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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Essentials English 11 |
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Author: Word Choice/Tone/Identify
The learner will be able to
identify how an author's word choice sets tone.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 15, 15.12 |
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Author: Archetypes/Analyze
The learner will be able to
analyze how authors have used archetypes drawn from myth and tradition in literature, film, religious writings, political speeches, advertising and/or propaganda.
| Strand |
Scope |
Source |
| Author |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 16.12 |
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Author: Word Choice/Purpose/Analyze
The learner will be able to
analyze how an author's word choice affects the purpose of his/her work.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 15.12 |
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Author: Word Choice/Theme/Analyze
The learner will be able to
analyze how an author's word choice affects the theme of his/her work.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 15.12 |
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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 12, 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 12, 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 12, Standard 15 |
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Author Technique: Nonfiction/Explain
The learner will be able to
explain how authors use the elements of nonfiction to achieve their purposes.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 13.12.; MA: Curriculum Framework, 2001, Grade 12, 13.27 |
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Short Story: Satire/Analyze
The learner will be able to
analyze satire in a short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Short Story: Parody/Analyze
The learner will be able to
analyze parody in a short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Short Story: Allegory/Analyze
The learner will be able to
analyze a short story for characteristics of allegory.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Prose: Satire/Analyze
The learner will be able to
analyze satire in prose.
| Strand |
Scope |
Source |
| Prose |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Prose: Allegory/Analyze
The learner will be able to
analyze prose for characteristics of allegory.
| Strand |
Scope |
Source |
| Prose |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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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 12, 17 |
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Novel: Satire/Analyze
The learner will be able to
analyze satire in a novel.
| Strand |
Scope |
Source |
| Novel: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Novel: Pastoral Description/Identify
The learner will be able to
identify pastoral descriptions in a novel.
| Strand |
Scope |
Source |
| Novel |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Poetry: Satire/Analyze
The learner will be able to
analyze satire in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Poetry: Form/Sonnet
The learner will be able to
recognize a sonnet as a form of poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 14.10 |
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Poetry: Form/Ballad
The learner will be able to
recognize a ballad as a form of poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 14.10 |
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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 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
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Poetry: Elements
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
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Poetry: Pastoral Description/Identify
The learner will be able to
identify pastoral descriptions in a poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Poetry: Diction/Analyze
The learner will be able to
analyze the use of diction within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12 |
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Poetry: Figurative Language/Analyze
The learner will be able to
analyze the use of figurative language within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12 |
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Poetry: Paradox/Analyze
The learner will be able to
analyze the use of paradox within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12 |
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Poetry: Irony/Analyze
The learner will be able to
analyze the use of irony within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12 |
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Poetry: Imagery/Analyze
The learner will be able to
analyze the use of imagery within a given poem.
| Strand |
Scope |
Source |
| Poetry: Imagery |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12.; MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Poetry: Overstatement/Analyze
The learner will be able to
analyze the use of overstatement within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12 |
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Poetry: Understatement/Analyze
The learner will be able to
analyze the use of understatement within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12 |
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Poetry: Pastoral Description/Analyze
The learner will be able to
analyze pastoral descriptions in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Poetry: Allegory/Analyze
The learner will be able to
analyze a poem for characteristics of allegory.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
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Poetry: Diction/Evaluate
The learner will be able to
evaluate the use of diction within a given poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 14.12 |
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Poetry: Structure/Apply
The learner will be able to
apply knowledge of structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
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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 Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 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 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
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Drama: Conventions/Analyze
The learner will be able to
analyze dramatic conventions.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 12, 17.9 |
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Poetry: Evaluate Diction
The learner will be able to
evaluate poetry for appropriateness of diction.
| Strand |
Scope |
Source |
| Poetry: Author/Speaker |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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British Literature: Characteristics
The learner will be able to
comprehend characteristics related to the Great Britain literature genres studied.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Compare/Styles
The learner will be able to
compare styles, topics, and themes common to major British writers.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Development
The learner will be able to
study the development of British literature.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Literary Elements
The learner will be able to
analyze literary elements and how they relate to British literature.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Plot/Evaluate
The learner will be able to
evaluate the influences of the historical era that shaped the plot of a given British novel.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Read/Respond
The learner will be able to
read and respond to British literature authored by both men and women.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Situations/Conflicts
The learner will be able to
relate a selection to the situations, conflicts, and themes common to the British experience.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Styles/Contrast
The learner will be able to
contrast important styles of each period of British literature.
| Strand |
Scope |
Source |
| British Literature |
Master |
East Longmeadow High School |
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British Literature: Variety/Read
The learner will be able to
read a variety of British literature.
