Correlations for DynEd s English III
Correlations for DynEd s 110.33. English Language Arts and Reading, English III, Beginning with School Year 2009-2010. (b) Knowledge & Skills (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; *ELPS: 1 A, B, H; 4 A, C, E, F : Vocabulary is introduced in context in each of the five lessons per unit: Warm Up, School Life, School Subjects, World Talk Cards, and Speaking Up Unit 1: School Subjects: Math 1 Unit 2: School Subjects: Science 1 Unit 3: School Subjects: Geography 1 Unit 4: School Subjects: English 1 Unit 5: School Subjects: Math 2 Unit 6: School Subjects: Science 2 Unit 7: School Subjects: Geography 2 Unit 8: School Subjects: English 2 Unit 9: School Subjects: World History Unit 10: School Subjects: Math 3 : Vocabulary is introduced in context in each of the unit lessons including: Warm Up, School Life, School Subjects, Language Extension, and Speaking Up Unit 11: School Subjects: Science 4 Unit 12: School Subjects: Geography 3 Unit 13: School Subjects: History 2 Unit 14: School subjects: Math 4 Unit 15: School Subjects: English 3 Unit 16: School Subjects: Science 5 Unit 17: School Subjects: History 3 Unit 18: School Subjects: History & Politics Unit 19: School Subjects: Economics Unit 20: School Subjects: Psychology Correlations English III-EFS Page 2
Correlations for DynEd s Correlations English III-EFS Page 3
Correlations for DynEd s (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; *ELPS: 1 A, B, H; 4 A, C, E, F (C) infer word meaning through the identification and analysis of analogies and other word relationships; *ELPS: 1 A, B, H; 4 A, C, E, F : Units 1: Warm Up: girl on the left: black hair as girl on the right: red hair School Subjects: Math 1 +: add as -: subtract; x: multiply as /:divide Unit 2: School Subjects: Science 1 heavy: elephant as light: balloon; large: elephant as small: ant Unit 3: World Talk Cards: mechanic: repair shop as pharmacist: pharmacy; artist: painting sunsets as dentist: fixing teeth Unit 4: School Subjects: English 1 noun: friend, cat, apple, job, school as pronouns: I, me, you, these, those Unit 5: : Unit 11: Warm Up: police officer: automobile accident as firefighter: fire School Subjects: Science 4 volume: sound as amplitude: sound wave Unit 12: School Subjects: Geography 3 Earth: Sun as moon: Earth Unit 13: School Subjects: History 2 sea: Greeks as rivers: other earlier civilizations Unit 14: School Subjects: Math 4 x: y as horizontal: vertical Unit 15: Warm Up: education: good jobs as lack of education: manual labor Correlations English III-EFS Page 4
Correlations for DynEd s School Subjects: Math 2 even numbers: 2, 4, 6 as odd numbers: 1, 3, 5 Unit 6: Warm Up: gloves: hands as goggles: eyes Unit 7: Warm Up: summer: hottest as winter: coldest. Unit 8: Warm Up: morning: light as evening: dark. Unit 9: School Subjects: World History Aristotle: Plato as Alexander the Great: Aristotle. Unit 10: Warm Up: scale: weight as ruler: length Unit 16: School Subjects: Science 5 C: Carbon as O: Oxygen Unit 17: School Subjects: History 3 Ataturk: Turkey as Khan: Mongolia Unit 18: School Subjects: History & Politics United States: country as NATO: alliance Unit 19: School Subjects: Economics Food, water, clothing, shelter, healthcare: needs as goods or services that are nice but not necessary: wants Unit 20: School Subjects: Psychology Freud: free association as Galton: testing and statistics Correlations English III-EFS Page 5
Correlations for DynEd s (D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and *ELPS: 1 A, B, H; 4 A, C, E, F (E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed. *ELPS: 1 A, B, H; 4 A, C, E, F : : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. Tasks & Activities; : : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. Tasks & Activities; Correlations English III-EFS Page 6
Correlations for DynEd s (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 7
Correlations for DynEd s (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English III-EFS Page 8
Correlations for DynEd s (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English III-EFS Page 9
Correlations for DynEd s (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) analyze the internal and external development of characters through a range of literary devices; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 10
Correlations for DynEd s (C) analyze the impact of narration when the narrator's point of view shifts from one character to another; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (D) demonstrate familiarity with works by authors in American fiction from each major literary period. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English III-EFS Page 11
Correlations for DynEd s (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true-life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English III-EFS Page 12
