Groton Public Schools Curriculum Map
|
|
- Marianna Marcia Jefferson
- 7 years ago
- Views:
Transcription
1 Groton Public Schools Curriculum Map INTRODUCTION Course Title: Horror Literature Curriculum Area and Grade: Language Arts/ Grades Course Purpose: Recognize and appreciate the importance of the genre of horror literature. Can we expand this? Introduce students to the genre of horror literature through an exploration of its origins to its modern day interpretations FHS Student Learning Expectation(s): Major Learning Goals and Understandings: SE1 Apply effective analysis, synthesis, and evaluative processes that enable productive problem solving. SE2 Communicate information clearly and effectively using a variety of tools/media in varied contexts and for a variety of purposes. SE3 Work independently and collaboratively to solve problems and accomplish goals. SE4 Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks. SE5 Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions. SE6 Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior. 21 st Century Learning Expectation(s): (see attached: P21 Framework: ) 1. Learning and Innovation Skills 2. Core subjects and 21st Century Themes 3. Information, Media and Technology Skills
2 Units/Theme/Concept and # of Weeks Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks 1. An Intro to Horror and the Psychology of the Horror Story 3. Zombies, Vampires, and Werewolves Oh My! Mappers/Authors: Amy Frayne Date Approved: August Masters of Horror 4. Monsters of the Mind Grade: Unit 1: Introduction to Horror and the Psychology of the Horror Story Subject: Language Arts Course: Horror Literature Length of Unit: (# of weeks) 4 weeks Common Core State Standards Reading Standards for Literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 3. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact Writing Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Provide a concluding statement or section that follows from and supports the argument presented
3 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Speaking and Listening Standards Draw evidence from literary or informational texts to support analysis, reflection, and research. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
4 d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Supporting Standards Connecticut State Standards The students will know: 1. The characteristics of the Horror Literature genre. 2. The origins of horror literature 3. The psychology behind the horror story 4. How to identify the influences of the horror genre in modern culture 5. Prominent authors in horror literature Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: 1. Identify and discuss the characteristics of Horror Literature (through an analytical paper?) Need to address the assessment here. 2. Evaluate whether a story or work of art fits the criteria for the horror genre. 3. Identify horror influences in modern culture through a presentation Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering All levels of Bloom s Taxonomy will be addressed in a recursive manner.
5 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions Why do we like to be scared? What does our fascination with horror say about our culture? How is fear a limiting and motivating factor? Part 3 Common Unit Assessments 1. Two to three page formal written analysis of a horror story. 2. Oral presentation, with a visual element, of horror elements as found in modern culture (i.e. television, media, video games, songs, stories, artwork, etc.).
6 Part 4 Common/Assured Learning Experiences 1. Daily journals 2. Small group activities 3. Socratic seminars 4. Multi-media presentations 5. Common Formative Assessments (CFA) 6. Self-Assessment 7. Oral Presentations 8. Quizzes and exams 9. Class Discussion 10. In-class reading of texts 11. In-class film viewing Part 5-Teacher Notes Selection of horror short stories from a variety of authors to introduce students to the genre Horror Fiction: An introduction (available on Amazon.com)
7 Unit 2: Masters of Horror Grade: Subject: Language Arts Course: Horror Literature Length of Unit: (# of weeks) 4-5 weeks Common Core State Standards Common Core State Standards Reading Standards for Literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 3. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Writing Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
8 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Speaking and Listening Standards Draw evidence from literary or informational texts to support analysis, reflection, and research. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Supporting Standards Connecticut State Standards
9 The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 1. The classic authors of the horror literature genre 2. Characteristics of classic horror literature and film 3. How to identify a classic horror work 1. Identify a work as a classic horror piece based on the characteristics of a classic work 2. Write an analysis of a classic horror work 3. Explain why a particular work is considered a classic 4. Compare and contrast a classic work to a contemporary work All levels of Bloom s Taxonomy will be addressed in a recursive manner
10 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions What makes a classic a classic? Why do we like to be scared? What does our fascination with horror say about our culture? How is fear a limiting and motivating factor? Part 3 Common Unit Assessments Students will identify a work that is considered a classic in the horror genre and explain how it fits the criteria, either through a written document or visual presentation. Students will present their work to the class.
