|
|
|
EAST LONGMEADOW PUBLIC SCHOOLS |
|
2006 - 2007 DISTRICT CURRICULUM GUIDES |
|
Language Arts - Journalism |
|
|
Grammar: Language Structure/Apply
The learner will be able to
apply knowledge of English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Sentence Structure: Grammar/Create
The learner will be able to
create grammatically sound sentences in written works.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Usage
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Standard English/Apply
The learner will be able to
apply knowledge of standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5, 5.12.; MA: Curriculum Framework, 2001, Grade 12, 5.30, 22.10 |
|
Conventions: Role/Informal/Analyze
The learner will be able to
analyze the role of standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Conventions: Role/Formal/Analyze
The learner will be able to
analyze the role of standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Evolution: Influence/Analyze
The learner will be able to
analyze the influence of other languages on the development of the English language.
| Strand |
Scope |
Source |
| Language Evolution |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 7.; MA: Curriculum Framework, 2001, Grade 12, 5.33 |
|
Dialect: Differences/Negative Stereotype
The learner will be able to
analyze when dialectical differences produce negative stereotypes among social groups.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 6.12.; MA: Curriculum Framework, 2001, Grade 12, 6.11 |
|
Culture: Language/World Literature
The learner will be able to
describe how the English language impacts culture through world literature.
| Strand |
Scope |
Source |
| Culture |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 7.12 |
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Media Message: Interpret/Analytic
The learner will be able to
interpret media messages using analytic techniques.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Media Message: Interpret/Critical Lense
The learner will be able to
interpret media messages using different critical lenses.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Film: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in a film.
| Strand |
Scope |
Source |
| Film: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Film: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in a film.
| Strand |
Scope |
Source |
| Film: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Media Presentation: Technique/Evaluate
The learner will be able to
evaluate techniques used to design media presentations.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 27.12.; MA: Curriculum Framework, 2001, Grade 12, 26.6 |
|
Media Production: Purpose/Create
The learner will be able to
consider the purpose when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Audience/Create
The learner will be able to
consider the audience when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Main Idea/Create
The learner will be able to
create a media production with a clear main idea.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Detail/Create
The learner will be able to
create a media production with adequate detail.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Purposes: Literary Movement/Social
The learner will be able to
use media to demonstrate understanding of the social philosophy of a major literary movement.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
|
Summary: Aid Understanding
The learner will be able to
summarize material to aid understanding while he/she reads.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
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.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
|
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.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
|
Theme: Apply Knowledge
The learner will be able to
apply knowledge of theme in literature.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11 |
|
Story Elements: Archetypal Patterns
The learner will be able to
analyze archetypal patterns found in literature.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Point of View: Rhetoric/Analyze
The learner will be able to
analyze how authors use point of view for rhetorical purposes.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
|
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.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
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 |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
|
Interpretation: Analytic Technique
The learner will be able to
interpret literature using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Interpretation: Analytic/Nonfiction
The learner will be able to
interpret nonfiction texts using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Interpretation: Critical Lense
The learner will be able to
interpret literature using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Interpretation: Critical/Nonfiction
The learner will be able to
interpret nonfiction texts using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Critical Thinking: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has read.
| Strand |
Scope |
Source |
| Critical Thinking: Synthesize |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Support: Story Elements/Text Example
The learner will be able to
use examples from the text to support his/her understanding of story elements.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
|
Support: Meaning/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of nonfiction.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Meaning/Informational Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of informational material.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Theme/Text Example
The learner will be able to
use examples from the text to support his/her understanding of theme.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11, 11.12 |
|
Word: New Word
The learner will be able to
read and understand new words encountered in reading materials.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
|
Questions: Obtain Information
The learner will be able to
generate questions to obtain information while reading.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Structure: Analyze/Nonfiction
The learner will be able to
analyze the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Structure: Analyze/Informational
The learner will be able to
analyze the structure of informational material.
| Strand |
Scope |
Source |
| Informational Text: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Response: Notes/Aid Understanding
The learner will be able to
respond to reading by taking notes to aid understanding.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
|
Allusion: Apply Knowledge
The learner will be able to
apply knowledge of allusion to understand it's meaning when used in literature.
| Strand |
Scope |
Source |
| Allusion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 8.12 |
|
Irony: Aesthetic Purpose/Analyze
The learner will be able to
analyze how authors use irony for aesthetic purposes.
| Strand |
Scope |
Source |
| Irony |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 12, 8 |
|
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.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 12, 11 |
|
Theme: Issues/Contemporary/Connect
The learner will be able to
relate a literary work to the contemporary issues of its time.
