Prentice Hall Literature, Grade 8, 2010
|
|
- Robyn O’Connor’
- 6 years ago
- Views:
Transcription
1 A Correlation of, 2010 To the North Carolina English Course of Study, 2004 and the Common Core Standards for English Language Arts
2 INTRODUCTION This document demonstrates how Prentice Hall Literature meets both the objectives of the Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Prentice Hall Literature is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature. 2
3 Table of Contents Competency Goal 1 The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Competency Goal 3 The learner will continue to refine the understanding and use of argument...15 Competency Goal 4 The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials...20 Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes Competency Goal 6 The learner will apply conventions of grammar and language usage...32, Grades 9-10 not represented in the correlation to NC English s
4 Language Arts, 2010, English Language Arts Curriculum Eighth grade students use oral language, written language, and other media and technology for expressive, informational, argumentative, critical, and literary purposes. They continue to refine their study of language and grammar in order to speak and write effectively. Although emphasis in eighth grade is placed on using information for a specific task, students also: Express individual perspectives through analysis and personal response. Refine understanding and use of argument. Critically analyze print and non-print communication. Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling. Interpret and evaluate a wide range of literature. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues Narrate a personal account which: creates a coherent, organizing structure appropriate to purpose, audience, and context. W.3.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. SE/TE: Writing Workshop: Autobiographical Narrative: Make a Blueprint, 209; Determine Audience and Purpose, 209; Order Events, 210 establishes a point of view and sharpens focus. W.3.b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. SE/TE: Writing Workshop: Autobiographical Narrative: Use a Consistent Point of View, 210 uses remembered feelings. SE/TE: Writing Workshop: Autobiographical Narrative: Use Remembered Feelings, 210 selects details that best illuminate the topic. connects events to self/society. W.3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. SE/TE: Writing Workshop: Autobiographical Narrative: Gather Descriptive Details, 209; Develop Readers Interest, 210; Use Specific, Precise Nouns and Verbs, 212 SE/TE: Writing Workshop: Autobiographical Narrative: Determine Audience and Purpose (share a lesson learned), 209 4
5 Language Arts, 2010, 1.02 Analyze expressive materials that are read, heard, and/or viewed by: monitoring comprehension SE/TE: Throughout Prentice for understanding of what Hall Literature side-note is read, heard and/or questions focusing on key skills viewed. accompany each selection. Students monitor comprehension as they answer these questions. See for examples pages: 17, 45, 59, 89, 131, 161, 249, 265, 285, 365, 655, 675, 683, 751, 883, Critical Thinking following each selection provides another opportunity for monitoring comprehension. See for examples pages: 50, 76, 152, 260, 290, 402, 658, 678, 912, 1100, and reviewing the characteristics of expressive works. R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-L.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R-L.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. SE/TE: Paraphrase, P9, 715, 719, 722, 725, 733, 734, 737, 741, 744, 750, 753, 760, 761; Summarize, P11, 1023, 1029, 1034, 1035, 1039, 1044, 1046, 1049, 1054, 1057, 1059; Literary Analysis, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111,
6 determining the importance of literary effects on the reader/viewer/listener. Language Arts, R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-L.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R-L.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 2010, SE/TE: Literary Analysis, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111, 1129; Communications Workshop, 626, 792, 998 making connections between works, self and related topics R-L.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. SE/TE: Making Connections, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165; For related activities see: Applying the Big Question: Talk About It & Write About It, 217, 447, 789, 995,
7 Language Arts, drawing inferences. R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text generating a learning log or journal. maintaining an annotated list of works that are read or viewed, including personal reactions. 2010, SE/TE: Inferences, make, 333, 338, 339, 341, 343, 347, 349, 352, 353, 354, 355, 356, 358, 359, 360, 362, 363, 366, 367, 372, 373, 376, 377, 380, 381, 385, 388, 391, 393, 397, 398, 399, 400, 403; Conclusions, draw, P4, 815, 818, 824, 825; also see: Critical Thinking: Infer, 31, 62, 76, 118, 199, 206, 260, 320, 324, 425, 473, 482, 522, 539, 578, 604, 658, 686, 701, 706, 752, 760, 775, 778, 824, 840, 974, 980, 1021, 1028, 1034, 1048, 1074, 1082, 1100, 1128, 1147; Draw conclusions, 76, 102, 168, 199, 206, 272, 302, 324, 342, 392, 402, 436, 510, 522, 539, 649, 701, 752, 778, 1100, 1151 SE/TE: Writer's Journal, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, As students complete each section of the Big Question Chart they can bring closure to each unit. See Applying the Big Question: Think About It, Talk About It, & Write About It, , , , , , SE/TE: As students complete each section of the Big Question Chart they can bring closure to each unit. See Applying the Big Question: Think About It, Talk About It, & Write About It, , , , , ,
