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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Creative Writing |
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Analyze: Characteristic/Function
The learner will be able to
examine the structural characteristics and functions of literary forms and genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Characteristics
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 10 |
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Analyze: Ideas/Organize
The learner will be able to
analyze how authors organize their ideas.
| Strand |
Scope |
Source |
| Author: Analyze Style/Technique |
Master |
East Longmeadow High School |
|
Analyze: Imagery/Characterization
The learner will be able to
analyze how authors use imagery, characterization, dialogue, and plot to express meaning.
| Strand |
Scope |
Source |
| Author: Analyze Style/Technique |
Master |
East Longmeadow High School |
|
Analyze: Perspective
The learner will be able to
examine perspectives presented in literature.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
East Longmeadow High School |
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Analyze: Purpose
The learner will be able to
analyze the purposes of different dramatic genres.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Scriptwriter/Words
The learner will be able to
analyze how a scriptwriter's words develop the tone, mood, and theme of a work.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Writer/Closure/Examine
The learner will be able to
examine the ideas of an author by recognizing how he/she produces a sense of closure.
| Strand |
Scope |
Source |
| Author: Analyze Style/Technique |
Master |
East Longmeadow High School |
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Analyze: Writer/Detail/Select
The learner will be able to
examine the ideas of an author by recognizing how he/she selects important and relevant supporting details.
| Strand |
Scope |
Source |
| Author: Analyze Style/Technique |
Master |
East Longmeadow High School |
|
Analyze: Writer/Main Idea/Introduce
The learner will be able to
examine the ideas of an author by recognizing how he/she introduces the main idea.
| Strand |
Scope |
Source |
| Author: Analyze Style/Technique |
Master |
East Longmeadow High School |
|
Analyze: Writer/Organization/Connect
The learner will be able to
examine the ideas of an author by recognizing how he/she connects the structure and/or organization to the ideas.
| Strand |
Scope |
Source |
| Author: Analyze Style/Technique |
Master |
East Longmeadow High School |
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Author Choices: Words/Analyzing
The learner will be able to
analyze the varied, connotative, or symbolic meaning of words used by authors.
| Strand |
Scope |
Source |
| Author |
Master |
East Longmeadow High School |
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Author Intention: Audience/Analyze
The learner will be able to
analyze author's purpose for a variety of audiences.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Intention: Bias/Stereotyping
The learner will be able to
identify bias, stereotyping, overgeneralization, association, and other devices used to influence an audience.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Intention: Characterization
The learner will be able to
examine the author's use of characterization.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Intention: Effect
The learner will be able to
explain the impact of an author's own views and intentions on a text.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Intention: Plot/Examine
The learner will be able to
examine the author's use of plot.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Intention: Recognize/Purpose
The learner will be able to
recognize the author's purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Intention: Sentence Structure
The learner will be able to
analyze sentence structure to discern the author's purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Intention: Stylistic Elements
The learner will be able to
analyze stylistic elements such as syntax, rhetoric, and detail choices to discern an author's purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
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Author Style: Author Use/Idea
The learner will be able to
determine how an author's use of his/her ideas add to the quality of his/her work.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author Style: Character/Plot/Response
The learner will be able to
analyze how language and visuals bring characters to life, enhance plot development, or encourage a response.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author Technique: Analyze/Dialogue
The learner will be able to
analyze how authors use dialogue to express meaning.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author Technique: Analyze/Imagery
The learner will be able to
analyze how authors use imagery to express meaning.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author Technique: Analyze/Plot
The learner will be able to
analyze how authors use plot to express meaning.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author Technique: Analyze/Symbolism
The learner will be able to
analyze how authors use symbolism to express meaning.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author Technique: Language/Voice
The learner will be able to
identify how an author uses language to create his/her individual, identifiable voice.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author Technique: Organization
The learner will be able to
analyze authors' reasons for using specific organizational formats and how the organizational format alters meaning.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
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Author: Analyze/Language/Audience
The learner will be able to
analyze whether author's language is appropriate for an audience.
| Strand |
Scope |
Source |
| Author |
Master |
East Longmeadow High School |
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Author: Analyze/Language/Purpose
The learner will be able to
analyze whether author's language is appropriate for a purpose.
| Strand |
Scope |
Source |
| Author |
Master |
East Longmeadow High School |
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Author: Effect/Environment
The learner will be able to
identify the effect of an author's environment on his/her written work.
| Strand |
Scope |
Source |
| Author |
Master |
East Longmeadow High School |
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Author: Effect/Background
The learner will be able to
identify the effect of an author's background on his/her written work.
| Strand |
Scope |
Source |
| Author |
Master |
East Longmeadow High School |
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Point of View: Recognize/Position
The learner will be able to
recognize an author's position based on the evidence presented in a reading passage.
