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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Journalism |
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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: 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 |
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Conventions: Usage
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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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 |
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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 |
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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 |
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Evolution: Influence/Analyze
The learner will be able to
analyze the influence of other languages on the development of the English language.
| Strand |
Scope |
Source |
| Language Evolution |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 7.; MA: Curriculum Framework, 2001, Grade 12, 5.33 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Media Message: Interpret/Analytic
The learner will be able to
interpret media messages using analytic techniques.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Media Message: Interpret/Critical Lense
The learner will be able to
interpret media messages using different critical lenses.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Film: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in a film.
| Strand |
Scope |
Source |
| Film: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Film: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in a film.
| Strand |
Scope |
Source |
| Film: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Media Presentation: Technique/Evaluate
The learner will be able to
evaluate techniques used to design media presentations.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 27.12.; MA: Curriculum Framework, 2001, Grade 12, 26.6 |
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Media Production: Purpose/Create
The learner will be able to
consider the purpose when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Media Production: Audience/Create
The learner will be able to
consider the audience when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Media Production: Main Idea/Create
The learner will be able to
create a media production with a clear main idea.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Media Production: Detail/Create
The learner will be able to
create a media production with adequate detail.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Purposes: Literary Movement/Social
The learner will be able to
use media to demonstrate understanding of the social philosophy of a major literary movement.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
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Summary: Aid Understanding
The learner will be able to
summarize material to aid understanding while he/she reads.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
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Theme: Life/Comment
The learner will be able to
use his/her understanding that the theme of a reading selection represents a comment on life.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
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Theme: Life/View
The learner will be able to
use his/her understanding that the theme of a reading selection represents a view of life.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
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Theme: Apply Knowledge
The learner will be able to
apply knowledge of theme in literature.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11 |
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Story Elements: Archetypal Patterns
The learner will be able to
analyze archetypal patterns found in literature.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Point of View: Rhetoric/Analyze
The learner will be able to
analyze how authors use point of view for rhetorical purposes.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
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Strategies: Planning/Describe
The learner will be able to
describe how reading strategies, such as planning, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
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Strategies: Focusing/Describe
The learner will be able to
describe how reading strategies, such as focusing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
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Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
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Interpretation: Analytic Technique
The learner will be able to
interpret literature using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Interpretation: Analytic/Nonfiction
The learner will be able to
interpret nonfiction texts using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Interpretation: Critical Lense
The learner will be able to
interpret literature using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Interpretation: Critical/Nonfiction
The learner will be able to
interpret nonfiction texts using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Critical Thinking: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has read.
| Strand |
Scope |
Source |
| Critical Thinking: Synthesize |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
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Support: Story Elements/Text Example
The learner will be able to
use examples from the text to support his/her understanding of story elements.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
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Support: Meaning/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of nonfiction.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Support: Meaning/Informational Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of informational material.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Support: Theme/Text Example
The learner will be able to
use examples from the text to support his/her understanding of theme.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11, 11.12 |
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Word: New Word
The learner will be able to
read and understand new words encountered in reading materials.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
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Questions: Obtain Information
The learner will be able to
generate questions to obtain information while reading.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
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Structure: Analyze/Nonfiction
The learner will be able to
analyze the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Structure: Analyze/Informational
The learner will be able to
analyze the structure of informational material.
| Strand |
Scope |
Source |
| Informational Text: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Response: Notes/Aid Understanding
The learner will be able to
respond to reading by taking notes to aid understanding.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
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Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
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Allusion: Apply Knowledge
The learner will be able to
apply knowledge of allusion to understand it's meaning when used in literature.
| Strand |
Scope |
Source |
| Allusion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 8.12 |
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Irony: Aesthetic Purpose/Analyze
The learner will be able to
analyze how authors use irony for aesthetic purposes.
| Strand |
Scope |
Source |
| Irony |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
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Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 12, 8 |
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Theme: Apply/Support From Text
The learner will be able to
apply themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 12, 11 |
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Theme: Issues/Contemporary/Connect
The learner will be able to
relate a literary work to the contemporary issues of its time.
