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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Interpreting English 9 |
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Genre: Myths/Narratives/Literature
The learner will be able to
recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 10, 16 |
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Author: Word Choice/Imagery/Identify
The learner will be able to
identify how an author's word choice creates imagery.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 15 |
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Author: Word Choice/Tone/Identify
The learner will be able to
identify how an author's word choice sets tone.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 15 |
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Author: Word Choice/Mood/Identify
The learner will be able to
identify how an author's word choice suggests mood.
| Strand |
Scope |
Source |
| Author: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 15 |
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Myth: Compare/Contrast/Culture
The learner will be able to
compare and contrast myths from a variety of cultures.
| Strand |
Scope |
Source |
| Mythology |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 16 |
|
Myth: Greek Mythology/Vocabulary
The learner will be able to
read and apply knowledge of Greek mythology to understand new vocabulary words.
| Strand |
Scope |
Source |
| Mythology |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 8.10 |
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Myth: Norse Mythology/Vocabulary
The learner will be able to
read and apply knowledge of Norse mythology to understand new vocabulary words.
| Strand |
Scope |
Source |
| Mythology |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 8.10 |
|
Myth: Latin Mythology/Vocabulary
The learner will be able to
read and apply knowledge of Latin mythology to understand new vocabulary words.
| Strand |
Scope |
Source |
| Mythology |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 8.10 |
|
Myth: Journey/Compare
The learner will be able to
compare the role of story elements, such as journeys, in myths.
| Strand |
Scope |
Source |
| Mythology: Compare |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 16.10 |
|
Myth: Test/Compare
The learner will be able to
compare the role of story elements, such as tests, in myths.
| Strand |
Scope |
Source |
| Mythology: Compare |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 16.10 |
|
Myth: Journey/Analyze
The learner will be able to
analyze the role of story elements, such as journeys, in myths.
| Strand |
Scope |
Source |
| Mythology: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 16.10 |
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Myth: Supernatural/Analyze
The learner will be able to
analyze the role of story elements, such as supernatural characters, in myths.
| Strand |
Scope |
Source |
| Mythology: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, 16.10 |
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Nonfiction: Meaning/Identify
The learner will be able to
identify meaning of nonfictional material.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
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Nonfiction: Elements/Identify
The learner will be able to
identify elements of nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
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Nonfiction: Main Idea/Details
The learner will be able to
recognize stated main idea, details, or sequence of events in nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
East Longmeadow High School |
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Nonfiction: Recognize
The learner will be able to
recognize examples of nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
East Longmeadow High School |
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Informational Text: Meaning/Identify
The learner will be able to
identify meaning of informational text.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 13 |
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Poetry/Emotions
The learner will be able to
respond to the emotional power of poetry.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow(a) |
|
Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14, 14.5 |
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Poetry: Elements/Identify
The learner will be able to
identify poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 10, Standard 14.; MA: Curriculum Framework, 2001, Grade 10, 14 |
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Poetry: Diction/Evaluate
The learner will be able to
evaluate the use of diction within a given poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
East Longmeadow High School |
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Poetry: Figurative Language/Evaluate
The learner will be able to
evaluate the use of figurative language within a given poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
East Longmeadow High School |
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Poetry: Literary Devices
The learner will be able to
identify literary devices in poetry.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
East Longmeadow High School |
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Poetry: Understatement/Evaluate
The learner will be able to
evaluate the use of understatement within a given poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
East Longmeadow High School |
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Fiction: Genres
The learner will be able to
read a variety of fiction works.
| Strand |
Scope |
Source |
| Fiction |
Master |
East longmeadow Public Schools |
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Fiction: Interpret
The learner will be able to
interpret fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
East longmeadow Public Schools |
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Fiction: Main Idea/Details
The learner will be able to
recognize stated main idea, details, or sequence of events in fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
East longmeadow Public Schools |
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Fiction: Details/Identify
The learner will be able to
identify details in a fiction passage.
| Strand |
Scope |
Source |
| Fiction |
Master |
East Longmeadow High School |
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Fiction/Nonfiction: Discriminate
The learner will be able to
discriminate between forms of fiction (stories) and nonfiction (newspapers).
| Strand |
Scope |
Source |
| Fiction/Nonfiction |
Master |
East Longmeadow High School |
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Fiction: Elements/Comprehend
The learner will be able to
comprehend the elements of fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
East Longmeadow High School |
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Novel: Characteristics/Describe
The learner will be able to
describe the unique characteristics of the novel.
| Strand |
Scope |
Source |
| Novel |
Master |
East longmeadow Public Schools |
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Novel: Discuss
The learner will be able to
read and discuss novels.
| Strand |
Scope |
Source |
| Novel |
Master |
East longmeadow Public Schools |
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Novel: Written Analysis
The learner will be able to
include appropriate terminology and story elements in written analysis of a novel.
| Strand |
Scope |
Source |
| Novel |
Master |
East Longmeadow High School |
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Novel: Structure/Identify
The learner will be able to
identify structural elements of novels.
| Strand |
Scope |
Source |
| Novel |
Master |
East Longmeadow High School |
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Short Story: Character/Analyze
The learner will be able to
analyze a character depicted in a short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
East longmeadow Public Schools |
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Short Story: Components
The learner will be able to
recognize the key characteristics of the short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
East longmeadow Public Schools |
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Short Story: Analyze Structure
The learner will be able to
analyze how a short story is organized or structured.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
East Longmeadow High School |
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Short Story: Plot/Character/Compare
The learner will be able to
compare plot, character development, or style among numerous short stories.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
East Longmeadow High School |
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Short Story: Discuss
The learner will be able to
read and discuss short stories.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
East longmeadow Public Schools |
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Short Story: Written Analysis
The learner will be able to
include appropriate terminology and story elements in written analysis of a short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
East Longmeadow High School |
|
Analyze: Archetypal/Characters/Setting
The learner will be able to
analyze recurring archetypal characters, settings, and themes in world literature.