8 taking an active role in and/or leading formal/informal book /media talks. Language Arts, SL.1.b. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. 2010, SE/TE: Researching the Author: Talk show, 23; Panel discussion, 405; Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165; Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, Interact in group activities and/or seminars in which the student: shares personal reactions to questions raised. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. SE/TE: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165; Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058 gives reasons and cites examples from text in support of expressed opinions. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. SL.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SE/TE: Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; also see: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995,
9 clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion. Language Arts, SL.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 2010, SE/TE: Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; also see: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, Reflect on learning experiences by: evaluating how personal perspectives are influenced by society, cultural differences, and historical issues. appraising changes in self throughout the learning process. SE/TE: Think About It, Talk About It, & Write About It, , , , , , ; Writing About the Big Question: Is truth the same for everyone?, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191; Can all conflicts be resolved?, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415; What is the secret to reaching someone with words?, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773; Is it our differences or our similarities that matter most?, 816, 837, 852, 918, 969; Are yesterday's heroes important today?, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165 SE/TE: Applying the Big Question: Think About It, Talk About It, & Write About It, , , , , ,
10 evaluating personal circumstances and background that shape interaction with text. Language Arts, 2010, SE/TE: Making Connections, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165; also see: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165; Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058 Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Analyze and evaluate informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. SE/TE: Throughout Prentice Hall Literature side-note questions focusing on key skills accompany each selection. Students monitor comprehension as they answer these questions. See for examples pages: 469, 471, 479, 481, 493, 507, 537, 545, 559. Critical Thinking following each selection provides another opportunity for monitoring comprehension. See for examples pages: 473, 482, 510, 539, 544, 546, 562,
11 recognizing the characteristics of informational materials. Language Arts, R-IT.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 2010, SE/TE: What is nonfiction?, , Learning About Types of Nonfiction, ; Narrative Essay, 475, 483, 497; Biography and Autobiography, 501, 511, 523; Informational Texts, 82 85, , , , , , , , , , , summarizing information. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. SE/TE: Summarize, P11, 1023, 1029, 1034, 1035, 1039, 1044, 1046, 1049, 1054, 1057, 1059 determining the importance and accuracy of information. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SE/TE: Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523; also see: Use a variety of primary and secondary sources, 983; Evaluate sources, 984; ; also see: Sources, primary/secondary, 968, 971, 972, 974, 978, 980, 981, 1084, 1109; 21 st Century Skills, R28 R33 11
12 making connections to related topics/information. drawing inferences and/or conclusions. Language Arts, R-IT.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Comparing Literary Works, 534, 536, 540, 545, 600, 605; Informational Texts: Identify Main Idea and Details, ; Main idea, identify, 501, 505, 506, 511, 516, 519, 521, 522, 523; Comparing informational texts, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141; Compare and Contrast Features and Elements, SE/TE: Drawing Conclusions/ Infer, 473, 482, 510, 522, 539, 578; Comparing Informational Texts, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141 generating questions. SE/TE: Ask Questions: evaluate, 573, 577, 579, 583, 584, 587, 590; analyze cause and effect, 917; compare and contrast, 245; evaluate support, 573, 579, 587 extending ideas. SE/TE: Integrated Language Activities, 499, 525, 571, Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by: determining purpose, audience, and context. W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. SE/TE: Writing Workshop: Research Report, ; Multimedia Report, ; Research and Technology: Research Report, 155; Brochure, 179; Multimedia Presentation, 525; Bulletin Board Display, 959; Writing: Research Proposal, 1109; Research the Author: 23,