| Strand |
Scope |
Source |
| Themes: Social |
Master |
MA: Curriculum Framework, 2001, Grade 12, 9.7 |
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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 |
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Analyze: Nonfiction
The learner will be able to
analyze theme in nonfiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
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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 |
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Cause/Effect: "Why"/"How&
The learner will be able to
determine cause and effect relationships by answering "why," "how," and "what-if" questions.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
East Longmeadow High School |
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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 |
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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 |
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Decode: Complex/Words
The learner will be able to
apply knowledge of decoding skills to read increasingly complex words by him/herself.
| Strand |
Scope |
Source |
| Reading Strategies: Decode |
Master |
East Longmeadow High School |
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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 |
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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 |
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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 |
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Diction: Mood/Effect/Evaluate
The learner will be able to
evaluate the effect diction has on the mood of a reading passage.
| Strand |
Scope |
Source |
| Figurative Language: Diction |
Master |
East Longmeadow High School |
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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 |
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Draw Conclusion: Implicit Information
The learner will be able to
draw a conclusion from implicit information found in a reading passage.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
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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 |
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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 |
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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 |
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Inference: Information/Synthesize
The learner will be able to
synthesize information from reading materials to make inferences.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Explanation/Meaning
The learner will be able to
make inferences to determine the most likely explanation of meaning in reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
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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 |
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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 |
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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 |
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Main Idea: Understand/Stated/Unstated
The learner will be able to
understand the stated or unstated main idea or main topic.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Understanding/Show
The learner will be able to
show his/her ability to read explanatory texts by demonstrating understanding of the main ideas.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Mood: Rhetorical Purpose/Analyze
The learner will be able to
analyze how authors use mood for rhetorical purposes.
| Strand |
Scope |
Source |
| Mood |
Master |
East Longmeadow High School |
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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 |
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Point of View: Understand
The learner will be able to
apply strategies for reading from and understanding multiple points of view.
| Strand |
Scope |
Source |
| Point of View |
Master |
East Longmeadow High School |
|
Post-Reading: Vocabulary/Discussion
The learner will be able to
show an understanding of story vocabulary during post-reading discussion or story response time.
| Strand |
Scope |
Source |
| Reading Responses: Discussions |
Master |
East Longmeadow High School |
|
Question: Material/Answer/Identify
The learner will be able to
identify questions that should be answered by reading the passage.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Question: Understanding/Identify
The learner will be able to
identify questions that will improve understanding of reading selections.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Read/Respond
The learner will be able to
read and respond to who, what, when, where, and how questions.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Respond/Reading
The learner will be able to
respond to questions that are related to the passage he/she has read.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Sequence: Beginning/Middle/End
The learner will be able to
identify the beginning, middle, and end of a story.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Sequence: Development/Evaluate
The learner will be able to
evaluate the development of sequence in a piece of literature.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Strategies: Critical Details/Extract
The learner will be able to
extract critical details from written texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical/Use/Interpret
The learner will be able to
use critical strategies to interpret literature.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Narrative
The learner will be able to
know strategies for understanding narrative text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Persuasive
The learner will be able to
know strategies for understanding persuasive text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Skim/Comprehension
The learner will be able to
skim text for general comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Structure: Analyze
The learner will be able to
study the text for structures to assist in understanding.
| Strand |
Scope |
Source |
| Structure |
Master |
East Longmeadow High School |
|
Style: Voice
The learner will be able to
understand the stylistic elements that go into creating voice.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Support: Evidence/Ideas
The learner will be able to
use evidence in the text to support ideas about the text.
