7-12 (SECONDARY)
LANGUAGE ARTS READING/LITERATURE
(REVISED AUGUST 2007)
7TH GRADE READING SKILLS - JANUARY 2007
1. Identify literary devices, including i.e. mood, tone, style, humor, dialogue, and figurative language (i.e. idioms, metaphors, and similes)
2. Note sequence of events and clue words
3. Determine main idea or essential message, relevant details, and facts within a text
4. Draw inferences and conclusions and evaluate the purpose and use of text (i.e. catalogs, handbooks, science fiction passages, textbooks, newspapers, and instructional and technical manuals)
5. Understand assumptions
6. Understand propaganda techniques, differentiate between fact and opinion, and recognizes bias and stereotypes in expository text (e.g. newspapers, electronic text)
7. Summarize expository and narrative writing
8. Understand word referents
9. Understand comparison/contrast relationships and be able to compare/contrast the perspectives of authors writing for different audiences or purposes
10. Use context clues relating to characters and setting to determine plot outcome
11. Identify literal and inferential meanings
12. Evaluate information, sources and evidence and statements of opinion
13. Search for such expository text structures as cause/effect, chronological, problem/solution, and classification to increase understanding
14. Understand and follow directions from simple to multi-step containing adult vocabulary (i.e. typical medicine or product label)
15. Use strategies to self-monitor comprehension
16. Clarify understanding of text by creating outlines, notes, charts, and diagrams
17. Interpret and draw conclusions from grade-level appropriate text features (e.g. maps, charts, tables, and graphs.)
18. Interpret details from a variety of functional text (e.g. warranties, technical manuals) for a specific purpose (e.g. to perform procedures, to answer questions)
19. Identify and trace the development of an author’s argument, point-of-view, or perspective
20. Explain how authors use writing techniques (e.g. language choice, organization), to achieve a specific expository purpose or appeal to a specific audience
21. Differentiate primary and secondary source material.
22. Read grade kevel appropriate text with fluency and accuracy (150 words correct per minute)
LITERATURE
Major Literary works may include, but are not limited to, the following: The Prince and the Pauper, The Cay, The Door in the Wall, Shane, The Red Pony, Julie of the Wolves, The Lion, the Witch and the Wardrobe, The Light in the Forest, A Day No Pigs Would Die, The Call of the Wild.
1. Understand simile, metaphor, and personification
2. Analyze narrative literature according to the following elements: plot, theme, point-of-view, character, and setting
3. Distinguish between fact and fiction, fact and opinion, fact and bias
4. Recognize narrative and dialogue
5. Recognize author’s organization, purpose, audience, and point-of-view
6. Read and respond to literature from a variety of genres, and recognize characteristics of the following genres: fiction, non-fiction, poetry, legends, fables, biography, autobiography, and myths
7. Determine why certain genres are best suited to convey a specific message or evoke a particular response from the reader
8. Analyze the characteristics and structural elements of a variety of poetic forms
9. Analyze plot development (e.g. conflict, subplots) to determine how conflicts are solved
10. Identify and analyze themes (e.g. bravery, loyalty) which appear in many different works
11. Analyze characterization as shown through a character’s thoughts, words, speech patterns and actions; the narrator’s description; and the thoughts, words and actions of other characters
12. Explain the influence of setting on mood, characters, and plot
VOCABULARY AND WORD ANALYSIS
1. Understand analogies and their application in a variety of relationships
2. Understand and apply word analysis skills to decode complex words (i.e. roots, affixes, contractions, compounds, Latin and Greek derivative)
3. Use phonics, spelling, and syllabication rules to decode unknown words
4. Use prior knowledge, text, context clues, and text elements (graphic elements, illustrations, and titles/subtitles) to assist in comprehension
5. Understand syntactic sources (structure of written language)
6. Increase vocabulary within the story or passage (antonyms, homonyms, synonyms)
7. Clarify word meanings through use of a word’s definition, example, non-example, or restatement in context
8. Explain relationships between and among words including connotative and denotative meanings, antonyms and synonyms, and words with multiple meanings
9 Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and / or expand word meanings and concepts
WRITING PROCESS
1. Understand and use the writing process: pre-writing, drafting, revising, editing, and publishing
2. Convey clear and focused main ideas that are appropriately supported by details and examples for selected topic, audience, and purpose (using exaggeration, adverbial clauses, leading questions, gerund phrases, complex sentence order, verb phrases, complex sentence order, figures of speech for emphasis)
3. Write and revise a persuasive composition, a descriptive composition, an expository composition, and a narrative composition using figurative language, facts, and opinions (using proper method of organization - i.e. order of events, from examples to main idea, go from main idea to examples)
4. Write technical text that identifies a sequence of activities or processes
5. Write expository essays that include thesis statements, supporting details, and introductory, body, and concluding paragraphs
6. Write persuasive compositions that state a position with evidence and emotional appeals
7. Write for literary response and expression appropriately using a thesis statement and supporting evidence
8. Write a response to literature that reflects a connection between the text and the reader, another text, or the world
9. Produce a document arranged and formatted using a word processing program which includes electronic spell check and thesaurus (use standard forms of indentation)
10. Appropriately paraphrase, quote, and cite to avoid plagiarism
11. Write and revise a friendly and business letter using the correct form and appropriate content
12. Identify the elements of poetry and the elements of fiction
13. Write poetry and various types of fiction
14. Compare and contrast themes in multiple texts
15. Analyze the author’s choice of literary devices
16. Use the 6+1 traits of writing in creating and evaluating drafts (use link for 6+1 model)
17. Produce a written product within a set time period
18. Conference with others to improve writing
19. Write a summary of a literary selection
20. Write fluently and legibly in print or cursive
MECHANICS
1. Demonstrate the correct use of pronoun agreement in number, gender, and use of subject and object forms; make clear references between pronoun and antecedent
2. Demonstrate correct use of subject-verb agreement including complex subject-linking verb ("one of the ___s", "all of the ___s"), indefinite pronoun- linking verb, and linking verb-plural noun
3. Identify sentence patterns and correctly punctuate the four types of sentences (simple, complex, compound, complex-compound)
4. Identify and avoid using run-on sentences and sentence fragments
5. Review and use punctuation and capitalization correctly when writing, including quotation marks, commas with subordinate clauses, commas before conjunctions in compound sentences, parentheses, hyphens, dashes, brackets, and semicolons
6. Determine and apply rules and conventions for the following: 8 parts of speech, dependent and independent clauses, prepositional phrases, and appositives
7. Identify and use all parts of speech
8. Properly place adjectives in writing
SPELLING
1. Recognize, spell, and learn meanings of words with roots, prefixes and suffixes
2. Spell words with sound/letter association patterns
3. Identify, spell and use words that are often confused and those often misspelled (i.e. -ance/-ence, ei/ie, -ary/-ery, plural form of words ending in "o")
4. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using dictionary, thesaurus, glossary, and technology sources.
5. Spell plurals of words correctly
6. Spell and use the 7th grade no excuse words correctly in written work
7. Correctly spell complex multi-syllable words that include Greek and Latin derivatives
STUDY AND REFERENCE SKILLS
1. Recognize the necessity for learning Standard English & that different contexts require different uses of language
2. Read, understand and apply technical information, i.e., directions, charts, and sub-headings
3. Read to locate information from a variety of traditional, technical, and electronic sources
4. Practice using the Reader's Guide
5. Use all available reference sources to compile bibliographies in correct bibliographic form
6. Use multiple sources to verify or contradict information (i.e. announcement, handbook, catalogue, shipping and handling chart, index, bibliography, glossary, field guide, dictionary, selections)
7. Skim text to preview its usefulness in providing desired information
8. Use a thesaurus to derive synonyms and antonyms
9. Systematically organize new information from sources using outlines and/or note cards
10. Utilize graphic organizers
SPEAKING
1. Use age appropriate oral communication for various purposes and audiences which incorporate: word choice, pronunciation, eye contact, posture, physical gestures, tone, volume, timing, and inflection/modulation
2. Plan and deliver oral presentations that include: transitions, organization, support of main ideas, examples, visual aids/appropriate technology, response to questions, and feedback
3. Share interpretations of personal or literary works through oral interpretation, memorization, presentation, and dramatic readings
4. Deliver narrative story presentations and oral summaries of articles
5. Ask questions to elicit information
6. Organize information to achieve particular purposes and to appeal to background and interests of the audience
7. Deliver persuasive presentations.
LISTENING/VIEWING
1. Use responsive listening skills: paraphrasing, summarizing, and asking questions for elaboration and clarification
2. Listen with understanding and empathy to all forms of oral information including classroom discussions, lectures, debates, drama, personal conversations, and audiovisual presentations
3. Describe, interpret, analyze, and evaluate information from a variety of electronic or live sources
4. View media sources for personal response and expression
5. Engage in critical analysis and evaluation of a variety of media sources
6. Develop appropriate interpersonal listening skills (e.g. eye contact, appropriate body language.)
7. Demonstrate understanding of graphics, pictures and charts
8. Apply technical skills to produce visuals that communicate to an audience
RESEARCH PAPER
Seventh grade life science and English teachers will work together to have students do a research paper. The same paper will be graded by both teachers - life science teachers for content and English teachers for format, spelling, punctuation, grammar, and bibliography. The research paper must include at least three reference sources, with no more than two from the Internet. The paper must be at least two, but not more than three, typed, double-spaced pages. The research paper must include the following items (turned in with final draft):
- Note cards
- Thesis statement
- Outline
- Rough draft
- Rough draft showing editing
- Bibliography (MLA format)
7TH GRADE BENCHMARKS
2006
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Benchmarks |
1st Semester Assessment Strategies |
2nd Semester Assessment Strategies |
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COMPREHENSION
· Recognize, understand organizational constructs, for example: compare/contrast; cause/effect; chronological order; problem solving; etc…
· Recognize and understand literary devices, such as: figurative language.
· Recognize and understand word meanings in context and text structures. · Recognize and understand propaganda techniques, such as: stereotypes and bias; and fact vs. opinion. |
-Publisher developed Materials -AR tests -STAR reading test -ISAT
-Teacher and publisher developed materials
-Teacher and publisher developed materials
-Teacher and publisher developed materials
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-Publisher developed materials -AR tests -Teacher designed oral and written responses to a variety of readings -STAR reading test Updates
-Teacher and publisher developed materials
-Teacher and publisher developed materials
-Teacher and publisher developed materials
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LITERATURE
· Analyze literary devices in specific works of literature, both fiction and non- fiction.
· Analyze and interpret genre-specific structuring, such as: point-of-view, plot, and characterization, in grade appropriate materials. (For example in poetry, short story, novel.)
· Analyze and interpret the author’s purpose, theme, and intent. |
-Teacher and publisher developed materials relating to short works of fiction and nonfiction.
-ISAT -Publisher and teacher developed materials.
-Publisher and teacher developed materials. |
-Teacher and publisher developed materials relating to novels, poetry, etc.
-Publisher developed materials and teacher developed written responses.
-Publisher and teacher developed materials.
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VOCABULARY AND WORD ANALYSIS
· Analyze and interpret meanings in context, in various text structures using application of word analysis techniques and syntax. |
-Publisher developed materials. -Teacher developed oral and written questions.
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-Publisher developed materials. -Teacher developed oral and written questions.
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THE WRITING PROCESS
· Using the writing process, correctly create a variety of fiction and nonfiction narrative, descriptive, persuasive compositions, literary analyses, personal reflections, and poetry.
· Using a variety of sources, appropriately paraphrase, quote, and cite to avoid plagiarism. |
-Personal narratives and autobiographies in response to teacher directed activities.
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-Submit short stories and student poetry according to teacher developed criteria.
-Teacher developed activities.
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MECHANICS
· When writing, use a variety of sentence structures that are correctly punctuated, and that avoid run-ons and fragments while applying the rules and conventions for use of parts of speech, clauses, phrases and appositives. |
-ISAT -Publisher developed materials.
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-Publisher developed materials.
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SPELLING
· Spells words correctly in all written material.
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-Periodic spelling tests from publisher testing and teacher developed lists.
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-Periodic spelling tests from publisher testing and teacher developed lists.
-Optional: State Spelling Bee. |
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STUDY AND EFERENCE SKILLS
· Proficient use of various word sources and references, charts, maps, etc…
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-Complete teacher developed activities.
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-Complete teacher developed activities. -Independent use of reference materials.
