Topic

Literature I

EO 1 - The Short Story

The Student Will read and comprehend a variety of short stories.

TSW explain the use and give examples of the literary elements of a story: setting, plot, theme, character (dynamic and static) (LL pp.23-25), conflict (internal, external) (LL p. 58), point of view (1st, 3rd limited/omniscient) (LL pp. 813-14).

TSW summarize the plot of a short story: exposition, point of conflict, rising action, climax, and resolution (denouement).

TSW distinguish between the points of view (first person, third person/omniscient) used in stories and analyze how the point of view affects other aspects of the story (i.e. plot, conflict, characterization, theme).

TSW compare/contrast characters from a particular story or from different stories in terms of traits, descriptions and motives.

TSW trace and analyze an author's development of time and sequence, including the use of literary devices such as suspense, foreshadowing or flashback.

TSW infer the themes of short stories from characters' actions and motives, mood, point of view, conflict and other literary elements.

(Ongoing) TSW apply at least two reading strategies (LL p.25) appropriate for the comprehension and enjoyment of the literature.

(Ongoing) TSW develop and use a variety of strategies to read unfamiliar words and to build vocabulary such as identifying and using the literal and figurative meanings of words and understanding the origins of words.

(Ongoing) TSW Respond imaginatively and/or critically in writing to stories read (Writing Options pp. 36, 59, 72, 86, etc. of LL).

EO 2 - Novel Study

1.2.1

The Student Will read and comprehend a novel.

1.2.2

TSW explain the use and give examples of the following literary elements to a novel: characterization point of view idiom plot subplot conflict foreshadowing symbolism imagery irony suspense setting

1.2.3

TSW determine characters' traits by what characters say or do, or by what other characters say about them.

1.2.4

TSW analyze possible themes of the novel, linking each to the ways in which specific characters bring out those themes.

1.2.5

TSW compare and contrast characters' motives and actions.

1.2.6

TSW identify and discuss moods and changes in mood throughout the novel.

1.2.7

TSW identify the assumptions and generalizations made by characters about life or other characters and the way those assumptions and generalizations affect them.

1.2.8

TSW predict the outcomes of various episodes and subplots in the novel with evidence to support such predictions.

1.2.9

(Ongoing) TSW apply at least two reading strategies (LL p.25) appropriate for the comprehension and enjoyment of the literature.

1.2.10

(Ongoing) TSW develop and use a variety of strategies to read unfamiliar words and to buildvocabulary such as identifying and using the literal and figurative meanings of words and understanding the origins of words.

1.2.11

(Ongoing) TSW respond imaginatively and/or critically in writing to the novel (i.e. changing from prose into dialogue, essays about aspects of the novel, etc.).

EO 3 - Nonfiction - Biography and Autobiography

1.3.1

The Student Will read and comprehend a variety of biographies and autobiographies.

1.3.2

TSW make inferences and draw conclusions about the subject of a biography, his or her life, personality, and goals, supporting them with accurate examples.

1.3.3

TSW skim to quickly comprehend sections of biographies and autobiographies.

1.3.4

TSW scan to locate specific information in biographies and autobiographies.

1.3.5

TSW identify an author’s purpose for writing about a specific person in a specific time.

1.3.6

TSW examine the elements of stories that are found also in biographical works (such as plot, character development, setting, theme, conflict, and irony) and how they are used to make the life of the subject of a biographical work interesting and entertaining.

1.3.7

TSW examine an author’s portrayal of the subject, reflecting on how the author paints the subject in terms of how and why the character reacts to certain things or why a character has certain beliefs.

1.3.8

TSW write a biographical essay based on an interview, using the techniques the student has discovered about writing nonfiction from selections read (LL pp. 256, 491, etc. PR pp. 154-157)

1.3.9

(Ongoing) TSW apply at least two reading strategies (LL p.235) appropriate for the comprehension and enjoyment of nonfiction.

1.3.10

1.3.11

(Ongoing) TSW respond imaginatively and/or critically in writing to selections read (Writing Options pp. 242, 256, 269, etc. of LL).

EO 4 - Poetry

1.4.1

The Student Will read and comprehend, both literally and figuratively, of a variety of poems.

1.4.2

TSW apply the following elements of poetry, demonstrating understanding of how an author uses them to communicate ideas and imagination: onomatopoeia sound devices lyric poetry simile rhythm assonance alliteration narrative poetry ballad imagery metaphor figurative language sensory details meter free verse personification consonance rhyme scheme

1.4.3

TSW compare and contrast the use of similar elements of poetry in different poems.

1.4.4

TSW examine the themes of poems and how sound devices, analogies, and sensory language help to create theme.

1.4.5

TSW compare and contrast authors' styles in a variety of poems.

1.4.6

TSW orally interpret poems using gesture, varying tone of voice, and making eye contact with the audience to demonstrate understanding of the voice and mood of the poem.

1.4.7

TSW write original poems using selected poems as models.

1.4.8

TSW design a rubric for assessing either the oral interpretation of a poem (TSW 6) or an original poem (TSW 7).

1.4.9

(Ongoing) TSW apply at least two reading strategies (LL p.140) appropriate for the comprehension and enjoyment of the literature.

1.4.10

1.4.11

(Ongoing) TSW respond imaginatively and/or critically in writing to poems read (Writing Options pp. 145, 150, etc. of LL).

EO 5 - Romeo and Juliet

1.5.1

The Student Will read and comprehend Romeo and Juliet.

1.5.2

TSW analyze the use of the literary elements of plot, setting, characterization, and theme(s) in the play.

1.5.3

TSW define and identify the following dramatic and poetic elements of the play: blank verse iambic pentameter personification metaphor couplets sonnet form soliloquy simile verbal irony foreshadowing dramatic irony allusion suspense pun

1.5.4

TSW compare and contrast characters, especially characters which foil each other, in terms of traits, descriptions and motives.

1.5.5

TSW analyze the functions of dialogue, soliloquy, aside, and monologue.

1.5.6

TSW present research on Shakespeare's life and times.

1.5.7

TSW research the Elizabethan stage and theater and compare and contrast it to the modern theater, including set design, lighting, costumes, and audience and actor expectations.

1.5.8

TSW define, and use common Shakespearean words to comprehend and enjoy the play (i.e. wither, thither, ere, e'er, marry, against, wherefore).

1.5.9

(Ongoing) TSW apply at least two reading strategies (LL p.988) appropriate for the comprehension and enjoyment of the literature.

