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EAST LONGMEADOW PUBLIC SCHOOLS Language Arts The Massachusetts English Language Arts Curriculum Framework is designed to guide local school district personnel in the development of effective English language arts curricula. Learning in English language arts is recursive. That is, students at every grade level apply similar language skills and concepts as they use increasingly more complex materials. In this way, students build upon and refine their knowledge, gaining sophistication and independence as they grow. Language, Reading and Literature, Composition, and Media are interdependent. Each strand intertwines with and supports the others. Students might at any time read and write, view and discuss, or interpret and perform in order to understand and communicate meaning. Thus, at all grade levels, effective English language arts curriculum units weave together skills and concepts from several strands to support student learning. Advanced Placement English 12 The Massachusetts English Language Arts Curriculum Framework provides learning standards for students in grades 11 - 12. |
| Genres |
| This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are: science fiction, poetry, drama, British literature, and multicultural literature. |
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Essay: Moral Argument/Analyze
The learner will be able to analyze the moral argument presented in an essay.
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Essay: Philosophical Argument/Analyze
The learner will be able to analyze the philosophical argument presented in an essay.
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Author: Political Ideology/Analyze
The learner will be able to analyze how an author's political ideology is reflected in his/her work.
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Author Technique: Nonfiction/Analyze
The learner will be able to analyze how authors use the elements of nonfiction to achieve their purposes.
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Nonfiction: Meaning/Apply
The learner will be able to apply knowledge of meaning of nonfictional material.
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Nonfiction: Elements/Apply
The learner will be able to apply knowledge of elements of nonfiction.
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Informational Text: Meaning/Apply
The learner will be able to apply knowledge of meaning of informational text.
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Informational Text: Elements/Apply
The learner will be able to apply knowledge of elements of informational text.
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Short Story: Satire/Identify
The learner will be able to identify satire in a short story.
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Narrative: Compare/Contrast/Culture
The learner will be able to compare and contrast narratives from a variety of cultures.
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Article: Satire/Analyze
The learner will be able to analyze satire in an editorial article.
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Article: Parody/Analyze
The learner will be able to analyze parody in an editorial article.
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Genre: Characteristics/Apply Knowledge
The learner will be able to use knowledge of key characteristics of a variety of genres.
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Genre: Characteristics/Analyze
The learner will be able to analyze key characteristics of a variety of genres.
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Drama: Play/Moral Argument
The learner will be able to analyze the moral argument presented in a play.
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Drama: Play/Philosophical Argument
The learner will be able to analyze the philosophical argument presented in a play.
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Novel: Moral Argument/Analyze
The learner will be able to analyze the moral argument presented in a novel.
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Novel: Philosophical Argument/Analyze
The learner will be able to analyze the philosophical argument presented in a novel.
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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.
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Multicultural Literature: Style/Language
The learner will be able to examine and compare style and language choice in important cross-cultural literary works.
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Nonfiction: Purpose/Structure/Elements
The learner will be able to recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
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Word Choice: Senses/Imagery/Mood
The learner will be able to recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
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Imagery: Analyze
The learner will be able to analyze the use of imagery within a given poem.
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Literature: Recognize/Characteristics
The learner will be able to recognize the characteristics of literature that overlap or cut across the boundaries of genre classifications.
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Poetry: Evaluate Diction
The learner will be able to evaluate poetry for appropriateness of diction.
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Poetry: Moral Argument/Analyze
The learner will be able to analyze the moral argument presented in a poem.
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Poetry: Philosophical Argument/Analyze
The learner will be able to analyze the philosophical argument presented in a poem.
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Poetry: Structure/Analyze
The learner will be able to analyze structural elements of poems.
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Poetry: Theme/Apply
The learner will be able to apply knowledge of theme in a poem.
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Poetry: Theme/Identify
The learner will be able to identify the theme of a given poem.
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Author: Elements of Fiction
The learner will be able to examine, evaluate and use knowledge of how authors use elements of fiction to achieve specific rhetorical and aesthetic purposes.
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Elements: Analyze
The learner will be able to analyze the poetic elements within a poem.
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Elements: Knowledge/Apply
The learner will be able to apply knowledge of poetic elements.
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Imagery: Evaluate
The learner will be able to evaluate the use of imagery within a given poem.
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Poetry: Structure/Identify
The learner will be able to identify the structure of poetry.
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African-American: Influence/Analyze
The learner will be able to analyze influences on the works of African-American writers, and the influence of African-American writers on subsequent works.
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African-American: Themes/Compare
The learner will be able to compare themes in African-American literary works to events occurring when the works were written.
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American Literature: Assess/Social
The learner will be able to assess the social influences that contributed to the development of characters, plot, and/or settings in American literature.
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American Literature: Characters
The learner will be able to recognize the differences among archetypal characters in American literature.
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American Literature: Conventions/Analyze
The learner will be able to analyze the difference in the use of language conventions by authors from different time periods of American literature.
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Analyze: Author Techniques
The learner will be able to analyze techniques poets use to inspire readers to share emotions.
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Analyze: Figurative Language/Evaluate
The learner will be able to evaluate poetry for the purpose of identifying the effect of figurative language.
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Analyze: Form/Content
The learner will be able to analyze the form and content of plays.
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Analyze: Irony
The learner will be able to analyze the use of irony within a given poem.
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Analyze: Literary Device/Use
The learner will be able to examine world literature by analyzing the use of literary devices.
