ENGLISH I GRADE 9 CURRICULUM MAP

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "ENGLISH I GRADE 9 CURRICULUM MAP"

Transcription

1 ENGLISH I GRADE 9 CURRICULUM MAP

2 English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Reading: Reading: Reading: Night Romeo and Juliet Poetry unit Short Story unit Reading strategies Critical reading skills Vocabulary acquisition The Crucible Fever Independent reading selection Of Mice and Men Reading strategies Critical reading skills Vocabulary acquisition Beowulf Macbeth Animal Farm Lord of the Flies Reading strategies Critical reading skills Vocabulary acquisition Hamlet Personal statement Anthem Little Prince Reading strategies Critical reading skills Vocabulary acquisition Writing: Writing process Grammar skills MLA format Critical writing skills Expressive writing skills Informational writing skills Writing: Analytical writing skills Grammar skills Research skills Literary analysis Expressive writing skills Informational writing skills Writing: Analytical writing skills Resume writing Research skills Literary analysis Expressive writing skills Informational writing skills Writing: Analytical writing skills Personal essay writing Research skills Literary analysis Expressive writing skills Informational writing skills Speaking: Informal speaking techniques Formal speaking techniques Speaking: Informal speaking techniques Formal speaking techniques Speaking: Informal speaking techniques Formal speaking techniques Speaking: Informal speaking techniques Formal speaking techniques Sample thematic topics: Genre characteristics Archetypal characters Archetypal plots Archetypal images Allegory Holocaust Mythology Renaissance Irony Story elements Poetic devices Figurative language Sample thematic topics: Periods of American lit. Conventions of American lit. Puritanism McCarthyism Romanticism Transcendentalism Realism Naturalism Modernism Postmodernism Native American lit. American Dream Sample thematic topics: Periods of British literature Conventions of British lit Heroic tradition Elizabethan England Satire Social issues Nature vs. civilization Colonialism Victorianism Industrial Revolution Empire Enlightenment Sample thematic topics: Identity Truth Justice Diaspora Fate vs. free will Alienation Heroism Modernism Postmodernism Cultural practices Thematic oppositions Initiation

3 Curriculum Planning - Grade 9: Shakespearean Drama Unit Duration: 6-8 Weeks (#3) Required Text: Romeo and Juliet by William Shakespeare Essential Question: What perennial themes and characters are portrayed? What social issues and themes does the play address? Assessments Student Understandings Instructional Plan Summative Assessment: Ø MLA response to literature on Romeo and Juliet: theme, characterization, or genre. Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø What is the structure of a Shakespearean drama, and how do the elements embedded in that structure enhance the author s purpose? Ø How does the historical context affect our understanding of the play? Ø How does Shakespeare use various literary devices to enhance meaning? Knowledge/Skills: Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W ) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Understand vocabulary in context (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills Suggested Materials: Ø Class set of Romeo and Juliet text book Ø Supplemental texts Ø Graphic organizers and ancillary materials Ø Exemplars and Rubrics Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

4 Curriculum Planning - Grade 9: Short Story Unit Duration: 6-8 Weeks (#2) Including Required Stories: The Most Dangerous Game by Richard Connell, War by Jack London, The Lady, or the Tiger? by Frank Stockton, and Lamb to the Slaughter by Roald Dahl Essential Question: How does analyzing literary elements and devices impact the way we read, respond to, and understand narrative? How do literary elements and devices enhance the author s overall purpose? Assessments Student Understandings Instructional Plan Summative Assessment: Ø MLA response to literature essay: analyzing one literary element across three short stories (required common task) Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø How does a particular genre impact the way we read, respond, and understand a piece of literature? Ø How do authors use literary devices? Ø How do writers communicate purposefully and clearly with various audiences in the short story genre? Ø How can writing communicate ideas and deepen understanding when responding to literature? Knowledge/Skills: Ø Summarize, analyze, paraphrase, and interpret characteristics and elements of the short story genre (and its sub-genres) (R , R ) Ø Demonstrate use of the following literary elements and devices in analyzing short stories: point-of-view, voice, diction, syntax, symbolism, irony, theme, climax, mood, allusions, foreshadow, characterization, bias, extended metaphor, and hyperbole (R , R ) Ø Demonstrate knowledge of author s style or use of literary elements in relation to author s purpose (R ) Ø Generate questions and personal responses (text-to-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding relating to the short story genre, literary elements and devices, and author s purpose (R , R , R , R-10-13) Ø Participate in in-depth discussions about short story texts, ideas, and writing (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Analyze the use of literary elements in short stories through writing a focused, organized, and thesis-driven response to literature (W , W , W , W , W , W , W , W , Suggested Materials: Ø Class set of Adventures in Reading text book Ø Additional copies of short story texts Ø Graphic organizers and ancillary materials Ø Exemplars and Rubrics Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