| Strand |
Scope |
Source |
| Author: Point of View |
Master |
East Longmeadow High School |
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Themes: Universal/Identify
The learner will be able to
identify universal themes.
| Strand |
Scope |
Source |
| World Literature: Theme |
Master |
East Longmeadow High School |
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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 |
East Longmeadow High School |
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Author Technique: Sentence Variety
The learner will be able to
identify and describe the significance of sentence variety in the impact of an imaginary/literary work or informational/expository work.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
MA: Curriculum Framework, 2001, Grade 10, 15.8 |
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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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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 Framework, 2001, Grade 10, 14 |
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Communicating: Aid/Recognize
The learner will be able to
recognize factors that aid in clear communication.
| Strand |
Scope |
Source |
| Communication Processes |
Master |
East Longmeadow High School |
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Communicating: Factors/Recognize/Aid
The learner will be able to
recognize factors that aid or hinder the clarity of communication.
| Strand |
Scope |
Source |
| Communication Processes |
Master |
East Longmeadow High School |
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Communicating: Ideas/Concepts/Organize
The learner will be able to
explain frequently used concepts that provide organization for ideas.
| Strand |
Scope |
Source |
| Communication: Conveying Meaning |
Master |
East Longmeadow High School |
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Communicating: Interfere/Recognize
The learner will be able to
recognize factors that interfere with clear communication.
| Strand |
Scope |
Source |
| Communication Processes |
Master |
East Longmeadow High School |
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Communicating: Own Words/Concepts
The learner will be able to
use one's own words to explain new concepts.
| Strand |
Scope |
Source |
| Communication: Conveying Meaning |
Master |
East Longmeadow High School |
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Communicating: Speak/Write
The learner will be able to
arrange information in a clear and coherent manner in preparation for effective communication.
| Strand |
Scope |
Source |
| Communication: Conveying Meaning |
Master |
East Longmeadow High School |
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Communicating: Speak/Write
The learner will be able to
utilize a variety of voices in speaking and writing to add emphasis and power to key points.
| Strand |
Scope |
Source |
| Communication: Conveying Meaning |
Master |
East Longmeadow High School |
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Communicating: Speak/Write
The learner will be able to
utilize effective skills and a unique style to communicate through speaking or writing.
| Strand |
Scope |
Source |
| Communication: Conveying Meaning |
Master |
East Longmeadow High School |
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Communication: Personal Experience
The learner will be able to
apply personal knowledge to a topic to prepare for writing, speaking, listening, or viewing.
| Strand |
Scope |
Source |
| Communication Processes |
Master |
East Longmeadow High School |
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Delivery: Tone/Evaluate
The learner will be able to
evaluate the effect of tone on material.
| Strand |
Scope |
Source |
| Delivery |
Master |
East Longmeadow High School |
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Delivery: Voice/Identify
The learner will be able to
identify appropriate voice when listening.
| Strand |
Scope |
Source |
| Delivery |
Master |
East Longmeadow High School |
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Descriptive: Identify
The learner will be able to
identify descriptive words and phrases in listening materials.
| Strand |
Scope |
Source |
| Detail |
Master |
East Longmeadow High School |
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Detail: Connecting/Recognize
The learner will be able to
recognize connecting details in orally read materials.
| Strand |
Scope |
Source |
| Detail |
Master |
East Longmeadow High School |
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Dialogue: Evaluate
The learner will be able to
evaluate the use of dialogue in auditory material.
| Strand |
Scope |
Source |
| Dialogue |
Master |
East Longmeadow High School |
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Discussion: Informal/Strategies
The learner will be able to
use effective strategies for informal discussions.
| Strand |
Scope |
Source |
| Discussion |
Master |
East Longmeadow High School |
|
Drama: Understand
The learner will be able to
listen to and understand drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
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Figurative Language: Diction
The learner will be able to
identify the level of diction in auditory materials.
| Strand |
Scope |
Source |
| Figures of Speech |
Master |
East Longmeadow High School |
|
Figurative Language: Imagery
The learner will be able to
identify imagery in auditory material.
| Strand |
Scope |
Source |
| Figures of Speech |
Master |
East Longmeadow High School |
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Literary Device: Evaluate
The learner will be able to
evaluate the use of language devices.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Abstract Element: Concepts/Analyze
The learner will be able to
analyze abstract concepts.
| Strand |
Scope |
Source |
| Abstract Elements |
Master |
East Longmeadow High School |
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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 cause and effect in fiction.
| Strand |
Scope |
Source |
| Cause/Effect: Analyze |
Master |
East Longmeadow High School |
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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 |
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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: Content
The learner will be able to
analyze written material.