| Strand |
Scope |
Source |
| British 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 |
Reinforce |
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 |
Reinforce |
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 |
Reinforce |
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 |
Reinforce |
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 |
Reinforce |
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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
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Idiom: Content Area/Use
The learner will be able to
use idioms in all content areas.
| Strand |
Scope |
Source |
| Idiom |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
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Grammar: Language Structure/Apply
The learner will be able to
apply knowledge of English language structure.
| Strand |
Scope |
Source |
| Grammar |
Reinforce |
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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5.; MA: Curriculum Framework, 2001, Grade 12, 5.30 |
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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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5.; MA: Curriculum Framework, 2001, Grade 12, 5.30, 22.10 |
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Conventions: Role/Informal/Analyze
The learner will be able to
analyze the role of standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
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Conventions: Role/Formal/Analyze
The learner will be able to
analyze the role of standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
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Conventions: Role/Speech/Analyze
The learner will be able to
analyze the role of standard English in speech.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10.; MA: Curriculum Framework, 2001, Grade 12, 6.10 |
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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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10.; MA: Curriculum Framework, 2001, Grade 12, 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10.; MA: Curriculum Framework, 2001, Grade 12, 6.10 |
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Evolution: Development/Analyze
The learner will be able to
analyze the development of the English language.
| Strand |
Scope |
Source |
| Language Evolution |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 7 |
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Evolution: Influence/Analyze
The learner will be able to
analyze the influence of other languages on the development of the English language.
| Strand |
Scope |
Source |
| Language Evolution |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 7.; MA: Curriculum Framework, 2001, Grade 12, 5.33 |
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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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Capitalization: Identify Correct
The learner will be able to
identify correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 5.10 |
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Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Scope |
Source |
| Punctuation |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
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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 |
|
Purposes: Learn/Speakers
The learner will be able to
use his/her listening skills to learn new information from speakers.
| Strand |
Scope |
Source |
| Listening Purposes |
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: 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 |
|
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 |
|
Film: Interpret/Critical Lense
The learner will be able to
interpret films using different critical lenses.
| 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 |
|
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 Work
The learner will be able to
use media to expand his/her understanding of a historical work.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 28.10 |
|
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 |
|
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 12, 8 |
|
Point of View: Identify
The learner will be able to
identify the point of view from which a passage was written.
| Strand |
Scope |
Source |
| Point of View |
Master |
MA: Curriculum Framework, 2001, Grade 12, 8.32 |
|
Theme: Identify/Support From Text
The learner will be able to
identify themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 12, 11 |
|
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: History/Consequences
The learner will be able to
analyze cause and effect in history to understand consequences of decisions.
| Strand |
Scope |
Source |
| Cause/Effect: 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 |
|
Analyze: Nonfiction
The learner will be able to
analyze the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze cause and effect in nonfiction.
| Strand |
Scope |
Source |
| Cause/Effect: Analyze |
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 |
|
Cause/Effect: Short Passage
The learner will be able to
identify cause and effect (both literal and inferred) from a short passage.
| 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 |
|
Culture: Differences/Recognize
The learner will be able to
recognize cultural differences within texts.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Decode: Complex/Words
The learner will be able to
apply knowledge of decoding skills to read increasingly complex words by him/herself.
| Strand |
Scope |
Source |
| Reading Strategies: Decode |
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 |
|
Decode: Variety
The learner will be able to
use a variety of word parts to decode words in context.
| 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: Implied Meaning/Pattern
The learner will be able to
draw conclusions from patterns in the text to determine the implied meaning of a reading selection.
| Strand |
Scope |
Source |
| Draw Conclusion |
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: Analytic Technique
The learner will be able to
interpret literature using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Interpretation: Critical/Nonfiction
The learner will be able to
interpret nonfiction texts using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
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 |
|
Mood: Rhetorical Purpose/Analyze
The learner will be able to
analyze how authors use mood for rhetorical purposes.
| 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 |
|
Organization: Compare/Identify
The learner will be able to
identify organization structures of fiction and nonfiction that use comparisons.
| 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: 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 |
|
Questions: Respond/Reading
The learner will be able to
respond to questions that are related to the passage he/she has read.
| 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 |
|
Sequence: Chronological/Identify
The learner will be able to
identify chronological order within fiction and nonfiction.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Sequence: Development/Evaluate
The learner will be able to
evaluate the development of sequence in a piece of literature.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Strategies: Apply/Structures
The learner will be able to
apply knowledge of structures in the text to assist comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
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 |
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: Prefixes
The learner will be able to
use prefixes to understand reading materials.
| 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: Structural Analysis
The learner will be able to
use structural analysis strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Structure: Analyze
The learner will be able to
study the text for structures to assist in understanding.
| Strand |
Scope |
Source |
| Structure |
Master |
East Longmeadow High School |
|
Structure: Identify/Informational
The learner will be able to
identify the structure of informational material.
