School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: English Language Arts
CONTENT STANDARD: LANGUAGE STUDY
Language study is understood to include grammar, usage, and the mechanics of writing; as well as the history and sociology of language itself. All students are expected to use the conventions of standard written and spoken English to write and to speak correctly.
Performance Indicators: The learner will·
|
Grade 10 |
1. Review and extend prior learning
2. Identify clauses
á Independent
á Dependent
á Noun
á Adjective
á Adverb
3. Use pronouns correctly
á Nominative
á Objective
á Possessive
4. Use verbs correctly
á Progressive tense forms
á Emphatic tense forms
á Potential tense forms
5. Demonstrate an understanding of how the voice of a verb affects the power of the written and spoken word
6. Avoid modifier errors
á Misplaced
á Dangling
á Squinting
7. Identify syntactic structures
á Simple
á Compound
á Complex
á Compound-complex
8. Use commas correctly in given situations to set off a/an
á Introductory succession of prepositional phrases
á Introductory verbal phrase used as an adjective or adverb
á Introductory adverb clause
á Non-restrictive clause or phrase
á Coordinate adjectives
á Parenthetical expression
á Contrasting elements
9. Vary sentence structures for greater reader/listener interest
CONTENT STANDARD: ORAL AND VISUAL COMMUNICATIONS
Oral communication includes skills traditionally referred to as speaking and listening. All students are expected to demonstrate the ability to speak and to listen in order to explore ideas; to present lines of thought; to represent and reflect upon human experience; and to communicate feelings, knowledge, and opinions. Visual communication includes critical viewing skills needed to make sense of the information presented in the media. All students are expected to demonstrate the ability to analyze, interpret, and evaluate what they see and hear in the media.
Performance Indicators: The learner will·
|
Grades 9-12 |
1. Review and extend prior learning
2. Listen and view effectively by overcoming factors that contribute to defective listening and viewing
á Speed of reception
á Hasty judgments
á Physical conditions
á Psychological factors
á Experiential background
á Emotional filters
á Listening anxiety
3. Use verbal and non-verbal communication skills to speak effectively in a variety of contexts
á Memorized
á Oral interpretation
á Mock trials
á Informal debates
á Multi-media presentation of the results of a research project
4. Deliver oral presentations that
á Hold together so that the organization follows from the purpose
á Exhibit a personal style with a discernible voice and effective wording
á Reliably support and provide details for explicitly stated generalizations
á Make effective use of a variety of techniques to provide supporting detail
á Make effective use of a variety of techniques for introducing and representing ideas and for communicating substantive insights
5. Demonstrate ever-increasing ease in delivering formal speeches
á Job interview
á Round-table discussions
á Panel discussions
á Forums
á Organizational meetings
6. Evaluate the remarks and oral/visual presentations of others to find the key ideas, and explain the ways these ideas were developed
7. Demonstrate an understanding of when oral or visual language is being used to persuade and/or coerce and develop strategies for responding appropriately to such language
8. Demonstrate an understanding that medium and persons making decisions about a particular medium affect the message
CONTENT STANDARD: PROCESS WRITING
Process writing includes those steps through which writers move regardless of audience, purpose, focus, or particular mode of writing. All students are expected to use the skills and strategies of the writing process to explore ideas; to present lines of thought; to represent and reflect on human experience; and to communicate feelings, knowledge, and opinions.
Performance Indicators: The learner will·
|
Grade 10 |
1. Review and extend prior learning
2. Consciously apply skills acquired during language study (e.g., varied sentence beginnings, structures, and lengths) to written work on a regular basis
3. Experiment with word choice as it affects specificity, clarity, shades of meaning, tone, etc.
4. Make appropriate use of idiomatic expressions, colloquialisms, slang, etc. in writing
CONTENT STANDARD: CREATIVE WRITING
Creative writing is expressive and imaginative writing. All students are expected to use the techniques of creative writing to explore ideas; to represent and reflect on human experience; and to communicate feelings.
Performance Indicators: The learner will·
|
Grade 10 |
1. Review and extend prior learning
2. Write original short stories
á Evidencing controlled tone (e.g., seriousness, sarcasm, humor, bitterness)
á Developing one or more symbols
á Evidencing conscious theme building
á Evidencing manipulation of word and story elements for effect (e.g., to arouse fear, anger, laughter)
á Detailing conflict and resolution of conflict
CONTENT STANDARD: PRACTICAL WRITING
Practical writing is formulaic writing. All students are expected to be able to use writing skills to conduct personal and career-related business .