| Strand |
Scope |
Source |
| Analyzing |
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 |
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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 |
|
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: 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 |
|
Main Idea: Understanding/Show
The learner will be able to
show his/her ability to read explanatory texts by demonstrating understanding of the main ideas.
| 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: 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 |
|
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: 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: 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: Focusing/Describe
The learner will be able to
describe how reading strategies, such as focusing, are effective in helping him/her learn from a variety of texts.
| 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: Skim/Comprehension
The learner will be able to
skim text for general 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 |
|
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 |
|
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 |
|
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 |
|
Audience: Mode/Discourse
The learner will be able to
consider the audience when choosing a mode of discourse.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Rhetorical Devices/Apply
The learner will be able to
apply appropriate rhetorical devices for a given audience.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Style
The learner will be able to
select an appropriate style for a given audience.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Style/Appeal/Adjust
The learner will be able to
adjust writing style to appeal to a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Techniques/Focus/Logic
The learner will be able to
apply a variety of writing techniques appropriate to audience with clear focus, organizational logic, appropriate elaboration and support, and overall coherence.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Thesis/Generate
The learner will be able to
generate theses to inform or persuade an audience.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Tone
The learner will be able to
select an appropriate tone for a given audience.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 20.5 |
|
Audience: Variety/Recognize
The learner will be able to
recognize a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Vocabulary/Clarify
The learner will be able to
clarify vocabulary for an intended audience.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Writing as a Process
The learner will be able to
utilize the writing process appropriately for different audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Character: Complex/Develop
The learner will be able to
develop complex characters when writing a story.
| Strand |
Scope |
Source |
| Story Elements: Character |
Master |
East Longmeadow High School |
|
Character: Sketches/Write
The learner will be able to
write character sketches.
| Strand |
Scope |
Source |
| Story Elements: Character |
Master |
East Longmeadow High School |
|
Clarity/Focus: Logical/Develop
The learner will be able to
develop the focus of his/her work logically.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity/Focus: Reasoning/Develop
The learner will be able to
develop reasoning coherently and cohesively.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity/Focus: Relevant Information
The learner will be able to
include relevant information in his/her writing.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity/Focus: Topic/Ramble/Produce
The learner will be able to
produce writing that does not stray from the topic or ramble.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Coherence
The learner will be able to
provide consistent coherence within a topic when writing.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Develop
The learner will be able to
develop clarity through writing experiences.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Guided Discussion
The learner will be able to
revise writing by clarifying ideas through guided discussion.
| Strand |
Scope |
Source |
| Revising: Content/Clarity |
Master |
East Longmeadow High School |
|
Clarity: Guided Discussion/Refine
The learner will be able to
refine writing by clarifying ideas through guided discussion.
| Strand |
Scope |
Source |
| Revising: Content/Clarity |
Master |
East Longmeadow High School |
|
Clarity: Ideas
The learner will be able to
explain ideas clearly.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Ideas/Smooth
The learner will be able to
present ideas so that they transition smoothly.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Phrasing
The learner will be able to
use effective and clear phrasing in written works.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Presentation
The learner will be able to
revise writing for clarity of presentation.
| Strand |
Scope |
Source |
| Revising: Content/Clarity |
Master |
East Longmeadow High School |
|
Clarity: Sentence Structure/Improve
The learner will be able to
use various sentence structures to improve the clarity of a written piece.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Sentence/Concise/Revise
The learner will be able to
improve clarity by revising sentences for conciseness.
| Strand |
Scope |
Source |
| Revising: Content/Clarity |
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: Ideas/Discuss
The learner will be able to
discuss ideas for written works with the teacher.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative Writing: Ideas/Discuss
The learner will be able to
discuss ideas for written works with peers.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative Writing: Ideas/Discuss
The learner will be able to
discuss ideas for group stories with peers.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative Writing: Ideas/Discuss
The learner will be able to
discuss ideas for written works with other writers.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative Writing: Literature/Use
The learner will be able to
use examples presented in literature to create stories within a group.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative Writing: Peers/Plans
The learner will be able to
discuss with peers ones' plans for writing.