1.5.10

(Ongoing) TSW develop and use a variety of strategies to read unfamiliar (non-Shakespearean) words and to build vocabulary such as identifying and using the literal and figurative meanings of words and understanding the origins of words.

1.5.11

(Ongoing) TSW respond imaginatively and/or critically in writing to the play.

EO 6 - The Odyssey

1.6.1

The Student Will read and comprehend The Odyssey.

1.6.2

TSW explain the use and give examples of the literary elements of plot, setting, characterization, and theme in The Odyssey.

1.6.3

TSW locate epithets within the epic, and analyze the author's purpose for using epithets to describe characters. (LL pp. 890-891)

1.6.4

TSW locate several epic similes within the epic and analyze the author's purpose for using these similes. (LL pp. 890-891)

1.6.5

TSW identify and analyze suspense, foreshadowing, imagery, character motivation, and irony in the epic.

1.6.6

TSW identify the traits of the epic hero and discuss how the epic hero embodied valued character traits in Greek society.

1.6.7

TSW research and report on a topic related to the study of classical Greek culture and mythology (LL p. 915, 927, 966, etc).

1.6.8

TSW trace cause and effect throughout the epic and within specific episodes concerning the actions of Odysseus and his men, the effect their actions have on their lives, and Odysseus' ability to achieve his goal of getting home.

1.6.9

(Ongoing) TSW apply at least two reading strategies (LL p.892) appropriate for the comprehension and enjoyment of the literature.

1.6.10

1.6.11

(Ongoing) TSW respond imaginatively and/or critically in writing to the epic (i.e. journal of Penelope, letters between characters, essay, change the setting, a personal Odyssey http://www.suhsd.k12.ca.us/mvm/netlinks/2odyssey9/2homer9.html, etc.)

EO 7 - Author Study

1.7.1

The Student Will read and comprehend a variety of selections by one author, ideally spanning several genres of literature.

1.7.2

TSW read an auto/biographical piece on the author, making connections from the life of the author to influences in her works of literature. ( www.mayaangelou.com/LongBio.html, www.sandracisneros.com/home.html, bau2.uibk.ac.at/sg/poe/Bio.html, LL pp. 194, 476, 691, etc.)

1.7.3

TSW respond to professional reviews of an author in which the student discusses points of agreement and/or disagreement with the review. (LL pp. 710, www.sandracisneros.com/home.html, drake.marin.k12.ca.us/stuwork/comacad/poets/ANGELOU/professionalreviews.html)

1.7.4

TSW analyze examples of the author's style within various selections. (IRP pp. 99, 249, etc.)

1.7.5

TSW review a single work or group of works by an author using techniques used by professional literary reviewers.

1.7.6

TSW write an original biography of the author with information gathered from several Sources, which includes a works cited page, completed according to MLA rules.

1.7.7

TSW write an original work of literature imitating an author's style.

1.7.8

TSW apply at least two reading strategies (LL p.25) appropriate for the comprehension and enjoyment of the literature.

1.7.9

TSW develop and use a variety of strategies to read unfamiliar words and to build vocabulary such as identifying and using the literal and figurative meanings of words and understanding the origins of words.

1.7.10

TSW respond imaginatively and/or critically in writing to stories read (Writing Options pp. 218, 491, 700, 709 of LL). Suggested Materials: LL pp. 194-219 (Poe), 476-505 (Angelou), 691-719, (Cisneros), other IRP pp. 87, 159, 239 PR p. 124 (Angelou), p.141 (Cisneros)

SO 1 - Short Story II

1.8.1

The Student Will read and comprehend a variety of short stories.

1.8.2

1.8.3

TSW define and identify simile, metaphor, and personification and examine the author's purpose for using such conventions.

1.8.4

TSW identify symbols within the text and evaluate an author's use of symbolism to convey ideas.

1.8.5

TSW identify examples of irony in short stories, examining how the author uses this convention to develop a theme.

1.8.6

TSW analyze the mood of a story from the descriptive language, figurative language and setting the author includes in the piece.

1.8.7

TSW determine an author's style in short fiction, identifying particular word choices, tone, figurative language, diction, and point of view.

1.8.8

(Ongoing) TSW apply at least two reading strategies (LL p.25) appropriate for the comprehension and enjoyment of the literature.

1.8.9

1.8.10

(Ongoing) TSW respond imaginatively and/or critically in writing to stories read (Writing Options pp. 36, 59, 72, 86, etc. of LL).

SO 2 - Novel Study II

1.9.1

The Student Will read and comprehend a second novel selected.

1.9.2

TSW re-explain the use and give examples of the following literary elements: characterization point of view idiom plot subplot conflict foreshadowing symbolism imagery irony suspense setting
TSW analyze interactions between characters in a novel.

1.9.3

TSW examine an author's technique for creating believable dynamic characters through physical attributes, revealing dialogue, physical actions, mental actions, and judgment by other characters, and the narrator.

1.9.4

TSW develop a unified thesis on the theme of the novel, basing findings on elements such as character traits and motivations, settings, and plot development.

1.9.5

TSW evaluate and explain human behaviors in response to the characters in a novel.

1.9.6

TSW trace and analyze an author's development of time and sequence, including the use of literary devices such as suspense, foreshadowing or flashback.

1.9.7

TSW respond to the novel in a personal review.

1.9.8

(Ongoing) TSW apply at least two reading strategies (LL p.25) appropriate for the comprehension and enjoyment of the literature.

1.9.9

1.9.10

(Ongoing) TSW respond imaginatively and/or critically in writing to the novel.

SO 3 - Nonfiction II

1.10.1

The Student Will read and comprehend a variety of nonfiction texts.

1.10.2

TSW identify pieces of non-fiction as persuasive, informative, descriptive, narrative, reflective or a combination of them.

1.10.3

TSW prepare a works cited page concerning materials related to one or more topics found in essays read using MLA style.

1.10.4

TSW identify and analyze the author's purpose for writing a non-fiction essay.

1.10.5

TSW analyze the structure and format of functional workplace documents, including the graphics, and explain how authors use the features to achieve their goals.
TSW generate relevant questions about readings on issues or topics that can be researched. These questions should emerge from non-fiction essays read.

1.10.6

TSW distinguish between subjective and objective writing and between fact and opinion in a piece of writing and explain how they affect readers.

1.10.7

TSW synthesize ideas from several works dealing with a single issue and connect them to related topics.

