Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewAs you read a selection from Gulliver’s Travels, determine the object of Swift’s satire

1

12th Grade Language State of Idaho 2003Go to Writing Process McRel AlignmentGo to Composition StructureGo to Basic Grammar and Usage State StandardsGo to Conventions: CapitalizationGo to Conventions: Punctuation ISAT Cut Scores Go to Conventions: Spelling

New VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process

State Standard

and Benchmark

Local Curriculum

Learning Continuum and other

Performance Objectives

Sample Assessment and Sample Quizzes

Sample Sequence

MinimumHours

Allotted

Sample TeachingStrategy

Sample Resources

Writing Composition and the Writing Process Return to Top

753.01a753.01b

Pre-Writing Skills

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning:Compare and contrast literary works. Record on chart or graphic organizer words / phrases the author uses to create images in the reader’s mind: sight, sound, touch, taste, and smell.Interpret a wide range of literary and artistic works representing world cultures and perspectives. Participate in informal oral group activities (e.g., small-group and whole class discussions, clarification of information, interpretation of literature).Evaluate how an author uses language and literary devices to evoke a response in a reader:

- Style;- Format;- Structure.

Record findings in a graphic organizer and present to the class.Preview research materials to understand structure and anticipate content. Organize materials based upon their relevance and value to the research topic.

Of Learning:RIT 201-210RIT 211-220RIT 221-230

Quarter 1

2 periods

Have students compare and contrast 3 Shakespearian sonnets. Record on a chart or graphic organizer words and phrases the author uses to create sensory images in the reader’s mind: sight, sound, touch, taste, and smell.Have students read passages from a wide range of literary and artistic works representing world cultures and perspectives. Have students identify and compare own experiences to those of others in situations, events, and cultures within reading selections.Research the issues that concerned the Romantics: materialism, industrialism, and authoritarianism. Generate critical, relevant questions and write a report explaining how these issues impacted the culture.

SDE Courses of Study Grade 12

Suggested Materials and Resources

Suggested Reading

Activities: Standard 753 Skill B Writing

Activities: Standards 754-756 Skill C Communication

Activities: Ancient Literary_ Foundations

Activities: English Renaissance

Activities : Restoration and Enlightenment

Activities: Romanticism and Victorian

Activities: Modern and Contemporary

Activities: Research. Portfolio, or Project

Apply knowledge of grammar, usage, spelling, punctuation, and capitalization to all state standard required writing: informative, literary response, critical analysis, persuasion, and research. The Six Traits of Writing is recommended for writing instruction: ideas, organization, voice, word choice, sentence fluency (variety) and conventions (mechanics).

2

12th Grade Language State of Idaho 2003State

Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

753.01c753.02b

Drafting and Revising

Skills

Learning Continuum


For Learning:

In writer’s workshops, as peer-editors, have students identify and use transitional words or phrases, as well as parallelism and repetition between sentences, paragraphs, and ideas to achieve a sense of completeness and cohesiveness in a written text. Emphasize the following: Use of exaggeration to make statement Use of adverbial clauses Asking leading questions Use of gerund phrases Use of metaphors as a figure of speech

In writer’s workshops, as peer-editors, have students organize information around a thesis, using a wide range of primary and secondary sources; include charts, illustrations, or graphs when appropriate; create a bibliography; and provide MLA style parenthetical documentation to achieve balance between researched information and original ideas.Have students apply rules and conventions of the following:

- Grammar;- Punctuation;- Capitalization;- Spelling.

In writer’s workshops, as peer-editors, have students formulate purpose, thesis, relevant support, and focused paragraphs: Use topic sentences, appropriate word choices

and sentence structure parallelism, transitions,; paragraphing, indentation, organization, and documentation of sources.

Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.


Quarters 1-4

4 periods

(1 focused

period on Drafting

/ Revising Skills per Quarter)

Imagine that you are one of Hrothgar’s warriors. Write a letter to a comrade, in which you describe Grendel, his nightly visits, and your fears about what might happen.

With a partner, write a literary analysis of the theme in Macbeth.

Write a satire poking fun at people, ideas, customs, or institutions of our day. Consider tone, exaggeration, understatement, and specific examples.

Research the burial customs for great leaders in ancient Anglo-Saxon and Viking cultures. Compare your findings to the burial customs of great leaders in today’s society. Produce a report or multimedia presentation that communicates an understandable explanation of information, citing and integrating sources and using technology as appropriate.



Suggested Reading









3


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

753.01a753.02a753.02b

Use Editing and Proof-

reading Processes

Learning Continuum


For Learning:

Develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas.

In writer’s workshops, as peer-editors, have students identify and use transitional words or phrases, as well as parallelism and repetition between sentences, paragraphs, and ideas to achieve a sense of completeness and cohesiveness in a written text. Focus on: Use of complex sentence order in paragraph Use of verb phrases Use of exaggerated figures of speech for

emphasis Identification of strong adverbs Identification of indefinite pronouns Use of metaphors for emphasis Conjugation of irregular verbs correctly

In writer’s workshops, as peer-editors, have students formulate purpose, thesis, relevant support, and focused paragraphs:- Use topic sentences, appropriate word choices and sentence structure parallelism, transitions,; paragraphing, indentation, organization, and documentation of sources.- Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.


Quarter 1

Connect to other Objec-tives

Write an essay using fresh, vivid, and imaginative vocabulary (e.g., figurative language, symbolism, colloquialisms, slang, idiom, jargon, dialect) and supporting detail (e.g., examples, definitions, anecdotes, paraphrases, facts, and statistics). In writing workshops have students work as peer-editors as they complete drafts of their work.

Research historical and/or cultural events of the 20th century. Write a report explaining how these issues impacted the literature.Use effective visuals which include the following:- Essential messages and

images;- Effective use of time,

space, and organization;- Appropriate style, word

choices, grammar, punctuation, and spelling;

- Proper documentation.



Suggested Reading









Writing Composition and Structure Return to Top

753.01c753.02b753.03b753.06c

Learning Continuum

Teacher Observable

For Learning:

Write a literary analysis of one of the reading selections. Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.

Quarter 1

2 periods In small groups have students

write a paraphrase of the events in “The Pardener’s Tale”

Write a literary analysis of the Percy Shelley’s poem “Ode to



4


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Appropriate Format

DWAECAISAT

Use MLA or APA format and produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations or research.

