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Copyright
Credits
Board Members
Foreword
Mission Statement
Introduction
Ordering Info

© 2003 by Oroville Union High School District and EdVISION.com.
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Oroville Union High School District
English Curriculum
Language Arts - English 10-Honors

Word Analysis, Fluency, & Vocab Develop
Vocabulary
The learner will be able to acquire and uses vocabulary related to materials read in context.
Strand Scope Source Activities
Vocabulary & Concept Development Master Oroville Union High School District Standard Classroom
  Instructional Resources
 
· Discovery Channel.com Lessons, All Quiet on the Western Front Vocab. [On-line]
http://school.discovery.com/lessonplans/programs/quiet/index.html
· Vocabulary Development, http://people.ne.mediaone.net/tomdillon/index.html [On-line]
· Lesson Plans Page, BINGO-Vocabulary Review [On-line]
http://www.teachervision.com/lesson-plans/lesson-2712.html
  
Literal & Figurative Meanings
The learner will be able to identify and use the literal and figurative meanings of words and understand word derivations.
Strand Scope Source Activities
Vocabulary & Concept Development Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.1. CA HSEE Language Arts Blueprint, December 2000, 6 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 506-7 [Textbook]
· Vocabulary Development, Word Origins [On-line]
http://plateaupress.com.au/wfw/wfwindex.htm
· Vocabulary Development, Origin of Phrases [On-line]
http://members.aol.com/MorelandC/Phrases.htm
· To Kill a Mockingbird, Idioms [On-line]
http://members.home.net/teachenglish/english.html
  
Denotative & connotative Meanings
The learner will be able to distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
Strand Scope Source Activities
Vocabulary & Concept Development Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.2. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 68 [Textbook]
· Lesson Plans Page, Connotation [On-line]
http://www.teachervision.com/lesson-plans/lesson-5413.html
· Lesson Plans Page, Connotation in lyrics [On-line]
http://www.cgocable.net/~rayser/youbleed.txt
  
Mythology
The learner will be able to identify Greek, Roman, and Norse mythology and use the knowledge to understand the origins and meanings of new words.
Strand Scope Source Activities
Vocabulary & Concept Development Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.3. Classroom
  Instructional Resources
 
· Bulfinch's Mythology, Greek and Roman Mythology [On-line]
http://www.bulfinch.org/
· Encyclopedia Mythica, Mythology Lessons [On-line]
http://www.pantheon.org/mythica/
· Myths and Legends, http://pubpages.unh.edu/~cbsiren/myth.html [On-line]
  
Context
The learner will be able to begin to comprehend in context: cliché, colloquialisms, dialect, slang, and nonstandard English.
Strand Scope Source Activities
Vocabulary & Concept Development Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, To Kill a Mockingbird [On-line]
http://www.sdcoe.k12.ca.us/score/tokil/mocktg.htm
  
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Reading Comprehension (Informational)
Workplace Documents
The learner will be able to analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
Strand Scope Source Activities
Structural Features of Info. Materials Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.1. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. Classroom
  
Bibliography
The learner will be able to prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. .
Strand Scope Source Activities
Structural Features of Info. Materials Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.2. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  
Relevant Questions
The learner will be able to generate relevant questions about readings on issues that can be researched.
Strand Scope Source Activities
Comprehension & Analysis of Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.3. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  
Synthesize and Paraphrase Ideas
The learner will be able to synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
Strand Scope Source Activities
Comprehension & Analysis of Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.4. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 1009-13 [Textbook]
  
Extension of Ideas
The learner will be able to extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Strand Scope Source Activities
Comprehension & Analysis of Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.5. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. Classroom
  
Following Technical Directions
The learner will be able to demonstrate use of sophisticated learning tools by following technical directions.
Strand Scope Source Activities
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.6. Classroom
  
