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Delta RV Seventh Grade Communication Arts Revised – 2009
Reading - Literature GLE 1: Develop and apply skills and strategies to the reading process CA 2: reading and evaluating fiction, poetry and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) CA 7: identifying and evaluating relationships between language and culture
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
C Students will:
Ph
onic
s
apply decoding strategies to “problem –solve” unknown words when reading when needed: A. context clues B. root and affix knowledge C. phonemic awareness.
Knowledge CA 2, 3
Performance 1.6
Skill
/Con
cept
Students will complete vocabulary assignments to increase pronunciation and comprehension of unfamiliar or unknown words. Students will practice root and affix knowledge, phonemic awareness, and context strategies to know and understand unfamiliar or unknown words.
Students will be expected to demonstrate correct word usage in their class oral readings and writings. Vocabulary assessments Vocabulary games
D
Fl
uenc
y
read grade-level instructional text: A. with fluency, accuracy, and expression B. adjusting rate to difficulty and type of text.
Knowledge CA 2, 3
Performance 1.5
R
ecal
l Students will read aloud a variety of short stories, novels, articles, newspapers, magazines, dramas, and poetry in class. Prior to reading, the teacher will stress the importance of reading loudly and clearly so that all participants can easily hear and follow the reading. As needed, the teacher will give prompt instruction in rate, fluency, clarity and volume.
Fluency checklist Teacher observation Peer fluency checklist
2
Reading – Literature GLE 1: Develop and apply skills and strategies to the reading process
GLE
Measurable Learner
Objective
Show-Me Standards
Integrate
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
E Students will:
V
ocab
ular
y
develop vocabulary through text, using: A. roots and affixes B. context clues C. glossary, dictionary, and thesaurus.
Knowledge CA 2, 3
Performance
1.5, 1.6
Skill
/Con
cept
Students will review components of a dictionary, glossary, and thesaurus page. Students will use a dictionary to define assigned prefixes and suffixes. Students will combine these prefixes, suffixes, and roots to develop new words. As the new words are created, students will define them and use each correctly in a sentence. Notice glossary in literature textbook, pp. 793-803 Students through the year create a literature unfamiliar and unknown word journal. The student will periodically add words.
Teacher or peer periodically check unknown or unfamiliar word journal
3
Reading - Literature GLE 1: Develop and apply skills and strategies to the reading process
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
F Students will:
Pr
e-R
eadi
ng
apply pre-reading strategies to aid comprehension: A. access prior knowledge B. preview C. predict with evidence D. set a purpose and rate for reading.
Knowledge CA 2, 3
Performance 1.5, 1.6
Skill
/Con
cept
Prior to reading any class selection, students will answer questions utilizing their previewing skills. Answers may be written to preview questions in a reader’s response journal or notebook at timely points in reading. Teacher will model an acceptable rate of reading (e. g. in poetry). Teacher will model setting a purpose for reading a certain selection.
Teacher or peer periodic scoring of the response journal or notebook
4
Reading - Literature GLE 1: Develop and apply skills and strategies to the reading process
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
G Students will:
D
urin
g re
adin
g
during reading, utilize strategies to: A. determine meaning of unknown words B. self-monitor comprehension C. question the text D. infer E. visualize F. paraphrase G. summarize
Knowledge CA 2, 3
Performance 1.5, 1.6
Skill
/Con
cept
Students will take turns reading aloud “Christmas Day in the Morning” or FLOWERS FOR ALGERNON (both examples). After completing the various selections, students will participate in a student or teacher led discussion of the answers to the questions.
Scoring of completed questions by peers or teacher
H
Po
st-r
eadi
ng
apply post-reading skills to comprehend, interpret, analyze, and evaluate text: A. identify and explain the relationship between the main idea and supporting details B. question to clarify C. reflect D. draw conclusions E. paraphrase F. summarize
Knowledge CA 2, 3
Performance
1.5, 1.6
Stra
tegi
c Th
inki
ng
Students will read orally “The house of Dies Drear” (e.g.) in small groups to analyze and draw conclusions about the causes of conflict between the characters (e.g. Kenneth and Thomas).