Create a presentation that demonstrates understanding of graphics, layout, white space, italics, parentheses, and other visual aids.

Use a variety of resources to produce visuals that communicate through print and non-print media.


the West Wind.”

As you read a selection from Gulliver’s Travels, determine the object of Swift’s satire. Record your conclusions in some type of visual presentation to share with the class.

Research the issues that concerned the Romantics: materialism, industrialism, and authoritarianism. Write a report explaining how these issues impacted the culture. Include appropriate visual aids and present findings to the class.

Suggested Reading









753.03 (information--technical)753.04 (literary response)753.05 (critically analyze)753.05.c (persuade)754.06 (research)

Variety of

Learning Continuum


For Learning:Write in the persuasive mode. Develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Write using fresh, vivid, and imaginative vocabulary (e.g., figurative language, symbolism, colloquialisms, slang, idiom, jargon, dialect) and supporting detail (e.g., examples, definitions, anecdotes, paraphrases, facts, and statistics).

Identify and understand the characteristics of the following terms: tone, satire, irony, understatement, incongruity, disproportion, ambiguity, rhetorical stance, serious and mock-serious tone, anastrophe and parallelism. Create a graphic organizer to present findings.

Quarter 1:

Technical Writing

Quarter 2: Lit.

Response

Quarter 3:

Critically Analyze / Persuade

Quarter

3 periods

3 periods

3 periods

View the film version of Gulliver’s Travels and discuss its depiction of satire. Identify and understand the characteristics of the following terms: tone, satire, irony, understatement, incongruity, disproportion, ambiguity, rhetorical stance, serious and mock-serious tone, anastrophe and parallelism. Have students write a report to show understanding.

Have students work in cooperative groups to prepare a dramatic interpretation of “The Wanderer.”



Suggested Reading




Activities: English

5


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Formats

(State Standards

indicate that students

should write to present

information, for literary

response, to critically

analyze, to persuade, and

to present research)

Use a wide range of primary and secondary sources, provide documentation, and organize information around a topic to achieve a balance between researched information and original ideas. Present the research to the class using appropriate visual aids.

Write a creative essay, poem, or play. Read the poetry, prose, and drama orally with clarity and comprehension using appropriate intonation, emphasis, phrasing, and expressions.

Of Learning:See Composition Forms for Sample Test Items

4: Research

6 periods Research the warfare

technology of the Middle Ages and present findings to the class. Include effective visuals and text to illustrate the research.

Renaissance





753.01c753.04.c

Appropriate Style and

Vocabulary

Learning Continuum


For Learning:Recognize and analyze the effects of figurative language (e.g., simile, metaphor, personification, hyperbole, imagery, symbolism, idiom, analogy, allegory) in prose, poetry, and drama. Record findings in a graphic organizer.

Read poetry, prose, and drama orally with clarity and comprehension using appropriate intonation, emphasis, phrasing, and expressions.

Use MLA or APA format and produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations or research.

Produce a report or multimedia presentation that communicates an understandable explanation of information, citing and integrating sources and using technology as appropriate.

Quarter 1

1 period As you read a selection from

Gulliver’s Travels, determine the object of Swift’s satire. Record your conclusions and create some type of visual presentation to share with the class.

Paraphrase Macbeth’s or Lady Macbeth’s soliloquy in Act I. Have students identify each paragraph’s main idea as they read and to paraphrase it in their notes

Discuss today’s specialized vocabulary associated with law, medicine, and technology. Read “The Lady of Shallot” and pick out the words that were the specialized vocabulary of Knighthood.

Understand the application of



Suggested Reading







6


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Existential philosophy to modern literature. Write an essay in response to the literature, demonstrating an understanding of the work and supporting an interpretation with references to the text.



753.05a753.02.b

Variety of Elements

Learning Continuum


For Learning:

Determine mode by reading a lengthy passage . Recognize and analyze the effects of figurative language (e.g., simile, metaphor, personification, hyperbole, imagery, symbolism, idiom, analogy, allegory) in prose, poetry, and drama. Record findings in a graphic organizer.

Identify and understand the characteristics of the following terms: tone, satire, irony, understatement, incongruity, disproportion, ambiguity, rhetorical stance, serious and mock-serious tone, anastrophe and parallelism. In small groups discuss the terms and provide examples of each to present to the class.

Recognize and analyze archetypes, motifs, symbolism, and allusion in literary passages. Develop visual aids to express each term.

Quarter 2

2 periods Research for visuals of Anglo-

Saxon artifacts and create a visual presentation to report those discoveries with the class.

Analyze types of comedy Chaucer employs in “The Canterbury Tales.” Imitate Chaucer’s style in a short essay and highlight the elements of comedy the students has included in their piece.

Write a literary analysis of the Percy Shelley’s poem “Ode to the West Wind.”

Read passages from Cry, the Beloved Country. Discuss the cultural conflict between Western values and traditional values of non-western cultures. Recognize and analyze archetypes, motifs, symbolism, and allusion in literary passages.



Suggested Reading









753.02b753.03a

Learning Continuum

For Learning:

Write a personal essay using fresh, vivid, and

Quarter 2

1 period Write a scene from Beowulf as

a movie script: include actions, SDE Courses of Study

Grade 12

7


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

753.04b753.04.c753.06a

Details


imaginative vocabulary (e.g., figurative language, symbolism, colloquialisms, slang, idiom, jargon, dialect) and supporting detail (e.g., examples, definitions, anecdotes, paraphrases, facts, and statistics).

Explain, compare, and contrast relationships, ideas, and cultures represented in various media. Record findings in a graphic organizer.

Develop analytic processes for understanding and remembering words, phrases, and information from reading material. Use note-taking skills to develop outlines and

Identify, collect, and/or select, and relate pertinent information to given situations.

camera angles, dialogue, and description of the set.

Imagine how Chaucer would describe a modern-day person. Write a character sketch of that person, identifying his or her social role, profession, and personality. Mimic Chaucer’s poetic style.

Compare and contrast 3 Shakespearian sonnets. Record on a chart or graphic organizer words and phrases the author uses to create sensory images in the reader’s mind: sight, sound, touch, taste, and smell.

Research background information about the political, religious, and cultural life style in Ireland during the 1700s. Report your findings to the class.


