Pearson Common Core Literature Georgia Edition Grade 10, 2015
|
|
- Luke Atkins
- 5 years ago
- Views:
Transcription
1 A Correlation of Pearson Common Core Literature Georgia Edition Grade 10, 2015 To the English Language Arts Common Core Georgia Performance s Course Number Grade 10
2 Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number ELACC9-10RL1 ELACC9-10RL2 ELACC9-10RL3 ELACC9-10RL4 ELACC9-10RL5 ELACC9-10RL6 Reading Literary (RL) Grades Nine/Ten Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 4 6, 15, 22 23, 35, 38 39, 49, 52 53, 61, 64 65, 75, , 302, , 353, , 375, , 389, , 401, 453, 454, 468, 478, 518, 529, , 567, , 591, , 617, , 637, , 655, 705, 745, 758, 772, 785, 820, 825, 839, 908 SE/TE: lii liii, 4 6, 15, 52 53, 61, 106, 107, , 302, , 353, , 401, , 413, 417, 425, 442, 452, 468, 478, 518, 529, , 591, 682, 683, 705, 744, 758, 772, 785, , 843, 859, 876, 908 SE/TE: 4 6, 15, 18 21, 64 65, 75, 106, 107, , 302, 468, 478, 518, 529, , , 567, , 617, , 655, 661, 665, 682, 683, 705, 772, 785, 877, 895, 908 SE/TE: 4 6, 38, 106, 126, 302, , , , , 401, , 413, 438, 442, 443, 452, 468, , 682, 704, 744, 758, 908 SE/TE: 4 6, 21, 22 23, 35, 79, 89, 106, 107, , , 353, , 389, 438, 443, 468, 518, , , 591, 617, , 637, 683, 705, 726, 758, 843, 876, 877 SE/TE: 442, 705, 727, 744, , 792, 801, , 817, 820, 825, 828, 839, 876, 895, 908 May 28, 2013 Page 2
3 Correlation to the English Language Arts Common Core Georgia Performance s Integration of Knowledge and Ideas ELACC9-10RL7 Analyze the representation of a subject or a key SE/TE: 251, 263, , 655, 795, 798, 827, 945 scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée de Beaux Arts and Breughel s Landscape with the Fall of Icarus). ELACC9-10RL8 (Not applicable to literature) Not applicable according to the Common Core Georgia Performance s. ELACC9-10RL9 Analyze how an author draws on and transforms SE/TE: 377, 438, 452, 453, 704, 726, 894 source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Range of Reading and Level of Text Complexity ELACC9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in SE/TE: liv lix, , , , , , the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. May 28, 2013 Page 3
4 Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number Reading Informational (RI) Grades Nine/Ten Key Ideas and Details ELACC9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RI2 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 details; provide an objective summary of the text. ELACC9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure ELACC9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELACC9-10RI5 Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). ELACC9-10RI6 Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas ELACC9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person s life story in print and multimedia), determining which details are emphasized in each account. ELACC9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 140, 148, 156, 166, 172, 186, 199, , 217, , 247, 277, 278, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 785, 930, 936 SE/TE: lii liii, 140, 148, 156, 166, 172, 186, 199, , 217, 277, 281, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 930, 936 SE/TE: 148, 166, 186, 199, , , 229, , 247, 278, 237, 280, 288, 289, 326, 494, 504, 930, 936 SE/TE: 140, 148, 156, 166, 172, 186, 205, 251, 263, 277, 278, 281, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 936 SE/TE: 140, 148, 156, 166, 172, , , 217, , 247, 278, 280, 288, 289, 311, 318, 488, 494, 504, 738, 754, 930, 936 SE/TE: lxii lxiii, 172, 186, 199, , 229, , 237, 277, 280, 281, 288, 289, 311, 326, 494, 738, 936 SE/TE: , 945 SE/TE: lxii lxiii, 166, 167, , 237, 280, 930 May 28, 2013 Page 4
5 Correlation to the English Language Arts Common Core Georgia Performance s ELACC9-10RI9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington s Farewell Address, the Gettysburg Address, Roosevelt s Four Freedoms speech, King s Letter from Birmingham Jail ), including how they address related themes and concepts. Range of Reading and Level of Text Complexity ELACC9-10RI10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. SE/TE: liv lix SE/TE: liv lix, , , , , May 28, 2013 Page 5
6 Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grade Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number ELACC9-10W1 ELACC9-10W2 Writing (W) Grades Nine/Ten Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: lxiv lxv, 51, , 167, 173, , 239, , , 290, , 403, 469, 505, 529, 657, 745, 761, , 931, 937 SE/TE: lxiv lxv, 94 95, 96, , 268, 270, 290, 338, 339, SE/TE: lxiv lxv, 94 95, 96, 173, , 270, 290, 338, 339, 469, 657, SE/TE: 94, 96, 98, 167, , , 290, 339, SE/TE: 94, 98, 173, 179, 271, 273, 290, 339, SE/TE: lxiv lxv, 94, 96, 173, 179, 270, 290, 339, 657, Write informative/explanatory texts to examine and SE/TE: lii liii, lxvi lxxix, 63, 89, 128, 141, 157, 199, 263, convey complex ideas, concepts, and information 303, 319, 327, 335, 353, 415, 425, , 442, 455, 479, clearly and accurately through the effective selection, 507, , 665, 728, 739, 755, 759, 785, 819, 827, 859, , 896, 908, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. SE/TE: 63, 263, 425, 431, 432, 455, , 728, 865, 896, SE/TE: 63, 89, 415, 425, 433, 455, , 728, 819, 827, 865, 896, May 28, 2013 Page 6