Logic of Functional Documents
The learner will be able to critique the logic of functional documents (e.g., business letters, memos, minutes, procedural manuals, advanced software programs, or Internet resources) by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.
Strand Scope Source Activities
Expository Critique Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.7. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Lesson Plans Page, Million Dollar Assignment [On-line]
http://www.cgocable.net/~rayser/million.txt
  
Biases, Persuasion, & Propaganda
The learner will be able to identify biases, persuasive strategies, and propaganda techniques in sources.
Strand Scope Source Activities
Expository Critique Master Oroville Union High School District Standards. Classroom
  Instructional Resources
 
· Editorials, Opinion pieces, http://library.thinkquest.org/50084/index.shtml [On-line]
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp.455-499 [Textbook]
  
Credibility of Author
The learner will be able to evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, fact and opinion, and the way in which the author's intent and audience affect the structure and tone of the text.
Strand Scope Source Activities
Expository Critique Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.8. CA HSEE Language Arts Blueprint, December 2000, 7 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Stephen King Essay pp. 479-87 [Textbook]
  
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Literary Response and Analysis
Forms of Dramatic Literature
The learner will be able to articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, soliloquy, monologue, stage directions, and techniques).
Strand Scope Source Activities
Structural Features of Literature Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.1. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, I Never Sang for My Father pp.635-684 [Textbook]
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Greek Drama: Antigone pp.685-743 [Textbook]
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, William Shakespeare: Julius Caesar pp.760-886 [Textbook]
· Shakespeare, Pastoral Comedy [On-line]
http://cla.calpoly.edu/~dschwart/engl339/aylipast.html
· Antigone, Play Overview and Lesson Plans [On-line]
http://www.teachervision.com/lesson-plans/lesson-3419.html
· Antigone, Screenplay Project [On-line]
http://www.cgocable.net/~rayser/antigone.txt
  
Selection of Genre
The learner will be able to compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.
Strand Scope Source Activities
Structural Features of Literature Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.2. Classroom
  Instructional Resources
 
· Across Genres, http://www.bced.gov.bc.ca/irp/ela810/10comeng.htm [On-line]
· Their Eyes Were Watching God, The Bildungsroman Genre [On-line]
http://landow.stg.brown.edu/victorian/genre/hader1.html
  
Character Traits
The learner will be able to determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.4. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 818, 978 [Textbook]
· Their Eyes Were Watching God, Characters [On-line]
http://www.novelguide.com/theireyeswerewatchinggod/characterprofiles.html
· Lesson Plans Page, Dear Character [On-line]
http://ericir.syr.edu/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/LIT0005.html
· Catcher in the Rye, Unit Guide Part I and II [On-line]
http://www.capecod.net/~bbarsant/class/index.html;http://www.capecod.net/~bbarsant/class/index.html
  
Methods of Characterization
The learner will be able to analyze the methods of characterization and the interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, reactions of others, physical description, actions, protagonist, antagonist) and explain the way those interactions affect the plot.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce Oroville Union High School District Standard in support of CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.3. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 110-11, 860, 996 [Textbook]
· Lesson Plans Page, Creating a Character [On-line]
http://www.lessonplanspage.com/LACharacterization512.htm
· Streetcar Named Desire, Dramatic Interpretation [On-line]
http://www.cgocable.net/~rayser/desire.txt
· To Kill a Mockingbird, Tall Tale Assignment [On-line]
http://www.cgocable.net/~rayser/urban.txt
  
Universal Themes and Archetypes
The learner will be able to compare works that express a universal themes and archetypes and provide evidence to support the ideas expressed in each work (e.g., hero's journey, including quest and initiation).
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.5. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp.182-193 [Textbook]
  
Development of Plot and Setting
The learner will be able to analyze and trace an author's development of plot and setting, including the use of complex literary devices (e.g., exposition, rising action, conflict, climax, resolution/denouement, foreshadowing, flashbacks).
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.6. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 32-33, 50-51 [Textbook]
· Their Eyes Were Watching God, Autobiography [On-line]
http://www.cis.yale.edu/ynhti/curriculum/guides/1988/3/88.03.03.x.html
  