Suggested Reading









753.03 (information--technical)753.04 (literary response)753.05 (critically analyze / persuade)754.06 (research)

Learning Continuum


For Learning:Develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Focus on:

Selecting sentences that support topic sentences

Selecting sentences that support conclusion Identifying all four sentence forms within a

lengthy paragraph

Read prose and drama orally with clarity and comprehension using appropriate intonation, emphasis, phrasing, and expressions. Identify the four sentence types within a given paragraph.

See “Variety

of Formats”

See “Variety

of Formats”

List the characteristics of an epic. Then, as you read Beowulf, record evidence of the presence or absence of those characteristics. Share your findings with the class.

Work in small groups to research aspects of cathedral and castle design in the medieval periods. Share their information either with models, original sketches, or other visuals. Use a wide range of primary and secondary sources, provide documentation, and organize information around the topic to achieve a balance between



Suggested Reading



8


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Composition Forms

(State Standards

indicate that students

should write to present

information, for literary

response, to critically

analyze and persuade, and

to present research)

Explain how an author uses language and literary devices: Mood; Tone; Style; Figurative language; Format; Structure. Identify the four sentence types within a given paragraph.

Analyze author’s purpose within a literary text: Characterization; Setting; Plot structure; Theme; Point of view; Organization and form. Identify the four sentence types within a given paragraph.

Identify literary devices such as kennings, caesura, alliterations, and personification.

Organize information around a thesis, using a wide range of primary and secondary sources; include charts, illustrations, or graphs when appropriate; create a bibliography; and provide MLA style parenthetical documentation to achieve balance between researched information and original ideas.


researched information and original ideas.

Analyze types of comedy Chaucer employs in “The Canterbury Tales.” Identify and understand the characteristics of the following terms: tone, satire, irony, understatement, incongruity, disproportion, ambiguity, rhetorical stance, serious and mock-serious tone, anastrophe and parallelism.

View First Knight or Ivanhoe. Recognize and analyze the effects of figurative language (e.g., simile, metaphor, personification, hyperbole)







753.2.b753.4.b753.5.b

Variety of Components

Learning Continuum


For Learning:

Analyze the relationship among elements of literature, including plot, setting. Characterization, point of view, theme, tone, and mood (e.g., how the narrative affects tone, characterization, and plot). Identify each paragraph’s main idea as they read and to paraphrase it in their notes.

Identifying topic sentence when it is not the first sentence of the paragraph

Editing sentences to create complete paragraphs

Write using fresh, vivid, and imaginative vocabulary (e.g., figurative language, symbolism, colloquialisms, slang, idiom, jargon, dialect) and supporting detail (e.g.,

Quarter 2

2 periods Have students research the

background of morality plays and read “Everyman.”Have students identify each paragraph’s main idea as they read and to paraphrase it in their notes.

Research the warfare technology of the Middle Ages and present your findings to the class. Write using fresh, vivid, and imaginative vocabulary (e.g., figurative language, symbolism, colloquialisms, slang, idiom, jargon, dialect) and supporting detail (e.g., examples, definitions, anecdotes, paraphrases, facts,



Suggested Reading





9


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

examples, definitions, anecdotes, paraphrases, facts, and statistics).

Recognize and analyze the author’s purpose and intended impact for a text and evaluate how intent affects the structure and tone.

Analyze how genre and structure contribute to the understanding of a text and shape its theme and its presentation of a topic.

Of Learning:RIT 201-210 (Develop Paragraphs)RIT 211-220 (Develop Paragraphs)RIT 221-230 (Develop Paragraphs)

and statistics).

Describe the universal themes and human conditions that recur in Anglo-Saxon literature. Write an analysis focusing on the influence of historical and/or cultural events of the period and how they may have affected the literature.





Grammar and Usage Return to Top http://www.ncte.org/positions/grammar.shtml

753.02b

Variety of Sentences

Learning Continuum

Teacher ObservableDWAECA

For Learning:

As a group, discuss tense in literature. Describe how tense affects style, mood, tone, format, structure, word choice, grammar, and punctuation. Give students prompts and have them write paragraphs that focus on tense. Have them analyze their work in small groups.

In writer’s workshops, as peer-editors, have students formulate purpose, thesis, relevant support, and focused paragraphs:Use appropriate word choices and sentence structure parallelism, transitions. Choose tone, voice, style, mood, and persona appropriate for different purposes.


Quarter 2

2 periods Imagine that you are one of

Hrothgar’s warriors. Write a letter to a comrade, in which you describe Grendel, his nightly visits, and your fears about what might happen. Write the letter in 1st person present tense.

After reading “The Pardner’s Tale,” have students think of a situation in which they hoped for something and then, ironically, were disappointed when they received it. Write an essay in 3rd person past tense describing the situation.

In small groups write a scene from Beowulf as a movie script: include actions, camera angles, dialogue, and description of the set. Use 1st person narration in the script. Present the scene to



Suggested Reading







http://www.ncte.org/positions/grammar.shtml

10


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

the class. Activities: Modern and Contemporary


753.02b

Sentence Structure / Type / Kind

Learning Continuum


For Learning:

In writer’s workshops, as peer-editors, have students identify sentence structures. Consider correctness, clarity, and complexity. Have the student highlight specific examples in their work. Focus on:

Identifying sentence patterns (sentences containing adjectives and helping verbs): noun-verb, noun-verb-noun, noun-linking verb-noun

Determining the correct verb forms or verb phrases to use in compound or complex sentences

Identifying a complex sentence

In writer’s workshops, as peer-editors, have students develop an essay. Formulate purpose, thesis, relevant support, and focused paragraphs:- Use appropriate word choice, sentence structure, and transitions. - Choose appropriate tone, voice, and style.

Of Learning: RIT 201-210RIT 211-220RIT 221-230

Quarter 2

2 periods

Write a satire poking fun at people, ideas, customs, or institutions of our day. When writing the essay have students consider sentence correctness, clarity, and complexity, and have the student highlight specific examples in their work.

Have students work in peer-editing groups to research the issues that concerned the Enlightenment and have them write a report explaining how the issues impacted the culture. Have students consider correctness, clarity, and complexity. Create a visual to present results.

Analyze the ways in which cultural, social, political, and philosophical background and perspective are reflected in the literature and write an analysis of period works. Have students formulate purpose, thesis, relevant support, and focused paragraphs:- Use appropriate word choice, sentence structure, and transitions. - Choose appropriate tone, voice, and style.