Performance Indicators: The learner will·
|
Grade 10 |
1. Review and extend prior learning
2. Create and print computer-generated
á Banners
á Posters
á Pamphlets
á Brochures
á Word-processed documents with graphics
3. Use or create templates to generate
á Minutes from a meeting
CONTENT STANDARD: EXPOSITORY WRITING
Expository writing includes informative and persuasive writing. All students are expected to use the techniques of exposition to explore ideas; to present lines of thought; to represent and reflect on human experience; to communicate feelings, knowledge, and opinions; and to present information gleaned from research.
Performance Indicators: The learner will·
|
Grade 10 |
1. Review and extend prior learning
2. Write fully developed, unified, and coherent multi-paragraph essays
á Opinion
á Cause-and-effect
3. Demonstrate an initial understanding of how to write fully developed, unified, and coherent multi-paragraph essays
á Classification
á Persuasion
á Literary analysis of poetry and prose
4. Write an MLA-style research report targeting a world culture and examining a literary work representative of that culture that includes
á An abstract
á An outline
á Text with parenthetical notes (a minimum of five pages)
á One or more appendices
á A works-cited page
CONTENT STANDARD: DEVELOPMENTAL (PROCESS) READING
Just as there are stages through which all effective writers pass to one degree or another, there are stages through which all effective readers pass. Developmental reading is characterized by the reader tackling the written language in order to differentiate among letters, words, sentences, and paragraphs. The reader learns decoding skills for recognizing and determining the meaning of unfamiliar words and learns to recognize various text structures and the organization of informational books. All students are expected to use the reading process to comprehend, interpret, evaluate, and appreciate what they have read.
Performance Indicators: The learner will·
|
Grade 10 |
1. Review and extend prior learning
2. Understand the meaning conveyed by specific figurative expressions and use those expressions in discussions of literature
á Acronym
á Aphorism
á Apostrophe
á Epigram
á Epitaph
á Euphemism
á Satire
3. Recognize examples of various literary terms and use those terms in discussions of literature
á Autobiography
á Biography
á Diary
á Essay
á Folk tale
á Journal
á Legend
á Letter
á Pamphlet
á Periodical
á Rhetorical question
á Stream of consciousness
á Tall tale
4. Learn standard root words as part of a regular vocabulary program
CONTENT STANDARD: FUNCTIONAL READING
Functional reading is characterized by the reader tackling diverse texts and purposes for reading. The reader learns to use background knowledge to aid comprehension and to apply some general strategies for remembering information. All students are expected to use reading strategies (1) to experience, understand, and appreciate literature and culture and (2) to extract meaning from, recognize assumptions and implications within, and evaluate ideas presented in informational texts.
Performance Indicators: The learner will·
|
Grade 10 |
1. Review and extend prior learning
2. Read and comprehend a variety of fiction and non-fiction selections in order to
á Describe contributions of different cultures to the development of American literature
á Describe the development of American literature from the seventeenth century to the present
á Compare and contrast periods in American literature
á Describe the major themes reflected in American literature
á Make abstract connections between his/her own life and the characters, events, and circumstances represented in various literary works
á Demonstrate an understanding of the stylistic effect of dialogue on a work
á Identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or the past)
á Identify and analyze the details and effectiveness of complex elements of plot (e.g., setting, major events, conflicts, resolutions) on the overall quality of a work
á Interpret printed consumer information contained in contracts, job descriptions, technical manuals, etc.
á Generalize ideas from one text to make predictions about ideas presented in another text
3. Monitor comprehension by putting ideas from reading into his/her own words and by noting relationships between and among ideas found in the text
á Alternatives
á Classification
á Definition
4. Internalize the elements of non-fiction as keys to understanding non-fiction
á Purpose
á Audience
á Thesis
á Method of development
á Unity
á Coherence
á Transitions
CONTENT STANDARD: RECREATIONAL READING
Recreational reading is characterized by the reader reading for pleasure or for personal purposes, not for purposes prescribed by a course of study or a career. All students are expected to use reading to fulfill personal and social needs.
Performance Indicators: The learner will·
|
Kindergarten-Grade 12 |
1. Review and extend prior learning
2. Read for pleasure
3. Read for personal purposes
4. Listen as literature is read aloud
5. Read to others, especially to children
6. Select, abandon, and re-read texts according to personal needs and interests