| Strand |
Scope |
Source |
| World Literature: Analyze |
Master |
East longmeadow Public Schools |
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Analyze: Character
The learner will be able to
analyze a character from a given scene of a play.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East longmeadow Public Schools |
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Analyze: Characteristic/Function
The learner will be able to
examine the structural characteristics and functions of literary forms and genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
East longmeadow Public Schools |
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Analyze: Characteristics
The learner will be able to
analyze characteristics of American literature.
| Strand |
Scope |
Source |
| American Literature: Analyze |
Master |
East Longmeadow High School |
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Analyze: Author Techniques
The learner will be able to
analyze techniques poets use to inspire readers to share emotions.
| Strand |
Scope |
Source |
| Poetry: Analyze Author/Speaker |
Master |
East Longmeadow High School |
|
Analyze: Culture
The learner will be able to
analyze how informational texts are influenced by culture.
| Strand |
Scope |
Source |
| Informational Text: Analyze |
Master |
East Longmeadow High School |
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Compare/Contrast: Theme/Across Genres
The learner will be able to
compare and contrast the presentation of a similar theme across genres to describe how form affects the message.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
East longmeadow Public Schools |
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Drama Character/Trait
The learner will be able to
identify character traits from the language in a given scene from a play.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
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Drama Elements: Explain Asides
The learner will be able to
explain the use of asides in plays.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
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Drama: Character
The learner will be able to
compare and contrast the characters in a variety of types of plays (one act, full length).
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
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Drama: Characteristics
The learner will be able to
understand the characteristics of major types of drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
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Drama: Conflict/Explain
The learner will be able to
explain the conflict of a drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
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Drama: Conventions
The learner will be able to
describe the conventions used by playwrights to produce dramatic productions.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
|
Drama: Dialogue
The learner will be able to
compare and contrast the ways in which dialogue can enhance the theme of a play.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
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Drama: Discuss
The learner will be able to
read and discuss drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
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Drama: Elements
The learner will be able to
recognize the most effective elements of plays.
| Strand |
Scope |
Source |
| Drama |
Master |
East longmeadow Public Schools |
|
Drama: Conventions/Support/Interpret
The learner will be able to
recognize and analyze how dramatic conventions support, interpret, and enhance dramatic text.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 10, 17.7 |
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Drama: Readings/Recitations/Performances
The learner will be able to
plan and present dramatic readings, recitations, and performances that show appropriate consideration of audience and purpose.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 10, 18 |
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Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 10, 17 |
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Drama: Conventions/Analyze
The learner will be able to
analyze dramatic conventions.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Character Foils/Explain
The learner will be able to
explain the use of character foils in drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
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Drama: Plot
The learner will be able to
compare and contrast the plots of a variety of types of plays (one act, full length).
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Recognize/Character Development
The learner will be able to
recognize the similarities and differences of character development in plays as opposed to other literary genres.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Setting
The learner will be able to
compare and contrast the settings of a variety of types of plays (one act, full length).
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Soliloquies/Function/Explain
The learner will be able to
explain the function of soliloquies in dramatic literature.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Types
The learner will be able to
recognize the many different kinds of dramas.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Sentence Structure: Phrase
The learner will be able to
identify phrases within sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 5.10 |
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Sentence Structure: Clause
The learner will be able to
identify clauses within sentences.
| Strand |
Scope |
Source |
| Sentence: Clause |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 5.10 |
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Conventions: Language Usage/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5, 5.10 |
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Conventions: Usage
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Scope |
Source |
| Usage |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
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Sentence Structure: Understand
The learner will be able to
understand sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5, 5.10 |
|
Idiom: Content Area/Recognize
The learner will be able to
recognize idioms in all content areas.
| Strand |
Scope |
Source |
| Idiom |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Idiom: Content Area/Use
The learner will be able to
use idioms in all content areas.
| Strand |
Scope |
Source |
| Idiom |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
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Patterns: Content Area/Recognize
The learner will be able to
recognize patterns of change, indicating a different meaning, in words in all content areas.
| Strand |
Scope |
Source |
| Language Patterns |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10.; MA: Curriculum Framework, 2001, Grade 10, 4.23 |
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Patterns: Content Area/Use
The learner will be able to
use patterns of change, indicating a different meaning, in words in all content areas.
| Strand |
Scope |
Source |
| Language Patterns |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10.; MA: Curriculum Framework, 2001, Grade 10, 4.23 |
|
Grammar: Language Structure/Identify
The learner will be able to
identify English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Grammar: Language Structure/Describe
The learner will be able to
describe English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Grammar: Language Structure/Apply
The learner will be able to
apply knowledge of English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Conventions: Standard English/Identify
The learner will be able to
identify standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Conventions: Standard English/Describe
The learner will be able to
describe standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Conventions: Standard English/Apply
The learner will be able to
apply knowledge of standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Sentence Structure: Grammar/Describe
The learner will be able to
describe grammatically sound sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Conventions: Language Usage/Describe
The learner will be able to
describe standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Conventions: Role/Informal/Describe
The learner will be able to
describe the role of standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 10, 6 |
|
Conventions: Role/Formal/Describe
The learner will be able to
describe the role of standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 10, 6 |
|
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 |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 10, 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 |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 6.; MA: Curriculum Framework, 2001, Grade 10, 6 |
|
Conventions: Role/Speech/Analyze
The learner will be able to
analyze the role of standard English in speech.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10 |
|
Conventions: Role/Writing/Analyze
The learner will be able to
analyze the role of standard English in writing.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10 |
|
Conventions: Role/Literature/Analyze
The learner will be able to
analyze the role of standard English in literature.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 6.10 |
|
Sentence Structure: Grammar/Create
The learner will be able to
create grammatically sound sentences in written works.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Adjective: Appropriate/Identify
The learner will be able to
identify appropriate adjective for a given sentence.