7 ELACC9-10W3 ELACC9-10W4 ELACC9-10W5 ELACC9-10W6 Correlation to the English Language Arts Common Core Georgia Performance s c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in s 1 3 above.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language s 1 3 up to and including grades 9 10.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SE/TE: 63, 128, 157, 415, 433, , 729, 859, 896, SE/TE: 141, 157, 432, , 728, 868, 896, SE/TE: 157, 219, 433, 434, , 728, 896, SE/TE: 63, 303, 415, , 728, SE/TE: 37, 77, 103, 149, 175, 177, 231, 311, 327, 337, 454, 489, 495, 509, , 679, 733, 763, 803, 923, 943, 945, 947 SE/TE: 77, 177, 337, 509, 670, 671, 672, 673, 763, 803, 947 SE/TE: 37, 77, 177, 337, 509, 671, 672, 763, 803, 841, 947 SE/TE: 37, 177, 337, 509, 670, 763, 947 SE/TE: 77, 177, 231, 311, 337, 509, 670, 671, 763, 947 SE/TE: 149, 231, 311, 327, 337, 509, 670, 672, 674, 763, 947 SE/TE: 51, 128, 141, 173, 177, 290, 303, 319, 377, 391, 415, 442, 469, 489, 495, 657, 659, 728, 733, 908, 931, 937 SE/TE: lxvi lxxix, , 128, 177, , , 290, , , , 728, , SE/TE: 274, 403, 415, 455, 495, 659, 819 May 28, 2013 Page 7
8 ELACC9-10W7 ELACC9-10W8 ELACC9-10W9 Correlation to the English Language Arts Common Core Georgia Performance s Research to Build and Present Knowledge Conduct short as well as more sustained research projects to answer a question (including a selfgenerate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading s to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). b. Apply grades 9 10 Reading s to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). Range of Writing ELACC9-10W10 ELACCL9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SE/TE: lxvi lxxix, 107, 129, 141, 149, 157, 173, 175, 190, 249, 268, 281, 291, 303, 311, 319, 327, 335, 348, 353, 415, 430, 443, 455, 469, 489, 495, 505, 507, 529, 659, 683, 729, 733, 745, 755, 785, 841, 877, 908, 923 SE/TE: lxvi lxxix, 7, 15, 77, 107, 129, 157, 190, 281, 291, 335, 353, 430, 455, 469, 489, 495, 659, 683, 729, 785, 841, 923 SE/TE: lxx, 7, 15, 96, 141, 149, 173, 303, 311, 319, 327, , 403, 479, 489, 505, , 755, 897, 931, 937 SE/TE: 15, 106, 107, 128, 157, 303, 377, 403, 443, 455, 479, 529, 682, 683, 729, 876, 877, 908 SE/TE: 280, 281, 931, 937 SE/TE: 7, 15, 128, 141, 149, 157, 173 May 28, 2013 Page 8
9 Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number Speaking and Listening (SL) Grades Nine/Ten Comprehension and Collaboration ELACC9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELACC9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELACC9-10SL3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 2, 7, 15, 50, 92 93, 105, 128, 157, 167, 173, 176, 184, 190, 199, 279, 290, 303, 311, 319, 327, 336, 345, 348, 353, 391, 454, 469, 495, 505, 508, 516, 659, 683, 728, 733, 739, 745, 755, 762, 770, 819, 908, 923, 931, 937, 945, 946 SE/TE: 37, 176, 336, 508, 946 SE/TE: 37, 92 93, 176, 336, 508, 946 SE/TE: 63, 176, 336, 443, 508, 659, 770, 946 SE/TE: 63, 107, 176, 336, 508, 659, 770, 946 SE/TE: , 923 SE/TE: 239, , 290, 336, , 495, 508, , 754, 946 May 28, 2013 Page 9
10 Correlation to the English Language Arts Common Core Georgia Performance s Presentation of Knowledge and Ideas ELACC9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELACC9-10SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELACC9-10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language s 1 and 3 for specific expectations.) SE/TE: 92 93, 107, 129, 141, 176, 219, 231, , 281, 290, 291, 303, 311, 336, 455, 495, 508, 659, , 683, 733, 745, 759, 762, 877, 908, 931, 946 SE/TE: , 291, 455, 659, , 923 SE/TE: 51, 92 93, 129, 141, 157, 173, 176, 336, 443, 508, 683, 745, 755, 762, 803, 946 May 28, 2013 Page 10
11 Correlation to the English Language Arts Common Core Georgia Performance s ELA CCGPS - Grades Nine & Ten Title of Textbook : Pearson Common Core Literature, Georgia Edition, Grade 10 State-Funded Course Number: Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number ELACC9-10L1 ELACC9-10L2 ELACC9-10L3 Language (L) Grades Nine/Ten Where Taught (If print component, cite page number, if non-print cite appropriate location.) Conventions of English Demonstrate command of the conventions of SE/TE: lxxiii, 36, 62, 76, 97, 99, 106, 126, 128, 173, 218, English grammar and usage when writing 230, 238, 248, 390, 415, 435, 441, 454, 656, 681, 682, 826, or speaking. 869 a. Use parallel structure.* SE/TE: 273, 281, 288 b. Use various types of phrases (noun, verb, SE/TE: 376, 390, 391, 402, 403, 415, 416, 435, 441, 452, adjectival, adverbial, participial, prepositional, 656, 674, 675, 681, 726, 802, 818, 875 absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. SE/TE: lxxiv, lxxviii, 36, 128, 376, 377, 441, 677, 840, 841, 875 SE/TE: 126, 840, 841, 875 b. Use a colon to introduce a list or quotation. SE/TE: 96, 840, 841, 875, 896 c. Spell correctly. SE/TE: 101, 275, 280, 337, 437 d. Produces legible work that shows accurate spelling SE/TE: 101, 275, 677 and correct use of the conventions of punctuation and capitalization. Knowledge of Language ELACCL9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. SE/TE: lxxiii lxxiv, 126, 167, 230, 231, 452, 681, 704, 726, 869, 874 SE/TE: lxxiii, lxxiv, lxxvii, lxviii lxxix, 96 May 28, 2013 Page 11