After reading the selection, students will analyze the text to draw specific conclusions with a graphic organizer. Scoring of the graphic organizer
5
Reading - Literature GLE 1: Develop and apply skills and strategies to the reading process
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
I Students will:
M
akin
g co
nnec
tions
compare, contrast and analyze connections: A. text to text (information and relationships in various fiction and nonfiction works) B. text to self (text ideas and own experiences) C. text to world (text ideas and the word by ideas and the world by identifying how literature reflects a culture and historic time frame).
Knowledge CA 2, 3, 7
Performance 1.5, 1.6, 1.9, 3.5
Stra
tegi
c Th
inki
ng
Students will read an article from a newspaper (a current event) and summarize the article. Students will read a selection and create a retelling of the selection. Students will read a selection from different texts and write a comparison/contrast of (e.g.—social differences between certain times in history (e.g.—19th century and present). Students will create a Venn diagram. While reading a selection (e.g.—“Rosa Parks”), students will participate in a student led small groups discussion about the main character’s experiences. Students will create a T-chart concerning Rosa Parks and their own experiences.
Scoring of summary Scoring of retelling of the selection Scoring of the Venn diagram Scoring of analysis paper written from Venn diagram Scoring of T chart on character Rosa Parks and students’ experiences
6
Reading - Literature GLE 2: Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry and drama from a variety of cultures and times CA 2: reading and evaluating fiction, poetry, and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
A Students will:
T
ext F
eatu
res
use grade level text to: A. interpret and analyze information in title B. recognize and interpret the text features of fiction, poetry, and drama.
Knowledge CA 2, 3
Performance 1.5, 1.6, 3.5
Skill
/Con
cept
Teacher will model recognition and interpretation of text features in fiction, poetry, and drama. Students will create a game to play to display their knowledge of text features in fiction, poetry, and drama.
Students will play game of knowledge of text features Teacher observation
7
Reading - Literature GLE 2: Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
B Students will:
L
itera
ry T
echn
ique
s
identify and explain literary techniques, in text emphasizing: A. hyperbole B. imagery C. propaganda D. onomatopoeia E. alliteration F. simile G. metaphor H. personification
Knowledge CA 2
Performance 1.5, 1.6, 3.5
Skill
/Con
cept
Students will research and create their own “dictionary” of figurative language definitions leaving space to add examples: hyperbole, imagery, propaganda, onomatopoeia, alliteration, simile, metaphor, and personification.
Student created “dictionary” will be scored for completeness of definitions, examples, and neatness periodically throughout the year
C
L
itera
ry E
lem
ents
use details from text to: A. demonstrate comprehension skills B. identify plot and sub-plot, mood, flashback, and types of conflict (e.g.-internal and external) C. analyze cause and effect D. identify and explain point of view E. evaluate the problem-solving processes of characters F. evaluate the effectiveness of solutions.
Knowledge CA 2
Performance 1.5, 1.6,
2.4, 3.1, 3.4 3.5, 3.6 3.7, 3.8
Stra
tegi
c Th
inki
ng
Students will read and discuss various selections. Students will create a graphic organizer (e.g., plotline, story plot, cause and effect T-chart, problem and solution T-chart, climax mountain, point of view T-chart, flashback timeline) to demonstrate comprehension skills.
Scoring of various graphic organizers when utilized
8
Reading - Literature GLE 3: Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
A Students will:
T
ext F
eatu
res
explain and analyze text features to clarify meaning, emphasizing consumer text.
Knowledge CA 3
Performance
1.5, 1.6, 2.4, 3.5
Skill
/Con
cept
Students will read selections about information in the workplace. Students will read selections that will analyze information in consumer documents. Students will participate in discussion on workplace/consumer information. Students will plan and deliver a public service announcement to their peers in the classroom.
Teacher observation Scoring of public service announcement text
B
L
itera
ry T
echn
ique
s
identify and explain literary techniques and figurative language in nonfiction text emphasizing: A. hyperbole B. imagery C. propaganda D. onomatopoeia E. alliteration F. simile G. metaphor H. personification.