| Strand |
Scope |
Source |
| Adjective |
Master |
East Longmeadow High School |
|
Adjective: Use
The learner will be able to
correctly use adjectives.
| Strand |
Scope |
Source |
| Adjective |
Master |
East Longmeadow High School |
|
Adverb: Adverbial Forms/Correct
The learner will be able to
write using correct adverbial forms.
| Strand |
Scope |
Source |
| Adverb |
Master |
East Longmeadow High School |
|
Adverb: Identify
The learner will be able to
identify the adverb in a given sentence.
| Strand |
Scope |
Source |
| Adverb |
Master |
East Longmeadow High School |
|
Agreement: Antecedent/Gender
The learner will be able to
identify correct pronoun-antecedent agreement in gender.
| Strand |
Scope |
Source |
| Pronoun: Agreement |
Master |
East Longmeadow High School |
|
Agreement: Revise
The learner will be able to
revise writing for the correct pronoun-antecedent agreement.
| Strand |
Scope |
Source |
| Pronoun: Agreement |
Master |
East Longmeadow High School |
|
Clause: Use/Correctly/Sentences
The learner will be able to
correctly use clauses within sentences.
| Strand |
Scope |
Source |
| Sentence: Clause |
Master |
East Longmeadow High School |
|
Clause: Writing/Use/Expand
The learner will be able to
expand the use of clauses in writing.
| Strand |
Scope |
Source |
| Sentence: Clause |
Master |
East Longmeadow High School |
|
Conjunction: Coordinating
The learner will be able to
correctly use coordinating conjunctions.
| Strand |
Scope |
Source |
| Conjunction |
Master |
East Longmeadow High School |
|
Edit: Complete Sentences
The learner will be able to
edit for the use of complete sentences.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Master |
East Longmeadow High School |
|
Fragment/Run-On: Comma Splice/Identify
The learner will be able to
identify a comma splice.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Fragment/Run-On: Fused/Identify
The learner will be able to
identify fused sentences.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Fragment: Combine
The learner will be able to
correctly integrate sentence fragments into written works when stylistically appropriate.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Interrogative: Identify
The learner will be able to
identify an interrogative sentence.
| Strand |
Scope |
Source |
| Sentence: Interrogative |
Master |
East Longmeadow High School |
|
Noun: Common/Identify
The learner will be able to
identify common nouns.
| Strand |
Scope |
Source |
| Noun |
Master |
East Longmeadow High School |
|
Noun: Common/Proper
The learner will be able to
distinguish between common and proper nouns.
| Strand |
Scope |
Source |
| Noun |
Master |
East Longmeadow High School |
|
Paragraph: Apply/Construction
The learner will be able to
apply correct paragraph construction, including using a topic sentence supported and developed by other sentences.
| Strand |
Scope |
Source |
| Paragraph Structure |
Master |
East Longmeadow High School |
|
Parts of Speech: Clarify/Speaking/Use
The learner will be able to
use parts of speech to clarify language when speaking.
| Strand |
Scope |
Source |
| Parts of Speech |
Master |
East Longmeadow High School |
|
Parts of Speech: Clarify/Writing/Use
The learner will be able to
use parts of speech to clarify language when writing.
| Strand |
Scope |
Source |
| Parts of Speech |
Master |
East Longmeadow High School |
|
Plural: Edit/Correct Use
The learner will be able to
edit for correct use of plurals.
| Strand |
Scope |
Source |
| Noun: Plural |
Master |
East Longmeadow High School |
|
Plural: Frequent/Identify
The learner will be able to
identify the plural form of high frequency words.
| Strand |
Scope |
Source |
| Noun |
Master |
East Longmeadow High School |
|
Predicate/Subject: Complete Sentence
The learner will be able to
complete a sentence with an appropriate subject or predicate phrase.
| Strand |
Scope |
Source |
| Predicate/Subject |
Master |
East Longmeadow High School |
|
Predicate: Identify
The learner will be able to
identify the predicate of a sentence.
| Strand |
Scope |
Source |
| Sentence: Predicate |
Master |
East Longmeadow High School |
|
Predicate: Write/Apply
The learner will be able to
apply the use of predicates when writing sentences.
| Strand |
Scope |
Source |
| Sentence: Predicate |
Master |
East Longmeadow High School |
|
Pronoun: Correct Use/Identify
The learner will be able to
identify the correct use of pronouns in text.
| Strand |
Scope |
Source |
| Pronoun |
Master |
East Longmeadow High School |
|
Pronoun: Revise
The learner will be able to
revise writing for the correct pronoun case.
| Strand |
Scope |
Source |
| Pronoun |
Master |
East Longmeadow High School |
|
Run-On: Complete/Distinguish
The learner will be able to
distinguish between a complete sentence and a run-on sentence where the run-on sentence contains a comma splice.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
East Longmeadow High School |
|
Sentence Combining
The learner will be able to
combine multiple complete sentences into one complete sentence.