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Analyze: Metaphors
The learner will be able to analyze how poets use metaphors to inspire readers to share emotions.
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Analyze: Motifs/Archetypal Characters
The learner will be able to analyze common motifs and archetypal characters, settings, and themes in world literature.
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Analyze: Personification
The learner will be able to analyze personification in poetry.
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Analyze: Purpose
The learner will be able to analyze the purposes of different dramatic genres.
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Analyze: Satire
The learner will be able to analyze satire in drama.
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Analyze: Satire
The learner will be able to analyze satire in a novel.
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Analyze: Satire
The learner will be able to analyze satire in a poem.
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Analyze: Style/Examine
The learner will be able to examine the effects of historical influences in shaping styles of literary genres.
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Analyze: Symbolism
The learner will be able to analyze symbolism in poetry.
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Analyze: Terminology/Elements/Written
The learner will be able to include appropriate terminology and poetic elements in written analysis of a poem.
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Analyze: Tone/Significance
The learner will be able to examine world literature by analyzing the significance of tone.
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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.
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Author Intention: Aesthetic/Irony
The learner will be able to analyze how irony, tone, mood, style, syntax, and language sound are used by the author for aesthetic purposes.
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Author Intention: Aspects/Examine
The learner will be able to examine aspects of an author's purpose from a variety of written works and genres.
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Author Style/Technique: Context
The learner will be able to analyze how an author uses context.
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Author Style: Aspects/Examine
The learner will be able to examine aspects of an author's style from a variety of written works and genres.
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Author Style: Style/Examine
The learner will be able to examine the author's influence in shaping styles of literary genres.
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Compare/Contrast: Literary Works
The learner will be able to contrast literary works from different genres.
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Drama: Characteristics
The learner will be able to understand the characteristics of major types of drama.
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Drama: Elements
The learner will be able to recognize the most effective elements of plays.
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Drama: Ideas
The learner will be able to analyze ideas presented through drama.
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Drama: Theme/Identify
The learner will be able to identify the theme of selected plays.
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World Literature: Applying
The learner will be able to apply an understanding of key characteristics of literature to understand world literature.
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World Literature: Characteristic
The learner will be able to examine a variety of world literature to contrast major literary characteristics from different eras.
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World Literature: Compare/Contrast
The learner will be able to compare and contrast literature from various cultures.
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World Literature: Cultural Influence
The learner will be able to determine the effects of cultural influences in shaping voice in literary genres.
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World Literature: Diversity/Read
The learner will be able to read world literature that represents diversity.
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| Language Expressions |
| This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. |
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Grammar: Language Structure/Apply
The learner will be able to apply knowledge of English language structure.
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Sentence Structure: Understand
The learner will be able to understand sentence structure.
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Sentence Structure: Grammar/Create
The learner will be able to create grammatically sound sentences in written works.
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Conventions: Language Usage/Describe
The learner will be able to describe standard language usage.
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Conventions: Standard English/Describe
The learner will be able to describe standard English conventions.
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Conventions: Role/Informal/Describe
The learner will be able to describe the role of standard English in informal communication.
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Conventions: Role/Formal/Describe
The learner will be able to describe the role of standard English in formal communication.
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Conventions: Language Usage/Standard
The learner will be able to demonstrate standard language usage.
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Conventions: Standard English/Apply
The learner will be able to apply knowledge of standard English conventions.
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Conventions: Role/Informal/Analyze
The learner will be able to analyze the role of standard English in informal communication.
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Conventions: Role/Formal/Analyze
The learner will be able to analyze the role of standard English in formal communication.
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Dialect: Written English/Describe
The learner will be able to describe how American dialects vary from standard written English.
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Dialect: Written English/Analyze
The learner will be able to analyze how American dialects vary from standard written English.
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Dialect: Differences/Positive Stereotype
The learner will be able to analyze when dialectical differences produce positive stereotypes among social groups.
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Dialect: Differences/Negative Stereotype
The learner will be able to analyze when dialectical differences produce negative stereotypes among social groups.
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Culture: Language/World Literature
The learner will be able to describe how the English language impacts culture through world literature.
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Culture: Language/World Communication
The learner will be able to describe how the English language impacts culture through world communication.
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| Language Mechanics |
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Punctuation: Apply
The learner will be able to apply fundamental punctuation rules to written works.
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Capitalization: Application of Rules
The learner will be able to apply capitalization rules in his/her written work.
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Punctuation: Identify Correct
The learner will be able to identify the correct punctuation.
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Punctuation: Describe
The learner will be able to describe correct punctuation.
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Capitalization: Describe Correct
The learner will be able to describe correct capitalization.
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Capitalization: Identify Correct
The learner will be able to identify correct capitalization.
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| Listening |
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Discussion: Ideas
The learner will be able to listen to and understand ideas exchanged in a discussion.
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Fact: Idea/Identify
The learner will be able to identify important ideas in what he/she has heard.
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Fact: Listening Material/Identify
The learner will be able to identify basic facts in what he/she has heard.
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Evaluating: Ideas/Important
The learner will be able to evaluate important ideas he/she has heard.
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Critical Listening: Synthesize/Ideas
The learner will be able to synthesize important ideas he/she has heard.
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Strategies: Planning/Describe
The learner will be able to describe how listening strategies, such as planning, are effective in helping him/her learn from a variety of auditory materials.