Correlations for DynEd s (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Unit 2: School Subjects: Science 1 Without energy from the Sun, we cannot live. For example, we get energy from the Sun in our food. Plants get energy from the Sun. We eat plants. We also eat meat from animals, such as fish. These animals eat plants or other animals. Our food gives us energy to live. Without food we cannot live. Unit 5: School Life: She also has something to drink, either milk or juice. She prefers milk and juice to soft drinks. She thinks soft drinks are too sweet. Unit 6: Warm Up: These two students are in a science class. Today they are doing an experiment. They are both smiling because they are having fun. Sometimes science can be dangerous. These students are being very careful. They are wearing gloves on their hands and goggles over their eyes. Unit 7: Unit 11: School Subjects: Science 4 If you drop a rock into a pool of water, you ll see waves. If you push a spring, you ll create a longitudinal wave. When sound waves reach your ear, your eardrum vibrates. Unit 12: School Subjects: Geography 3 When water falls from a rain cloud, it is in a liquid form. When water is in the form of an ice cube, it is in solid form. When water evaporates form a boiling pot, it is in vapor, or gaseous, form. Unit 13: Warm Up: This brown bear is catching a fish from a river. A bear can eat from eighty to ninety ponds of food each day. They have to eat a lot during the summer so that they can survive through the cold winter months. Unit 14: Warm Up: These two people are hungry and would like to find a restaurant. They are looking at a street map for directions. Correlations English III-EFS Page 13
Correlations for DynEd s Warm Up: Spring is the season of birth and growth. In spring, the weather changes form cold to warm. In Spring, the weather gets warmer. Unit 8: School Life: I ll look at my notes and study the textbook. I don t want to ask my parents. They always explain too much. Right. Sometimes my dad gets angry if I don t understand. Unit 9: School Subjects: World History After becoming king, Alexander led his army into many battles. In all these battles, his army never lost. As a general, Alexander was a brave leader. Unit 10: World Talk Cards: This beach is a nice palace to take a walk. This man often comes to the beach. Tasks & Activities: Written Unit 15: Warm Up: She is using a microscope to look at some bacteria. They earn a living by picking tea leaves in the hot Sun. Unit 18: Warm Up: The girl on this hospital bed is in a lot of pain. She is being treated for a serious illness. They are feeding her liquids because she's unable to eat regular foods. Unit 20: Warm Up: Salmon spend most of their lives at sea but return to fresh water to lay eggs. They often travel hundreds of miles upstream in order to reproduce. Salmon are born in freshwater, but migrate to the ocean to live. Somehow, salmon return to the same stream where they were born. Some scientists believe that salmon follow their sense of smell to find the stream. Eventually they build their nest in gravel and lay their eggs. It is a very difficult journey for the salmon and most die. Correlations English III-EFS Page 14
Correlations for DynEd s Tasks & Activities: Written Correlations English III-EFS Page 15
Correlations for DynEd s (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : Correlations English III-EFS Page 16
Correlations for DynEd s (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 17
Correlations for DynEd s (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : : : Correlations English III-EFS Page 18
Correlations for DynEd s (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English III-EFS Page 19
Correlations for DynEd s (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 20
Correlations for DynEd s (B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : Students interpret their study records with completion percentages and the Intelligent Tutor's analysis of their progress. Unit 1: School Subjects: Math 1 Illustrations School Life: student school schedule Unit 2: School Life: student school schedule Unit 3: School Life: school map School Subjects: Geography 1 illustrations Unit 4: School Life: neighborhood map Unit 5: School Life: illustrations Language Topic: map Unit 6: Warm Up: Illustrations. Unit 7: School Subjects: Geography 2 Graphic, lines of latitude, lines of longitude. Unit 8: School Life: Dialog 1: Illustrations. : Students interpret their study records with completion percentages and the Intelligent Tutor's analysis of their progress. Unit 11: School Subjects: Science 4 Illustrations Unit 12: School Subjects: Geography 3 Maps; illustrations Unit 13: School Subjects: History 2 Graphs; illustrations Unit 14: School Subjects: Math 4 Graphs Unit 15: School Subjects: English 3 Lists Unit 16: School Subjects: Science 5 Illustrations Unit 17: School Subjects: History 3 Illustrations Unit 18: School Subjects: History & Politics Correlations English III-EFS Page 21
Correlations for DynEd s Unit 9: World talk Cards: Memory Game Graphic Unit 10: School Subjects: Math 3 Illustrations Illustrations Unit 19: School Subjects: History & Politics Graphs, illustrations Unit 20: School Subjects: Psychology Illustrations (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : All lessons are presented in a multimedia format. : All lessons are presented in a multimedia format. Correlations English III-EFS Page 22
Correlations for DynEd s (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (C) evaluate the objectivity of coverage of the same event in various types of media; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : All lessons are presented in a multimedia format. : All lessons are presented in a multimedia format. Correlations English III-EFS Page 23