5 W , W , W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W ) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Understand vocabulary in context (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills

6 Curriculum Planning - Grade 9: Poetry Unit Duration: 6-8 Weeks (#2) Required Poems: I Wondered Lonely as a Cloud Dream Deferred Metaphors and Introduction to Poetry Essential Question: What structures, styles, and elements are utilized in poetry? How does a poet s purpose reflect a particular literary movement? Summative Assessment: Poetic techniques exam Assessments Student Understandings Instructional Plan Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø How does a particular poet s style impact the way we read, respond and understand the piece of verse? Ø How do authors use poetic devices? Ø How can writing communicate ideas and deepen understanding when responding to poetry? Knowledge/Skills: Ø Summarize, analyze, paraphrase, and interpret characteristics and elements of poetry (and its subgenres) (R , R ) Ø Demonstrate use of the following literary elements and devices in analyzing poetry: point-of-view, voice, diction, syntax, symbolism, irony, theme, climax, mood, allusions, foreshadow, characterization, bias, extended metaphor, and hyperbole (R , R ) Ø Demonstrate knowledge of author s style or use of literary elements in relation to author s purpose (R ) Ø Generate questions and personal responses (text-to-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding of poetry, literary elements and devices, and author s purpose (R , R , R , R-10-13) Ø Participate in in-depth discussions (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Understand vocabulary in context (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Suggested Materials: Ø Class set of Adventures in Reading text book Ø Additional copies of poems Ø Graphic organizers Ø Exemplars and Rubrics Ø Contextual Materials Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

7 Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills

8 Curriculum Planning - Grade 9: Non-Fiction Duration: 6-8 Weeks (#2) Essential Question: Ho w do students learn about real events through the memoirs, autobiographies, or anecdotes of writers? Assessments Student Understandings Instructional Plan Summative Assessment: Ø MLA critical response to literature on dehumanization (common task) Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø How does a particular genre impact the way we read, respond, and understand a piece of literature? Ø How do authors use literary devices? Ø How do writers communicate purposefully and clearly with various audiences in non-fiction? Ø How can writing communicate ideas and deepen understanding when responding to non-fiction? Ø How were the victims of the Holocaust dehumanized? Knowledge/Skills: Ø Summarize, analyze, paraphrase, and interpret characteristics and elements of the non-fiction genre (and its sub-genres) (R , R ) Ø Demonstrate use of the following literary elements and devices in analyzing non-fiction: point-of-view, voice, diction, syntax, symbolism, irony, theme, climax, mood, allusions, foreshadow, characterization, bias, extended metaphor, and hyperbole (R , R ) Ø Demonstrate knowledge of author s style or use of literary elements in relation to author s purpose (R ) Ø Generate questions and personal responses (text-to-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding relating to the nonfiction genre, literary elements and devices, and author s purpose (R , R , R , R-10-13) Ø Participate in in-depth discussions about non-fiction texts, ideas, and writing (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Analyze the use of literary elements in non-fiction through writing a focused, organized, and thesis-driven response to literature (W , W , W , W , W , W , W , W , W , W , W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W- Suggested Materials: Ø Class set of Night Ø Hotel Rwanda Ø In Memory of Millions Ø Oprah: Elie Wiesel Ø Various Holocaust related websites Ø Various media resources Ø Graphic organizers and ancillary materials Ø Exemplars and Rubrics Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