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Strategies: Focusing/Describe
The learner will be able to describe how listening strategies, such as focusing, are effective in helping him/her learn from a variety of auditory materials.
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Strategies: Assessing/Describe
The learner will be able to describe how listening strategies, such as assessing, are effective in helping him/her learn from a variety of auditory materials.
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Strategies: Monitoring/Describe
The learner will be able to describe how listening strategies, such as monitoring, are effective in helping him/her learn from a variety of auditory materials.
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Critical Listening: Use/Lectures
The learner will be able to use critical listening skills during lectures.
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Critical Listening: Use/Discussions
The learner will be able to use critical listening skills during class discussions.
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Main Idea: Identify/Lectures
The learner will be able to identify the main idea of lectures.
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Paraphrasing: Purpose/Clarity
The learner will be able to paraphrase the speaker's purpose to enhance clarity.
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Purposes: Learn/Speakers
The learner will be able to use his/her listening skills to learn new information from speakers.
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Response: Ideas/Graphic Organizer
The learner will be able to use graphic organizers to organize ideas from auditory material.
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Response: Ideas/Outline
The learner will be able to use an outline to organize ideas from auditory material.
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Strategies: Enhance Understanding
The learner will be able to use listening skills to enhance understanding.
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| Media |
| This unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions. |
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Media Production: Medium/Develop
The learner will be able to consider the medium when developing a media production.
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Media Production: Audience/Develop
The learner will be able to consider the audience when developing a media production.
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Media Production: Purpose/Develop
The learner will be able to consider the purpose when developing a media production.
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Media Production: Main Idea/Develop
The learner will be able to develop a media production with a clear main idea.
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Media Production: Detail/Develop
The learner will be able to develop a media production with adequate detail.
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Media Message: Interpret/Analytic
The learner will be able to interpret media messages using analytic techniques.
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Media Message: Interpret/Critical Lense
The learner will be able to interpret media messages using different critical lenses.
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Media Message: Evaluate
The learner will be able to evaluate media messages.
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Media: Modify/Rhetorical Purposes
The learner will be able to explain how the techniques used in electronic media modify traditional forms of discourse for rhetorical purposes.
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Media: Modify/Aesthetic Purposes
The learner will be able to explain how the techniques used in electronic media modify traditional forms of discourse for aesthetic purposes.
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Media Presentation: Technique/Recognize
The learner will be able to recognize techniques used to design media presentations.
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Media Presentation: Aesthetic Effect
The learner will be able to recognize aesthetic effects of media presentations.
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Media Presentation: Technique/Evaluate
The learner will be able to evaluate techniques used to design media presentations.
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Media Production: Purpose/Create
The learner will be able to consider the purpose when creating a media production.
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Media Production: Audience/Create
The learner will be able to consider the audience when creating a media production.
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Media Production: Medium/Create
The learner will be able to consider the medium when creating a media production.
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Media Production: Main Idea/Create
The learner will be able to create a media production with a clear main idea.
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Media Production: Detail/Create
The learner will be able to create a media production with adequate detail.
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Purposes: Listen/Obtain
The learner will be able to listen to multimedia sources to obtain information.
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Purposes: View/Obtain
The learner will be able to view multimedia sources to obtain information.
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Purposes: Read/Obtain
The learner will be able to read multimedia sources to obtain information.
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Purposes: Public Issue
The learner will be able to use media to demonstrate understanding of a specific public issue.
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Purposes: Historical Author/Social
The learner will be able to use media to demonstrate understanding of the social philosophy of a historical author.
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Purposes: Historical Author/Political
The learner will be able to use media to demonstrate understanding of the political philosophy of a historical author.
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Purposes: Literary Movement/Social
The learner will be able to use media to demonstrate understanding of the social philosophy of a major literary movement.
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Purposes: Literary Movement/Political
The learner will be able to use media to demonstrate understanding of the political philosophy of a major literary movement.
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Media Production: Plan/Create/Idea
The learner will be able to plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.
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Media Production: Information/Synthesize
The learner will be able to develop media productions that synthesize information from a variety of sources.
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| Reading Operations |
| This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). |
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Theme: Life/Comment
The learner will be able to use his/her understanding that the theme of a reading selection represents a comment on life.
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Theme: Life/View
The learner will be able to use his/her understanding that the theme of a reading selection represents a view of life.
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Theme: Apply Knowledge
The learner will be able to apply knowledge of theme in literature.
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Theme: Analyze
The learner will be able to analyze the theme of a literary selection.
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Story Elements: Analyze
The learner will be able to analyze story elements in reading materials.
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Story Elements: Archetypal Patterns
The learner will be able to analyze archetypal patterns found in literature.
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Story Elements: Archetypal Patterns
The learner will be able to analyze archetypal patterns found in nonfiction text.
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Point of View: Rhetoric/Analyze
The learner will be able to analyze how authors use point of view for rhetorical purposes.
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Point of View: Aesthetic/Analyze
The learner will be able to analyze how authors use point of view for aesthetic purposes.
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Strategies: Planning/Describe
The learner will be able to describe how reading strategies, such as planning, are effective in helping him/her learn from a variety of texts.
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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.
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Strategies: Variety
The learner will be able to use a variety of reading strategies.
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Organization: Outline/Aid Understanding
The learner will be able to use an outline to aid understanding when reading.
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Interpretation: Analytic Technique
The learner will be able to interpret literature using analytic techniques.
