GCPS Freshman Language Arts Instructional Calendar
|
|
- Samuel Bryan
- 5 years ago
- Views:
Transcription
1 GCPS Freshman Language Arts Instructional Calendar Most of our Language Arts AKS are ongoing. Any AKS that should be targeted in a specific nine-week period are listed accordingly, along with suggested resources from board-adopted materials. Anchor texts and essential vocabulary terms are those that all ninth graders should read and be familiar with as part of the freshman language arts curriculum. This calendar is a recommended instructional sequence, but it should be based on local school and classroom data. Pacing is based on approximately 50 minutes of daily instruction, and consideration is given to system-wide student holidays, early release days, and testing days. Revised May A. Listening, Speaking, Viewing B. Comprehension 4, 5, 6, 13) First Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced throughout the year. C. Reading Across the Curriculum (All ongoing) 6a: locate and analyze such elements in fiction as language (e.g., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, exaggeration, sensory language, and irony 6b: identify and analyze patterns of imagery and symbolism 6c: relate identified elements in fiction to theme or underlying meaning 10: identify, analyze, and apply knowledge of theme in literary works from various genres and provide evidence from the works to support understanding 10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 10b: evaluate how an author s choice of words advances the theme or purpose of a work 10c: apply knowledge of the concept that a text can contain more than one theme 10d: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society 14: acquire new vocabulary and use it correctly in reading and writing 14b: use Greek and Latin roots, prefixes, and suffixes to analyze words and determine meaning 14c: use general dictionaries, specialized dictionaries, thesauruses (print and online) and related references as needed to increase learning 14d: solve word analogies based on connotation and denotation 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) The Most Dangerous Game The Interlopers The Scarlet Ibis anecdote antagonists anticlimax foreshadowing frame story genres (short stories) irony plot situational irony tone verbal irony Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 1
2 D. Writing 20-30, 36) 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19a: make connections between life experiences and subject-area content 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 31: produce narrative writing and apply polished narrative strategies acquired in grades 6-8 to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g. facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action E. Conventions 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization Chapters 2, 3, 7, 17, 23, 27 Topics Narrative writing author s purpose coherence edit graphic features (graphic organizers) thesis (sentence) transitions writing process (multi-paragraph narrative, persuasive) Chapters 2, 3, 7, 17, 23, 27 appositives gender parenthetical expressions passive voice phrases sentence patterns verb tense (present, past, future) 2
3 Second Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced Persuasive Speeches throughout the year. A. Listening, Speaking, Viewing B. Comprehension 4, 5, 6, 13) C. Reading Across the Curriculum (All ongoing) 7: identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provide evidence from the text to support understanding 7a: analyze and apply knowledge of the characteristics of memoir, biography, and/or autobiography 7b: analyze and explain the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography 7c: analyze and evaluate the effects of language (e.g., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography 7d: distinguish between statements of fact and statements of opinion 10: identify, analyze, and apply knowledge of theme in literary works from various genres and provide evidence from the works to support understanding 10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 10b: evaluate how an author s choice of words advances the theme or purpose of a work 10c: apply knowledge of the concept that a text can contain more than one theme 10d: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17: participate in discussions related to curricular learning in all content areas 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 18: acquire new vocabulary in each content area and use it correctly 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19: establish a context for information acquired by reading across content areas 19a: make connections between life experiences and subject-area content Nonfiction: The Road Ahead Arthur Ashe Remembered Epic Poetry: The Odyssey (anchor text) Novel: A Separate Peace (suggested for Honors and above) autobiography biography fact genres (nonfiction, technical writing) opinion rhetorical devices texts epic epic hero Homeric simile universal theme Nonfiction Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 3
