TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/ SA
Performance Objectives
Grade 10
Standard I: Reading and Listening for
Comprehension
Definition: Students will apply strategies
and skills to comprehend information
that is read, heard, and viewed.
9-12 Benchmark A: Listen to, read,
react to, and analyze information
Performance Objective: The student will 6+1 Writing NM Use writing as a source of personal
1. Produce reminiscences (about a person, write a narrative. Traits HS expression and pleasure (e.g.,
event, object, place, animal) that engages TSW write about a The Art of CE experiment with new or unfamiliar
the audience by: skyline, a tree, and Teaching Writ genres, read writing to others in
a body of water Writing -ing classroom setting, public poetry
using specific sensory details with
using a variety of Language of Rub- readings, and elsewhere.
purpose moods (ex. angry, ric
Literature
explaining significance from an joyful, gloomy). Literature: Poe- Select and control figurative
objective perspective TSW read selected Timeless try languages (insightful use of
moving effectively between past excerpts then pick Voices, Rub- metaphor, personification,
and present out the descriptive Timeless ric representation of part for whole,
recreating a mood words which Themes paradox, oxymoron) to achieve an
established the www.taosschool intended effect. Identify the
H H mood. s.edgate.com connotations introduced by the
TSW write original www.marcopol implied references or associations
poetry. o.com and be able to explain how the
TSW answer figurative language achieves the
questions about and intended effect.
create their own
ghazal, a pre- Select and control figurative
Islamic verse form language by considering how
still popular today. connotations introduced by implied
references or associations will affect
an intended audience.
1
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/ SA
Performance Objectives
Grade 10
2. Respond reflectively (through small Use strategies to generate ideas for
group discussion, class discussion, writing (e.g., consider audience,
journal entry, essay, letter, dialogue) to mode, and purpose when deciding on
written and visual texts. organizational features).
Use strategies to generate and shape
ideas for writing (e.g., consider
audience, mode, and purpose when
L L developing tone, voice, and diction).
Use strategies to generate and shape
ideas for writing (e.g., consider social
and cultural assumptions of audience
when developing argument, point of
view, and position).
2
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/ SA
Performance Objectives
Grade 10
3. Create responses that evaluate problems TSW create 6+1 Writing NMH Use a controlling idea, thesis, or
and offer solutions to a reader or listener flowcharts. Traits SCE theme to organize multi-page essays
TSW write a response The Art of Writ- or extended slide presentations (e.g.,
by: ing
to a current article in a Teaching argumentative essay, literary essay
clearly stating the problem and magazine or Writing
Rub- supporting an individual
ric
relevant issues newspaper. Current Tea-
interpretation, presentation of an
determining the significance of the With a group, TSW magazines cher
issue and point of view with
problem prepare a presentation and made support), monitoring progress and
revising organization as needed.
focusing on a neutral audience on a solution to an newspapers grad-
logically organizing the solutions
issue related to the Edgate ing
school or community Internet Rub- Use a controlling idea, thesis, or
for a specific audience then construct an rics theme to organize multi-page texts
offering and evaluating effective action plan to be reflecting logical progression of
solutions presented to decision paragraphs (e.g., argumentative
creating a sense of resolution or makers. essay, essay supporting an
closure interpretation of a literary text,
personal and business
correspondence), monitoring
M M progress and revising plan as needed.
Use a controlling idea, thesis, or
theme to articulate an original
interpretation supported by external
research, monitoring progress and
revising plan as needed.
Use a variety of strategies to capture,
clarify, and process information (e.g.,
consider audience response to help
shape a message or meaning).
Use strategies to generate and shape
ideas for writing (e.g., consider
audience, mode, and purpose when
developing tone, voice, and diction).
3
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/ SA
Performance Objectives
Grade 10
4. Evaluate the information, explanations, TSW write critical 6+1 Writing NMH Collaboratively, generate and apply
or ideas of others by: comparisons of two Traits SCE criteria to evaluate coherence and
The Art of Writ-
identifying clear, reasonable versions of the same
ing
effect of narrative texts (e.g.,
film, making the Teaching plausibility of characterization and
criteria for evaluation Rub-
argument that one is Writing plot, use of detail and figurative
applying those criteria using ric
better than the other. Language of Stu-
language, theme). Revise narratives
reasoning and substantiation TSW generate criteria for coherence and effect.
Literature dent
H H for evaluating any of Literature: gener
the following: novels, Timeless -ated With assistance, generate and apply
poetry, TV programs, Voices, grad- criteria to evaluate coherence and
movies, essays, Timeless ing effect of poems (e.g., effective use of
listening, good student Themes Rub- rhyme, scheme, meter, word choice,
behaviors. rics sensory detail, figurative language,
and theme). Revise poems for
coherence and effect.
4
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/ SA
Performance Objectives
Grade 10
Standard I: Reading and Listening for
Comprehension
Definition: Students will apply strategies
and skills to comprehend information
that is read, heard, and viewed.
