Facing our Fears: Reading and Writing about Characters in Literary Text

Size: px
Start display at page:

Download "Facing our Fears: Reading and Writing about Characters in Literary Text"

Transcription

1 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 Salisbury and "the Jumping Tree" by Rene Saldana, Jr. In this module, they will read and analyze the main character in "The School Play" by Gary Soto and write a character analysis. GRADES DISCIPLINE COURSE PACING 6 ELA Grade 6 ELA 7hr Literacy Design Collaborative 1 of 13

2 Section 1: What Task? Teaching Task Task Template IE4 - Informational or Explanatory How do authors develop their characters in a literary text? After reading) Gary Soto's "The School Play", write an essay in which you analyze the character traits of the main character, Robert. Support your discussion with evidence from the text/s. Standards South Carolina College- and Career-Ready Standards for English Language Arts Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze characters, settings, events, and ideas as they develop and interact within a particular context. Write arguments to support claims with clear reasons and relevant evidence. Texts Gary Soto's The School Play.pdf Literacy Design Collaborative 2 of 13

3 Informational/Explanatory Rubric for Grade 6-12 Teaching Tasks Not Yet Approaches Expectations Meets Expectations Advanced Focus Attempts to address prompt but lacks focus or is off task. D: Attempts to address additional demands but lacks focus or is off task. Addresses prompt appropriately but with a weak or uneven focus. D: Addresses additional demands superficially. Addresses prompt appropriately and maintains a clear, steady focus. D: Addresses additional demands sufficiently. Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea. Controlling Idea Attempts to establish a controlling idea, but lacks a clear purpose. Establishes a controlling idea with a general purpose. Establishes a controlling idea with a clear purpose maintained throughout the response. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Reading/Research (when applicable) Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. Development Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. Presents appropriate details to support the focus and controlling idea. Presents appropriate and sufficient details to support the focus and controlling idea. Presents thorough and detailed information to strongly support the focus and controlling idea. Organization Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure Maintains an appropriate organizational structure to address the specific requirements of the prompt. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format. Content Understanding Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Literacy Design Collaborative 3 of 13

4 Background for Students We have been studying character development and how to determine a character's traits and motivations. In this module, you will read a short story about a character named Robert who is nervous and scared about performing in a school play. After reading and analyzing Robert's behavior in the story, you will write a character analysis about two of his character traits. Extension Not provided Literacy Design Collaborative 4 of 13

5 Section 2: What Skills? Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. READING OF THE RUBRIC: Reading Process ESSENTIAL VOCABULARY: ANNOTATION: GATHERING EVIDENCE: Transition to Writing GROUP PRESENTATIONS: Writing Process OUTLINING THE WRITING: REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. FINAL DRAFT: Ability to submit final piece that meets expectations. Literacy Design Collaborative 5 of 13

6 Section 3: What Instruction? PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES Preparing for the Task 20 mins TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. WHAT DO YOU FEAR MOST? Students will take a brief survey, ranking what they are most afraid of, and share. Then they will survey the class to find out what is the most common fear in their classroom. n/a Meets expectations if students complete survey and participate in the discussion 1. Teacher hands out the survey and students rank their fears. 2. Students share. 3. Teacher and students survey class to determine the most common fear in the classroom. 4. Teacher introduces "The School Play," a story about a boy who is afraid of forgetting his lines in the school play. Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. FACE YOUR FEARS survey.docx 20 mins TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. TASK ANALYSIS As a class we will analyze the prompt for this module and break it down so we know what we re going to be learning about. Meets Expectations: Sheet is fully filled out and student responses reflect understanding of the task. Read / share important background knowledge about the unit/module with your students. Explain to the class that the goal of this unit/module is to read Gary Soto's "The School Play" and learn more about character development. After doing all this learning they will write a character analysis of Robert, the main character in the story. Pass out Prompt Reflection Sheet and guide a class discussion about what each part of the prompt means. Use questions like: What will you have to do to successfully answer this part of the prompt? What do you need to learn to be able to do this? What parts of this seem easy / what parts seem hard? Review the reflection sheets and read them over so you have a good sense of how well each student understands the task provide additional feedback and support as necessary in the following days. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Prompt Reflection Literacy Design Collaborative 6 of 13