| Strand |
Scope |
Source |
| Support |
Master |
East Longmeadow High School |
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Scope |
Source |
| Synthesizing |
Master |
East Longmeadow High School |
|
Theme: Connections/Examine
The learner will be able to
examine the connections made between themes in different types of literature.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Theme: Interpret/Support/Evidence
The learner will be able to
support interpretation of theme with textual evidence.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Tone: Examine
The learner will be able to
examine an author's use of tone.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Universal: Analyze/Support
The learner will be able to
analyze texts with universal themes and give evidence to support his/her ideas.
| Strand |
Scope |
Source |
| Themes: Universal |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 11.7 |
|
Voice: Recognize
The learner will be able to
recognize effective use of voice.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
Analyze: Point of View
The learner will be able to
analyze the point of view of a given reading passage.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 12, 8.32 |
|
Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Spelling: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
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Study and Research Skills
|
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|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 4.12 |
|
Sources: Utilizing
The learner will be able to
locate and use information from reference materials.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 4.12 |
|
Research Technology: Appropriate Sources
The learner will be able to
select appropriate technology for research purposes.
| Strand |
Scope |
Source |
| Research Technology |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 26.12 |
|
Research Skills: Evaluate Information
The learner will be able to
evaluate information collected from research materials.
| Strand |
Scope |
Source |
| Resource: Evaluating |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 26.12 |
|
Communication: Ideas
The learner will be able to
use technology to communicate ideas.
| Strand |
Scope |
Source |
| Technology: Communication |
Master |
East Longmeadow High School |
|
Computer: Recording
The learner will be able to
record ideas, voices, and stories using a computer.
| 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 |
|
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/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/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 |
|
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 |
|
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 |
|
Analogy: Complete
The learner will be able to
identify the answer choice that shows an abstract relationship analogous to the relationship in the question.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Analogy: Connection/Meaning
The learner will be able to
determine the connection between word meaning and analogy.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Analogy: Development/Improve/Implied
The learner will be able to
improve vocabulary development by understanding the implied relationships in word analogies.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Revise: Reflect/Purpose
The learner will be able to
reflect on how well he/she has addressed the purpose for writing before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Revise: Reflect/Audience
The learner will be able to
reflect on how well he/she has addressed the audience before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Evaluating Writing: Logical/Develop
The learner will be able to
develop logical criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 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 |
MA: Curriculum Frameworks, February 1997, Grade 12, 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 |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Criteria/Develop
The learner will be able to
develop criteria for evaluating his/her own writing in the content areas.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 25.12.; MA: Curriculum Framework, 2001, Grade 12, 25.6 |
|
Evaluating Writing: Stylistic/Develop
The learner will be able to
develop stylistic criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
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 |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 22, 22.12.; MA: Curriculum Framework, 2001, Grade 12, 22, 22.10 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20.; MA: Curriculum Framework, 2001, Grade 12, 20 |
|
Prewriting: Generate Ideas/Evaluate
The learner will be able to
evaluate the prewriting strategies used to generate ideas.
| Strand |
Scope |
Source |
| Prewriting: Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 19.12 |
|
Prewriting: Organize Ideas/Evaluate
The learner will be able to
evaluate the prewriting strategies used to organize ideas.
| Strand |
Scope |
Source |
| Prewriting: Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 19.12 |
|
Revise: Organizational Pattern
The learner will be able to
revise writing to improve the organizational pattern.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Word Choices
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21, 21.12 |
|
Revise: Sentence Variety
The learner will be able to
revise written works to improve sentence variety.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21, 21.12 |
|
Composition: Literary Assignment
The learner will be able to
create a composition as a literary writing assignment.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Composition: Ideas
The learner will be able to
develop and present ideas coherently in a composition.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 19.; MA: Curriculum Framework, 2001, Grade 12, 19.30 |
|
Organization: Outline/Integrate Learning
The learner will be able to
use outlines to integrate learning across content areas.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
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 |
MA: Curriculum Frameworks, February 1997, Grade 12, 25.12 |
|
Evaluating Writing: Research/Materials
The learner will be able to
evaluate the materials used in his/her research paper.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Evaluating Writing: Research/Sources
The learner will be able to
evaluate the documentation of sources used in his/her research paper.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Evaluating Writing: Criteria/Use
The learner will be able to
use criteria for evaluating his/her own writing in the content areas.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 25.12.; MA: Curriculum Framework, 2001, Grade 12, 25.6 |
|
Evaluating Writing: Logical/Use
The learner will be able to
use logical criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 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 |
MA: Curriculum Frameworks, February 1997, Grade 12, 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 |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Publishing: Share
The learner will be able to
share writing with others.