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1st Quarter |
1 - 400 review and expect |
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2nd Quarter |
401 - 433 teach and expect |
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3rd Quarter |
434 – 467 teach and expect |
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4th Quarter |
468- 500 teach and expect |
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1st Quarter |
2nd Quarter |
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4th Quarter |
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GRADE 8 READING SKILLS - AUGUST 2006
1. Think and read critically
2. Identify literal and inferential me anings of text
3. Make inferences
4. Predict outcomes
5. Evaluate statements of opinion
6. Analyze and determine the content of a passage - opinion, inference, value judgment, fact
7. Understand sequence of events
8. Identify cause and effect relationships
9. Understand the purpose of various organizational structures (e.g. cause and effect, chronological order) as applied in various expository text
10. Recognize main ideas and supporting information in text
11. Recognize literary devices, i.e., symbolism, foreshadowing
12. Increased vocabulary within the story or passage - Antonyms, Homonyms, Synonyms
13. Apply knowledge of organizational structures (e.g. compare/contrast, cause/effect) to understand information in text
14. Use graphic features of a text to clarify or extend meaning (e.g. diagrams, science processes)
15. Explain how specific text features help to understand a selection (e.g. margin entries, footnotes, bibliography)
16. Read grade level appropriate text with fluency and accuracy from 151 correct words per minute
17. Use text structure, prior knowledge, and other strategies to enhance comprehensions
18. Use strategies to self monitor comprehension
19. Clarify understanding of text by creating summaries and reports
20. Interpret details and facts from a variety of functional text (e.g. instructional manuals, publications) for a specific purpose (e.g. to follow directions, solve problems)
21. Identify the central purpose and anticipated outcomes of procedures specified in informational text
22. Determine the relationships among facts, ideas, and events used to support a central purpose
23. Compare and contrast the techniques used by authors writing about a similar topic with different purpose and/or audiences
24. Identify specific instances of bias, opinion, and propaganda in persuasive text.
LITERATURE
Major Literary works may include, but are not limited to: The House of Dies Drear, The Pearl, The Diary of Anne Frank, White Fang, Night-Elie Wiesel, The Legend of Sleepy Hollow, Many Waters, My Brother Sam is Dead, Across Five Aprils, No Promises in the Wind, Treasure Island, That Was Then, This is Now, The Outsiders, The Summer of My German Soldier, Lewis and Clark, My Everest Story, And Then There Were None.
1. Understand and use reading as enrichment, for technical information, and lifelong learning
2. Determine story themes
3. Understand analogies and their application in different forms of literature
4. Recognize author’s attitude reflected in his/her written work
5. Adjust reading rate according to material
6. Understand and interpret paraphrase significant detail in a literary passage
7. Understand and distinguish story elements of fiction in a short work of literature (i.e. exposition, rising action, climax, plot, sequence, setting, mood, point of view, theme)
8. Recognize and define characteristics of literary forms and genres
9. Understand complex character development (including how situations, actions and other characters influence a character’s personality and development)
10. Recognize the elements of a mystery
11. Recognize how language and literary devices evoke reader response
12. Identify social, cultural, and/or historical significance of various types of text
13. Understand the format and organization of various forms of literature (i.e. newspapers, magazine articles, medical labels on products, advertisement)
14. Respond to literature written in a variety of genres
15. Evaluate the characteristics and structural elements of a variety of poetic forms
16. Evaluate the structural elements of plot and the plot’s development
17. Evaluate how conflicts are (or are not) addressed and resolved
18. Compare and contrast themes across works of prose, poetry, and drama
19. Analyze the importance of setting and mood to the meaning of text
20. Explain the author’s point-of-view and interpret how it influences text
21. Identify and analyze recurring themes (e.g. good vs. evil) that appear frequently across traditional and contemporary works
VOCABULARY AND WORD ANALYSIS
1. Demonstrate knowledge of content area vocabulary
2. Obtain meaning by using context clues, a dictionary and footnotes
3. Obtain meaning from word roots, prefixes, and suffixes
4. Distinguish between literal and inferential meaning
5. Identify analogies in a work of literature
6. Verify meaning of a word in its context through the use of definition, restatememnt, example, nonexample, or comparison
7. Clarify pronunciation, meanings, alternate word choice, parts of speech, etymology of words using the dictionary, thesaurus, glossary, and technology resources
8. Determine the meaning of figurative language used in context
9. Explain relationships between and among words including connotation/denotation, antonyms, synonyms, and words with multiple meanings
10. Define words and concepts as necessary for comprehending Grade 8 area text
STUDY AND REFERENCE SKILLS
1. Understand SQ3R
2. Use knowledge of common patterns such as outlines, lists, webs, diagrams, charts, and tables to enhance comprehension
3. Understand how to take and organize notes
4. Summarize information from a variety of sources
5. Synthesize information (i.e. main idea, supporting details, themes, patterns, and connects new information to prior knowledge and memory)
6. Synthesize/paraphrase directions
7. Follow multi- step directions
8. Locate information quickly - skimming and scanning
9. Distinguish between and demonstrate formal and informal English
10. Use a grade appropriate dictionary and thesaurus
11. Understand the organization of a library
12. Use the library/media center to choose books for reading enjoyment
13. Use special references (i.e. atlas, almanac, phone book, catalogue, field guide, handbook, shipping and handling charts, announcement)
14. Apply different test taking skills for essay and objective tests
15. Utilize graphic organizers
WRITING PROCESS
1. Keep a writer's notebook/journal to record, generate, and reflect upon ideas, events and feelings
2. Develop topics using the writing process (i.e. pre-writing, draft, revising, editing, and publishing)
3. Use organizational strategies (e.g. outline, story map) to plan writing
4. Write a draft with a main idea and supporting information.
5. Identify and use appropriate style and vocabulary for a particular audience, voice, and purpose
6. Use the writing process to write and revise various modes of writing (descriptive, narrative, two part expository, and persuasive compositions) that contain at least 5 paragraphs that are unified, coherent, and marked with appropriate transitions
7. Incorporate a variety of literary devices, such as descriptive language and sensory details, within various writing
8. Revise and proofread a fully developed composition. Revise for meaning and clarity, appropriate organization, transitions to clarify meaning and improve fluency, and effective word choice. Use a variety of sentence structures to improve fluency and enhance style
9. Use peer revision
10. Identify spelling , punctuation, and grammar and usage errors
11. Rewrite draft
12. Use text features and graphics, if applicable, to further convey meaning
13. Use a computer to create a final draft
14. Share writing with intended audience.
15. Write poetry and short stories
16. Distinguish the correct form and appropriate content for social, business, and friendly letters
17. Use the library/media center to locate information from a variety of traditional, technical, and electronic sources for research projects
18. Develop an effective thesis statement with outline and supporting evidence
19. Demonstrate correct report writing format
20. Produce documents arranged and formatted using word processing or other computer software programs, including electronic spell check and thesaurus
21. Write technical documents that use formatting techniques (e.g. bold type, headings) to aid comprehension
22. Use graphic text (e.g. charts, maps) to organize and display information
23. Write expository essays that include a thesis statement, supporting details, and introductory, body and concluding paragraphs
24. Write persuasive compositions (e.g. letters to the editor, advertisements) that state a position with evidence and emotional appeal
25. Write a literary response that include a main idea (thesis) and supporting evidence
26. Use the 6+1 traits of writing in creating and evaluating drafts
MECHANICS
1. Distinguish noun plurals and possessives
2. Demonstrate the correct use of subject and object forms of pronouns
3. Identify the pronoun and its antecedent
4. Recognize verbs according to class and tense
5. Identify troublesome irregular verbs (i.e. lie/lay, sit/set)
6. Demonstrate correct use of subject - verb agreement
7. Recognize that adjectives and adverbs are words that describe
8. Distinguish between adjectives and adverbs
9. Understand and use correctly comparative forms of adjectives and adverbs
10. Demonstrate the correct of prepositions and prepositional phrases in context
11. Identify and correctly use conjunctions in simple and complex sentences
12. Apply the fundamental rules to the 8 parts of speech
13. Use simple, compound, complex, and compound-complex sentences
14. Use a variety of syntactical structures to achieve sentence fluency
15. Identify and correctly use parallelism in writing
16. Recognize complete sentences and avoid run-on sentences and fragments
17. Correctly apply the fundamental rules of punctuation and capitalization in various modes of writing
18. Demonstrate effective use of subordinate and coordinate clauses in a composition to indicate relationships between ideas
19. Recognize and write appropriately developed paragraphs
20. Incorporate a variety of informational and technological resources to avoid plagiarism and use proper citing, quoting, and paraphrasing
21. Use transitional devices effectively
SPELLING
1. Recognize and spell words with common prefixes, suffixes, and roots
2. Spell and use English words from foreign derivation
3. Spell words with sound/letter association patterns
4. Spell words that have troublesome spelling pattern (i.e. -ance/-ence, ei/ie, -ary/-ery)
5. Spell the plural of words with unusual endings (forms of words ending in "o")
6. Develop dictionary usage skills to aid in spelling
7. Spell and use the 8th grade no excuse words correctly in written work
SPEAKING
1. Focus, organize, develop, and deliver a narrative and persuasive oral presentation, and an oral response to literature
A. The narrative presentation should relate a clear incident, event or situation using well chosen details, reveal the significance of the incident, event, or situation, and use narrative and descriptive strategies to support the presentation, including relevant dialogue, specific action, and physical description
B. The persuasive presentation should include a well-defined thesis (position on the topic), and differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive language
C. The oral response to literature should interpret a reading and provide insight, connect personal responses to the writer’s techniques and to specific textual references, make supported inferences about the effects of a literary work on its audience, and support judgments through references to the text, otherworks, other authors, or personal knowledge
2. Speak for critical analysis and evaluation, such as debates, recitations, and interviews
3. Recite poems (four to six stanzas), sections of speeches, or dramatic soliloquies (sections of plays in which characters speak out loud to themselves) using voice modulation, tone, and gestures expressively to enhance the meaning)
4. Paraphrase (restate) a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.
LISTENING/VIEWING
1. Develop and practice listening skills
2. Listen with understanding and empathy to all forms of oral information including classroom discussions, lectures, debates, drama, etc., personal conversations, and audiovisual presentations
3. Listen to evaluate the credibility of a speaker, including whether the speaker has hidden agendas or presents slanted or biased material
4. Listen for critical analysis and evaluation to make informed decisions about purpose, content, organization, and delivery of verbal communication
5. Use a variety of resources to produce visuals that communicate through print and non-print media
6. View for information and understanding
7. Describe, interpret, analyze, and evaluate information from films and television programs, symbols, signs, logos, advertisements, fine art, and photographs, maps, illustrations, charts, and models
RESEARCH PAPER
Eighth grade American History and English teachers will work together to have students do a research paper. The same paper will be graded by both teachers – American History teachers for content and English teachers for format, spelling, punctuation, grammar, and bibliography. The research paper must include at least four reference sources, with no more than two from the Internet. The paper must be at least three, but not more than four, typed, double-spaced pages. The research paper must include the following items (turned in with final draft):
- Note cards
- Thesis statement
- Outline
- Rough draft
- Rough draft showing editing
- Bibliography (MLA format)
HONORS 8th GRADE ENGLISH
Honors English courses follow the same curriculum guidelines listed above with the following extensions or requirements:
1. An accelerated vocabulary course
2. A special variety of literature selections such as novels, poems, or drama
3. Projects involving technology
4. Elevated expectations for content and quality with a challenging time sequence for all work and projects
8th GRADE BENCHMARKS
2006
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Benchmark |
1st Semester Assessment Strategies |
2nd Semester Assessment Strategies |
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COMPREHENSION
· Think and read critically to recognize main ideas and supporting information in order to make evaluations, predictions, and inferences. |
- Publisher developed materials -AR tests -STAR reading test -ISAT |
-Publisher developed materials -AR tests -Teacher designed oral and written responses to a variety of readings -STAR reading test updates
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LITERATURE
· Analyze literary devices in specific works of literature, both fiction and non- fiction.
· Analyze and interpret genre-specific structuring, such as: plot, setting, mood, and characterization in grade-appropriate materials. (For example, in poetry, short stories, novels, and newspapers.)
· Analyze and interpret the author’s purpose, theme, and intent.
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-Teacher and publisher developed materials relating to newspapers and short stories.
Optional: novels and poetry. -Publisher and teacher developed materials.
-ISAT -Publisher and teacher developed materials.
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-Teacher and publisher developed materials relating to novels, poetry, and mystery stories.
-Publisher and teacher developed materials. -Teacher developed written responses. (For example, short answer and creative writing.)
-Publisher and teacher developed materials.
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VOCABULARY AND WORD ANALYSIS
· Analyze and interpret meanings in context using application of word analysis techniques and references |
- Publisher developed materials. -Teacher developed oral and written questions. |
- Publisher developed materials. -Teacher developed oral and written questions. |
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STUDY AND REFERENCE SKILLS
· Use an expanded variety of library references including Internet and multimedia sources for enrichment, technical information, and life- long learning. |
-Successfully complete teacher developed activities.
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-Successfully complete teacher developed activities. -Independent use of dictionaries and other Reference materials.
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THE WRITING PROCESS · Using the writing process, correctly create a variety of fiction and non-fiction narrative, descriptive, and persuasive compositions, literary analyses, personal reflections, poetry, and research.
· Use word processors and other software to produce documents. |
-Teacher developed activities such as: personal narratives, descriptive and narrative essays.
-Submit typed documents according to teacher developed criteria.
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-Teacher developed activities will include: persuasive and analytical essays and poetry.
-Submit typed documents according to teacher developed criteria.
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MECHANICS
· When writing, use a variety of sentence structures that are correctly punctuated, and that avoid run-ons and fragments while applying the rules and conventions for use of parts of speech, clauses, phrases, and appositives. Create from this beginning, well- structured paragraphs.