9 10-2.1, W , R ) Ø Apply the writing process to a response to literature (W ) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Understand vocabulary in context (R ) Ø Demonstrate knowledge of the historical context of the Holocaust and the ways the victims were dehumanized (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills

10

ENGLISH IV-Grade 12 CURRICULUM MAP

ENGLISH IV-Grade 12 CURRICULUM MAP ENGLISH IV-Grade 12 CURRICULUM MAP English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Night Romeo and Juliet Poetry unit Short

More information

ENGLISH III-Grade 11 CURRICULUM MAP

ENGLISH III-Grade 11 CURRICULUM MAP ENGLISH III-Grade 11 CURRICULUM MAP English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Night Romeo and Juliet Poetry unit Short

More information

Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map

Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map TOPIC/UNIT GEORGIA PERFORMANCE STANDARDS RELATED GPS(s) ID TIMELINE ESSENTIAL QUESTIONS 1. The Drama

More information

UNIT 1: THE SHORT STORY: PLOT AND SETTING

UNIT 1: THE SHORT STORY: PLOT AND SETTING Core Texas English I: Introduction to Literature and Composition English I is specifically aligned to Texas Essential Knowledge and Skills (TEKS) English I Standards and Benchmarks. Introduction to Literature

More information

The content is based on the National Council of Teachers of English (NCTE) standards and is aligned to state standards.

The content is based on the National Council of Teachers of English (NCTE) standards and is aligned to state standards. Core English I (2013) Introduction to Literature and Composition is a course that covers literature study, reading, writing, and language. Students read literature from around the world, including the

More information

Canyon Ridge High School Curriculum Calendar 2011-2012 12 th Grade Language Arts

Canyon Ridge High School Curriculum Calendar 2011-2012 12 th Grade Language Arts Canyon Ridge High School Curriculum Calendar 2011-2012 12 th Grade Language Arts Skill or Concept Power Standard Topic, Task, Content Projected Window Write a timed essay from a prompt on the overhead.

More information

Montgomery County Public Schools English 9B Exam Review

Montgomery 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 information

TFSD Curriculum Calendar 2012-2013--Twelfth Grade Language Arts

TFSD Curriculum Calendar 2012-2013--Twelfth Grade Language Arts TFSD Curriculum Calendar 2012-2013--Twelfth Grade Language Arts Skill or Concept Power Standard Topic, Task, Content Projected Window Write a timed essay from a prompt on the overhead. (30 minutes) Select

More information

2 Unit 1 Day 2 of 20

2 Unit 1 Day 2 of 20 ENGLISH IV DAILY PACING MAP 1 Day 1 of 20 Introductions Discuss class rules and expectations 6 Day 6 of 20 2 Day 2 of 20 Discuss syllabus Assign Textbooks 7 Day 7 of 20 3 Day 3 of 20 Introduce Historical

More information

Montgomery County Public Schools Advanced English Semester A Exam Review

Montgomery County Public Schools Advanced English Semester A Exam Review Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will

More information

English 9 B. Content Skills Learning Targets Assessment Resources & Technology Romeo and Juliet

English 9 B. Content Skills Learning Targets Assessment Resources & Technology Romeo and Juliet St. Michael-Albertville High School Teacher: Heidi Bast English 9 B December 2014 UEQ: How are the themes in William Shakepeare's writing still prevalent in modern society? How are literary devices used

More information

Middle School Curriculum: Personal Narrative

Middle School Curriculum: Personal Narrative Middle School Curriculum: Personal Narrative 6th Grade (p.58 standards) 7th Grade Personal Narrative - Students will write a narrative that is at least 2 pages in length. Students will learn skills that