9-12 Benchmark B: Synthesize and
evaluate information to solve problems
across the curriculum
Performance Objective: TSW write an editorial 6+1 Writing NMH Use a variety of print and electronic
1. Use a variety of information resources which includes well Traits SCE resources to gather information from
researched facts. The Art of Writ- primary and secondary source
to critically interpret and evaluate ing
experiences, language, and ideas. TSW write a research Teaching materials (e.g., news sources,
Rub- microfiche, speeches, technical and
paper with proper Writing ric
documentation. Library historical documents, experiments).
TSW write a resources
persuasive essay which Edgate Understand their research as
includes documented Internet contributing to an ongoing
supporting facts and conversation about issues in a field of
H H study and craft their question or
statistics.
claim to respond to points in that
conversation.
Evaluate information sources in
terms of limitations to their point of
view (e.g., consider possible
alternative points of view and use
these to evaluate sources in terms of
fairness and completeness).
5
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Language Arts
HS Survey Activities ment
Standards/Definitions/Benchmarks/ SA Standards/Definitions/Benchma
Performance Objectives rks/ Performance Objectives
Grade 10 Grade 10
2. Make extensive use of primary sources TSW write a research 6+1 Writing NMH Use a variety of print and electronic
when researching a topic and make in- paper with proper Traits SCE resources to gather information from
documentation. The Art of Writ- primary and secondary source
depth analyses of the validity and ing
reliability of primary source information. TSW identify Teaching materials for news sources,
Rub- microfiche, speeches, technical and
viewpoints and Writing ric
supporting evidence Newspapers, Tea-
historical documents, and
from several real- magazines, cher
experiments).
world sources such as and textbooks made
newspapers, TV segments grad-
magazines, and Edgate ing
textbooks. Rub-
TSW study ric
advertisements (video Stud-
ent
or print) then answer
gener
the following -ated
questions: What grad-
strategies are being ing
M M used? Who is being Rub-
targeted? How do you rics
know the target
audience? Who and
what is NOT included
in the ad? Why?
TSW compare the
ways current issues are
treated by different
sources (different news
channels, different
newspapers, etc.)
What is being
emphasized? What is
being left out? TSW
evaluate each source
for accuracy and
attention to detail.
6
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/ SA
Performance Objectives
Grade 10
3. Use multiple resources to gather TSW write a research 6+1 Writing NMH Use a variety of print and electronic
information to evaluate problems, examine paper with proper Traits SCE resources to gather information from
documentation of all The Art of Writ- primary and secondary source
cause and effect relationships, and answer ing
research questions to inform an audience. sources used. Teaching materials for news sources,
Rub-
TSW prepare and Writing ric
microfiche, speeches, technical and
present a debate by Library Tea-
historical documents, experiments).
researching both sides resources cher
Use strategies to produce and
of a controversial Edgate made organize written or oral research
issue. Internet grad- report (e.g., include a thesis; use
ing facts, examples, details, and quotes
Rub- from credible, accurate sources;
ric paraphrase ideas; integrate quotations
and citations into flow of paper; offer
support for conclusions).
Use strategies to produce and
M M organize written or oral research
report (e.g., synthesize information
from a variety of sources; paraphrase
ideas and connect them to other
sources and related topics; identify
disagreements and inconsistencies in
information; identify and respond to
multiple perspectives).
Use a variety of print and electronic
resource materials to gather
information from primary and
secondary source materials (e.g.,
research bibliographies, subject-
specific online databases to identify
journal articles, field studies).
7
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Standard I: Reading and Listening for
Comprehension
Definition: Students will apply strategies
and skills to comprehend information that is
read, heard, and viewed.
9-12 Benchmark C: Demonstrate critical
thinking skills to evaluate information and
solve problems.
Performance Objective: TSW use different 6+1 Writing NMH Understand where and how their
1. Examine controversial issues by: organizational methods Traits SCE personal experiences are in conflict
sharing and evaluating personal to write an essay The Art of Writ- with a text.
response (strongest to weakest Teaching ing
Rub-
researching and summarizing data point, weakest to Writing ric
Compare personal situation and
developing a framework in which to strongest point, Library Tea-
experience to the personal situations
discuss the issue (creating the context) chronological order, resources cher
and experiences of characters
compiling personal responses and etc.). www.taossch made represented in literary texts
researched data to organize the TSW write a persuasive ools.edgate.co grad-
argument essay with documented m ing Draw on personal experience to form
presenting data in various forms (e.g., facts and statistics. Textbooks Rub- inferences and connections and
graph, essay, speech, video) TSW create graphs and rics recognize implicit ideas in texts that
tables to summarize data. Stud- address unfamiliar or unusual
ent
M M TSW give an oral gener
situations or are in an unfamiliar
presentation on a style or format (e.g., novels written
-ated
controversial issue. in a different period or style, an
grad-
TSW design a multi- ing unfamiliar poetic form, a difficult
media presentation on a Rub- textbook, historical primary source
controversial issue. rics materials).