· Using a variety of sources, appropriately paraphrase, quote, and cite to avoid plagiarism. |
-ISAT and DWA -Teacher and publisher developed materials. |
-Teacher and publisher developed materials.
-Teacher developed activities.
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SPELLING
· Spell words correctly in all written material while developing proficient use of various word sources and references.
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-Periodic spelling tests from publisher testing and teacher developed lists.
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-Periodic spelling tests from publisher testing and teacher developed lists. -Optional: State Spelling Bee.
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Eighth Grade No Excuse Spelling Words: |
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1st Quarter |
1 – 500 review and expect |
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2nd Quarter |
501 – 533 teach and expect |
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3rd Quarter |
534 – 567 teach and expect |
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4th Quarter |
568 - 600 teach and expect |
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1st Quarter |
2nd Quarter |
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4th Quarter |
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a 4 able 346 about 48 above 213 across 247 add 335 after 94 again 141 against 268 ago 322 air 160 all 33 almost 216 alone 491 along 171 already 411 also 119 although 450 always 183 am 397 American 319 among 345 an 39 and 3 animal 207 animals 418 another 121 answer 265 any 113 anything 369 are 15 area 384 around 120 as 16 asked 188 at 20 away 140 back 103 ball 404 be 21 beautiful 429 became 334 because 127 become 336 been 75 before 332 began 215 begin 444 behind 342 being 233 below 176 best 246 better 245 between 154 big 158 black 302 blue 407 boat 475 body 285 book 307 both 180 bottom 492 box 388 boy 205 brought 327 bring 435 build 487 built 360 but 31 by 27 called 96 came 122 can 38 can’t 380 cannot 343 car 282 care 483 carry 448 carefully 427 center 471 certain 353 change 264 check 493 children 200 city 273 class 391 close 328 cold 312 come 123 common 395 complete 365 could 70 country 228 course 317 cut 293 dark 402 day 114 deep 425 did 83 didn’t 281 different 139 distance 449 do 45 does 128 dog 347 don’t 190 done 294 door 292 down 84 draw 338 dry 438 during 248 each 47 early 324 earth 220 easy 459 eat 303 either 409 else 485 end 170 English 350 enough 209 even 130 ever 240 every 151 everyone 430 everything 432 example 261 face 291 fact 445 fall 495 family 287 far 222 fast 376 father 229 feel 355 feet 201 felt 377 few 181 field 472 find 87 finally 414 fine 400 fire 356 first 74 fish 299 five 276 floor 440 follow 428 food 198 foot 482 for 12 form 197 found 152 four 211 friend 498 from 23 front 318 full 363 game 433 gave 308 get 101 girl 405 give 159 glass 488 go 105 going 192 gold 486 good 106 gone 413 got 219 great 146 green 358 ground 311 group 295 grow 337 had 29 half 297 hand 223 hard 242 has 62 have 25 he 11 head 212 hear 260 heard 262 heart 453 heavy 426 held 410 help 137 happened 481 her 64 here 134 high 224 him 67 himself 277 his 18 hold 370 home 157 horse 385 hot 368 hour 480 house 189 how 49 however 250 hundred 374 I 24 ice 441 I’ll 325 I’m 284 idea 331 if 44 important 195 in 6 inside 321 Instead 408 into 61 is 7 it 10 it’s 253 its 76 itself 474 job 500 just 97 keep 199 kept 378 kind 214 knew 252 know 100 land 202 language 499 large 185 last 166 later 288 lay 461 learn 271 learned 326 least 478 leave 431 leaves 460 left 169 less 340 let 230 letter 344 life 208 light 227 like 66 line 161 list 372 little 92 live 217 lived 333 living 301 long 91 longer 423 look 117 low 484 made 81 main 469 make 72 man 111 many 55 map 497 matter 386 may 89 me 110 mean 349 men 148 might 173 mind 419 mss 465 money 279 moon 417 more 63 morning 283 most 99 mother 226 move 290 much 104 must 126 my 80 name 155 near 243 need 221 never 167 new 107 next 174 night 231 no 71 not 30 nothing 329 notice 379 now 78 number 145 of 2 off 142 often 186 oh 366 old 144 on 14 once 206 one 28 only 85 open 310 or 26 order 309 other 60 our 109 out 51 outside 420 over 82 own 163 page 218 paper 241 part 129 Past 403 pattern 466 people 79 perhaps 352 person 367 picture 232 piece 392 place 131 plants 300 play 274 point 272 possible 452 power 421 probably 383 problem 422 poor 496 put 138 question 476 quite 447 ran 362 read 165 reading 494 ready 357 real 454 really 313 rain 457 red 298 remember 315 rest 351 right 116 river 394 road 406 rock 489 room 266 round 401 run 306 sad 323 said 43 same 115 sat 451 saw 177 say 149 school 194 sea 267 second 235 see 68 seen 280 sentence 244 set 162 several 263 she 54 shell 437 ship 442 short 304 should 156 show 184 shown 348 side 203 simple 455 since 238 six 354 size 462 sky 467 small 150 snow 456 so 57 some 56 someone470 something 178 soon 236 sound 175 space 320 special 361 stand 387 start 389 state 371 stay 473 still 153 stood 373 stop 396 story 237 strong 381 study 234 such 133 suddenly 458 summer 415 sun 257 sure 251 surface 393 system 434 table 314 take 135 talk 398 tall 490 tell 147 ten 375 than 73 that 9 that’s 390 the 1 their 42 them 52 themselves 443 then 53 there 37 these 58 they 19 thing 258 think 118 third 446 this 22 those 182 though 330 thought 179 three 125 through 102 time 69 tiny 479 to 5 today 249 together 187 told 255 too 112 took 210 top 269 toward 275 town 364 tree 316 true 296 try 254 turn 289 turned 270 two 65 under 164 understand 416 United States 305 until 196 up 50 upon 286 us 168 use 88 usually 278 very 93 voice 382 want 193 walked 468 warm 412 was 13 watch 436 water 90 way 86 we 36 weather 464 well 132 went 143 were 34 what 32 when 35 where 98 whether 399 which 41 while 172 white 239 who 77 whole 259 why 136 wide 477 within 439 will 46 wild 463 wind 341 winter 424 with 17 without 204 words 95 work 124 world 191 would 59 write 108 year 225 yes 359 yet 339 you 8 young 256 your 40
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a 4 able 346 about 48 above 213 across 247 add 335 after 94 again 141 against 268 ago 322 air 160 all 33 almost 216 alone 491 along 171 already 411 also 119 although 450 always 183 am 397 American 319 among 345 an 39 and 3 animal 207 animals 418 another 121 answer 265 any 113 anything 369 are 15 area 384 around 120 as 16 ask 508 asked 188 at 20 away 140 back 103 ball 404 base 525 be 21 beautiful 429 became 334 because 127 become 336 bed 522 been 75 before 332 began 215 begin 444 behind 342 being 233 below 176 best 246 better 245 between 154 big 158 bird 529 black 302 blue 407 boat 475 body 285 book 307 both 180 bottom 492 box 388 boy 205 brought 327 bring 435 build 487 built 360 but 31 buy 502 by 27 called 96 came 122 can 38 can’t 380 cannot 343 car 282 care 483 carry 448 carefully 427 caught 527 center 471 certain 353 change 264 check 493 children 200 circle 519 city 273 class 391 clear 510 close 328 cold 312 color 531 come 123 common 395 complete 365 correct 521 could 70 country 228 course 317 cut 293 dark 402 day 114 deep 425 did 83 didn’t 281 different 139 distance 449 do 45 does 128 dog 347 don’t 190 done 294 door 292 down 84 draw 338 dry 438 during 248 each 47 early 324 earth 220 easy 459 eat 303 either 409 else 485 end 170 energy 511 English 350 enough 209 even 130 ever 240 every 151 everyone 430 everything 432 example 261 explain 513 face 291 fact 445 fall 495 family 287 far 222 farm 518 fast 376 father 229 feel 355 feet 201 felt 377 few 181 field 472 find 87 finally 414 fine 400 fire 356 first 74 fish 299 five 276 fly 533 floor 440 follow 428 food 198 foot 482 for 12 form 197 found 152 four 211 friend 498 from 23 front 318 full 363 game 433 gave 308 get 101 girl 405 give 159 glass 488 go 105 going 192 gold 486 good 106 gone 413 got 219 great 146 green 358 grew 506 ground 311 group 295 grow 337 had 29 hair 528 half 297 hand 223 hard 242 has 62 have 25 he 11 head 212 hear 260 heard 262 heart 453 heat 505 heavy 426 held 410 help 137 happened 481 her 64 here 134 high 224 him 67 himself 277 his 18 hold 370 home 157 horse 385 hot 368 hour 480 house 189 how 49 however 250 hundred 374 I 24 ice 441 I’ll 325 I’m 284 idea 331 if 44 important 195 in 6 inside 321 Instead 408 into 61 is 7 it 10 it’s 253 its 76 itself 474 job 500 just 97 keep 199 kept 378 kind 214 knew 252 know 100 land 202 language 499 large 185 last 166 later 288 lay 461 learn 271 learned 326 least 478 leave 431 leaves 460 left 169 less 340 let 230 letter 344 life 208 light 227 like 66 line 161 list 372 listen 507 little 92 live 217 lived 333 living 301 long 91 longer 423 look 117 lost 514 low 484 made 81 main 469 make 72 man 111 many 55 map 497 mark 504 matter 386 may 89 me 110 mean 349 measure 523 men 148 might 173 mind 419 mss 465 money 279 moon 417 more 63 morning 283 most 99 mother 226 mountain 526 move 290 much 104 music 501 must 126 my 80 name 155 near 243 need 221 never 167 new 107 next 174 night 231 no 71 not 30 nothing 329 notice 379 now 78 number 145 of 2 off 142 often 186 oh 366 old 144 on 14 once 206 one 28 only 85 open 310 or 26 order 309 other 60 our 109 out 51 outside 420 over 82 own 163 page 218 paper 241 part 129 Past 403 pattern 466 people 79 perhaps 352 person 367 picture 232 piece 392 place 131 plants 300 play 274 point 272 possible 452 power 421 probably 383 problem 422 poor 496 put 138 question 476 quite 447 ran 362 read 165 reading 494 ready 357 real 454 really 313 rain 457 red 298 remember 315 rest 351 right 116 river 394 road 406 rock 489 room 266 round 401 run 306 sad 323 said 43 same 115 sat 451 saw 177 say 149 school 194 sea 267 second 235 see 68 seen 280 sentence 244 set 162 several 263 she 54 shell 437 ship 442 short 304 should 156 show 184 shown 348 side 203 simple 455 since 238 single 509 six 354 size 462 sky 467 small 150 snow 456 so 57 some 56 someone470 something 178 soon 236 sound 175 space 320 special 361 spring 515 stand 387 start 389 state 371 stay 473 still 153 stood 373 stop 396 story 237 straight 524 strong 381 study 234 such 133 suddenly 458 summer 415 sun 257 sure 251 surface 393 system 434 table 314 take 135 talk 398 tall 490 tell 147 ten 375 than 73 that 9 that’s 390 the 1 their 42 them 52 themselves 443 then 53 there 37 these 58 they 19 thing 258 think 118 third 446 this 22 those 182 though 330 thought 179 three 125 through 102 time 69 tiny 479 to 5 today 249 together 187 told 255 too 112 took 210 top 269 toward 275 town 364 travel 516 tree 316 true 296 try 254 turn 289 turned 270 two 65 under 164 understand 416 United States 305 until 196 up 50 upon 286 us 168 use 88 usually 278 very 93 voice 382 want 193 walked 468 war 532 warm 412 was 13 watch 436 water 90 way 86 we 36 weather 464 week 512 well 132 went 143 were 34 what 32 when 35 where 98 whether 399 which 41 while 172 white 239 who 77 whole 259 whose 520 why 136 wide 477 Window 503 within 439 will 46 wild 463 wind 341 winter 424 with 17 without 204 wood 530 words 95 work 124 world 191 would 59 write 108 Wrote 517 year 225 yes 359 yet 339 you 8 young 256 your 40
