Castle 8

Georgia's K-12 English Language Arts Standards:

• 4.T.C.1.a — Determine audience and identify the development of the purpose across a text. (I)
• 4.P.ST.2.a — Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)
• 4.T.C.1.b — Classify various texts by mode and describe how the author's choice of mode influences audiences and contributes to the overall purpose and effect. (I)
• 4.T.C.1.c — Create multimodal texts, using features of pre-selected modes for a specific purpose and audience. (C)
• 4.P.AC.3.a — Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)
• 4.P.AC.3.b — Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)
• 4.T.T.3.a — Discuss and evaluate techniques used to present and design opinion and argumentative texts, including author’s opinion or claim, supporting reasons, and evidence. (I)
• 4.P.AC.1.a — Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)
• 4.T.T.3.c — Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. (C)
• 4.T.SS.1.c — Use conjunctions and transition words or phrases, such as similarly and in contrast, to show relationships between ideas and information. (C)
• 4.P.EICC.4 — Writing Processes: Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.
• 4.T.T.4.a — Discuss and explain techniques used to present and design different types of poetry, including free verse, rhymed verse, haiku, and limerick. (I)
• 4.T.SS.2.a — Identify and explain how figurative language, such as hyperboles and personification, shapes how ideas and information in texts are understood. (I)
• 4.P.AC.1.b — Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)
• 4.T.T.4.b — Apply poetic techniques to produce poetry and engage audiences that use a predetermined rhyme scheme to achieve an intended effect. (C)
• 4.T.SS.2.b — Use figurative language for intentional effects when expressing ideas or conveying information. (C)
• 4.P.CP.2.e — Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

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