TSW organize a mock Understand the process of revising
trial and discuss what their interpretation of a text (e.g.,
happens when women examining preliminary
and minorities are denied interpretations in light of text;
opportunity and equal correcting and revising
pay. understanding; repeatedly evaluating
whether their interpretation holds
up).
8
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Draw on personal experiences and
conduct additional research to form
inferences and connections and
recognize implicit ideas within or
across texts.
9
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
2. Critically interpret and evaluate experiences, TSW examine how Video clips NMH Verify or modify their understanding
literature, language, and ideas by: various cultural groups Poe’s “The SCE after reading by applying what
making generalizations supported by are portrayed in the Cask of Tea- they’ve learned in a related but
specific references media. Amontill- cher different context (e.g., form a rule or
made
reflecting on observations and their TSW examine rock ado” grad-
principle from their reading and see
relationship to a current viewpoint video clips or movie www.taossc ing
if it applies in another situation; draw
distinguishing fact from fiction and clips which contain hools.edgate Rub- a conclusion from reading about one
recognizing personal bias violence then consider .com rics event and see if it holds true in
the viewpoint of general; draw a conclusion by
different audiences: a reading about one group of people
child, a victim of and see if it holds true for other
violent crime, a new groups).
parent, a police officer,
a video producer, etc. Verify the integrity of facts,
TSW prepare a opinions, and hypothetical situations
newsletter regarding a by examining other sections of a text
H H
foreign country’s or other texts.
holiday.
TSW select and read a Know conditions in which
variety of genres then information is true, false, or cannot
connect a literary work be determined as true or false by
to a real-life issue. examining other texts and
TSW do journal information.
writing throughout the
project. Formulate a research question or
TSW create a board thesis claim; use strategies to refine
game which follows and focus question or thesis (e.g.,
the route of death for consider whether question or thesis is
Fortunato of Edgar relevant, interesting, and meaningful
Allan Poe’s “The Cask to an intended audience; revise
of Amontillado.” question or thesis in light of audience
interest).
10
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
3. Identify critical questions that would lead to TSW examine editorial Editorial NMH Verify or modify their understanding
a broader understanding of a selection. cartoons to determine cartoons SCE after reading by applying what
Tea- they’ve learned in a related but
which parts of an issue Novels: The cher
are not portrayed. Iliad, Lord of different context (e.g., form a rule or
made principle from their reading and see
TSW then develop a the Flies, grad-
new cartoon on the Fahrenheit if it applies in another situation; draw
ing
same topic but from a 451, Ordinary Rub- a conclusion from reading about one
different viewpoint. People, Brave rics event and see if it holds true in
TSW create three New World, general; draw a conclusion by
levels of questions Caska’s reading about one group of people
about a given text: Metamorpho- and see if it holds true for other
questions that can be sis, Alice in groups).
answered explicitly by Wonderland,
facts contained in the Lovely Bones, Verify the integrity of facts,
text, questions that are Beowulf and opinions, and hypothetical situations
textually implicit, and Grendel, by examining other sections of a text
questions that go Poema del or other texts.
beyond the text. Cid
H H
TSW formulate Language of
questions they would Literature
ask a novel character if Literature:
that were possible. Timeless
TSW analyze an article Voices,
for “SOAPSTone”: Timeless
Speaker, Occasion, Themes
Audience, Purpose, www.taossch
Subject, and Tone. ools.edgate.co
In small groups, TSW m
review an area of
content by writing
clues about a piece of
information. TSW
give clues to another
group, with points
awarded for correct
answers.
11
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
4. Identify complex literary terms and find TSW read a The Taming NMH Not covered
examples in text. Shakespeare play and of the Shrew SCE
identify literary Novels: The Tea-
devices within the text. Iliad, Lord of cher
made
TSW find examples of the Flies, grad-
complex literary terms Fahrenheit ing
used in a class novel. 451, Ordinary Rub-
TSW give examples of People, Brave rics
literary devices found New World, Tea-
in a poem. Caska’s cher
TSW find examples of Metamorpho- made
literary devices within sis, Alice in test
the lyrics of a song. Wonderland,
H H
TSW create a poster Lovely Bones,
that includes a literary Beowulf and
device and examples Grendel,
from popular media. Poema del
Cid
Language of
Literature
Literature:
Timeless
Voices,
Timeless
Themes
12
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
5. Read critically and independently to draw TSW write a research 6+1 Writing NMH Verify or modify their understanding
conclusions from research. paper. Traits SCE after reading by applying what
Writ- they’ve learned in a related but
TSW create a Venn The Art of
ing
Teaching different context (e.g., form a rule or
diagram. Rub-
Writing principle from their reading and see
TSW outline the major ric
if it applies in another situation; draw
points for a research Tea-
cher
a conclusion from reading about one
paper or persuasive event and see if it holds true in
made
H H essay. general; draw a conclusion by
grad-
ing reading about one group of people
Rub- and see if it holds true for other
rics groups).
Tea-
cher
made
test
13
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Standard I: Reading and Listening for
Comprehension
Definition: Students will apply strategies
and skills to comprehend information that is
read, heard, and viewed.