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a 4 able 346 about 48 above 213 across 247 add 335 after 94 again 141 against 268 ago 322 air 160 all 33 almost 216 alone 491 along 171 already 411 also 119 although 450 always 183 am 397 American 319 among 345 an 39 and 3 animal 207 animals 418 another 121 answer 265 any 113 anything 369 are 15 area 384 around 120 as 16 ask 508 asked 188 at 20 away 140 baby 559 back 103 ball 404 base 525 be 21 beautiful 429 became 334 because 127 become 336 bed 522 been 75 before 332 began 215 begin 444 behind 342 being 233 below 176 best 246 better 245 between 154 big 158 bird 529 black 302 blue 407 boat 475 body 285 book 307 both 180 bottom 492 box 388 boy 205 bright 541 brought 327 bring 435 build 487 built 360 but 31 buy 502 by 27 called 96 came 122 can 38 can’t 380 cannot 343 car 282 care 483 carry 448 carefully 427 caught 527 center 471 certain 353 change 264 check 493 children 200 circle 519 city 273 class 391 clear 510 close 328 cold 312 color 531 come 123 common 395 complete 365 correct 521 could 70 couldn’t 563 country 228 course 317 cut 293 dark 402 day 114 deep 425 did 83 didn’t 281 different 139 difference 565 distance 449 do 45 does 128 dog 347 don’t 190 done 294 door 292 down 84 draw 338 dry 438 during 248 each 47 early 324 earth 220 easy 459 eat 303 either 409 else 485 end 170 energy 511 English 350 enough 209 even 130 ever 240 every 151 everyone 430 everything 432 example 261 except 550 explain 513 face 291 fact 445 fall 495 family 287 far 222 farm 518 fast 376 father 229 feel 355 feet 201 fell 544 felt 377 few 181 field 472 figure 551 find 87 finally 414 fine 400 fire 356 first 74 fish 299 five 276 fly 533 floor 440 follow 428 food 198 foot 482 for 12 form 197 found 152 four 211 free 553 friend 498 from 23 front 318 full 363 game 433 gave 308 get 101 girl 405 give 159 glass 488 go 105 going 192 gold 486 good 106 gone 413 got 219 government 558 grass 560 great 146 green 358 grew 506 ground 311 group 295 grow 337 had 29 hair 528 half 297 hand 223 hard 242 has 62 have 25 he 11 head 212 hear 260 heard 262 heart 453 heat 505 heavy 426 held 410 help 137 happened 481 happy 540 her 64 here 134 high 224 him 67 himself 277 his 18 history 567 hold 370 home 157 horse 385 hot 368 hour 480 house 189 how 49 however 250 hundred 374 I 24 ice 441 I’ll 325 I’m 284 idea 331 if 44 important 195 in 6 information 549 inside 321 Instead 408 into 61 is 7 it 10 it’s 253 its 76 itself 474 job 500 just 97 keep 199 kept 378 kind 214 knew 252 know 100 land 202 language 499 large 185 last 166 later 288 lay 461 learn 271 learned 326 least 478 leave 431 leaves 460 left 169 length 546 less 340 let 230 letter 344 life 208 light 227 like 66 line 161 list 372 listen 507 little 92 live 217 lived 333 living 301 long 91 longer 423 look 117 lost 514 low 484 machine 548 made 81 main 469 make 72 man 111 many 55 map 497 mark 504 matter 386 may 89 maybe 566 me 110 mean 349 measure 523 men 148 might 173 mind 419 miss 465 money 279 moon 417 moment 538 more 63 morning 283 most 99 mother 226 mountain 526 move 290 much 104 music 501 must 126 my 80 name 155 natural 556 near 243 need 221 never 167 new 107 next 174 night 231 no 71 not 30 nothing 329 notice 379 now 78 number 145 ocean 557 of 2 off 142 often 186 oh 366 old 144 on 14 once 206 one 28 only 85 open 310 or 26 order 309 other 60 our 109 out 51 outside 420 over 82 own 163 page 218 paper 241 part 129 Past 403 pattern 466 people 79 perhaps 352 person 367 picture 232 piece 392 place 131 plan 544 plane 561 plants 300 play 274 point 272 possible 452 power 421 probably 383 problem 422 poor 496 present 543 put 138 question 476 quite 447 ran 362 rather 545 read 165 reading 494 ready 357 real 454 really 313 reason 564 rain 457 red 298 remember 315 rest 351 right 116 river 394 road 406 rock 489 room 266 round 401 run 306 sad 323 said 43 same 115 sat 451 saw 177 say 149 school 194 sea 267 second 235 see 68 seem 535 seen 280 sent 542 sentence 244 set 162 several 263 she 54 shell 437 ship 442 short 304 should 156 show 184 shown 348 side 203 simple 455 since 238 single 509 six 354 size 462 sky 467 small 150 snow 456 so 57 some 56 someone470 something 178 soon 236 sound 175 space 320 special 361 speed 547 spring 515 square 537 stand 387 start 389 state 371 stay 473 street 562 still 153 stood 373 stop 396 story 237 straight 524 strong 381 study 234 such 133 suddenly 458 summer 415 sun 257 suppose 555 sure 251 surface 393 system 434 table 314 take 135 talk 398 tall 490 teacher 539 tell 147 ten 375 than 73 that 9 that’s 390 the 1 their 42 them 52 themselves 443 then 53 there 37 these 58 they 19 thing 258 think 118 third 446 this 22 those 182 though 330 thought 179 three 125 through 102 time 69 tiny 479 to 5 today 249 together 187 told 255 too 112 took 210 top 269 toward 275 town 364 travel 516 tree 316 true 296 try 254 turn 289 turned 270 thus 536 two 65 under 164 understand 416 United States 305 until 196 up 50 upon 286 us 168 use 88 usually 278 very 93 voice 382 want 193 walked 468 war 532 warm 412 was 13 watch 436 water 90 way 86 we 36 weather 464 week 512 well 132 went 143 were 34 what 32 when 35 where 98 whether 399 which 41 while 172 white 239 who 77 whole 259 whose 520 why 136 wide 477 Window 503 within 439 will 46 wild 463 wind 341 winter 424 with 17 without 204 wood 530 words 95 work 124 world 191 would 59 write 108 Wrote 517 year 225 yes 359 yet 339 you 8 young 256 your 40 you’re 552 yourself 534 |
a 4 able 346 about 48 above 213 across 247 add 335 after 94 again 141 against 268 ago 322 air 160 all 33 almost 216 alone 491 along 171 already 411 also 119 although 450 always 183 am 397 American 319 among 345 an 39 and 3 animal 207 animals 418 another 121 answer 265 any 113 anything 369 are 15 area 384 around 120 as 16 ask 508 asked 188 at 20 away 140 baby 559 back 103 ball 404 base 525 be 21 beautiful 429 became 334 because 127 become 336 bed 522 been 75 before 332 began 215 begin 444 behind 342 being 233 below 176 beside 590 best 246 better 245 between 154 big 158 bird 529 black 302 blue 407 boat 475 body 285 book 307 both 180 bottom 492 box 388 boy 205 bright 541 brought 327 bring 435 build 487 built 360 business 595 but 31 buy 502 by 27 called 96 came 122 can 38 can’t 380 cannot 343 car 282 care 483 carry 448 case 599 catch 594 carefully 427 caught 527 center 471 certain 353 change 264 check 493 child 571 children 200 choose 580 circle 519 city 273 class 391 clear 510 close 328 cold 312 color 531 come 123 common 395 complete 365 correct 521 could 70 couldn’t 563 country 228 course 317 cut 293 dark 402 day 114 deep 425 did 83 didn’t 281 different 139 difference 565 distance 449 do 45 does 128 dog 347 don’t 190 done 294 door 292 down 84 draw 338 dry 438 during 248 each 47 early 324 earth 220 easy 459 eat 303 either 409 else 485 end 170 energy 511 English 350 enough 209 even 130 ever 240 every 151 everyone 430 everything 432 example 261 except 550 explain 513 eye 578 face 291 fact 445 fall 495 family 287 famous 583 far 222 farm 518 fast 376 father 229 feel 355 feet 201 fell 544 felt 377 few 181 field 472 figure 551 find 87 finally 414 fine 400 fire 356 first 74 fish 299 five 276 fly 533 floor 440 follow 428 food 198 foot 482 for 12 form 197 found 152 four 211 free 553 friend 498 from 23 front 318 full 363 fun 593 game 433 gave 308 get 101 girl 405 give 159 glass 488 go 105 going 192 gold 486 good 106 gone 413 got 219 government 558 grass 560 great 146 green 358 grew 506 ground 311 group 295 grow 337 had 29 hair 528 half 297 hand 223 hard 242 has 62 have 25 he 11 head 212 hear 260 heard 262 heart 453 heat 505 heavy 426 held 410 help 137 happened 481 happy 540 her 64 here 134 high 224 him 67 himself 277 his 18 history 567 hold 370 home 157 horse 385 hot 368 hour 480 house 189 how 49 however 250 human 575 hundred 374 I 24 ice 441 I’ll 325 I’m 284 idea 331 if 44 important 195 in 6 information 549 inside 321 Instead 408 into 61 iron 587 is 7 it 10 it’s 253 its 76 itself 474 job 500 just 97 keep 199 kept 378 kind 214 knew 252 know 100 land 202 language 499 large 185 last 166 late 584 later 288 lay 461 learn 271 learned 326 least 478 leave 431 leaves 460 left 169 length 546 less 340 let 230 letter 344 life 208 light 227 like 66 line 161 list 372 listen 507 little 92 live 217 lived 333 living 301 long 91 longer 423 look 117 lost 514 lot 597 low 484 machine 548 made 81 main 469 make 72 man 111 many 55 map 497 mark 504 matter 386 may 89 maybe 566 me 110 mean 349 measure 523 men 148 might 173 middle 569 milk 579 mind 419 miss 465 modern 592 money 279 moon 417 moment 538 more 63 morning 283 most 99 mother 226 mountain 526 mouth 568 move 290 much 104 music 501 must 126 my 80 name 155 natural 556 near 243 need 221 never 167 new 107 next 174 night 231 no 71 north 581 not 30 nothing 329 notice 379 now 78 number 145 ocean 557 oil 591 of 2 off 142 often 186 oh 366 old 144 on 14 once 206 one 28 only 85 open 310 or 26 order 309 other 60 our 109 out 51 outside 420 over 82 own 163 page 218 paper 241 part 129 Past 403 pattern 466 pay 585 people 79 perhaps 352 person 367 picture 232 piece 392 place 131 plan 544 plane 561 plants 300 play 274 point 272 possible 452 power 421 probably 383 problem 422 poor 496 present 543 put 138 question 476 quite 447 ran 362 rather 545 reach 596 read 165 reading 494 ready 357 real 454 really 313 reason 564 rain 457 red 298 remember 315 rest 351 right 116 river 394 road 406 rock 489 room 266 round 401 run 306 sad 323 said 43 same 115 sat 451 saw 177 say 149 school 194 sea 267 second 235 see 68 seem 535 seen 280 sent 542 sentence 244 set 162 seven 582 several 263 she 54 shell 437 ship 442 short 304 should 156 show 184 shown 348 side 203 simple 455 since 238 single 509 six 354 size 462 sky 467 sleep 586 small 150 snow 456 so 57 soil 574 some 56 someone470 something 178 soon 236 sound 175 space 320 speak 600 special 361 speed 547 spring 515 square 537 stand 387 start 389 state 371 stay 473 step 570 street 562 still 153 stood 373 stop 396 store 589 story 237 straight 524 strange 572 strong 381 study 234 such 133 suddenly 458 summer 415 sun 257 suppose 555 sure 251 surface 393 system 434 table 314 take 135 talk 398 tall 490 teacher 539 tell 147 ten 375 than 73 that 9 that’s 390 the 1 their 42 them 52 themselves 443 then 53 there 37 these 58 they 19 thing 258 think 118 third 446 this 22 those 182 though 330 thought 179 three 125 through 102 time 69 tiny 479 to 5 today 249 together 187 told 255 too 112 took 210 top 269 toward 275 town 364 travel 516 tree 316 trip 576 trouble 588 true 296 try 254 turn 289 turned 270 thus 536 two 65 under 164 understand 416 United States 305 until 196 up 50 upon 286 us 168 use 88 usually 278 very 93 voice 382 want 193 walked 468 war 532 warm 412 was 13 watch 436 water 90 way 86 we 36 weather 464 week 512 well 132 went 143 were 34 what 32 when 35 where 98 whether 399 which 41 while 172 white 239 who 77 whole 259 whose 520 why 136 wide 477 Window 503 wish 573 within 439 will 46 wild 463 wind 341 winter 424 with 17 without 204 woman 577 won’t 598 wood 530 words 95 work 124 world 191 would 59 write 108 Wrote 517 year 225 yes 359 yet 339 you 8 young 256 your 40 you’re 552 yourself 534 |
ENGLISH 1 - FEBRUARY 2007
READING SKILLS AND LITERARY APPRECIATION
Six major literary works shall be taught over the course of the year, including a play, a nonfiction work, and a fiction novel. Major literary works include: First Semester- Animal Farm, Fahrenheit 451, Tuesdays with Morrie, Death Be Not Proud, Whirligig. Second Semester- Romeo and Juliet, Much Ado About Nothing, The Odyssey, Lord of the Flies, Bless the Beasts and Children. (Remedial repeat English 1: Congo and The Island of Dr. Moreau)
1. Select and read material from a balance of sources and subjects: newspapers, magazines and journals, short stories, novels, plays, poetry, computer manuals and software, and informational manuals
2. Identify special areas of individual reading interest
3. Understand a variety of genres
4. Develop and apply criteria for evaluating reading material
5. Recognize the author’s attitude and purpose
6. Use reading to explore, clarify, and compare personal values
7. Compare themes in a variety of literary selections, and 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
8. Review the use of literary devices such as simile, metaphor, personification, hyperbole, irony, pun, and flashback
9. Analyze imagery and figurative language as used in poetry and prose
10. Recognize and understand the use of symbols, rhythm, meter, rhyme, rhyme scheme, onomatopoeia, alliteration, assonance and parallelism in poetic verse
11. Draw conclusions and make inferences from the reading selection
12. Understand the main idea and supporting information
13. Recognize satirical language
14. Recognize a variety of language styles and dialects
15. Recognize abstract and concrete language
16. Recognize parallelism in fiction and nonfiction
17. Identify meanings from context clues
18. Distinguish literal from inferential meanings
19. Analyze word structures to determine meaning (i.e. multi-syllable compound words, root words, suffixes, and prefixes)
20. Recognize different types of jargon
21. Use reading strategies to determine the meaning of content area vocabulary
22. Review elements of fiction including: plot, theme, point of view, character, setting, conflict, suspense, foreshadowing, characterization and development
23. Understand the structure of a Shakespearean drama including soliloquy, monologue and the aside
24. Define the purpose of a variety of communication formats such as essays, business letters, memos, instructions, policy statements, user manuals, lab reports, and Web sites
25. Identify the thesis, evidence, and argument in informational texts such as newspaper editorials and campaign speeches
26. Explain the intent of a piece of writing
27. Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of a genre shapes the theme or topic