7 Prompt Reflection TEMPLATE 1 hr READING OF THE RUBRIC: BUMPER STICKER RUBRICS With your partner(s) look carefully at the section of the Informational/Explanatory Rubric assigned to you. Determine what that description says and determine what it really means. Paraphrase the description in a "bumper sticker" and write your paraphrase on chart paper. Post your bumper sticker and be ready to explain it to the class. Bumper Sticker Give students a copy of the Informational/Explanatory Rubric and explain its construction. Point out the Meets Expectations column and assign a section of that column to each pair or group of students. Ask students to put their assigned section of the rubric in their own words and turn it into a "bumper sticker" for future reference. Provide assistance as needed. Facilitate as students share their work. Informational/Explanatory Rubric Reading Process 20 mins ESSENTIAL VOCABULARY: VOCABULARY IN CONTEXT Students will determine the meaning of vocabulary words from the story by replacing boldfaced words with a synonym that they know. Then they will draw an illustration and write a new sentence for the word. Meets expectations if students identify the meanings of the 4 vocabulary words, draw illustrations, and write new sentences. 1. Teacher displays the four sentences on the Promethean/Smartboard (or writes them on the board). 2. Teacher models assignment by: 1. writing the word story above the word narrative, 2. drawing a picture that will help her remember the word narrative, and 3. writing a new sentence. 3. Students copy the sentences into their Reader/Writer Notebook and complete the same three steps with the remaining three words. Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. Vocabulary in Context The School Play grade 6.docx 40 mins ANNOTATION: DEEPENING ANNOTATIONS We are going to read the text through three times. The first time, I will read it aloud and ask you questions, just to get a feel for what s happening in the text. The second time, you and a partner will read Meets Expectations: Underlined text is important to understanding the main character. Margin notes are thoughtful Teacher Note: Students should be learning that difficult texts normally require multiple readings. If they struggle and try several approaches, that means they re doing it right. That point is worth making before and during their work on this task. Instruction: Literacy Design Collaborative 7 of 13

8 together and highlight or underline lines in the story that describe Robert: the author's description, what other characters say about Robert, and Robert's thoughts and actions. The third time, you will make notes in margin about what character traits these underlined parts show us about Robert. Annotations demonstrate engagement of the student with the text. 1. Read the story aloud, stopping to ask the questions in the margin to make sure students "get the gist." Then, Model all three steps on the first one to three paragraphs: 2. Re-Read aloud the text without pausing. 3. Read aloud the text, pausing to underline (and explain why you are underlining) important terms. You might say something like: I'm going to underline, because he seems like an important person based on how much the author mentions him. I'm going to underline the word and its definition, because if the author bothers to define a word, I know it must be pretty important. I'm going to underline, because even though I'm not quite sure what it means, I can tell its important. 3. Read aloud the text, pausing to say aloud and then make note of what the underlined parts say about Robert in the margins. Now, instruct students to complete this same process on their own or with a partner. Hold them accountable by requiring them to do the first reading without a pencil in their hand. Describe how a plot in a narrative or drama unfolds and how characters respond or change as the plot moves toward a resolution; determine the impact of contextual influences on setting, plot and characters. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 30 mins GATHERING EVIDENCE: CHARACTERIZATION CHART Students will use evidence from the story to complete a graphic organizer on characterization. Meets expectations if at least one example is provided for each section of the graphic organizer. 1. The teacher will give students the graphic organizer on Characterization and instruct them to fill it out with specific lines/evidence from the short story, "The School Play." 2. The teacher may choose to have students work alone or in groups. 3. Students will share their charts with the whole class (volunteers or teacher choice). Analyze characters, settings, events, and ideas as they develop and interact within a particular context. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Characterization chart.pdf 50 mins GATHERING EVIDENCE: CHARACTER TRAITS Students will determine one or two character traits for the Meets expectations if students complete 1. Teacher divided class into groups of four and asks them to look at character traits charts (anchor charts, handout, or promethean board). Literacy Design Collaborative 8 of 13

9 main character of "The School Play" and complete the graphic organizer with the quotes and explanations that provide the evidence for these traits. Character Traits and Textual Evidence graphic with a minimum of three quotes and explanations for each character trait. 2. Students are instructed to look at their comments and notes on the short story and talk in their groups about possible character traits that Robert has. 3. Spokesperson from each group volunteers one trait and explanation to the teacher and class; teacher lists each group's trait on the board. 4. Students return to their individual seats. Teacher hands out Character Traits and Textual Evidence chart. ***NOTE: depending on the abilities of the students in the class, teacher may differentiate as to who will write about one character trait vs. who will choose two to write about. Those who are writing about two will need two copies of the handout. 5. Teacher models filling out the chart with one example. For example, Trait: fearful Quote (pg) 40 "He bit a nail and Explanation: Robert is biting his nails because he is afraid he won't looked into the barrel of toys. remember his line for the play. 6. Students choose the trait(s) they want to write about and fill in the graphic organizer. Analyze characters, settings, events, and ideas as they develop and interact within a particular context. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. character traits graphic organizer.pdf Transition to Writing 50 mins GROUP PRESENTATIONS: LET'S ACT IT OUT! Students will work in groups to choose a part of the story that shows Robert's character to act out for the class. Meets expectations if students work together efficiently and effectively to act out a part of the play. 1. Teacher chooses groups or students self-select groups to perform a part of the short story that shows the class something about Robert's personality/character traits.. 2. Students are given 5-10 minutes to plan and practice. (depending on the number of groups) 3. Students perform for the class. At the end of each performance, teacher asks class to identify which character trait the group is portraying with their scene. Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives. Literacy Design Collaborative 9 of 13