9-12 Benchmark D: Apply knowledge of
reading process to evaluate print, non-print,
and technology-based information.
Performance Objective: Use a variety of print and electronic
1. Pose questions prompted by text and resources to gather information from
research answers by: primary and secondary source
accessing cultural information or materials (e.g., news sources,
explanations from print and non-print microfiche, speeches, technical and
media sources historical documents, experiments).
prioritizing and organizing
information to construct a complete Pose questions on topic-specific
and reasonable explanation online newsgroups and email subject-
matter experts to gather information
from others interested in a topic.
Challenge the accuracy of their
mental representations of the
L L
meaning of important concepts by
searching for potential contradictions
within the text and with other texts.
Use strategies to produce and
organize written or oral research
report (e.g., synthesize information
from a variety of sources; paraphrase
ideas and connect them to other
sources and related topics; identify
disagreements and inconsistencies in
information; identify and respond to
multiple perspectives).
14
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
2. Analyze the ideas of others by identifying TSW create a poster or Novels: The NMH Understand and use an author’s top-
the ways in which writers: power point Iliad, Lord of SCE level organizing structure to
introduce and develop a main idea presentation which the Flies, Tea- summarize the development of a
choose and incorporate significant, compares three Fahrenheit cher discussion or argument. Use a
grad-
supporting, relevant details authors’ techniques in 451, Ordinary variety of tools (e.g., graphical
ing
relate the structure/organization to the main idea People, Brave Rub-
organizers, outlines, flow charts,
ideas development, detail New World, rics matrices) to represent the structure of
use effective word choice as a basis choice, organization, Caska’s Tea- longer, complex texts (e.g., textbook
for coherence and closure. Metamorpho- cher chapters).
achieve a sense of completeness and TSW analyze writing sis, Alice in made
closure during a short story Wonderland, test Understand a wide variety of words,
unit. Lovely Bones, expressions, and textual elements
TSW analyze writing Beowulf and that signal main ideas and themes in
during a novel unit. Grendel, literary texts, including morals
Poema del expressed in fables, symbolism,
Cid asides and direct address in plays,
Language of elements of meter and rhyming that
Literature signal a theme or organizing idea in
H H Literature: poetry, etc.
Timeless
Voices, Understand that knowing the
Timeless structural organization of expository
Themes and literary texts will help them
identify important information and
how it is related. Look for the words
and expressions that indicate text
structures while they read.
Understand how themes and other
controlling ideas should organize
information in literary and expository
texts (e.g., how a theme structures
characters, plot, and setting; how a
persuasive appeal structures the text
and images of an advertisement) and
look for these organizing themes and
15
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
ideas as they read.
Understand how an author’s purpose
in an expository text (e.g., to inform
or persuade) shapes the author’s
language choices (e.g., formal or
informal language, diction, voice, use
of irony, details, syntax, rhetorical
elements, organizational design,
genre).
Evaluate how well an author’s
language choices (e.g., formal or
informal language, diction, voice, use
or irony, details, syntax, rhetorical
elements, organizational design,
genre) achieve the author’s purpose
in an expository text (e.g., to inform
or persuade) for a specific audience.
Evaluate the quality of a literary text
(e.g., in terms of achieved effect,
coherent use of elements and devices
to achieve the effect, use of language,
plausibility of characters and plot,
pleasure of reading experience).
Reflect critically on their response to
themes, opinions, claims, or
arguments presented in tests and
support their responses in a well-
developed argument.
Understand how an author’s purpose
in a literary text (e.g., to evoke an
aesthetic response, create a fictional
world, persuade) shapes the author’s
language choices (e.g., genre,
organizational design, choice of
characters and setting, use of literary
elements).
16
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
3. Demonstrate increasing comprehension and TSW explore one 6+1 Writing NMH Understand themes across a variety
ability to respond personally to texts by theme across a Traits SCE of literary works and genres (e.g.,
selecting and exploring a wide range of works collection of short The Art of Writ- universal themes in literature of all
that relate to an issue, author, or theme. stories or poems. Teaching ing cultures; major themes from different
Rub-
TSW journal in Writing ric
literary traditions).
response to literature. Language of Tea-
TSW study numerous Literature cher
Understand how authors use
works by a selected Literature: made rhetorical and literary elements to
author then write and Timeless test support their development of a
essay or present a Voices, theme. Use evidence from text to
multi-media Timeless select and defend one thematic
presentation on the Themes concern as the most significant.
features of this
author’s writing. Understand the use of genre-specific
archetypal characters and plot
structures in literature (e.g., quests,
initiations, heroes, scapegoats,
H H helpers, tricksters, father figures,
great mother figures, descents to the
underworld, ascents to heaven).
Know categories of literary genres,
such as epic poetry, odes, and
sonnets; romance, mystery, and
gothic novels and stories; satire;
historical, comic, and tragic drama.
Understand features of texts that are
blends of literary genres.