11 Part 4 Common/Assured Learning Experiences 1. Daily journals 2. Small group activities 3. Socratic seminars 4. Multi-media presentations 5. Common Formative Assessments (CFA) 6. Self-Assessment 7. Oral Presentations 8. Quizzes and exams 9. Class Discussion 10. In-class reading of texts 11. In-class film viewing Part 5-Teacher Notes Selected short stories by Edgar Allen Poe and Stephen King (from The Night Shift) Excerpts from Bram Stoker s Dracula, Mary Shelley s Frankenstein Non-fiction articles about these authors Alfred Hitchcock s Psycho, George Romero s Night of the Living Dead, Stephen King s The Shining edgar_allen_poe.htm
12 Grade: Subject: Language Arts Unit 3: Zombies, Werewolves, and Vampires Oh My! Course: Horror Literature Length of Unit: (# of weeks) 4-5 Common Core State Standards Reading Standards for Literature Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 5. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Writing Standards Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Speaking and Listening Standards Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions
13 on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks Supporting Standards Connecticut State Standards The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 1. The origins of vampire, zombie, and werewolf myths 2. How the myths have evolved into modern day interpretations 3. Modern culture interpretations of these myths 4. Who the prominent authors are of both classic and modern day myths 5. Why humans are so fascinated by these myths 1. Explain how the myths of vampires, zombies, and werewolves have evolved over time. 2. Identify both modern and classic authors of these works 3. Explain why people are fascinated by these myths 4. Analyze and compare a variety of myth interpretations All levels of Bloom s Taxonomy will be addressed in a recursive manner
14 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions Why are we so fascinated by vampires, zombies, and werewolves? Why has there been a resurgence of interest in popular culture? What are the origins of the myths? Part 3 Common Unit Assessments Students will generate a comparison of an early myth interpretation and modern day interpretation. This may take the form of an oral presentation that combines visual and written components; may be a written analysis of 3-4 pages; may be a visual presentation
15 Part 4 Common/Assured Learning Experiences 1. Daily journals 2. Current events articles 3. Small group activities 4. Socratic seminars 5. Multi-media presentations 6. Common Formative Assessments (CFA) 7. Self-Assessment 8. Oral Presentations 9. Quizzes and exams 10. Class Discussion 11. In-class reading of texts 12. In-class film viewing 13. Current events articles exploring concepts in current pop culture Part 5-Teacher Notes Excerpts from Bram Stoker s Dracula Viewing clips from American Werewolf in London, Twilight, The Walking Dead, Interview with the Vampire Excerpts from World War Z Excerpts from Interview with the Vampire Information regarding local vampire folklore, i.e., Jewett City vampires
16 Unit 4: Monsters of the Mind Grade: Subject: Language Arts Course: Horror Literature Length of Unit: (# of weeks) 4-5 Common Core State Standards Reading Standards Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Writing Standards Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Speaking and Listening Standards Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions
17 on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Supporting Standards Connecticut State Standards The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 1. The difference between a traditional horror story and a psychological thriller. 2. The definition and characteristics of a psychological thriller 3. How psychological terror is different than physical terror 4. Artistic interpretations from this genre. 1. Evaluate and analyze a story to determine whether it is a psychological thriller or traditional horror story 2. Identify the characteristics of a psychological thriller 3. Analyze a work of art to determine if it fits the criteria of a psychological thriller All levels of Bloom s Taxonomy will be addressed in a recursive manner
18 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions What are the different types of fear? Why do we like reading/viewing psychological thrillers? What are the psychological and physical ramifications of fear? Why do we seek out fear-inducing situations? Why do we crave fear? How does fear motivate us? What acts in life horrify us? Part 3 Common Unit Assessments Final assessment options for the course (to commence at end of this Monsters of the Mind Unit): Autopsy of a Horror Story- Students will select a story and dissect it in terms of the criteria established throughout the course (4-5 pg) Film Pitch- Students will come up with a horror or psychological film idea and develop it into a film pitch. Students will also submit a breakdown of how their film concept meets the criteria of a horror film. Writing your own- Students will write their own horror story. Students will also submit a breakdown of how the story meets the criteria.
