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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. Poetry Workshop 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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Analyze: Allegory
The learner will be able to analyze a poem for characteristics of allegory.
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Analyze: Aesthetic Quality
The learner will be able to analyze the aesthetic qualities of poetry.
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Analyze: Characteristics
The learner will be able to analyze key characteristics of a variety of genres.
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Analyze: Diction
The learner will be able to analyze the use of diction within a given poem.
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Analyze: Figurative Language
The learner will be able to analyze the use of figurative language within a given poem.
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Analyze: Figurative Language/Evaluate
The learner will be able to evaluate poetry for the purpose of identifying the use of figurative language.
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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: Metaphors
The learner will be able to analyze how poets use metaphors to inspire readers to share emotions.
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Analyze: Overstatement
The learner will be able to analyze the use of overstatement within a given poem.
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Analyze: Paradox
The learner will be able to analyze the use of paradox within a given poem.
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Analyze: Parody
The learner will be able to analyze parody in a poem.
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Analyze: Pastoral Description
The learner will be able to analyze pastoral descriptions in a poem.
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Analyze: Personification
The learner will be able to analyze personification in poetry.
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Analyze: Satire
The learner will be able to analyze satire in a poem.
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Analyze: Symbolism
The learner will be able to analyze symbolism in poetry.
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Analyze: Theme
The learner will be able to analyze the theme in a poem.
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Analyze: Understatement
The learner will be able to analyze the use of understatement within a given poem.
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Author Choices: Explain
The learner will be able to explain how authors use language to create meaningful text for specific audience groups.
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Author Style/Technique: Literary Element
The learner will be able to analyze the author's use of literary elements.
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Author: Literary Device/Use/Evaluate
The learner will be able to evaluate an author's use of literary devices to elicit a response in a reader.
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Author: Theme/Main Idea/Recognize
The learner will be able to recognize an author's use of theme or main idea.
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Comprehend: Literary/Forms
The learner will be able to understand a variety of literary forms.
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Poetry
The learner will be able to read and understand a poem.
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Poetry/Emotions
The learner will be able to respond to the emotional power of poetry.
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Poetry: Allegory/Identify
The learner will be able to identify characteristics of allegory in a poem.
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Poetry: Alliteration
The learner will be able to analyze how poets use alliteration to inspire readers to share emotions.
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Poetry: Appropriate Diction
The learner will be able to analyze poetry for appropriateness of diction.
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Poetry: Compare/Rhythm/Rhyme
The learner will be able to compare rhythm, rhyme, and alliteration in poems.
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Poetry: Detail
The learner will be able to identify details from a poem.
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Poetry: Diction/Evaluate
The learner will be able to evaluate the use of diction within a given poem.
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Poetry: Different/Author/Compare
The learner will be able to compare and contrast poetry that is written by different authors.
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Poetry: Discuss
The learner will be able to read and discuss poetry.
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Poetry: Dramatic Structure/Analyze
The learner will be able to analyze the dramatic structure of a poem.
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Poetry: Evaluate Diction
The learner will be able to evaluate poetry for appropriateness of diction.
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Poetry: Figurative Language/Evaluate
The learner will be able to evaluate poetry for appropriateness of figurative language.
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Poetry: Figures of Speech
The learner will be able to analyze how poets use figures of speech to inspire readers to share emotions.
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Poetry: Form/Ballad
The learner will be able to write a ballad.
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Poetry: Form/Heroic Couplet
The learner will be able to recognize a heroic couplet as a form of poetry.
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Poetry: Form/Sonnet
The learner will be able to recognize a sonnet as a form of poetry.
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Poetry: Forms
The learner will be able to identify different forms of poetry.
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Poetry: Generalizations
The learner will be able to form generalizations about a variety of poetry.
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Poetry: Graphical Features/Identify
The learner will be able to identify the graphical features in poetry.
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Poetry: Irony/Evaluate
The learner will be able to evaluate the use of irony within a given poem.
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Poetry: Language/Informal/Evaluate
The learner will be able to evaluate the variations between language of the poem and informal language of readers.