1.10.8

TSW apply at least two reading strategies (LL p.235) appropriate for the comprehension and enjoyment of the literature.

1.10.9

1.10.10

TSW respond imaginatively and/or critically in writing to selections read (Writing Options pp. 242, 256, 269, etc. of LL).

SO 4 - Poetry II

1.11.1

The Student Will read and comprehend a variety of poems.

1.11.2

TSW apply the following elements of poetry to new poems, demonstrating a complete understanding of how an author uses them to communicate. imagery sound devices lyric poetry sensory details simile alliteration narrative poetry meter metaphor assonance ballad onomatopoeia personification consonance free verse rhyme scheme rhythm figurative language

1.11.3

TSW analyze the use of the following elements of poetry: mood, tone, diction, voice.

1.11.4

TSW connect the themes or content of poems to her life (i.e. LL pp. 198, 343, etc.)

1.11.5

TSW analyze and examine the use of sensory details and imagery.

1.11.6

TSW recite poems from memory using gesture and varying tone of voice to demonstrate understanding of the voice and mood of the poem.

1.11.7

TSW write original poetry based on the structure of poems read and show creative use of various elements of poetry like sound effects, sensory details, and analogy.

1.11.8

(Ongoing) TSW apply at least two reading strategies (LL p.140) appropriate for the comprehension and enjoyment of the literature.

1.11.9

(Ongoing) TSW develop and use a variety of strategies to read unfamiliar words and to buildvocabulary such as identifying and using the literal and figurative meanings of words and understanding the origins of words.

1.11.10

(Ongoing) TSW respond imaginatively and/or critically in writing to poems read (i.e. LL p. 848, Writing Options).

SO 5 - Drama

1.12.1

The Student Will read and comprehend at least three dramas.

1.12.2

TSW redefine and identify modern dramatic elements including: suspense foreshadowing dramatic irony allusion punning personification stage directions simile metaphor camera directions dialogue character

1.12.3

TSW list props, costumes, and scenery needed to stage a play.

1.12.4

TSW express personal interpretations of dramas, supporting them with examples.

1.12.5

TSW examine the use of dialogue within a play, illustrating how an author uses it to reveal character and to guide actors.

1.12.6

TSW write an original play or turn a previously read short story into a play, complete with stage directions.

1.12.7

TSW perform a drama or part of a drama using meaningful gestures, voice inflections, facial expressions, etc.

1.12.8

TSW design a rubric for assessing either an original play (TSW 6) or the performance of a drama (TSW 7).

1.12.9

(Ongoing) TSW apply at least two reading strategies (LL p.411) appropriate for the comprehension and enjoyment of the literature.

1.12.10

1.12.11

(Ongoing) TSW respond imaginatively and/or critically in writing to selections read (Writing Options pp. 437, 841, 785, etc. of LL).

SO 6 - Detective Stories

1.13.1

The Student Will read and comprehend a variety of detective stories.

1.13.2

TSW explain the use and give examples of the elements of a story specific to detective stories such as suspense, dramatic irony, situational irony, and surprise ending. (LL p. 739-40)

1.13.3

TSW evaluate the traditional ground rules for detective stories. (LL p. 740)

1.13.4

TSW explore characters’ points of view, examining how a crime investigation would look from their perspectives.

1.13.5

TSW examine what draws a person to stories of mystery, suspense, and deception (LL p. 742)

1.13.6

TSW determine and list the qualities that would be necessary for a person to be a precise and efficient detective (LL p. 759).

1.13.7

TSW identify and discuss the necessary rules and procedures for examining a crime scene and the kind of physical evidence that should be taken into account (LL p. 770).

1.13.8

TSW evaluate the methods detectives use to come to a conclusion about a crime.

1.13.9

(Ongoing) TSW apply at least two reading strategies (LL p.741) appropriate for the comprehension and enjoyment of the literature.

1.13.10

1.13.11

(Ongoing) TSW respond imaginatively and/or critically in writing to stories read (Writing Options pp. 755, 769, 785, etc. of LL).

SO 7 - Thematic Study

1.14.1

The Student Will read and comprehend a variety of literature on a single theme.

1.14.2

TSW infer the themes of works from title, characters’ actions and motives, plot, setting, conflicts, and other conventions. (LL pp. 24, 590-91)

1.14.3

TSW sort works of literature of a single theme into categories the student generates.

1.14.4

TSW read at least two pieces on a second theme selected by the student and compare and contrast the differences between pieces with different general themes.

1.14.5

TSW research and report on social, historical, technological, or environmental topics related to the themes and content of various works of literature.

1.14.6

TSW evaluate a single character’s contribution to the theme of a works by providing a personal viewpoint about the character which is supported with examples of what they say and do and what others say about them.

1.14.7

(Ongoing) TSW apply at least two reading strategies (LL p. 591) appropriate for the comprehension and enjoyment of the literature.

1.14.8

1.14.9

(Ongoing) TSW respond imaginatively and/or critically in writing to pieces read (Writing Options pp. 606, 612, 617, 637, etc. of LL).

SO 8 - Sustained Silent Reading

1.15.1

The Student Will select a novel of his or her choice and read it during SSR time.

1.15.2

TSW read a novel for a given period of time each day.

1.15.3

TSW bring the novel to class every day for SSR time.

1.15.4

TSW discuss the book being read and its overall effect on the reader and discuss the process of reading.

1.15.5

TSW keep a dialogue journal in which student and teacher write back and forth about the subject matter of the novel.

1.15.6

(Ongoing) TSW apply at least two reading strategies (LL p.25) appropriate for the comprehension and enjoyment of the literature.

1.15.7

1.15.8

(Ongoing) TSW respond imaginatively and/or critically to the novel being read.

Literature II

EO 1 - The Short Story

2.1.1

The Student Will record examples of the methods of characterization used by a writer.

2.1.2

TSW create a plot diagram, outlining the exposition, rising action, climax, and falling action/denouement, demonstrating that it is the main conflict of the story that drives the chain of events in the plot.

2.1.3

TSW evaluate the effects that setting may have on the characters and plot of a story, deciding whether the story is specific to a particular time and place or if it has a more timeless, universal quality.

2.1.4

TSW explain how the author uses symbols, imagery, and/or figurative language to create broader meanings in a short story.

2.1.5

TSW determine the point of view a writer uses, and predict how changing the point of view might affect the meaning of the story.