| Strand |
Scope |
Source |
| Publishing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Paragraph: Central Idea
The learner will be able to
develop paragraphs with a focused central idea.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 19.12 |
|
Style: Appropriate/Choose
The learner will be able to
choose an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Form/Style: Reasoning/Choose
The learner will be able to
choose an appropriate mode of reasoning for writing.
| Strand |
Scope |
Source |
| Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Style: Appropriate/Use
The learner will be able to
use an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Form/Style: Reasoning/Use
The learner will be able to
use an appropriate mode of reasoning when writing.
| Strand |
Scope |
Source |
| Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Genre: Use
The learner will be able to
use an appropriate genre when writing.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Strategies: Rhetorical/Use
The learner will be able to
use rhetorical writing strategies.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Strategies: Elements of Discourse
The learner will be able to
write with an understanding of the elements of discourse.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Expository: Essay
The learner will be able to
write an expository essay.
| Strand |
Scope |
Source |
| Expository |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Persuasive: Use
The learner will be able to
write in persuasive form.
| Strand |
Scope |
Source |
| Persuasive |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Summary: Aid Understanding
The learner will be able to
write a summary to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Summary: Abstract/Aid Understanding
The learner will be able to
write an abstract to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Summary: Integrate Learning
The learner will be able to
use summaries to integrate learning across content areas.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
Research Paper: Planning/Implement
The learner will be able to
implement his/her research plan.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
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 |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 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 |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 24 |
|
Questions: Generate
The learner will be able to
generate questions to aid understanding while participating in writing experiences.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
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 |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 24 |
|
Questions: Integrate Learning
The learner will be able to
use questions to integrate learning across content areas.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
Focus: Maintain
The learner will be able to
maintain the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 19, 19.12 |
|
Focus: Details
The learner will be able to
choose details relevant to the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 19, 19.12 |
|
Revise: Details/Modify
The learner will be able to
revise his/her writing to change details.
| Strand |
Scope |
Source |
| Revising: Content/Detail |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Paragraph Development
The learner will be able to
revise writing to improve paragraph development.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Comprehensive Content
The learner will be able to
revise writing for comprehensive content.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Tone
The learner will be able to
revise writing to improve tone.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Meaning
The learner will be able to
revise writing to create a better sense of intended meaning.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Expressive: Write
The learner will be able to
create an expressive writing piece.
| Strand |
Scope |
Source |
| Expressive |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
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 |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Notes: Integrate Learning
The learner will be able to
use notes to integrate learning across content areas.
| Strand |
Scope |
Source |
| Writing to Learn: Notes/Observations |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 12, 20 |
|
Revise: Improvement/Demonstrate/Content
The learner will be able to
show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 12, 21 |
|
Revise: Style/Word Choice/Meaning
The learner will be able to
revise writing to improve style, word choice, sentence variety, and subtlety of meaning while considering how well questions of purpose, audience, and genres have been addressed.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 12, 21.9 |
|
Organization: Purpose/Support
The learner will be able to
organize information to support his/her purpose in writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 12, 23 |
|
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 |
|
Analytical: Critical Thinking
The learner will be able to
demonstrate critical thinking in writing.