12 ELACC9-10L4 ELACC9-10L5 ELACC9-10L6 Correlation to the English Language Arts Common Core Georgia Performance s Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9 10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SE/TE: 38, 64, 74, 90 91, 126, 140, 148, 158, 166, 173, 206, 216, 289, 310, 318, 377, , 453, 478, 494, 504, 704, 726, 755, 894 SE/TE: 278, 302, , 468, 494, 679, 680, 874, 894 SE/TE: SE/TE: 90 91, , , SE/TE: 90 91, , SE/TE: 37, 239, 249, 289, 327, 358, 377, , 401, , 413, 439, 453, 479, 489, 682, , 894 SE/TE: 358, 377, , 401, 402, 403, , 413, 439, 479 SE/TE: , 726, 867 SE/TE: xlvi li, lxii, 3, 126, 140, 148, 158, 166, 173, 185, 220, 289, 302, 310, 318, 327, 345, 377, 402, , 415, 453, 478, 489, 494, 504, 517, 704, 726, 755, 771 May 28, 2013 Page 12
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 informationArizona 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 informationAlignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard
Alignment of Iowa Assessments, Form E to the Common Core State s Levels 5 6/Kindergarten 4 Print Concepts 4 3 RL.K.1. With prompting and support, ask and answer questions about key details in a text. RF.K.1.
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 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 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 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 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 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 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 information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
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 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 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 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 informationTaught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,
First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational
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 information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
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 informationCommon 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 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 informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
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 informationComprehension 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 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 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 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 informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. English as a Second Language Level 1 (Entering) and Level 2 (Beginning)
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION English as a Second Language Level 1 and Level 2 Length of Course: Elective/Required: Schools: Term Required High Schools Eligibility:
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 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 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 informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
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 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 informationCoast Academies Writing Framework Step 4. 1 of 7
1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and
More informationHistorical Overview of Georgia s Standards. Dr. John Barge, State School Superintendent
Historical Overview of Georgia s Standards Dr. John Barge, State School Superintendent Georgia s Comprehensive Plan for Education Improvement College and Career Georgia Performance Standards (CCGPS) ELA
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 informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationPrimary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
More informationELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit
Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September
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 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 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 information9.2.2 Lesson 5. Introduction. Standards D R A F T
9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you
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 informationWelcome 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 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 informationTeachers 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