More information

Ninth Grade English Survey of Literature - Honors

Ninth Grade English Survey of Literature - Honors Satire George Orwell Animal Farm Mark Twain Puddin head Wilson George Bernard Shaw Arms and the Man Saki The Interlopers Recognize components, devices, examples and purposes of satire Understand relationship

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

General 9: Of Mice and Men

General 9: Of Mice and Men UNDERSTANDING BY DESIGN General 9: Of Mice and Men Standards Oral 9.2 The student will make planned oral presentations. a) Include definitions to increase clarity. b) Use relevant details to support main

More information

The Short Story: Stories of Self-Discovery

The Short Story: Stories of Self-Discovery The Short Story: Stories of Self-Discovery Farmington Public Schools Grade 9 English James Carter, Kristen Kawecki 30 June 2005 Farmington Public Schools 1 Table of Contents Unit Summary....page 3 Stage

More information

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school

More information

Curriculum Map-- Kings School District -English 12 Map

Curriculum Map-- Kings School District -English 12 Map Literature How does the text demonstrate the development of the English language over time? What historical events led to the development of Old English and Middle English? What are the characteristics

More information

English(4( ( UNIT(1:((ANGLO4SAXON((

English(4( ( UNIT(1:((ANGLO4SAXON(( English(4( ( UNIT(1:((ANGLO4SAXON(( 1st Quarter/ Four weeks ( ( Students study the Anglo-Saxon epic hero and his importance in society. Through close reading of an Anglo- Saxon text, students observe how

More information

Language Arts Literacy Areas of Focus: Grade 6

Language 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 information

Virginia English Standards of Learning Grade 8

Virginia 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 information

English 100: Of Mice and Men

English 100: Of Mice and Men English 100: Of Mice and Men Farmington Public Schools Grade Nine English Tracey Barlow and James Carter 06/30/06 Farmington Public Schools 1 Table of Contents Unit Summary....page (3) Stage One: Standards

More information

Academic 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 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 information

Literary Elements and the Short Story Essential Question: Why do we tell stories? Common Core Standards Learning Objectives Suggested Works

Literary Elements and the Short Story Essential Question: Why do we tell stories? Common Core Standards Learning Objectives Suggested Works Unit: Literary Elements and the Short Story Essential Question: Why do we tell stories? Timeline: Semester 1: 9 weeks RL. 9.1 Cite strong and 1. Identify and explain plot The Most thorough textual evidence

More information

Reading and Viewing Achievement Standards

Reading and Viewing Achievement Standards Reading and Viewing Achievement Standards The following outlines text study over the semester in English Language Arts (at least 30% should be Canadian content and include representation from New Brunswick).

More information

Grade 4 Writing Curriculum Map

Grade 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 information

UNIT PLAN. Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit. Big Idea/Theme: Anglo-Saxons contributed to modern culture.

UNIT PLAN. Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit. Big Idea/Theme: Anglo-Saxons contributed to modern culture. Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit UNIT PLAN Big Idea/Theme: Anglo-Saxons contributed to modern culture. Culminating Assessment: Write a letter of recommendation for Beowulf

More information

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. 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 information

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text.

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text. Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can

More information

WSESU English Language & Literature Curriculum Framework

WSESU English Language & Literature Curriculum Framework WSESU English Language & Literature Curriculum Framework WSESU ENGLISH LANGUAGE AND LITERATURE STANDARDS 5.8 TYPES OF LITERATURE Students read a variety of types of literature, fiction and nonfiction (e.g.,

More information

PRIORITIZED CURRICULUM

PRIORITIZED CURRICULUM Mercer County Public Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Grade 12 Revised July 2011 C O N C E P T M A P English 12 Suggested Sequence: Note: This sequence represents

More information

Reading VIII Grade Level 8

Reading VIII Grade Level 8 Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds

More information

Saint Patrick High School

Saint Patrick High School Saint Patrick High School Curriculum Guide Department: English Grade and Level: 10 CP/PX Class: English II Term (Semester or Year): Year Required Text: Grammar & Language Workbook Glencoe Short Stories

More information

English. Required Courses... Units The courses are listed in the suggested sequence. ENGL 002 Critical Thinking and Writing About Literature...