Literary Devices
The learner will be able to recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, allusion, paradox, and symbolism, and explain their appeal.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.7. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, The Pearl [On-line]
http://www.sdcoe.k12.ca.us/score/pearl/pearltg.html
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Figurative Language pp.506-519 [Textbook]
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Imagery pp.548-549 [Textbook]
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Handbook of Literary Terms pp.995-1006 [Textbook]
· Their Eyes Were Watching God, Illustrating Poetic Images [On-line]
http://www.sdcoe.k12.ca.us/score/eyes/Eyesg4.htm
· Their Eyes Were Watching God, Metaphor Analysis [On-line]
http://www.novelguide.com/theireyeswerewatchinggod/metaphoranalysis.html
· Catcher in the Rye, Metaphor Analysis [On-line]
http://www.novelguide.com/thecatcherintherye/metaphoranalysis.html
· Antigone, Metaphor Analysis [On-line]
http://www.novelguide.com/antigone/metaphoranalysis.html
· To Kill a Mockingbird, Metaphor Analysis [On-line]
http://www.novelguide.com/tokillamockingbird/metaphoranalysis.html
· Shakespeare, Taming of the Shrew, Metaphor Analysis [On-line]
http://www.novelguide.com/tamingoftheshrew/metaphoranalysis.html
· Lesson Plans Page, Seeing logic in anlaogies [On-line]
http://www.teachervision.com/lesson-plans/lesson-2662.html
· Lesson Plans Page, Hyperbole, apostrophe, and ambiguity [On-line]
http://www.teachervision.com/lesson-plans/lesson-2664.html
· Lesson Plans Page, Literary Glossary [On-line]
http://www.teachervision.com/lesson-plans/lesson-1735.html
  
Ambiguity
The learner will be able to interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.8. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp.526-527 [Textbook]
  
Voice, Persona, and Point of View
The learner will be able to explain how voice, persona, and point of view affect characterization and the tone, plot, and credibility of a text.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.9. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, ""Hair" by Malcolm X w/ Alex Haley [Textbook]
pp. 344-52
· Author Webliography, Extensive Site on Author Histories [On-line]
http://www.lib.lsu.edu/hum/authors.html
· Their Eyes Were Watching God, Unit Guide [On-line]
http://www.capecod.net/~bbarsant/class/index.html
  
Function of Dialoque
The learner will be able to identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.10. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, Julius Caesar [On-line]
http://www.lausd.k12.ca.us/lausd/resources/shakespeare/caesarwebguide.html
  
Types of Poetry
The learner will be able to recognize types of poetry (e.g., free verse, narrative, rhymed verse, meter, stanza, ballad, epic) and poetic devices (e.g., alliteration, onomatopoeia, hyperbole, imagery, metaphor, simile, personification, and rhyme scheme).
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, Langston Hughes Poetry [On-line]
http://www.sdcoe.k12.ca.us/score/langhu/langhutg.html
· SCORE Cyber Guides, 2001, World War I poetry [On-line]
http://www.sdcoe.k12.ca.us/SCORE/wwpm/wwpmtg.html
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Poetry Collection [Textbook]
pp. 501-546
· American Verse Project, American Poetry prior to 1920 [On-line]
· Lesson Plans Page, Metaphor Poems [On-line]
http://www.teachervision.com/lesson-plans/lesson-5454.html
· Web Page, Simile Poems [On-line]
http://www.teachervision.com/lesson-plans/lesson-5455.html
· Lesson Plans Page, Personification [On-line]
http://www.teachervision.com/lesson-plans/lesson-2662.html
· Resource, GLOSSARY OF POETIC TERMS [On-line]
http://shoga.wwa.com/~rgs/glossary.html
· Across Genres, Poetry Poker [On-line]
http://www.cgocable.net/~rayser/popok2.txt
  