13 Language Arts, understanding the focus. W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 2010, SE/TE: Develop a Research Plan, 983; Ask open-ended questions, 983; Define your thesis, 985 recognizing and/or choosing a relevant topic. Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience. evaluating information for extraneous detail, inconsistencies, relevant facts, and organization. W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SE/TE: Develop a Research Plan, 983; Ask open-ended questions, 983; Define your thesis, 985 SE/TE: Create Visuals, 986; Publishing and Presenting, 993; Multimedia Report, ; also see: Brochure, 179; Multimedia Presentation, 525; Bulletin Board Display, 959 SE/TE: Evaluate Sources, 984; Use Source Cards and Notecards, 984; Check Your Citations,
14 researching and organizing information to achieve purpose. using notes and/or memory aids to structure information. supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources. noting and/or citing sources used. Language Arts, W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 2010, SE/TE: Use Source Cards and Notecards, 984; Make an Outline, 985; Check for Unity, 988 SE/TE: Use Source Cards and Notecards, 984; Make an Outline, 985; Check for Unity, 988 SE/TE: Use a variety of primary and secondary sources, 983; Evaluate sources, 984; Balance research and original ideas, 985; Prepare to credit sources, 985; Make direct reference to sources, 986; Create a Works Cited list, 986 SE/TE: Prepare to credit sources, 985; Make direct reference to sources, 986; Create a Works Cited list, 986; Check your citations, 988; Focus on Citations,
15 recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information. Language Arts, W.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. 2010, SE/TE: Create visuals, 986; Multimedia Report, ; also see: Brochure, 179; Multimedia Presentation, 525; Bulletin Board Display, 959 Competency Goal 3 The learner will continue to refine the understanding and use of argument Explore and evaluate argumentative works that are read, heard and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. SE/TE: Persuasive Speech, ; Persuasive Speech, ; Comparing Informational Texts, 413, 597, 1069; Communications Workshop: Evaluating Media Messages, 792 analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them. identifying the social context of the argument. R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. SE/TE: Persuasive Speech, ; Persuasive Speech, ; Informational Texts: Evaluate Persuasive Appeals, ; Analyze Proposition and Support, ; Evaluate Treatment, Scope, and Organization of Ideas, ; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Critical Thinking, 562, 568; Informational Texts: Evaluate Persuasive Appeals, ; Communications Workshop: Evaluating Media Messages,
16 recognizing the effects of bias, emotional factors, and/or semantic slanting. comparing the argument and counter-argument presented. identifying/evaluating the effectiveness of tone, style, and use of language. evaluating the author's purpose and stance. making connections between works, self and related topics. Language Arts, R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. R-IT.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. R-IT.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. 2010, SE/TE: Bias, determine, 573, 579, 587; Persuasive techniques, 555, 559, 563, 569; Informational Texts: Evaluate Persuasive Appeals, ; Analyze Proposition and Support, ; Evaluate Treatment, Scope, and Organization of Ideas, ; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Critical Thinking, 562, 568; Informational Texts: Evaluate Persuasive Appeals, ; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Persuasive techniques, 555, 559, 563, 569; Informational Texts: Evaluate Persuasive Appeals, ; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Critical Thinking, 562, 568; Informational Texts: Evaluate Persuasive Appeals, ; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Timed Writing, 413; Communications Workshop: Evaluating Media Messages,
17 responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context). Language Arts, R-IT.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. 2010, SE/TE: Informational Text: Comparing Informational Text and Timed Writing, 413, 597, 835; also see: Writing About the Big Question, 556, 564; Critical Thinking, 562, Continue to explore and analyze the use of the problem-solution process by: evaluating problems and solutions within various texts and situations. R-IT.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. SE/TE: For related material see: Student Model: Problemand-Solution Essay, 712; Informational Texts: Use information to solve a problem, utilizing the problemsolution process within various contexts/ situations. SE/TE: Writing Workshop: Problem-and-Solution Essay, ; also see: Editorial, ; Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131 constructing essays/ presentations that respond to a given problem by proposing a solution that includes relevant details. W.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.2.e. Establish and maintain a formal style. W.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. SE/TE: Writing Workshop: Problem-and-Solution Essay, ; also see: Editorial, ; Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Delivering a Persuasive Speech Using Multimedia,