Suggested Reading









753.02a

Subject-verb agreement

Learning Continuum

Teacher ObservableISAT

For Learning:

In writer’s workshops, as peer-editors, have students apply rules and conventions of grammar to an in-class essay. Have students highlight subject-verb usage in their work and check for understanding. Focus on:

Quarter 3

3 periods

1st: Sub/Verb

Imagine how Chaucer would describe a modern-day person. Write a character sketch of that person, identifying his or her social role, profession, and



11


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

(Apply knowledge of conventions to all state standard required writing: see Composition Forms)

ECADWA Recognizing the correct use of subjects or

verbs in the following cases: Complex subject (“one of the

__s”, “all of the __s”) – linking verb

“There” – linking verb – plural noun

Indefinite pronoun – linking verb

In small groups produce effective visuals which include the following:

- Verb Case- Linking Verbs- Complex Subjects- Plural Nouns- Indefinite Pronouns

Check for understanding by having students draft an essay and highlight verb usage.


Agree

2nd: Agree

after Prep. Phrase

3rd: Agree after

“each, every, etc.”

personality. Apply rules and conventions of grammar. Have students highlight subject-verb usage in their work and check for understanding.

Research the burial customs for great leaders in ancient Anglo-Saxon and Viking cultures. Compare your findings to the burial customs of great leaders in today’s society.Produce effective visuals which include the following:- Appropriate style, word


- Essential messages and images;

- Effective use of time, space, and organization;


Suggested Reading









753.02a

Noun Forms

(Apply knowledge of

conventions to all state standard

Learning Continuum


For Learning:

Read literary passages. Identify plural, irregular plural, possessive plural, possessive, and uncommon noun forms. Record findings using a graphic organizer and share with the class. Focus on:

Understanding the meaning of a plural possessive noun

Recognizing the correct possessive form of a word

Quarter 3

2 periods Read a selection from

Gulliver’s Travels. Search text for unfamiliar words, possessives, and irregular forms. Identify unfamiliar words, and plural, possessive plural, possessive, and uncommon noun forms using a comprehensive set of



Suggested Reading


Activities: Standards 754-756 Skill C

12


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

required writing: see Composition

Forms)

Distinguishing a possessive noun from a plural noun or a noun used as a contraction with ‘s for “is”

Recognizing the correct irregular plural form of nouns not commonly used (Latin roots like data-datum; open compounds like lady in waiting)

Distinguishing irregular plurals from words that are not plural

Recognizing the correct plural spelling of a noun ending in “y” when just an ‘s’ is added

Recognizing the correct plural forms of irregular and not frequently used plurals


strategies:- Context clues;- Word analysis

skills.Record your findings using a graphic organizer. To check for understanding have students write an essay in response to literature, demonstrating an understanding of the work and supporting an interpretation with references to the text.

Communication







753.02a

Pronoun Forms

(Apply knowledge of

conventions to all state standard required

writing: see Composition

Forms)

Learning Continuum


For Learning:

Discuss pronoun forms. Focus on: Recognizing the correct and incorrect use

of nominative and objective case pronouns in complex sentences

Using nominative pronouns followed by a noun correctly: We boys will…

Using nominative pronouns correctly as the first word in a compound subject

Using indefinite pronouns correctly: “___ of the girls is …” (many, some, either, several)

Distinguishing “that” used as a pronoun from “that” used as an adjective

Recognizing the correct and incorrect use of “who, who’s, and whose”

Have students develop sentences using nominative, objective, and indefinite pronouns and uses of forms of who and that. Organize findings graphically and present to class.

Quarter 3

2 periods In small groups, discuss and

compare Duncan’s enemies in Macbeth with those of the speaker of “Sonnet LX.” Discuss how first-person narrative differs from third-person narrative and how pronoun forms change depending on the type of narration. Have students develop their own narrative using either 1st or 3rd person focusing on pronoun forms.

Divide the class into groups. Assign each group a scene for Act I of Macbeth to perform for the class. Include setting, sound effect, costumes, etc. Discuss the use of pronouns in narration and have students groups



Suggested Reading






13


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


prepare dialogue scripts in either 1st person or 3rd person focusing on pronoun forms.




753.02a

Verb Tenses

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Read passages and identify verbs in the passages. Highlight the sentences that show that the subject is the “doer” of the action.

Have students identify each paragraph’s main idea as they read and to paraphrase it in their notes. Have students identify the “doer” of the action in the passages and highlight the subjects and the verbs that denote the action.


Quarter 3

1 period Read passages from

Frankenstein and identify verbs in the passages. Highlight the sentences that show that the subject is the “doer” of the action. To check for understanding have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas.

Read passages from The Odyssey and identify action verbs and the “doers” of the action. Have students record their findings and share with the class.



Suggested Reading









753.02aLearning Continuum

For Learning:

Identify irregular verbs. Write sentences

Quarter 3

2 periods Using passages from

Arthurian Legends have SDE Courses of Study

Grade 12

14


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Irregular Verb Forms

(Apply knowledge of



Forms)


using the correct verb tense. Highlight verbs and present findings in a graphic organizer. Focus on:

Determining which verb to use in a sentence with or without an auxiliary verb

Identifying correct form of less commonly used irregular verbs


students identify irregular verbs. Have students rewrite the sentences to change the verb tense using the correct forms. To check for understanding have students write a literary analysis in response to the literature.


Suggested Reading









753.02a

Adjective Forms

(Apply knowledge of


Learning Continuum


For Learning:

Identify adjectives in reading passages and record the comparative adjective forms in a graphic organizer to present to the class. Focus on: Recognizing correctly and

incorrectly used comparative forms, using tricky context clues to determine correct use

Of Learning:RIT 201-210RIT 211-220

Quarter 3

1 period Read passages from A

Modest Proposal. Have students identify adjective forms in the passages and record the adjective forms in a graphic organizer to present to the class. To check for understanding have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a



Suggested Reading



15


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


Forms)

RIT 221-230 conclusion to demonstrate a logical organization of ideas.







753.02a

Adverb Forms

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Reinforce lower level skills. In small groups have students identify the adverb forms in passages of text. Have students create a visual presentation of their findings. Check for understanding.


Quarter 3

1 period In one or more passages of

Far From the Madding Crowd have students recognize and analyze the effects of figurative language in prose, poetry, and drama. In small groups have students identify adverb forms in the text. Have students create a visual presentation of their findings. To check for understanding have students write an essay in response to the literature, demonstrating an understanding of the work and supporting an interpretation with references to the text.