| 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 Writing: Teacher/Plans
The learner will be able to
discuss with the teacher one's plans for writing.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative: Discuss
The learner will be able to
discuss collaborative writing in a peer conference.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative: Individual
The learner will be able to
discuss individual writing in a peer conference.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Creative: Advanced Writing
The learner will be able to
apply advanced writing skills to generate creative works.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Character/Episode
The learner will be able to
independently compose works with complex characters and episodes.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Characters/Episodes
The learner will be able to
compose works with complex characters and episodes with teacher guidance.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Levels/Meaning/Compose
The learner will be able to
compose creative text containing multiple levels of meaning.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Parody
The learner will be able to
select and use writing forms such as parodies.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Stories/Scripts/Theme/
The learner will be able to
compose organized stories or scripts with explicit or implicit theme using various literary techniques.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Stories/Scripts/Theme/Tone
The learner will be able to
compose organized stories or scripts with explicit or implicit theme and details which support the mood or tone.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 19.24 |
|
Creative: Texts/Create
The learner will be able to
create texts that are imaginative and original.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Writing
The learner will be able to
generate creative written works.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Criteria: Articulate/Improve
The learner will be able to
articulate one's own criteria to improve writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Criteria: Create/Own
The learner will be able to
create criteria to evaluate one's own writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Criteria: Develop/Evaluate/Others
The learner will be able to
apply his/her own criteria to evaluate writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Criteria: Effective/Determine
The learner will be able to
determine the most effective features of writing using criteria developed by the teacher and class.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Criteria: Established/Deviate/Support
The learner will be able to
articulate established criteria to improve writing, and support decisions to deviate from criteria.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Descriptive: Language/Write/Use
The learner will be able to
use descriptive language when writing creative written works.
| Strand |
Scope |
Source |
| Descriptive |
Master |
East Longmeadow High School |
|
Descriptive: Meaning/Communicate
The learner will be able to
use description to communicate meaning in his/her writing.
| Strand |
Scope |
Source |
| Descriptive |
Master |
East Longmeadow High School |
|
Detail: Complex/Use
The learner will be able to
write using well explained details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
East Longmeadow High School |
|
Detail: Concepts/Support
The learner will be able to
include details that support concepts in his/her writing.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
East Longmeadow High School |
|
Drafting: Purpose
The learner will be able to
understand that the purpose of creating a first draft is to put down any and all ideas which he/she might want to include in the piece.
| Strand |
Scope |
Source |
| Drafting |
Master |
East Longmeadow High School |
|
Drafting: Strategies/Variety
The learner will be able to
apply a variety of drafting strategies.
| Strand |
Scope |
Source |
| Drafting |
Master |
East Longmeadow High School |
|
Drafting: Topic Sentence
The learner will be able to
apply drafting techniques to create topic sentences.
| Strand |
Scope |
Source |
| Drafting |
Master |
East Longmeadow High School |
|
Drama: Expression
The learner will be able to
use drama to express personal feelings, ideas, and thoughts.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Forms
The learner will be able to
use the appropriate dramatic form (skit, scene, act, play, vignette).
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Readers' Theater
The learner will be able to
write scripts to be used in readers' theater.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Edit: Applying
The learner will be able to
apply editing strategies to a written work.
| Strand |
Scope |
Source |
| Editing |
Master |
East Longmeadow High School |
|
Edit: Capitalization/Punctuation
The learner will be able to
identify punctuation and capitalization errors.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
East Longmeadow High School |
|
Edit: Case
The learner will be able to
edit for the correct use of case.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
East Longmeadow High School |
|
Edit: Checklist/Own/Peer
The learner will be able to
edit and proofread own writing and peers' writing using a checklist.
| Strand |
Scope |
Source |
| Editing |
Master |
East Longmeadow High School |
|
Edit: Checklist/Revise/Own/Peers'
The learner will be able to
revise one's own writing and peers' writing using a checklist.
| Strand |
Scope |
Source |
| Editing |
Master |
East Longmeadow High School |
|
Edit: Clause Type
The learner will be able to
edit written works for correct types of clauses.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Edit: Communicate
The learner will be able to
use the editing process to communicate ideas and feelings.
| Strand |
Scope |
Source |
| Editing: Collaborative |
Master |
East Longmeadow High School |
|
Expressive: Feelings
The learner will be able to
use writing as a way to express feelings.
| Strand |
Scope |
Source |
| Expressive |
Master |
East Longmeadow High School |
|
Expressive: Ideas
The learner will be able to
use writing to express ideas.
| Strand |
Scope |
Source |
| Expressive |
Master |
East Longmeadow High School |
|
Expressive: Narration
The learner will be able to
create a piece of expressive writing which shows an awareness of how to incorporate narration.
| Strand |
Scope |
Source |
| Expressive |
Master |
East Longmeadow High School |
|
Expressive: Opinion
The learner will be able to
express opinion through writing.
| Strand |
Scope |
Source |
| Expressive |
Master |
East Longmeadow High School |
|
Expressive: Personal Writing/Discuss
The learner will be able to
discuss his/her personal written works.
| Strand |
Scope |
Source |
| Expressive |
Master |
East Longmeadow High School |
|
Expressive: Point of View
The learner will be able to
create a piece of expressive writing which shows an awareness of how to incorporate point of view.