Understand how and why rhetorical
and literary elements achieve their
effects. Infer connections between
rhetorical and literary elements, their
function, and meaning of a text.
17
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
4. Identify complex, implicit hierarchic Make connections within or across
structures in informational texts and texts to form inferences, draw
relationships between the concepts and details conclusions, and construct an
in these structures. understanding of what the text
means.
Understand and use an author’s top-
level organizing structure to
summarize the development of a
discussion or argument. Use a
variety of tools (e.g., graphical
organizers, outlines, flow charts,
matrices) to represent the structure of
longer, complex texts (e.g., textbook
chapters).
Understand persuasive rhetorical
L L
devices for informational texts, such
as claim/evidence, data/conclusion,
and making a case to support a
position. Know the words,
expressions, and sentences that
indicate the difference between
presuppositions and assertions (e.g.,
“we know this to be true, therefore”
versus “this is true”).
Evaluate the effectiveness of an
argument (e.g., in terms of position
taken; quality of examples, reasons,
and other evidence to support its
position; development of argument;
use of rhetorical elements; facility
with language and conventions).
18
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Standard II: Writing and Speaking for
Expression
Definition: Students will communicate
effectively through speaking and writing.
9-12 Benchmark A: Communicate
information in a coherent and persuasive
manner using verbal and non-verbal
language.
Performance Objective: TSW choose an issue 6+1Writing NMH Use strategies to generate ideas for
1. Produce responses to editorials/literature for of personal Traits SCE writing (e.g., consider audience,
a neutral audience by providing: importance then write The Art of Writ- mode, and purpose when deciding on
a clearly stated position or proposed an editorial to The Teaching ing organizational features).
Rub-
solution Taos News on that Writing ric
relevant, reliable support topic. TSW use Tea-
Use strategies to generate and shape
documented facts and cher
ideas for writing (e.g., consider
statistics to support made audience, mode, and purpose when
his/her position. grad- developing tone, voice, and diction).
TSW write a ing Use genre-specific organizational
persuasive essay. Rub- structures to achieve overall
TSW write a review of ric coherence.
a new novel, play, Stu-
H H dent Use appropriate support for
CD, or school
gener development of texts (e.g., various
performance. -ated
TSW prepare a grad-
research sources including interview
presentation for the ing and observation).
principal or school Rub-
board on a school rics Use strategies to generate and shape
related topic (e.g. ideas for writing (e.g., consider social
cafeteria meals, and cultural assumptions of audience
graffiti). The when developing argument, point of
presentation must view, and position).
include a convincing
solution to the
problem.
19
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Use a controlling idea, thesis, or
theme to organize multi-page essays
or extended slide presentations (e.g.,
argumentative essay, literary essay
supporting an individual
interpretation, presentation of an
issue and point of view with
support), monitoring progress and
revising organization as needed.
Use a controlling idea, thesis, or
theme to organize multi-page texts
reflecting logical progression of
paragraphs (e.g., argumentative
essay, essay supporting an
interpretation of a literary text,
personal and business
correspondence), monitoring
progress and revising plan as needed.
Use a controlling idea, thesis, or
theme to articulate an original
interpretation supported by external
research, monitoring progress and
revising plan as needed.
20
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
2. Make well-informed and well-organized Use strategies to produce and
formal presentations with a clear main point, organize written or oral research
adjusting the message, wording, and delivery report (e.g., include a thesis, use
to the particular audience and context. facts, examples, details and quotes
from credible, accurate sources;
paraphrase ideas; integrate quotations
and citations into flow of paper; offer
support for conclusions).
Formulate a research question or
thesis claim; use strategies to refine
and focus question or thesis (e.g.,
consider whether question or thesis is
relevant, interesting, and meaningful
to an intended audience; revise
question or thesis in light of audience
interest).
L L
Understand their research as
contributing to an ongoing
conversation about issues in a field of
study and craft their question or
claim to respond to points in that
conversation.
Use strategies to produce and
organize written or oral research
report (e.g., synthesize information
from a variety of sources; paraphrase
ideas and connect them to other
sources and related topics; identify
disagreements and inconsistencies in
information; identify and respond to
multiple perspectives).
21
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
3. Defend argumentative positions on literary Use writing as a source of personal
and non-literary issues by: expression and pleasure (e.g.,
sharing and evaluating initial personal experiment with new or unfamiliar
response genres, read writing to others in
presenting researched and classroom setting, public poetry
summarized information readings, and elsewhere).
creating a context to discuss the issue
researching and compiling data to Use strategies to produce and
organize the argument organize written or oral research
presenting data report (e.g., include a thesis; use
facts, examples, details, and quotes
from credible, accurate sources;
paraphrase ideas; integrate quotations
and citations into flow of paper; offer
support for conclusions).
Pose questions on topic-specific
L L online newsgroups and email subject-
matter experts to gather information
from other interested in a topic.
Use strategies to produce and
organize written or oral research
report (e.g., synthesize information
from a variety of sources; paraphrase
ideas and connect them to other
sources and related topics; identify
disagreements and inconsistencies in
information; identify and respond to
multiple perspectives)
.