2.1.6

TSW infer what the possible theme of a story might be, based on what it appears that the main character(s) have learned, and state that theme in one sentence.

2.1.7

TSW compare two or more of the short stories studied in the unit, according to character, plot, setting, and/or theme.

2.1.8

TSW write an imitation of one of the short stories studied in this unit (an emulation, sequel, prequel, parody, retelling from a different point of view, missing/alternate passage, or another type of imitation), maintaining the same style of the particular author.

2.1.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.1.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.1.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.1.12

(Ongoing) TSW monitor own reading comprehension and apply comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing, and making inferences and drawing conclusions.

2.1.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

EO 2 - The Novel

2.2.1

The Student Will describe how techniques, such as foreshadowing, flashback, unexpected twists, parallel plots, subplots, and/or suspense, are used to make the plot of the novel more complex.

2.2.2

TSW identify the major conflicts (both internal and external) in the novel, and conclude which of these conflicts is the central conflict.

2.2.3

TSW differentiate between dynamic and static characters in the novel, using evidence from the unfolding plot of the novel to defend those decisions.

2.2.4

TSW evaluate how well setting is established through the use of specific descriptive adjectives and details, and determine what effect—if any—changes of that established setting during the course of the novel have on characters, events, and themes.

2.2.5

TSW state the main theme of the novel, after careful consideration of at least three other possible themes.

2.2.6

TSW demonstrate how a change in point of view would affect meaning by narrating an important section of the novel from a different point of view.

2.2.7

TSW determine to what effect irony, humor, satire, and/or paradox is used in the novel.

2.2.8

TSW conduct research on an author’s life, period, and/or culture, relating the findings of that research to elements of the novel, such as character, plot, setting, theme and/or point of view, and orally present the information to the class.

2.2.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.2.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.2.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.2.12

2.2.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

2.2.14

(Ongoing) TSW appreciate how character, plot, setting, theme, and point of view are developed in the novel.

EO 3 - Poetry

2.3.1

The Student Will identify (where applicable) examples of poetic devices that deal with “form,” such as stanza, free verse, lyric, narrative, and sonnet, in the poems studied.

2.3.2

TSW find and identify (where applicable) examples of poetic devices that deal with “sound,” such as meter, rhyme, alliteration, assonance, consonance, and onomatopoeia, in the poems studied.

2.3.3

TSW describe the effect of using sound devices in a poem (e.g., to create rhythm, to appeal to the sense, or to establish mood).

2.3.4

TSW identify (where applicable) examples of poetic devices that deal with “figurative language,” such as imagery, metaphor, simile, and personification, in the poems studied.

2.3.5

TSW analyze the suggested meanings or emotions that are evoked by a poet’s use of comparison through figurative language. (For example, in the metaphor “love is a door” by comparing love to a door, the poet could be saying that love opens the way to new experiences and new views.)

2.3.6

TSW write an imitation or parody of one (or more) poem studied, following the same form, rhyme scheme, and metrical pattern.

2.3.7

TSW compare two or more of the poems studied in the unit, according to aspects such as theme, form, sound devices, and/or figurative language.

2.3.8

TSW deliver an oral interpretation of at least one poem that was already studied in class or another poem chosen by the teacher or student.

2.3.9

(Ongoing) The Student Will define unknown words through context clues and the writer’s use of comparison, contrast, and cause and effect.

2.3.10

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.3.11

2.3.12

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

EO 4 - Nonfiction

2.4.1

The Student Will analyze the writer’s attitude toward the subject, determining whether the account is favorable, negative, or balanced.

2.4.2

TSW infer writers’ purposes for writing particular works of nonfiction.

2.4.3

TSW distinguish fact from opinion in an essay, and determine the extent to which an essay relies on fact and opinion.

2.4.4

TSW identify and analyze organizational patterns (e.g., cause-effect, problem-solution, compare-contrast) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purposes and reach their intended audiences. (See “Reading Handbook,” LL 1120-1143, for information and activities.)

2.4.5

TSW critique the treatment, scope, and organization of ideas from multiple sources on the same topic. (It is recommended that the teacher find appropriate examples on a current events topic from a variety of publications—both in print and electronic.)

2.4.6

TSW assess the adequacy, accuracy, and appropriateness of an author’s details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias, and stereotyping.

2.4.7

TSW write an emulation of one of the pieces of nonfiction studied in this unit, following the author’s rhetorical techniques and style.

2.4.8

TSW analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions), and/or public documents (e.g., speeches or newspaper editorials). (See “Academic Reading Handbook,” LL 1218-1249, for information and activities.)

2.4.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.4.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.4.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.4.12

2.4.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

EO 5 - Drama - The Tragedy of Julius Ceasar or Other Tragedy

2.5.1

The Student Will explain the qualities of a “tragedy” and “tragic hero,” and based on that explanation decide who is the tragic hero in the play.

2.5.2

TSW recognize blank verse, which is unrhymed iambic pentameter, in the play and describe what Shakespeare accomplishes when he varies the meter.

2.5.3

TSW explain how dramatic irony is created in the play, including the use of soliloquy and aside.

2.5.4

TSW analyze a speech from the play (for example, Brutus’ or Antony’s speech to the citizens of Rome in Act 3.1) according to its use of rhetorical devices, such as repetition, parallelism, rhetorical questions and appeals to logic, emotion, and credibility (see LL 687, 759).

2.5.5

TSW identify the internal and external conflicts (e.g., man versus man, man versus society, man versus nature, man versus himself) in the play and determine which is the central conflict.

2.5.6

TSW compare the written play to a film version and/or live performance, noting directorial decisions that were made and to what effect (for example, removal or addition of lines, characters, or scenes).

2.5.7

TSW infer what is the central theme in the play (Shakespeare’s main message), considering at least three other viable alternative themes.

2.5.8

TSW deliver an oral interpretation of a speech or perform a part of a scene from the play that demonstrates an understanding of blocking, vocal tones, expressions/gestures, and actions that should accompany the lines.

2.5.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.5.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.5.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.5.12

2.5.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

EO 6 - Myths and Legends

2.6.1

The Student Will read and comprehend a variety of myths and legends.

2.6.2

TSW distinguish a myth from a legend, according to the definitions provided in the section “Myths and Legends” (LL 1015-1016).

2.6.3

TSW identify the characteristics of a “romance” (LL 1016, 1265) that are illustrated in a particular myth or legend, and compare those characteristics to romantic elements in modern entertainment, such as soap operas, romance novels, Westerns, and adventure films.