| Strand |
Scope |
Source |
| Expressive |
Master |
East Longmeadow High School |
|
Figurative Language: Experiment
The learner will be able to
experiment with the use of figurative language when creating written works.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
East Longmeadow High School |
|
Figurative Language: Publish/Use
The learner will be able to
use figurative language when publishing creative written works.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
East Longmeadow High School |
|
Figurative Language: Use/Guidance
The learner will be able to
use figurative language in writing, with teacher guidance.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
East Longmeadow High School |
|
Final Draft: Develop/Spelling
The learner will be able to
develop final drafts that demonstrate understanding of conventional spelling.
| Strand |
Scope |
Source |
| Final Draft |
Master |
East Longmeadow High School |
|
Final Draft: Develop/Usage
The learner will be able to
develop final drafts that demonstrate understanding of language usage.
| Strand |
Scope |
Source |
| Final Draft |
Master |
East Longmeadow High School |
|
Final Draft: First Letter/Capitalize
The learner will be able to
capitalize the first letters of sentences in final drafts.
| Strand |
Scope |
Source |
| Final Draft |
Master |
East Longmeadow High School |
|
Final Draft: Language/Write
The learner will be able to
write a final draft using language correctly.
| Strand |
Scope |
Source |
| Final Draft |
Master |
East Longmeadow High School |
|
Focus: Attention/Story/Describe
The learner will be able to
clearly focus a written work to gain reader's attention, make a point, tell a story, and/or describe a process or phenomenon.
| Strand |
Scope |
Source |
| Clarity/Focus |
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 |
|
Focus: Details
The learner will be able to
choose details relevant to the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Form: Communication Modes
The learner will be able to
understand major modes of written communication.
| Strand |
Scope |
Source |
| Form |
Master |
East Longmeadow High School |
|
Form: Complete Complex
The learner will be able to
complete complex forms of writing.
| Strand |
Scope |
Source |
| Form |
Master |
East Longmeadow High School |
|
Generate Ideas: Assigned Tasks
The learner will be able to
produce ideas before writing assigned tasks.
| Strand |
Scope |
Source |
| Prewriting: Generate Ideas |
Master |
East Longmeadow High School |
|
Generate Ideas: Fluently
The learner will be able to
generate ideas for writing fluently.
| Strand |
Scope |
Source |
| Prewriting: Generate Ideas |
Master |
East Longmeadow High School |
|
Group: Collaborative Writing
The learner will be able to
provide personal contributions to a story being developed by a group.
| Strand |
Scope |
Source |
| Collaborative Writing: Group |
Master |
East Longmeadow High School |
|
Group: Collaborative Writing
The learner will be able to
give ideas during a shared writing activity.
| Strand |
Scope |
Source |
| Collaborative Writing: Group |
Master |
East Longmeadow High School |
|
Group: Collaborative/Story
The learner will be able to
write stories collaboratively.
| Strand |
Scope |
Source |
| Collaborative Writing: Group |
Master |
East Longmeadow High School |
|
Ideas: Communicate
The learner will be able to
use the drafting process to communicate ideas and feelings.
| Strand |
Scope |
Source |
| Drafting: Ideas |
Master |
East Longmeadow High School |
|
Ideas: Communicate
The learner will be able to
communicate a central idea in his/her draft.
| Strand |
Scope |
Source |
| Drafting: Ideas |
Master |
East Longmeadow High School |
|
Ideas: Connect
The learner will be able to
connect ideas in his/her drafts.
| Strand |
Scope |
Source |
| Drafting: Ideas |
Master |
East Longmeadow High School |
|
Ideas: Develop
The learner will be able to
develop ideas thoroughly.
| Strand |
Scope |
Source |
| Drafting: Ideas |
Master |
East Longmeadow High School |
|
Ideas: Express
The learner will be able to
use the drafting process to express ideas and feelings.
| Strand |
Scope |
Source |
| Drafting: Ideas |
Master |
East Longmeadow High School |
|
Imagery: Concrete
The learner will be able to
include concrete imagery in written works.
| Strand |
Scope |
Source |
| Imagery |
Master |
East Longmeadow High School |
|
Imagery: Power
The learner will be able to
demonstrate the power of imagery in his/her writing.
| Strand |
Scope |
Source |
| Imagery |
Master |
East Longmeadow High School |
|
Imagery: Senses/Concrete
The learner will be able to
use imagery of the senses to develop concrete descriptions.
| Strand |
Scope |
Source |
| Imagery |
Master |
East Longmeadow High School |
|
Introduction: Use
The learner will be able to
use an introduction in a written work.
| Strand |
Scope |
Source |
| Introduction/Conclusion |
Master |
East Longmeadow High School |
|
Journal: Apply Knowledge
The learner will be able to
write in a journal to apply knowledge.