22
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Standard II: Writing and Speaking for
Expression
Definition: Students will communicate
effectively through speaking and writing.
9-12 Benchmark B: Apply grammatical and
language conventions to communicate
Performance Objective: TSW write a research 6+1 NMH Use word-processing tools to follow
1. Demonstrate appropriate manuscript paper with proper Writing SCE the formatting conventions of various
requirements that include title page, documentation. Traits Writ- genres (e.g., plays, poetry, reports).
pagination, spacing and margins, and TSW visit and The Art of ing
integration of source and support material (e.g., Rub- Present research that shows use of
complete the Teaching ric
citations, reference lists, direct quotations) with exercises at stations Writing multiple print and non-print
Tea-
appropriate punctuation and format. around the room, each Teacher- cher
resources and that correctly cites
on one of the made made references.
following topics: materials test
typing a title page, www.taoss
citing references, chools.edga
using direct te.com
quotations, typing a Antigone
reference page,
M M
punctuation, and
sentence variety.
After reading
Antigone by
Sophocles, TSW
research and report on
the creation of a
specific law.
After researching
state and federal
regulations, TSW
produce a pamphlet of
company rules and
practices.
23
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
2. Use systematic strategies to organize and Use proper formatting for block
record information (e.g., anecdotal scripting, quotations when quoting longer
annotated bibliographies). passages.
Use a quotation or quotations to
frame an issue, develop a point of
view on the issue, and support their
position.
Integrate short quotations smoothly
into sentences to make and support a
point.
Use strategies to produce and
organize written or oral research
report (e.g., include a thesis; use
facts, examples, details, and quotes
from credible, accurate sources;
L L paraphrase ideas; integrate quotations
and citations into flow of paper; offer
support for conclusions).
Annotate sources listed in
bibliographies.
Use strategies to produce and
organize written or oral research
report (e.g., synthesize information
from a variety of sources; paraphrase
ideas and connect them to other
sources and related topics; identify
disagreements and inconsistencies in
information; identify and respond to
multiple perspectives).
24
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Standard II: Writing and Speaking for
Expression
Definition: Students will communicate
effectively through speaking and writing.
9-12 Benchmarks C: Demonstrate
competence in the skills and strategies of the
writing process to inform and persuade.
Performance Objective: Use a variety of strategies to capture,
1. Write to stimulate the emotions of the clarify, and process information (e.g.,
reader. consider audience response to help
shape a message or meaning).
Use strategies to generate ideas for
writing (e.g., consider audience,
mode, and purpose when deciding on
organizational features).
Use a variety of strategies to capture,
clarify, and process information by
thinking through the formal
structures of genre, purpose, and
L L audience.
Use strategies to generate and shape
ideas for writing (e.g., consider social
and cultural assumptions of audience
when developing argument, point of
view, and position).
Write a critical response to literature
in which they infer an intended
audience and identify literary and
stylistic elements designed to appeal
to that audience.
25
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
2. Clearly articulate a position through the use TSW write an essay 6+1 Writing NMH Formulate a research question or
of a thesis statement, anticipate and deal with which compares/ Traits SCE thesis claim; use strategies to refine
counter-arguments, and develop arguments contrasts one of the The Art of Writ- and focus question or thesis (e.g.,
using a variety of methods such as: following: two Teaching ing select and evaluate sources; relate
Rub- question or thesis to competing
authors, two solutions Writing
examples and details ric
to a problem, or two Edgate De-
points of view on an issue).
commonly accepted beliefs school issues only one Internet
expert opinions of which can be
bate
Use strategies to produce and
Rub-
quotations and citations immediately ric organize written or oral research
cause and effect addressed. report (e.g., include a thesis; use
comparison and contrast reasoning TSW prepare/present a facts, examples, details, and quotes
debate on a school- from credible, accurate sources;
related issue using paraphrase ideas; integrate quotations
documented facts and and citations into flow of paper; offer
statistics. support for conclusions).
TSW write a
persuasive essay using Use genre-specific organizational
M M documented facts and structures to achieve overall
statistics for support. coherence.
Use proper formatting for block
quotations when quoting longer
passages.
Formulate a research question or
thesis claim; use strategies to refine
and focus question or thesis (e.g.,
consider whether question or thesis is
relevant, interesting, and meaningful
to an intended audience; revise
question or thesis in light of audience
interest).
Select sources based on evaluation of
the completeness of point of view in
relation to alternative positions.
26
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Use strategies to produce and
organize written or oral research
report (e.g., synthesize information
from a variety of sources; paraphrase
ideas and connect them to other
sources and related topics; identify
disagreements and inconsistencies in
information; identify and respond to
multiple perspectives).
Evaluate information sources in
terms of the reliability of author or
publisher (e.g., author’s credentials,
such as known expertise, education,
training, list of publications;
likelihood that author would have
access to reported information or
understand the topic; possible
motivations for why author,
publisher, or Web site would publish
the information; known social and
cultural biases that would shape how
information is presented).