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Interpretation: Analytic/Nonfiction
The learner will be able to interpret nonfiction texts using analytic techniques.
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Interpretation: Critical Lense
The learner will be able to interpret literature using different critical lenses.
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Interpretation: Critical/Nonfiction
The learner will be able to interpret nonfiction texts using different critical lenses.
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Critical Thinking: Synthesize/Ideas
The learner will be able to synthesize important ideas he/she has read.
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Support: Story Elements/Text Example
The learner will be able to use examples from the text to support his/her understanding of story elements.
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Support: Meaning/Nonfictional Text
The learner will be able to use examples from the text to support his/her understanding of the meaning of nonfiction.
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Support: Meaning/Informational Text
The learner will be able to use examples from the text to support his/her understanding of the meaning of informational material.
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Support: Theme/Text Example
The learner will be able to use examples from the text to support his/her understanding of theme.
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Support: Theme/Poem
The learner will be able to use examples from the text to support his/her understanding of the theme of a poem.
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Support: Structure/Fictional Text
The learner will be able to use examples from the text to support his/her understanding of structure in fictional materials.
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Support: Structure/Nonfictional Text
The learner will be able to use examples from the text to support his/her understanding of structure in nonfictional materials.
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Support: Elements/Nonfictional Text
The learner will be able to use examples from the text to support his/her understanding of the elements of nonfiction.
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Support: Structure/Informational Text
The learner will be able to use examples from the text to support his/her understanding of structure in informational materials.
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Support: Structure/Poem
The learner will be able to use examples from the text to support his/her understanding of structure in a poem.
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Support: Elements/Poem
The learner will be able to use examples from the text to support his/her understanding of the elements of a poem.
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Word: New Word
The learner will be able to read and understand new words encountered in reading materials.
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Questions: Obtain Information
The learner will be able to generate questions to obtain information while reading.
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Structure: Analyze/Fiction
The learner will be able to analyze the structure of fictional material.
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Structure: Analyze/Nonfiction
The learner will be able to analyze the structure of nonfictional material.
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Structure: Analyze/Informational
The learner will be able to analyze the structure of informational material.
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Evaluating: Ideas
The learner will be able to evaluate ideas he/she has read.
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Response: Notes/Aid Understanding
The learner will be able to respond to reading by taking notes to aid understanding.
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Response: Idea/Identify
The learner will be able to identify important ideas in what he/she has read.
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Allusion: Apply Knowledge
The learner will be able to apply knowledge of allusion to understand it's meaning when used in literature.
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Irony: Rhetorical Purpose/Analyze
The learner will be able to analyze how authors use irony for rhetorical purposes.
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Irony: Aesthetic Purpose/Analyze
The learner will be able to analyze how authors use irony for aesthetic purposes.
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Main Idea: Identify
The learner will be able to identify main ideas from reading passages.
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Theme: Apply/Support From Text
The learner will be able to apply themes as they occur in literature and give supporting evidence from the text.
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Theme: Issues/Contemporary/Connect
The learner will be able to relate a literary work to the contemporary issues of its time.
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Abstract Element: Concepts/Analyze
The learner will be able to analyze abstract concepts.
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Analyze: Fiction
The learner will be able to analyze point of view in fiction.
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Analyze: Fiction
The learner will be able to analyze theme in fiction.
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Analyze: Nonfiction
The learner will be able to analyze point of view in nonfiction.
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Analyze: Nonfiction
The learner will be able to analyze theme in nonfiction.
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Argument: Logic/Analyze
The learner will be able to analyze the logic of an argument.
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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.
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Critical Thinking: Theme/Text/Examine
The learner will be able to critically examine text to create thematic connections.
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Culture: Cultures/Read/Respond
The learner will be able to read and respond to literature reflecting other cultures.
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Culture: Differences/Recognize
The learner will be able to recognize cultural differences within texts.
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Decode: Complex/Words
The learner will be able to apply knowledge of decoding skills to read increasingly complex words by him/herself.
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Detail: Subordinate Idea/Recognize
The learner will be able to recognize subordinate ideas in reading materials.
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Diction: Mood/Effect/Evaluate
The learner will be able to evaluate the effect diction has on the mood of a reading passage.
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Draw Conclusion: Deductive Reasoning
The learner will be able to draw logical conclusions using deductive reasoning.
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Draw Conclusion: Implicit Information
The learner will be able to draw a conclusion from implicit information found in a reading passage.
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Fact/Opinion: Distinguish
The learner will be able to distinguish between fact, reasoned judgment, and opinion in reading materials.
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Inference: Information/Synthesize
The learner will be able to synthesize information from reading materials to make inferences.
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Inference: Explanation/Meaning
The learner will be able to make inferences to determine the most likely explanation of meaning in reading materials.
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Interpretation: Evidence/Provide
The learner will be able to provide evidence from the text to support interpretations.
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Interpretation: Inference/Conclusions
The learner will be able to make inferences and draw conclusions from interpretations of materials.
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Main Idea: Concept/Nonfiction/Recognize
The learner will be able to recognize underlying concepts in nonfiction.
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Main Idea: Understand/Stated/Unstated
The learner will be able to understand the stated or unstated main idea or main topic.
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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.
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Mood: Author/Describe
The learner will be able to describe the author's use of mood.
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Mood: Rhetorical Purpose/Analyze
The learner will be able to analyze how authors use mood for rhetorical purposes.
