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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Advanced Placement English 12 |
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Essay: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in an essay.
| Strand |
Scope |
Source |
| Essay |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Essay: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in an essay.
| Strand |
Scope |
Source |
| Essay |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Author: Political Ideology/Analyze
The learner will be able to
analyze how an author's political ideology is reflected in his/her work.
| Strand |
Scope |
Source |
| Author |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Author Technique: Nonfiction/Analyze
The learner will be able to
analyze how authors use the elements of nonfiction to achieve their purposes.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 13.12.; MA: Curriculum Framework, 2001, Grade 12, 13.27 |
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Nonfiction: Meaning/Apply
The learner will be able to
apply knowledge of meaning of nonfictional material.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Nonfiction: Elements/Apply
The learner will be able to
apply knowledge of elements of nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Informational Text: Meaning/Apply
The learner will be able to
apply knowledge of meaning of informational text.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Informational Text: Elements/Apply
The learner will be able to
apply knowledge of elements of informational text.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Short Story: Satire/Identify
The learner will be able to
identify satire in a short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
|
Narrative: Compare/Contrast/Culture
The learner will be able to
compare and contrast narratives from a variety of cultures.
| Strand |
Scope |
Source |
| Narrative |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 16 |
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Article: Satire/Analyze
The learner will be able to
analyze satire in an editorial article.
| Strand |
Scope |
Source |
| Article |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
|
Article: Parody/Analyze
The learner will be able to
analyze parody in an editorial article.
| Strand |
Scope |
Source |
| Article |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
|
Genre: Characteristics/Apply Knowledge
The learner will be able to
use knowledge of key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 10 |
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Genre: Characteristics/Analyze
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 10.; MA: Curriculum Framework, 2001, Grade 12, 10 |
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Drama: Play/Moral Argument
The learner will be able to
analyze the moral argument presented in a play.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Drama: Play/Philosophical Argument
The learner will be able to
analyze the philosophical argument presented in a play.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Novel: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in a novel.
| Strand |
Scope |
Source |
| Novel: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Novel: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in a novel.
| Strand |
Scope |
Source |
| Novel: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
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 12, 17 |
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Multicultural Literature: Style/Language
The learner will be able to
examine and compare style and language choice in important cross-cultural literary works.
| Strand |
Scope |
Source |
| Multicultural Literature |
Master |
MA: Curriculum Framework, 2001, Grade 12, 15.10 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Framework, 2001, Grade 12, 13 |
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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.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 12, 15 |
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Imagery: Analyze
The learner will be able to
analyze the use of imagery within a given poem.
| Strand |
Scope |
Source |
| Poetry: Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Literature: Recognize/Characteristics
The learner will be able to
recognize the characteristics of literature that overlap or cut across the boundaries of genre classifications.
| Strand |
Scope |
Source |
| Literature |
Master |
MA: Curriculum Framework, 2001, Grade 12, 10.6 |
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Poetry: Evaluate Diction
The learner will be able to
evaluate poetry for appropriateness of diction.
| Strand |
Scope |
Source |
| Poetry: Author/Speaker |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Poetry: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Poetry: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 12, 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 Framework, 2001, Grade 12, 14 |
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Author: Elements of Fiction
The learner will be able to
examine, evaluate and use knowledge of how authors use elements of fiction to achieve specific rhetorical and aesthetic purposes.
| Strand |
Scope |
Source |
| Author |
Master |
MA: Curriculum Framework, 2001, Grade 12, 12.6 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Elements: Knowledge/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Imagery: Evaluate
The learner will be able to
evaluate the use of imagery within a given poem.
| Strand |
Scope |
Source |
| Poetry: Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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African-American: Influence/Analyze
The learner will be able to
analyze influences on the works of African-American writers, and the influence of African-American writers on subsequent works.
| Strand |
Scope |
Source |
| African-American Literature |
Master |
East Longmeadow High School |
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African-American: Themes/Compare
The learner will be able to
compare themes in African-American literary works to events occurring when the works were written.
| Strand |
Scope |
Source |
| African-American Literature |
Master |
East Longmeadow High School |
|
American Literature: Assess/Social
The learner will be able to
assess the social influences that contributed to the development of characters, plot, and/or settings in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
|
American Literature: Characters
The learner will be able to
recognize the differences among archetypal characters in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Conventions/Analyze
The learner will be able to
analyze the difference in the use of language conventions by authors from different time periods of American literature.
| Strand |
Scope |
Source |
| American Literature |
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 |
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Analyze: Figurative Language/Evaluate
The learner will be able to
evaluate poetry for the purpose of identifying the effect of figurative language.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Form/Content
The learner will be able to
analyze the form and content of plays.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Irony
The learner will be able to
analyze the use of irony within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Literary Device/Use
The learner will be able to
examine world literature by analyzing the use of literary devices.
| Strand |
Scope |
Source |
| World Literature: Analyze |
Master |
East Longmeadow High School |
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Analyze: Metaphors
The learner will be able to
analyze how poets use metaphors to inspire readers to share emotions.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Motifs/Archetypal Characters
The learner will be able to
analyze common motifs and archetypal characters, settings, and themes in world literature.
| Strand |
Scope |
Source |
| World Literature: Analyze |
Master |
East Longmeadow High School |
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Analyze: Personification
The learner will be able to
analyze personification in poetry.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Purpose
The learner will be able to
analyze the purposes of different dramatic genres.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Satire
The learner will be able to
analyze satire in drama.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Satire
The learner will be able to
analyze satire in a novel.
