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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 |
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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 |
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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 |
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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 |
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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 |
|
Media Production: Purpose/Develop
The learner will be able to
consider the purpose when developing a media production.
| Strand |
Scope |
Source |
| Media Production: Develop |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 28 |
|
Media Production: Audience/Develop
The learner will be able to
consider the audience when developing a media production.
| Strand |
Scope |
Source |
| Media Production: Develop |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 28 |
|
Media Form: Perspective/Analyze
The learner will be able to
analyze perspectives presented in various media forms.
| Strand |
Scope |
Source |
| Media Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 26.10 |
|
Media Message: Techniques/Analyze
The learner will be able to
analyze techniques used in media messages targeted for a specific audience.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 27.10.; MA: Curriculum Framework, 2001, Grade 10, 26.5 |
|
Media Message: Interpret/Analytic
The learner will be able to
interpret media messages using analytic techniques.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 17 |
|
Media Message: Interpret/Critical Lense
The learner will be able to
interpret media messages using different critical lenses.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 17 |
|
Film: Interpret/Analytic Techniques
The learner will be able to
interpret films using analytic techniques.
| Strand |
Scope |
Source |
| Film |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 17 |
|
Media Production: Purpose/Create
The learner will be able to
consider the purpose when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 28 |
|
Media Production: Audience/Create
The learner will be able to
consider the audience when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 28 |
|
Media Production: Detail/Create
The learner will be able to
create a media production with adequate detail.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 28 |
|
Purposes: Listen/Obtain
The learner will be able to
listen to multimedia sources to obtain information.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 26 |
|
Purposes: View/Obtain
The learner will be able to
view multimedia sources to obtain information.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 26 |
|
Purposes: Read/Obtain
The learner will be able to
read multimedia sources to obtain information.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 26 |
|
Purposes: Historical Author
The learner will be able to
use media to expand his/her understanding of a historical author.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 28.10 |
|
Evaluate: Criteria/Develop/Use/Film
The learner will be able to
develop and use criteria for evaluating the effectiveness of presentation, style, and content of films and other electronic communication mediums.
| Strand |
Scope |
Source |
| Media: Evaluate |
Master |
MA: Curriculum Framework, 2001, Grade 10, 27.7 |
|
Response: Essay/Character Qualities
The learner will be able to
use an understanding of plot and characterization to compose an essay on how the qualities of the central characters determine resolution of the conflict.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 16.10 |
|
Fact: Reading Material/Identify
The learner will be able to
identify basic facts in what he/she has read.
| Strand |
Scope |
Source |
| Fact |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 9.; MA: Curriculum Framework, 2001, Grade 10, 8 |
|
Summary: Abstract/Aid Understanding
The learner will be able to
use an abstract to aid understanding when reading.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 11.; MA: Curriculum Framework, 2001, Grade 10, 8.30 |
|
Theme: Universal/Compare
The learner will be able to
compare texts with universal themes.
| Strand |
Scope |
Source |
| Themes: Universal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 11.10 |
|
Theme: Universal/Analyze
The learner will be able to
analyze texts with universal themes.
