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 9 |
1. Review and extend prior learning
2. Identify the properties and functions of the eight parts of speech
á Nouns and pronouns
á Functions
á Object of a verbal
á Verbs
á Properties
á Tense (potential)
á Functions
á Verbals
3. Identify phrases
á Appositive
á Verb
á Prepositional
á Verbal
4. Demonstrate an initial understanding of clauses
5. Demonstrate an initial understanding of how to use commas correctly 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 Contrasting element
6. Use internal marks of punctuation correctly
á Quotation marks
á Apostrophes
á Hyphens
á Colons
á Semi-colons
á Underlining, italicizing, and boldfacing
7. Outline correctly
8. Demonstrate an understanding of how language considerations and references to gender affect communication
9. Compare the ways various social, vocational, and cultural groups use language and how language use impacts the way people are viewed and treated
10. Use dictionaries, handbooks, and other language-related resources routinely to evaluate the accuracy of his/her use of English
11. Compare different levels of language (e.g., standard, non-standard, colloquial, slang, dialect) and the appropriate audience for each
12. Distinguish between
á Objective and subjective use of language
á Literal and figurative use of language
13. Identify propaganda techniques used by speakers and writers
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 9 |
1. Review and extend prior learning
2. Use word processing to complete all written work
3. Experiment with a variety of techniques to introduce and present ideas and to communicate substantive insights in written work
4. Demonstrate an understanding of the distinction between literal and figurative language and make conscious choices to incorporate both in written work
5. Reflect on and evaluate "finished" work in order to help self and others improve written work
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 9 |
1. Review and extend prior learning
2. Write original poems based on appropriate models from literature
á Sonnet
á Miscellaneous parodies
á Miscellaneous non-recipe poems
3. Write original poems that incorporate stylistic features of poems as studied in literature
á Literal images
á Figurative language
á Sound devices
á Alliteration
á Onomatopoeia
á Assonance
á Consonance
4. Write original paragraphs and short stories evidencing controlled point of view
á First person
á Objective
á Limited omniscient
á Omniscient
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 9 |
1. Review and extend prior learning
2. Complete a variety of forms properly
á Work permit
á Job application
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 9 |
1. Review and extend prior learning
2. Write essays (and other pieces) that
á Use transitional sentences
3. Write paragraphs that evidence an understanding of various methods of developing paragraphs
á Repetition
á Combination of methods
4. Write fully developed, unified, and coherent multi-paragraph essays
á Process, i.e., how-to
á Definition
á Comparison-contrast
5. Write an introduction with
á A clear and effective hook
á Adequate and appropriate background information
á A clear thesis
6. Write a conclusion that is
á Adequately developed
á Relevant
á Satisfying
7. Write an effective précis
8. Identify and use library information services to complete research for written work
á Books and periodicals, including reference material and government publications
á Electronic resources (e.g., INTERNET, TOM, SIRS, various encyclopedias)
á Microfiche
9. Use MLA documentation correctly in short reports
10. Write an MLA-style documented report that includes
An outline
á Text with parenthetical notes (a minimum of three pages)
á A works-cited page
11. Write a properly documented I-search report
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 9 |
1. Review and extend prior learning
2. Use context clues to determine the meaning of certain terms encountered in literary and informational texts
á Figurative terms
á Idiomatic terms
á Specialized vocabularies
á Abbreviations
á Acronyms
3. Compare words that are seemingly synonymous to determine subtle differences in meaning
4. Distinguish between syntactic and semantic clues to meaning
5. Distinguish among levels of word usage
á Colloquial
á Dialect
á Non-standard
á Slang
á Standard
6. Demonstrate an understanding of the meaning conveyed by specific figurative expressions and use those expressions in discussions of literature
á Alliteration
á Allusion
á Hyperbole
á Irony
á Metaphor
á Onomatopoeia
á Personification
á Simile
7. Recognize examples of various literary terms and use those terms in discussions of literature
á Antagonist
á Caricature
á Cliché
á Flat character
á Imagery
á Protagonist
á Round character
á Stereotypical character
8. Learn standard prefixes and suffixes as part of a regular vocabulary program
9. Apply word-analysis strategies to acquire reading independence (automaticity)
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 9 |
1. Review and extend prior learning
2. Read and comprehend a variety of fiction and non-fiction selections in order to
á Explain the relationships between and among elements of fiction: plot, setting, character, tone, point of view, symbolism, theme, mood/effect
á Identify accurately the author's purpose, the author's point of view, and factors that might bias an author's presentation
á Demonstrate an understanding of how the elements of drama (stage directions, dialogue/asides, lighting, costuming, sets/properties, blocking) affect the interpretation of a play
á Paraphrase the meaning of selected poems
á Evaluate the clarity and accuracy of information found in a text
á Synthesize information from a variety of sources and apply it to written and spoken work
á Compare and contrast product information found in advertisements with information found in instruction manuals and warranties
3. Locate resources in a library
á Microfiche
4. Extract information from a variety of secondary sources
á Microfiche
5. Use note-taking strategies for reading, viewing, and listening to learn and evaluate those notes
á Cornell two-column method
6. 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 Cause-effect
á Comparison
á Contrast
á Listing
7. Read on a variety of levels
á Literal
á Interpretive
á Applied
8. Recognize and explain how words and phrases are used to persuade the reader to embrace a particular point of view
9. Internalize the elements of fiction as keys to understanding fiction
á Character
á Effect
á Mood
á Plot
á Point of view
á Setting
á Symbolism
á Theme
á Tone
10. Internalize the elements of poetry as keys to understanding poetry
á Rhyme
á End
á Internal
á Meter
á Iambic
á Trochaic
á Anapestic
á Dactylic
á Spondaic
á Sound devices
á Alliteration
á Assonance
á Consonance
á Onomatopoeia
á Figurative language
á Stanza forms
á Couplet
á Tercet
á Quatrain
á Verse forms
á Blank
á Free
á Rhymed
11. Internalize the technical elements of drama as keys to understanding drama
á Acoustics
á Audibility and expression (verbal and non-verbal)
á Costuming
á Lighting (including special effects)
á Makeup
á Movement
á Properties
á Set
12. Demonstrate an understanding of the defining features and structures of literary texts
á Drama
á Essay
á Novel
á Poem
á Short story
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