Correlations for DynEd s (D) evaluate changes in formality and tone across various media for different audiences and purposes. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, Correlations English III-EFS Page 24
Correlations for DynEd s (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 25
Correlations for DynEd s (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; *ELPS: 1 A, B, H; 4 C, D, F, G, I, J, Correlations English III-EFS Page 26
Correlations for DynEd s (C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; *ELPS: 1 A, B, H; 4 C, D, F, G, I, J, (D) edit drafts for grammar, mechanics, and spelling; and *ELPS: 1 A, B, H; 5 C, D, E, F : : : : Correlations English III-EFS Page 27
Correlations for DynEd s (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, complex and nonstereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English III-EFS Page 28
Correlations for DynEd s (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (C) write a script with an explicit or implicit theme, using a variety of literary techniques. *ELPS: 1 A, B, H; 5 B, C, D, E, F, G. (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) effective introductory and concluding paragraphs and a variety of sentence structures; Correlations English III-EFS Page 29
Correlations for DynEd s (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and well-chosen details; and (vi) information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources; (B) write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English III-EFS Page 30
Correlations for DynEd s (i) a clearly stated purpose combined with a wellsupported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and consider their needs; (iv) accurate technical information in accessible language; and (v) appropriate organizational structures supported by facts and details (documented if appropriate); (C) write an interpretation of an expository or a literary text that: ELPS: 1 A, B, H; 4 C, D, E, F, G, I, J, Correlations English III-EFS Page 31
Correlations for DynEd s (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; (iv) identifies and analyzes the ambiguities, nuances, and complexities within the text; and (v) anticipates and responds to readers' questions or contradictory information; and Correlations English III-EFS Page 32
Correlations for DynEd s (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view. ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 G, I, J, K; 5 A, B, C, D, E, F, G Correlations English III-EFS Page 33
Correlations for DynEd s (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (B) accurate and honest representation of divergent views (i.e., in the author's own words and not out of context); *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English III-EFS Page 34
Correlations for DynEd s (C) an organizing structure appropriate to the purpose, audience, and context; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (D) information on the complete range of relevant perspectives; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; and *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English III-EFS Page 35
Correlations for DynEd s (F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs). *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English III-EFS Page 36
Correlations for DynEd s (17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and *ELPS: 1 A, B, H; 5 E, F Unit 1: Warm Up: Here are three students, two girls and a boy. School Life: Tina has a brother, Alex. Oh, me, too. Yes, it's my first day. School Subjects: Math 1 It's five hundredths, or zero point zero five. In fact, the word 'triangle' means 'three angles'. These two sides are equal, and these two sides are equal. World Talk Cards: They have three kids, two daughters and a son. Unit 2: School Life: I have a different English teacher, Mr. Gomez, at 12:35. School Subjects: Science 1 Matter can be any size, large or small. It can be a large object, like an elephant. It can be small object, like an ant. Unit 3: Warm Up: A piano is on the stage, Unit 11: School Subjects: Science 4 When you hear a sound, it s because sound waves have traveled through the air to your ear. The substance, or medium, that the sound is traveling through determines the sound. Unit 12: Warm Up: Aqueducts were important because they brought clean drinking water into the city. School Subjects: Geography 3 Whether in a raindrop, an ocean, or a cloud, it s all the same water that was on Earth four billion years ago! Unit 13: School Subjects: History 2 Trade allowed them to import many products that they couldn t produce for themselves. At birth, Spartan babies were examined to determine if they were healthy. Unit 14: School Subjects: Math 4 Correlations English III-EFS Page 37