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Poetry: Literary Devices
The learner will be able to identify literary devices in poetry.
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Poetry: Meaning/Summarize
The learner will be able to summarize the meaning of given poems.
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Poetry: Meter
The learner will be able to understand how meter affects poetry.
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Poetry: Overstatement/Evaluate
The learner will be able to evaluate the use of overstatement within a given poem.
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Poetry: Paradox/Evaluate
The learner will be able to evaluate the use of paradox within a given poem.
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Poetry: Parody/Identify
The learner will be able to identify parody in a poem.
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Poetry: Pastoral Description/Identify
The learner will be able to identify pastoral descriptions in a poem.
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Poetry: Pattern
The learner will be able to read and understand patterns from poems.
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Poetry: Personification/Recognize
The learner will be able to recognize how poets use personification.
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Poetry: Poetic Form/Transmit/Identify
The learner will be able to identify how the author uses poetic form to transmit a message or purpose.
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Poetry: Read
The learner will be able to read poetry.
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Poetry: Reflect/Explain
The learner will be able to explain how poems reflect what people do.
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Poetry: Repetition
The learner will be able to analyze how poets use repetition to inspire readers to share emotions.
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Poetry: Repetition/Effect/Evaluate
The learner will be able to evaluate poetry for the purpose of identifying the effect of repetition.
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Poetry: Respond
The learner will be able to read and respond to a poem.
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Poetry: Satire/Identify
The learner will be able to identify satire in a poem.
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Poetry: Setting/Describe
The learner will be able to describe the setting of a poem.
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Poetry: Similarities/Describe
The learner will be able to describe the similarities and differences in a variety of poems.
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Poetry: Similes
The learner will be able to analyze how poets use similes to inspire readers to share emotions.
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Poetry: Sound
The learner will be able to interpret how the sounds of a poem support the poem's mood.
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Poetry: Speaker Intention
The learner will be able to compare and contrast the methods an author uses to inspire the reader to share his/her emotions.
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Poetry: Speaker/Terminology
The learner will be able to explain how the terminology used in a poem relates to the speaker.
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Poetry: Structure/Analyze
The learner will be able to analyze structural elements of poems.
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Poetry: Style
The learner will be able to identify poetic styles.
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Poetry: Theme/Identify
The learner will be able to identify the theme of a given poem.
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Poetry: Types/Differentiate
The learner will be able to differentiate between different types of poetry.
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Poetry: Understatement/Evaluate
The learner will be able to evaluate the use of understatement within a given poem.
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Poetry: Verse/Form/Effect/Evaluate
The learner will be able to evaluate poetry for the purpose of identifying the effect of verse form.
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Rhyme/Rhythm: Message/Convey
The learner will be able to relate how the use of rhyme, rhythm, and sound are used to convey a message.
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Rhyme: Discuss
The learner will be able to read and discuss rhyme.
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Rhyme: Sound Device/Understand
The learner will be able to understand how rhyme functions as a sound device in poetry.
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Rhythm: Analyze
The learner will be able to analyze how poets use rhythm to inspire readers to share emotions.
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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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Elements: Analyze
The learner will be able to analyze the poetic elements within a poem.
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Elements: Identify
The learner will be able to identify poetic elements.
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Elements: Knowledge/Apply
The learner will be able to apply knowledge of poetic elements.
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Poetry: Theme/Apply
The learner will be able to apply knowledge of theme in a poem.
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| Information Processing |
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Information/Ideas: Style
The learner will be able to determine how information and ideas are affected by style.
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Information: Interpretation/Conclude
The learner will be able to use an interpretation of information to draw conclusions.
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Information: Interpretation/Decisions
The learner will be able to use an interpretation of information to make decisions.
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Organizing Information: Resources/Task
The learner will be able to organize resources to complete a task by a given deadline.
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Organizing Information: Steps/Task
The learner will be able to create logical steps to complete a task by a given deadline.