| Strand |
Scope |
Source |
| Novel: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Satire
The learner will be able to
analyze satire in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
|
Analyze: Style/Examine
The learner will be able to
examine the effects of historical influences in shaping styles of literary genres.
| Strand |
Scope |
Source |
| Historical Fiction/Context: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Symbolism
The learner will be able to
analyze symbolism in poetry.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
East Longmeadow High School |
|
Analyze: Terminology/Elements/Written
The learner will be able to
include appropriate terminology and poetic elements in written analysis of a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Tone/Significance
The learner will be able to
examine world literature by analyzing the significance of tone.
| Strand |
Scope |
Source |
| World Literature: Analyze |
Master |
East Longmeadow High School |
|
Author Choices: Words/Analyzing
The learner will be able to
analyze the varied, connotative, or symbolic meaning of words used by authors.
| Strand |
Scope |
Source |
| Author |
Master |
East Longmeadow High School |
|
Author Intention: Aesthetic/Irony
The learner will be able to
analyze how irony, tone, mood, style, syntax, and language sound are used by the author for aesthetic purposes.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
|
Author Intention: Aspects/Examine
The learner will be able to
examine aspects of an author's purpose from a variety of written works and genres.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
|
Author Style/Technique: Context
The learner will be able to
analyze how an author uses context.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
|
Author Style: Aspects/Examine
The learner will be able to
examine aspects of an author's style from a variety of written works and genres.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
|
Author Style: Style/Examine
The learner will be able to
examine the author's influence in shaping styles of literary genres.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
|
Compare/Contrast: Literary Works
The learner will be able to
contrast literary works from different genres.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
East Longmeadow High School |
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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 High School |
|
Drama: Elements
The learner will be able to
recognize the most effective elements of plays.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Ideas
The learner will be able to
analyze ideas presented through drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Theme/Identify
The learner will be able to
identify the theme of selected plays.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
World Literature: Applying
The learner will be able to
apply an understanding of key characteristics of literature to understand world literature.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Characteristic
The learner will be able to
examine a variety of world literature to contrast major literary characteristics from different eras.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Compare/Contrast
The learner will be able to
compare and contrast literature from various cultures.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Cultural Influence
The learner will be able to
determine the effects of cultural influences in shaping voice in literary genres.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Diversity/Read
The learner will be able to
read world literature that represents diversity.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
Grammar: Language Structure/Apply
The learner will be able to
apply knowledge of English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Sentence Structure: Understand
The learner will be able to
understand sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Sentence Structure: Grammar/Create
The learner will be able to
create grammatically sound sentences in written works.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Language Usage/Describe
The learner will be able to
describe standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Standard English/Describe
The learner will be able to
describe standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5, 5.12.; MA: Curriculum Framework, 2001, Grade 12, 5.30 |
|
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 |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 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 |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Conventions: Language Usage/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Standard English/Apply
The learner will be able to
apply knowledge of standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5, 5.12.; MA: Curriculum Framework, 2001, Grade 12, 5.30, 22.10 |
|
Conventions: Role/Informal/Analyze
The learner will be able to
analyze the role of standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Conventions: Role/Formal/Analyze
The learner will be able to
analyze the role of standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Dialect: Written English/Describe
The learner will be able to
describe how American dialects vary from standard written English.
| Strand |
Scope |
Source |
| Dialect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6 |
|
Dialect: Written English/Analyze
The learner will be able to
analyze how American dialects vary from standard written English.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6 |
|
Dialect: Differences/Positive Stereotype
The learner will be able to
analyze when dialectical differences produce positive stereotypes among social groups.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 6.12.; MA: Curriculum Framework, 2001, Grade 12, 6.11 |
|
Dialect: Differences/Negative Stereotype
The learner will be able to
analyze when dialectical differences produce negative stereotypes among social groups.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 6.12.; MA: Curriculum Framework, 2001, Grade 12, 6.11 |
|
Culture: Language/World Literature
The learner will be able to
describe how the English language impacts culture through world literature.
| Strand |
Scope |
Source |
| Culture |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 7.12 |
|
Culture: Language/World Communication
The learner will be able to
describe how the English language impacts culture through world communication.
| Strand |
Scope |
Source |
| Culture |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 7.12 |
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Punctuation: Describe
The learner will be able to
describe correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Capitalization: Describe Correct
The learner will be able to
describe correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Capitalization: Identify Correct
The learner will be able to
identify correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 2 |
|
Fact: Idea/Identify
The learner will be able to
identify important ideas in what he/she has heard.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
|
Fact: Listening Material/Identify
The learner will be able to
identify basic facts in what he/she has heard.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9 |
|
Evaluating: Ideas/Important
The learner will be able to
evaluate important ideas he/she has heard.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Critical Listening: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has heard.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Planning/Describe
The learner will be able to
describe how listening strategies, such as planning, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Focusing/Describe
The learner will be able to
describe how listening strategies, such as focusing, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Assessing/Describe
The learner will be able to
describe how listening strategies, such as assessing, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Monitoring/Describe
The learner will be able to
describe how listening strategies, such as monitoring, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies: Monitor |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
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: 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.
| |