4 D. Writing 20-30, 36) 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 32: produce expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently 32a: develop the controlling idea and/or support the thesis coherently by incorporating evidence from at least one primary and one secondary source. 32b: attain appropriate closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together) 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g. facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action 34: produce technical writing that reports technical information and/or conveys ideas clearly, logically, and purposefully to a particular audience 34a: provide clear and purposeful information logically and correctly in order to address an intended audience appropriately 34b: use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients 34c: use varied levels, patterns, and types of language to achieve intended effects and aid comprehension 34d: provide detailed and accurate information or specifications to anticipate readers' problems, mistakes, and misunderstandings 34e: follow style conventions for specific types of documents (e.g., surveys or questionnaires, technical reports, research studies, proposals) and use page formats, fonts, spacing, highlighting, and images that contribute to the readability and impact of the document 34f: combine text, images, and sound as well as other information from many sources (e.g., television broadcasts, videos, films, books, newspapers, magazines, CDs, the Internet, electronic mediagenerated images) 34g: polish and refine documents using such aids as advanced publishing software and graphic programs use research and technology Chapters 2, 3, 4, 7, 9, 17, 23, 27 Exposition Technical controlling idea graphic features (diagrams, caption illustrations) paraphrase summarize writing process (expository, persuasive, technical) 4
5 E. Conventions 37: demonstrate understanding and control of the rules of standard American English, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37b: use clauses (main and subordinate) and phrases (gerund, infinitive, participial, appositives, and parenthetical notations) correctly 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization clauses (independent, dependent) parallel structure plural possessives plurals possessives 5
6 A. Listening, Speaking, Viewing Third Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced Poetry throughout the year. B. Comprehension 4, 5,6,13) C. Reading Across the Curriculum (All ongoing) 8: identify and respond to differences in style and subject matter in poems by a variety of contemporary and canonical poets 8a: identify and respond to the aesthetic effects of subject matter (e.g., topic, theme), sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language (e.g., personification, metaphor, simile, hyperbole), and structure (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems 8b: sort and classify poems by specified criteria (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics) 9: identify, analyze, and apply knowledge of the themes, structures, and elements of dramatic literature and provide evidence from the text to support understanding 9a: identify and analyze types of dramatic literature (e.g., Shakespearean tragedy and comedy) 9b: analyze the characters, structures, and themes of dramatic literature 9c: identify and analyze dramatic elements, (e.g., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony) 9d: identify and analyze how dramatic elements support and enhance interpretation of dramatic literature 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19a: make connections between life experiences and subject-area content 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts Drama: Romeo and Juliet (anchor text) Poetry: Various Poems aside dramatic irony genres (drama) monologue soliloquy tragedy assonance exaggeration free verse genres (poetry, satire) iambic pentameter imagery literary devices metonymy refrain sensory imagery sensory language sonnet symbolism voice Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 6
7 D. Writing 20-30) 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers' concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action 35: use research and technology to support writing 35a: formulate clear research questions and utilize appropriate research venues (e.g., library, electronic media [Internet and databases], personal interview, survey) to locate and incorporate evidence from primary and secondary sources 35b: use supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document 35c: outline information 35d: synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, online databases, news sources, in-depth field studies, speeches, journals, or technical documents) 35e: integrate quotations and citations into a written text while maintaining the flow of ideas 35f: synthesize and summarize information to avoid plagiarism 35g: document sources of quotations, ideas, and facts 35h: use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago manual of Style, Turabian, American Psychological Association, etc. 35i: design and publish documents, using aids such as advanced publishing software and graphic programs E. Conventions 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38: use appropriate manuscript form, realizing that different forms of writing require different formats 38a: produce writing that conforms to appropriate manuscript requirements 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization Chapters 7, 8, 9, 12, 17, 23, 27 Research coherence interviewing thesis (sentence) transitions writing process (persuasive) Chapters 7, 8, 9, 12, 17, 23, 27 Research Vocabulary (all previous): appositives gender parenthetical expressions passive voice phrases sentence patterns verb tense (present, past, future) clauses (independent, dependent) parallel structure plural possessives 7
8 38c: use appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer s own words, etc.) 38d: include formal works cited or bibliography when applicable plurals possessives 8