| Strand |
Scope |
Source |
| Sentence Structure/Combine Sentences |
Master |
East Longmeadow High School |
|
Subject-Verb: Agreement/Identify
The learner will be able to
identify a sentence written with correct subject-verb agreement.
| Strand |
Scope |
Source |
| Subject-Verb Agreement |
Master |
East Longmeadow High School |
|
Subject: Identify
The learner will be able to
identify the subject of a sentence.
| Strand |
Scope |
Source |
| Sentence: Subject |
Master |
East Longmeadow High School |
|
Subject: Write/Apply
The learner will be able to
apply the use of subjects when writing sentences.
| Strand |
Scope |
Source |
| Sentence: Subject |
Master |
East Longmeadow High School |
|
Syntax: Apply
The learner will be able to
apply syntax guidelines effectively.
| Strand |
Scope |
Source |
| Syntax |
Master |
East Longmeadow High School |
|
Usage: Clarity/Write
The learner will be able to
apply usage that enhances clarity in writing.
| Strand |
Scope |
Source |
| Usage |
Master |
East Longmeadow High School |
|
Verb Tense: Active
The learner will be able to
use active tense in writing.
| Strand |
Scope |
Source |
| Verb Tense |
Master |
East Longmeadow High School |
|
Verb Tense: Edit
The learner will be able to
edit written works for appropriate use of verb tense.
| Strand |
Scope |
Source |
| Verb Tense |
Master |
East Longmeadow High School |
|
Verb: Use
The learner will be able to
use verbs correctly.
| Strand |
Scope |
Source |
| Verb |
Master |
East Longmeadow High School |
|
Punctuation: Describe
The learner will be able to
describe correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Capitalization: Identify Correct
The learner will be able to
identify correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Capitalization: Describe Correct
The learner will be able to
describe correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 5.10.; MA: Curriculum Framework, 2001, Grade 10, 5.28 |
|
Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Scope |
Source |
| Punctuation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Critical Listening: Use/Lectures
The learner will be able to
use critical listening skills during lectures.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Critical Listening: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has heard.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Critical Listening: Use/Discussions
The learner will be able to
use critical listening skills during class discussions.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Main Idea: Identify/Lectures
The learner will be able to
identify the main idea of lectures.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Paraphrasing: Purpose/Clarity
The learner will be able to
paraphrase the speaker's purpose to enhance clarity.
| Strand |
Scope |
Source |
| Paraphrasing/Restating |
Master |
East Longmeadow High School |
|
Purposes: Learn/Speakers
The learner will be able to
use his/her listening skills to learn new information from speakers.
| Strand |
Scope |
Source |
| Listening Purposes |
Master |
East Longmeadow High School |
|
Response: Ideas/Graphic Organizer
The learner will be able to
use graphic organizers to organize ideas from auditory material.
| Strand |
Scope |
Source |
| Listening Responses: Written/Visual |
Master |
East Longmeadow High School |
|
Response: Ideas/Outline
The learner will be able to
use an outline to organize ideas from auditory material.
| Strand |
Scope |
Source |
| Listening Responses: Written/Visual |
Master |
East Longmeadow High School |
|
Strategies: Enhance Understanding
The learner will be able to
use listening skills to enhance understanding.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
East Longmeadow High School |
|
Film: American Themes
The learner will be able to
understand underlying American themes of unity and diversity as they manifest in film productions.
| Strand |
Scope |
Source |
| Film |
Master |
East Longmeadow High School |
|
Film: Critical Viewing
The learner will be able to
use critical viewing skills to analyze film productions.
| Strand |
Scope |
Source |
| Film |
Master |
East Longmeadow High School |
|
Film: Evaluate Artistic Value
The learner will be able to
evaluate the artistic value of films.
| Strand |
Scope |
Source |
| Film |
Master |
East Longmeadow High School |
|
Film: Interpret/Analytic Techniques
The learner will be able to
interpret films using analytic techniques.
| Strand |
Scope |
Source |
| Film |
Master |
East Longmeadow High School |
|
Media Presentation: Analyze
The learner will be able to
analyze media presentations.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
East Longmeadow High School |
|
Media Presentation: Audience/Purpose
The learner will be able to
apply the use of media to improve the presentation of information to an audience for a specific purpose.
| Strand |
Scope |
Source |
| Media Aids: Presentation |
Master |
East Longmeadow High School |
|
Media Presentation: Evaluate
The learner will be able to
evaluate media presentations related to a theme.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
East Longmeadow High School |
|
Multimedia: Create/Use
The learner will be able to
use multimedia to create.
| Strand |
Scope |
Source |
| Media Aids: Multimedia |
Master |
East Longmeadow High School |
|
Analyze: Story Elements
The learner will be able to
analyze story elements in reading materials.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 10, 12.5 |
|
Figurative Language: Poem
The learner will be able to
identify the meaning of figurative language in a poem.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 10, 14.5 |
|
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 10, 8 |
|
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.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 10, 14 |
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 10, 8.30 |
|
Abstract Element: Concepts/Analyze
The learner will be able to
analyze abstract concepts.
| Strand |
Scope |
Source |
| Abstract Elements |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze point of view in fiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze cause and effect in fiction.
| Strand |
Scope |
Source |
| Cause/Effect: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze theme in fiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Analyze: History/Consequences
The learner will be able to
analyze cause and effect in history to understand consequences of decisions.
| Strand |
Scope |
Source |
| Cause/Effect: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze point of view in nonfiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze theme in nonfiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze cause and effect in nonfiction.