10 Writing Process 50 mins OUTLINING THE WRITING: THE SCHAEFFER MODEL FOR LITERARY ANALYSIS PAPERS Students will create an outline for their essay using the Jane Scaeffer method as a model for their paragraphs. Meets expectations if students completely fill out the outline for their essays. 1. Teacher shows students the powerpoint on the Jane Schaeffer model for writing a paragraph and teaches students the terms: TS, CD, CM 2. Teacher models writing a paragraph about Robert from " The School Play" using the Jane Schaeffer model. 3. Teacher instructs students to create an outline for their character analysis of Robert by using the Jane Schaeffer model. ***NOTE: The teacher will need to differentiate the demands of the outline based on student ability. If the student is a struggling writer, perhaps he/she only needs to write one paragraph with a topic sentence, concrete detail, 2 commentary and conclusion. A more sophisticated writer may have a longer paragraph with two concrete details and 4 commentaries, and a top student may write an introduction, body and conclusion. Outlines for each option are included. 4. Students complete the outlines in preparation for writing their first drafts. provide a concluding statement or section that follows the information or explanation presented. establish and maintain a style and tone authentic to the purpose; and use precise language and domain-specific vocabulary to inform or explain the topic; use appropriate transitions to clarify the relationships among ideas and concepts; follow a standard format for citation; paraphrase, quote, and summarize to avoid plagiarism; use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information; use relevant information from multiple print and multimedia sources; introduce a focused topic; Sample outline grade 6 single paragraph The School Play.docx 6th grade literary analysis 3 paragraph outline.doc 6th grade literary analysis outline advanced.doc 6th grade simple outline paragraph literary analysis.docx Jane Schaffer Paragraph Writing Three Little Pigs.ppt 50 mins REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. USING ARMS TO REVISE You will use the ARMS strategy to systematically revise your writing and give feedback to others about their writing. Complete: Evidence of feedback: Added words or sentences Removed words or sentences Moved words or Explain: When we revise our writing, we are looking at the ideas and progression of the writing. To help you revise your writing, we are going to use the ARMS strategy. Display ARMS strategy: Add words or sentences where information is missing or lacking development Remove words or sentences that do not fit or are repetitive Move words or sentences around to help the flow of the essay Substitute weak words and/or sentences with Literacy Design Collaborative 10 of 13

11 sentences Substituted words or sentences Not Complete Missing or incomplete feedback more specific vocabulary Briefly review the ARMS strategy with the students (if it has been taught before). For students unfamiliar with this strategy, more time will be needed for modeling: Model how (any why) to add, remove, move, and substitute words/sentences with an example text (suggestion: use a piece of your own writing as an example to revise) Assign students partners. Instruct students to use this strategy on their partner's writing. Monitor and assist as needed Invite students to conference when revisions are complete, encouraging them to explain the changes they made to their partner. Note: "Additional Peer Revision" and "Peer Checklist for Revision" below offer different revision strategies. CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Peer Checklist for Revising with a little Editing Additional Peer Revision Resource Use ARMS to Revise Not provided FINAL DRAFT: Ability to submit final piece that meets expectations. SUBMITTING YOUR FINAL DRAFT Students will watch a Youtube video on MLA format to learn how to format their final drafts. Meets expectations if students format their papers correctly. Not Provided Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Write arguments to support claims with clear reasons and relevant evidence. Instructional Resources No resources specified Literacy Design Collaborative 11 of 13

12 Section 4: What Results? Student Work Samples No resources specified Teacher Reflection Not provided Literacy Design Collaborative 12 of 13

13 All Attachments Gary Soto's The School Play.pdf : Literacy Design Collaborative 13 of 13

Student Name: OSIS#: DOB: / / School: Grade:

Student 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 information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

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 information

MYP Language A Course Outline Year 3

MYP 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 information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 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 information

Achievement Level Descriptors for American Literature and Composition

Achievement 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 information

Highlighting and Annotation Tips Foundation Lesson

Highlighting 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 information

EQuIP Review Feedback

EQuIP 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 information

RESPONSE TO LITERATURE

RESPONSE 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 information

Common Core State Standards for English Language Arts

Common 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 information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(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 information

Grade 6: Module 2A Unit 2: Overview

Grade 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 information

Grade 5: Module 3A: Overview

Grade 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 information

The College Board Redesigned SAT Grade 12

The 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 information

TRAITS OF GOOD WRITING

TRAITS 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 information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English 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 information

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE

ENGLISH 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 information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A 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 information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice 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 information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading 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 information