28. Evaluate an author’s argument or defense of a claim by examining the relevance and comprehensiveness of the evidence
29. Analyze interactions between characters in a literary text and explain the way those interactions affect the plot
30. Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquies
31. Identify universal themes in texts
32. Analyze and trace an author’s development of time and sequence, including foreshadowing or flashbacks
33. Recognize ambiguities, subtleties, contradictions, and ironies in text
34. Explain how voice and the choice of narrator affect characterization and the tone, plot, and credibility of a text
35. Describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature
36. Analyze the way in which a work of literature is related to themes and issues of its historical period
37. Identify differences in themes, styles, or trends among selected texts.
WRITING/LANGUAGE SKILLS
Skills and Processes:
1. Record experiences and ideas in a writer's notebook
2. Review and apply five phases of writing process (prewriting, drafting, revising, editing, and publishing)
A. Prewriting: Be able to generate ideas using a variety of strategies, use organizational strategies to plan writing, match format to purpose and audience, establish a controlling idea appropriate to the type of writing, and use time management strategies, when appropriate, to produce a writing product within a set time period
B. Drafting: Use the ideas generated and organized through prewriting to develop the main idea(s) with supporting details, sequence ideas into a cohesive, meaningful order, and prepare a draft that follows a format appropriate for the purpose
C. Revising: Reread and revise draft for meaning, clarity and effective organization, delete irrelevant and/or redundant information, add transitional words and phrases to clarify meaning and enhance style, use a variety of sentence structures to improve sentence fluency and enhance style, use literary models to refine writing, use resource and reference materials (e.g. thesaurus, dictionary) to select precise language, use literary models to refine writing style, and conference with others to improve writing through the use of suggestions, questions, and statements
D. Editing: Correct punctuation, spelling, grammar and usage errors, apply editing marks to indicate errors in conventions, and apply appropriate strategies to edit the draft
E. Publishing: Rewrite improved draft, share writing with intended audience
3. Restrict a topic for a paragraph and identify the topic, restriction, and illustrations in sample paragraphs
4. Organize paragraphs in various patterns, using descriptive details, examples, reasons, comparison/contrast, and anecdotes to create well-developed paragraphs
5. Organize information taken from fiction and nonfiction in order to write paragraphs
6. Demonstrate various ways to organize narration and description using sensory details, imagery, and concrete information
7. Demonstrate the use of dialogue and details, imagery, and concrete information
8. Recognize, define, and demonstrate the use of alliteration and sensory details
9. Define, identify, and demonstrate the use of simile, metaphor, and personification in a poem
10. Recognize and use appropriate transitions
11. Apply an understanding of the rules of grammar and the eight parts of speech
A. Identify sentence patterns
B. Identify active/passive voice
C. Identify irregular verbs and correct usage
D. Use subject/verb agreement correctly
E. Use correct verb form in complex sentences
F. Identify correct use of possessive forms
12. Use correct punctuation and capitalization
13. Produce documents arranged and formatted using word processing or other computer software programs.
14. Edit for correct use of conventions emphasizing
A. Pronoun/antecedent agreement
B. Subject/verb agreement
C. Adjective/adverb usage
D. Verb tense
E. Verbals
F. Appositives
G. Compound-complex sentences
H. Clauses
I. Parallel structure
15. Use the 6+1 writing traits in writing and evaluating drafts.
16. Explain how purpose and audience affect writing and practice the four modes of writing (description, exposition, narration, and persuasion)
Creative Writing
17. Write a short story and/or a short play
18. Write a thesis statement and develop the body of an expository essay.
A. Use examples, reasons, and details
B. Use the four modes of expository writing-
1. problem/solution
2. cause/effect
3. compare/contrast
4. before/after
19. Write expository compositions that distinguish between the relative value and significance of specific data, facts, and ideas.
20. Write expository compositions that anticipate and address readers’ potential misunderstandings, biases, and expectations.
21. Use the writing process to create an expository research paper that:
A. Follows standard MLA formatting
B. Is organized around a thesis statement
C. Employs effective note-taking strategies
D. Evaluates validity of sources
E. Follows a clear, recognizable organizational pattern
F. Uses a minimum of three sources
G. Has a body that is a minimum of three pages long, double-spaced, using 12 point font and 1” margins
H. Contains in-text citations to avoid plagiarism
I. Includes an outline and a works cited page
(It is recommended that the paper topics be created in conjunction with Physical Science, and an oral representation of the paper be presented in the science class.)
22. Synthesize and compose a research paper using the library/media center to locate information from a variety of traditional, technical, and electronic sources (using proper citation, and bibliographic information)
23. Write biographical or autobiographical narratives of short stories that describe a sequence of events and communicate the significance of the events to the audience
24. Write reflective compositions that explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies
25. Write persuasive compositions that clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning
26. Write responses to literature that demonstrate an understanding of the significant ideas of literary works
27. Write responses to literature that support important ideas and viewpoints through accurate and detailed reference to other works
28. Write responses to literature that demonstrate an awareness of the author’s style and an appreciation of the effects created
STUDY AND REFERENCE SKILLS
1. Utilize an appropriate system for taking notes
2. Employ study methods when reading textbook materials
3. Develop strategies to study for and take exams
4. Use study strategies that are appropriate for the reading purpose, level of difficulty, and reader's background (skimming, scanning, and study strategies)
5. Locate information in textbooks and other nonfiction sources using the index, table of contents, glossary, charts, graphs and maps, title and copyright pages, and appendices
6. Utilize graphic organizers
VIEWING
1. View for information and understanding
2. Compare written works in fiction to film versions of the text
LISTENING
1. Differentiate between formal and informal language
2. Acquire information from live and electronic sources
3. Demonstrate effective listening skills
SPEAKING
1. Categorize and organize major points in an outline for a speech and deliver it
2. Use language appropriate for audience and purpose
3. Participate in class discussions to share information and opinions
TECHNOLOGY
1. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in district policy
2. Demonstrate an understanding of copyright laws by citing sources of copyrighted materials in papers, projects, and multi-media presentations
3. Demonstrate appropriate care and use of technological resources
4. Learn the techniques of writing a complete and concise e-mail document
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus
HONORS ENGLISH 1
Honors English courses follow the same curriculum guidelines listed above with the following extensions or requirements:
1. An accelerated vocabulary course
2. A special variety of literature selections such as novels, poems, or plays
3. Projects involving technology
4. Elevated expectations for content and quality with a challenging time sequence for all work and projects
9TH GRADE BENCHMARKS
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Benchmark |
1ST Semester Assessment Strategies |
2nd Semester Assessment Strategies |
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READING SKILLS AND LITERARY APPRECIATION
· Select and read a variety of literature and literary genres.
· Analyze and interpret literary elements, literary devices, and figurative language in a variety of literary genres.
· Develop reading strategies for analyzing content area vocabulary and organizational constructs |
-Written and oral responses to publisher and teacher developed tests and activities for: short stories and non- fiction. Optional: Poetry and Novel.
-Written and oral responses to publisher and teacher developed materials covering, for example: plot, setting, character development, conflict, symbolism, and theme.
-Teacher and publisher developed materials such as independent use of graphic organizers. |
-Written and oral responses to publisher and teacher developed tests and activities for: Shakespeare, epic poetry, novel, poetry.
-Written and oral responses to publisher and teacher developed materials covering, for example: plot, setting, character development, conflict, symbolism, and theme.
-Teacher and publisher developed materials such as: independent use of graphic organizers. |
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WRITTEN LANGUAGE SKILLS
· Use the writing process to create grade appropriate writing samples.
· Considering purpose and audience, practice the four modes of writing: descriptive, narrative, expository, and persuasive.
· Using well-constructed, correctly punctuated sentences to create a variety of appropriately developed paragraphs.
· Combine advanced paragraph structures in essays, creative writing, and research papers.
· Write a short story or play
· When writing, incorporates figurative language, sentence variety, and correct use of the rules and conventions of proper grammatical structure, such as subject/verb agreement and parts-of speech.
· Submit a document written on a word processor or other software. |
- DWA
-Publisher developed and teacher developed materials for narrative and descriptive essays.
-Publisher and teacher developed materials for narrative and descriptive essays.
- Expository research paper is taught first semester.
-Publisher and teacher developed materials.
- Teacher developed materials
-Teacher and publisher developed materials.
-Teacher developed standards for materials submitted. |
-Publisher developed and teacher developed materials for persuasive essays.
-Publisher and teacher developed materials for persuasive essays.
-Publisher and teacher developed materials.
-Teacher and publisher developed materials, as well as teacher developed samples of persuasive essays, and a research paper.
-Teacher and publisher developed materials.
- Teacher developed standards for materials submitted. |
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STUDY AND REFERENCE SKILLS
· Utilize various research materials to locate information.
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-Teacher developed activities. - Independent use of dictionary and other reference materials
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-Teacher developed activities. - Independent use of dictionary and other reference materials
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ENGLISH 2 FEBRUARY 2007
COURSE REQUIREMENTS/EXPECTATIONS
During the first semester, teachers will implement a nine-week writing unit that reviews grammar, usage and mechanics, reinforces basic writing skills, and teaches the writing process. Forms may include, but are not limited to personal, narrative, descriptive, expository, persuasive, and research. Throughout the remainder of the year, writing will be integrated with literature.
READING SKILLS AND LITERARY APPRECIATION
10th Grade
Six major literary works shall be taught over the course of the year, including a play, a nonfiction work, and a fiction novel. Major literary works include: First semester- Farewell to Manzanar, To Kill a Mockingbird, A Midsummer Night’s Dream, A Connecticut Yankee in King Arthur’s Court, The Strange Case of Dr. Jekyll and Mr. Hyde Second semester- The Tragedy of Julius Caesar, Pride and Prejudice, Where Angels Fear to Tread, Into Thin Air, Alice’s Adventures in Wonderland, and Antigone.