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Organization: Characteristics/Structure
The learner will be able to understand the distinguishing characteristics of structure in a variety of genres.
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Organization: Coherence/Analyze
The learner will be able to analyze reading selections for coherence.
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Organization: Compare/Identify
The learner will be able to identify organization structures of fiction and nonfiction that use comparisons.
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Point of View: Understand
The learner will be able to apply strategies for reading from and understanding multiple points of view.
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Post-Reading: Vocabulary/Discussion
The learner will be able to show an understanding of story vocabulary during post-reading discussion or story response time.
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Question: Material/Answer/Identify
The learner will be able to identify questions that should be answered by reading the passage.
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Question: Understanding/Identify
The learner will be able to identify questions that will improve understanding of reading selections.
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Questions: Main Idea
The learner will be able to identify questions designed to evaluate comprehension of the main idea of a reading passage.
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Questions: Read/Respond
The learner will be able to read and respond to who, what, when, where, and how questions.
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Questions: Respond/Reading
The learner will be able to respond to questions that are related to the passage he/she has read.
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Sequence: Beginning/Middle/End
The learner will be able to identify the beginning, middle, and end of a story.
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Sequence: Chronological/Identify
The learner will be able to identify chronological order within fiction and nonfiction.
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Sequence: Development/Evaluate
The learner will be able to evaluate the development of sequence in a piece of literature.
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Strategies: Apply/Structures
The learner will be able to apply knowledge of structures in the text to assist comprehension.
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Strategies: Apply/Types/Comprehension
The learner will be able to apply knowledge of types in the text to assist comprehension.
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Strategies: Critical Details/Extract
The learner will be able to extract critical details from written texts.
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Strategies: Critical Thinking
The learner will be able to apply critical thinking when reading materials.
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Strategies: Critical/Use/Interpret
The learner will be able to use critical strategies to interpret literature.
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Strategies: Narrative
The learner will be able to know strategies for understanding narrative text.
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Strategies: Persuasive
The learner will be able to know strategies for understanding persuasive text.
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Strategies: Scanning
The learner will be able to use scanning to aid reading comprehension.
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Strategies: Skim/Comprehension
The learner will be able to skim text for general comprehension.
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Strategies: Structural Analysis
The learner will be able to use structural analysis strategies.
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Structure: Analyze
The learner will be able to study the text for structures to assist in understanding.
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Style: Voice
The learner will be able to understand the stylistic elements that go into creating voice.
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Support: Evidence/Ideas
The learner will be able to use evidence in the text to support ideas about the text.
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Synthesizing: Ideas
The learner will be able to synthesize ideas in reading materials.
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Theme: Connections/Examine
The learner will be able to examine the connections made between themes in different types of literature.
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Theme: Interpret/Support/Evidence
The learner will be able to support interpretation of theme with textual evidence.
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Tone: Examine
The learner will be able to examine an author's use of tone.
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Universal: Analyze/Support
The learner will be able to analyze texts with universal themes and give evidence to support his/her ideas.
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Voice: Recognize
The learner will be able to recognize effective use of voice.
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Analyze: Point of View
The learner will be able to analyze the point of view of a given reading passage.
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| Speaking |
| This unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes: formal and informal communication, debate skills, and verbal/nonverbal communication. |
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Drama: Dramatic Reading/Plan
The learner will be able to plan a dramatic reading.
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Formal: Recitation/Plan
The learner will be able to plan an effective recitation.
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General: Plan
The learner will be able to plan a presentation.
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Purposes: Identify
The learner will be able to identify purposes for speaking.
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Pronunciation: Pronounce Clearly
The learner will be able to pronounce words clearly.
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Body Language: Gestures
The learner will be able to use gestures effectively while speaking.
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Drama: Dramatic Readings
The learner will be able to participate in dramatic readings of literary selections.
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Discussion: Informal/Large Group
The learner will be able to follow guidelines for informal discussions in large groups.
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Discussion: Informal/Small Group
The learner will be able to follow guidelines for informal discussions in small groups.
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Discussion: Formal/Large Group
The learner will be able to follow guidelines for formal discussions in large groups.
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Discussion: Formal/Small Group
The learner will be able to follow guidelines for formal discussions in small groups.
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Discussion: Information
The learner will be able to provide information in the context of a discussion.
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Discussion: Questions
The learner will be able to ask appropriate questions in the context of a discussion.
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Discussion: Ideas
The learner will be able to provide ideas in the context of a discussion.
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Discussion: Analyze Responses
The learner will be able to analyze differences in group discussion responses.
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Organization: Clearly Organize
The learner will be able to clearly organize the information within an oral presentation.
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General: Deliver
The learner will be able to deliver a presentation.
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Audience: Needs/Identify
The learner will be able to identify with the needs of an audience.
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Audience: Specific
The learner will be able to speak for a specific audience.
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Word Choice: Vocabulary/Use
The learner will be able to use appropriate vocabulary in an oral presentation.
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Discussion: Participants/Evaluate
The learner will be able to following one of the commonly used professional evaluation forms for group discussion, evaluate discussion participants at a local meeting.
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Audience: Content/Needs/Audience
The learner will be able to select content based on audience needs.
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Audience: Content/Reaction/Adjust
The learner will be able to adjust the content of an oral presentation based on audience reaction during the presentation.
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Debate: Argument/Respond/Context
The learner will be able to respond to argument in the context of a debate.
