources, re-adjust plan as needed)
LA.EWII.1.13. Gather Information: Gather relevant information from a variety of print or electronic primary and secondary sources (e.g., works of art, works cited within other works, a work appearing in an anthology, an unpublished manuscript, direct observation)
LA.EWII.1.14. Gather Information: Evaluate sources of information for their credibility, reliability, consistency, strengths, and limitations by considering their characteristics (e.g., origin, effectiveness of organization, logic, propaganda techniques, authenticity, appeal to audience)
LA.EWII.1.15. Synthesize Information: Use logical and appropriate categories to synthesize and organize gathered information (e.g., identify complexities and discrepancies in information, categorize information thematically by noting the larger constructs in the information such as the relationships between ideas, concepts, and theories)
LA.EWII.1.16. Graphic Features: Use graphic features (e.g., charts, ratios, illustrations, tables) to present information and ideas
LA.EWII.1.17. Cite Information: Select a method for introducing, incorporating, and citing information (e.g., paraphrasing, summarizing, quoting, using graphics) that best suits the audience, purpose, and content
LA.EWII.1.18. Cite Information: Use a prescribed documentation style (e.g., APA, MLA) to adhere to fair use and copyright guidelines for citing grade-appropriate sources in text, notes, and bibliographies
LA.EWII.2. Rhetoric- Use rhetorical devices to craft writing appropriate to audience and purpose
LA.EWII.2.1. Meaning: Differentiate inferences from directly supported conclusions and make inferences in writing when they are valid and logical
LA.EWII.2.2. Meaning: Use outside information or verification needed to support claims in writing
LA.EWII.2.3. Meaning: Construct arguments that provide clear and effective conclusions that go beyond summarization (e.g., a call to action)
LA.EWII.2.4. Meaning: Construct arguments that use a range of strategies to elaborate and persuade (e.g., compare-contrast reasoning; inductive-deductive reasoning; alternation between general and specific such as connections between public knowledge and personal observation and experience, case studies, analogies; anticipate and address the reader's concerns and counterclaims)
LA.EWII.2.5. Meaning: Analyze fully the scope of arguments and the claims underlying them
LA.EWII.2.6. Design: Use a method to organize writing that addresses the audience, purpose, and context (e.g., placement of the thesis in the introduction, sequence of body paragraphs to achieve a logical flow, techniques such as transitions and repetition to maximize cohesion, strong conclusion)
LA.EWII.2.7. Clarity: Use a variety of grade-appropriate sentence structures (e.g., compound, complex, compound-complex, parallel, repetitive, analogous) that underscore intent and meaning
LA.EWII.2.8. Clarity: Select words that enhance communication (e.g., recognize nuances in the meanings of words, avoid redundancy in different parts of speech such as alarmingly startled, use words that are consistent with the style and tone of the paper)
LA.EWII.2.9. Voice: Use rhetorical devices (e.g., parallelism, anecdotes, figurative language, emotive language) that develop an accurate and expressive style of communication
LA.EWII.2.10. Voice: Adapt writing for different audiences and purposes (e.g., including appropriate content; using appropriate formal, informal, literary, or technical language; use appropriate style, tone, and structure)
LA.EWII.3. Conventions and Skills- Apply knowledge of verbal and nonverbal language to communicate effectively in various situations (interpersonal, group, and public) for a variety of purposes
LA.EWII.3.1. Presentation: Give a planned oral presentation to support a position on a specified topic and respond to questions from the audience
LA.EWII.3.2. Delivery: Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation
LA.EWII.4. Rhetoric- Adapt messages appropriately to address audience, purpose, and situation
LA.EWII.4.1. Meaning: Use relevant evidence and rhetorical devices to advocate and defend a position
LA.EWII.4.2. Design: Organize points so as to lead the audience to seriously consider an argument or stance
LA.EWII.4.3. Clarity: Use language that shows authority, conviction, and knowledge of topic
HI.LA.WL. World Literature
LA.WL.1. Conventions and Skills - Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes
LA.WL.1.1. Range of Reading: Evaluate historical and literary significance of nonfiction (e.g., philosophical essays, letters) and creative works (e.g., short stories, novels, poems, drama) of world literature
LA.WL.1.2. Vocabulary and Concept Development: Use new grade-appropriate vocabulary learned through the study of idioms, cognates, figurative language, and allusions in world literature
LA.WL.1.3. Vocabulary and Concept Development: Use context (e.g., grammar, sense of the sentence) to determine the meaning of unfamiliar words
LA.WL.2. Literary Response and Analysis - Respond to literary texts from a range of stances: personal, interpretive, critical
LA.WL.2.1. Interpretive Stance: Use a variety of criteria (e.g., clarity; accuracy; author's bias; use of evidence, persuasion, language, style, syntax, and rhetorical strategies) to evaluate nonfiction texts
LA.WL.2.2. Interpretive Stance: Compare world literature across time and genre (e.g., archetypes, cultural values, cultural tradition, philosophical roots)
LA.WL.2.3. Interpretive Stance: Describe how fiction and poetic styles and forms developed during a specific time period in various places around the world
LA.WL.2.4. Interpretive Stance: Identify dramatic elements (e.g., unity of time, place, and action; tragic hero; deus ex machina; reversal; chorus; aside; dramatic irony) that support and enhance meaning
LA.WL.2.5. Interpretive Stance: Differentiate the literary form (e.g., myth, short story, haiku) and/or style (e.g., satire, parody, allegory, pastoral) of two or more selections of world literature from different cultures or time periods
LA.WL.2.6. Interpretive Stance: Explain how a literary text is related to its historical context (e.g., Roman Empire, World War I) and literary context (e.g., multicultural, Western or Eastern literary traditions)
LA.WL.2.7. Critical Stance: Evaluate effects of diction, tone, mood, syntax, sound, form, figurative language, meter, rhyme, and structure on the meaning of poems from different cultures
LA.WL.2.8. Critical Stance: Analyze characterization in works of world literature (e.g., moral dilemmas as revealed by characters' motivation and behavior, character development)
LA.WL.2.9. Critical Stance: Evaluate how an author's purpose and message are supported by his/her construction of text (e.g., chronological, in medias res, flashback, frame narrative, epistolary narrative) and use of literary devices (e.g., patterns of imagery or symbolism) in fiction
LA.WL.3. Conventions and Skills - Apply knowledge of verbal and nonverbal language to communicate effectively in various situations- interpersonal, group, and public- for a variety of purposes
LA.WL.3.1. Discussion: Participate in a small group (e.g., organize sessions and information, complete a grade-appropriate task, evaluate the group's accomplishments)
LA.WL.3.2. Delivery: Adjust dialect (e.g., standard American English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation
LA.WL.3.3. Critical Listening: Determine the evidence for and against a given position or argument presented orally and assess its reasonableness
LA.WL.3.4. Media Comprehension and Interpretation: Describe how the world's media affect audiences with different cultural backgrounds
LA.WL.3.5. Media Comprehension and Interpretation: Evaluate the effectiveness and consequences of a wide variety of techniques and impact of world media