9 A. Listening, Speaking, Viewing B. Comprehension 4, 5, 6, 13) Fourth Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced Poetry throughout the year. Oral Presentations C. Reading Across the Curriculum (All ongoing) 10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 10b: evaluate how an author s choice of words advances the theme or purpose of a work 10c: apply knowledge of the concept that a text can contain more than one theme 10d: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society 11: demonstrate understanding of literary works by relating them to contemporary contexts or historical background 11a: compare and contrast a literary work to non-literary documents and/or other texts from its literary period 11b: compare and contrast a literary work to non-literary documents and/or other texts relevant to its historical setting 12: employ a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works by composing essays, narratives, poems, or technical documents 12a: demonstrate understanding of significant themes in specific literary works 12b: support important ideas and viewpoints through accurate and detailed references or allusions to the text 12c: include formal works cited or bibliography when applicable evaluate quality of reading material and its content based on author s purpose, meaning, and structure 14a: identify and use idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19a: make connections between life experiences and subject-area content 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects Novel To Kill a Mockingbird (anchor text) Poetry: Various Poems genres (poetry, satire) iambic pentameter imagery literary devices metonymy refrain sensory imagery sensory language sonnet Symbolism voice genre (novels) Idioms Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 9
10 D. Writing 20-30, 36) 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 32: produce expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently 32a: develop the controlling idea and/or support the thesis coherently by incorporating evidence from at least one primary and one secondary source 32b: attain appropriate closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together) 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers' concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action 35: use research and technology to support writing 35a: formulate clear research questions and utilize appropriate research venues (e.g., library, electronic media [Internet and databases], personal interview, survey) to locate and incorporate evidence from primary and secondary sources 35b: use supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document 35c: outline information 35d: synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, online databases, news sources, in-depth field studies, speeches, journals, or technical documents) 35e: integrate quotations and citations into a written text while maintaining the flow of ideas 35f: synthesize and summarize information to avoid plagiarism 35g: document sources of quotations, ideas, and facts 35h: use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago manual of Style, Turabian, American Psychological Association, etc. 35i: design and publish documents, using aids such as advanced publishing software and graphic programs Chapters 7, 8, 9, 12, 17, 23, 27 Exposition coherence thesis (sentence) transitions writing process (expository, persuasive) 10
11 E. Conventions 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38a: produce writing that conforms to appropriate manuscript requirements 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization 38c: use appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer s own words, etc.) 38d: include formal works cited or bibliography when applicable Chapters 7, 8, 9, 12, 17, 23, 27 Exposition Vocabulary (all previous): appositives gender parenthetical expressions passive voice phrases sentence patterns verb tense (present, past, future) clauses (independent, dependent) parallel structure plural possessives plurals possessives 11
GCPS World Literature Instructional Calendar
GCPS World Literature Instructional Calendar Most of our Language Arts AKS are ongoing. Any AKS that should be targeted in a specific nine-week period are listed accordingly, along with suggested resources
More informationCST/CAHSEE GRADE 9 ENGLISH-LANGUAGE ARTS (Blueprints adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: READING HSEE Notes 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY 8/11 DEVELOPMENT: 7 1.1 Vocabulary and Concept Development: identify and use the literal and figurative
More informationCorrelated to: Massachusetts English Language Arts Curriculum Framework with May 2004 Supplement (Grades 5-8)
General STANDARD 1: Discussion* Students will use agreed-upon rules for informal and formal discussions in small and large groups. Grades 7 8 1.4 : Know and apply rules for formal discussions (classroom,
More information1. I can identify, analyze, and evaluate the characteristics of short stories and novels.
CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: CCHS Subject: English Grade: 10 Benchmark Assessment 1 Instructional Timeline: 6 Weeks Topic(s): Fiction Kentucky
More informationStandard 2: Listening The student shall demonstrate effective listening skills in formal and informal situations to facilitate communication
Arkansas Language Arts Curriculum Framework Correlated to Power Write (Student Edition & Teacher Edition) Grade 9 Arkansas Language Arts Standards Strand 1: Oral and Visual Communications Standard 1: Speaking
More informationAdjust oral language to audience and appropriately apply the rules of standard English
Speaking to share understanding and information OV.1.10.1 Adjust oral language to audience and appropriately apply the rules of standard English OV.1.10.2 Prepare and participate in structured discussions,
More informationLake Elsinore Unified School District Curriculum Guide & Benchmark Assessment Schedule English 10
Benchmark Reading Word Analysis, Fluency, and Systematic Vocabulary Development.: Identify and use the literal and figurative meanings of words and understand word derivations..: Distinguish between the
More informationENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS Content Domain l. Vocabulary, Reading Comprehension, and Reading Various Text Forms Range of Competencies 0001 0004 23% ll. Analyzing and Interpreting Literature 0005 0008 23% lli.
More informationArkansas Learning Standards (Grade 10)
Arkansas Learning s (Grade 10) This chart correlates the Arkansas Learning s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. IR.12.10.10 Interpreting and presenting
More information12th Grade Language Arts Pacing Guide SLEs in red are the 2007 ELA Framework Revisions.