2.6.4

TSW outline a hero’s quest from a myth or legend by creating a diagram that includes the name of the hero, the nature of the quest, and the intended message of the myth or legend. (LL 1017)

2.6.5

TSW analyze how well a character from any story read thus far this year follows the chivalric code or another such code of honor.

2.6.6

TSW compare and contrast the way that different authors portray the same character in at least two different versions of the same story. [For example, the similarities and differences between portrayals of Uther Pendragon in LeMorte d’Arthur (LL, 1065-1071) and The Mists of Avalon (1084-1085). The student could focus on the following topics: the character’s traits, the character’s actions, and the narrator’s attitude toward the character.]

2.6.7

TSW write a modernized version of a myth or legend, or create an entirely new one for modern society.

2.6.8

TSW prepare and deliver a multimedia presentation about a person (preferably from current events) who has done something heroic, incorporating ideas from the works studied in this unit in determining exactly what it was that made this/these act(s) heroic.

2.6.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.6.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.6.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.6.12

EO 7 - Author Study

2.7.1

The Student Will read and comprehend a variety of selections by one author, ideally spanning several genres of literature.

2.7.2

TSW analyze examples of the author’s style throughout various selections. (LL 946)

2.7.3

TSW create a chart of influences surrounding the author, including who the author was influenced by as well as whom the author is considered to have influenced.

2.7.4

TSW connect background information about the author (including autobiographical and biographical accounts) to the author’s works of literature, such as with theme, setting, diction, and tone. (LL 918-921)

2.7.5

TSW respond to a professional review (or reviews) of the author, providing reasons to support agreement or disagreement with the reviewer(s).

2.7.6

TSW write an original work of literature (poetry, prose, etc.) imitating the author’s style. (LL 946)

2.7.7

TSW research and report in writing on a topic related to the author’s life (professional or private), content, or theme of the author’s works. (LL 918-921)

2.7.8

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.7.9

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.7.10

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.7.11

2.7.12

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

SO 1 - The Short Story II

2.8.1

The Student Will analyze how the different types of conflict (including, external, which is man vs. man, man vs. nature, man vs. society, man vs. supernatural, and internal, which is man vs. himself) move the plot.

2.8.2

TSW describe how an author develops mood in a story through the use of techniques such as connotation, diction, imagery, and figurative language.

2.8.3

TSW explain how an author uses irony (situational, verbal, dramatic) to contribute toward an understanding of theme.

2.8.4

TSW analyze methods of characterization (direct/indirect) and/or actual characters, describing them as round/flat, dynamic/static, stock or foil characters, protagonist/antagonist, catalyst, etc.

2.8.5

TSW discuss how literary elements are interrelated, analyzing how one literary element, such as setting, is key to developing other elements, such as character, theme, dialogue.

2.8.6

TSW prepare and lead a discussion on a passage or story selected by the student or teacher.

2.8.7

TSW complete a “creative” writing assignment related to a work, such as the type presented in the “Writing Options” that follow each text in LL. [For an example, see page 54, following Stephen Vincent Benet’s “By the Waters of Babylon.”]

2.8.8

TSW research a topic related to a work (i.e., how the political climate during the Cold War affected Ray Bradbury’s “There Will Come Soft Rains”) and deliver a “creative” presentation (such as a PowerPoint, museum tour, TV talk show, film, or art project).

2.8.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.8.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.8.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.8.12

2.8.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

SO 2 - The Novel II

2.9.1

The Student Will write a parody or pastiche of a scene in the novel in which the style and literary elements are carefully studied and reflected in the piece.

2.9.2

TSW compare a novel read in this unit with a novel read in Essential Unit 2, paying attention to literary elements such as character, plot, setting, theme, and/or point of view.

2.9.3

TSW analyze the beginning and/or ending of a novel studied in this unit, deciding why the author chose such a strategy for opening/closing the story.

2.9.4

TSW determine to what extent the characters of a novel are developed by the setting of the story. (For example, could these characters have developed in the way they have in any other time or place?)

2.9.5

TSW consider to what extent the novel read reflects the contemporary manners and customs of the culture in which the author wrote the story.

2.9.6

TSW decide what societal or personal values the author is trying to portray/criticize in the novel.

2.9.7

TSW design and create an advertisement (print, radio, or TV commercial) for the book or some object, such as an important symbol, in the work.

2.9.8

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.9.9

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.9.10

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.9.11

2.9.12

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

2.9.13

(Ongoing) TSW appreciate how character, plot, setting, theme, and point of view are developed in the novel.

SO 3 - Poetry II

2.10.1

The Student Will identify the periods of American or English literature, and describe the general characteristics of each period studied as they relate to poetry.

2.10.2

TSW differentiate the characteristics of modern poetry from poetry written prior to the 20th century. (See LL 906 for an explanation of some of the techniques of modern poetry.)

2.10.3

TSW compare the personas or speakers of at least two poems studied in this unit.

2.10.4

TSW create a presentation to accompany a poem (for example, a multimedia presentation complete with graphics, sound effects, and music) that captures its mood through the use of visual and auditory means.

2.10.5

TSW compose a poetic response to a poem, taking on the role of a person addressed (directly or indirectly) in the poem.

2.10.6

TSW read excerpts from other another text written by a poet, and discuss how the information learned may have affected how the poem was written. [For example, students can complete an activity like the “Author Activity” on page 651 for Walt Whitman or E.E. Cummings.]

2.10.7

TSW analyze how diction, which includes both vocabulary (word choice) and syntax (word order), establishes the tone of a poem.

2.10.8

TSW deliver an oral interpretation of at least one poem that captures its mood and meaning.

2.10.9

(Ongoing) The Student Will define unknown words through context clues and the writer’s use of comparison, contrast, and cause and effect.

2.10.10

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.10.11

2.10.12

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

2.10.13

(Ongoing) TSW find and identify (where applicable) examples of poetic devices that deal with form and sound, as well as figurative language, in the poems studied.

SO 4 - Nonfiction II

2.11.1

The Student Will read and comprehend an extended biographical/autobiographical text, or several shorter texts.

2.11.2

TSW identify an author’s purpose, using evidence from the text to support that claim.

2.11.3

TSW analyze an author’s portrayal of a subject, recognizing how the subject is painted in terms of how and why the subject reacts to different people and situations.

