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Topic: Creating support 

Language Arts

 Standard 1.  Uses the general skills and strategies of the writing process
  Level III (Grade 6-8)
   Benchmark 10.Writes persuasive compositions (e.g., engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; develops a controlling idea that conveys a judgment; creates and organizes a structure appropriate to the needs and interests of a specific audience; arranges details, reasons, examples, and/or anecdotes persuasively; excludes information and arguments that are irrelevant; anticipates and addresses reader concerns and counter arguments; supports arguments with detailed evidence, citing sources of information as appropriate)
    Knowledge/skill statements
     1.Cites sources of information as appropriate
     2.Engages the reader on the topic by establishing a context
     3.Engages the reader by creating a persona
     4.Develops the reader’s interest
     5.Develops a controlling idea that conveys judgment
     6.Organizes a structure appropriate to the needs of the audience
     7.Organizes a structure appropriate to the interests of the audience
     8.Arranges details persuasively
     9.Arranges reasons persuasively
     10.Arranges examples persuasively
     11.Arranges anecdotes persuasively
     12.Excludes irrelevant information
     13.Excludes irrelevant arguments
     14.Anticipates reader concerns
     15.Anticipates reader counterarguments appropriate to grades 6-8
     16.Addresses reader concerns
     17.Addresses reader counterarguments
     18.Supports arguments with detailed evidence
  Level IV (Grade 9-12)
   Benchmark 8.Writes fictional, biographical, autobiographical, and observational narrative compositions (e.g., establishes a fluent progression of experiences or events; evaluates the significance of the incident; provides a specific setting for scenes and incidents; provides supporting descriptive detail [specific names for people, objects, and places; visual details of scenes, objects, and places; descriptions of sounds, smells, specific actions, movements, and gestures; the interior monologue or feelings of the characters]; paces the actions to accommodate time or mood changes; creates a unifying theme or tone; uses literary devices to enhance style and tone; provides a conclusion that reflects upon the progression and resolution of the narrative)
    Knowledge/skill statements
     1.Writes fictional compositions
     2.Writes biographical compositions
     3.Writes autobiographical compositions
     4.Writes observational narrative compositions
     5.Establishes a fluent progression of experiences or events
     6.Evaluates the significance of an incident
     7.Provides a specific setting for scenes
     8.Provides a specific setting for incidents
     9.Provides supporting descriptive detail
     10.Provides specific names for people
     11.Provides specific names for objects
     12.Provides specific names for places
     13.Provides visual details of scenes
     14.Provides visual details of objects
     15.Provides visual details of places
     16.Provides descriptions of sounds
     17.Provides descriptions of smells
     18.Provides descriptions of specific actions
     19.Provides descriptions of movements
     20.Provides descriptions of gestures
     21.Provides interior monologue of characters
     22.Provides feelings of characters
     23.Paces actions to accommodate time changes
     24.Paces actions to accommodate mood changes
     25.Creates unifying theme
     26.Creates unifying tone
     27.Uses literary devices to enhance style
     28.Uses literary devices to enhance tone
     29.Provides a concluding statement that reflects upon the progression and resolution of the narrative
   Benchmark 10.Writes descriptive compositions (e.g., uses concrete details to provide a perspective on the subject being described; uses supporting detail [concrete images, shifting perspectives and vantage points, sensory detail, and factual descriptions of appearance])
    Knowledge/skill statements
     1.Uses factual descriptions of appearance
     2.Uses concrete details to provide perspective on the subject being described
     3.Uses supporting detail
     4.Uses concrete images
     5.Uses shifting perspectives
     6.Uses vantage points
     7.Uses sensory detail
 Standard 2.  Uses the stylistic and rhetorical aspects of writing
  Level III (Grade 6-8)
   Benchmark 2.Uses paragraph form in writing (e.g., arranges sentences in sequential order, uses supporting and follow-up sentences, establishes coherence within and among paragraphs)
    Knowledge/skill statements
     1.Establishes coherence among paragraphs
     2.Arranges sentences in sequential order in a paragraph
     3.Uses supporting sentences in paragraph
     4.Uses follow-up sentences in paragraph
     5.Establishes coherence within paragraph
  Level IV (Grade 9-12)
   Benchmark 5.Uses a variety of techniques to provide supporting detail (e.g., analogies; anecdotes; restatements; paraphrases; examples; comparisons; audio-visual aids, such as tables, graphs, pictures, and multimedia)
    Knowledge/skill statements
     1.Uses analogies to provide supporting detail
     2.Uses anecdotes to provide supporting detail
     3.Uses restatements to provide supporting detail
     4.Uses paraphrasing to provide supporting detail
     5.Uses examples to provide supporting detail
     6.Uses comparisons to provide supporting detail
     7.Uses audio-visual aids to enhance meaning
     8.Uses tables as a visual aid
     9.Uses graphs as a visual aid
     10.Uses pictures as a visual aid
     11.Uses multimedia as an audio-visual aid