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Debate: Arguments/Viewpoints/Present
The learner will be able to present arguments from different viewpoints.
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Debate: Briefs/Develop
The learner will be able to develop briefs for a debate.
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Discussion: Attentive/Participate
The learner will be able to participate in discussions attentively.
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Discussion: Communicate/Opinions
The learner will be able to communicate his/her opinions about literary topics effectively in group discussions.
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Discussion: Context/Create/Analyze
The learner will be able to analyze controversial issues by creating a context for discussions.
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Discussion: Contribution
The learner will be able to make contributions in class discussions.
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Discussion: Solve Problems
The learner will be able to use discussion skills to solve problems.
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Discussion: Skills/Lead/Use
The learner will be able to use his/her speaking skills to be a leader in group discussions.
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Group: Interact Successfully
The learner will be able to interact successfully in group situations.
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Group: Members/Ideas/Contribute
The learner will be able to encourage group members to contribute ideas.
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Group: Stand/Action/Plan
The learner will be able to take a stand and develop a plan of action in a group.
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Group: Synthesize
The learner will be able to synthesize the ideas of a group.
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| Spelling |
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Spelling: Identify Correct
The learner will be able to identify the correct spelling of words.
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Spelling: Describe Correct
The learner will be able to describe the correct spelling of words.
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Spelling: Applications
The learner will be able to apply conventional spelling in his/her writing.
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| Study and Research Skills |
| This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. |
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Dictionary: Use
The learner will be able to use a dictionary to locate information.
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Sources: Utilizing
The learner will be able to locate and use information from reference materials.
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Research Technology: Appropriate Sources
The learner will be able to select appropriate technology for research purposes.
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Research Skills: Evaluate Information
The learner will be able to evaluate information collected from research materials.
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Organizing Information: Using
The learner will be able to obtain and use information from a variety of sources for different purposes.
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Research Skills: Gathering Information
The learner will be able to engage in research using associated skills and processes to gather information.
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Sources: Learning/Expand
The learner will be able to use various references to expand learning.
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Dictionary: Specialized/Use
The learner will be able to use a specialized dictionary to expand learning.
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Dictionary: Use/Variety of Purposes
The learner will be able to use a dictionary for a variety of purposes.
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Evaluate: Questions/Materials/Approach
The learner will be able to evaluate the quality of one's research project by examining its questions, materials, approach, and documentation of sources.
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Reference Form: Quotations/Use
The learner will be able to use reference sources listing quotations.
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Research Project: Plan
The learner will be able to plan a research project.
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Research Skills: Question/Interest
The learner will be able to generate questions about a topic of interest.
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Thesaurus: Understand
The learner will be able to understand and use information found in a thesaurus.
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| Technology |
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Communication: Ideas
The learner will be able to use technology to communicate ideas.
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Computer: Recording
The learner will be able to record ideas, voices, and stories using a computer.
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Internet: Understand
The learner will be able to understand the uses of the Internet.
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Technology: Access Information
The learner will be able to use technology to access information.
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Word Processing: Create Text
The learner will be able to use technology to create text.
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| Viewing/Representing |
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Strategies: Planning/Describe
The learner will be able to describe how viewing strategies, such as planning, are effective in helping him/her learn from a variety of texts.
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Strategies: Focusing/Describe
The learner will be able to describe how viewing strategies, such as focusing, are effective in helping him/her learn from a variety of texts.
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Strategies: Assessing/Describe
The learner will be able to describe how viewing strategies, such as assessing, are effective in helping him/her learn from a variety of texts.
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Strategies: Monitoring/Describe
The learner will be able to describe how viewing strategies, such as monitoring, are effective in helping him/her learn from a variety of texts.
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Evaluating: Ideas/Important
The learner will be able to evaluate important ideas he/she has viewed.
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Fact: Idea/Identify
The learner will be able to identify important ideas in what he/she has viewed.
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Fact: Viewing Material/Identify
The learner will be able to identify basic facts in what he/she has viewed.
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Critical Viewing: Synthesize/Ideas
The learner will be able to synthesize important ideas he/she has viewed.
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| Vocabulary |
| This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning. |
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Vocabulary: Advanced English/Develop
The learner will be able to develop an advanced standard English vocabulary.
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Vocabulary: Advanced English/Use
The learner will be able to use an advanced standard English vocabulary.
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Word Relationships: Meaning/Recognize
The learner will be able to use an understanding of word relationships to recognize meaning.
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Denotation: Content Area/Recognize
The learner will be able to recognize words with literal meanings in all content areas.
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Denotation: Content Area/Use
The learner will be able to use words with literal meanings in all content areas.
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Connotation: Content Area/Recognize
The learner will be able to recognize words with figurative meanings in all content areas.
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Connotation: Content Area/Use
The learner will be able to use words with figurative meanings in all content areas.
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Vocabulary: Read/Identify/Understand
The learner will be able to read, identify, and understand grade specific vocabulary words.
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Antonym: Identify
The learner will be able to identify antonyms.
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Antonym: Purpose
The learner will be able to understand the purpose of antonyms.
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Context: Comprehend/Vocabulary
The learner will be able to comprehend vocabulary in context.
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Context: Unfamiliar Words
The learner will be able to use context clues to decide the meaning of unfamiliar words.
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Expand: Use
The learner will be able to use an expanded vocabulary.