TABE 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 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 information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

More information

Pearson Longman Keystone Book F 2013

Pearson 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 information

Pearson Longman Keystone Book D 2013

Pearson 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 information

Grade 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 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 information

Prentice 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 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 information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric 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 information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice 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 information

GTPS Curriculum English Language Arts-Grade 7

GTPS 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 information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland 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 information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language 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 information

Literature and the Language Arts Experiencing Literature

Literature 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 information

Grade 6: Module 4: Unit 3: Overview

Grade 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 information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping 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 information

ELA Grade 4 Literary Heroes Technology Integration Unit

ELA 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 information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

1/25/2012. 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 information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work Grade 3: Module 2B: Unit 3: Lesson 10 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 information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania 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 information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland 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 information

Grade 6 Intensive Language Arts - Collection 1 Facing Fear

Grade 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 information

Georgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved

Georgia 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 information

Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay

Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike

More information

Fears and Phobias Unit Plan

Fears 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 information

Rendezvous with Comet Halley Next Generation of Science Standards

Rendezvous 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 information

Grade 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 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 information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?

More information

Tap vs. Bottled Water

Tap 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 information

PUBLIC 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 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 information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR 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 information

Greeley/Evans School District 6

Greeley/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 information

California Department of Education English Language Development Standards for Grade 8

California 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 information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: 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 information

5 th Grade Language Arts Curriculum Map

5 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 information

Reading Project. Happy reading and have an excellent summer!

Reading Project. Happy reading and have an excellent summer! Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different

More information

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

Create 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. 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 information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Big Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie

Big Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie Big Fish The Book Big Fish The Shooting Script Big Fish The Movie Carmen Sánchez Sadek Central Question Can English Learners (Level 4) or 8 th Grade English students enhance, elaborate, further develop

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

English 2, Grade 10 Regular, Honors Curriculum Map

English 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 information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, 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 information

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE

KENTUCKY 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 information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching 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 information

Summer Assignment AP Literature and Composition Mrs. Schwartz

Summer Assignment AP Literature and Composition Mrs. Schwartz 2015-2016 Summer Assignment AP Literature and Composition Mrs. Schwartz Contact Information: Email: meschwar@vbschools.com or bschwar12@gmail.com Edmodo Group Code: 534ta8 OVERVIEW This summer, you will

More information

Implementing the English Language Arts Common Core State Standards

Implementing 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 information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Challenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy:

Challenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy: These shift kits have been designed by the Illinois State Board of Education English Language Arts Content Area Specialists. The role of these kits is to provide administrators and teachers some background

More information

Night by Elie Wiesel. Standards Link:

Night 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 information

4 th Grade Reading Language Arts Pacing Guide

4 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 information

Topic 3: Roman Religion

Topic 3: Roman Religion Topic 3: Roman Religion Stards: 1. s will be able to identify most of the defining attributes of several aspects of Roman culture. 2. s will be able to explain how the characteristics of one culture are

More information

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

WebQuest - Student Web Page

WebQuest - Student Web Page WebQuest - Student Web Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 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 information

Grade 5: Curriculum Map

Grade 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 information

STEP 1: DESIRED RESULTS

STEP 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 information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

Secondary English-Language Arts

Secondary English-Language Arts Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.

More information

Degree Qualification Profiles Intellectual Skills

Degree Qualification Profiles Intellectual Skills Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire

More information

The Writing Process. The Academic Support Centre // September 2015

The Writing Process. The Academic Support Centre // September 2015 The Writing Process The Academic Support Centre // September 2015 + so that someone else can understand it! Why write? Why do academics (scientists) write? The Academic Writing Process Describe your writing

More information

Mercer County Schools

Mercer 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 information

NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment

NAME 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 information

Mini Lesson Ideas for Expository Writing

Mini Lesson Ideas for Expository Writing Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson 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 information

Teaching Literacy Through Videos

Teaching 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 information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

English IV Version: Beta

English 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 information

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor

Livermore 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 information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

South Carolina English Language Arts

South 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 information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

This Performance Standards include four major components. They are

This 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 information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title

More information

Introduction to the Revised Mathematics TEKS (2012) Module 1

Introduction to the Revised Mathematics TEKS (2012) Module 1 Introduction to the Revised Mathematics TEKS (2012) Module 1 This is the first of four modules to introduce the Revised TEKS for grades K 8. The goals for participation are to become familiar with the

More information

Honors 7 th Grade Language Arts Curriculum

Honors 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 information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

Grade 7 English Language Arts

Grade 7 English Language Arts Grade 7 English Language Arts Grade 7 English Language Arts Table of Contents Unit 1: Content Area Reading/Informational Nonfiction...1 Unit 2: Modern Fantasy/Science Fiction...19 Unit 3: Ode to Me Poetry...42

More information