Correlations for DynEd s and many people are in their seats. Student Life: Excuse me, but what does this mean? School Subjects: Geography 1 The Earth is divided into time zones. At the same time in the evening, some parts of China can be dark, and other parts can be light. Unit 4: Warm Up: Cloudy days are usually cool, but sometimes they are not. School Life: Alex lives on 18th Avenue, near Pacific Park. School Subjects: English 1 The word 'friend' is a noun because a friend is a person. In the second sentence, the pronoun 'it' takes the place of the noun phrase, 'a bus'. Unit 5: Warm Up: It's traveling to Tokyo, the capital of Japan. In many countries, people take the train to work or school. Unit 6: Warm Up: Twice a week, on Wednesdays and Fridays, she goes swimming at a pool near her house. Unit 8: The lesson also a bar graph that shows the range of frequencies that humans and other animals can hear. As the temperature rises, the speed of sound increases. Unit 16: Warm Up: If he doesn't wear a mask, he could spread his illness to other people. Due to international travel, viruses can spread worldwide and cause many deaths. Some plants depend on the wind or insects, such as bees, to spread their pollen. However, if these chemicals aren't used carefully, they could kill other insects such as bees. Unlike bees, mosquitoes don't have a relationship with plants or animals. School Subjects: Science 5 Cells that contain a nucleus are the basis for all multi-cell organisms. Cells without a nucleus are small and simple, such as bacteria. Unit 17: School Subjects: History 3 He believed that the traditional Muslim way of organizing the country was oldfashioned. Correlations English III-EFS Page 38
Correlations for DynEd s School Subjects: English 2 For example, in this sentence, the adjective good comes before the noun teacher. Unit 9: School Subjects: World History He became the teacher of the king s son, Alexander. Unit 10: School Subjects: Math 3 A day is 24 hours, so a day is 24X60 X60 seconds, which is 86,400 seconds. However, fifteen minutes is less than 30 minutes, so we need to take an hour and change it into sixty minutes. Ataturk started making changes in 1924 when he replaced religious schools with public, non- religious schools. In 1926, Ataturk started a new legal system, which replaced Islamic law with European laws. In 1934, women were given the right to vote, as Ataturk believed that women were equal to men. Unit 18: Warm Up: Trees also provide the oxygen that we need to breathe and live. School Subjects: History & Politics They include a defined territory, which is land enclosed by borders. Autocrats don't have to argue or consult with others when making a decision. Unit 19: School Life: Oh, sorry. How long have you been waiting? How could you forget that our music lessons are today! I said I was sorry. School Subjects: Economics In ancient times, people used such objects as cattle for their medium of exchange. Correlations English III-EFS Page 39
Correlations for DynEd s If the supply of something is limited, such as the global supply of oil, demand can exceed supply. Unit 20: Warm Up: Usually, they form unusual patterns that are difficult to reproduce. Somehow, salmon return to the same stream where they were born. Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. So in this way, when we learn something we are creating a network of neural connections. Correlations English III-EFS Page 40
Correlations for DynEd s (B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). *ELPS: 1 A, B, H; 5 E, F Unit 1: School Life: She loves music, and she can play the violin. School Subjects: Math 1 These two sides are equal, and these two sides are equal. Unit 2: School Subjects: Science 1 Air takes up space, but it has no shape. Without energy from the Sun, we cannot live. World Talk Cards: On most days, he takes a bus to school. Unit 3: Warm Up: A piano is on the stage, and many people are in their seats. Student Life: Excuse me, but what does this mean? School Subjects: Geography 1 The Earth is divided into time zones. At the same time in the evening, some parts of China can be dark, and other parts can be light. Unit 4: Warm Up: Cloudy days are usually cool, but sometimes they are not. School Life: My dad's a pilot, and my Unit 11: School Subjects: Science 4 Light refracts, or bends, when the part of the wave inside the object slows down, but the part of the wave outside the object stays at the same speed. Unit 12 Warm Up: Building the wall was dangerous, and many people died during its construction. School Life: If I don t do better, she is going to call my mother. School Subjects: Geography 3 When the precipitation falls to ground, it may become part of a stream, an ocean, or snow on top of a mountain. Unit 13: Warm Up: He is very helpful, and he knows a lot about plants. School Subjects: History 2 As the earth slowly warmed, people discovered they could grow food. Unlike the earlier civilizations that grew up around rivers, the Greek civilization grew up around the Aegean Sea. Unit 14: Correlations English III-EFS Page 41