Knowledge CA 3
Performance 1.5, 1.6
Skill
/Con
cept
Students will read various selections during the school year that exemplify various literary techniques and figurative language. Students will participate in a teacher led discussion about the various literary techniques and figurative language. Students will create a journal of examples of literary techniques and figurative language
Teacher observation Scoring periodically of journal
9
Reading - Literature GLE 3: Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
C Students will:
T
ext S
truc
ture
s
use details from text to: A. summarize author’s ideas B. make predictions C. make inferences D. evaluate the accuracy of the information. analyze the text to: E. sequence events F. compare and contrast G. compare authors’ viewpoints H. identify and explain cause and effect I. identify problem solving processes and explain the effectiveness of solutions J. analyze two or more texts.
Knowledge CA 3
Performance 1.5, 1.6, 1.7, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7,
3.8
Stra
tegi
c Th
inki
ng
Students will participate in a teacher led discussion of instructional text format. The students will read and evaluate an instructional text. The students will then create an instructional text—e.g. how to change a flat tire or how to make a box cake. Students will read two articles on the same topic using the internet, newspaper, book, or magazine. Then the students will compare and contrast the author’s viewpoints in the two articles by creating a Venn diagram or other graphic organizer.
Scoring of the instructional text Scoring of the graphic organizer such as the Venn diagram
10
Reading - Literature GLE 3: Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
D Students will:
U
nder
stan
ding
Dir
ectio
ns
read and follow multi-step directions to complete a complex task.
Knowledge CA 3
Performance 1.5, 1.6
Skill
/Con
cept
Students will complete teacher led exercises requiring active listening and correctly following oral directions.
Students will interpret and complete multi-step assignments as they are written on the whiteboard. Students will demonstrate following directions throughout the year by listening to the teacher and completing tasks correctly on a daily basis. Scoring of a specific task by teacher to be certain directions were followed
11
Reading - Literature Listening and Speaking GLE 1: Develop and apply effective listening skills and strategies CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions) CA 6: participating in formal and informal presentations and discussions of issues and ideas
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
A Students will:
Pu
rpos
e fo
r L
iste
ning
listen: A. enjoyment B. for information C. for directions D. critically to recognize and interpret propaganda techniques.
Knowledge CA 5, 6
Performance 1.5, 1.6, 1.10
Skill
/Con
cept
Students will comprehend and take notes on common propaganda techniques: bandwagon, glittering, generalities, just plain folks, testimonial, endorsement, and transfer. Students will create propaganda techniques including drawings. Students will identify and write persuasive statements. In small groups, students will enjoy identifying various propaganda techniques.
Teacher observation and peer scoring while students are in small groups identifying various propaganda techniques
B
L
iste
ning
Beh
avio
r use active-listening behaviors:
A. ask questions of speaker B. use body language and
facial expressions to indicate agreement, disagreement, or confusion.
Knowledge CA 5, 6
Performance
1.5
Skill
/Con
cept
Students will ask questions and use body language and facial expressions while listening to various propaganda techniques in small groups.
Teacher observation
12
Reading - Literature Listening and Speaking GLE 2: Develop and apply effective speaking skills and strategies for various audiences and purposes CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 6: participating in formal and informal presentations and discussion of issues and ideas
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
A Students will:
D
iscu
ssio
n an
d Pr
esen
tatio
n
in discussions and presentations, use:
A. predetermined time constraints when giving a speech.
B. media supplements to
present information to the class.
C. organized to present
material.
Knowledge CA 1, 6
Performance 2.1, 2.3, 4.6
Stra
tegi
c Th
inki
ng
13
Reading - Literature Listening and Speaking GLE 2: Develop and apply effective speaking skills and strategies for various audiences and purposes
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
B Students will:
G
ivin
g D
irec
tions
give clear and concise multi-step oral directions to complete a complex task.