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| Language Arts Processes |
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Conventions: Use Standard English
The learner will be able to use Standard English conventions for vocabulary and style according to the situation.
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Conventions: Use/Dialect/Situation
The learner will be able to use dialect according to the situation.
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Language Applications: Share/Ideas
The learner will be able to participate in sharing ideas discovered in print and other media.
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Response: Consideration/Reflect
The learner will be able to reflect on a wide range of expressive texts to give the audience an understanding that the response is the result of careful consideration of the material.
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Strategies: Preparation/Purpose
The learner will be able to apply preparation strategies for comprehending meaning by contemplating the purpose of specific sources and their creators.
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Strategies: Tone/Audience/Accommodate
The learner will be able to create texts that aid an audiences comprehension of a principle or theory by adjusting the tone to accommodate the audience.
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Strategies: Voice/Audience/Empathize
The learner will be able to respond to texts in such a way that the audience empathizes with the voice in the text.
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Strategies: Thoughts/Feelings/Audience
The learner will be able to create reflective texts that provide the audience with an understanding of sophisticated thoughts and feelings.
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Strategies: Syntactic
The learner will be able to apply strategies for comprehending meaning by utilizing syntactic systems appropriately.
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Communicating: Aid/Recognize
The learner will be able to recognize factors that aid in clear communication.
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Communicating: Audience
The learner will be able to evaluate the audience to gauge the effectiveness of his/her written and oral communication.
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Communicating: Audience/Concepts/Explain
The learner will be able to explain frequently used concepts that display a clear sense of audience.
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Communicating: Concepts/Characteristics
The learner will be able to explain frequently used concepts and recognize characteristics that distinguish them.
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Communicating: Factors/Recognize/Aid
The learner will be able to recognize factors that aid or hinder the clarity of communication.
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Communicating: Ideas/Concepts/Organize
The learner will be able to explain frequently used concepts that provide organization for ideas.
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Communicating: Interfere/Recognize
The learner will be able to recognize factors that interfere with clear communication.
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Communicating: Own Words/Concepts
The learner will be able to use one's own words to explain new concepts.
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Communicating: Speak/Write
The learner will be able to arrange information in a clear and coherent manner in preparation for effective communication.
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Communicating: Speak/Write
The learner will be able to utilize a variety of voices in speaking and writing to add emphasis and power to key points.
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Communicating: Speak/Write
The learner will be able to utilize effective skills and a unique style to communicate through speaking or writing.
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Communicating: Speak/Write
The learner will be able to understand the advantages and disadvantages of the speaking and writing mediums in different situations, and for various audiences and purposes.
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Communication: Personal Experience
The learner will be able to apply personal knowledge to a topic to prepare for writing, speaking, listening, or viewing.
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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). |
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Alliteration: Analyze Effect
The learner will be able to analyze the effect of alliteration in reading materials.
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Allusion: Apply Knowledge/Understand
The learner will be able to apply knowledge of allusions to understand word meaning.
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Analyze: Allegory
The learner will be able to analyze the use of allegory in reading materials.
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Analyze: Word Order
The learner will be able to analyze the effect of literary devices, such as word order, in reading materials.
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Analyzing: Literary Techniques
The learner will be able to analyze techniques used in literature.
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Assonance: Understand
The learner will be able to understand assonance in reading materials.
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Figurative Language: Effect/Analyze
The learner will be able to analyze the effect of figurative language in fictional texts.
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Imagery: Evaluate
The learner will be able to evaluate author use of imagery.
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Inference: Implied
The learner will be able to make inferences from implied ideas in reading materials.
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Inference: Poem
The learner will be able to make inferences from a poem.
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Main Idea: Determine
The learner will be able to determine the validity of a potential main idea statement upon reading the selection.
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Mood: Recognize
The learner will be able to recognize the element mood by its description in a reading selection.
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Pattern: Interpret/Reading Passage
The learner will be able to interpret the organizational pattern of reading materials.
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Point of View: Recognize
The learner will be able to recognize the element point of view by its use description in a reading selection.