| Strand |
Scope |
Source |
| Cause/Effect: Analyze |
Master |
East Longmeadow High School |
|
Analyzing: Content
The learner will be able to
analyze written material.
| Strand |
Scope |
Source |
| Analyzing |
Master |
East Longmeadow High School |
|
Analyzing: Read
The learner will be able to
read materials analytically.
| Strand |
Scope |
Source |
| Analyzing |
Master |
East Longmeadow High School |
|
Analyzing: Recurring Patterns
The learner will be able to
analyze recurring patterns in reading materials.
| Strand |
Scope |
Source |
| Analyzing |
Master |
East Longmeadow High School |
|
Argument: Logic/Analyze
The learner will be able to
analyze the logic of an argument.
| Strand |
Scope |
Source |
| Argument |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 8.34, 13.26 |
|
Cause/Effect: "Why"/"How&
The learner will be able to
determine cause and effect relationships by answering "why," "how," and "what-if" questions.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
East Longmeadow High School |
|
Cause/Effect: Short Passage
The learner will be able to
identify cause and effect (both literal and inferred) from a short passage.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
East Longmeadow High School |
|
Critical Thinking: Theme/Text/Examine
The learner will be able to
critically examine text to create thematic connections.
| Strand |
Scope |
Source |
| Critical Thinking |
Master |
East Longmeadow High School |
|
Culture: Cultures/Read/Respond
The learner will be able to
read and respond to literature reflecting other cultures.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Culture: Differences/Recognize
The learner will be able to
recognize cultural differences within texts.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Decode: Complex/Words
The learner will be able to
apply knowledge of decoding skills to read increasingly complex words by him/herself.
| Strand |
Scope |
Source |
| Reading Strategies: Decode |
Master |
East Longmeadow High School |
|
Decode: Use/Structural Cues
The learner will be able to
use a variety of structural cues to decode unknown words.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
East Longmeadow High School |
|
Decode: Variety
The learner will be able to
use a variety of word parts to decode words in context.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
East Longmeadow High School |
|
Detail: Subordinate Idea/Recognize
The learner will be able to
recognize subordinate ideas in reading materials.
| Strand |
Scope |
Source |
| Detail |
Master |
East Longmeadow High School |
|
Diction: Mood/Effect/Evaluate
The learner will be able to
evaluate the effect diction has on the mood of a reading passage.
| Strand |
Scope |
Source |
| Figurative Language: Diction |
Master |
East Longmeadow High School |
|
Draw Conclusion: Deductive Reasoning
The learner will be able to
draw logical conclusions using deductive reasoning.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implicit Information
The learner will be able to
draw a conclusion from implicit information found in a reading passage.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implied Meaning/Fact
The learner will be able to
draw conclusions from facts in the text to determine the implied meaning of a reading selection.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implied Meaning/Pattern
The learner will be able to
draw conclusions from patterns in the text to determine the implied meaning of a reading selection.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Make Decisions
The learner will be able to
make decisions about reading materials.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Scope |
Source |
| Evaluating |
Master |
East Longmeadow High School |
|
Fact/Opinion: Distinguish
The learner will be able to
distinguish between fact, reasoned judgment, and opinion in reading materials.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
East Longmeadow High School |
|
Inference: Information/Synthesize
The learner will be able to
synthesize information from reading materials to make inferences.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Comprehend
The learner will be able to
comprehend inferential reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Explain
The learner will be able to
explain inferences made from reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Explanation/Meaning
The learner will be able to
make inferences to determine the most likely explanation of meaning in reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Interpretation: Analytic Technique
The learner will be able to
interpret literature using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Interpretation: Critical/Nonfiction
The learner will be able to
interpret nonfiction texts using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Interpretation: Evidence/Provide
The learner will be able to
provide evidence from the text to support interpretations.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Interpretation: Inference/Conclusions
The learner will be able to
make inferences and draw conclusions from interpretations of materials.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Main Idea: Analyze
The learner will be able to
analyze literary selections for a main idea.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Concept/Nonfiction/Recognize
The learner will be able to
recognize underlying concepts in nonfiction.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Understand/Stated/Unstated
The learner will be able to
understand the stated or unstated main idea or main topic.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Understanding/Show
The learner will be able to
show his/her ability to read explanatory texts by demonstrating understanding of the main ideas.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Mood: Author/Describe
The learner will be able to
describe the author's use of mood.
| Strand |
Scope |
Source |
| Mood |
Master |
East Longmeadow High School |
|
Mood: Rhetorical Purpose/Analyze
The learner will be able to
analyze how authors use mood for rhetorical purposes.
| Strand |
Scope |
Source |
| Mood |
Master |
East Longmeadow High School |
|
Organization: Characteristics/Structure
The learner will be able to
understand the distinguishing characteristics of structure in a variety of genres.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Organization: Coherence/Analyze
The learner will be able to
analyze reading selections for coherence.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Organization: Compare/Identify
The learner will be able to
identify organization structures of fiction and nonfiction that use comparisons.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Point of View: Understand
The learner will be able to
apply strategies for reading from and understanding multiple points of view.
| Strand |
Scope |
Source |
| Point of View |
Master |
East Longmeadow High School |
|
Post-Reading: Vocabulary/Discussion
The learner will be able to
show an understanding of story vocabulary during post-reading discussion or story response time.
