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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Honors English 10 |
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Genre: Characteristics/Analyze
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 10.; MA: Curriculum Framework, 2001, Grade 10, 10 |
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Author: Word Choice/Tone/Analyze
The learner will be able to
analyze how an author's word choice sets tone.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 15 |
|
Author: Word Choice/Imagery/Analyze
The learner will be able to
analyze how an author's word choice creates imagery.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 15 |
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Author: Word Choice/Mood/Analyze
The learner will be able to
analyze how an author's word choice suggests mood.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 15 |
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Biography: Elements/Describe
The learner will be able to
describe elements of a biography in an essay.
| Strand |
Scope |
Source |
| Biography |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 13.10 |
|
Nonfiction: Elements/Describe
The learner will be able to
describe elements of a nonfiction piece in an essay.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 13.10 |
|
Nonfiction: Structure/Describe
The learner will be able to
describe the structure of a nonfiction piece in an essay.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 13.10 |
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Nonfiction: Meaning/Analyze
The learner will be able to
analyze meaning of nonfictional material.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Nonfiction: Elements/Analyze
The learner will be able to
analyze elements of nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13, 13.10.; MA: Curriculum Framework, 2001, Grade 10, 13.25 |
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Informational Text: Meaning/Apply
The learner will be able to
apply knowledge of meaning of informational text.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Narrative: Compare/Contrast/Culture
The learner will be able to
compare and contrast narratives from a variety of cultures.
| Strand |
Scope |
Source |
| Narrative |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 16 |
|
American Literature: Vocabulary
The learner will be able to
read and apply knowledge of American literature to understand new vocabulary words.
| Strand |
Scope |
Source |
| American Literature |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 8.10.; MA: Curriculum Framework, 2001, Grade 10, 4.24 |
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Genre: Compare/Contrast/Theme
The learner will be able to
compare and contrast the presentation of a similar theme across genres to describe how form affects the message.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 10.10 |
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Poetry: Structure/Identify
The learner will be able to
identify structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14 |
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Poetry: Elements/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14 |
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Poetry: Theme/Analyze
The learner will be able to
analyze the theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14 |
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Poetry: Figurative Language/Respond
The learner will be able to
respond to figurative language in a poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 10, 14.5 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 10, 14, 14.5 |
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Speech: Historic/Analyze
The learner will be able to
analyze historic speeches for memorable characteristics.
| Strand |
Scope |
Source |
| Speech |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 3.10 |
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Drama: Conventions/Support/Interpret
The learner will be able to
recognize and analyze how dramatic conventions support, interpret, and enhance dramatic text.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 10, 17.7 |
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Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 10, 17 |
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African-American: Themes/Compare
The learner will be able to
compare themes in African-American literary works to events occurring when the works were written.
| Strand |
Scope |
Source |
| African-American Literature |
Master |
East Longmeadow High School |
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American Literature: Analyze
The learner will be able to
use literary criticism to analyze characteristics of American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Analyze/Elements
The learner will be able to
analyze literary elements and how they relate to American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Characters
The learner will be able to
recognize the differences among archetypal characters in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Compare/Styles
The learner will be able to
compare styles, topics, and themes commonly found in American literature selections.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Conventions/Analyze
The learner will be able to
analyze the difference in the use of language conventions by authors from different time periods of American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Cultural
The learner will be able to
use one's cultural background to understand American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Ideas/Connect
The learner will be able to
evaluate the significance of literary movements in American literature by connecting ideas, styles, and themes within literary movements in the United States.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Identify/Movements
The learner will be able to
identify movements in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Identify/Periods
The learner will be able to
identify periods in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Literary Devices
The learner will be able to
evaluate literary devices found in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Plot/Theme/Compare
The learner will be able to
compare plot, theme, setting, and characterization in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Themes
The learner will be able to
explain the common themes found in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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Sentence Structure: Phrase
The learner will be able to
identify phrases within sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 5.10 |
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Sentence Structure: Clause
The learner will be able to
identify clauses within sentences.
| Strand |
Scope |
Source |
| Sentence: Clause |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 5.10 |
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Conventions: Language Usage/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5, 5.10 |
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Conventions: Usage
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Scope |
Source |
| Usage |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Sentence Structure: Understand
The learner will be able to
understand sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5, 5.10 |
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Idiom: Content Area/Recognize
The learner will be able to
recognize idioms in all content areas.