1. Identify language choices, which affect meaning in literature
2. Discern word meanings from contextual clues
3. Locate words and find meanings in dictionaries and other word reference sources
4. Notice and recall common affixes and roots
5. Distinguish between/among commonly misspelled and misused homophones
6. Identify the use of figurative language in literature
7. Recognize and explain the use of symbolism in literature
8. Identify and recall technical language and jargon used in specialized fields
9. Distinguish between concrete and abstract use of language
10. Develop strategies for learning and retaining new vocabulary in content area material
11. Identify themes of literature
12. Identify major literary movements (Classicism, Romanticism)
13. Recognize the structural development of various genres including short stories, novels, classics, dramas, poetry, essays, biographies and autobiographies, technical and content area texts
14. Recognize the author’s attitude and purpose
15. Analyze elements of fiction including character, setting, plot, theme and point of view
16. Relate values in a fictional work with contemporary values, morals, and standards
17. Correlate historical background knowledge with specific classics
18. Participate by reading a part or by active listening in a classroom dramatic presentation
19. Recognize the structure of drama and the use of stage terms and direction
20. Read orally and silently a broad scope of poetry
21. Recognize and apply various patterns of rhyme, rhythm, poetic devices, tone and mood in poetry or prose
22. Read and differentiate between representative selections of biography and autobiography
23. Discuss and identify the problems associated with objectivity versus subjectivity in writing about another person
24. Read and/or skim a variety of materials to obtain details and specific information for given situations
25. Choose decoding strategies to assist with reading
26. Distinguish the main idea of a reading selection
27. Compare and contrast reading material with own experience or other reading selections
28. Analyze the structure and format of functional workplace documents
29. Explain how authors use structure and format to achieve their purposes
30. Apply technical vocabulary used in context in a variety of content areas
31. Apply academic vocabulary used across content areas (e.g. infer, evaluate)
32. Apply the literal and figurative meanings of words and use the origins of words
33. Compare and contrast the presentation of a similar theme or topic by authors from different time periods or cultures to explain how the historical or cultural context shapes the author’s presentation of the theme or topic
34. Critique the logic of instructional documents by examining the sequence of information and procedures
35. Demonstrate use of technology by following technical directions
36. Evaluate the relationships between generalizations and evidence
37. Evaluate the comprehensiveness of evidence
38. Evaluate the way in which the author’s intent affects the structure and tone of the text
39. Define the purpose of a variety of communication formats (e.g. essays, business letters, user manuals, lab reports, and web sites)
40. Identify the thesis, evidence, and argument in informational texts such as newspaper editorials and campaign speeches
41. Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot
42. Analyze characters’ traits by what the characters say about themselves in narration dialogue, and soliloquies
43. Compare works that express a universal theme and provide evidence to support the views expressed in each work
44. Evaluate the use of various literary devices, including irony, tone, and figurative language
45. Analyze the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text
46. Analyze how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text
47. Analyze the way in which a work of literature is related to the themes and issues of its historical period or cultural context
48. Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions
49. Analyze the way in which authors have used archetypes drawn from myth and literature, film, political speeches, and religious writings
50. Analyze themes, styles or trends of literature representing different cultures or periods
51. Present interpretations of texts using a variety of methods (e.g. literature circles, class discussion, and graphic organizers)
WRITING/LANGUAGE SKILLS
Skills and Processes:
1. Complete paragraphs and essays in specific forms, including information, description, comparison and contrast, persuasion and opinion, and self reflection
2. Apply five stages of writing process: prewriting, drafting, revising, editing, publishing
A. Prewriting: Generate ideas using a variety of strategies, use organizational strategies to plan writing, match format to purpose and audience, establish a controlling idea appropriate to the type of writing, and use time management strategies, when appropriate, to produce a writing product within a set time period
B. Drafting: Use the ideas generated and organized through prewriting to develop the main idea(s) with supporting details, sequence ideas into a cohesive, meaningful order, prepare a draft that follows a format appropriate to the purpose
C. Revising: Reread and revise draft for meaning, clarity, and effective organization, delete irrelevant and/or redundant information, add transitional words and phrases to clarify meaning and enhance style, use a variety of sentence structures to improve sentence fluency and enhance style, use literary models to refine writing, use resources and reference materials (e.g. thesaurus, dictionary, content experts) to select precise language, conference with others to improve writing through the use of suggestions, questions, and statements, use technical language when appropriate for topic and/or audience
D. Editing: Correct punctuation, spelling, grammar and usage errors in the draft; apply editing marks to indicate errors in conventions; apply appropriate strategies to edit the draft
E. Publishing: Rewrite improved draft, include such techniques as principles of design (e.g. margins, tabs, spacing, columns) and graphics (e.g. drawings, charts, graphs), when applicable, to enhance the final product, and share writing with intended audience
3. Review sentence structure to avoid sentence fragments and run-on sentences
4. Write for variety in vocabulary, sentences and paragraphs
5. Develop paragraph organizational techniques
6. Use effective transitions in sentences and paragraphs
7. Vary writing style to suit purpose and audience
8. Proofread for detection of mechanical errors including spelling, punctuation and grammar
9. Submit written products in the correct form for appropriate evaluation
10. Produce documents arranged and formatted using word processing or other computer software programs
11. Edit for agreement, word usage, parallel structure, and fluency
12. Identify and apply use of conventions emphasizing:
A. pronoun/antecedent agreement
B. subject/verb agreement
C. adjective/adverb usage
D. verb tense
E. verbals
F. appositives
G. compound-complex sentences
H. clauses
I. parallel structure
13. Use the 6+1 traits of writing in creating and evaluating drafts
Workplace writing:
14. Explore a career to:
A. Assess individual interests and abilities
B. Utilize the career center and reference section of media center
C. Obtain data on a job cluster or career
D. Update personal information regarding employment
E. Write an essay on a specific job or career citing references
15. Write resumes, cover letters, and job applications.
Creative Writing:
16. Write narratives or short stories that describe the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings
17. Write expository compositions (e.g. analytical essays, research reports) that communicate information and ideas from primary and secondary sources accurately and coherently
18. Write expository compositions that use a variety of reference sources, including word, pictorial, audio and Internet sources to locate information in support of a topic
19. Write expository compositions that include visual aids by using technology to organize and record information on charts, maps, and graphs
20. Write expository compositions that use technical terms and notations correctly.
21. Use the writing process to create an expository research paper that:
A. Follows standard MLA formatting
B. Contains a clear thesis statement
C. Employs effective note-taking strategies.
D. Evaluates validity of sources
E. Is organized in a clear and effective manner
F. Uses a minimum of four sources
G. Has a body that is a minimum of four pages long, double-spaced, using 12 point font and 1” margins
H. Contains in-text citations to avoid plagiarism
I. Includes an outline and a works cited page
(It is recommended that the paper topics be created in conjunction with Biology, and an oral representation of the paper be presented in the science class)
Persuasive writing:
22. Write persuasive compositions that organize ideas and appeals in a sustained and effective fashion
23. Write persuasive compositions that use specific rhetorical devices to support assertions, such as appealing to logic through reasoning, appealing to emotion or ethical belief, or relating a personal anecdote or analogy
Literary Response:
24. Respond to literature by composing opinions, writing interpretations, answering discussion questions, and applying a critical approach
25. Write responses to literature that identify and assess the impact of ambiguities, nuances, and complexities within the text
26. Write responses that express the author’s personal critera for evaluating a text
27. Write responses to literature that demonstrate an awareness and appreciation of a variety of authors’ styles.
STUDY SKILLS
1. Develop underlining, note taking, and note organizing skills
2. Obtain and organize data
3. Apply a variety of test taking skills and strategies
4. Use and document all types of reference sources including traditional, technical and technological
VIEWING
1. Watch media to gain, apply, and analyze information
2. Watch appropriate video presentations for initial exposure to or enhancement of literary works
3. Compare and contrast video presentations to written works
4. Observe and explain specific cinematography techniques
5. Create and use visual aids effectively
LISTENING
1. Utilize listening skills to gather and analyze information
2. Recognize effective speaking cues and expressions
3. Improve listening skills through teacher's presentations, oral reading by other students, and class discussions
4. Follow oral directions
5. Listen to audiotapes when appropriate for clarity and enhancement of appreciation
SPEAKING
1. Use oral presentations to share one’s own work, information, opinions, interpretations of literature, or to persuade others
2. Improve clarity, precision, and poise in oral presentations and discussions
TECHNOLOGY
1. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in district policy
2. Demonstrate an understanding of copyright laws by citing sources of copyrighted materials in papers, projects, and multi-media presentations
3. Demonstrate appropriate care and use of technological resources
4. Learn the techniques of writing a complete and concise e-mail document
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus
HONORS ENGLISH 2
Honors English courses follow the same curriculum guidelines listed above with the following extensions or requirements:
1. An accelerated vocabulary course
2. A special variety of literature selections such as novels, poems, or plays
3. Projects involving technology
4. Elevated expectations for content and quality with a challenging time sequence for all work and projects.
English II Benchmarks
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Benchmarks |
Assessments |
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Reading Skills and Literature Appreciation
· Recognize and understand word meanings in context and apply high school level vocabulary · Identify and comprehend literary devices such as figurative language · Recognize and understand the elements of fiction · Recognize the structural development of various genres (i.e. short story, novel, drama, poetry etc.) · Analyze and interpret the author’s audience, purpose and intent · Comprehend facts from the literature read · Apply his/her own experiences and objectives to events found in reading materials · Distinguish between fact and fiction
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Curriculum-based or teacher designed tests Target Date for Completion – 2nd Semester |
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Writing and Language Skills
· Apply and understand the rules and conventions of grammar, including the parts of speech · Correctly apply the five stages of the writing process through a variety of forms (for example persuasive, descriptive, etc.) · Vary writing style and vocabulary to suit purpose and audience · Integrate writing with literature including compare/contrast, literary response, literary analysis, etc.
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Direct Writing Assessment, Student Work Samples Target Date for Completion – 1st Semester |
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Technology
· Interpret and apply information from a variety of technological resources
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Teacher designed assignment or test Target Date for completion – 2nd Semester |
ENGLISH 3 FEBRUARY 2007
COURSE REQUIREMENTS/EXPECTATIONS
During the first quarter, teachers will implement a nine-week writing unit that reviews grammar, usage and mechanics, reinforces writing skills, and teaches the writing process. This unit should culminate in some form of a research project. Writing forms may include personal, narrative, descriptive, expository, persuasive, and research. Throughout the remainder of the year, writing will be integrated with literature.
READING SKILLS AND LITERARY APPRECIATION
11th Grade
Six major literary works shall be taught over the course of the year, including a play, a nonfiction work, and a fiction novel. Major literary works include the following selections: First semester- The Crucible, Jack London Stories, Into the Wild, The Scarlett Letter, The Old Man and the Sea Second semester- The Great Gatsby, Ethan Frome, The Adventures of Huckleberry Finn, Walden, The Death of a Salesman.
1. Draw conclusions, summarize, and make comparisons
2. Recognize style of various genres and characteristics of author’s style
3. Recognize central ideas and make inferences
4. Recognize the elements of a short story, poetry, drama, novel, and an essay
5. Identify elements of tone, mood, and atmosphere as aids to meaning
6. Identify themes of American literature
7. Identify major American literary movements (e.g. Romanticism, Transcendentalism)
8. Read literature outside the normally anthologized American writing
9. Understand historical periods and central ideas of American literature
10. Understand "schools" of writers and philosophies that shaped American literature
11. Read and understand biographical literature
12. Comprehend the content of stories, poetry, and drama
13. Understand the difference between fact and fiction
14. Understand the meanings of works of literature when they are presented on audio or video
15. Analyze the interaction of characters, setting, plot, theme, and point of view of literary works
16. Analyze how time and ideas are developed
17. Understand and analyze the elements and operations of various literary genres (poetry, short story, novel, drama, essay)
18. Form opinions about various genres (poetry, short story, drama, essay, and novel)
19. Analyze literature form and critical viewpoints through written literary analyses
20. Interpret figurative language
21. Understand character motivations and author's intent
22. Evaluate character motivation
23. Perceive authors' purposes
24. Evaluate how style affects content
25. Compare and contrast themes or topics by different authors from different time periods to explain how cultural context shapes each author’s point of view
26. Make judgments after gathering diverse information
27. Apply his/her own experiences and objectives to events found in reading materials
28. Express interpretations clearly through writing and speaking
29. Evaluate author’s use of literary devices, including irony and figurative language, as well as style, language, diction, format, tone, mood, and structure and how these reflect content
30. Understand the biographies of authors and how an author’s background (i.e. cultural, environmental) influences his/her writing
31. Use context analysis and knowledge of root and word parts to draw inferences and understand meanings of new words.
32. Apply reading strategies to self monitor for comprehension.
33. Clarify understanding of text by creating outlines, charts, notes, diagrams, and annotations.
34. Analyze the relationship among theses and arguments in informational texts.
35. Analyze how voice and choice of narrator affect characterization.
36. Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.
WRITING/LANGUAGE SKILLS
Skills and Processes
Process
1. Apply the five stages of the writing process including prewriting, drafting, revising, editing, and publishing
2. Review the rules of logic and the identification of fallacy. Be able to apply them to debate, role-playing, problem solving and interpersonal skills
3. Proofread and edit using appropriate proofreading symbols
4. Conference with others to improve writing
5. Use the 6+1 traits of writing in creating and evaluating draft
6. Produce a piece of writing within a set period of time
7. Produce documents arranged and formatted using word processing or other computer software programs
8. Publish improved drafts
9. Share writing with intended audience
Voice
1. Match format to purpose and audience.
Word Choice
1. Select appropriate style and vocabulary for the given audience
2. Define and use both concrete and abstract terms in compositions and literary analysis
3. Use figurative language in written compositions to create similes, metaphors, personifications, and hyperbole
Organization
1. Apply various strategies for choosing and developing topics through brainstorming, clustering, mapping, outlining, free writes, and charting
2. Create appropriate thesis statements, topic sentences and supporting evidential sentences in essays
3. Review order and transition in multi-paragraph compositions, instilling unity, development and coherence
4. Use various paragraph development techniques, including compare/contrast, inductive, and deductive
5. Organize essays using various strategies including the five paragraph essay, chronological and spatial
6. Use outlining in writing various compositions, and write essays from outlines
7. Use transitional words and phrases to clarify meaning and improve organization
Conventions
1. Apply fundamental punctuation, spelling and capitalization rules
2. Apply an understanding of the rules of grammar and identify the eight parts of speech
Ideas
1. Write various forms of paragraphs and essays on both concrete and abstract subjects, including comparison and contrast, persuasive, narrative, cause and effect, descriptive, critical review and expository
2. Learn the techniques of precise writing and paraphrasing by reading various passages from magazines and literature
Sentence Fluency
1. Create simple, compound and complex sentences
2. Identify and eliminate sentence fragments, comma splices, and run-ons
3. Identify various phrases and clauses, and use them in writing
Creative Writing
1. Observe and write descriptive compositions using the five senses
2. Write descriptions of people, places, and objects through surveys, interviews and observations, and understanding scientific versus emotional description
3. Write compositions from imagination and invention both in poetry and prose, short stories, and skits focusing on details, imagery, and concrete information
4. Develop and compose a short story demonstrating the use of dialogue, conflict, plot, characters, setting, and theme
5. Choose and identify words for imagery, comparisons, and sound devices in poetry and prose
Persuasive Writing
1. Use the writing process to create a persuasive research paper that:
A. Follows standard MLA formatting
B. Contains a clear thesis statement
C. Employs effective note-taking strategies
D. Evaluates validity of sources
E. Is organized in a clear and recognizable manner
F. Uses a minimum of five sources
G. Has a body that is a minimum of five pages long, double-spaced, using 12 point font and 1” margins
H. Contains in-text citations to avoid plagiarism
I. Includes an outline and a works cited page
2. It is recommended that the paper topics be created in conjunction with U.S. History, and an oral representation of the paper be presented in the history class.