| Strand |
Scope |
Source |
| Reading Responses: Discussions |
Master |
East Longmeadow High School |
|
Question: Material/Answer/Identify
The learner will be able to
identify questions that should be answered by reading the passage.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Question: Understanding/Identify
The learner will be able to
identify questions that will improve understanding of reading selections.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Main Idea
The learner will be able to
identify questions designed to evaluate comprehension of the main idea of a reading passage.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Read/Respond
The learner will be able to
read and respond to who, what, when, where, and how questions.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Respond/Reading
The learner will be able to
respond to questions that are related to the passage he/she has read.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Sequence: Beginning/Middle/End
The learner will be able to
identify the beginning, middle, and end of a story.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Sequence: Chronological/Identify
The learner will be able to
identify chronological order within fiction and nonfiction.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Sequence: Development/Evaluate
The learner will be able to
evaluate the development of sequence in a piece of literature.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Strategies: Apply/Structures
The learner will be able to
apply knowledge of structures in the text to assist comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Apply/Types/Comprehension
The learner will be able to
apply knowledge of types in the text to assist comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Assessing/Describe
The learner will be able to
describe how reading strategies, such as assessing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Assessing/Learn From Text
The learner will be able to
use effective reading strategies, such as assessing, to learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical Details/Extract
The learner will be able to
extract critical details from written texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical/Use/Interpret
The learner will be able to
use critical strategies to interpret literature.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Focusing/Describe
The learner will be able to
describe how reading strategies, such as focusing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Narrative
The learner will be able to
know strategies for understanding narrative text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Persuasive
The learner will be able to
know strategies for understanding persuasive text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Prefixes
The learner will be able to
use prefixes to understand reading materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Scanning
The learner will be able to
use scanning to aid reading comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Skim/Comprehension
The learner will be able to
skim text for general comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Structural Analysis
The learner will be able to
use structural analysis strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Structure: Analyze
The learner will be able to
study the text for structures to assist in understanding.
| Strand |
Scope |
Source |
| Structure |
Master |
East Longmeadow High School |
|
Structure: Identify/Informational
The learner will be able to
identify the structure of informational material.
| Strand |
Scope |
Source |
| Structure |
Master |
East Longmeadow High School |
|
Structure: Identify/Nonfiction
The learner will be able to
identify the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure |
Master |
East Longmeadow High School |
|
Style: Voice
The learner will be able to
understand the stylistic elements that go into creating voice.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Support: Evidence/Ideas
The learner will be able to
use evidence in the text to support ideas about the text.
| Strand |
Scope |
Source |
| Support |
Master |
East Longmeadow High School |
|
Synthesizing: Explicit Information
The learner will be able to
synthesize explicit information in reading selections.
| Strand |
Scope |
Source |
| Synthesizing |
Master |
East Longmeadow High School |
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Scope |
Source |
| Synthesizing |
Master |
East Longmeadow High School |
|
Theme: Connections/Examine
The learner will be able to
examine the connections made between themes in different types of literature.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Theme: Interpret/Support/Evidence
The learner will be able to
support interpretation of theme with textual evidence.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Tone: Examine
The learner will be able to
examine an author's use of tone.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Universal: Analyze/Support
The learner will be able to
analyze texts with universal themes and give evidence to support his/her ideas.
| Strand |
Scope |
Source |
| Themes: Universal |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 11.7 |
|
Voice: Recognize
The learner will be able to
recognize effective use of voice.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
Analyze: Point of View
The learner will be able to
analyze the point of view of a given reading passage.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 12, 8.32 |
|
Discussion: Questions
The learner will be able to
ask appropriate questions in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Discussion: Ideas
The learner will be able to
provide ideas in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Presentation: Form/Choosing
The learner will be able to
choose a presentation form based on audience and purpose.
| Strand |
Scope |
Source |
| Presentation: Audience |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 3 |
|
Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Discussion: Formal/Small Group
The learner will be able to
follow guidelines for formal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Discussion: Formal/Large Group
The learner will be able to
follow guidelines for formal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 1.; MA: Curriculum Framework, 2001, Grade 10, 1 |
|
Group: Discussion Technique/Time Limit
The learner will be able to
recognize techniques for effective group discussions, such as establishing a time limit for speakers.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Group: Discussion Technique/Deadline
The learner will be able to
recognize techniques for effective group discussions, such as establishing a deadline for making decisions.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Group: Discussion Technique/Time Limit
The learner will be able to
utilize techniques for effective group discussions, such as establishing a time limit for speakers.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Group: Discussion Technique/Deadline
The learner will be able to
utilize techniques for effective group discussions, such as establishing a deadline for making decisions.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 1.10 |
|
Discussion: Information
The learner will be able to
provide information in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 2 |
|
Discussion: Summarize
The learner will be able to
summarize what he/she has learned from a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 2.10 |
|
Informative: Form/Choose
The learner will be able to
choose a presentation form based on information to be conveyed.
| Strand |
Scope |
Source |
| Presentation: Informative |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 3 |
|
Speech: Historical Model
The learner will be able to
prepare a speech using historical speeches as models.
| Strand |
Scope |
Source |
| Speech |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 3.10 |
|
Spelling: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Spelling: Describe Correct
The learner will be able to
describe the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5 |
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10.; MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 5, 5.10 |
|
|
Study and Research Skills
|
|
|
Sources: Utilizing
The learner will be able to
locate and use information from reference materials.
| Strand |
Scope |
Source |
| Reference |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Dictionary: Use/Variety of Purposes
The learner will be able to
use a dictionary for a variety of purposes.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 10, 4.25 |
|
Communication: Ideas
The learner will be able to
use technology to communicate ideas.
| Strand |
Scope |
Source |
| Technology: Communication |
Master |
East Longmeadow High School |
|
Computer: Recording
The learner will be able to
record ideas, voices, and stories using a computer.