| Strand |
Scope |
Source |
| Themes: Universal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 11.10 |
|
Story Elements: Apply Knowledge
The learner will be able to
apply knowledge of story elements.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 12 |
|
Story Elements: Analyze
The learner will be able to
analyze story elements in reading materials.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 12.; MA: Curriculum Framework, 2001, Grade 10, 12.5 |
|
Figurative Language: Cultural/Compare
The learner will be able to
compare figurative language in a variety of cultural literature.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 15.10 |
|
Figurative Language: Cultural/Analyze
The learner will be able to
analyze figurative language in a variety of cultural literature.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 15.10 |
|
Point of View: Analyze
The learner will be able to
analyze the point of view of a given reading passage.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 12.10 |
|
Strategies: Planning/Learn From Text
The learner will be able to
use effective reading strategies, such as planning, to learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 9.10 |
|
Strategies: Focusing/Learn From Text
The learner will be able to
use effective reading strategies, such as focusing, to learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 9.10 |
|
Strategies: Assessing/Learn From Text
The learner will be able to
use effective reading strategies, such as assessing, to learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 9.10 |
|
Strategies: Literary Terminology
The learner will be able to
use an understanding of literary criticism terminology to comprehend text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 17.10 |
|
Interpretation: Analytic Technique
The learner will be able to
interpret literature using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 17 |
|
Interpretation: Analytic/Nonfiction
The learner will be able to
interpret nonfiction texts using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 17 |
|
Interpretation: Critical/Nonfiction
The learner will be able to
interpret nonfiction texts using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 17 |
|
Support: Story Elements/Text Example
The learner will be able to
use examples from the text to support his/her understanding of story elements.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 12 |
|
Support: Meaning/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of nonfiction.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Support: Meaning/Informational Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of informational material.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Support: Theme/Text Example
The learner will be able to
use examples from the text to support his/her understanding of theme.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 11, 11.10 |
|
Support: Theme/Poem
The learner will be able to
use examples from the text to support his/her understanding of the theme of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14 |
|
Support: Structure/Fictional Text
The learner will be able to
use examples from the text to support his/her understanding of structure in fictional materials.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 12 |
|
Support: Elements/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of the elements of nonfiction.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Support: Elements/Informational Text
The learner will be able to
use examples from the text to support his/her understanding of the elements of informational material.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Support: Structure/Poem
The learner will be able to
use examples from the text to support his/her understanding of structure in a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14 |
|
Support: Elements/Poem
The learner will be able to
use examples from the text to support his/her understanding of the elements of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14 |
|
Foreshadowing: Identifying
The learner will be able to
identify foreshadowing within the context of a reading selection.
| Strand |
Scope |
Source |
| Foreshadowing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 12.10 |
|
Foreshadowing: Analyze
The learner will be able to
analyze foreshadowing within the context of a reading selection.
| Strand |
Scope |
Source |
| Foreshadowing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 12.10 |
|
Imagery: Cultural/Analyze
The learner will be able to
analyze imagery in a variety of cultural literature.
| Strand |
Scope |
Source |
| Imagery |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 15.10 |
|
Word: New Word
The learner will be able to
read and understand new words encountered in reading materials.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 8 |
|
Questions: Obtain Information
The learner will be able to
generate questions to obtain information while reading.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Structure: Apply/Fiction
The learner will be able to
apply an understanding of language structure within fictional material.
| Strand |
Scope |
Source |
| Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 12 |
|
Structure: Apply/Nonfiction
The learner will be able to
apply an understanding of language structure within nonfictional material.
| Strand |
Scope |
Source |
| Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Structure: Apply/Informational
The learner will be able to
apply knowledge of the structure of informational material.
| Strand |
Scope |
Source |
| Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Structure: Analyze/Fiction
The learner will be able to
analyze the structure of fictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 12 |
|
Structure: Analyze/Nonfiction
The learner will be able to
analyze the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13, 13.10.; MA: Curriculum Framework, 2001, Grade 10, 13.25 |
|
Structure: Analyze/Informational
The learner will be able to
analyze the structure of informational material.
| Strand |
Scope |
Source |
| Informational Text: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
|
Response: Notes/Aid Understanding
The learner will be able to
respond to reading by taking notes to aid understanding.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 9, 9.10 |
|
Irony: Analyze
The learner will be able to
analyze irony.
| Strand |
Scope |
Source |
| Irony |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 12.10 |
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 10, 8 |
|
Theme: Interpret
The learner will be able to
interpret the theme of a literary work.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 10, 8.30 |
|
Abstract Element: Concepts/Analyze
The learner will be able to
analyze abstract concepts.
| Strand |
Scope |
Source |
| Abstract Elements |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze point of view in fiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze theme in fiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze point of view in nonfiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze theme in nonfiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Analyzing: Read
The learner will be able to
read materials analytically.
| Strand |
Scope |
Source |
| Analyzing |
Master |
East Longmeadow High School |
|
Analyzing: Recurring Patterns
The learner will be able to
analyze recurring patterns in reading materials.
| Strand |
Scope |
Source |
| Analyzing |
Master |
East Longmeadow High School |
|
Argument: Logic/Analyze
The learner will be able to
analyze the logic of an argument.