| Strand |
Scope |
Source |
| Journal |
Master |
East Longmeadow High School |
|
Language Movement
The learner will be able to
use a central idea, theme, image, or story line to enhance language and move the reader through a piece in a compelling way.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Language Structure: Context/Choose
The learner will be able to
choose appropriate language according to the needs of a variety of contexts.
| Strand |
Scope |
Source |
| Language Structure |
Master |
East Longmeadow High School |
|
Language Structure: Control/Exhibit
The learner will be able to
exhibit control over language to enhance effects of his/her writing.
| Strand |
Scope |
Source |
| Language Structure |
Master |
East Longmeadow High School |
|
Language Structure: Extend Meaning
The learner will be able to
choose sentences, phrases, or words that extend the meaning of his/her writing.
| Strand |
Scope |
Source |
| Language Structure |
Master |
East Longmeadow High School |
|
Literary Device: Aesthetic Purpose
The learner will be able to
use various literary devices for aesthetic purposes in his/her writing.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Alliteration/Guidance
The learner will be able to
use alliteration in writing, with teacher guidance.
| Strand |
Scope |
Source |
| Literary Device: Sound |
Master |
East Longmeadow High School |
|
Literary Device: Allusion
The learner will be able to
use allusions in written works.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Anecdote
The learner will be able to
use anecdotes as a literary device in writing.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Apostrophe
The learner will be able to
use literary apostrophes in written works.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Assonance
The learner will be able to
use assonance in written works.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Characterization
The learner will be able to
recognize elements of characterization in writing.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Effect
The learner will be able to
use literary device subtleties and techniques to communicate through writing.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Flashback
The learner will be able to
use flashback as a literary device in writing.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Foreshadowing
The learner will be able to
use foreshadowing as a literary device in writing.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Mood/Powerful/Effective
The learner will be able to
develop a powerful and effective mood in a written work.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Parallelism/Enhance
The learner will be able to
use parallelism to enhance his/her writing.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Repetition
The learner will be able to
use repetition to emphasize specific ideas in a written work.
| Strand |
Scope |
Source |
| Literary Device: Sound |
Master |
East Longmeadow High School |
|
Literary Device: Rhyme/Guidance
The learner will be able to
incorporate rhyme into his/her written works, with teacher guidance.
| Strand |
Scope |
Source |
| Literary Device: Sound |
Master |
East Longmeadow High School |
|
Literary Device: Rhythm/Guidance
The learner will be able to
incorporate rhythm into his/her written works, with teacher guidance.
| Strand |
Scope |
Source |
| Literary Device: Sound |
Master |
East Longmeadow High School |
|
Literary Device: Sound Patterns
The learner will be able to
use sound patterns in his/her work.
| Strand |
Scope |
Source |
| Literary Device: Sound |
Master |
East Longmeadow High School |
|
Literary Device: Style
The learner will be able to
use literary devices to improve style.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Suspense
The learner will be able to
incorporate elements of suspense into a written work.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Symbolism
The learner will be able to
use symbolism as a literary device in writing.
| Strand |
Scope |
Source |
| Literary Device |
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 |
|
Literary Device: Voice
The learner will be able to
use literary devices to improve voice.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Main Idea: Clear/Focused/Generate
The learner will be able to
generate a clear, focused main idea or ideas that relate to the writing prompt.
| Strand |
Scope |
Source |
| Main Idea |
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 |
|
Main Idea: Details/Support/Develop
The learner will be able to
completely develop main ideas with relevant supporting details.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Organization: Apply/Signals
The learner will be able to
apply organizational signals to meet the reader's needs.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Organization: Audience
The learner will be able to
choose an organizational format which suits a given audience.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Peer Response: Constructive Criticism
The learner will be able to
offer constructive criticism to peers with suggestions for revising organization, tone, style, clarity, and focus.
| Strand |
Scope |
Source |
| Revising: Peer Response |
Master |
East Longmeadow High School |
|
Peer Response: Convention/Offer
The learner will be able to
offer feedback regarding conventions.
| Strand |
Scope |
Source |
| Revising: Peer Response |
Master |
East Longmeadow High School |
|
Peer Response: Feedback/Provide
The learner will be able to
provide constructive feedback for the purpose of improving writing.
| Strand |
Scope |
Source |
| Revising: Peer Response |
Master |
East Longmeadow High School |
|
Peer Response: Style/Offer
The learner will be able to
offer feedback regarding style.
| Strand |
Scope |
Source |
| Revising: Peer Response |
Master |
East Longmeadow High School |
|
Peer Response: Suggestions/Use
The learner will be able to
use the suggestions of others when revising his/her written work.
| Strand |
Scope |
Source |
| Revising: Peer Response |
Master |
East Longmeadow High School |
|
Personal: Value/Recognize/Writing
The learner will be able to
recognize value in writing.