Select sources based on evaluation of
reliability of author or publisher.
Integrate short quotations smoothly
into sentences to make and support a
point.
27
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
3. Differentiate among literal, figurative, and TSW complete a Language of NMH Understand that figurative language
connotative meanings. poetry project. Literature SCE achieves its effect by bringing to
TSW find examples Literature: Tea- mind the connotations and
within literature of Timeless cher implications associated with an
made implied reference.
literal, figurative, and Voices, Rub-
connotative meanings. Timeless rics
TSW present them to Themes Tea- Select and control figurative
the class as posters or Library cher language by considering how
as a power point resources made connotations introduced by implied
presentation. test references or associations will affect
and intended audience.
Consider social, cultural, and
historical connotations when
H H selecting words to support meaning
or achieve a specific effect.
Select and control figurative
language (insightful use of metaphor,
personification, representation of part
for whole, paradox, oxymoron) to
achieve an intended effect. Identify
the connotations introduced by the
implied references or associations
and be able to explain how the
figurative language achieves the
intended effect.
28
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Standard III: Literature and Media
Definition: Students will use literature and
media to develop an understanding of
people, societies, and the self.
9-12 Benchmarks A: Use language,
literature, and media to understand the role
of the individual as a member of many
cultures
Performance Objective: TSW do a background Novels: The NMH Understand how texts from different
1. Analyze actions that reflect motivations study of an author Iliad, Lord of SCE social, cultural, and historical
based on culture, personal history, whose works were Writ- contexts will differ (e.g., use of
the Flies,
environment, and society. read in class. TSW ing literary and rhetorical elements,
Fahrenheit Rub-
write a reflection on 451, Ordinary social and cultural allusions).
ric
how the author’s life People, Brave Tea-
Understand and research how an
(culture, history, New World, cher
author’s social and cultural
society, etc.) Caska’s made knowledge and assumptions shape a
influenced what they Metamorpho- grad- text.
wrote. sis, Alice in ing
TSW interview several Wonderland, Rub- Understand and research how literary
schoolmates about Lovely Bones, rics and rhetorical elements (e.g., diction,
occasions they Beowulf and genre, subject matter, plot structures,
celebrate then present Grendel, argumentation strategies, imagery,
M M allusions) relate to social, cultural,
their findings to the Poema del
class. Cid and historical context.
TSW research words 6+1 Writing
and phrases that have Traits Understand how an author’s purpose
clanged over time. Edgate in a literary text (e.g., genre,
TSW write a reflection organizational design, choice of
on the role of language characters and setting, use of literary
in transmitting social elements).
and cultural values.
TSW write a reflection
about an object that is
very precious to them
explaining why it
holds such value.
29
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Evaluate how well an author’s
language choices (e.g., genre,
organizational design, choice of
characters and setting, use of literary
elements) achieve the author’s
purpose in a literary text (e.g., to
evoke an aesthetic response, create a
fictional world, persuade) for a
specific audience.
Understand how an author uses
social, cultural, and historical
references (e.g., references to
celebrities, folk heroes, symbols,
political movements, famous authors
or works of literature) in an
expository or literary text to elicit a
specific response (e.g., pleasure,
nostalgia, identification, repugnance,
fear, a decision to act, an opinion).
Evaluate how well an author uses
social, cultural, and historical
references (e. g., references to
celebrities, folk heroes, symbols,
political movements, famous authors
or works of literature) in an
expository or literary text to elicit a
specific response (e.g., pleasure,
nostalgia, identification, repugnance,
fear, a decision to act, an opinion).
30
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
2. Analyze the results of a character’s actions TSW create a diagram Novels: The NMH Understand how texts from different
on the basis of the character’s culture and showing how Iliad, Lord of SCE social, cultural, and historical
society. culture/society the Flies, Tea- contexts will differ (e.g., use of
affected a character’s Fahrenheit cher literary an rhetorical elements, social
made and cultural allusions).
actions. 451,
grad-
TSW take part in a Ordinary ing
class novel study. People, Rub- Understand and research how an
TSW take part in a Brave New ric author’s social and cultural
class short story unit. World, Tea- knowledge and assumptions shape a
Caska’s cher text.
Metamorpho made
-sis, Alice in test Understand and research how literary
Wonderland, and rhetorical elements (e.g., diction,
Lovely genre, subject matter, plot structures,
Bones, argumentation strategies, imagery,
M M
Beowulf and allusions) relate to social, cultural,
Grendel, and historical context.
Poema del
Cid Understand how an author’s purpose
Language of in a literary text (e.g., to evoke an
Literature aesthetic response, create a fictional
Literature: world, persuade) shapes the author’s
Timeless language choices (e.g., genre,
Voices, organizational design, choice of
Timeless characters and setting, use of literary
Themes elements).
31
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Understand how an author uses
social, cultural, and historical
references (e.g., references to
celebrities, folk heroes, symbols,
political movements, famous authors
or works of literature) in an
expository or literary text to elicit a
specific response (e.g., pleasure,
nostalgia, identification, repugnance,
fear, a decision to act, an opinion).