18 recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. Language Arts, W.2.e. Establish and maintain a formal style. W.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 2010, SE/TE: Writing Workshop: Problem-and-Solution Essay: Use an Appropriate Structure, 710; Promote Your Solution, 710; Offer Support, 710; also see: Editorial, Evaluate and create arguments that persuade by: understanding the W.1.a. Introduce claim(s), importance of the acknowledge and distinguish engagement of audience by the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. SE/TE: Writing Workshops: Editorial, ; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 establishing a context, creating a persona, and otherwise developing interest. noting and/or developing a controlling idea that makes a clear and knowledgeable judgment. W.1.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. SE/TE: Writing Workshops: Editorial: Define Your Position, 615; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing Workshops: Editorial: Define Your Position, 615; Prepare to Provide Support, 614; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages,
19 arranging details, reasons, and examples effectively and persuasively. Language Arts, W.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.1.d. Establish and maintain a formal style. W.1.e. Provide a concluding statement or section that follows from and supports the argument presented. 2010, SE/TE: Writing Workshops: Editorial: Prepare to Provide Support, 614; Use a Variety of Persuasive Techniques, 616; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 anticipating and addressing reader/listener concerns and counterarguments. recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. W.1.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W.1.d. Establish and maintain a formal style. SE/TE: Writing Workshops: Editorial: Define Your Position, 615; Anticipate and Respond to Counterarguments, 616; Revising to Strengthen Appeals to Your Audience, 618; also see: Timed Writing: Letter to the Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing Workshops: Editorial: Prewriting, 616; Drafting Strategies, 616; Revise for Coherence, 618; also see: Timed Writing: Letter to the Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages,
20 Language Arts, 2010, Competency Goal 4 The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials Analyze the purpose of the author or creator and the impact of that purpose by: monitoring comprehension for understanding of what is read, heard, and/or viewed. SE/TE: Author's Purpose, 7, 8, 23, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 462, 466, 471; Communications Workshop: Effective Listening and Note Taking, 220; Evaluating an Oral Presentation, 626; Evaluating Media Messages, 792 evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques. R-IT.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. SL.3. Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SE/TE: Bias, determine, 573, 579, 587; Persuasive techniques, 555, 559, 563, 569; Informational Texts: Evaluate Persuasive Appeals, ; Analyze Proposition and Support, ; Evaluate Treatment, Scope, and Organization of Ideas, ; Communications Workshop: Evaluating Media Messages, 792 evaluating the underlying assumptions of the author/creator. R-IT.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. SE/TE: Author's influences, 1111, 1115, 1119, 1124, 1129; also see: Author's Purpose, 7, 8, 23, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 462, 466,
21 evaluating the effects of author's craft on the reader/viewer/listener. Language Arts, R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Literary Analysis, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 497, 501, 523, 555, 569, 573, 587, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111, Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by: using knowledge of R-L.7. Analyze the extent to language structure and which a filmed or live literary or media production of a story or drama techniques. stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. R-IT.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. SL.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SE/TE: Communications Workshop: Evaluating Media Messages, 792; Bias, determine, 573, 579, 587; Persuasive techniques, 555, 559, 563, 569; also see: Writing Workshop: Multimedia Report, ; Informational Texts: Evaluate Persuasive Appeals, ; Analyze Treatment, Scope, and Organization of Ideas, ; Analyze Proposition and Support, ; Evaluate structural patterns, ; Evaluate Treatment, Scope, and Organization of Ideas,
22 drawing conclusions based on evidence, reasons, or relevant information. Language Arts, R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Conclusions, draw, P4, 815, 818, 824, 825; Critical Thinking: Draw conclusions, 76, 102, 168, 199, 206, 272, 302, 324, 342, 392, 402, 436, 510, 522, 539, 649, 701, 752, 778, 1100, 1151 considering the implications, consequences, or impact of those conclusions. R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Conclusions, draw, P4, 815, 818, 824, Use the stance of a critic to: consider alternative points W.9.a. Apply grade 8 Reading of view or reasons. standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). SE/TE: Students consider alternative interpretations as they compare their written works: Writing Workshop: Critical Review, ; Writing to Compare Literary Works: 103, 207, 325, 437, 707, 779, 841, 981, 1083, 1155 W.9.b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). 22