| Strand |
Scope |
Source |
| Analytical Writing |
Master |
East Longmeadow High School |
|
Clarity/Focus: Reasoning/Develop
The learner will be able to
develop reasoning coherently and cohesively.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Clarity: Coherence
The learner will be able to
provide consistent coherence within a topic when writing.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Collaborative Writing: Ideas/Discuss
The learner will be able to
discuss ideas for written works with peers.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Collaborative Writing: Ideas/Discuss
The learner will be able to
discuss ideas for written works with the teacher.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Composition: Complex
The learner will be able to
write a complex composition.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Composition: Original
The learner will be able to
create original compositions.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Conclusion
The learner will be able to
write conclusions which summarize and reinforce the central statement or idea.
| Strand |
Scope |
Source |
| Introduction/Conclusion |
Master |
East Longmeadow High School |
|
Criteria: Create/Own
The learner will be able to
create criteria to evaluate one's own writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Criteria: Develop/Evaluate/Others
The learner will be able to
apply his/her own criteria to evaluate writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Detail: Include
The learner will be able to
revise writing to include more details.
| Strand |
Scope |
Source |
| Revising: Content/Detail |
Master |
East Longmeadow High School |
|
Dialogue: Incorporate
The learner will be able to
incorporate dialogue into written works.
| Strand |
Scope |
Source |
| Dialogue |
Master |
East Longmeadow High School |
|
Diction: Effectiveness/Evaluate
The learner will be able to
evaluate the effectiveness of diction in his/her writing.
| Strand |
Scope |
Source |
| Diction |
Master |
East Longmeadow High School |
|
Drafting: Method
The learner will be able to
decide on a method for developing drafts.
| Strand |
Scope |
Source |
| Drafting |
Master |
East Longmeadow High School |
|
Edit: Content
The learner will be able to
edit the content of written works.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
East Longmeadow High School |
|
Essay: Draft/Outline/Use
The learner will be able to
use an outline to write sentences to draft an essay.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Essay: Formulating Thesis
The learner will be able to
formulate a general statement which can be clarified to serve as a thesis for an essay.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Essay: Synthesizing Information/Sources
The learner will be able to
synthesize information from a variety of sources in writing.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Essay: Thesis/Develop
The learner will be able to
develop a thesis statement about an author's use of literary elements.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Evaluating Writing: Literary Devices
The learner will be able to
write an evaluation of literary devices.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
East Longmeadow High School |
|
Evaluating Writing: Others' Work
The learner will be able to
evaluate others' written works.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
East Longmeadow High School |
|
Evaluating Writing: Own/Writing
The learner will be able to
evaluate one's own writing using specific evaluation procedures.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
East Longmeadow High School |
|
Expository: Detail/Clear
The learner will be able to
write a detailed and clear expository composition.
| Strand |
Scope |
Source |
| Expository |
Master |
East Longmeadow High School |
|
Expository: Reader Expectation
The learner will be able to
write an expository composition that addresses the possible expectations of the reader.
| Strand |
Scope |
Source |
| Expository |
Master |
East Longmeadow High School |
|
Focus: Control
The learner will be able to
exhibit control over the structural focus in his/her writing.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Group: Share Ideas/Writing
The learner will be able to
share ideas during a group writing activity.
| Strand |
Scope |
Source |
| Collaborative Writing: Group |
Master |
East Longmeadow High School |
|
Ideas: Communicate
The learner will be able to
use the drafting process to communicate ideas and feelings.
| Strand |
Scope |
Source |
| Drafting: Ideas |
Master |
East Longmeadow High School |
|
Introduction: Use
The learner will be able to
use an introduction in a written work.
| Strand |
Scope |
Source |
| Introduction/Conclusion |
Master |
East Longmeadow High School |
|
Literary Device: Analysis
The learner will be able to
write an analysis of literary devices.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Main Idea: Clear/Focused/Generate
The learner will be able to
generate a clear, focused main idea or ideas that relate to the writing prompt.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Opinion: Personal View/Generate
The learner will be able to
generate an informed opinion that clearly expresses a personal view.
| Strand |
Scope |
Source |
| Opinion |
Master |
East Longmeadow High School |
|
Opinion: Reason/Convincing/Support
The learner will be able to
support his/her opinions with convincing reasons.