English. Required Courses... Units The courses are listed in the suggested sequence. ENGL 002 Critical Thinking and Writing About Literature... Program Description This program teaches writing, critical thinking, reading, and research skills as they apply to the areas of composition, creative writing, and the analysis of literature, the latter

More information

Grade 4 Reading Curriculum Map

Grade 4 Reading Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting

More information

SOUTH DAKOTA Reading and Communication Arts Standards Grade 9 Literature: The Reader s Choice Course 4 2002

SOUTH 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 information

Short Stories Grade 9

Short 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 information

Units of Study 9th Grade

Units 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 information

Advanced Placement English Literature and Composition Syllabus

Advanced Placement English Literature and Composition Syllabus Advanced Placement English Literature and Composition Syllabus Course Overview The Advanced Placement Literature and Composition course is designed to involve students in the close reading of selected

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

AP English Literature and Composition Syllabus 2007-2008

AP English Literature and Composition Syllabus 2007-2008 AP English Literature and Composition Syllabus 2007-2008 General Course Information Grade level offered: 12 1.0 Credits (.5 per semester) Prerequisites: Accelerated 11 is highly recommended Course Description

More information

Grade 5 Reading and Literature Objectives

Grade 5 Reading and Literature Objectives Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Teachers College Reading and Writing Project Curricular Calendar Overview, 2014-2015. Month Reading Writing September/October Unit One We Are Readers

Teachers College Reading and Writing Project Curricular Calendar Overview, 2014-2015. Month Reading Writing September/October Unit One We Are Readers Month Reading Writing September/October Unit One We Are Readers Unit One Launching the Writing Workshop *During September only October/November Unit Two Readers Read, Think, and Talk About Emergent Storybooks

More information

McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8

McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8 McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge

More information

Language Arts Literacy Areas of Focus: Grade 5

Language 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 information

the treasure of lemon brown by walter dean myers

the treasure of lemon brown by walter dean myers the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,

More information

Disposition: Transformation Big Idea: How do the heroes of literature reflect the values of the time?

Disposition: Transformation Big Idea: How do the heroes of literature reflect the values of the time? Disposition: Transformation Big Idea: How do the heroes of literature reflect the values of the time? 11 th Grade Anchor Text: Beowulf (S) Possible Linking Texts: - Life in 999 Possible Media Resources:

More information

12 th Grade British Literature

12 th Grade British Literature 1 st Marking Period The Emergent Period Elements/Themes of Emergent Literature Religious Influences, Hero, Exile Sound techniques: alliteration, assonance Figurative language: Conceit, oxymoron, apostrophe

More information

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including: Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide

More information

4th Grade English Language Arts Learning Goals for the 1st 9 weeks

4th Grade English Language Arts Learning Goals for the 1st 9 weeks 4th Grade English Language Arts Learning Goals for the 1st 9 weeks Skills students should demonstrate at the end of the 1st 9 weeks of school: UNIT 1 * Learning Goal: The Student will: Create a story plot

More information

Gateway Regional School District VERTICAL ARTICULATION OF ENGLISH LANGUAGE ARTS STANDARDS ENGLISH - STANDARD - Grades 9-12

Gateway Regional School District VERTICAL ARTICULATION OF ENGLISH LANGUAGE ARTS STANDARDS ENGLISH - STANDARD - Grades 9-12 NOVELS USED IN THIS COURSE Of Mice and Men, The Old Man and the Sea, The Pearl, Romeo and Juliet, The Odyssey, Raisin in the Sun, Treasure Island, Call of the Wild, The Bean Trees, Big Mouth, Ugly Girl,

More information

D36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37)

D36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37) Core Analysis Frame: Poetry D36 The questions on this analysis frame will help you achieve a basic understanding of any poem you read. For more advanced, in-depth analysis of each element, use the following

More information

Unit 10.4: Stories of Other Worlds: Science Fiction, Fantasy, and Imaginative Literature

Unit 10.4: Stories of Other Worlds: Science Fiction, Fantasy, and Imaginative Literature Unit 10.4: Stories of Other Worlds: Science Fiction, Fantasy, and Imaginative Literature The final quarter of the year gives students opportunities to let their minds roam free to distant or imagined worlds,

More information

Of Mice and Men 4 Week Unit Plan

Of Mice and Men 4 Week Unit Plan Of Mice and Men 4 Week Unit Plan This unit is meant as a step toward thinking open-mindedly and critically. Students will explore the meanings of friendship, morality, loyalty, dreams, and loneliness.