Suggested Reading








16


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


753.02a

Negative Forms

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Analyze how genre and structure contribute to the understanding of a text and shape its theme and its presentation of a topic. Have students highlight incorrect use of negative forms and correct the passage. Have students re-read the corrected passage and discuss how the changes affected the work. Focus on: Recognizing the correct and incorrect

use of negatives “hardly” and “scarcely”

Recognizing the correct use of only one negative in a sentence: haven’t anything

Recognizing the correct and incorrect use of negatives “hardly” and “barely”

Recognizing the correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t any; hasn’t he ever; isn’t any; scarcely had we


Quarter 3

1 period Read passages from Huck

Fin or similar text. Analyze how genre and structure contribute to the understanding of a text and shape its theme and its presentation of a topic. Have students highlight incorrect use of negative forms and correct the passage. Have students re-read the corrected passage and discuss how the changes affected the work. Check for understanding by having students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas.



Suggested Reading









753.02a

Phrases

Learning Continuum

Teacher ObservableDWA

For Learning:

Discuss and identify simple noun phrases and prepositional phrases within a selection of text. In small groups create a chart of the findings listing prepositional

Quarter 4

3 periods Read passages from Heart

of Darkness. Have students identify simple noun phrases and prepositional



17


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

ECAISAT

phrases and noun phrases separately and highlighting the prepositions. Present the findings to the class. Focus on: Recognizing a simple noun phrase Recognizing and identifying a

prepositional phrase containing ‘in’, ‘toward’, ‘with’, ‘around’, ‘into’

Recognizing and identifying a prepositional phrase containing ‘within’

Recognizing adverb and adjective phrases


phrases within the text. In small groups create a chart of the findings and present to the class. To heck for understanding have students write an essay in response to the literature, demonstrating an understanding of the work and supporting an interpretation with references to the text.

Suggested Reading









753.02a

Clauses

Learning Continuum


For Learning:

From reading passages have students identify dependent and independent clauses in the text. Have students produce an effective visual to present their findings. Focus on:

Identifying a dependent clause Identifying the main clause in a

sentence


Quarter 4

3 periods Read passages from The

Handsomest Drowned Man in the World. Have students identify dependent and independent clauses in the text. Have students produce an effective visual to present their findings. To check for understanding have students write a literary analysis in response to literature.



Suggested Reading




18


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

RIT 221-230 Activities: English Renaissance





753.02a

Noun / Pronoun

Antecedent

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Discuss noun-pronoun antecedents. Have students locate noun-pronoun antecedents in passages of text and identify the noun replaced by the pronoun. Have students write new sentences using the correct pronoun matching gender, and nominative, objective, and possessive forms. Focus on:

Recognizing clear or unclear pronouns-antecedents

Of Learning:RIT 201-210

Quarter 3

1 period Read passages from How

Much Land Does a Man Need. Have students locate noun-pronoun antecedents in passages of text and identify the noun replaced by the pronoun. Have students write new sentences using the correct pronoun matching gender, and nominative, objective, and possessive forms. To check for understanding have students write an essay using fresh, vivid, and imaginative vocabulary (e.g., figurative language, symbolism, colloquialisms, slang, idiom, jargon, dialect) and supporting detail (e.g., examples, definitions, anecdotes, paraphrases, facts, and statistics).



Suggested Reading









19


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

753.02a

Subject and Predicate

Learning Continuum


For Learning:

Identify subjects, predicates and the parts needed to create a complete sentence. Have one group of students create a set of flashcards with subjects. Have a second group of students create an equal set of cards with predicates. Have students regroup and create complete sentences using the flashcards and present them to the class. Focus on: Identifying the predicate of a

sentence Identifying the part needed to

complete a sentence: subject, object, or adjective to complete the linking verb

Verbalizing that a predicate contains a verb

Quarter 2

2 periods Read passages from A Tale

of Two Cities. In sentences from the text have students identify the subjects, predicates, and the parts needed to create a complete sentence. Have students present their findings to the class. To check for understanding have students write an essay in response to literature, demonstrating an understanding of the work and supporting an interpretation with references to the text.



Suggested Reading









753.02a

Run-ons and Fragments

(Apply knowledge of


Learning Continuum


For Learning:

In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have

Quarter 1

1 period Read No Exit by Sarte.

Analyze the ways in which cultural, social, political, and philosophical background and perspective are reflected in the literature. Develop an essay and apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing



Suggested Reading


Activities: Standards

20


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


Forms)

students identify and correct run-ons and fragments. Apply rules and conventions of the following:


Focus on: Identifying sentence fragments

groups have students identify and correct run-ons and fragments. Apply rules and conventions of grammar, punctuation, capitalization, and spelling.

754-756 Skill C Communication







Conventions: Capitalization Return to Top

753.02a

Fundamental Rules:

Beginning Capital-ization

(Apply knowledge of



Forms)

Learning Continuum

Teacher ObservableDWAISATECA

For Learning:

In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in capitalization. Apply rules and conventions of the following:


Focus on: Capitalizing only the first word in the

greeting and closing of a letter with no proper nouns

Quarter 1

½ period Read Things Fall Apart by

Achebe. Respond and engage with text by relating information to prior knowledge or personal experience. Develop an essay based on discussions. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in capitalization. Apply rules and conventions of grammar, punctuation, capitalization, and spelling.



Suggested Reading






21


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources





753.02a

Capitalization: Adjectives &

Titles

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:


Focus on: In a quotation, capitalize only the first word if

the sentence continues past the part identifying the speaker

Compass directions – when to and not to capitalize them

Full names, including titles In a quotation, capitalize only the first word if

the sentence continues past the part identifying the speaker

All titles

Of Learning:See Test Items in Next Row

Quarter 1

½ period Read Inferno by Dante. Make

an inference or draw a conclusion about content, events, patterns, motifs, or perspectives in one or more reading passages and point to evidence that supports inference or conclusion.Develop an essay based on discussions. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of grammar, punctuation, capitalization, and spelling.