| Strand |
Scope |
Source |
| Writing Responses: Personal |
Master |
East Longmeadow High School |
|
Personal: Works
The learner will be able to
respond in writing to personal written works in order to monitor his/her progress as a writer.
| Strand |
Scope |
Source |
| Writing Responses: Personal |
Master |
East Longmeadow High School |
|
Personal: Write/Response
The learner will be able to
write in response to his/her personal experiences.
| Strand |
Scope |
Source |
| Writing Responses: Personal |
Master |
East Longmeadow High School |
|
Poetry: Metaphor/Simile
The learner will be able to
use metaphors and similes to enhance feelings and images when writing poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
East Longmeadow High School |
|
Poetry: Prewriting
The learner will be able to
select topics for writing poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
East Longmeadow High School |
|
Poetry: Sensory
The learner will be able to
write poetry centering around a single sense.
| Strand |
Scope |
Source |
| Poetry |
Master |
East Longmeadow High School |
|
Poetry: Simple/Compose
The learner will be able to
compose simple poems.
| Strand |
Scope |
Source |
| Poetry |
Master |
East Longmeadow High School |
|
Poetry: Techniques
The learner will be able to
apply poetic techniques to writing.
| Strand |
Scope |
Source |
| Poetry |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 19.25 |
|
Poetry: Voice
The learner will be able to
write poetry which demonstrates voice.
| Strand |
Scope |
Source |
| Poetry |
Master |
East Longmeadow High School |
|
Point of View: Aesthetic Purpose
The learner will be able to
use point of view for aesthetic purposes in his/her writing.
| Strand |
Scope |
Source |
| Point of View |
Master |
East Longmeadow High School |
|
Point of View: Evidence/Purpose
The learner will be able to
use evidence to develop his/her point of view as appropriate for a given purpose.
| Strand |
Scope |
Source |
| Point of View |
Master |
East Longmeadow High School |
|
Portfolio: Discuss
The learner will be able to
discuss portfolio selections with teacher and peers.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Portfolio: Maintain
The learner will be able to
maintain a portfolio.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Portfolio: Writing
The learner will be able to
write individual works to be added to his/her portfolio.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Portfolios: Compile/Portfolio
The learner will be able to
compile a portfolio.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Prewriting: Analyzing
The learner will be able to
analyze information in preparation for writing.
| Strand |
Scope |
Source |
| Prewriting |
Master |
East Longmeadow High School |
|
Prewriting: Brainstorm
The learner will be able to
identify effective ways to brainstorm ideas and concepts for drafting a story.
| Strand |
Scope |
Source |
| Prewriting |
Master |
East Longmeadow High School |
|
Prewriting: Brainstorm Vocabulary
The learner will be able to
brainstorm vocabulary to be used in writing.
| Strand |
Scope |
Source |
| Prewriting |
Master |
East Longmeadow High School |
|
Prewriting: Choosing Topics
The learner will be able to
utilize personal experiences, thoughts, feelings, beliefs, etc., as sources for creating written works.
| Strand |
Scope |
Source |
| Prewriting |
Master |
East Longmeadow High School |
|
Prewriting: Conference
The learner will be able to
engage in a writing conference for the purpose of prewriting and planning out a written work.
| Strand |
Scope |
Source |
| Prewriting |
Master |
East Longmeadow High School |
|
Publishing: Audience
The learner will be able to
publish completed works for a variety of audiences.
| Strand |
Scope |
Source |
| Publishing |
Master |
East Longmeadow High School |
|
Publishing: Classmates/Share
The learner will be able to
share writing samples with classmates.
| Strand |
Scope |
Source |
| Publishing |
Master |
East Longmeadow High School |
|
Publishing: Communicate
The learner will be able to
use the publishing process to communicate ideas and feelings.
| Strand |
Scope |
Source |
| Publishing |
Master |
East Longmeadow High School |
|
Purposes: Clarify/Thoughts
The learner will be able to
use writing to clarify his/her thoughts.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
East Longmeadow High School |
|
Reflective: Compositions/Compose
The learner will be able to
write reflective compositions.
| Strand |
Scope |
Source |
| Expressive: Reflective |
Master |
East Longmeadow High School |
|
Revise: Details
The learner will be able to
revise writing to improve supporting details.
| Strand |
Scope |
Source |
| Revising |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 21.8 |
|
Revise: Diction/Tone/Change
The learner will be able to
change the tone by revising diction.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
East Longmeadow High School |
|
Revise: Draft/Improve
The learner will be able to
improve a draft by making revisions to content.
| Strand |
Scope |
Source |
| Revising |
Master |
East Longmeadow High School |
|
Revise: Effect
The learner will be able to
rewrite drafts to create a desired effect.