23 remain fair-minded and open to other interpretations. Language Arts, W.9.a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). W.9.b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). 2010, SE/TE: Writing Workshop: Critical Review, ; Writing to Compare Literary Works: 103, 207, 325, 437, 707, 779, 841, 981, 1083, 1155 constructing a critical response/review of a work/topic. W.9.a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). W.9.b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). SE/TE: Writing Workshop: Critical Review, ; Writing to Compare Literary Works: 103, 207, 325, 437, 707, 779, 841, 981, 1083, 1155; Writing: Response to Literature, 589; Research and Technology: Write a Summary of an Article, 383; Mini- Anthology, 689; Timed Writing,
24 Language Arts, 2010, Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: using effective reading strategies to match type of text. R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Reading Skill, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 497, 501, 523, 555, 569, 573, 587, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111, 1129 reading self-selected literature and other materials of interest individual. R-L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. R-IT.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. SE/TE: Independent Reading, 221, 451, 627, 793, 999, 1169 reading literature and other materials selected by the teacher. R-L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. R-IT.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. SE/TE: Independent Reading, 221, 451, 627, 793, 999, 1169; Additionally, Challenge selections for gifted students are included in the Teacher side notes. 24
25 assuming a leadership role in student-teacher reading conferences. leading small group discussions. taking an active role in whole class seminars. Language Arts, SL.1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.1.b. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. SL.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 2010, SE/TE: Researching the Author: Talk show, 23; Panel discussion, 405; Debate, 827; also see: Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Peer Review, 212, 442, 618, 784, 988, 1160; Talk About It, 217, 447, 623, 789, 995, 1165 SE/TE: Researching the Author: Talk show, 23; Panel discussion, 405; also see: Put Yourself in the Picture, 7, 235, 465, 641, 807, 1013; Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Response to Big Questions: Talk and Write About It, 217, 447, 623, 789, 995, 1165 SE/TE: Put Yourself in the Picture, 7, 235, 465, 641, 807, 1013; Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Response to Big Questions: Talk and Write About It, 217, 447, 623, 789, 995, 1165; Researching the Author: Talk show, 23; Panel discussion, 405; Debate,
26 analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone. discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism. Language Arts, R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-L.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R-L.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. R-L.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. L.5.a. Interpret figures of speech (e.g. verbal irony, puns) in context. 2010, SE/TE: Plot, 25,29, 32, 37, 39, 44, 47, 48, 50, 51; Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; Universal theme, 235, 236, 1012, 1142; Universal truth, 232; Characters, 190, 194, 196, 198, 199, 201, 202, 203, 204, 206, 207, 234, 236, 243, 300, 312, 804, 813, 815, 819, 820, 825, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Character traits, 277, 282, 284, 285, 286, 289, 291, 295, 297, 300, 302, 303; Character motivation, 917, 920, 922, 924, 928, 929, 934, 938, 940, 941, 944, 948, 953, 954, 957; Mood, 7, 111, 116, 118, 119, 125, 128, 131, 133, 137, 139, 142, 143, 146, 148, 151, 153, 234, 245, 261, 273, 475; Tone, 157, 169, 177, 245, 261, 464, 468, 473, 598, 601, 602, 603, 604, 606, 608, 609, 611, 613 SE/TE: Figurative Language, 640, 649, 671, 677, 679, 685, 687, 772, 1166; Dialogue, 804, 806, 808, 811, 849, 857, 858, 860, 864, 865, 867, 872, 873, 876, 877, 879, 880, 893, 895, 896, 898, 899, 901, 905, 906, 909, 912, 913; Foreshadowing, 86, 103, 235, 440; Flashback, 86, 103, 235, 440; Allusion, 715, 725, 737; Irony, 235, 236; Symbolism, 414, 417, 418, 419, 420, 421, 422, 423, 424, 427, 429, 430, 431, 432, 435, 436,
27 analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues. extending understanding by creating products for different purposes, different audiences, and within various contexts. Language Arts, R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 2010, SE/TE: Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; Universal theme, 235, 236, 1012, 1142; Universal truth, 232; Informational Texts: Identify Main Idea and Details, ; Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523 SE/TE: Writing Workshop, , , , , , , , , , , , ; Communications Workshop, 220, 450, 626, 792, 998, 1168; Integrated Language Activities, 53, 98, 155, 179, 275, 305, 383, 405, 499, 525, 571, 589, 669, 689, 739, 763, 827, 915, 959, 1037, 1061, 1109,