3. Write persuasive compositions that acknowledge and refute opposing arguments
4. Extend, through original analysis, arguments presented in primary and/or secondary sources.
Expository Writing
1. Write fictional, autobiographical, or biographical narratives that pace the presentation of action to accommodate changes in time and mood.
2. Write technical or scientific text, including resumes and cover letters, that includes precise language appropriate for topic and audience.
Literary Response
1. Write responses to literature that demonstrate an awareness and appreciation of a variety of authors’ styles.
STUDY SKILLS
1. Recall material in order to answer essays and other teacher-generated questions
2. Synthesize information and arrive at logical conclusions
3. Paraphrase complex literature through explication
4. Use appropriate note taking and outlining skills
5. Critically examine and evaluate a variety of traditional, technical and electronic materials
6. Develop strategies to study for and take exams
VIEWING SKILLS
1. Compare textual to video presentations
2. Interpret artwork as it relates to literature
3. Discuss symbolism and other literary devices as seen in art
4. Compare and contrast video interpretations of literature
5. Apply the conventions of literary study to cinematography
6. Create effective visual aids that include effective use of layout, time, space, organization, style and content
LISTENING SKILLS
1. Perceive the differences that vocal inflections have in presenting literature
2. Evaluate audio presentations of literature
3. Distinguish differences in style and genre of orally presented work
4. Comprehend and interpret orally presented stories, poems, presentations and essays
SPEAKING SKILLS
1. Present reports clearly and efficiently
2. Clearly express ideas through such means as discussion, debate, and speech
3. Share interpretations of one’s own work or literature through oral presentation, memorization, presentation or dramatic reading
4. Use standard English while speaking
5. Deliver oral presentations using visual aids and various forms of technology
TECHNOLOGY
1. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in district policy
2. Demonstrate an understanding of copyright laws by citing sources of copyrighted materials in papers, projects, and multi- media presentations
3. Demonstrate appropriate care and use of technological resources
4. Learn the techniques of writing a complete and concise e-mail document
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus
HONORS ENGLISH 3
COURSE REQUIREMENTS/EXPECTATIONS
During the first semester, teachers will implement a 13-14 week writing unit that reviews grammar, usage and mechanics, reinforces writing skills, and teaches the writing process. This unit will culminate in a research project. Writing forms may include personal, narrative, descriptive, expository, persuasive, and research.
Throughout the remainder of the year, writing will be integrated with literature. In addition to the curriculum guidelines listed below, the following extensions or requirements exist for the Honors class:
1. An accelerated vocabulary course
2. A special variety of literature selections such as novels, poems, or drama
3. Projects involving technology
4. Elevated expectations for content and quality with a challenging time sequence for all work and projects
English III Benchmarks
|
Benchmarks |
Assessments |
|
Reading Skills and Literature Appreciation
· Recognize and understand word meanings in context and apply high school level vocabulary · Identify and comprehend literary devices such as figurative language · Recognize and understand the elements of fiction · Recognize the structural development of various genres (i.e. short story, novel, drama, poetry, etc.) · Analyze and interpret the author’s audience, purpose and intent · Comprehend facts from the literature read · Apply his/her own experiences and objectives to events found in reading materials · Distinguish between fact and fiction · Identify major American literature movements and themes · Understand and analyze the structural development of various genres
|
Curriculum-based or teacher designed tests Target Date for Completion – 2nd Semester
|
|
Writing and Language Skills
· Apply and understand the rules and conventions of grammar, including the parts of speech · Correctly apply the five stages of the writing process through a variety of forms (i.e. persuasive, descriptive, etc.) · Vary writing style and vocabulary to suit purpose and audience · Integrate writing with literature including compare/contrast, literary response, literary analysis, etc. · Use figurative language in written compositions · Produce research projects and reports
|
Student Work Samples
Target Date for Completion – 1st Semester
|
|
Technology
· Interpret and apply information from a variety of technological resources
|
Teacher designed assignment or test
Target Date for completion – 2nd Semester |
ENGLISH 4 – FEBRUARY 2007
COURSE REQUIREMENTS/EXPECTATIONS
During the first quarter, teachers will implement a nine-week writing unit that reviews grammar, usage, and mechanics, reinforces basic writing skills, and teaches the writing process. This unit should culminate in a research project. Forms may include personal, narrative, descriptive, expository, persuasive, and research. Throughout the remainder of the year, writing will be integrated with literature.
READING SKILLS AND LITERARY APPRECIATION
12th Grade
Six major literary works shall be taught over the course of the year, include a play, a nonfiction work, and a fiction novel. Major literary works include: Frist semester- Hamlet, Siddhartha, Edith Hamilton, Iliad, Malcolm X, and Oedipus Second semester- 1984, Giliead, Tarzan of the Apes, The Greatest Generation, and Taming of the Shrew.
1. Read a variety of literary works as a view of human culture
2. Identify recurrent themes in literary works
3. Compare human experiences of various times and places through literature
4. Comprehend facts from the literature read
5. Understand philosophies reflected in literature
7. Understand the biographies of authors
8. Analyze how elements of literature operate to achieve certain effects
10. Understand the elements and operations of various literary genres
11. Analyze the interaction of characters, setting, plot, and point of view
12. Distinguish and compare opinions and attitudes with those expressed in literature
13. Reconstruct authors' meaning and articulate those ideas to others
15. Distinguish fact from opinion
16. Identify character motivation
17. Identify author's intentions
18. Evaluate the validity of critical interpretations
19. Compare the qualities of various pieces of literature
20. Interpret the meanings of literature clearly through writing and speaking
21. Recognize and comprehend information from technical texts
22. Understand and employ higher level thinking skills, such as comparing, evaluating, interpreting, analyzing, and synthesizing
23. Recognize and describe importance of nonfiction as a literary genre
24. Understand how reading can be used as a tool for life by providing life-long learning and enrichment
25. Examine the author’s use of organization, form and structure
WRITING/LANGUAGE SKILLS
1. Demonstrate comprehension of the writing process by prewriting, drafting, critiquing, revising, proofreading, and polishing a manuscript
2. Develop paragraphs including the use of topic sentences and supporting details
3. Organize essays using various strategies including the five-paragraph approach, as well as chronological and spatial arrangements
4. Produce compositions using the techniques of summary and response, definition, process, critical review, cause and effect, compare and contrast, and persuasion
5. Write a research report including the following steps: choosing and citing sources, taking notes, outlining, and compiling a final draft
6. Use modern, technologically advanced electronic sources to obtain information
7. Know and apply the standard conventions of punctuation, capitalization and spelling to compositions
8. Practice effective word choice
10. Comprehend and apply high school level vocabulary
11. Comprehend and use the different types of sentences: simple, compound, and complex
12. Use library resources such as the Reader's Guide, card catalog, vertical file, and the library's computer databases
15. Demonstrate the skill of collecting data through skim reading and in-depth reading that results in note taking
16. Distinguish between factual and persuasive materials
17. Use the writing process to create a persuasive research paper that:
A. Follows standard MLA formatting
B. Is organized around a thesis statement
C. Employs effective note-taking strategies
D. Evaluates the validity of sources
E. Uses a clear, understandable pattern of organization
F. Uses a minimum of five sources
G. Has a body that is a minimum of five pages long, double-spaced, using 12 point font and 1” margins
H. Contains in-text citations to avoid plagiarism
I. Includes an outline and a works cited page
It is recommended that the paper topics be created in conjunction with government, and an oral representation of the paper be presented in the government class.
19. Use the 6+1 traits of writing in creating and evaluating drafts
20. Apply knowledge of roots and word parts to draw inferences about new words
21. Generate ideas using a variety of strategies
22. Match format to purpose and audience
23. Write original creative works including prose and poetry
24. Write technical pieces and literary analysis
GRAMMAR
1. Recognize parts of speech
2. Recognize various sentence elements, including subjects, predicates, direct objects, indirect objects, predicate nouns, predicate adjectives, modifiers
3. Comprehend and be able to use various phrase structures
4. Comprehend and be able to use various clause structures
5. Know and use the different types of sentences: simple, compound, and complex
6. Combine phrases and clauses in varied sentence structures
7. Eliminate run-on sentences and sentence fragments in writing
VIEWING SKILLS
1. View materials with understanding, critical judgment, and appreciation
2. Compare textual and video presentations
3. Understand the influencing role mass media plays in modern society
LISTENING/SPEAKING SKILLS
1. Comprehend and employ specific listening skills to interpret and understand information
2. Design oral presentations that include visual aids
3. Demonstrate courtesy while listening to presented information
4. Actively participate in group or panel discussions
5. Demonstrate specific knowledge on various topics through speech
6. Express ideas clearly while speaking
TECHNOLOGY
1. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in district policy
2. Demonstrate an understanding of copyright laws by citing sources of copyrighted materials in papers, projects, and multi- media presentations
3. Demonstrate appropriate care and use of technological resources
4. Learn the techniques of writing a complete and concise e-mail document
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus
English IV Benchmarks
|
Benchmarks |
Assessments |
|
Reading Skills and Literature Appreciation
· Recognize and understand word meanings in context and apply high school level vocabulary · Identify and comprehend literary devices such as figurative language · Recognize and understand the elements of fiction · Recognize the structural development of various genres (i.e. short story, novel, drama, poetry, etc.) · Analyze and interpret the author’s audience, purpose and intent · Comprehend facts from the literature read · Apply his/her own experiences and objectives to events found in reading materials · Distinguish between fact and fiction · Identify recurrent themes in literary works · Interpret the social, cultural and historical significance of the World Literature text · Identify and compare own experiences to those of others in situations, events and cultures within reading selections · Understand and analyze the structural development · Evaluate author's use of style, language, format, tone and structure and how these reflect content. |
Curriculum -based or teacher designed tests
Target Date for Completion – 2nd Semester of various genres
|
|
Writing and Language Skills
· Apply and understand the rules and conventions of grammar including the parts of speech · Correctly apply the five stages of the writing process through a variety of forms (i.e. persuasive, descriptive, etc.) · Vary writing style and vocabulary to suit purpose and audience · Integrate writing with literature including compare/contrast, literary response, literary analysis etc. · Use figurative language in written compositions · Produce research projects and reports |
Student Work Samples Target Date for Completion – 1st Semester
|
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Technology
· Interpret and apply information from a variety of technological resources |
Teacher designed assignment or test Target Date for completion – 2nd Semester |
ENGLISH 4 – FEBRUARY 2007
COLLEGE PREPARATORY
COURSE REQUIREMENTS/EXPECTATIONS
During the first semester, teachers will implement a 13-14 week writing unit that reviews grammar, usage and mechanics, reinforces writing skills, and teaches the writing process. This unit should culminate in a research project. Writing forms may include personal, narrative, descriptive, expository, persuasive, and research. Throughout the remainder of the year, writing will be integrated with literature. College Preparatory also requires certain extensions that attempt to prepare students for the rigor of college humanities courses. These include:
1. The independent reading of classic world literature
2. Written analyses of major world literary works
3. An accelerated vocabulary course
4. Elevated expectations for content and quality with a challenging time sequence for all work and projects
READING SKILLS AND LITERARY APPRECIATION
12th Grade
Six major literary works shall be taught over the course of the year, including a play, a nonfiction work, and a fiction novel. Major literary works include: First semester- Hamlet, Siddhartha, Edith Hamilton, Iliad, Malcolm X, and Oedipus Second semester- 1984, Giliead, Tarzan of the Apes, The Greatest Generation, and Taming of the Shrew.