Knowledge 1, 6
Performance
2.1, 2.3
Skill
/Con
cept
Students will develop lists of a varying number of points to remember when generating clear and concise multi-step oral instructions (and to reinforce will write them on the whiteboard or in their writing notebooks or journals). Discussions will follow-up to reinforce the following points on giving oral directions: speak slowly and clearly when giving directions and give directions in step-by-step order.
Teacher observation Peers will orally tell the various groups if their directions are given clearly and concisely.
14
Reading - Literature Information Literacy GLE 1: Develop and apply effective research process skills to gather, analyze, and evaluate information CA 2: reading and evaluating fiction, poetry, and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) CA 4: writing formally (such as reports, narratives, essays, and informally (such as outlines, notes)
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
A Students will:
R
esea
rch
Plan
formulate a written plan assistance, to guide investigation and research of focus questions.
Knowledge CA 2, 3
Performance 1.1, 1.4, 4.5
Exte
nded
Thi
nkin
g
Working in pairs or groups of three, students will select a research topic from a group of topics provided by the teacher. The teacher and groups together will evaluate the various media provided and available. They will select the most appropriate media for their topic. The groups will formulate a written plan that will include research questions.
Peer scoring of the research plan Teacher observation of research plan as it develops
B
A
cqui
re In
form
atio
n
locate and use multiple resources to:
A. acquire relevant information
B. evaluate reliability of information
C. fulfill research plan.
Knowledge CA 2, 3
Performance 1.2, 1.4, 1.7
Skill
/Con
cept
15
Reading - Literature Information Literacy GLE 1: Develop and apply effective research process skills to gather, analyze, and evaluate information
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
C Students will:
R
ecor
d In
form
atio
n
record relevant in formation from a given text using a variety of note-taking and organizational strategies.
Knowledge CA 2, 3, 4
Performance
1.2, 1.8
Skill
/Con
cept
Students will review the various note-taking techniques. With the help of various graphic organizers (e.g.—cause/effect organizer, table organizer, or cycle organizer, the small groups or class as a whole will select relevant information from a given text to satisfy the given topic. The information will be noted on the graphic organizers.
Class and teacher will observe note-taking on graphic organizers that were selected by entire class or small groups
D
So
urce
s Con
sulte
d
document research sources using a given citation format.
Knowledge CA 4
Performance 1.4, 1.7, 1.8
2.3, 4.4
Skill
/Con
cept
Given a teacher created format as a worksheet, students will find and correct any errors on the format for the following research resources: encyclopedia, various books, various magazines, and the internet. Students will usually use a teacher generated list for resources.
Student and teacher in conference will do any needed corrections for reference sources used in a research project. Students will usually use a teacher generated list for resources
16
Reading - Literature Information Literacy GLE 2: Develop and apply effective skills and strategies to analyze and evaluate oral and visual media CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions
GLE
Measurable Learner Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional
Strategies/Student Activities/Resources
Assessment
A Students will:
M
edia
Mes
sage
I identify and explain media techniques used to convey messages in various media (e.g.- videos, pictures, websites, artwork, plays, and/or news programs).
Knowledge CA 5
Performance 1.5, 1.7, 2.7
Skill
l/Con
cept
17
Writing--Composition GLE 1: Apply a writing process in composing text CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 4: writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
A Students will:
W
ritin
g Pr
oces
s
follow a writing process: A. use appropriate prewriting strategies as needed B. generate a draft C. read, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice D. edit for conventions E. share writing.
Knowledge CA 1, 4
Performance1.8, 2.1, 2.2
Stra
tegi
c Th
inki
ng
Different mini-lessons on the writing process will be taught and modeled when needed by individuals or whole class. Students have an ongoing writer’s workshop in their notebook or journal as the different types of writing are assigned during the school year. (e.g.—persuasive, narrative, descriptive, etc.)
Scoring guide Student/teacher conferences on writing
18
Writing--Composition GLE 1: Apply a writing process in composing text
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
B Students will:
O
rgan
ize
for
Wri
ting
organize writing through the use of a writer’s workshop notebook.