| Strand |
Scope |
Source |
| Argument |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 8.34, 13.26 |
|
Cause/Effect: "Why"/"How&
The learner will be able to
determine cause and effect relationships by answering "why," "how," and "what-if" questions.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
East Longmeadow High School |
|
Critical Thinking: Theme/Text/Examine
The learner will be able to
critically examine text to create thematic connections.
| Strand |
Scope |
Source |
| Critical Thinking |
Master |
East Longmeadow High School |
|
Culture: Cultures/Read/Respond
The learner will be able to
read and respond to literature reflecting other cultures.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Decode: Use/Structural Cues
The learner will be able to
use a variety of structural cues to decode unknown words.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
East Longmeadow High School |
|
Detail: Subordinate Idea/Recognize
The learner will be able to
recognize subordinate ideas in reading materials.
| Strand |
Scope |
Source |
| Detail |
Master |
East Longmeadow High School |
|
Diction: Mood/Effect/Evaluate
The learner will be able to
evaluate the effect diction has on the mood of a reading passage.
| Strand |
Scope |
Source |
| Figurative Language: Diction |
Master |
East Longmeadow High School |
|
Draw Conclusion: Deductive Reasoning
The learner will be able to
draw logical conclusions using deductive reasoning.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implicit Information
The learner will be able to
draw a conclusion from implicit information found in a reading passage.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implied Meaning/Fact
The learner will be able to
draw conclusions from facts in the text to determine the implied meaning of a reading selection.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Make Decisions
The learner will be able to
make decisions about reading materials.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Scope |
Source |
| Evaluating |
Master |
East Longmeadow High School |
|
Fact/Opinion: Distinguish
The learner will be able to
distinguish between fact, reasoned judgment, and opinion in reading materials.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
East Longmeadow High School |
|
Inference: Information/Synthesize
The learner will be able to
synthesize information from reading materials to make inferences.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Comprehend
The learner will be able to
comprehend inferential reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Explain
The learner will be able to
explain inferences made from reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Explanation/Meaning
The learner will be able to
make inferences to determine the most likely explanation of meaning in reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Interpretation: Evidence/Provide
The learner will be able to
provide evidence from the text to support interpretations.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Interpretation: Inference/Conclusions
The learner will be able to
make inferences and draw conclusions from interpretations of materials.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Main Idea: Analyze
The learner will be able to
analyze literary selections for a main idea.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Concept/Nonfiction/Recognize
The learner will be able to
recognize underlying concepts in nonfiction.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Understand/Stated/Unstated
The learner will be able to
understand the stated or unstated main idea or main topic.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Mood: Author/Describe
The learner will be able to
describe the author's use of mood.
| Strand |
Scope |
Source |
| Mood |
Master |
East Longmeadow High School |
|
Organization: Characteristics/Structure
The learner will be able to
understand the distinguishing characteristics of structure in a variety of genres.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Organization: Coherence/Analyze
The learner will be able to
analyze reading selections for coherence.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Point of View: Understand
The learner will be able to
apply strategies for reading from and understanding multiple points of view.
| Strand |
Scope |
Source |
| Point of View |
Master |
East Longmeadow High School |
|
Post-Reading: Vocabulary/Discussion
The learner will be able to
show an understanding of story vocabulary during post-reading discussion or story response time.
| Strand |
Scope |
Source |
| Reading Responses: Discussions |
Master |
East Longmeadow High School |
|
Question: Material/Answer/Identify
The learner will be able to
identify questions that should be answered by reading the passage.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Question: Understanding/Identify
The learner will be able to
identify questions that will improve understanding of reading selections.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Main Idea
The learner will be able to
identify questions designed to evaluate comprehension of the main idea of a reading passage.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Read/Respond
The learner will be able to
read and respond to who, what, when, where, and how questions.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Sequence: Beginning/Middle/End
The learner will be able to
identify the beginning, middle, and end of a story.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Strategies: Apply/Types/Comprehension
The learner will be able to
apply knowledge of types in the text to assist comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Assessing/Describe
The learner will be able to
describe how reading strategies, such as assessing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical Details/Extract
The learner will be able to
extract critical details from written texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical/Use/Interpret
The learner will be able to
use critical strategies to interpret literature.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Narrative
The learner will be able to
know strategies for understanding narrative text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Persuasive
The learner will be able to
know strategies for understanding persuasive text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Scanning
The learner will be able to
use scanning to aid reading comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Skim/Comprehension
The learner will be able to
skim text for general comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Style: Voice
The learner will be able to
understand the stylistic elements that go into creating voice.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Support: Evidence/Ideas
The learner will be able to
use evidence in the text to support ideas about the text.