Evaluate how well an author’s
language choices (e.g., genre,
organizational design, choice of
characters and setting, use of literary
elements) achieve the author’s
purpose in a literary text (e.g., to
evoke an aesthetic response, create a
fictional world, persuade) for a
specific audience.
Evaluate how well an author uses
social, cultural, and historical
references (e.g., references to
celebrities, folk heroes, symbols,
political movements, famous authors
or works of literature) in an
expository or literary text to elicit a
specific response (e.g., pleasure,
nostalgia, identification, repugnance,
fear, a decision to act, an opinion).
32
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
3. Describe the significance of selected works Not covered
on societies and cultures. L L
Standard III: Literature and Media
Definition: Students will use literature and
media to develop an understanding of
people, societies, and the self.
9-12 Benchmarks B: Understand literary
elements, concepts, and genres.
Performance Objective: TSW participate in a 6+1 Writing NMH Understand that the complexity of
1. Interpret and evaluate the impact of class study of a Traits SCE the communication context (e.g.,
ambiguities, subtleties, contradictions, ironies, Shakespeare play. The Taming Writ- relationships among author, intended
and incongruities in a literary work. TSW trade original of the Shrew ing audience, and author’s purposes;
Rub-
narratives with a Novels: The ric
narrative point of view, use of
classmate and work as Iliad, Lord of dramatic irony, use of persuasive
Tea-
peer tutors to address the Flies, cher
appeals, therapeutic use of tragedy)
each other’s Fahrenheit made affects a text’s difficulty. Use this
ambiguities, subtleties, 451, Ordinary tests understanding to plan their approach
contradictions, and People, Brave to reading a text, focusing attention
incongruities. New World, on these relationships, purposes, and
TSW participate in a Caska’s techniques.
class novel study. Metamorpho-
H H TSW participate in a sis, Alice in Understand the use of irony in a
class short story unit. Wonderland, literary text.
Lovely Bones,
Beowulf and
Grendel,
Poema del
Cid
Language of
Literature
Literature:
Timeless
Voices,
Timeless
Themes
33
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
Evaluate whether an author’s
language choices (e.g., formal or
informal language, diction, voice, use
of irony, details, syntax, rhetorical
and literary elements, organizational
design, genre) are appropriate in light
of the characteristics of the intended
audience.
Evaluate how well an author’s
language choices (e.g., formal or
informal language, diction, voice, use
of irony, details, syntax, rhetorical
elements, organizational design,
genre) achieve the author’s purpose
in an expository text (e.g., to inform
or persuade) for a specific audience.
2. Analyze and trace an author’s development TSW create a 6+1 Writing NMH Not covered
of time and sequence, including the use of timeline of the action Traits SCE
complex literary devices (e.g., foreshadowing, within a short story. Novels Writ-
ing
flashbacks). TSW create a “diary” Language of
Rub-
of the protagonist of Literature ric
a novel or short Literature: Tea-
stories, making Timeless cher
certain the events are Voices, made
in chronological Timeless test
H H
order. Themes
34
TAOS MUNICIPAL SCHOOLS
Curriculum Alignment Matrix
Language Arts NM Curric. Priority Suggested Resources Assess- Alignment with AP Materials
HS Survey Activities ment
Standards/Definitions/Benchmarks/
SA
Performance Objectives
Grade 10
3. Analyze the ideas of others by identifying TSW create a poster or 6+1 Writing NMH Understand and use an author’s top-
the ways in which writers: power point Traits SCE level organizing structure to
introduce and develop a main idea presentation which Novels: The Tea- summarize the development of a
choose and incorporate relevant compares three Iliad, Lord of cher discussion or argument. Use a
made
details authors’ techniques in the Flies, variety of tools (e.g., graphical
grad-
relate the organization to the ideas main idea Fahrenheit ing
organizers, outlines, flow charts,
use effective word choice as a basis development, detail 451, Ordinary Rub- matrices) to represent the structure of
for coherence choice, organization, People, Brave ric longer, complex texts (e.g., textbook
achieve a sense of completeness and and closure. New World, Tea- chapters).
closure TSW analyze writing Caska’s cher
during a short story Metamorpho- made Understand a wide variety of words,
unit. sis, Alice in test expressions, and textual elements
TSW analyze writing Wonderland, that signal main ideas and themes in
during a novel unit. Lovely Bones, literary texts, including morals
Beowulf and expressed in fables, symbolism,
Grendel, asides and direct address in plays,
H H
Poema del elements of meter and rhyming that
Cid signal a theme or organizing idea in
Language of poetry, etc.
Literature
Literature: Evaluate the quality of a literary text
Timeless (e.g., in terms of achieved effect,
Voices, coherent use of elements and devices
Timeless to achieve the effect, use of language,
Themes plausibility of characters and plot,
pleasure of reading experience).
Reflect critically on their response to
themes, opinions, claims, or
arguments presented in texts and
support their responses in a well-
developed argument.
35