More information

This image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.

This image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc. This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:

More information

Communication Arts: 1.2 A. In group communication, Communication techniques

Communication Arts: 1.2 A. In group communication, Communication techniques Communication Arts: Grade Level: 9 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

STAAR Sample Short Answer Questions

STAAR Sample Short Answer Questions STAAR Sample Short Answer Questions ENGLISH I, II, and III Single Selection: Literary In this excerpt from Anne of Green Gables, do you think the stage directions enhance your understanding of the scene?

More information

Grade 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 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 information

REGENTS EXAM STUDY GUIDE. Whoa!

REGENTS EXAM STUDY GUIDE. Whoa! 1 NAME DATE REGENTS EXAM STUDY GUIDE Part 1 Listening * Eight MCQs Part 2 Reading Comprehension * Passage A: Six MCQs * Passage B: Six MCQs Part 3 - Short Response & MCQs * Rd. Passages I and 2 * Five

More information

Lakewood City Schools Course of Study for British Literature Revised: 8 June 2011

Lakewood City Schools Course of Study for British Literature Revised: 8 June 2011 Lakewood City Schools Course of Study for British Literature Revised: 8 June 2011 Scope and Sequence Anglo-Saxon Literature (3-4 Weeks) (1 st Standard and Benchmark Grade Level Indicators Quarter) Clear

More information

9 th Gr. Eng. Lang. Arts Short Story Unit 1 st Marking Period

9 th Gr. Eng. Lang. Arts Short Story Unit 1 st Marking Period Disposition: Inter-Relationships and Self-Reliance 9 th Grade Big Ideas: Who am I? How can I find my identity and discover where I fit in the world? How do I relate to my family, my community, and my country?

More information

PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3)

PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3) New York Learning Standards: English Language Arts Standard 1 Students will read, write, listen, and speak for information and understanding. Listening & reading to acquire information and understanding

More information

What are My Goals for Quarter 2? Common Core- I Can Statements:

What are My Goals for Quarter 2? Common Core- I Can Statements: What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual

More information

Far from the Madding Crowd

Far from the Madding Crowd Literature The literature section of the English product is split into five areas: pre-1914 prose, post- 1914 prose, pre-1914 drama, post-1914 drama, and poetry. Every unit has a variety of interactive

More information

British Literature. Welcome and Course Overview. Course Objective. Course Planner

British Literature. Welcome and Course Overview. Course Objective. Course Planner British Literature Mrs. Kelsey Buchholz Garretson High School 2015-2016 Email: Kelsey.buchholz@k12.sd.us Website: ka080.k12.sd.us Welcome and Course Overview Welcome to British Literature. Throughout your

More information

British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview

British 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 information

Introduction to Short Stories Michigan State High School ELA Content Expectations

Introduction to Short Stories Michigan State High School ELA Content Expectations Course Description Introduction to Short Stories Michigan State High School ELA Content Expectations This course will introduce students to an appreciation for the short story. Focus on the literary elements

More information

M/J Language Arts 3, 8 th grade

M/J Language Arts 3, 8 th grade M/J Language Arts 3, 8 th grade The following curriculum map is based on the Common Core State Standards (CCSS), which are accessible on www.corestandards.org, and expectations from the Partnership for

More information

Essential Skills - Reading and Writing 2. English as an Additional Language or Dialect 1. English as an Additional Language or Dialect 2