| Strand |
Scope |
Source |
| Support |
Master |
East Longmeadow High School |
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Scope |
Source |
| Synthesizing |
Master |
East Longmeadow High School |
|
Theme: Connections/Examine
The learner will be able to
examine the connections made between themes in different types of literature.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Theme: Interpret/Support/Evidence
The learner will be able to
support interpretation of theme with textual evidence.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Tone: Examine
The learner will be able to
examine an author's use of tone.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Universal: Analyze/Support
The learner will be able to
analyze texts with universal themes and give evidence to support his/her ideas.
| Strand |
Scope |
Source |
| Themes: Universal |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 11.7 |
|
Voice: Recognize
The learner will be able to
recognize effective use of voice.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
Drama: Character/Develop/Formal
The learner will be able to
develop characters in formal, dramatic presentations.
| Strand |
Scope |
Source |
| Drama: Character |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 18.10.; MA: Curriculum Framework, 2001, Grade 10, 18.5 |
|
Drama: Dramatic Reading/Plan
The learner will be able to
plan a dramatic reading.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 18 |
|
General: Plan
The learner will be able to
plan a presentation.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 18 |
|
Group: Discussion Technique/Time Limit
The learner will be able to
recognize techniques for effective group discussions, such as establishing a time limit for speakers.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Group: Discussion Technique/Deadline
The learner will be able to
recognize techniques for effective group discussions, such as establishing a deadline for making decisions.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Group: Discussion Technique/Time Limit
The learner will be able to
utilize techniques for effective group discussions, such as establishing a time limit for speakers.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Group: Discussion Technique/Deadline
The learner will be able to
utilize techniques for effective group discussions, such as establishing a deadline for making decisions.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Discussion: Formal/Large Group
The learner will be able to
follow guidelines for formal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Discussion: Formal/Small Group
The learner will be able to
follow guidelines for formal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Discussion: Information
The learner will be able to
provide information in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Discussion: Questions
The learner will be able to
ask appropriate questions in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Discussion: Ideas
The learner will be able to
provide ideas in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Discussion: Summarize
The learner will be able to
summarize what he/she has learned from a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 2.10 |
|
Presentation: Form/Choosing
The learner will be able to
choose a presentation form based on audience and purpose.
| Strand |
Scope |
Source |
| Presentation: Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 3 |
|
Informative: Form/Choose
The learner will be able to
choose a presentation form based on information to be conveyed.
| Strand |
Scope |
Source |
| Presentation: Informative |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 3 |
|
Audience: Needs/Identify
The learner will be able to
identify with the needs of an audience.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 18 |
|
Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5, 5.10 |
|
Spelling: Describe Correct
The learner will be able to
describe the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Spelling: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
|
Study and Research Skills
|
|
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Sources: Utilizing
The learner will be able to
locate and use information from reference materials.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Sources: Learning/Expand
The learner will be able to
use various references to expand learning.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 10, 4.25 |
|
Dictionary: Use/Variety of Purposes
The learner will be able to
use a dictionary for a variety of purposes.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 10, 4.25 |
|
Research Skills: Evaluate Information
The learner will be able to
evaluate information collected from research materials.
| Strand |
Scope |
Source |
| Resource: Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 10, 24.5 |
|
Communication: Ideas
The learner will be able to
use technology to communicate ideas.
| Strand |
Scope |
Source |
| Technology: Communication |
Master |
East Longmeadow High School |
|
Computer: Recording
The learner will be able to
record ideas, voices, and stories using a computer.
| Strand |
Scope |
Source |
| Hardware |
Master |
East Longmeadow High School |
|
Internet: Understand
The learner will be able to
understand the uses of the Internet.
| Strand |
Scope |
Source |
| Internet |
Master |
East Longmeadow High School |
|
Technology: Access Information
The learner will be able to
use technology to access information.
| Strand |
Scope |
Source |
| Technology: Information Processing |
Master |
East Longmeadow High School |
|
Word Processing: Create Text
The learner will be able to
use technology to create text.