| Strand |
Scope |
Source |
| Themes: Social |
Master |
MA: Curriculum Framework, 2001, Grade 12, 9.7 |
|
Analyze: Nonfiction
The learner will be able to
analyze point of view in nonfiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze theme in nonfiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Argument: Logic/Analyze
The learner will be able to
analyze the logic of an argument.
| Strand |
Scope |
Source |
| Argument |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 8.34, 13.26 |
|
Cause/Effect: "Why"/"How&
The learner will be able to
determine cause and effect relationships by answering "why," "how," and "what-if" questions.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
East Longmeadow High School |
|
Critical Thinking: Theme/Text/Examine
The learner will be able to
critically examine text to create thematic connections.
| Strand |
Scope |
Source |
| Critical Thinking |
Master |
East Longmeadow High School |
|
Culture: Cultures/Read/Respond
The learner will be able to
read and respond to literature reflecting other cultures.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Decode: Complex/Words
The learner will be able to
apply knowledge of decoding skills to read increasingly complex words by him/herself.
| Strand |
Scope |
Source |
| Reading Strategies: Decode |
Master |
East Longmeadow High School |
|
Decode: Use/Structural Cues
The learner will be able to
use a variety of structural cues to decode unknown words.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
East Longmeadow High School |
|
Decode: Variety
The learner will be able to
use a variety of word parts to decode words in context.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
East Longmeadow High School |
|
Detail: Subordinate Idea/Recognize
The learner will be able to
recognize subordinate ideas in reading materials.
| Strand |
Scope |
Source |
| Detail |
Master |
East Longmeadow High School |
|
Diction: Mood/Effect/Evaluate
The learner will be able to
evaluate the effect diction has on the mood of a reading passage.
| Strand |
Scope |
Source |
| Figurative Language: Diction |
Master |
East Longmeadow High School |
|
Draw Conclusion: Deductive Reasoning
The learner will be able to
draw logical conclusions using deductive reasoning.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implicit Information
The learner will be able to
draw a conclusion from implicit information found in a reading passage.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implied Meaning/Fact
The learner will be able to
draw conclusions from facts in the text to determine the implied meaning of a reading selection.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implied Meaning/Pattern
The learner will be able to
draw conclusions from patterns in the text to determine the implied meaning of a reading selection.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Fact/Opinion: Distinguish
The learner will be able to
distinguish between fact, reasoned judgment, and opinion in reading materials.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
East Longmeadow High School |
|
Inference: Information/Synthesize
The learner will be able to
synthesize information from reading materials to make inferences.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Explanation/Meaning
The learner will be able to
make inferences to determine the most likely explanation of meaning in reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Interpretation: Evidence/Provide
The learner will be able to
provide evidence from the text to support interpretations.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Interpretation: Inference/Conclusions
The learner will be able to
make inferences and draw conclusions from interpretations of materials.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Main Idea: 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: 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: 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: 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: 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/Use/Interpret
The learner will be able to
use critical strategies to interpret literature.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Narrative
The learner will be able to
know strategies for understanding narrative text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Persuasive
The learner will be able to
know strategies for understanding persuasive text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Skim/Comprehension
The learner will be able to
skim text for general comprehension.
| 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 |
|
Style: Voice
The learner will be able to
understand the stylistic elements that go into creating voice.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Support: Evidence/Ideas
The learner will be able to
use evidence in the text to support ideas about the text.
| Strand |
Scope |
Source |
| Support |
Master |
East Longmeadow High School |
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Scope |
Source |
| Synthesizing |
Master |
East Longmeadow High School |
|
Theme: Connections/Examine
The learner will be able to
examine the connections made between themes in different types of literature.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Theme: Interpret/Support/Evidence
The learner will be able to
support interpretation of theme with textual evidence.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Tone: Examine
The learner will be able to
examine an author's use of tone.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Universal: Analyze/Support
The learner will be able to
analyze texts with universal themes and give evidence to support his/her ideas.
| Strand |
Scope |
Source |
| Themes: Universal |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 11.7 |
|
Voice: Recognize
The learner will be able to
recognize effective use of voice.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
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 |
|
Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Spelling: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
|
Study and Research Skills
|
|
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 4.12 |
|
Sources: Utilizing
The learner will be able to
locate and use information from reference materials.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 4.12 |
|
Research Technology: Appropriate Sources
The learner will be able to
select appropriate technology for research purposes.
| Strand |
Scope |
Source |
| Research Technology |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 26.12 |
|
Research Skills: Evaluate Information
The learner will be able to
evaluate information collected from research materials.
| Strand |
Scope |
Source |
| Resource: Evaluating |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 26.12 |
|
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.
| |