1. Enduring Developing as a learner requires listening and responding appropriately. 2. Enduring Self monitoring for successful reading requires the use of various strategies. 12th Grade Language Arts
More informationSection 1: Reading/Literature
Section 1: Reading/Literature 8% Vocabulary (1.0) 1 Vocabulary (1.1-1.5) Vocabulary: a. Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
More informationGrade 6 Overview texts texts texts fiction nonfiction drama texts author s craft texts revise edit author s craft voice Standard American English
Overview During the middle-grade years, students refine their reading preferences and lay the groundwork for being lifelong readers. Sixth-grade students apply skills they have acquired in the earlier
More informationArkansas Learning Standards (Grade 12)
Arkansas Learning s (Grade 12) This chart correlates the Arkansas Learning s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. IR.12.12.10 Interpreting and presenting
More informationCurriculum Map: Accelerated English 9 Meadville Area Senior High School English Department
Curriculum Map: Accelerated English 9 Meadville Area Senior High School English Department Course Description: The course is designed for the student who plans to pursue a college education. The student
More informationLanguage Arts Literary Terms
Language Arts Literary Terms Shires Memorize each set of 10 literary terms from the Literary Terms Handbook, at the back of the Green Freshman Language Arts textbook. We will have a literary terms test
More informationCurriculum Map: Academic English 11 Meadville Area Senior High School English Department
Curriculum Map: Academic English 11 Meadville Area Senior High School English Department Course Description: This year long course is specifically designed for the student who plans to pursue a college
More informationGrade 4 Overview texts texts texts fiction nonfiction drama texts text graphic features text audiences revise edit voice Standard American English
Overview In the fourth grade, students continue using the reading skills they have acquired in the earlier grades to comprehend more challenging They read a variety of informational texts as well as four
More informationDistrict of Columbia Standards (Grade 9)
District of Columbia s (Grade 9) This chart correlates the District of Columbia s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. 9.EL.1 Identify nominalized, adjectival,
More informationResources Vocabulary. oral readings from literary and informational texts. barriers to listening and generate methods to overcome them
10th Grade English/Language Arts Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Enduring Understandings: 1. Effective communication, verbal and non-verbal, is necessary in daily
More informationCurriculum Map: Academic English 10 Meadville Area Senior High School
Curriculum Map: Academic English 10 Meadville Area Senior High School Course Description: This year long course is specifically designed for the student who plans to pursue a four year college education.
More informationCASAS Content Standards for Reading by Instructional Level
CASAS Content Standards for Reading by Instructional Level Categories R1 Beginning literacy / Phonics Key to NRS Educational Functioning Levels R2 Vocabulary ESL ABE/ASE R3 General reading comprehension
More informationMiddle School Language Arts/Reading/English Vocabulary. adjective clause a subordinate clause that modifies or describes a noun or pronoun
adjective a word that describes a noun adverb a word that describes a verb Middle School Language Arts/Reading/English Vocabulary adjective clause a subordinate clause that modifies or describes a noun
More informationEnglish II STAAR EOC Review
English II STAAR EOC Review Reporting Category 1 Understanding and Analysis across Genres E2.1A SS determine the meaning of grade-level technical academic English words in multiple content areas (e.g.,
More informationGeneral Educational Development (GED ) Objectives 8 10
Language Arts, Writing (LAW) Level 8 Lessons Level 9 Lessons Level 10 Lessons LAW.1 Apply basic rules of mechanics to include: capitalization (proper names and adjectives, titles, and months/seasons),
More informationDesCartes Reading Vocabulary RIT
Page1 DesCartes Reading Vocabulary RIT 141-150 Page2 beginning sound Page3 letter Page4 narrative Page5 DesCartes Reading Vocabulary RIT 151-160 Page6 ABC order Page7 book Page8 ending sound Page9 paragraph
More informationK-12 ELA Vocabulary (revised June, 2012)
K 1 2 3 4 5 Alphabet Adjectives Adverb Abstract nouns Affix Affix Author Audience Alliteration Audience Animations Analyze Back Blends Analyze Cause Categorize Author s craft Beginning Character trait
More informationLANGUAGE ARTS GRADE 3
CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Students read, comprehend and respond in individual, literal, critical, and evaluative ways to literary, informational and persuasive texts
More informationEleventh Grade Language Arts Curriculum Pacing Guide
1 st quarter (11.1a) Gather and organize evidence to support a position (11.1b) Present evidence clearly and convincingly (11.1c) Address counterclaims (11.1d) Support and defend ideas in public forums
More informationFirst Grade mclass Kindergarten First Grade Specific Second Grade Third Grade Fourth Grade Reading Literature Reading Informational Text
Kindergarten First Grade First Grade mclass Specific Second Grade Third Grade Fourth Grade Alphabet adjetives who Adverb abstract nouns Reading Literature Author audience what Alliteration audience inference
More informationELA High School READING AND WORLD LITERATURE
READING AND WORLD LITERATURE READING AND WORLD LITERATURE (This literature module may be taught in 10 th, 11 th, or 12 th grade.) Focusing on a study of World Literature, the student develops an understanding
More informationGrade: 9 Subject: English Year: IN PROGRESS
R-Review First Nine Weeks Grade: 9 Subject: English Year: 2017-2018 IN PROGRESS # Days SOL Student Essential Knowledge and Skills Resources Vocabulary Bloom s 4 GR Virtual Classroom-Moodle Star Reading
More informationPAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA CONTENT STANDARDS GRADE 10 READING
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum Level 2002 California Content Standards for Reading/Language Arts (Grade 10) READING 1.0. Word Analysis, Fluency, and Systematic Vocabulary
More informationGrade 5. READING Understanding and Using Literary Texts
Grade 5 READING Understanding and Using Literary Texts Standard 5-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 5-1.1 Analyze literary texts to draw
More informationUNIT PLAN. Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit. Big Idea/Theme: The Seventeenth Century focuses on carpe diem.