| Strand |
Scope |
Source |
| Software: Word Processing |
Master |
East Longmeadow High School |
|
Vocabulary: Advanced English/Develop
The learner will be able to
develop an advanced standard English vocabulary.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Vocabulary: Advanced English/Use
The learner will be able to
use an advanced standard English vocabulary.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Word Relationships: Meaning/Recognize
The learner will be able to
use an understanding of word relationships to recognize meaning.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Denotation: Content Area/Use
The learner will be able to
use words with literal meanings in all content areas.
| Strand |
Scope |
Source |
| Denotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Connotation: Content Area/Use
The learner will be able to
use words with figurative meanings in all content areas.
| Strand |
Scope |
Source |
| Connotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Grade 10, 4 |
|
Antonym: Identify
The learner will be able to
identify antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
East Longmeadow High School |
|
Antonym: Purpose
The learner will be able to
understand the purpose of antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
East Longmeadow High School |
|
Context: Comprehend/Vocabulary
The learner will be able to
comprehend vocabulary in context.
| Strand |
Scope |
Source |
| Context |
Master |
East Longmeadow High School |
|
Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Context |
Master |
East Longmeadow High School |
|
Multiple Meaning: Definition/Identify
The learner will be able to
identify the correct definition of a multiple meaning word.
| Strand |
Scope |
Source |
| Multiple Meaning |
Master |
East Longmeadow High School |
|
Sentence Completion
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
East Longmeadow High School |
|
Strategies: Apply
The learner will be able to
apply vocabulary strategies fluently.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
East Longmeadow High School |
|
Strategies: Categories/Clarify
The learner will be able to
clarify words by putting them into categories.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
East Longmeadow High School |
|
Synonym: Antonym/Differentiate
The learner will be able to
differentiate between synonyms and antonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
East Longmeadow High School |
|
Synonym: Basic/Identify
The learner will be able to
identify basic synonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
East Longmeadow High School |
|
Unfamiliar Word: Meaning/Determine
The learner will be able to
determine the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
East Longmeadow High School |
|
Vocabulary Log
The learner will be able to
maintain a log of personal vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Vocabulary: Construct/Word Banks
The learner will be able to
construct word banks or word walls.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Vocabulary: Writing/Utilize
The learner will be able to
utilize suitable vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Revise: Reflect
The learner will be able to
reflect on writing before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Evaluating Writing: Logical/Develop
The learner will be able to
develop logical criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Develop
The learner will be able to
develop stylistic criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Logical/Develop
The learner will be able to
develop logical criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Develop
The learner will be able to
develop stylistic criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 22.; MA: Curriculum Framework, 2001, Grade 10, 22 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 20.; MA: Curriculum Framework, 2001, Grade 10, 20 |
|
Prewriting: Generate Ideas/Explain
The learner will be able to
explain the prewriting strategies used to generate ideas.
| Strand |
Scope |
Source |
| Prewriting: Generate Ideas |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 19.10 |
|
Prewriting: Organize Ideas/Explain
The learner will be able to
explain the prewriting strategies used to organize ideas.
| Strand |
Scope |
Source |
| Prewriting: Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 19.10 |
|
Edit: Word Choice
The learner will be able to
edit written works for word choice.
| Strand |
Scope |
Source |
| Editing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Revise: Organizational Pattern
The learner will be able to
revise writing to improve the organizational pattern.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 21.; MA: Curriculum Framework, 2001, Grade 10, 21.8 |
|
Revise: Word Choices
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 21.; MA: Curriculum Framework, 2001, Grade 10, 21.8 |
|
Composition: Ideas
The learner will be able to
develop and present ideas coherently in a composition.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 19 |
|
Organization: Outline/Aid Understanding
The learner will be able to
create an outline to aid understanding when writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Evaluating Writing: Criteria/Explain
The learner will be able to
explain criteria he/she used to evaluate writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 25.10 |
|
Evaluating Writing: Criteria/Group
The learner will be able to
use group-generated criteria for evaluating a variety of written forms.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 25.10.; MA: Curriculum Framework, 2001, Grade 10, 25.5 |
|
Evaluating Writing: Logical/Use
The learner will be able to
use logical criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Logical/Use
The learner will be able to
use logical criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Publishing: Share
The learner will be able to
share writing with others.