Knowledge CA 1, 4
Performance1.8, 2.1, 2.2
Skill
k/C
once
pt
Students will participate in writer’s workshop and maintain a writer’s notebook
Scoring guide Student/teacher conferences on writing
19
Writing - Composition GLE 2:Compose well-developed text CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling capitalization) CA 4: writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
A Students will:
A
udie
nce
and
Purp
ose
compose text: A. showing awareness of audience B. choosing a form appropriate to topic and specific audience.
Knowledge CA 4
Performance
2.1
Stra
tegi
c Th
inki
ng
Mini-lessons Writer’s workshop in notebook
Scoring guide Student/teacher conferences on writing
B
Id
eas a
nd C
onte
nt
compose text with: A. a strong, controlling idea B. relevant, specific details.
Knowledge
CA 4
Performance 2.1
Stra
tegi
c Th
inki
ng
Mini-lessons Writer’s workshop notebook
Scoring guide Student/teacher conference on writing
20
Writing--Composition GLE 2: Compose well-developed text
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
C Students will:
O
rgan
izat
ion
and
Sent
ence
Str
uctu
re
compose text with:
A. an effective beginning, middle, and end
B. a logical order C. appropriate
paragraphing D. a variety of
sentence structures, including complex sentences.
E. cohesive devices, especially transitions.
Knowledge CA 4
Performance
2.1
Stra
tegi
c Th
inki
ng
Mini-lessons Writer’s workshop notebook
Scoring guide Student/teacher conferences on writing when needed
21
Writing--Composition GLE 2: Compose well-developed text
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
D Students will:
W
ord
Cho
ice
compose text using: A. precise and vivid language B. writing techniques, such as figurative language, sensory detail, and purposeful dialogue.
Knowledge CA 4
Performance 2.1
Stra
tegi
c Th
inki
ng
Students will review information on using adjectives/verbs effectively. Students will use the word list in their writer’s notebook—adjectives, verbs, words instead of said, words instead of and, transition phrases, etc., to incorporate into their writings. Students will read a variety of literature types and investigate the literary devices used to enhance their writing. Students will create various types of writing containing sensory details, figurative language, and purposeful dialogue.
Scoring guide Teacher/student conferences when needed
22
Writing--Composition GLE 2: Compose well-developed text
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
E Students will:
C
onve
ntio
ns
in written text:
A. capitalize within dialogue
B. use commas and quotation marks in dialogue, and semi-colons in compound sentences
C. use correct agreement of pronoun and antecedent, and consistent verb tense
D. use standard spelling, classroom resources, including a dictionary or spell check on the computer, to edit for spellling
Knowledge CA 1
Performance
2.2
Rec
all
Students will review quotation marks in dialogue. Students will write dialogue in pairs with a peer. Students will classify sentences by type and use appropriate punctuation, including compound/complex sentence structure and use of semi-colons. Students will match pronouns to their antecedent. Students will identify tenses of verbs and use correct, consistent tenses within their writing. Students will apply all of the above in their writings.
Scoring guide
23
Writing - Composition GLE 3: Write effectively in various forms and types of writing CA 4: writing informally (such as reports, narratives, essays) and informally (such as outlines, notes)
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
A Students will:
Fo
rms/
Typ
es/M
odes
of W
ritin
g compose a variety of texts:
A. using narrative, descriptive, expository, and/or persuasive features
B. including a summary (narrative or informational
C. responding to literature
Knowledge CA 4
Performance
1.8, 2.1
Stra
tegi
c Th
inki
ng
Mini-lessons Writer’s workshop notebook
Scoring guide Scoring of questions requiring students to respond to literary works
B
D
istr
ict W
ritin
g E
xpec
tatio
ns
See Seventh Grade Scoring Guide
Scoring guide
24
Listening and Speaking GLE 1: Develop and apply effective listening skills and strategies CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such a story-telling, debates, lectures, multi-media productions) CA 6: participating in formal and informal presentations and discussions of issues and ideas
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
A Students will:
Pu
rpos
e fo
r L
iste
ning
listen:
A. for enjoyment B. for information C. for directions D. critically to
recognize and interpret propaganda techniques.