UNIT PLAN Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit Big Idea/Theme: The Seventeenth Century focuses on carpe diem. Culminating Assessment: Research satire and create an original
More information*Due: directly before you take this exam
Name: *Due: directly before you take this exam Your study guides will be due directly before you take my exam. I will not take them at a later date. If you have the same answers as someone else, neither
More informationAnderson Union High School District Pacing Guide Revised Draft 6/20/2011 Grade: 9 Subject Area: English
1 Semester 1/ Weeks 1-17 Weeks 1-5 Major Concept: Narrative Reading and Writing Concept or Skill: Anderson Union High School District Pacing Guide Revised Draft 6/20/2011 Grade: 9 Subject Area: English
More informationtech-up with Focused Poetry
tech-up with Focused Poetry With Beverly Flance, Staci Weber, & Donna Brown Contact Information: Donna Brown dbrown@ccisd.net @DonnaBr105 Staci Weber sweber@ccisd.net @Sara_Staci Beverly Flance bflance@ccisd.net
More informationSixth Grade 101 LA Facts to Know
Sixth Grade 101 LA Facts to Know 1. ALLITERATION: Repeated consonant sounds occurring at the beginnings of words and within words as well. Alliteration is used to create melody, establish mood, call attention
More informationCURRICULUM MAP. Standards Content Skills Assessment Anchor text:
CURRICULUM MAP Course/ Subject: Shakespeare Grade: 9-12 Month: September/October Standards Content Skills Assessment Anchor text: A.1.1.1.2. Identify and apply Why Shakespeare multiple meaning words (synonyms
More informationEnglish Language Arts Grade 9 Scope and Sequence Student Outcomes (Objectives Skills/Verbs)
Unit 1 (4-6 weeks) 6.12.1 6.12.2 6.12.4 6.12.5 6.12.6 6.12.7 6.12.9 7.12.1 7.12.2 7.12.3 7.12.4 7.12.5 8.12.2 8.12.3 8.12.4 1. What does it mean to come of age? 2. How are rhetorical appeals used to influence
More informationSpringBoard Academic Vocabulary for Grades 10-11
CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career
More informationPrentice Hall. Literature, The Penguin Edition, Grade 6 The Oklahoma Edition Grade 6
Prentice Hall Literature, The Penguin Edition, Grade 6 Grade 6 C O R R E L A T E D T O Grade 6 LANGUAGE ARTS Grade 6 Reading/Literature: The student will apply a wide range of strategies to comprehend,
More informationPersonal Narrative STUDENT SELF-ASSESSMENT. Ideas YES NO Do I have a suitable topic? Do I maintain a clear focus?
1 Personal Narrative Do I have a suitable topic? Do I maintain a clear focus? Do I engage the reader in the introduction? Do I use a graphic organizer for planning? Do I use chronological order? Do I leave
More informationPrentice Hall Literature, The Penguin Edition, World Masterpieces 2007 Correlated to: (Grade 11)
Prentice Hall Literature, The Penguin Edition, World Masterpieces 2007 Grade 11 C O R R E L A T E D T O Grade 11 Language Arts Grade 11 Reading/Literature: The student will apply a wide range of strategies
More informationEnglish 10 Curriculum
English 10 Curriculum P. Rhoads MP 1: Keystone Exam preparation Non-fiction Text annotations Writing reflections MP 1Writing Sample (Career Development) Poetry Explications Poetry terms Poetry Opus Coffeehouse
More informationLake Elsinore Unified School District Curriculum Guide & Benchmark Assessment Schedule English 11
Curriculum Guide & Benchmark Assessment Schedule English 3 Benchmark Reading Reading Comprehension Word Analysis, Fluency, and Systematic Vocabulary Development. Vocabulary and Concept development: trace
More informationGLOSSARY OF TERMS. It may be mostly objective or show some bias. Key details help the reader decide an author s point of view.