| Strand |
Scope |
Source |
| Idiom |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
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Grammar: Language Structure/Identify
The learner will be able to
identify English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Grammar: Language Structure/Apply
The learner will be able to
apply knowledge of English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Conventions: Standard English/Identify
The learner will be able to
identify standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Conventions: Standard English/Apply
The learner will be able to
apply knowledge of standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Sentence Structure: Grammar/Describe
The learner will be able to
describe grammatically sound sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Conventions: Language Usage/Describe
The learner will be able to
describe standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Conventions: Role/Informal/Describe
The learner will be able to
describe the role of standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 10, 6 |
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Conventions: Role/Formal/Describe
The learner will be able to
describe the role of standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 10, 6 |
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Conventions: Role/Writing/Analyze
The learner will be able to
analyze the role of standard English in writing.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10 |
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Conventions: Role/Literature/Analyze
The learner will be able to
analyze the role of standard English in literature.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10 |
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Sentence Structure: Grammar/Create
The learner will be able to
create grammatically sound sentences in written works.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Adjective: Use
The learner will be able to
correctly use adjectives.
| Strand |
Scope |
Source |
| Adjective |
Master |
East Longmeadow High School |
|
Adverb: Adverbial Forms/Correct
The learner will be able to
write using correct adverbial forms.
| Strand |
Scope |
Source |
| Adverb |
Master |
East Longmeadow High School |
|
Agreement: Antecedent/Gender
The learner will be able to
identify correct pronoun-antecedent agreement in gender.
| Strand |
Scope |
Source |
| Pronoun: Agreement |
Master |
East Longmeadow High School |
|
Agreement: Revise
The learner will be able to
revise writing for the correct pronoun-antecedent agreement.
| Strand |
Scope |
Source |
| Pronoun: Agreement |
Master |
East Longmeadow High School |
|
Clause: Use/Correctly/Sentences
The learner will be able to
correctly use clauses within sentences.
| Strand |
Scope |
Source |
| Sentence: Clause |
Master |
East Longmeadow High School |
|
Clause: Writing/Use/Expand
The learner will be able to
expand the use of clauses in writing.
| Strand |
Scope |
Source |
| Sentence: Clause |
Master |
East Longmeadow High School |
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Conjunction: Coordinating
The learner will be able to
correctly use coordinating conjunctions.
| Strand |
Scope |
Source |
| Conjunction |
Master |
East Longmeadow High School |
|
Edit: Complete Sentences
The learner will be able to
edit for the use of complete sentences.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Master |
East Longmeadow High School |
|
Fragment/Run-On: Comma Splice/Identify
The learner will be able to
identify a comma splice.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Fragment/Run-On: Fused/Identify
The learner will be able to
identify fused sentences.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Fragment: Combine
The learner will be able to
correctly integrate sentence fragments into written works when stylistically appropriate.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Interrogative: Identify
The learner will be able to
identify an interrogative sentence.
| Strand |
Scope |
Source |
| Sentence: Interrogative |
Master |
East Longmeadow High School |
|
Noun: Common/Identify
The learner will be able to
identify common nouns.
| Strand |
Scope |
Source |
| Noun |
Master |
East Longmeadow High School |
|
Noun: Common/Proper
The learner will be able to
distinguish between common and proper nouns.
| Strand |
Scope |
Source |
| Noun |
Master |
East Longmeadow High School |
|
Paragraph: Apply/Construction
The learner will be able to
apply correct paragraph construction, including using a topic sentence supported and developed by other sentences.
| Strand |
Scope |
Source |
| Paragraph Structure |
Master |
East Longmeadow High School |
|
Parts of Speech: Clarify/Speaking/Use
The learner will be able to
use parts of speech to clarify language when speaking.
| Strand |
Scope |
Source |
| Parts of Speech |
Master |
East Longmeadow High School |
|
Parts of Speech: Clarify/Writing/Use
The learner will be able to
use parts of speech to clarify language when writing.
| Strand |
Scope |
Source |
| Parts of Speech |
Master |
East Longmeadow High School |
|
Plural: Edit/Correct Use
The learner will be able to
edit for correct use of plurals.
| Strand |
Scope |
Source |
| Noun: Plural |
Master |
East Longmeadow High School |
|
Predicate/Subject: Complete Sentence
The learner will be able to
complete a sentence with an appropriate subject or predicate phrase.
| Strand |
Scope |
Source |
| Predicate/Subject |
Master |
East Longmeadow High School |
|
Predicate: Write/Apply
The learner will be able to
apply the use of predicates when writing sentences.
| Strand |
Scope |
Source |
| Sentence: Predicate |
Master |
East Longmeadow High School |
|
Pronoun: Correct Use/Identify
The learner will be able to
identify the correct use of pronouns in text.
| Strand |
Scope |
Source |
| Pronoun |
Master |
East Longmeadow High School |
|
Pronoun: Revise
The learner will be able to
revise writing for the correct pronoun case.
| Strand |
Scope |
Source |
| Pronoun |
Master |
East Longmeadow High School |
|
Run-On: Complete/Distinguish
The learner will be able to
distinguish between a complete sentence and a run-on sentence where the run-on sentence contains a comma splice.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Sentence Combining
The learner will be able to
combine multiple complete sentences into one complete sentence.