19 1. Daily journals 2. Current events articles 3. Small group activities 4. Socratic seminars 5. Multi-media presentations 6. Common Formative Assessments (CFA) 7. Self-Assessment 8. Oral Presentations 9. Quizzes and exams 10. Class Discussion 11. In-class reading of texts 12. In-class film viewing 13. Current events articles exploring concepts in current pop culture Part 4 Common/Assured Learning Experiences Part 5-Teacher Notes Stephen King s novels The Shining and Misery Alfred Hitchcock s Pyscho Psychology research regarding why humans like to be scared Film clips: War of the Worlds, The Village, Jaws Examples of art work from Salvador Dali, Goya Music clips
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
More informationPENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
More informationCrosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based
More informationBritish Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview
British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = 50-55 minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth.
More informationCommon Core State Standards Grades 9-10 ELA/History/Social Studies
Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would
More informationCommon Core State Standards Speaking and Listening
Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly
More informationE/LA Common Core Standards for Writing Grade 5
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationUnit 1: Freudian Psychosexual Development: Reading Informational/ Writing Expository
Sparta High School English Curriculum Grade 12: Psychology in Literature Unit 1: Freudian Psychosexual Development: Reading Informational/ Writing Expository Essential Questions: What are the formative
More informationStudents will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationEverett Public Schools Framework: Digital Video Production VI
Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production VI Arts, Audio/Video Technology & Communications Total Framework
More informationStudents will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationMaryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12
Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1
More informationEnglish 4: Florida College Prep, Grade 12 Curriculum Map
English 4: Florida College Prep, Grade 12 Curriculum Map The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed,
More informationNational Essential Skills Survey / Common Core State Standards / NYS ELA Standards / CDOS / State Assessment Crosswalk
National Essential Skills Survey / Common Core State Standards / NYS EA Standards / CDOS / State Assessment Crosswalk NESS NYS EA Connections CDOS Regents Reading for iterature E2 E37 E38 1. Cite strong
More informationHIV, STD & Pregnancy Prevention
HIV, STD & Pregnancy Prevention The HealthSmart HIV, STD & Pregnancy Prevention unit meets the following Common Core State Standards in English Language Arts for Grades 9-10. Reading Informational Text
More informationHow To Reconcile The Conflict Between Individual Rights And Collective Responsibility Toward The Commons
The Commons: Our Right and Our Responsibility? Teacher s Guide Grade: 9-12 Lesson: The Commons: Our Right and Our Responsibility? Number of Class Periods: 3 45-minute periods The Healthy Commons Lesson
More informationEnglish 2 - Journalism Mitch Martin: mmartin@naperville203.org
Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
More information#804 Digital Media II,
Digital Media II Level: 11-12 Units of Credit: 1.00 CIP Code: 11.0211 Core Code: 35-02-00-00-011 Prerequisite: Skill Tests: Digital Media I #804 Digital Media II, Adobe Photoshop Adobe Illustrator Adobe
More informationCreative Writing Mrs. Maryjo Williams Room A213
Creative Writing Mrs. Maryjo Williams Room A213 One of the most valuable things we can do to heal one another is listen to each other s stories. ----- Rebecca Falls Course Description This course introduces
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationReading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7
Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:
More informationEverett Public Schools Framework: Digital Video Production II
Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production II Arts, Audio/Video Technology & Communications Total Framework
More informationCareer Planning Basics
Media Type: DVD Duration: 70 min. Career Planning Basics Goal: To provide students with college and career-readiness skills necessary for life after secondary and post-secondary education. Description:
More informationCOMMON CORE STATE STANDARDS WRITING RUBRICS
COMMON CORE STATE STANDARDS WRITING RUBRICS Grades 11-12 Prevent Plagiarism. Engage Students. www.turnitin.com Thank you for your interest in the Turnitin Common Core State Standards-aligned writing rubrics.