Knowledge CA 5, 6
Performance 1.5, 1.6, 1.10
Skill
/Con
cept
Listening to a series of brief propaganda statements, students will recognize and evaluate the type of technique represented and have reasons for their choice.
Teacher observation Correct propaganda checklist
B
L
iste
ning
Beh
avio
r
use active listening behaviors:
A. ask questions of speaker
B. use body language and facial expressions to indicate agreement, disagreement, or confusion.
Knowledge CA 5, 6
Performance
1.5
Skill
/Con
cept
Students will use appropriate listening behavior while listening in the classroom.
Teacher observation
25
Listening and Speaking GLE 2: Develop and apply effective speaking skills and strategies for various audiences and purposes CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 6: participating in formal and informal presentations and discussions of issues and ideas
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
A Students will:
D
iscu
ssio
n an
d Pr
esen
tatio
n
in discussions and presentations, use:
A. predetermined time constraints when giving a speech
B. media
supplements to present information to the class
C. organized notes to
present material.
Knowledge 1, 6
Performance 2.1, 2.3, 4.6
Stra
tegi
c Th
inki
ng
Students will make use of the computer and large white board to present their information concerning summer vacation. The students may do a power point.
Teacher observation
26
Listening and Speaking GLE 2: Develop and apply effective speaking skills and strategies for various audiences and purposes
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
B Students will:
G
ivin
g D
irec
tions
Give clear and concise multi-step oral directions to complete a complex task.
Knowledge CA 1, 6
Performance 2.1, 2.3
Skill
/Con
cept
Small groups of students will develop lists to remember when giving clear and concise multi-step oral instructions. Follow up class discussions should reinforce the following points: speak slowly and clearly when giving directions and give directions in step-by step order.
Teacher observation Listening checklist
27
Information Literacy GLE 1: Develop and apply effective research process skills to gather, analyze, and evaluate information CA 2: reading and evaluating fiction, poetry and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) CA 4: writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
A Students will:
R
esea
rch
Plan
develop a written plan with assistance, to guide investigation and research of focus questions.
Knowledge CA 2, 3
Performance 1.1, 1.4, 4.5
Exte
nded
Thi
nkin
g
Working with a peer or in groups of three, students will randomly select a research topic from a group of topics selected by the teacher. The students will select the most appropriate media for their chosen topic. Then, the student will make a plan that will include proposed possible resources and questions to be answered.
Teacher observation Checklist of resources and possible questions. Student/teacher conference concerning media if needed
B
A
cqui
re In
form
atio
n
locate and use multiple resources to:
A. acquire relevant information
B. evaluate reliability of information
C. fulfill research plan
Knowledge CA 2, 3
Performance 1.2, 1.4, 1.7
Skill
/Con
cept
28
Information Literacy GLE 1: Develop and apply effective research process skills to gather, analyze, and evaluate information
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
C Students will:
R
ecor
d In
form
atio
n
record relevant information from a given text using a variety of note-taking and organizational strategies.
Knowledge CA 2, 3, 4
Performance
1.2, 1.8
Skill
/Con
cept
Students will review the various note-taking techniques including a cause-effect, table, or cycle graphic organizer, T-chart, Venn diagram, or sequence chart. The student wil select relevant information.
Peers and teacher will notice the various graphic organizers and notes.
D
So
urce
s Con
sulte
d
document research sources using a given format.
Knowledge CA 4
Performance 1.4, 1.7, 1.8
2.3, 4.4
Skill
/Con
cept
Students will find and correct errors in the format for the following research resources: encyclopedia, various books, various magazines, and the internet
Students will construct correct formats. Students may use resources from a teacher presented list.
29
Information Literacy GLE 2: Develop and apply effective skills and strategies to analyze and evaluate oral and visual media CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)
GLE
Measurable Learner
Objective
Show-Me Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
A Students will:
M
edia
Mes
sage
identify and explain media techniques used to convey messages in various media (e.g.—videos, pictures, websites, artwork, plays, and/or news programs).
Knowledge CA 5
Performance 1.5, 1.7, 2.7
Skill
/Con
cept
Recommended