Analyzing advice as an introduction to Shakespeare

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 7

• Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
  • Objective 1.03: Interact in group settings by:
    • responding appropriately to comments and questions.
    • offering personal opinions confidently without dominating.
    • giving appropriate reasons that support opinions.
    • soliciting and respecting another person's opinion.
  • Objective 1.04: Reflect on learning experiences by:
    • analyzing personal learning growth and changes in perspective.
    • examining changes in self throughout the learning process.
    • determining how personal circumstances and background shape interaction with text.
• Goal 2: The learner will synthesize and use information from a variety of sources.
  • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • analyzing the characteristics of informational works.
    • summarizing information.
    • determining the importance of information.
    • making connections to related topics/information.
    • drawing inferences and/or conclusions.
    • generating questions.
• Goal 3: The learner will refine the understanding and use of argument.
  • Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
    • monitoring comprehension for understanding of what is read, heard and /or viewed.
    • identifying the arguments and positions stated or implied and the evidence used to support them.
    • recognizing bias, emotional factors, and/or semantic slanting.
    • examining the effectiveness of style, tone, and use of language.
    • summarizing the author's purpose and stance.
    • examining the importance and impact of establishing a position or point-of-view.
    • making connections between works, self and related topics.
    • drawing inferences.
    • responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).
  • Objective 3.02: Use the problem-solution process by:
    • studying problems and solutions within various texts and situations.
    • utilizing the problem-solution process within various contexts/situations.
    • constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
    • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
  • Objective 3.03: Create arguments that evaluate by:
    • understand the importance of establishing a firm judgment.
    • justifying the judgment with logical, relevant reasons, clear examples, and supporting details.
    • creating an organizing structure appropriate to purpose, audience, and context.
• Goal 4: The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.
  • Objective 4.01: Analyze the purpose of the author or creator by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • examining any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
    • exploring and evaluating the underlying assumptions of the author/creator.
    • understanding the effect of the author's craft on the reader/viewer/listener.
  • Objective 4.02: Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by:
    • using knowledge of language structure and literary or media techniques.
    • drawing conclusions based on evidence, reasons, or relevant information.
    • considering the implications, consequences, or impact of those conclusions.
  • Objective 4.03: Develop the stance of a critic by:
    • considering and presenting alternative points of view or reasons.
    • remaining fair-minded and open to other interpretations.
    • creating a critical response/review of a work/topic.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of individual interest.
    • reading literature and other materials selected by the teacher.
    • assuming an active role in teacher-student conferences.
    • engaging in small group discussions.
    • taking an active role in whole class seminars.
    • analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
    • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
    • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
    • extending understanding by creating products for different purposes, different audiences and within various contexts.
    • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
• Goal 6: The learner will apply conventions of application of grammar and language usage.
  • Objective 6.01: Model an understanding of conventional written and spoken expression by:
    • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
    • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
    • applying the parts of speech to clarify language usage.
    • using pronouns correctly, including clear antecedents and correct case.
    • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
    • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
    • extending vocabulary knowledge by learning and using new words.
    • determining when and where dialects and standard/nonstandard English usage are appropriate.
    • applying language conventions and usage during oral presentations.
    • choosing language that is precise, engaging, and well suited to the topic and audience.
    • experimenting with figurative language and speech patterns.
  • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
    • using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
    • mastering proofreading symbols for editing.
    • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
    • listening to and monitoring self to correct errors.