Correlations for DynEd s mom works at the airport. School Subjects: English 1 The word 'friend' is a noun because a friend is a person. Unit 5: School Subjects: Math 2 If you have $2.00, you can buy the pizza, or you can buy both the orange and the apple. If you pay with two one-dollar bills, you will get fifty cents in change Unit 6: Warm Up: It isn t easy, and it takes a lot of practice.. School Life: Her lesson is from 4:30 to 5:15 and his lesson is from 5:15 to 6:00. School Subjects: Science 2 Its speed doesn't change because the force of gravity is perpendicular to its motion. Unit 7: Warm Up: These people are walking in a park. In winter, the nights are long and the days are short. School Subjects: Geography 2 The sky is blue because the atmosphere scatters light from the Warm Up: Groups such as this are useful because they can represent different points of view. School Subjects: Math 4 To keep the equation balanced, whatever we do to one side of the equation, we have to do to the other side. Unit 15: Warm Up: This boy doesn t go to school, but he is learning how to read and write. Although he doesn t go to school, he wants to get an education. Unit 16: School Subjects: Science 5 If bees don't do their work, the plant can't reproduce. Plants depend on it directly, and animals depend on it indirectly. Unit 17: School Subjects: History 3 By 1915, he was a national hero, and by the age of 35, he had become a general. Ataturk started making changes in 1924 when he replaced religious schools with public, nonreligious schools. The War took three years, and by the Correlations English III-EFS Page 42
Correlations for DynEd s Sun. You can see this when you look at a rainbow. World Talk Cards: Winter is the coldest season of the year and some places get lots of snow. Unit 8: Warm Up: This girl is turning off her alarm clock. People wake up because it gets light in the morning. School is finished and some of them are going home. Unit 9: Warm Up: When life begins, everything is new. When we re children, we learn to read and write. This man has gray hair and he's wearing glasses. Unit 10: Warm Up: After they weigh it, they are going to record its weight in a notebook. School Subjects: Math 3 A week is seven days, so a week is 7 x 24 x 60 x 60 seconds. end of 1922, the Turkish army had won and the country was free. Unit 18: School Subjects: History & Politics These alliances were formed to defend each of the member countries within the alliance. If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. The number of independent states in the world doubled during this time, but many former colonies became autocracies instead of democracies. Unit 19: School Subjects: Economics For example, people need clothes, but they may not need the latest fashions. However, even a good government may have difficulty if the country doesn't have the resources necessary to support its economy. These resources include natural resources such as fresh water supplies or sufficient rain for agriculture. Unit 20: School Subjects: Psychology Correlations English III-EFS Page 43
Correlations for DynEd s (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization. *ELPS: 1 A, B, H; 5 D, E, F : Conventions of capitalization and appropriate punctuation are modeled throughout all lessons. The brain can discard it, or the brain can transfer the information to the short-term memory. The brain makes this decision through selective attention. If you pay attention to something, the sensory information gets transferred to short-term memory. Guidelines; Tasks & Activities: Extension Activities; Written : Conventions of capitalization and appropriate punctuation are modeled throughout all lessons. Correlations English III-EFS Page 44
Correlations for DynEd s (19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. *ELPS: 1 A, B, H; 5 C : Conventions of appropriate spelling are modeled throughout all lessons. Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Conventions of appropriate spelling are modeled throughout all lessons. Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 45
Correlations for DynEd s (B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J,. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 46
Correlations for DynEd s (B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : : : Correlations English III-EFS Page 47
Correlations for DynEd s (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English III-EFS Page 48
Correlations for DynEd s (C) critique the research process at each step to implement changes as the need occurs and is identified. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that: (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information; ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G Correlations English III-EFS Page 49
Correlations for DynEd s (B) uses a variety of formats and rhetorical strategies to argue for the thesis; ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments; ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G Correlations English III-EFS Page 50
Correlations for DynEd s (D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (E) is of sufficient length and complexity to address the topic. ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G : : Correlations English III-EFS Page 51
Correlations for DynEd s (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J (B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J : : : : Correlations English III-EFS Page 52
Correlations for DynEd s (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I : : Correlations English III-EFS Page 53
Correlations for DynEd s (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decisionmaking, and evaluating the work of the group based on agreed-upon criteria. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J : : Source: The provisions of this 110.33 adopted to be effective September 4, 2008, 33 TexReg 7162. Correlations English III-EFS Page 54