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Multiple Meaning: Definition/Identify
The learner will be able to identify the correct definition of a multiple meaning word.
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Sentence Completion
The learner will be able to identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
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Strategies: Apply
The learner will be able to apply vocabulary strategies fluently.
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Strategies: Categories/Clarify
The learner will be able to clarify words by putting them into categories.
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Synonym: Antonym/Differentiate
The learner will be able to differentiate between synonyms and antonyms.
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Synonym: Basic/Identify
The learner will be able to identify basic synonyms.
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Unfamiliar Word: Meaning/Determine
The learner will be able to determine the meaning of unfamiliar words.
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Vocabulary Log
The learner will be able to maintain a log of personal vocabulary words.
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Vocabulary: Construct/Word Banks
The learner will be able to construct word banks or word walls.
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Vocabulary: Writing/Utilize
The learner will be able to utilize suitable vocabulary when writing.
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Analogy: Complete
The learner will be able to identify the answer choice that shows an abstract relationship analogous to the relationship in the question.
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Analogy: Connection/Meaning
The learner will be able to determine the connection between word meaning and analogy.
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Analogy: Development/Improve/Implied
The learner will be able to improve vocabulary development by understanding the implied relationships in word analogies.
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| Writing |
| This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama. |
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Revise: Reflect/Genre
The learner will be able to reflect on how well he/she has addressed the genre of writing before revising.
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Revise: Reflect/Purpose
The learner will be able to reflect on how well he/she has addressed the purpose for writing before revising.
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Revise: Reflect/Audience
The learner will be able to reflect on how well he/she has addressed the audience before revising.
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Evaluating Writing: Rhetorical/Develop
The learner will be able to develop rhetorical criteria for evaluating research papers.
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Evaluating Writing: Logical/Develop
The learner will be able to develop logical criteria for evaluating research papers.
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Evaluating Writing: Logical/Develop
The learner will be able to develop logical criteria for evaluating compositions.
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Evaluating Writing: Rhetorical/Develop
The learner will be able to develop rhetorical criteria for evaluating compositions.
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Evaluating Writing: Stylistic/Develop
The learner will be able to develop stylistic criteria for evaluating research papers.
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Evaluating Writing: Criteria/Develop
The learner will be able to develop criteria for evaluating his/her own writing in the content areas.
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Evaluating Writing: Stylistic/Develop
The learner will be able to develop stylistic criteria for evaluating compositions.
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Edit: Standard English Conventions
The learner will be able to apply knowledge of standard English language conventions to edit written works.
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Audience: Variety
The learner will be able to write for a variety of audiences.
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Prewriting: Generate Ideas/Evaluate
The learner will be able to evaluate the prewriting strategies used to generate ideas.
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Prewriting: Organize Ideas/Evaluate
The learner will be able to evaluate the prewriting strategies used to organize ideas.
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Revise: Organizational Pattern
The learner will be able to revise writing to improve the organizational pattern.
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Revise: Word Choices
The learner will be able to revise writing to improve word choices.
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Revise: Sentence Variety
The learner will be able to revise written works to improve sentence variety.
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Revise: Style
The learner will be able to revise writing to improve style.
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Composition: Literary Assignment
The learner will be able to create a composition as a literary writing assignment.
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Composition: Ideas
The learner will be able to develop and present ideas coherently in a composition.
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Organization: Outline/Aid Understanding
The learner will be able to create an outline to aid understanding when writing.
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Organization: Outline/Integrate Learning
The learner will be able to use outlines to integrate learning across content areas.
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Evaluating Writing: Criteria/Explain
The learner will be able to explain criteria he/she used to evaluate writing.
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Evaluating Writing: Research/Questions
The learner will be able to evaluate the questions used in his/her research paper.
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Evaluating Writing: Research/Materials
The learner will be able to evaluate the materials used in his/her research paper.
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Evaluating Writing: Research/Sources
The learner will be able to evaluate the documentation of sources used in his/her research paper.
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Evaluating Writing: Research/Approach
The learner will be able to evaluate the approach used in his/her research paper.
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Evaluating Writing: Criteria/Use
The learner will be able to use criteria for evaluating his/her own writing in the content areas.
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Evaluating Writing: Logical/Use
The learner will be able to use logical criteria to evaluate compositions.
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Evaluating Writing: Logical/Use
The learner will be able to use logical criteria to evaluate research papers.
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Evaluating Writing: Stylistic/Use
The learner will be able to use stylistic criteria to evaluate compositions.
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Evaluating Writing: Stylistic/Use
The learner will be able to use stylistic criteria to evaluate research papers.
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Evaluating Writing: Rhetorical/Use
The learner will be able to use rhetorical criteria to evaluate compositions.
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Evaluating Writing: Rhetorical/Use
The learner will be able to use rhetorical criteria to evaluate research papers.
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Publishing: Share
The learner will be able to share writing with others.
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Publishing: Share/Research Paper
The learner will be able to share research papers with others.
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Paragraph: Central Idea
The learner will be able to develop paragraphs with a focused central idea.
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Style: Appropriate/Choose
The learner will be able to choose an appropriate writing style.
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Form/Style: Reasoning/Choose
The learner will be able to choose an appropriate mode of reasoning for writing.
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Style: Appropriate/Use
The learner will be able to use an appropriate writing style.
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Form/Style: Reasoning/Use
The learner will be able to use an appropriate mode of reasoning when writing.