| Strand |
Scope |
Source |
| Revising |
Master |
East Longmeadow High School |
|
Revise: English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to revise written works.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 22 |
|
Script: Dramatic Elements
The learner will be able to
create an original script with dramatic elements.
| Strand |
Scope |
Source |
| Drama: Script |
Master |
East Longmeadow High School |
|
Script: Write
The learner will be able to
write a script.
| Strand |
Scope |
Source |
| Drama: Script |
Master |
East Longmeadow High School |
|
Sentence Content: Language/Write
The learner will be able to
write sentences suitable for language arts.
| Strand |
Scope |
Source |
| Sentence Content |
Master |
East Longmeadow High School |
|
Sentence Content: Particular Purpose
The learner will be able to
write complete sentences for particular purposes.
| Strand |
Scope |
Source |
| Sentence Content |
Master |
East Longmeadow High School |
|
Sentence: Main Idea/Focus
The learner will be able to
create sentences focusing clearly on a main idea.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 19 |
|
Sequence: Emphasize
The learner will be able to
sequence sentences to emphasize ideas.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Story Elements: Connected Paragraphs
The learner will be able to
write a story with properly connected paragraphs.
| Strand |
Scope |
Source |
| Story Elements |
Master |
East Longmeadow High School |
|
Story Elements: Language/Mood/Employ
The learner will be able to
effectively employ the use of language to create mood in his/her writing.
| Strand |
Scope |
Source |
| Story Elements |
Master |
East Longmeadow High School |
|
Story Elements: Point of View
The learner will be able to
include his/her point of view when writing a story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
East Longmeadow High School |
|
Story Elements: Reader/Interest/Use
The learner will be able to
use story elements to interest the reader when writing creative text.
| Strand |
Scope |
Source |
| Story Elements |
Master |
East Longmeadow High School |
|
Story Elements: Sensory Detail
The learner will be able to
include sensory details when writing a story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
East Longmeadow High School |
|
Story Elements: Theme
The learner will be able to
establish a theme when writing a story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
East Longmeadow High School |
|
Story Elements: Theme/Tone/Integrate
The learner will be able to
integrate all story elements to emphasize theme and tone.
| Strand |
Scope |
Source |
| Story Elements |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 10, 23.12 |
|
Style: Aesthetic Purpose
The learner will be able to
use style for aesthetic purposes in his/her writing.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Style: Appropriate/Use
The learner will be able to
use an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Style: Recognize
The learner will be able to
begin to recognize various stylistic elements he/she has incorporated into written works.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Tone: Language/Creative/Vivid
The learner will be able to
employ language in creative and vivid ways to develop a specific tone.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Tone: Language/Employ
The learner will be able to
effectively employ the use of language to create tone in his/her writing.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Topic: Choose/Guidance
The learner will be able to
choose, with teacher guidance, topics for writing.
| Strand |
Scope |
Source |
| Topic |
Master |
East Longmeadow High School |
|
Topic: Criteria
The learner will be able to
apply criteria in the selection of a topic for writing.
| Strand |
Scope |
Source |
| Topic |
Master |
East Longmeadow High School |
|
Transitions: Information/Organize
The learner will be able to
use transitions to organize information.
| Strand |
Scope |
Source |
| Transition |
Master |
East Longmeadow High School |
|
Transitions: Paragraph/Select
The learner will be able to
select the transitional device that best connects paragraphs in a written work.
| Strand |
Scope |
Source |
| Transition |
Master |
East Longmeadow High School |
|
Voice: Change
The learner will be able to
change voice in written works as appropriate.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
Word Choice: Revise/Improve
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Master |
East Longmeadow High School |
|
Writing as a Process: Evaluate/Personal
The learner will be able to
evaluate his/her own personal writing process with a teacher's assistance.
| Strand |
Scope |
Source |
| Writing as a Process |
Master |
East Longmeadow High School |
|
Writing Behaviors: Collaboratively
The learner will be able to
write collaboratively.
| Strand |
Scope |
Source |
| Writing Behaviors |
Master |
East Longmeadow High School |
|
Writing Behaviors: Strength/Weakness
The learner will be able to
articulate his/her strengths and weaknesses as a writer using personal reflection and/or conferencing.
| Strand |
Scope |
Source |
| Writing Behaviors |
Master |
East Longmeadow High School |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Grade 10, 20 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 10, 20 |
|
Audience: Appropriate/Use
The learner will be able to
write using the appropriate style for the intended audience.
| Strand |
Scope |
Source |
| Style: Audience |
Master |
MA: Curriculum Framework, 2001, Grade 10, 20.5 |
|
Revise: Usage
The learner will be able to
revise writing for usage.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 10, 21.8 |
|
|