2.11.4

TSW determine if an author’s treatment of a subject is neutral, negative, or positive, based on how the subject is presented.

2.11.5

TSW make inferences from textual evidence about the subject of a biography, including his or her personality, goals, and shortcomings.

2.11.6

TSW write a biographical essay about a person (for example, a classmate, teacher, or relative), modeling the techniques used by an author studied in this unit.

2.11.7

TSW write a rubric to be used in determining the effectiveness of an autobiographical or biographical essay, and apply that rubric to a text studied in this unit.

2.11.8

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.11.9

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.11.10

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.11.11

2.11.12

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

SO 5 - Drama II

2.12.1

The Student Will identify the elements within the play(s) of the particular form of drama studied—tragedy, comedy, tragicomedy, and make distinctions within those categories, where appropriate. (For example, a comedy can be a romance, satire, farce, high comedy, low comedy, or comedy of errors.)

2.12.2

TSW analyze characters’ actions and words, questioning what motivates them.

2.12.3

TSW describe how stage directions are used to help the reader understand the action of the play and the characters’ thoughts and feelings.

2.12.4

TSW present research on the dramatist’s life and contribution to the theater.

2.12.5

TSW create blocking for a scene in the play, designing the set in order to move the actors around the set.

2.12.6

TSW write an imagined dialogue between a director and an actor discussing how the actor should portray the character, showing insight into the character and how an actor could best portray the subtleties of a character, not just discussing the mechanics of the scene in question.

2.12.7

(Ongoing) TSW work within a group to perform a scene from the play. [This TSW may be as simple or elaborate as the teacher chooses. On one extreme, students may simply practice the scene a few times in class and then stage it carrying scripts. On the other extreme, teachers may require students to memorize, stage, and costume their scenes for performance for other students or even parents.]

2.12.8

(Ongoing) TSW write an additional scene, alternative ending, prequel, or sequel for the play that reflects continuity with the existing play in terms of character, plot, theme, and mood.

2.12.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.12.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.12.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.12.12

2.12.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

2.12.14

(Ongoing) TSW identify plot, characterization, setting, dramatic irony, conflict, and theme.

SO 6 - World Literature

2.13.1

The Student Will read and comprehend a work of world literature.

2.13.2

TSW discuss the use of relevant literary techniques in a manner that shows understanding of how they create and develop meaning in the work.

2.13.3

TSW infer the main theme(s) of the work(s) studied in this unit.

2.13.4

TSW describe the ways in which the writer uses the features of a particular genre for effect.

2.13.5

TSW discuss how translation impacts interpretation of world literature works, comparing—where possible—different translations of the same work into English or reading the work in its original language as well.

2.13.6

TSW identify how the work studied in this unit fits into the literary/cultural history of the culture from where it was originally published.

2.13.7

TSW present research on a topic related to the writer’s life, content or theme of the author’s works, or the time period and/or culture in which the writer lived and wrote.

2.13.8

TSW write a comparative essay on a literary or cultural aspect of the work studied in this unit and a text studied previously in this course (preferably from the same genre).

2.13.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.13.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.13.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.13.12

2.13.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

SO 7 - Thematic Study

2.14.1

The Student Will explain the difference between the terms “theme” and “subject,” as they relate to literature. [See “Theme” on LL page 1268 for an explanation.]

2.14.2

TSW discuss how the title of a text is related to its theme.

2.14.3

TSW list evidence, such as words, phrases, sentences, or events, from a text that provide clues to the theme.

2.14.4

TSW demonstrate how a text previously studied in this course is thematically connected to the texts studied in this unit.

2.14.5

TSW compare how various authors develop similar themes in different texts through the use of literary elements. [For example, setting, character, plot, them, point of view, and conflict.]

2.14.6

TSW research a topic related to a text (i.e., how the political climate during the Cold War affected Ray Bradbury’s “There Will Come Soft Rains”) and deliver a “creative” presentation (such as a PowerPoint, museum tour, TV talk show, film, or art project). (LL 94)

2.14.7

TSW write an original text that explores a different aspect of the theme presented by the texts studied in this unit. (The teacher may give the student the choice of genre, or the teacher may assign a specific genre.)

2.14.8

TSW rewrite a particular text studied in this unit into a different genre, maintaining—as best as possible—the original message about the theme. (For example, a short story from a poem, a play from a short story, a poem from an essay.)

2.14.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.14.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.14.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.14.12

2.14.13

(Ongoing) TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

SO 8 - Silent Sustained Reading

2.15.1

The Student Will develop strategies for determining how to select novels based on personal interests, recommendations from others, lists of books for the college-bound, etc.

2.15.2

TSW select a novel of his or her choice and read it during SSR time.

2.15.3

TSW bring the novel to class every when required for SSR time.

2.15.4

TSW read a novel for the given period of time each day.

2.15.5

TSW discuss the book being read and its overall effect on the reader and discuss the process of reading.

2.15.6

TSW keep a dialogue journal in which student and teacher write back and forth about the subject matter of the novel.

2.15.7

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.15.8

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.15.9

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

2.15.10

SO 9 - Vocabulary Acquisition

2.16.1

The Student Will define unknown words through context clues, such as the author’s use of comparison and contrast, cause and effect, and inference clues (LL 56, 908, 1000).

2.16.2

TSW analyze the relationships of pairs of words in analogical statements (e.g., synonyms, antonyms, cause to effect, and object to purpose) and infer word meanings from these relationships (LL 263).

2.16.3

TSW infer, based on patterns of word formation, different forms (derivatives) of vocabulary words studied (such as the noun form of a verb or the adjective form of a noun).

2.16.4

TSW infer the literal and figurative meanings of words and phrases, and discuss the function of figurative language, such as metaphor, similes, and idioms (LL 419).

2.16.5

TSW apply knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to predict meanings of complex words and new subject area vocabulary (e.g., unknown words from science, math, and cultural studies) (LL 183, 356, 856).

2.16.6

TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as footnotes and sidebars (LL 908).

2.16.7

TSW demonstrate reading comprehension through appropriate use of pauses, pitch, stress and intonation while reading clauses and sentence units.

2.16.8

TSW read aloud a grade-level text at or near conversational pace.

2.16.9

(Ongoing) The Student Will define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

2.16.10

(Ongoing) TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

2.16.11

(Ongoing) TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

Writing I

EO 1 - The Descriptive Essay/Reading and Writing/Punctuation

3.1.1

The Student Will identify and practice the goals of critical reading.