More informationEnglish 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
More informationIntegrating the Common Core Standards into the Music Curriculum
Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the
More informationDate Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationJournalism Curriculum Maps
Journalism Curriculum Maps Unit of Study: Sports Writing Unit of Study: Writing Feature Stories Unit of Study: Writing News Leads Unit of Study: Writing the News Story Grade: 9-12 Subject: Journalism Unit
More informationCompetencies for Secondary Teachers: Computer Science, Grades 4-12
1. Computational Thinking CSTA: Comp. Thinking 1.1 The ability to use the basic steps in algorithmic problemsolving to design solutions (e.g., problem statement and exploration, examination of sample instances,
More informationGrade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationLANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
More informationAmerican Government/Civics
American Government/Civics The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine the philosophical foundations
More informationGrade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
More informationEconomics Social Studies Georgia Performance Standards. Economics
Economics The economics course provides students with a basic foundation in the field of economics. The course has five sections: fundamental concepts, microeconomics, macroeconomics, international economics,
More informationReading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationMontgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
More informationCommon Core Standards for Literacy in Science and Technical Subjects
A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy
More informationWriting Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.
Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write
More informationeday Lessons KAP Political Science
KAP Political Science Standards Topic: Basic Principles of the U.S. Constitution Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and
More informationCommon Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Reading The
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationCommon Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
More informationCORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS
SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationTeacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
More informationUnits of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
More informationFOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN Date: January 2016 Proposed Grade Level(s): Grade 6-8 Grading: A-F Prerequisite(s): None Course Length: Year Subject Area: Technology Elective
More informationSample Project: How to Write an Informational/ Explanatory Text An Informational Wiki
Sample Project: How to Write an Informational/ Explanatory Text An Informational Wiki Contents Selecting a Topic Aligning with Common Core State Standards Establishing Learning Objectives Teacher Preparation
More informationWhat factors influence a future career choice?
UNIT 1: Las carreras y mi vida futura Overview. In this unit, students examine and evaluate guiding forces in making future career choices. Students start off by exploring attitudes towards schooling and
More informationSOUTH DAKOTA Reading and Communication Arts Standards Grade 9 Literature: The Reader s Choice Course 4 2002
SOUTH DAKOTA Reading and Communication Arts Standards Literature: The Reader s Choice Course 4 2002 OBJECTIVES Reading Goals and Indicators Ninth Grade Reading Goal 1: Students are able to read at increasing
More informationStandards. Interactive Media, July 2012, Page 1 of 6
Indiana Department of Education Academic Course Framework INTERACTIVE MEDIA Interactive Media prepares students for careers in business and industry working with interactive media products and services;
More informationCommon Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric
Common Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric This collection of K-12 student papers and the accompanying annotations were taken from Appendix C: Samples of Student Writing
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More informationLesson Title: Argumentative Writing (Writing a Critical Review)
Lesson Title: Argumentative Writing (Writing a Critical Review) Author: Carl Myers, DeeAnne Simonson Subject Area(s): Type an X in the box to the left of the subject area(s) addressed in this lesson: Subject
More informationCartooning and Animation MS. Middle School
Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
More informationLDC Template Task Collection 2.0
Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need
More informationIdentify the Declaration of Independence s grievances and the. Article of Confederation s Weaknesses.
Standard 1: Foundations of Government, Law, and the American Political System SS.5.C.1.4 #2 Identify the Declaration of Independence s grievances and the Article of Confederation s Weaknesses. http://www.archives.gov/exhibits/charters/charters_of_freedom_zoom_pages/charters_of_freedom_zoom_4.1.1.html
More informationI. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us
Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts
More informationCommon Core Writing Standards
Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationEverett Public Schools Framework: Digital Photography I
Course: CIP Code: 500406 Career Cluster: Commercial Photography Everett Public Schools Framework: Digital Photography I Arts, Audio/Video Technology & Communications Total Framework Hours: 90 Hours Preparatory
More informationCOMMON CORE STATE STANDARDS WRITING RUBRICS
COMMON CORE STATE STANDARDS WRITING RUBRICS Grades 9-10 Prevent Plagiarism. Engage Students. www.turnitin.com Thank you for your interest in the Turnitin Common Core State Standards-aligned writing rubrics.