Suggested Reading









753.02a Learning Continuum

For Learning:

In writer’s workshops, as peer-editors, have students

Quarter 1

½ period Read All Quiet on the Western

Front by Remarque.SDE Courses of Study

Grade 12

22


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Capitalization: Proper Nouns

(Apply knowledge of



Forms)


develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:


Focus on capitalization of: Countries, nationalities, languages Holidays, special events Places, rivers, parks, bridges, monuments… Artistic groups Buildings, businesses, stores Full names, professional and family titles Holidays and special events Nationalities, languages, countries, continents Towns, cities, particular geographic locations

(___ Valley, Mt. ___) Organizations, clubs, teams, groups Classes, courses Religions


Recognize and analyze the author’s purpose and intended impact for a text and evaluate how intent affects the structure and tone. Develop an essay based on discussions. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of grammar, punctuation, capitalization, and spelling.


Suggested Reading









753.02a

Capitalization: Fundamental

Rules

(Apply knowledge of


Learning Continuum


For Learning:



Quarter 1

½ period Read or view Death of a

Salesman. Imagine that you are one of the main characters. Write a letter to a friend, in which you describe your family life, and your fears about what might happen in the future. Use correct format and form and apply rules and conventions of grammar, punctuation, capitalization, and spelling. Produce effective visuals which include the following:



Suggested Reading



23


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


Forms)

Focus on: Format: Sentences contain various

combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, and proper/common nouns

Distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)

Generalization of capitalization rules – classifying types of nouns that should be capitalized

When to capitalize family relationships

Produce effective visuals which include the following:

- Essential messages and images;- Effective use of time, space, and

organization;- Appropriate style, word choices,

grammar, punctuation, and spelling;- Proper documentation.

Of Learning:See Other Test Items in this Section of Guide

- Essential messages and images;


- Appropriate style, word choices, grammar, punctuation, and spelling;








Conventions: Punctuation Return to Top

753.02a

Use Appro-priate End

Punctuation

(Apply knowledge of


writing: see

Learning Continuum


For Learning:



Focus on: Identifying correct punctuation in a 16-20

word compound sentence

Quarter 1

½ period Read The Myth of Sisyphus by

Camus. Analyze the ways in which cultural, social, political, and philosophical background and perspective are reflected in the literature.Have students develop an essay based on their analysis. Use correct format and form and apply rules and conventions of grammar, punctuation, capitalization, and spelling. Produce effective visuals which include the following:- Essential messages and

images;



Suggested Reading




24


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Composition Forms)

Using correct punctuation when sentence ends with an abbreviation

Identifying correct punctuation in a 5-7 sentence paragraph







- Appropriate style, word choices, grammar, punctuation, and spelling;







753.02a

Use Commas Appro-priately

(Apply knowledge of



Forms)

Learning Continuum


For Learning:Discuss comma usage. In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:


Focus on: Using commas in a direct quotation Using commas around non-essential

phrases Using commas to separate adverbial

introductory clauses in a complex sentence





Quarter 1

1 period Read Behind the Veil. Analyze

the ways in which cultural, social, political, and philosophical background and perspective are reflected in the literature. Have students develop an essay based on their analysis. Use correct format and form and apply rules and conventions of grammar, punctuation, capitalization, and spelling. Produce effective visuals which include the following:- Essential messages and







Suggested Reading







Activities: Modern and

25


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


Contemporary


753.02a

Use Apos-trophes

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Discuss apostrophe usage. In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:


Focus on: Using apostrophes for subject and

helping verb contractions Using apostrophes for plural possessives

in a compound sentenceProduce effective visuals which include the following:





Quarter 1

½ period Read A Doll’s House by Ibsen.

Analyze the ways in which cultural, social, political, and philosophical background and perspective are reflected in the literature.Have students develop an essay based on their analysis. Use correct format and form and apply rules and conventions of grammar, punctuation, capitalization, and spelling. Produce effective visuals which include the following:- Essential messages and







Suggested Reading









753.02a

Learning Continuum

Teacher

For Learning:

Discuss dialogue marks. In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence,

Quarter 1

1 period Read Pygmalion. Identify

themes and/or analyze one or more literary passages in terms of themes (e.g., human


Suggested Materials and

26


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Appropriate Marks in Dialogue

(Apply knowledge of



Forms)

ObservableDWA, ISATECA

supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:


Focus on: Using quotations in quoted material Using single quotation inside quotation

marksProduce effective visuals which include the following:




Of Learning:RIT 201-210 (Enclosing Punctuation)RIT 211-220 (Enclosing Punctuation)

interaction, personal identity, growth to adulthood, conflict and struggle, social and economic change.)Identify themes and/or analyze one or more literary passages in terms of themes (e.g., human interaction, personal identity, growth to adulthood, conflict and struggle, social and economic change.)Have students develop an essay based on their analysis. Use correct format and form and apply rules and conventions of grammar, punctuation, capitalization, and spelling.

Resources

Suggested Reading









753.02a

Use underlining

for titles

(Apply knowledge of


writing: see

Learning Continuum


For Learning:

Discuss MLA and APA format. In writer’s workshops, as peer-editors, have students develop a report that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Use MLA or APA format. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:


Quarter 1

½ period Research the burial customs of

different cultures and time periods. Compare your findings to the burial customs of today’s society. Organize information around a thesis, using a wide range of primary and secondary sources; include charts, illustrations, or graphs when appropriate; create a bibliography; and provide MLA style parenthetical documentation to achieve balance between researched



Suggested Reading



27


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Composition Forms)

Focus on: Underlining movie titles Underlining magazine titles Underlining play titles






information and original ideas. Produce a report or multimedia presentation that communicates an understandable explanation of information, citing and integrating sources and using technology as appropriate.







753.02a

Comma Usage:

Dependent and

Independent Clauses /

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Have focused discussion on dependent and independent clauses. In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify the correct placement and use of commas in appositive, prepositional, and verbal phrases. Apply rules and conventions of the following:


Focus on: Using commas between two main

clauses in a compound complex sentenceProduce effective visuals which include the following:




Connect with

“Commas” and

“Clauses”

Connect with

“Commas” and

“Clauses”

Read Ophelia by Rimbaud. Identify themes and/or analyze one or more literary passages in terms of themes (e.g., human interaction, personal identity, growth to adulthood, conflict and struggle, social and economic change.) Have students develop an essay based on their discussion and apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify the correct placement and use of commas in appositive, prepositional, and verbal phrases. Apply rules and conventions of grammar, punctuation, capitalization, and spelling.



Suggested Reading








28


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Of Learning:See Test Items Under Commas Activities: Research.