3.1.2

TSW apply the six traits of writing in a workshop setting where he will read other’s work with a critical eye.

3.1.3

TSW identify and be able to clearly state the purpose of descriptive writing and analyze the characteristics of descriptive writing.

3.1.4

TSW analyze subject, purpose, and audience of the descriptive pieces she reads and writes.

3.1.5

TSW compose several in-class descriptive pieces to share with classmates.

3.1.6

TSW compose descriptive essays (minimum of two) using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product.

3.1.7

TSW apply the rules of punctuation through their writing..

3.1.8

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing

3.1.9

(Ongoing) TSW develop and use vocabulary building strategies.

3.1.10

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

EO 2 - The Narrative Essay/Parts of Speech

3.2.1

The Student Will identify and be able to clearly state the purpose of narrative writing and analyze the characteristics of narrative writing.

3.2.2

TSW analyze the subject, purpose, and audience of the narrative pieces they read and write.

3.2.3

TSW demonstrate showing versus telling in his/her writing.

3.2.4

TSW use strong, colorful words- vivid verbs, specific nouns, adjectives, and adverbs- when writing.

3.2.5

TSW compose several short pieces to share with classmates for discussion and comment.

3.2.6

TSW compose at least one narrative essay using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product.

3.2.7

TSW differentiate, identify and use properly the different parts of speech (noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection).

3.2.8

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.2.9

(Ongoing) TSW develop and use vocabulary building strategies.

3.2.10

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

3.2.11

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

EO 3 - Literary Response/ Sentences

3.3.1

The Student Will demonstrate critical reading skills.

3.3.2

TSW will demonstrate effective sentence writing and sentence formation (the basic parts, types and kinds of sentences, methods of writing smooth sentences, common sentence errors).

3.3.3

TSW identify and be able to clearly state the purpose of literary response writing and analyze the characteristics of literary response writing.

3.3.4

TSW analyze literary works for their key elements (theme, plot, characterization, figures of speech) and discuss theme using the appropriate literary terms.

3.3.5

TSW build a glossary of literary terms.

3.3.6

TSW study Analysis Paragraphs and write a minimum of four in response to poetry.

3.3.7

TSW correctly use the three main parts of a response essay (beginning, middle, and end) as well as apply the use of proper tense, paraphrasing, citation and thesis statements in their writing.

3.3.8

TSW compose essays (at least two) responding to poetry of the teacher’s or student’s choice using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product.

3.3.9

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.3.10

(Ongoing) TSW develop and use vocabulary building strategies.

3.3.11

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

3.3.12

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

EO 4 - Expository Writing (Example, Process Analysis, Comparison/Contrast)/Paragraphs

3.4.1

The Student Will analyze the characteristics and organization of three types of expository essays (example, process, comparison/contrast).

3.4.2

TSW analyze the purpose and audience of the expository pieces he reads and writes.

3.4.3

TSW choose and compose at least two expository essays of the three studied using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product.

3.4.4

TSW demonstrate paragraph development through learning about and practicing the following: the parts of the paragraph, the types of paragraphs, paragraph development strategies, patterns of organization, connecting paragraphs.

3.4.5

(Outgoing) TSW follow writing conventions and understand the six traits that go into writing

3.4.6

(Outgoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.4.7

(Outgoing) TSW develop and use vocabulary building strategies.

3.4.8

(Outgoing) TSW continue to be aware of and consistently practice good mechanics

3.4.9

(Outgoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples)

EO 5 - The Persuasive Essay

3.5.1

The Student Will analyze the purpose and characteristics of persuasive writing.

3.5.2

TSW analyze the strategies used in persuasive writing. (avoiding logical errors, emotional appeal, logical appeal, supporting positions adequately)

3.5.3

TSW take a position on a controversial issue and use specific reasons to defend the position.

3.5.4

TSW assess and reflect on the positions of his classmates through written response.

3.5.5

TSW compose at least two persuasive essays using the writing process (defined as prewriting, writing, revising, editing, and publishing) that lead to a final product.

3.5.6

TSW hold an in-class debate where they will defend or argue against an issue that they feel has an impact on them using the skills learned in this section.

3.5.7

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.5.8

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

3.5.9

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.5.10

(Ongoing) TSW develop and use vocabulary building strategies.

3.5.11

(Ongoing) TSW continue to be aware of and consistently practice good mechanics in their writing.

3.5.12

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

EO 6 - Creative Writing

3.6.1

The Student Will analyze the purpose characteristics of the type of creative writing being studied

3.6.2

TSW apply her knowledge of the elements of story patterns and elements of fiction in class discussion and writing

3.6.3

TSW develop a character and a second character he/she gets to know as well as have the character have a conflict with him/herself, nature, society, or fate

3.6.4

TSW identify the five parts of a plot: exposition, rising action, climax, falling action, and resolution and identify them in the works read

3.6.5

TSW analyze setting and create one limited to main location and a brief span of time

3.6.6

TSW use literary devices such as dialogue, figurative language, and poetic sounds effectively (any of the forms)

3.6.7

TSW gather sensory details and use poetry techniques to write a free-verse poem and other forms of poetry

3.6.8

TSW write a piece of creative writing (if poetry, a minimum of 5 poems of an appropriate length must be written) using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product

3.6.9

TSW will read their work formally to an audience.

3.6.10

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing

3.6.11

(Ongoing) TSW will thoughtfully assess her own work and the work of others in the class based on the six traits of writing

3.6.12

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand

3.6.13

(Ongoing) TSW develop and use vocabulary building strategies

3.6.14

(Ongoing) TSW continue to be aware of and consistently practice good mechanics in their writing

3.6.15

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

EO 7 - Research Process

3.7.1

The Student Will analyze the structure and content of a research paper.

3.7.2

TSW select an appropriate topic for a research paper.

3.7.3

TSW write a list of research questions.

3.7.4

TSW use proper MLA citation of sources for research and within his writing.

3.7.5

TSW demonstrate comprehension of what plagiarism is and use strategies to avoid it.

3.7.6

TSW collect and evaluate sources for a research paper and prepare source cards.

3.7.7

TSW use strategies to organize their information and research.

3.7.8

TSW draft an early plan for a research paper.

3.7.9

TSW take proper notes from sources and turn them in for evaluation.

3.7.10

TSW write an outline for a research paper.

3.7.11

TSW will write a research paper using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product.