Essential Skills - Reading and Writing 2. English as an Additional Language or Dialect 1. English as an Additional Language or Dialect 2 23 You have: TASC subjects May lead to: D/E in Year 10 Australian Curriculum English An interest or need for literacy skills in work and everyday life Practical English 1 Essential Skills - Reading and

More information

AK + ASD Writing Grade Level Expectations For Grades 3-6

AK + 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 information

TExES English Language Arts and Reading 7 12 (231) Test at a Glance

TExES English Language Arts and Reading 7 12 (231) Test at a Glance TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

LITERATURE IN ENGLISH

LITERATURE IN ENGLISH REPUBLIC OF LIBERIA MINISTRY OF EDUCATION NATIONAL CURRICULUM FOR GRADES 10 TO 12 LITERATURE IN ENGLISH February 2011 1 MESSAGE FROM THE MINISTER OF EDUCATION I wish to extend my thanks and appreciation

More information

thank you, m'am by langston hughes

thank you, m'am by langston hughes thank you, m'am by langston hughes item analyses for all standards: vocabulary, reading, writing, conventions grade grade 8 grades 9 & 0 iv vi vii reading standard.0 --word analysis, fluency, and systematic

More information

E/I. EQuIP Review Feedback. Lesson/Unit Name: Louisiana Believes- Romeo and Juliet Content Area: English language arts Grade Level: 9.

E/I. EQuIP Review Feedback. Lesson/Unit Name: Louisiana Believes- Romeo and Juliet Content Area: English language arts Grade Level: 9. EQuIP Review Feedback Lesson/Unit Name: Louisiana Believes- Romeo and Juliet Content Area: English language arts Grade Level: 9 Dimension I Alignment to the Depth of the CCSS Overall Rating: E/I Exemplar

More information

2016-2017 Curriculum Catalog

2016-2017 Curriculum Catalog 2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:

More information

Milestones C. Texas Lesson Planner with TEKS/ELPS and ELAR Standards Correlations. Heinle, a part of Cengage Learning

Milestones C. Texas Lesson Planner with TEKS/ELPS and ELAR Standards Correlations. Heinle, a part of Cengage Learning Milestones C Texas Lesson Planner with TEKS/ELPS and ELAR Standards Correlations Heinle, a part of Cengage Learning http://elt.heinle.com Unit 1 Language Chapter 1 Chapter Materials Teacher s Edition Staff

More information

Ms Absalom Second in English KS4 Co-ordinator

Ms Absalom Second in English KS4 Co-ordinator Ms Absalom Second in English KS4 Co-ordinator OCR SPECIFICATION - GCSE English Literature exam English Literature CA English Language exam English Language CA Three exams, 25% each: Modern Drama (An Inspector

More information

1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme

1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme Literary Terms: English, R. Clemente name: 9 th Grade Literature Unit Two, study sheet A. Literary Terms... 1. imagery 2. plot 3. foreshadowing 4. alliteration 5. onomatopoeia 6. rhyme scheme 7. personification

More information

2016-2017 Curriculum Catalog

2016-2017 Curriculum Catalog 2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 400 COURSE OVERVIEW... 1 UNIT 1: JESUS, OUR EXAMPLE... 3 UNIT 2: WORKING WITH INFORMATION... 3 UNIT 3: THE STORY OF OUR

More information

American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance. Overview

American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance. Overview American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance Overall days: 10 (1 day = 50-55 minutes) Purpose Overview In this unit, students examine the historical, social, and

More information

Rising Action. The action and events that take place in the story and build up to the critical moment when the main conflict is confronted.