GLOSSARY OF TERMS Adages and Proverbs Adages and proverbs are traditional sayings about common experiences that are often repeated; for example, a penny saved is a penny earned. Alliteration Alliteration
More informationIllinois Standards Alignment Grades Three through Eleven
Illinois Standards Alignment Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationPrentice Hall. Literature, Grade 12, The British Tradition, Georgia Edition Grade 12
Prentice Hall Literature, Grade 12, The British Tradition, Georgia Edition 2011 Grade 12 C O R R E L A T E D T O The Georgia Performance Standards for Grade 12 Literature and Composition, British Literature
More informationCedar Rapids Community School District
NINTH GRADE LANGUAGE ARTS Standard A: Reading Students will apply the reading process to comprehend a variety of materials. LA 9.A.5 Use reading skills to comprehend a wide range of fiction and nonfiction
More informationELA, GRADE 8 Sixth Six Weeks. Introduction to the patterns in William Shakespeare s plays and sonnets as well as identifying Archetypes in his works
ELA, GRADE 8 Sixth Six Weeks Introduction to the patterns in William Shakespeare s plays and sonnets as well as identifying Archetypes in his works UNIT OVERVIEW Students will study William Shakespeare,
More informationProgram Title: SpringBoard English Language Arts
The College Board SpringBoard English Language Arts SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition, Grade 7 SpringBoard Writing Workshop with
More informationPersonal Narrative STUDENT SELF-ASSESSMENT
1 Personal Narrative Does my topic relate to a real event in my life? Do I express the events in time order and exclude unnecessary details? Does the narrative have an engaging introduction? Does the narrative
More informationALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT ALAMO HEIGHTS HIGH SCHOOL
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT ALAMO HEIGHTS HIGH SCHOOL English Curriculum Framework ENGLISH II GL 1 d Quarter: Introduction to the short story and poetry, literary analysis, and expository
More informationProgram Title: SpringBoard English Language Arts and English Language Development
3Publisher: The College Board SpringBoard English Language Arts and English Language Development SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition,
More informationSpecial tutorial times: for the essay section May 18 at 7:30; for the other sections May 23 at 7:30.
Final Exam Review 2017: Mrs. Janik s 1 st, 2 nd, and 3 rd Period English Classes NOTE: On May 23 for 1 st period and May 24 for 2 nd and 3 rd periods, return your Holt Literature textbook that I issued
More informationFRANKLIN-SIMPSON HIGH SCHOOL
FRANKLIN-SIMPSON HIGH SCHOOL Course Name: English 9 Unit Name: Poetry Quality Core Objectives: Unit 4 Poetry A.2. Reading Strategies A.3. Knowledge of Literary and Nonliterary Forms A.5. Author s Voice
More informationCURRICULUM CATALOG ENGLISH I (01001) NY
2018-19 CURRICULUM CATALOG Table of Contents COURSE OVERVIEW... 1 UNIT 1: SHORT STORY... 1 UNIT 2: LITERARY NONFICTION... 1 UNIT 3: EPIC POETRY... 2 UNIT 4: SEMESTER EXAM... 2 UNIT 5: DRAMA... 2 UNIT 6:
More informationELA High School READING AND BRITISH LITERATURE
READING AND BRITISH LITERATURE READING AND BRITISH LITERATURE (This literature module may be taught in 10 th, 11 th, or 12 th grade.) Focusing on a study of British Literature, the student develops an
More informationCalifornia Content Standards that can be enhanced with storytelling Kindergarten Grade One Grade Two Grade Three Grade Four
California Content Standards that can be enhanced with storytelling George Pilling, Supervisor of Library Media Services, Visalia Unified School District Kindergarten 2.2 Use pictures and context to make
More informationCURRICULUM CATALOG ENGLISH 9 (2130) CA
2018-19 CURRICULUM CATALOG ENGLISH 9 (2130) CA Table of Contents ENGLISH 9 (2130) CA COURSE OVERVIEW... 1 UNIT 1: SHORT STORY... 1 UNIT 2: LITERARY NONFICTION... 2 UNIT 3: EPIC POETRY... 2 UNIT 4: SEMESTER
More informationCorrelation to Common Core State Standards Books A-F for Grade 5
Correlation to Common Core State Standards Books A-F for College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to
More information1. alliteration (M) the repetition of a consonant sound at the beginning of nearby words
Sound Devices 1. alliteration (M) the repetition of a consonant sound at the beginning of nearby words 2. assonance (I) the repetition of vowel sounds in nearby words 3. consonance (I) the repetition of
More informationEagle s Landing Christian Academy Literature (Reading Literary and Reading Informational) Curriculum Standards (2015)
Grade 12 Grade 11 Grade 10 Grade 9 LITERATURE (British) (American with foundational historical documents and standardized testing passages) (World and more emphasis on poetry and drama as genre/persuasive
More informationCorrelation --- The Manitoba English Language Arts: A Foundation for Implementation to Scholastic Stepping Up with Literacy Place
Specific Outcome Grade 7 General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1. 1 Discover and explore 1.1.1 Express Ideas
More informationanecdotal Based on personal observation, as opposed to scientific evidence.