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Genre: Choose
The learner will be able to choose an appropriate genre in which to write.
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Genre: Use
The learner will be able to use an appropriate genre when writing.
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Strategies: Rhetorical/Use
The learner will be able to use rhetorical writing strategies.
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Strategies: Elements of Discourse
The learner will be able to write with an understanding of the elements of discourse.
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Drama: Role/Playwright
The learner will be able to demonstrate understanding of the role of a playwright by writing an original play.
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Expository: Essay
The learner will be able to write an expository essay.
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Persuasive: Use
The learner will be able to write in persuasive form.
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Summary: Aid Understanding
The learner will be able to write a summary to aid understanding.
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Summary: Abstract/Aid Understanding
The learner will be able to write an abstract to aid understanding.
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Summary: Integrate Learning
The learner will be able to use summaries to integrate learning across content areas.
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Research Paper: Planning
The learner will be able to develop an appropriate plan for researching his/her paper.
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Research Paper: Planning/Implement
The learner will be able to implement his/her research plan.
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Research Paper: Sources/Variety
The learner will be able to use a variety of sources to collect information for a research paper.
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Research Paper: Methods/Collect
The learner will be able to use appropriate research methods to collect information for a research paper.
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Questions: Generate
The learner will be able to generate questions to aid understanding while participating in writing experiences.
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Questions: Open-Ended/Explore Topic
The learner will be able to generate open-ended questions to explore a topic.
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Questions: Open-Ended/Collect
The learner will be able to use open-ended questions to collect information for a research project.
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Questions: Integrate Learning
The learner will be able to use questions to integrate learning across content areas.
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Purposes: To Learn
The learner will be able to write to learn information.
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Focus: Maintain
The learner will be able to maintain the focus of a written work.
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Focus: Details
The learner will be able to choose details relevant to the focus of a written work.
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Revise: Details/Modify
The learner will be able to revise his/her writing to change details.
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Revise: Paragraph Development
The learner will be able to revise writing to improve paragraph development.
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Revise: Comprehensive Content
The learner will be able to revise writing for comprehensive content.
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Revise: Tone
The learner will be able to revise writing to improve tone.
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Revise: Meaning
The learner will be able to revise writing to create a better sense of intended meaning.
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Expressive: Write
The learner will be able to create an expressive writing piece.
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Notes: Foster Learning
The learner will be able to utilize notetaking as a strategy to foster learning.
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Notes: Integrate Learning
The learner will be able to use notes to integrate learning across content areas.
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Purposes: Variety
The learner will be able to write for a variety of purposes.
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Revise: Improvement/Demonstrate/Content
The learner will be able to show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
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Revise: Style/Word Choice/Meaning
The learner will be able to revise writing to improve style, word choice, sentence variety, and subtlety of meaning while considering how well questions of purpose, audience, and genres have been addressed.
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Prewriting: Organize/Purpose
The learner will be able to consider writing purpose when organizing information before writing.
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Revise: English Conventions
The learner will be able to apply knowledge of Standard English language conventions to revise written works.
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Sentence: Main Idea/Focus
The learner will be able to create sentences focusing clearly on a main idea.
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Topic: Focus/Complete/Maintain
The learner will be able to maintain complete focus on the topic.
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Detail: Sufficient/Developed/Use
The learner will be able to use sufficient, developed supporting details.
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Organization: Purpose/Support
The learner will be able to organize information to support his/her purpose in writing.
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Response: Open-Ended Questions
The learner will be able to use writing abilities to respond to open ended questions.
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Analytical: Critical Thinking
The learner will be able to demonstrate critical thinking in writing.
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Analytical: Literature
The learner will be able to write an analysis of a piece of literature.
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Argument: Develop/Support
The learner will be able to develop an argument supported by specific examples and logical connections in order to clarify meaning.
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Argument: Sustain/Logical
The learner will be able to write a persuasive piece that sustains an argument in a logical manner.
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Audience: Appropriate/Use
The learner will be able to write using the appropriate style for the intended audience.
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Clarity/Focus: Cohesive/Strategies/Use
The learner will be able to use a variety of strategies to demonstrate cohesiveness in his/her writing.
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Collaborative Writing: Discuss
The learner will be able to discuss written works with others.
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Creative: Advanced Writing
The learner will be able to apply advanced writing skills to generate creative works.
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Creative: Writing
The learner will be able to generate creative written works.
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Criteria: Established/Deviate/Support
The learner will be able to articulate established criteria to improve writing, and support decisions to deviate from criteria.
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Detail: Sufficient/Use
The learner will be able to write using an appropriate level of details.
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Diction: Effectiveness/Evaluate
The learner will be able to evaluate the effectiveness of diction in his/her writing.
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Edit: Detail
The learner will be able to edit written works for level of detail.
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Edit: Organization
The learner will be able to edit written works for cohesive organization of ideas in paragraphs.
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Essay: Support
The learner will be able to state examples and details which support a thesis in an essay.
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Evaluating Writing: Literary Devices
The learner will be able to write an evaluation of literary devices.
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Expository: Evidence/Support/Thesis
The learner will be able to select evidence to support a thesis, including information on all relevant perspectives of the topic, when composing expository works.
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Expressive: Enthusiasm
The learner will be able to develop a passage which conveys his/her enthusiasm for a given topic or point of view.
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Factual Information: Quotation
The learner will be able to use quotations in his/her writing without disrupting the flow of ideas.
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