| Strand |
Scope |
Source |
| Opinion |
Master |
East Longmeadow High School |
|
Organization: Apply Knowledge/Topic
The learner will be able to
apply knowledge of organizational strategies appropriate to the topic.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Organization: Controlled
The learner will be able to
organize writing in a controlled manner.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Peer Response: Feedback/Provide
The learner will be able to
provide constructive feedback for the purpose of improving writing.
| Strand |
Scope |
Source |
| Revising: Peer Response |
Master |
East Longmeadow High School |
|
Portfolio: Maintain
The learner will be able to
maintain a portfolio.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Portfolio: Self-Reflect/Write
The learner will be able to
write a response that shows self-reflection of portfolio pieces.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Portfolio: Writing
The learner will be able to
write individual works to be added to his/her portfolio.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Publishing: Classmates/Share
The learner will be able to
share writing samples with classmates.
| Strand |
Scope |
Source |
| Publishing |
Master |
East Longmeadow High School |
|
Research Paper: Notes/Use
The learner will be able to
use his/her own notes to write research papers.
| Strand |
Scope |
Source |
| Research Paper |
Master |
East Longmeadow High School |
|
Revise: Beginning/Middle/End
The learner will be able to
revise the organization of the beginning, middle and ending of writing.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
East Longmeadow High School |
|
Revise: Content
The learner will be able to
revise writing to ensure content is correct.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
East Longmeadow High School |
|
Sources: Document/Research Paper
The learner will be able to
accurately and appropriately document the sources of information used in a research paper (footnotes, endnotes, bibliography, etc.).
| Strand |
Scope |
Source |
| Research Paper: Sources |
Master |
East Longmeadow High School |
|
Style: Personal
The learner will be able to
write prose which demonstrates a personal style.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Style: Revise
The learner will be able to
revise his/her personal writing style.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Voice: Distinct
The learner will be able to
write with a distinct voice.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
Word Choice: Revise/Improve
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Master |
East Longmeadow High School |
|
Information Processing: Application
The learner will be able to
use language to apply information.
| Strand |
Scope |
Source |
| Information/Ideas: Processing |
Master |
East Longmeadow |
|
Information/Ideas: Collect
The learner will be able to
apply language to collect information and ideas.
| Strand |
Scope |
Source |
| Information/Ideas: Selection |
Master |
East Longmeadow |
|
Information/Ideas: Identify/Bias
The learner will be able to
identify bias in information and ideas.
| Strand |
Scope |
Source |
| Information/Ideas: Assumption |
Master |
East Longmeadow |
|
Information/Ideas: Identify/Propaganda
The learner will be able to
identify propaganda in information and ideas.
| Strand |
Scope |
Source |
| Information/Ideas: Assumption |
Master |
East Longmeadow |
|
Information/Ideas: Identify/Semantics
The learner will be able to
identify semantics in information and ideas.
| Strand |
Scope |
Source |
| Information/Ideas: Language Elements |
Master |
East Longmeadow |
|
Information/Ideas: Organization
The learner will be able to
analyze the effects of organization of information and ideas.
| Strand |
Scope |
Source |
| Information/Ideas: Organization |
Master |
East Longmeadow |
|
Information/Ideas: Point of View
The learner will be able to
determine how information and ideas are affected by point of view.
| Strand |
Scope |
Source |
| Information/Ideas: Assumption |
Master |
East Longmeadow |
|
Information/Ideas: Processing/Analysis
The learner will be able to
apply language to critically analyze information and ideas.
| Strand |
Scope |
Source |
| Information/Ideas: Processing |
Master |
East Longmeadow |
|
Information: Interpretation/Conclude
The learner will be able to
use an interpretation of information to draw conclusions.
| Strand |
Scope |
Source |
| Information/Ideas: Interpretation |
Master |
East Longmeadow |
|
|