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Prereading: Strategies/Apply
The learner will be able to apply a variety of prereading strategies to predict the content of reading selections.
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Reading Aloud: Intonation
The learner will be able to read aloud with appropriate intonation.
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Reading Aloud: Expression/Meaning
The learner will be able to read aloud using expression that shows attention to meaning.
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Reading Aloud: Poems/Join
The learner will be able to join in reading poems.
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Sequence: Identify/Details/Events
The learner will be able to identify the sequence of details and events within reading passages.
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Sound: Mood/Support/Describe
The learner will be able to describe how using sound devices supports the mood of a text.
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Structure: Identify Elements
The learner will be able to recognize structural elements of text.
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Style: Understand
The learner will be able to understand the distinguishing characteristics of style in a variety of genres.
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Symbol: Understand
The learner will be able to understand the use of symbols in reading materials.
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Theme: Evidence In Text/Find
The learner will be able to find evidence to support comprehension of a theme in a text.
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Tone: Aesthetic Purpose/Analyze
The learner will be able to analyze how authors use tone for aesthetic purposes.
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Voice: Language/Analyze
The learner will be able to analyze the effect that word or phrase choices have on voice or tone within and across texts.
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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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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: 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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| Speaking |
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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: 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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| 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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| 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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Poetry: Description
The learner will be able to carefully choose words which sustain a feeling or idea throughout the poem.
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Poetry: Metaphor/Simile
The learner will be able to use metaphors and similes to enhance feelings and images when writing poetry.
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Poetry: Prewriting
The learner will be able to select topics for writing poetry.
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Poetry: Sensory
The learner will be able to write poetry centering around a single sense.
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Poetry: Simple/Compose
The learner will be able to compose simple poems.
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Poetry: Techniques
The learner will be able to apply poetic techniques to writing.
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Poetry: Voice
The learner will be able to write poetry which demonstrates voice.
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Poetry: Word Economy
The learner will be able to use word economy when selecting words in writing poetry.
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Point of View: Aesthetic Purpose
The learner will be able to use point of view for aesthetic purposes in his/her writing.
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Portfolio: Maintain
The learner will be able to maintain a portfolio.
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Prewriting: Create/Clustering
The learner will be able to create ideas for writing through clustering.
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Publishing: Classmates/Share
The learner will be able to share writing samples with classmates.
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Publishing: Revise
The learner will be able to revise written work in preparation for publication.
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Clarity: Ideas/Smooth
The learner will be able to present ideas so that they transition smoothly.
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Collaborative Writing: Ideas/Discuss
The learner will be able to discuss ideas for written works with the teacher.
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Collaborative Writing: Ideas/Discuss
The learner will be able to discuss ideas for written works with peers.
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Creative: Levels/Meaning/Compose
The learner will be able to compose creative text containing multiple levels of meaning.
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Creative: Writing
The learner will be able to generate creative written works.
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Criteria: Create/Own
The learner will be able to create criteria to evaluate one's own writing.
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Diction: Language/Situation
The learner will be able to use language appropriate for a given situation.
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Edit: Own
The learner will be able to edit his/her own writing.
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Evaluating Writing: Peer
The learner will be able to evaluate and critique peer writing.
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Evaluating Writing: Peer Response
The learner will be able to respond appropriately to a peer evaluation of his/her own written work.
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Evaluating Writing: Peer/Independently
The learner will be able to independently evaluate peer writing noting concept, design, voice, word choice, sentence choice, and conventions.
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Evaluating Writing: Professional
The learner will be able to evaluate and critique professional writing.
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Generate Ideas: Ideas/Tasks/Produce
The learner will be able to produce ideas before writing on self-selected tasks.
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Group: Collaborative Writing
The learner will be able to give ideas during a shared writing activity.
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Organization: Purpose
The learner will be able to choose an organizational format which suits a given writing purpose.
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Portfolio: Journal/Reflection/Keep
The learner will be able to keep a journal or portfolio of his/her work for reflection.
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Purposes: Variety
The learner will be able to write for a variety of purposes.
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