| Strand |
Scope |
Source |
| Hardware |
Master |
East Longmeadow High School |
|
Internet: Understand
The learner will be able to
understand the uses of the Internet.
| Strand |
Scope |
Source |
| Internet |
Master |
East Longmeadow High School |
|
Technology: Access Information
The learner will be able to
use technology to access information.
| Strand |
Scope |
Source |
| Technology: Information Processing |
Master |
East Longmeadow High School |
|
Word Processing: Create Text
The learner will be able to
use technology to create text.
| Strand |
Scope |
Source |
| Software: Word Processing |
Master |
East Longmeadow High School |
|
Vocabulary: Advanced English/Develop
The learner will be able to
develop an advanced standard English vocabulary.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Vocabulary: Advanced English/Use
The learner will be able to
use an advanced standard English vocabulary.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Word Relationships: Meaning/Recognize
The learner will be able to
use an understanding of word relationships to recognize meaning.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Denotation: Content Area/Recognize
The learner will be able to
recognize words with literal meanings in all content areas.
| Strand |
Scope |
Source |
| Denotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Denotation: Content Area/Use
The learner will be able to
use words with literal meanings in all content areas.
| Strand |
Scope |
Source |
| Denotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Connotation: Content Area/Recognize
The learner will be able to
recognize words with figurative meanings in all content areas.
| Strand |
Scope |
Source |
| Connotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Connotation: Content Area/Use
The learner will be able to
use words with figurative meanings in all content areas.
| Strand |
Scope |
Source |
| Connotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Grade 10, 4 |
|
Antonym: Identify
The learner will be able to
identify antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
East Longmeadow High School |
|
Antonym: Purpose
The learner will be able to
understand the purpose of antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
East Longmeadow High School |
|
Context: Comprehend/Vocabulary
The learner will be able to
comprehend vocabulary in context.
| Strand |
Scope |
Source |
| Context |
Master |
East Longmeadow High School |
|
Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Context |
Master |
East Longmeadow High School |
|
Expand: Use
The learner will be able to
use an expanded vocabulary.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
East Longmeadow High School |
|
Multiple Meaning: Definition/Identify
The learner will be able to
identify the correct definition of a multiple meaning word.
| Strand |
Scope |
Source |
| Multiple Meaning |
Master |
East Longmeadow High School |
|
Sentence Completion
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
East Longmeadow High School |
|
Strategies: Apply
The learner will be able to
apply vocabulary strategies fluently.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
East Longmeadow High School |
|
Strategies: Categories/Clarify
The learner will be able to
clarify words by putting them into categories.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
East Longmeadow High School |
|
Synonym: Antonym/Differentiate
The learner will be able to
differentiate between synonyms and antonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
East Longmeadow High School |
|
Synonym: Basic/Identify
The learner will be able to
identify basic synonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
East Longmeadow High School |
|
Unfamiliar Word: Meaning/Determine
The learner will be able to
determine the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
East Longmeadow High School |
|
Vocabulary Log
The learner will be able to
maintain a log of personal vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Vocabulary: Construct/Word Banks
The learner will be able to
construct word banks or word walls.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Vocabulary: Writing/Utilize
The learner will be able to
utilize suitable vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Prewriting: Generate Ideas/Explain
The learner will be able to
explain the prewriting strategies used to generate ideas.
| Strand |
Scope |
Source |
| Prewriting: Generate Ideas |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 19.10 |
|
Prewriting: Organize Ideas/Explain
The learner will be able to
explain the prewriting strategies used to organize ideas.
| Strand |
Scope |
Source |
| Prewriting: Strategies |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 19.10 |
|
Genre: Choose
The learner will be able to
choose an appropriate genre in which to write.
| Strand |
Scope |
Source |
| Genre |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Genre: Use
The learner will be able to
use an appropriate genre when writing.
| Strand |
Scope |
Source |
| Genre |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Form/Style: Reasoning/Choose
The learner will be able to
choose an appropriate mode of reasoning for writing.
| Strand |
Scope |
Source |
| Form |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Form/Style: Reasoning/Use
The learner will be able to
use an appropriate mode of reasoning when writing.
| Strand |
Scope |
Source |
| Form |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Style: Appropriate/Choose
The learner will be able to
choose an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Style: Appropriate/Use
The learner will be able to
use an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Style: Audience/Use
The learner will be able to
write using the appropriate style for the intended audience.
| Strand |
Scope |
Source |
| Style: Audience |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 20.10.; MA: Curriculum Framework, 2001, Grade 10, 20.5 |
|
Audience: Formality/Use
The learner will be able to
write using the appropriate level of formality for the intended audience.
| Strand |
Scope |
Source |
| Audience |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 20.10.; MA: Curriculum Framework, 2001, Grade 10, 20.5 |
|
Revise: Paragraph Development
The learner will be able to
revise writing to improve paragraph development.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Edit: Main Idea/Development
The learner will be able to
edit written works for development of the main idea.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Content
The learner will be able to
edit the content of written works.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Paragraph Development
The learner will be able to
edit written works for paragraph development.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Detail
The learner will be able to
edit written works for level of detail.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Style
The learner will be able to
edit written works for style.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Tone
The learner will be able to
edit written works for tone.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 22.; MA: Curriculum Framework, 2001, Grade 10, 22 |
|
Edit: Clause Type
The learner will be able to
edit written works for correct types of clauses.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10.; MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Edit: Verb Form
The learner will be able to
edit written works for correct verb forms.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Summary: Aid Understanding
The learner will be able to
write a summary to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Summary: Abstract/Aid Understanding
The learner will be able to
write an abstract to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Organization: Outline/Aid Understanding
The learner will be able to
create an outline to aid understanding when writing.