Portfolio, or Project

753.02a

Comma Usage:

Prepositional, Participle and

Appositive Phrases

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Have focused discussion on prepositional, participle, and apositive phrases. In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:


Focus on: Using commas around dependant clauses

in compound, complex sentencesProduce effective visuals which include the following:




Of Learning:See Test Items Under Commas

Connect with

“Commas” and

“Phrases”

Connect with

“Commas” and

“Phrases”

Read Sir Gawain and the Green Knight. Compare and contrast genres, symbols, images, and archetypes found in the literature of the Middle Ages. Have students develop an essay based on their discussion and apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify the correct placement and use of commas in appositive, prepositional, and verbal phrases. Apply rules and conventions of grammar, punctuation, capitalization, and spelling. Produce effective visuals which include the following:- Essential messages and







Suggested Reading









Conventions: Spelling Return to Top

753.02a

High

Learning Continuum

Teacher Observable

For Learning:

Reinforce lower level skills. Have focused discussions on high fequency spelling words. In writer’s workshops, as peer-editors, have students develop an essay that

Quarters 1-4

4 periods

(At least 1

Read Beowulf. Analyze the linguistic aspects of the language and discuss how language has changed throughout history. Have

Spelling Lists


29


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources

Frequency Spelling Words

(Apply knowledge of



Forms)

DWAISATECA

uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:





grammar, punctuation, and spelling;



class period per quarter/

twice per trimester should

focus on spelling skills of

relevance to

students)

students develop a chart based on their discussion and develop a visual presentation of that that describes their research. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify the spelling errors. Apply all rules and conventions of grammar, punctuation, capitalization, and spelling.Produce effective visuals which include the following:- Essential messages and






Suggested Reading









753.02a

Spelling: Conventional

Rules

(Apply knowledge of


Learning Continuum


For Learning:



Connect with

“Spelling”

Connect with

“Spelling”Read MacBeth by Shakespeare. Analyze the linguistic aspects of the language in the text and discuss how language has changed throughout history. Have students develop a chart based on their discussion and develop a visual presentation of that that describes their research. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing



Suggested Reading



30


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


Forms)

Focus on: Troublesome spelling patterns:

-ance/-ence-ei/ie-ary/-ery

plural form of words ending in “o” Tricky, troublesome words Distinguishing which homograph is not

correctly usedProduce effective visuals which include the following:




Of Learning:See Test Items Under High Frequency Words

groups have students identify the spelling errors. Apply all rules and conventions of grammar, punctuation, capitalization, and spelling.Produce effective visuals which include the following:- Essential messages and











753.02a

Spelling: Application

of Rules (prefixes / suffixes)

(Apply knowledge of



Forms)

Learning Continuum


For Learning:

Reinforce lower level skills. Have focused discussion on prefixes and suffixes. In writer’s workshops, as peer-editors, have students develop an essay that uses a thesis statement, topic sentence, supporting sentences, and a conclusion to demonstrate a logical organization of ideas. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify and correct errors in writing. Apply rules and conventions of the following:




Connect with

“Spelling”

Connect with

“Spelling”Read The Epic of Gilgamesh. Analyze the linguistic aspects of the language in the text and discuss how language has changed throughout history. Have students develop a chart based on their discussion and develop a visual presentation of that that describes their research. Apply the six traits of effective writing: ideas, voice, organization, word choice, sentence fluency, and conventions. In peer-editing groups have students identify the spelling errors. Apply all rules and conventions of grammar, punctuation, capitalization, and spelling.Produce effective visuals which include the following:- Essential messages and



Suggested Reading






31


Standard and

Benchmark

Local Curriculum




Sample Sequence

MinimumHours

Allotted


Sample Resources


grammar, punctuation, and spelling;


Of Learning:See Test Items Under High Frequency Words








Quarter 1Quarter 2Quarter 3Quarter 4

TOTAL:

16.5 periods16 periods19 periods14 periods65.5 HOURS (45% of 80% of school year)

32

12th Grade Language State of Idaho 2003APPROVED ISAT PROFICIENCY SCORES

Return to TopApproved by the State Board of Education March 6, 2003

READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235

LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235

MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

The student can perform skills or processes independently without any significant errors.

PROFICIENT: Meets Standards Back to Top

The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.

The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.

The student can perform skills or processes independently without any significant errors.

BASIC: Below Standards Back to Top

33

12th Grade Language State of Idaho 2003The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.

The student has an incomplete knowledge of the topic and/or misconceptions about some information.

The student requires assistance and coaching to complete tasks without errors.

BELOW BASIC: Critically Below Standards Back to Top

The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.

The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.

The student cannot complete any skill set without significant assistance and coaching.

Idaho State Standards –Writing/Language: 9th-12th GradeReturn to Top

669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS.

01. Languages and Communications. Language, the gateway to learning, provides our most powerful and readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.

751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS – GRADES 9 THROUGH 12, SECTIONS 752 THROUGH 756. The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of application. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

753.WRITING.Standard - The student will: Content Knowledge and Skills: Samples of Applications:

01. Understand and use the writing process.

Return to Pre-Writing Skills

Return to Drafting / Revising Skills

Return to Editing / Proofreading

a. Demonstrate steps of the writing process:- Brainstorm;- Draft;- Revise;- Edit;- Publish.

i. Participate in writing workshops to share ideas, respond to drafts, and provide constructive feedback.

34

12th Grade Language State of Idaho 2003Return to Pre-Writing Skills b. Write in order to generate, record, and reflect

upon ideas.i. Create learning logs, personal learning

records, laboratory reports, notes, and journals.


Return to Use Appropriate Format

c. Evaluate and choose appropriate style and vocabulary for particular audience.

Return to Appropriate Style and Vocabulary

i. Write editorial, persuasive essays, workplace documents, and/or business letters.

02.Write and edit for correctness and clarity.

Return to Basic Grammar and Usage Section

Return to Capitalization Section

Return to Punctuation Section

Return to Spelling Section

a. Apply rules and conventions of the following:- Grammar;- Punctuation;- Capitalization;

- Spelling.


i. Use the Direct Writing Assessment Scoring Standard, checklist, and/or handbook to guide proofreading.

ii. Participate in peer editing process including such skills as the following: Adverb clauses and phrases. Using progressive verb forms. Capitalizing historical periods and events

using colons before extended quotations.




Return to Variety of Elements

Return to Details

Return to Variety of Components

b. Formulate purpose, thesis, relevant support, and focused paragraphs:- Use topic sentences, appropriate word

choices and sentence structure, parallelism, transitions,paragraphing, indentation, organization, and documentation of sources;

- Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.