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
More informationFSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
More informationA Model Curriculum for Pennsylvania School Library Programs: Worksheet for Grades 6-8. Competencies What students should be able to do; key skills
Big Idea: Effective readers use appropriate strategies to construct meaning. A Model Curriculum for Pennsylvania School Library Programs: Worksheet for s 6-8 How do strategic readers create meaning from
More informationNew York State K-12 Social Studies Framework Introduction
The State Education Department The University of the State of New York New York State K-12 Social Studies Framework Introduction Revised November 2014 Contents Introduction... 2 Overview... 2 New York
More informationIndiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationGrade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
More informationClover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701
Clover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701 Exploratory Preparatory Date Last Modified: 1/2015 CPSD Course:
More informationClassroom Lesson :GDP Smackdown
Classroom Lesson :GDP Smackdown Curriculum Connections This lesson fits in perfectly with units that address curriculum standards in economics, thinking and reasoning, business, math, civics, government,
More informationShort Stories Grade 9
Short Stories Grade 9 Content Area: English Language Arts Course(s): Language Arts Literacy I Time Period: 6 weeks Length: Weeks Status: Published Unit Overview Students will read and analyze literary
More informationWhat s the Big Idea?
What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from
More informationFlorida Department of Education Student Performance Standards
Course Title: Digital Design 3 Course Number: 8209530 Course Credit: 1 Course Description: Florida Department of Education Student Performance Standards This course continues the development of industry-standard
More informationThis curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS
CURRICULUM FOR INTRODUCTION TO JOURNALISM GRADES 9 & 10 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Christine H. Salcito, Director of Curriculum
More informationparent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
More informationJourney Across Time The Early Ages 2008
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-8 Journey Across Time The Early Ages 2008 English Language Arts Standards» Anchor Standards»
More informationGrade 8 English Language Arts Performance Level Descriptors
Limited Grade 8 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 8 English Language Arts.
More informationKINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
More informationKey Ideas and Details
FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationHIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS
Guidelines for Syllabus Development of Mass Media Course (1084) DRAFT 1 of 7 HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS Students study the importance of mass media as pervasive in modern life
More informationSenior Year 2016-2017 COMMUNICATION ARTS. Communication Arts ENGLISH COURSE OFFERINGS. Adlai E. Stevenson High School. for SENIORS
Adlai E. Stevenson High School COMMUNICATION ARTS Communication Arts Senior Year Welcome to Senior Year! Having completed the three-year scope and sequence for skill building and refinement in the study
More informationWeb Design, February 2013, Page 1 of 5
Indiana Department of Education Academic Course Framework WEB DESIGN Web Design is a course that provides instruction in the principles of web design using HTML/XHTML and current/emerging software programs.
More informationUnit 1/Concept 2 Grade 8 ELA Grade 8 ELA Start Date: September 30, 2013 End Date : October 25, 2013
Unit Overview A Reader's perspective of the elements of informational text. Content Elaborations Reading: Readers are able to separate text into parts for individual study and look for evidence (either
More informationReading ELA/Literacy Claim 1
Literary Texts 1 Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. DOK 2 Standard: Cite the textual
More informationClassroom Lesson :City on the Rise
Classroom Lesson :City on the Rise Curriculum Connections This lesson fits in perfectly with units that address curriculum standards in language arts, social studies, civics, economics, thinking and reasoning,
More informationNew Jersey Core Curriculum Content Standards: For Language Arts Literacy
For STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS
More informationGrade 9 Short Story Unit/Quarter One. Implemented 9.1.13 Revised 1.7.14. Instructional Days: 40. Unit name/number: Short Story/Unit 1
1 Grade 9 Short Story Unit/Quarter One Implemented 9.1.13 Revised 1.7.14 Unit name/number: Short Story/Unit 1 Instructional Days: 40 Essential question(s): How do you read short stories for meaning? How
More informationEnglish. Aim of the subject
English ENG English The English language surrounds us in our daily lives and is used in such diverse areas as politics, education and economics. Knowledge of English increases the individual's opportunities
More informationImproving Research Note Taking Skills
Notebook Exercises Improving Research Note Taking Skills SUBJECT: All subjects LIBRARY MEDIA: Grade: 6 12 TIMEFRAME: 60 minutes INTRODUCTION: The Common Core Standards for English Language Arts state that
More informationCommon Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationREADING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman
Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers
More information