alliteration The repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., furrow followed free in Coleridge s The Rime of the Ancient Mariner). allusion
More informationCURRICULUM CATALOG. English Language Arts 9 (4009) WV
2018-19 CURRICULUM CATALOG Table of Contents COURSE OVERVIEW... 1 UNIT 1: SHORT STORY... 2 UNIT 2: POETRY... 2 UNIT 3: EPIC POETRY... 2 UNIT 4: SEMESTER EXAM... 3 UNIT 5: NOVEL... 3 UNIT 6: LITERARY NONFICTION...
More informationELA GPS Grades 9-12 Reading and Literature & Reading Across the Curriculum Modules
ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative
More informationUNIT PLAN. Grade Level English II Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.
UNIT PLAN Grade Level English II Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research a poet and analyze his/her
More informationSTAAR Overview: Let s Review the 4 Parts!
STAAR Overview: Let s Review the 4 Parts! Q: Why? A: Have to pass it to graduate! Q: How much time? A: 5 hours TOTAL Q: How should I do the test? A: 1st Plan and Write your Essay 2nd Reading Questions
More informationReading 8 Curriculum
Reading 8 Curriculum Unit 1 Estimated Unit Time Frames 45 Days Big Ideas Essential Questions What is the difference between fiction and nonfiction? Concepts (Know) Fiction vs Nonfiction Competencies (Do)
More informationProperty of Education 2020
Skills / Introduction Narrative Text Unit 1: Plot and Setting Literary Analysis: Plot and Setting Skills Lesson: Plot and Setting Plot: Plot Structure Skills Lesson: Plot Structure Short Story: The Necklace
More informationFairfield Public Schools English Curriculum
Fairfield Public Schools English Curriculum Reading, Writing, Speaking and Listening, Language Satire Satire: Description Satire pokes fun at people and institutions (i.e., political parties, educational
More informationCurriculum Map: Comprehensive I English Cochranton Junior-Senior High School English
Curriculum Map: Comprehensive I English Cochranton Junior-Senior High School English Course Description: This course is the first of a series of courses designed for students who are not planning a four-year
More informationFinal Exam Review 2018: Mrs. Janik s 1 st, 2 nd, and 3 rd Period English Classes
Final Exam Review 2018: Mrs. Janik s 1 st, 2 nd, and 3 rd Period English Classes NOTE: On May 29 for 1 st period and May 30 for 2 nd and 3 rd periods, return your Holt Literature textbook that I issued
More informationLANGUAGE ARTS GRADE 8
CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Student read, comprehend, and respond in individual, literal, critical, and evaluative ways to literary, informational, and persuasive texts
More informationKansas Standards for English Language Arts Grade 9
A Correlation of Grade 9 2017 To the Kansas Standards for English Language Arts Grade 9 Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of the. Correlation
More informationUNIT PLAN. Grade Level: English I Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.
UNIT PLAN Grade Level: English I Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research various poets, analyze poetry,
More informationCurriculum Map: Accelerated English 12 Meadville Area Senior High School English Department
Curriculum Map: Accelerated English 12 Meadville Area Senior High School English Department Course Description: This year long course is specifically designed for the student who plans to pursue a college
More informationLauderdale County School District Pacing Guide Sixth Grade Language Arts / Reading First Nine Weeks
First Nine Weeks c. Stories and retellings d. Letters d. 4 Presentations 4a. Nouns: singular, plural, common/proper, singular possessive compound (one word: bookcase), hyphenated words 4a. Verbs: action
More informationNinth Grade Language Arts
2015-2016 Ninth Grade Language Arts Learning Sequence Ninth Grade students use the Springboard Program. The following sequence provides extra calendar time which allows teachers to innovate and differentiate
More information1 st Semester English 10 A Course: English 10A Pacing Guide Semester 1 Text: Pearson 10 1 st Semester
1 st Semester English 10 A Course: English 10A 2012-2013 Pacing Guide Semester 1 Text: Pearson 10 1 st Semester 1 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces -Writing Sample to
More informationMrs. Staab English 135 Lesson Plans Week of 05/17/10-05/21/10
Mrs. Staab English 135 Lesson Plans Week of 05/17/10-05/21/10 Standards: Apply word analysis and vocabulary skills. Recognize word structure and meaning. (1A) Apply reading strategies to improve understanding
More informationCurriculum Map-- Kings School District (English 12AP)