Style
The learner will be able to evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (aesthetic approach).
Strand Scope Source Activities
Literary Criticism Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.11. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, The Pearl [On-line]
http://www.sdcoe.k12.ca.us/score/pearl/pearltg.html
  
Themes and Issues
The learner will be able to analyze the way in which a work of literature is related to the themes and issues of its historical period and the author's background (historical approach).
Strand Scope Source Activities
Literary Criticism Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.12. Classroom
  Instructional Resources
 
· Their Eyes Were Watching God, Themes [On-line]
http://www.novelguide.com/theireyeswerewatchinggod/themeanalysis.html
· Antigone, Themes [On-line]
http://www.novelguide.com/asyoulikeit/themeanalysis.html
· Catcher in the Rye, Themes [On-line]
http://www.novelguide.com/thecatcherintherye/themeanalysis.html
· To Kill a Mockingbird, Themes [On-line]
http://www.novelguide.com/tokillamockingbird/themeanalysis.html
· Shakespeare, Taming of the Shrew, Themes [On-line]
http://www.novelguide.com/tamingoftheshrew/themeanalysis.html
· Their Eyes Were Watching God, Background Projects [On-line]
http://www.litincontext.com/eyes/questions.htm
· Their Eyes Were Watching God, Harlem Renaissance Project [On-line]
http://www.teachervision.com/lesson-plans/lesson-4846.html
· Their Eyes Were Watching God, Harlem Renaissance Background [On-line]
http://www.teachervision.com/lesson-plans/lesson-2859.html
  
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Writing Strategies
Coherent Thesis
The learner will be able to establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone, sequence, and focus throughout the piece of writing.
Strand Scope Source Activities
Organization and Focus Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.1. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. Classroom
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Unity and Coherence
The learner will be able to maintain unity and coherence in paragraphing. a. Develop clearly focused topic sentences and supporting evidence that connect to the main thesis. b. Begin to conclude body paragraphs with clincher sentences that connect to the controlling idea. c. Create effect transitions between paragraphs. d. Recognize and exclude irrelevant details and opinions. e. Link quoted material to surrounding text. .
Strand Scope Source Activities
Organization and Focus Reinforce Oroville Union High School District(a) Standard; Supports Calirfornia Public Schools Lanuage Arts Content Standard 1.2. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. Classroom
  Instructional Resources
 
· Outta Ray's Head, Topic Sentence Development [On-line]
http://www.cgocable.net/~rayser/topsen.txt
· Lesson Plans Page, Claim-Support-Conclusion Paragraph Worksheet [On-line]
http://www.cgocable.net/~rayser/claim.txt
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Research Questions and Methods
The learner will be able to use clear research questions and suitable research methods (e.g., library, electronic media, and personal interview) to elicit and present evidence from primary and secondary sources.
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.3. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. Classroom
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Plagiarism
The learner will be able to recognize the term and concept of plagiarism. a. Avoid plagiarism by properly crediting the words and ideas of others. b. Distinguish between paraphrasing, summarizing, and quoting the work of others. .
Strand Scope Source Activities
Research and Technology Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 1010-13 [Textbook]
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Main Ideas
The learner will be able to develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.4. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 470 [Textbook]
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Paraphrase and Summary
The learner will be able to paraphrase and/or summarize from another writer's work (e.g. quotations, chapters, news articles).
Strand Scope Source Activities
Research and Technology Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 618-9, 844, 940, 1008 [Textbook]
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Synthesis
The learner will be able to synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.5. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. Classroom
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Quotations and Citations
The learner will be able to integrate quotations and citations into a written text while maintaining the flow of ideas.
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.6. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. Classroom
  Unit Instructional Resources
 
· Guide To Writing, http://www.powa.org/ [On-line]
  
Appropriate Conventions
The learner will be able to use appropriate conventions for documentation in the text, notes, and bibliographies adhering to the Modern Language Association Handbook.
Strand