| Strand |
Scope |
Source |
| Organization |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Questions: Enhance Learning
The learner will be able to
use questions to enhance learning across content areas.
| Strand |
Scope |
Source |
| Questions |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Notes: Enhance Learning
The learner will be able to
use notes to enhance learning across content areas.
| Strand |
Scope |
Source |
| Writing to Learn: Notes/Observations |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Summary: Enhance Learning
The learner will be able to
use summaries to enhance learning across content areas.
| Strand |
Scope |
Source |
| Summary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Organization: Outline/Enhance Learning
The learner will be able to
use outlines to enhance learning across content areas.
| Strand |
Scope |
Source |
| Organization |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 23.10 |
|
Questions: Open-Ended/Collect
The learner will be able to
use open-ended questions to collect information for a research project.
| Strand |
Scope |
Source |
| Questions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 24 |
|
Research Paper: Sources/Variety
The learner will be able to
use a variety of sources to collect information for a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 24 |
|
Research Paper: Methods/Collect
The learner will be able to
use appropriate research methods to collect information for a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 24 |
|
Questions: Open-Ended/Explore Topic
The learner will be able to
generate open-ended questions to explore a topic.
| Strand |
Scope |
Source |
| Questions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Research Paper: Document Sources
The learner will be able to
plan an appropriate way to document sources of information in a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Research Paper: Document Sources/Method
The learner will be able to
plan an appropriate methodology to document sources of information in a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Research Paper: Document Sources/Form
The learner will be able to
plan an appropriate form to document sources of information in a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 24.10 |
|
Evaluating Writing: Rhetorical/Develop
The learner will be able to
develop rhetorical criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Rhetorical/Develop
The learner will be able to
develop rhetorical criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Rhetorical/Use
The learner will be able to
use rhetorical criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Rhetorical/Use
The learner will be able to
use rhetorical criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Logical/Develop
The learner will be able to
develop logical criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Logical/Develop
The learner will be able to
develop logical criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Logical/Use
The learner will be able to
use logical criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Logical/Use
The learner will be able to
use logical criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Develop
The learner will be able to
develop stylistic criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Develop
The learner will be able to
develop stylistic criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Use
The learner will be able to
use stylistic criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Stylistic/Use
The learner will be able to
use stylistic criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Publishing: Share/Research Paper
The learner will be able to
share research papers with others.
| Strand |
Scope |
Source |
| Publishing |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Evaluating Writing: Criteria/Explain
The learner will be able to
explain criteria he/she used to evaluate writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 25.10 |
|
Evaluating Writing: Criteria/Group
The learner will be able to
use group-generated criteria for evaluating a variety of written forms.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 25.10.; MA: Curriculum Framework, 2001, Grade 10, 25.5 |
|
Composition: Ideas
The learner will be able to
develop and present ideas coherently in a composition.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 19 |
|
Edit: Organization
The learner will be able to
edit written works to improve organization.
| Strand |
Scope |
Source |
| Editing: Structure/Organization |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Revise: Word Choices
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Edit: Usage
The learner will be able to
edit written works for usage.
| Strand |
Scope |
Source |
| Editing: Usage |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Publishing: Share
The learner will be able to
share writing with others.
| Strand |
Scope |
Source |
| Publishing |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 25 |
|
Revise: Comprehensive Content
The learner will be able to
revise writing for comprehensive content.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Revise: Details/Modify
The learner will be able to
revise his/her writing to change details.
| Strand |
Scope |
Source |
| Revising: Content/Detail |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Edit: Mechanics
The learner will be able to
edit written works for mechanics.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10 |
|
Revise: Reflect
The learner will be able to
reflect on writing before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Questions: Generate
The learner will be able to
generate questions to aid understanding while participating in writing experiences.
| Strand |
Scope |
Source |
| Questions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Notes: Foster Learning
The learner will be able to
utilize notetaking as a strategy to foster learning.
| Strand |
Scope |
Source |
| Writing to Learn: Notes/Observations |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 23 |
|
Edit: Sentence Structure
The learner will be able to
edit for correct sentence structure.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 22.10.; MA: Curriculum Framework, 2001, Grade 10, 22.9 |
|
Revise: Organizational Pattern
The learner will be able to
revise writing to improve the organizational pattern.
| Strand |
Scope |
Source |
| Revising |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21.; MA: Curriculum Framework, 2001, Grade 10, 21.8 |
|
Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Scope |
Source |
| Revising |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21.; MA: Curriculum Framework, 2001, Grade 10, 21.8 |
|
Tone
The learner will be able to
write using the appropriate tone for the intended audience.
| Strand |
Scope |
Source |
| Tone |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 20.10 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20.; MA: Curriculum Framework, 2001, Grade 10, 20 |
|
Edit: Word Choice
The learner will be able to
edit written works for word choice.
| Strand |
Scope |
Source |
| Editing |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 21.10 |
|
Purposes: To Learn
The learner will be able to
write to learn information.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 20 |
|
Focus: Maintain
The learner will be able to
maintain the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 19, 19.10 |
|
Focus: Details
The learner will be able to
choose details relevant to the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 19, 19.10 |
|
Revise: Tone
The learner will be able to
revise writing to improve tone.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 21 |
|
Main Idea: Details/Support
The learner will be able to
support a main idea through the use of details in writing.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 10, 19.26 |
|
Response: Open-Ended Questions
The learner will be able to
use writing abilities to respond to open ended questions.
| Strand |
Scope |
Source |
| Writing Responses |
Master |
East Longmeadow High School |
|
|