| Strand |
Scope |
Source |
| Sentence Structure/Combine Sentences |
Master |
East Longmeadow High School |
|
Subject-Verb: Agreement/Identify
The learner will be able to
identify a sentence written with correct subject-verb agreement.
| Strand |
Scope |
Source |
| Subject-Verb Agreement |
Master |
East Longmeadow High School |
|
Subject: Write/Apply
The learner will be able to
apply the use of subjects when writing sentences.
| Strand |
Scope |
Source |
| Sentence: Subject |
Master |
East Longmeadow High School |
|
Syntax: Apply
The learner will be able to
apply syntax guidelines effectively.
| Strand |
Scope |
Source |
| Syntax |
Master |
East Longmeadow High School |
|
Usage: Clarity/Write
The learner will be able to
apply usage that enhances clarity in writing.
| Strand |
Scope |
Source |
| Usage |
Master |
East Longmeadow High School |
|
Verb Tense: Active
The learner will be able to
use active tense in writing.
| Strand |
Scope |
Source |
| Verb Tense |
Master |
East Longmeadow High School |
|
Verb Tense: Edit
The learner will be able to
edit written works for appropriate use of verb tense.
| Strand |
Scope |
Source |
| Verb Tense |
Master |
East Longmeadow High School |
|
Analyze: Sentence Pattern Concepts/Apply
The learner will be able to
analyze language by applying sentence pattern concepts.
| Strand |
Scope |
Source |
| Sentence Structure: Analyze |
Master |
East Longmeadow High School |
|
Conventions: Analyze/Appropriate
The learner will be able to
analyze whether language is appropriate for a certain purpose.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
East Longmeadow High School |
|
Dialect: Differences/Stereotypes
The learner will be able to
provide examples of dialectical differences which produce stereotypes.
| Strand |
Scope |
Source |
| Dialect |
Master |
East Longmeadow High School |
|
Dialect: Differences/Perceptions
The learner will be able to
provide examples of dialectical differences which affect perceptions.
| Strand |
Scope |
Source |
| Dialect |
Master |
East Longmeadow High School |
|
Edit: Complete/Sentence
The learner will be able to
edit for the use of complete sentences.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Master |
East Longmeadow High School |
|
Language Expression: Eliminate/Ambiguity
The learner will be able to
eliminate ambiguity.
| Strand |
Scope |
Source |
| Language Expression |
Master |
East Longmeadow High School |
|
Language Expression: Eliminate/Passive
The learner will be able to
eliminate passive voice.
| Strand |
Scope |
Source |
| Language Expression |
Master |
East Longmeadow High School |
|
Paragraph: Introduction/Identify
The learner will be able to
identify the introductory sentence of a paragraph.
| Strand |
Scope |
Source |
| Paragraph Structure |
Master |
East Longmeadow High School |
|
Paragraph: Logic/Recognize
The learner will be able to
recognize logical structure within paragraphs.
| Strand |
Scope |
Source |
| Paragraph Structure |
Master |
East Longmeadow High School |
|
Paragraph: Master Structure
The learner will be able to
exhibit mastery of paragraph structure.
| Strand |
Scope |
Source |
| Paragraph Structure |
Master |
East Longmeadow High School |
|
Patterns: Identify/Sentence
The learner will be able to
identify patterns in a sentence.
| Strand |
Scope |
Source |
| Language Patterns |
Master |
East Longmeadow High School |
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Punctuation: Describe
The learner will be able to
describe correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 5.10.; MA: Curriculum Framework, 2001, Grade 10, 5.28 |
|
Capitalization: Describe Correct
The learner will be able to
describe correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Capitalization: Identify Correct
The learner will be able to
identify correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Strategies: Focusing/Learn
The learner will be able to
use effective listening strategies, such as focusing, to learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 9.10 |
|
Critical Listening: Use/Lectures
The learner will be able to
use critical listening skills during lectures.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Critical Listening: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has heard.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Critical Listening: Use/Discussions
The learner will be able to
use critical listening skills during class discussions.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Main Idea: Identify/Lectures
The learner will be able to
identify the main idea of lectures.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Paraphrasing: Purpose/Clarity
The learner will be able to
paraphrase the speaker's purpose to enhance clarity.
| Strand |
Scope |
Source |
| Paraphrasing/Restating |
Master |
East Longmeadow High School |
|
Response: Ideas/Graphic Organizer
The learner will be able to
use graphic organizers to organize ideas from auditory material.
| Strand |
Scope |
Source |
| Listening Responses: Written/Visual |
Master |
East Longmeadow High School |
|
Response: Ideas/Outline
The learner will be able to
use an outline to organize ideas from auditory material.
| Strand |
Scope |
Source |
| Listening Responses: Written/Visual |
Master |
East Longmeadow High School |
|
Strategies: Enhance Understanding
The learner will be able to
use listening skills to enhance understanding.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
East Longmeadow High School |
|
|
