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 11 |
1. Review and extend prior learning
2. Use internal marks of punctuation correctly
á Dashes
á Parentheses
á Brackets
á Ellipses
3. Coordinate and subordinate ideas correctly
4. Avoid faulty parallelisms
5. Avoid unclear reference of pronouns
á General
á Ambiguous
á Weak
á Indefinite
6. Avoid awkward shifts
á Person
á Tense
á Voice
á Mood
á Number
7. Avoid dangling prepositions
8. Avoid split infinitives
9. Avoid faulty predication
10. Avoid faulty apposition
11. Use commonly misused words correctly
12. Demonstrate an understanding of the history of and changes in the English language
13. Demonstrate an understanding of the political implications of different forms of language
14. Demonstrate an understanding that language can be used to coerce and develop techniques to Identify and to respond appropriately to such coercion
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 11 |
1. Review and extend prior learning
2. Distinguish between depth and length in writing and consciously select the appropriate length and depth necessary to fulfill a specific purpose for a specific audience
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 11 |
1. Review and extend prior learning
2. Write poems and short stories for personal satisfaction
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 11 |
1. Review and extend prior learning
2. Use or create templates to generate
á Memorandums
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 11 |
1. Review and extend prior learning
2. Make extensive use of primary sources when researching a topic and carefully consider the potential biases, motives, and perspectives of the authors of those sources
3. Analyze the validity and weigh the reliability of primary sources and make pertinent use of information gleaned from them for research purposes
4. Write an MLA-style research paper that explores a common theme reflected in at least three different genres and that includes
á An abstract
á An outline
á Text with parenthetical notes (a minimum of seven pages) and proper footnoting
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 11 |
1. Review and extend prior learning
2. Understand the meaning conveyed by specific figurative expressions and use those expressions in discussions of literature
á Allegory
á Analogy
á Antithesis
á Idiom
á Litotes
á Malapropism
á Metonymy
á Oxymoron
á Palindrome
á Paradox
á Spoonerism
á Synecdoché
3. Recognize examples of various literary terms and use those terms in discussions of literature
á Ballad
á Bowdlerize
á Chronicle
á Comedy
á Dramatic monologue
á Elegy
á Epic
á Exemplum
á History play
á Lyric
á Metaphysical poem
á Miracle play
á Mock epic
á Morality play
á Mystery play
á Pastoral poem
á Soliloquy
á Sonnet
á Tragedy
4. Learn words frequently found on the SAT and other college-entrance exams 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 11 |
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 English literature
á Describe the development of English literature from the fifth century to the present
á Compare and contrast periods in English literature
á Describe the major themes reflected in English literature
á Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices
á Assess author qualifications and detect literary bias
á Weigh the validity and relevance of facts in given contexts
á Identify complex, explicit structures in informational texts and the relationships between the concepts and details in those structures, using texts from various disciplines
á Analyze and synthesize the concepts and details in informational texts
3. Apply mature strategies to the reading and interpretation of lengthy adult fiction and imaginative texts (e.g., satires, parodies, plays, poems, novels) using texts that are complex in terms of chapter, plot, theme, structure, and dialogue and sophisticated in style, point of view, and use of literary devices
4. 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 Inductive order
á Deductive order
5. Apply mature strategies to respond to emotional appeals evidenced in propaganda
6. Analyze literature on multiple levels
á Formal
á Historical
á sMoral
á Psychological
á sSocial
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