Rising Action. The action and events that take place in the story and build up to the critical moment when the main conflict is confronted. PLOT The sequence of events or actions in a short story, novel, play, or narrative poem Exposition The author lays the groundwork for the story by revealing the Setting Relationships between the Situation

More information

IMMACULATE CONCEPTION HIGH SCHOOL ENGLISH DEPARTMENT GRADE TEN SYLLABUS 2012-2013 ENGLISH A

IMMACULATE CONCEPTION HIGH SCHOOL ENGLISH DEPARTMENT GRADE TEN SYLLABUS 2012-2013 ENGLISH A IMMACULATE CONCEPTION HIGH SCHOOL ENGLISH DEPARTMENT GRADE TEN SYLLABUS 2012-2013 ENGLISH A GENERAL AIMS: (See CXC 01/G/SYLL 09 p.1-2) Prescribed Texts: A Comprehensive English Course CXC English A Study

More information

Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School

Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School Publishing/Hampton-Brown Michigan High School Content Expectations for English

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

COURSE(S): ENGLISH. with an emphasis on structure and meaning. Selections used as models of the genres are chosen f

COURSE(S): ENGLISH. with an emphasis on structure and meaning. Selections used as models of the genres are chosen f COURSE(S): ENGLISH 06-102 The Sentence and Paragraph (3) Students get instruction and practice in the basic skills o rhetorical principles, conventions of grammar, usage, punctuation and interactive computer-genera

More information

GCSE English Language and English Literature LCHS

GCSE English Language and English Literature LCHS GCSE English Language and English Literature LCHS Y11 Student Guide 2015-2016 Name: Form: English teacher: Studying English Language and Literature in Year11 A New Challenge Welcome back. This is the start

More information

English 7 Essential Curriculum

English 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 information

CONECUH COUNTY 2015-2016 ENGLISH LANGUAGE ARTS PACING GRADE 12

CONECUH COUNTY 2015-2016 ENGLISH LANGUAGE ARTS PACING GRADE 12 Instructional Guidelines Duration for each unit is approximate and may vary from classroom to classroom. Teachers should make instructional decisions based on the standards. Selecting quality literary

More information

Minnesota 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 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 information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students 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 information

Grade Level: 2 nd Grade

Grade 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 information

Performance Indicators-Language Arts Reading and Writing 3 rd Grade

Performance Indicators-Language Arts Reading and Writing 3 rd Grade Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

More information

30 Survey of European Literature. Selected works in continental European literature in English translation. Prereq: Eng 11/12. 3 u.

30 Survey of European Literature. Selected works in continental European literature in English translation. Prereq: Eng 11/12. 3 u. UNDERGRADUATE Comparative Literature (CL) 30 Survey of European Literature. Selected works in continental European literature in English translation. Prereq: Eng 11/12. 3 u. 40 Survey of Asian Literature.Selected

More information

English Courses & Descriptions

English Courses & Descriptions English Courses & Descriptions ENGL 101. Elements of Composition (3; F, S) Three hours per week. An emphasis on the principles of writing and an introduction to the reading of college-level prose. ENGL

More information

This image cannot currently be displayed. Course Catalog. Language Arts 400. 2016 Glynlyon, Inc.

This image cannot currently be displayed. Course Catalog. Language Arts 400. 2016 Glynlyon, Inc. This image cannot currently be displayed. Course Catalog Language Arts 400 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: READING AND WRITING... 3 UNIT 2: READING FOR MEANING... 3 UNIT

More information

English Language Arts Reading, Writing, and Communicating

English Language Arts Reading, Writing, and Communicating English Language Arts Reading, Writing, and Communicating Standard 1. Speaking and Listening 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning Fifth Grade Level Expectations

More information

High School Communications Curriculum Indicators tested/taught indicator

High School Communications Curriculum Indicators tested/taught indicator Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,

More information

A grade of C or better in previous English courses.

A grade of C or better in previous English courses. Course of Study Information Page COURSE TITLE Creative Writing DISTRICT COURSE NUMBER (#0128) Rationale: Course Description that will be in the Course Directory: How Does this Course align with or meet

More information

Animal Farm: The Power of Propaganda

Animal Farm: The Power of Propaganda Understanding by Design Animal Farm: The Power of Propaganda Unit Title: Animal Farm: Literacy is Power Class: English 3 Grade 11 Subject/Topic Areas: Animal Farm by George Orwell Key Words: literacy,

More information

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8) Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards

More information