3.7.12

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.7.13

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

3.7.14

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.7.15

(Ongoing) TSW develop and use vocabulary building strategies.

3.7.16

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

3.7.17

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

SO 1- Creative Writing II

3.8.1

The Student Will analyze the purpose characteristics of the type of creative writing being studied

3.8.2

TSW apply her knowledge of the elements of story patterns and elements of fiction in class discussion and writing

3.8.3

TSW develop a character and a second character he/she gets to know as well as have the character have a conflict with him/herself, nature, society, or fate

3.8.4

TSW review the five parts of a plot: exposition, rising action, climax, falling action, and resolution and identify them in the works read

3.8.5

TSW analyze setting and create one limited to main location and a brief span of time

3.8.6

TSW use literary devices such as dialogue, figurative language, and poetic sounds effectively (any of the forms)

3.8.7

TSW gather sensory details and use poetry techniques to write a free-verse poem and other forms of poetry

3.8.8

3.8.9

TSW will read their work formally to an audience

3.8.10

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing

3.8.11

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

3.8.12

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.8.13

(Ongoing) TSW develop and use vocabulary building strategies.

3.8.14

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

3.8.15

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

SO 2 - Expository Essay II

3.9.1

The Student Will once again analyze the characteristics and organization of three types of expository essays (example, process, comparison/contrast).

3.9.2

TSW analyze the purpose and audience of the expository pieces they read and write.

3.9.3

TSW choose and compose at least two expository essays using the writing process (defined as prewriting, writing, revising, editing, and publishing) that lead to a final product.

3.9.4

TSW will create a formal PowerPoint presentation from one of her formal papers and present it.

3.9.5

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.9.6

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

3.9.7

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.9.8

(Ongoing) TSW develop and use vocabulary building strategies.

3.9.9

(Ongoing) TSW continue to be aware of and practice good mechanics in their writing.

3.9.10

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

SO 3 - Persuasive Essay II

3.10.1

The Student Will identify the purpose and analyze the characteristics of persuasive writing.

3.10.2

TSW review the strategies used in persuasive writing. (avoiding logical errors, emotional appeal, logical appeal, supporting positions adequately)

3.10.3

TSW take a position on a controversial issue and use specific reasons to defend the position.

3.10.4

TSW assess and reflect on the positions of their classmates through written response.

3.10.5

TSW compose at least two persuasive essays using the writing process (defined as prewriting, writing, revising, editing, and publishing) that lead to a final product.

3.10.6

TSW have an in-class debate where he will defend or argue against an issue that they feel has an impact on him using the skills learned in this section.

3.10.7

TSW will prepare a speech from one of the papers written for the outcome and give it to an audience.

3.10.8

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing

3.10.9

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.10.10

(Ongoing) TSW develop and use vocabulary building strategies.

3.10.11

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

3.10.12

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

SO 4 - Speech

3.11.1

The Student Will identify an appropriate topic for an informative and/or persuasive speech.

3.11.2

TSW analyze the audience to assure correct matching of topic and audience.

3.11.3

TSW write a speech outline for each speech given.

3.11.4

TSW write a speech, paying attention to the six traits and all previously taught writing concepts

3.11.5

TSW rehearse the speech aloud, concentrating on speech delivery style, articulation and pronunciation, and voice volume, pitch, speaking rate, and quality.

3.11.6

TSW using note cards, deliver at least 3 short speeches to the class.

3.11.7

TSW listen and respond to a short speech.

3.11.8

TSW prepare a multi-media (PowerPoint) report of a minimum 20 minutes and present it.

3.11.9

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.11.10

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

3.11.11

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.11.12

(Ongoing) TSW develop and use vocabulary building strategies.

3.11.13

(Ongoing) TSW continue to be aware of and practice good mechanics in their writing.

3.11.14

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

SO 5 - Business Communication (Letters and Forms)

3.12.1

The Student Will identify and use the six parts of a business letter- heading, inside address, salutation, body, closing, and signature.

3.12.2

TSW use business correspondence for a variety of goals including requesting information, filing a complaint, commendation, and ordering.

3.12.3

TSW practice the guidelines for the form and contents of a business letter.

3.12.4

TSW write business e-mails

3.12.5

TSW identify and practice writing different types of business letters- request letter, order letter, complaint or adjustment letter, appreciation or commendation letter paying close attention to the six traits of writing.

3.12.6

TSW differentiate between a business and personal/informal letter through writing.

3.12.7

TSW address business envelopes correctly.

3.12.8

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.12.9

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

3.12.10

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.12.11

(Ongoing) TSW develop and use vocabulary building strategies.

3.12.12

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

3.12.13

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

SO 6 - Cross-Curricular Paper - Science

3.13.1

The Student Will analyze the characteristics and organization of a cause and effect essay.

3.13.2

TSW compose a cause and effect essay using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product on a topic in the science classroom that has been approved by the science teacher.

3.13.3

TSW demonstrate note taking skills in the classroom and from their reading.

3.13.4

TSW will develop a learning log from the science classroom in order to demonstrate their ability to apply concepts from the science classroom to the wider world.

3.13.5

TSW summarize science articles and write lab reports (at least two of each).

3.13.6

(Ongoing) TSW follow writing conventions and understand the six traits that go into writing.

3.13.7

(Ongoing) TSW will thoughtfully assess his/her own work and the work of others in the class based on the six traits of writing.

3.13.8

(Ongoing) TSW will continue to read with a critical eye, paying attention to the texts and what makes them important to the work at hand.

3.13.9

(Ongoing) TSW develop and use vocabulary building strategies.

3.13.10

(Ongoing) TSW continue to be aware of and consistently practice good mechanics.

3.13.11

(Ongoing) TSW continue to write using the skills that have been developed in the previous units (sentence variety, strong word choice, vivid examples, paragraph development)

SO 7 - Cross-Curricular Paper - Cultural Studies

3.14.1

The Student Will compose a document-based essay from the WR book using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product.

3.14.2

TSW take notes in the classroom and from their reading.

3.14.3

TSW will develop a learning log from the Cultural Studies classroom in order to demonstrate their ability to apply concepts from the Cultural Studies classroom to the wider world.

3.14.4

TSW summarize articles relevant to their area of studies in Cultural Studies and write descriptive reports.

3.14.5

TSW write a response to an editorial cartoon of the Social Studies teacher’s choosing.

3.14.6

Practiced/Ongoing Skills: (see Course Outcomes)