1. Read a variety of literary works as a view of human culture
2. Identify recurrent themes in literary works
3. Compare human experiences of various times and places through literature
4. Comprehend facts from the literature read
5. Know the historical information of periods covered in the literature
6. Understand philosophies reflected in literature
7. Understand the biographies of authors
8. Understand major themes
9. Comprehend the meanings of works of literature when they are presented on audio or video
10. Analyze how elements of literature operate to achieve certain effects
11. Analyze how literary form works to produce certain effects
12. Understand the elements and operations of various literary genres
13. Analyze the interaction of characters, setting, plot, and point of view
14. Analyze literature from critical perspectives
15. Distinguish and compare opinions and attitudes with those expressed in literature
16. Interpret literature on various levels
17. Collect evidence to support conclusions and evaluations and then articulate evidence which demonstrates a relationship between literature and interpretations
18. Reconstruct authors' meaning and articulate those ideas to others
19. Develop unique ideas concerning literature
20. Distinguish fact from opinion
21. Identify character motivation
22. Identify author's intentions
23. Evaluate the validity of critical interpretations
24. Interpret literature from various viewpoints
25. Compare the qualities of various pieces of literature
26. Make judgments based on a wide array of information and careful reading
27. Interpret the meanings of literature clearly through writing and speaking
28. Recognize and comprehend information from technical texts
29. Understand and employ higher level thinking skills such as: comparing, evaluating, interpreting, analyzing, and synthesizing
30. Recognize and describe importance of nonfiction as a literary genre
31. Understand how reading can be used as a tool for life- long learning and enrichment
32. Examine the author’s use of organization, form and structure
WRITING/LANGUAGE SKILLS
1. Apply the writing process in all its phases: prewriting, drafting, critiquing & revising, proofreading, and polishing a manuscript
2. Organize an essay using various strategies, including the five-paragraph pattern, and the chronological, spatial, deductive, and inductive arrangements
3. Apply effective methods of introducing and concluding papers, including the use of attention getting devices such as anecdotes, statistics, dialogue, description, and quotations
4. Construct a multi- faceted thesis statement
5. Develop well-constructed paragraphs based on the use of a topic sentence and supporting evidence
COLLEGE PREPARATORY
1. Use the deductive and inductive patterns of organization to present various kinds of evidence in support of ideas, including evidence consisting of examples, stories, descriptions, reasons, analyses, statistics, and quotations
2. Comprehend what constitutes effectively and ineffectively presented evidence and arguments
3. Write various expository and argumentative essays, which include the character sketch, description, narration, process, comparison, classification, analysis, cause and effect, definition, summary and response, persuasion, critical review, and literary criticism types of papers
4. Research and write a college- level thesis paper, including the conceptualization and narrowing of the topic, the initial search for sources, the development of a preliminary outline, the taking of notes, the revision of the outline, the writing of the rough draft, and the completion of the final manuscript
5. Use modern, technologically advanced electronic sources to obtain and process information
6. Analyze and apply the organizational and logical patterns and writing styles found in model essays to assigned compositions.
7. Develop the use of figurative language, employing similes, metaphors, etc., in written language
GRAMMAR
1. Know and apply the standard conventions of punctuation, capitalization and spelling
2. Know and apply acceptable usage
3. Comprehend that language operates on different usage levels
4. Know and use figures of speech
5. Comprehend, apply, and synthesize college- level vocabulary
6. Recognize parts of speech
7. Recognize various sentence elements: subjects, predicates, direct objects, indirect objects, predicate nouns, predicate adjectives, modifiers
8. Comprehend and be able to use various phrase and clause structures
9. Know and use the different types of sentences: simple, compound, complex, and compound complex
10. Combine phrases and clauses in varied sentence structures
11. Analyze and synthesize grammatical structures of recognized writers
12. Comprehend how grammatical style affects meaning
STUDY SKILLS
1. Comprehend, analyze, and synthesize materials read for their denotative meanings
2. Comprehend, analyze, and synthesize materials read for their connotative meanings
3. Use library resources such as the Reader's Guide, card catalog, vertical file, and various computer data bases
4. Outline, take notes, and paraphrase materials
5. Comprehend and analyze research materials by means of skim reading and in-depth reading that results in accurate note taking and thorough research
6. Synthesize research and apply it in various short compositions--such as definition, classification, analysis, and cause and effect papers--and in a research paper
VIEWING SKILLS
1. View materials with understanding, critical judgment, and appreciation
2. Follow plot, character, idea and tonal development
3. Compare textual and video presentations
4. Distinguish between factual and persuasive materials
LISTENING/SPEAKING SKILLS
1. Listen with comprehension and critical judgment
2. Express ideas clearly during oral presentations
COLLEGE PREPARATORY TECHNOLOGY
1. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in district policy
2. Demonstrate an understanding of copyright laws by citing sources of copyrighted materials in papers, projects, and multi- media presentations
3. Demonstrate appropriate care and use of technological resources
4. Learn the techniques of writing a complete and concise e-mail document.
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus
APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
|
|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
|
READING (1 of 5) |
102 hrs |
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TLW read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.
TLW use a variety of traditional, technical, and electronic materials for information and evaluate for understanding.
TLW use a variety of traditional, technical, and electronic materials for information and literal understanding |
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The ability to categorize/classify is a critical prerequisite skill to generalizing or summarizing.
The ability to summarize information requires readers to sift through large units of text, differentiate important from unimportant ideas, and then synthesize those ideas and create a new coherent text that stands for the original.
Locating information
Reading directions
Reading for detail |
To locate information:
While reading directions:
While sequencing:
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
6/9/05
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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READING (2 of 5) |
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TLW predict structure, events, concepts, purpose, etc., after previewing text materials. |
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Use re-reading and cross checking to determine specific order of events |
Mapping Graphic organizers |
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TLW use close reading strategies to analyze and evaluate reading materials.
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*The effective use of technical reading skills to follow a set of instruction steps *Determine order of events when presented in a scrambled order *Find detail in complex, multi-step directions containing adult language |
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TLW make inferences from the text. |
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*Determine purpose *Recognize significant details when paraphrased |
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TLW synthesize, organize, apply, and extend information. |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
|
|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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READING (3 of 5) |
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TLW identify antonyms, homonyms, and synonyms. |
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§ A synonym is one of two words that have nearly the same meaning. § An antonym is a word of opposite meaning from a given word § There are two types of homonyms: homophones and homographs 1. Homophones are words that sound the same but have different meanings and spellings. 2. Homographs are words that are spelled the same but have different meaning and possibly different pronunciations. |
§ Use a thesaurus to locate synonyms and antonyms for a given word § Identify the word that is opposite of a given word § Identify words that are not antonyms § Find the synonym for a word that is underlined in a sentence § Identify which two word are synonyms as defined in a multiple sentence questions § Give a sentence with a missing word, identity correct missing word from a list of homonyms § Find a pair of words that are synonyms § Identify sentence which means the opposite in a paragraph of 50-75 words § Choose word missing in the sentence when all choices are homonyms. |
APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
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|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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READING (4 of 5) |
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TLW determine the meaning of unfamiliar words from context clues. |
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§ Words around an unfamiliar word can give clues to the meaning of the unfamiliar word § The closer in proximity to the unfamiliar word the clue is, the more likely the reader can figure out the meaning of the word. |
§ After reviewing a paragraph of 50-75 words, use context to determine meaning of a specific word in a paragraph. |
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TLW activate prior knowledge to make connections between the text and their experiences. |
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§ Comprehension requires both literal understanding of the text and reader inference. § Different genre can be identified by their forms and characteristics |
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TLW use strategies when comprehension breaks down. |
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§ Use semantics and syntax clues to help understand what you are reading § Re-reading a passage will help clarify the general meaning of that passage. |
§ Definition of words in context § prior knowledge-opening questions, ending questions § Most important ideas § Generalize § Dialogues § Journaling § Graphic organizers § Projects |
APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
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|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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READING (5 of 5) |
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TLW reinforce analytical processes for understanding reading material |
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Stylistic devices (syntax, dictation, et.al.) are used to interpret and understand a reading selection |
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TLW use prior knowledge to help make meaning from the text. |
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Prior knowledge should be used to increase understanding of selections. |
KWL graphic organizer |
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TLW synthesize what they have read to connect prior knowledge with new information. |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
|
|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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WRITING (1 of 4) |
102 hrs |
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TLW paraphrase and summarize research sources |
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TLW generate a correctly formatted outline/guide to organizing research materials. |
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TLW become familiar with and utilize the following characteristics of good writing (6-traits): § Ideas § Organization § Voice § Word Choice § Sentence Fluency § Conventions |
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Identify and define the 6-Traits of writing § Use transitions to improve organization § Combine sentences for improved sentence fluency. § Eliminate unneeded sentences in a writing sample § Revise sentences for improved fluency § Use the 6-traits to analyze writing § Identify methods of concluding a paper |
See various 6-Traits scoring rubrics, Writers’ Inc. (2001)
Have students do a panel discussion, review of research paper and conclusion on the literary time period. § Oral reports § Group presentations |
APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
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|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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WRITING (2 of 4 ) |
102 hrs |
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TLW write a minimum of four multi-draft papers including at least one of the papers being research-based. |
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Coordinate research with technical program
Business emphasis |
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Recognize that punctuation and spelling are a function of good writing, TLW practice and maintain mastery of language conventions in final drafts of assigned writing. |
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Use correct spelling, capitalization, punctuation, and grammar as an important part of effective communication. Evaluate a piece of writing for adherence to standard conventions. |
Proofreading Editing |
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TLW review previously taught grammar and usage. |
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On at least three different wiring assignments, TLW correctly use compound/complex sentences |
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A compound/complex sentence contains at least two independent and at least one dependent clause. |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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WRITING (3 of 4 ) |
102 hrs |
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TLW identify and use phrases |
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Identify and use phrases to increase sentence fluency and variety. |
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TLW identify adverbial clauses, noun clauses, and adjective clauses. |
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TLW recognize that punctuation is a function of grammar. |
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TLW demonstrate mastery of commas, dashes, brackets, quotation marks, end marks, and ellipses. |
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TLW demonstrate mastery of capitalization. |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
|
|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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WRITING (4 of 4 ) |
102 hrs |
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TLW understand and apply the 6-traits rubric to the writing process |
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§ Students can differentiate between fact and opinion in developing written material. § An effective thesis is specific and guides the development of the paper |
§ Business proposal |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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RESEARCH (1 of 3) |
100 hrs |
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Using books and other research materials, TLW systematically record and organize information using correct parenthetical documentation and MLA or APA format |
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In preparing a works cited or reference page, the author, publisher, title, date of publication, city of publication and pages used must be properly listed according to MLA or APA |
Presentation software Career exploration paper
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TLW use and document a variety of sources avoiding plagiarism. |
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Listed according to MLA or APA format. Parenthetical documentation includes citing material within text according to format guidelines Sources on works cited or reference page are ordered by author’s last name. |
Use selections from texts to practice |
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From a variety of sources, TLW give oral presentations at least two times. |
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Interviewing Why People Work? Annual Project |
APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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RESEARCH (2 of 3) |
100 hrs |
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Given an oral technical reading, oral presentation, or non-print media presentation, TLW demonstrate understanding by achieving 80% accuracy on an oral or written response, outline, or test at least 3 times. |
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Varies by RPTA program |
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ACT Workkeys Assessment
Use word bank of embedded vocabulary in written work.
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Given an oral reading, oral presentation, or non-print media presentation, TLW demonstrate viewing and listening for critical analysis and evaluation by achieving 80% accuracy on an oral or written response, outline, or test at least 3 times. |
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PowerPoint Have students research a topic related to a reading assignment and give a group presentation on it. Assessment can range from simple question response to response essay. |
APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
|
|
|
(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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RESEARCH (3 of 3 ) |
100 hrs |
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TLW understand and apply the 6-traits rubric to the writing process (6+1 traits includes presentation/publication aspect of writing)
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Assessment can range from simple question response to a full analysis. Peer evaluation Self evaluation |
APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
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Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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PRESENTATION (1 of ) |
XXX hrs |
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To gain information, TLW use responsive viewing skills (eye contact, paraphrasing, asking questions for elaboration and clarification, compare/contrast, and summarizing) to gain information from a variety of sources (electronic, text graphic aids, and live). |
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TLW view critically to evaluate and respond to oral presentations, video, and discussions. |
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TLW individually and collaboratively explore use of multiple technologies to produce visuals. |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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PRESENTATION (2 of ) |
100 hrs |
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To evaluate: TLW view critically to evaluate and respond to oral presentation, commercials, and discussions. |
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Repeat previous page—double check |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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LISTENING |
30 hrs |
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To gain information: TLW use responsive litening skills (eye contact, paraphrasing, asking questions for elaboration and clarification, compare/contrast, and summarizing) to gain information and understanding from a variety of sources (electronic, text graphic aids, and live). |
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Practice effective listing skills such as paraphrasing, appropriate body language, note taking, repeating, explaining, elaboration, outlining, and encouraging. |
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To evaluate: TLW listen critically to evaluate and respond to oral presentations and discussions. |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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SPEAKING |
30 hrs |
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TLW will deliver technical oral presentations using notes and visual aides in order to share information and for critical analysis. |
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Conduct interviews
Participate in a group discussion to brainstorm or solve a problem. |
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APPLIED ENGLISH CURRICULUM GUIDE
Grades 11th & 12th
|
Objectives |
Time |
Materials |
Validation |
Propositions |
Cues |
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(differ by site) |
(Standards) |
(Stmts that clarify the objectives) |
(Suggested Activities) |
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VOCABULARY |
ongoing |
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TLW use context clues to determine the meaning of unfamiliar words at 80% proficiency at least six times. |
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§ By using context clues, unfamiliar words can become more clear § Using prefixes, suffixes, and rotes to determine the meaning of unfamiliar words is an important skills § Spell correctly words from the business world |
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TLW use word analysis skills to determine the meaning of unfamiliar words at 80% proficiency at least six times. |
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TLW demonstrate spelling proficiency. |
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