28 analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences. Language Arts, R-L.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. R-IT.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 2010, SE/TE: Comparing Literary Works, 86, 88, 94, 190, 192, 200, 312, 314, 321, 414, 416, 426, 534, 536, 540, 545, 598, 600, 605, 698, 700, 702, 772, 774, 777, 836, 838, 968, 970, 976, 1070, 1072, 1075, 1078, 1142, 1144, 1148, 1152; Making Connections, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415, 476, 484, 502, 512, 535, 556, 564, 574, 580, 599, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165; also see: Characters, 190, 194, 196, 198, 199, 201, 202, 203, 204, 206, 207, 234, 236, 243, 300, 312, 804, 813, 815, 819, 820, 825, 1070, 1072, 1074, 1076, 1081, 1082,
29 Language Arts, 2010, 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: reading a variety of R-L.10. By the end of the year, literature and other text read and comprehend (e.g., young adult novels, literature, including stories, short stories, biographies, dramas, and poems, at the plays, free verse, narrative high end of grades 6 8 text poems). complexity band independently and proficiently. R-IT.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. SE/TE: Fiction and Nonfiction, 28, 42, 59, 66, 88, 94, 115, 122, 160, 172, 192, 200; Short Story, 237, 248, 264, 281, 294, 314, 321, 336, 347, 388, 396, 416, 426; Nonfiction, 467, 478, 486, 504, 514, 536, 540, 545, 558, 566, 576, 582, 600, 605; Poetry, 645, 647, 654, 657, 658, 663, 665, 666, 675, 677, 678, 683, 685, 686, 700, 702, 718, 720, 723, 728, 731, 735, 744, 746, 749, 756, 758, 759, 774, 777; Drama, 818, 838, 855, 919, 970; American Stories, 1027, 1032, 1042, 1045, 1052, 1055, 1072, 1075, 1078, 1094, 1104, 1114, 1122, 1144, 1148, 1152; Informational Texts, 82 85, , , , , , , , , , , ; Independent Reading, 221, 451, 627, 793, 999,
Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More information2006 Mississippi Language Arts Framework-Revised Grade 12
A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationPennsylvania Common Core Standards English Language Arts Grade 11
A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationNew York State P-12 Common Core Learning Standards For English Language Arts & Literacy
A Correlation of To the New York State P-12 Common Core Learning Standards For Introduction This document demonstrates how English Language Arts meets the objectives of the New York State P-12. Correlation
More informationHonors 7 th Grade Language Arts Curriculum
Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,
More informationNight by Elie Wiesel. Standards Link:
Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
More informationGTPS Curriculum English Language Arts-Grade 7
Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text
More informationEpping Elementary School Plan for Writing Instruction Fourth Grade
Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,
More informationGeorgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved
May 3, 2012 * Page 1 GRADE 8 ELA CCGPS UNIT PLAN: 2nd 9 WEEKS 2. We have read a poem by Georgia author Alice Walker and her short story Everyday Use. Using words and phrases from the texts show how Walker
More informationEnglish 2, Grade 10 Regular, Honors Curriculum Map
The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support
More informationGrade 5: Curriculum Map
Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and
More informationCommon Core Curriculum- Draft
Arkansas English Language Arts Curriculum s Grade 11 Strand: Oral and Visual Communication Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS Length of Course: Elective/Required: School: Term Required High Schools Student Eligibility: Grades 9-12 Credit
More informationGreeley/Evans School District 6
Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationcorrelated to the Nebraska Reading/Writing Standards Grades 9-12
correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
More information5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationSTEP 1: DESIRED RESULTS
GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,
More informationFears and Phobias Unit Plan
Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts
More informationPAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) MINNESOTA ACADEMIC STANDARDS FOR LANGUAGE ARTS GRADES 9 12
GRADES 9 12 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing. Because Minnesota
More informationGrade 5: Module 3A: Overview
Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationKENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE
GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener
More informationLivermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor
Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
More informationGrade 6 Intensive Language Arts - Collection 1 Facing Fear
Suggested Semester 1 Central Text Selections Anchor Text: Short Story: The Ravine by Graham Salisbury 680L, p. 3 LG: Describe characters and setting, and make inferences in the context of a short story.
More informationDickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks
3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and
More information4 th Grade Reading Language Arts Pacing Guide
TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. IBET. The IBET reading strategy helps students understand
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationELA Grade 4 Literary Heroes Technology Integration Unit
ELA Grade 4 Literary Heroes Technology Integration Unit Teachers Name(s): Holly Cousens & Caitlin Coyne Grade Level(s): 4 Content Area(s): ELA: Unit 3 - Literary Heroes Technology Overview: Microsoft Word
More informationENGLISH. Progression Chart YEAR 8
YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationText Type Purpose Structure Language Features Article
Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationDRAFT. Reading Question
DRAFT Reading STARR Sample Stems by Skill October 2011 Release Items STAAR Sample Stem s by Skill Table of Contents s Page Number Author s Message/Author s Purpose 2 Character Development 3 Vocabulary
More informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationand secondary sources, attending to such features as the date and origin of the information.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationIBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme
IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language
More informationTRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
More informationNAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment
GRADE: Seventh Grade NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment STANDARDS ASSESSED: Students will cite several pieces of textual evidence to support analysis
More informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationGrowing Gifted Readers. with Lisa Pagano & Marie Deegan Charlotte-Mecklenburg Schools
Growing Gifted Readers with Lisa Pagano & Marie Deegan Charlotte-Mecklenburg Schools Who Are We Learning with Today? Marie Deegan Lisa Pagano Our Time Together Key Components of Reading Instruction Gifted
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationEnglish IV Version: Beta
Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
More informationFIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project
FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More informationDublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12
Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art
More informationLoveland Schools Literacy Framework K-6
Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary
More informationMissouri GLE THIRD GRADE. Grade Level Expectations and Glossary
Missouri GLE THIRD GRADE Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to third grade. It is simply a reorganized version
More informationChallenging Language Arts Activities Grade 5
ALCCRS: 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Students can quote accurately from a text when explaining what the text
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More information5.1 Sound & Light Unit Overview
5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,
More informationLower and Upper Secondary
Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7
More informationHolt McDougal Literature, Grade 11. Write Source, Grade 11
, Grade 11 crosswalk correspondence with, Grade 11 Use these lesson and practice resources BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR AFTER the Holt McDougal
More informationWelcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305
Associate Professor Libby Miles, PhD Office = Roosevelt 336 lmiles@uri.edu (questions only, no submissions) Office hours this spring = Tuesdays 12:30 2:00 and Wednesdays 10:30 11:30 Department of Writing
More informationFlorida Reading for College Success
Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary
More informationGrade 12 English 4 - Intensive Reading - Collection 2 Gender Roles
Semester 2: 6-8 Weeks Central Text Selections Anchor Text: Narrative Poem: The Wife of Bath s Tale from Canterbury Tales by Geoffrey Chaucer p. 77 LG: Analyze the narrator and the framestory structure
More informationDRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4
DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that
More informationCDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27
Revised: December 2010 Colorado Academic Standards in Reading, Writing, and Communicating and The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and
More information