| Strand |
Scope |
Source |
| Structure |
Master |
East Longmeadow High School |
|
Structure: Identify/Nonfiction
The learner will be able to
identify the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure |
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: Explicit Information
The learner will be able to
synthesize explicit information in reading selections.
| 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 |
|
Analyze: Point of View
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 Framework, 2001, Grade 12, 8.32 |
|
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 |
|
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: 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: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Scope |
Source |
| Spelling Applications |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
|
Study and Research Skills
|
|
|
Sources: Utilizing
The learner will be able to
locate and use information from reference materials.
| Strand |
Scope |
Source |
| Reference |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
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 |
|
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/Recognize
The learner will be able to
recognize 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/Recognize
The learner will be able to
recognize words with figurative meanings in all content areas.
| Strand |
Scope |
Source |
| Connotation |
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 |
|
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 |
|
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 |
|
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: Writing/Utilize
The learner will be able to
utilize suitable vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Analogy: Connection/Meaning
The learner will be able to
determine the connection between word meaning and analogy.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Analogy: Development/Improve/Implied
The learner will be able to
improve vocabulary development by understanding the implied relationships in word analogies.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Prewriting: Generate Ideas/Explain
The learner will be able to
explain the prewriting strategies used to generate ideas.
| Strand |
Scope |
Source |
| Prewriting: Generate Ideas |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 19.10 |
|
Genre: Choose
The learner will be able to
choose an appropriate genre in which to write.
| Strand |
Scope |
Source |
| Genre |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Style: Appropriate/Use
The learner will be able to
use an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 20.10 |
|
Audience: Formality/Use
The learner will be able to
write using the appropriate level of formality for the intended audience.
| Strand |
Scope |
Source |
| Audience |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 20.10 |
|
Revise: Paragraph Development
The learner will be able to
revise writing to improve paragraph development.
| Strand |
Scope |
Source |
| Revising: Content |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Edit: Main Idea/Development
The learner will be able to
edit written works for development of the main idea.
| Strand |
Scope |
Source |
| Editing: Content |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 22.; MA: Curriculum Framework, 2001, Grade 12, 22, 22.10 |
|
Edit: Clause Type
The learner will be able to
edit written works for correct types of clauses.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Edit: Verb Form
The learner will be able to
edit written works for correct verb forms.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Summary: Aid Understanding
The learner will be able to
write a summary to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Questions: Enhance Learning
The learner will be able to
use questions to enhance learning across content areas.
| Strand |
Scope |
Source |
| Questions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Notes: Enhance Learning
The learner will be able to
use notes to enhance learning across content areas.
| Strand |
Scope |
Source |
| Writing to Learn: Notes/Observations |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Summary: Enhance Learning
The learner will be able to
use summaries to enhance learning across content areas.
| Strand |
Scope |
Source |
| Summary |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Questions: Open-Ended/Collect
The learner will be able to
use open-ended questions to collect information for a research project.
| Strand |
Scope |
Source |
| Questions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 24 |
|
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 |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 24 |
|
Questions: Open-Ended/Explore Topic
The learner will be able to
generate open-ended questions to explore a topic.
| Strand |
Scope |
Source |
| Questions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Research Paper: Document Sources/Method
The learner will be able to
plan an appropriate methodology to document sources of information in a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Evaluating Writing: Rhetorical/Develop
The learner will be able to
develop rhetorical criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Rhetorical/Develop
The learner will be able to
develop rhetorical criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Use
The learner will be able to
use stylistic criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Use
The learner will be able to
use stylistic criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Criteria/Explain
The learner will be able to
explain criteria he/she used to evaluate writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 25.10 |
|
Composition: Ideas
The learner will be able to
develop and present ideas coherently in a composition.
| Strand |
Scope |
Source |
| Essay/Composition |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 19.; MA: Curriculum Framework, 2001, Grade 12, 19.30 |
|
Edit: Organization
The learner will be able to
edit written works to improve organization.
| Strand |
Scope |
Source |
| Editing: Structure/Organization |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Revise: Word Choices
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Edit: Usage
The learner will be able to
edit written works for usage.
| Strand |
Scope |
Source |
| Editing: Usage |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Publishing: Share
The learner will be able to
share writing with others.
| Strand |
Scope |
Source |
| Publishing |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Revise: Comprehensive Content
The learner will be able to
revise writing for comprehensive content.
| Strand |
Scope |
Source |
| Revising: Content |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Revise: Details/Modify
The learner will be able to
revise his/her writing to change details.
| Strand |
Scope |
Source |
| Revising: Content/Detail |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Edit: Mechanics
The learner will be able to
edit written works for mechanics.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Revise: Reflect
The learner will be able to
reflect on writing before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Questions: Generate
The learner will be able to
generate questions to aid understanding while participating in writing experiences.