Novels Read and listen to learn by exposing students to a variety of genres and comprehension strategies. Write to express thoughts by using writing process to produce a variety of written works. Speak
More informationProcessing Skills Connections English Language Arts - Social Studies
2a analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition 5b evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan
More information5. Aside a dramatic device in which a character makes a short speech intended for the audience but not heard by the other characters on stage
Literary Terms 1. Allegory: a form of extended metaphor, in which objects, persons, and actions in a narrative, are equated with the meanings that lie outside the narrative itself. Ex: Animal Farm is an
More informationSTAAR Reading Terms 5th Grade
STAAR Reading Terms 5th Grade Group 1: 1. synonyms words that have similar meanings 2. antonyms - words that have opposite meanings 3. context clues - words or phrases that help give meaning to unknown
More informationENG1D1 Course of Study 2011/2012
Teachers: B. Andriopoulos L. Bazett-Jones S. Hryhor M. Kazman A. Pawlowski ENG1D1 Course of Study 2011/2012 Introductory Unit: Letter to the Editor Letter to the Editor Unit 1: Short Story Short Story
More informationAdvanced Placement English Language and Composition
Spring Lake High School Advanced Placement English Language and Composition Curriculum Map AP English [C] The following CCSSs are embedded throughout the trimester, present in all units applicable: RL.11-12.10
More information2011 Tennessee Section VI Adoption - Literature
Grade 6 Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms Anthology includes a variety of texts: fiction, of literature. nonfiction,and
More informationMiddle School. TEKS Objectives and AP* Goals and Expectations
Middle School TEKS Objectives and AP* Texas Essential Knowledge The student is expected to: b 1 Listening/speaking/ purposes (A) determine the purposes for listening such as to gain information, to solve
More informationKeystone Exams: Literature Glossary to the Assessment Anchor & Eligible Content
Glossary to the Assessment Anchor & Eligible Content The Keystone Glossary includes terms and definitions associated with the Keystone Assessment Anchors and Eligible Content. The terms and definitions
More informationNew York State Next Generation English Language Arts Learning Standards Grade 9
A Correlation of Grade 9, 2017 To the English Language Arts Learning Standards Grade 9 Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of the. Correlation
More information1/25/2012. Common Core Georgia Performance Standards Grades English Language Arts. Susan Jacobs ELA Program Specialist
Common Core Georgia Performance Standards Grades 11-12 English Language Arts Susan Jacobs ELA Program Specialist 1 Welcome Common Core The Standards were derived from a set of anchor standards called the
More informationEnglish Language Arts 600 Unit Lesson Title Lesson Objectives
English Language Arts 600 Unit Lesson Title Lesson Objectives 1 ELEMENTS OF GRAMMAR The Sentence Sentence Types Nouns Verbs Adjectives Adverbs Pronouns Prepositions Conjunctions and Interjections Identify
More informationGuide. Standard 8 - Literature Grade Level Expectations GLE Read and comprehend a variety of works from various forms of literature.
Grade 6 Tennessee Course Level Expectations Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature. Student Book and Teacher
More informationENGLISH I STAAR EOC REVIEW. Reporting Category 1 Understanding and Analysis across Genres
ENGLISH I STAAR EOC REVIEW Reporting Category 1 Understanding and Analysis across Genres E1.1A SS determine the meaning of grade-level technical academic English words in multiple content areas (e.g.,
More informationGREENEVILLE HIGH SCHOOL CURRICULUM MAP
GREENEVILLE HIGH SCHOOL CURRICULUM MAP Junior English English III 1 st 4 ½ 2 nd 4 ½ 3 rd 4 ½ 4 th 4 ½ CLE Content Skills Assessment 1 st 4 ½ 3003.1.1 3003.1.3 3003.1.2 3003.1.4 Language - (throughout entire
More informationTAG English Final Exam Review 2017 Mrs. Janik s Classes (4 th and 6 th ) Please PRINT THIS DOCUMENT; bring YOUR COPY ON EXAM DAYS.
TAG English Final Exam Review 2017 Mrs. Janik s Classes (4 th and 6 th ) Please PRINT THIS DOCUMENT; bring YOUR COPY ON EXAM DAYS. NOTE: On MAY 25 all 4th period TAG students and May 26 all 6th period
More informationAP English Literature and Composition Summer Reading 2017 It is a pleasure to welcome you to this intense yet rewarding experience.
Christian High School Mrs. Linda Breeden AP English Literature and Composition Summer Reading 2017 It is a pleasure to welcome you to this intense yet rewarding experience. Required Reading: Jane Eyre,
More information