| Strand |
Scope |
Source |
| Publishing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Publishing: Share/Research Paper
The learner will be able to
share research papers with others.
| Strand |
Scope |
Source |
| Publishing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Style: Appropriate/Choose
The learner will be able to
choose an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Form/Style: Reasoning/Choose
The learner will be able to
choose an appropriate mode of reasoning for writing.
| Strand |
Scope |
Source |
| Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Style: Audience/Use
The learner will be able to
write using the appropriate style for the intended audience.
| Strand |
Scope |
Source |
| Style: Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 20.10.; MA: Curriculum Framework, 2001, Grade 10, 20.5 |
|
Style: Appropriate/Use
The learner will be able to
use an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Form/Style: Reasoning/Use
The learner will be able to
use an appropriate mode of reasoning when writing.
| Strand |
Scope |
Source |
| Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Genre: Nonfiction/Elements
The learner will be able to
use elements of nonfictional writing when creating his/her own works of nonfiction.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 13.10 |
|
Genre: Nonfiction/Structure
The learner will be able to
use the structure of nonfictional writing when creating his/her own works of nonfiction.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 13.10 |
|
Summary: Aid Understanding
The learner will be able to
write a summary to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Research Paper: Document Sources
The learner will be able to
plan an appropriate way to document sources of information in a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Research Paper: Sources/Variety
The learner will be able to
use a variety of sources to collect information for a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 24 |
|
Research Paper: Methods/Collect
The learner will be able to
use appropriate research methods to collect information for a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 24 |
|
Questions: Generate
The learner will be able to
generate questions to aid understanding while participating in writing experiences.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Questions: Open-Ended/Explore Topic
The learner will be able to
generate open-ended questions to explore a topic.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Questions: Enhance Learning
The learner will be able to
use questions to enhance learning across content areas.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Purposes: To Learn
The learner will be able to
write to learn information.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Focus: Maintain
The learner will be able to
maintain the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 19, 19.10 |
|
Focus: Details
The learner will be able to
choose details relevant to the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 19, 19.10 |
|
Edit: Clause Type
The learner will be able to
edit written works for correct types of clauses.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 22.10.; MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Edit: Sentence Structure
The learner will be able to
edit for correct sentence structure.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 22.10.; MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 22.10.; MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Edit: Mechanics
The learner will be able to
edit written works for mechanics.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Edit: Usage
The learner will be able to
edit written works for usage.
| Strand |
Scope |
Source |
| Editing: Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Edit: Main Idea/Development
The learner will be able to
edit written works for development of the main idea.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Paragraph Development
The learner will be able to
edit written works for paragraph development.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Detail
The learner will be able to
edit written works for level of detail.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Style
The learner will be able to
edit written works for style.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Tone
The learner will be able to
edit written works for tone.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Content
The learner will be able to
edit the content of written works.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Organization
The learner will be able to
edit written works to improve organization.
| Strand |
Scope |
Source |
| Editing: Structure/Organization |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Revise: Details/Modify
The learner will be able to
revise his/her writing to change details.
| Strand |
Scope |
Source |
| Revising: Content/Detail |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Revise: Paragraph Development
The learner will be able to
revise writing to improve paragraph development.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Revise: Comprehensive Content
The learner will be able to
revise writing for comprehensive content.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Revise: Tone
The learner will be able to
revise writing to improve tone.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Audience: Formality/Use
The learner will be able to
write using the appropriate level of formality for the intended audience.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 20.10.; MA: Curriculum Framework, 2001, Grade 10, 20.5 |
|
Notes: Foster Learning
The learner will be able to
utilize notetaking as a strategy to foster learning.
| Strand |
Scope |
Source |
| Writing to Learn: Notes/Observations |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Tone
The learner will be able to
write using the appropriate tone for the intended audience.
| Strand |
Scope |
Source |
| Tone |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 20.10 |
|
Main Idea: Thesis
The learner will be able to
develop and support a thesis statement.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 10, 23.13 |
|
Response: Open-Ended Questions
The learner will be able to
use writing abilities to respond to open ended questions.
| Strand |
Scope |
Source |
| Writing Responses |
Master |
East Longmeadow High School |
|
|