| Strand |
Scope |
Source |
| Questions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Edit: Sentence Structure
The learner will be able to
edit for correct sentence structure.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Revise: Organizational Pattern
The learner will be able to
revise writing to improve the organizational pattern.
| Strand |
Scope |
Source |
| Revising |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Tone
The learner will be able to
write using the appropriate tone for the intended audience.
| Strand |
Scope |
Source |
| Tone |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 20.10 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20.; MA: Curriculum Framework, 2001, Grade 12, 20 |
|
Edit: Word Choice
The learner will be able to
edit written works for word choice.
| Strand |
Scope |
Source |
| Editing |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Focus: Maintain
The learner will be able to
maintain the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Reinforce |
Massachusetts 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 |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 19, 19.10 |
|
Revise: Tone
The learner will be able to
revise writing to improve tone.
| Strand |
Scope |
Source |
| Revising: Content |
Reinforce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Prewriting: Organize/Purpose
The learner will be able to
consider writing purpose when organizing information before writing.
| Strand |
Scope |
Source |
| Prewriting |
Master |
MA: Curriculum Framework, 2001, Grade 12, 23.14 |
|
Analytical: Literature
The learner will be able to
write an analysis of a piece of literature.
| Strand |
Scope |
Source |
| Analytical Writing |
Master |
East Longmeadow High School |
|
Argument: Coherent/Present
The learner will be able to
present coherent arguments effectively.
| Strand |
Scope |
Source |
| Persuasive: Argument |
Master |
East Longmeadow High School |
|
Argument: Develop/Support
The learner will be able to
develop an argument supported by specific examples and logical connections in order to clarify meaning.
| Strand |
Scope |
Source |
| Persuasive: Argument |
Master |
East Longmeadow High School |
|
Argument: Provide Support/Quotation
The learner will be able to
write an argumentative piece providing supporting evidence, such as quotations, for his/her position.
| Strand |
Scope |
Source |
| Persuasive: Argument |
Master |
East Longmeadow High School |
|
Collaborative Writing: Discuss
The learner will be able to
discuss written works with others.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative Writing: Teacher/Peers
The learner will be able to
discuss writing with peers and teacher to evaluate how well writing achieves its purposes.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative: Processes/Utilize/Quality
The learner will be able to
utilize processes and tasks that encourage the creation of a quality piece of writing.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Drafting: Idea/Independent/Form
The learner will be able to
form ideas independently.
| Strand |
Scope |
Source |
| Drafting |
Master |
East Longmeadow High School |
|
Drafting: Organize Facts
The learner will be able to
organize facts in a composition.
| Strand |
Scope |
Source |
| Drafting |
Master |
East Longmeadow High School |
|
Drafting: Thesis Statement
The learner will be able to
apply drafting techniques to create a thesis statement.
| Strand |
Scope |
Source |
| Drafting |
Master |
East Longmeadow High School |
|
Essay: Paragraph Construction
The learner will be able to
construct essays which have logical and functionally related paragraphs.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Essay: Thesis/Develop
The learner will be able to
develop a thesis statement about an author's use of literary elements.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Essay: Thesis/Impression
The learner will be able to
create a controlling impression or clear thesis the conveys a coherent and distinct perspective on the subject matter and consistently maintains a focus and tone throughout the writing.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Evaluating Writing: Peer
The learner will be able to
evaluate and critique peer writing.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
East Longmeadow High School |
|
Explain: Experience
The learner will be able to
write to explain an experience.
| Strand |
Scope |
Source |
| Writing Purposes: Explain |
Master |
East Longmeadow High School |
|
Expository: Essay
The learner will be able to
write an expository essay.
| Strand |
Scope |
Source |
| Expository |
Master |
East Longmeadow High School |
|
Focus: Control
The learner will be able to
exhibit control over the structural focus in his/her writing.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Form: Clear/Use
The learner will be able to
choose a writing form to present ideas clearly.
| Strand |
Scope |
Source |
| Form |
Master |
East Longmeadow High School |
|
Literary Device: Use
The learner will be able to
use a variety of literary devices in a written work.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Main Idea: Convey
The learner will be able to
clearly convey a main idea within a written work.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Organization: Controlled
The learner will be able to
organize writing in a controlled manner.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
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 |
|
Revise: Strategies
The learner will be able to
apply revising strategies as necessary for written works.
| Strand |
Scope |
Source |
| Revising |
Master |
East Longmeadow High School |
|
Style: Personal
The learner will be able to
write prose which demonstrates a personal style.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Writing as a Process: Apply/Elements
The learner will be able to
apply elements of the writing process.
| Strand |
Scope |
Source |
| Writing as a Process |
Master |
East Longmeadow High School |
|
|