Return to Variety of Sentences

Return to Sentence Structure / Type / Kind

i. Write business documents, personal letters, letters to the editor, and essays.

ii. Write thank-you notes.iii. Write an introduction for a speaker.iv. Write a sample eulogy.v. Write a laboratory or scientific report.

03.Write to inform and explain.

Return to Variety of Formats

Return to Composition Forms

Return to Details

a. Incorporate facts, data, and processes from technical and non-technical materials into writing.

i. Use such resources as newspapers, magazines, manuals, and literary works.


b. Choose appropriate format to inform and explain.

i. Produce memos, letters, resumes, applications, manuals, instructions, outlines, collaborative reports, pamphlets, graphs, charts, and news articles.

04.Write for literary response and expression.



a. Compare, contrast, and synthesize ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives.

i. Write interpretations of critiques; compare and contrast literary works.

Return to Details


b. Formulate a thesis and supporting evidence as appropriate.

i. Write an evaluative essay of a favorite book or movie.

35

12th Grade Language State of Idaho 2003Return to Details

Return to Appropriate Style / Vocabulary

c. Write and publish original creative works using figurative and descriptive language.

i. Produce short stories, essays, poetry, and plays.

ii. Incorporate metaphor, simile, personification, alliteration, and imagery.

05.Write to critically analyze and evaluate.



Return to Variety of Elements

a. Analyze and evaluate for the following:- Purpose;- Ideas;- Style;- Structure;- Effectiveness.

i. Use personal, peer, and professional writing, current events, visual and performing arts, advertising, and political/civic discourse.


b. Formulate thesis and select appropriate supporting evidence to persuade or inform a specific audience.

i. Produce a critique, review, proposal, or editorial.

ii. Explain personal perspective related to the arts or another cultural perspective.

Return to Variety of Formatsc. Present an effective argument using the

principles of persuasion (appeals to authority, logic, or emotion).

i. Defend a personal opinion.ii. Explain a consumer choice.iii. Express a political perspective.iv. Present a solution to a workplace related

problem.

06.Write to gather, synthesize, and communicate research findings.



Return to Details

a. Use and document a variety of technological and informational resources:- Avoid plagiarism through proper

paraphrasing, quoting, and citation;- Consider motives, credibility, and

perspectives of authors when selecting source materials;

- Formulate thesis or focus and relevant support.

i. Produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations.

b. Present research findings. i. Write a research paper.


c. Generate clear, concise, and informative technical documents.

i. Create reports, memos, brochures, charts, graphics, resumes, proposals, and/or advertising.

37

12th Grade Language State of Idaho 2003ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230CapitalizationAdjectives, Titles, Sentence Beginnings

Return to Curriculum Guide

Capitalize first word of a quotation

Distinguish sentences using quotations that are not capitalized correctly

Capitalize the first word in the sentence and the first word of a quotation

Capitalize the first word in the sentence, the first word of a quotation, and proper nouns

Capitalize the beginning of each sentence in a group of sentences, including quotations within sentences

In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker

Compass directions – when to and not to capitalize them

Full names, including titles

In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker

All titles

Fundamental Rules


Format: Most of the items in this range require correct identification of more that one capitalization error, either missing capitals or incorrect capitals

Format: Longer passages in many of the items

Generalize rules of when to capitalize the first word: sentences, poems, letter greetings

Differentiate between similar

Format: Most items also call on finer distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)

Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, proper/common nouns, capitalizing multiple sentences in a paragraph

Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, and proper/common nouns

Distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)

Generalization of capitalization rules – classifying types of nouns

38


RIT 201-210 RIT 211-220 RIT 221-230common and proper nouns

Radio and TV station initials

All titles: which words should and should not be capitalized

Compass directions: when they are correctly and incorrectly capitalized

All titles: what to capitalize and what not to capitalize

Generalize capitalization rules

that should be capitalized

When to capitalize family relationships

Fundamental Rules-Beginning Capitali-zation


Capitalize the first word in the greeting and closing of a letter

Capitalize the first word in the sentence

Capitalize only the first word in a multi-word greeting or closing

Capitalize only the first word in the greeting and closing of a letter with no proper nouns

Proper Nouns


Full names, including titles and initials

Particular places, points of interest, buildings, monuments

Teams, organization, government bodies

Countries and continents

Historical events and eras

Companies, stores, products

Classes, schools

Ships

Countries, nationalities, languages

Holidays, special events

Places, rivers, parks, bridges, monuments…

Artistic groups

Buildings, businesses, stores

Full names, professional and family titles

Holidays and special events

Nationalities, languages, countries, continents

Towns, cities, particular geographic locations (___ Valley, Mt. ___)

Organizations, clubs, teams, groups

Classes, courses

Religions

39


RIT 201-210 RIT 211-220 RIT 221-230 Identify proper nouns

Writing Composition and Structure Appropriate Format


Combine sentences into paragraph structure

Look for patterns of organization in a paragraph

Order sentences into a concise paragraph

Give directions in a systematic order

Use correct business letter structure

Define parts of a research paper Define purposes of poetry (i.e.

feelings, moods, expressions) Define paragraph by genre Identify parts of the newspaper

Use standard forms of indentation Review several paragraphs and

choose the best organization Determine the pattern of

organization in a lengthy passage

Appropriate Style and Vocabulary


Focus on exclamatory sentence structure

Choose the best definition for the term “topic sentence”

Choose best opening paragraph in a narrative piece of writing

Use of vocabulary of declarative, imperative, interrogative and exclamatory terms

Composition Forms


Write limericks Define composition forms in

lengthy passages

(221-230) Select sentences that support topic

sentences Select sentences that support

conclusion Identify all four sentence forms

within a lengthy paragraph(231-240) Find the four sentence types

40


RIT 201-210 RIT 211-220 RIT 221-230within a given paragraph

Details


Select clear details for paragraph

Variety of Components


Edit sentences into multi-paragraphs

Determine method of organization (i.e. order of events, from examples to main idea, go from main idea to examples)

(221-230) Identify topic sentence when it is

not the first sentence of the paragraph

(231-240) Edit sentences to create complete

paragraphs

Variety of Elements


(221-230) Determine mode by reading a

lengthy passage

Variety of Formats


(221-230) Write in the persuasive mode

Grammar and UsageAdjective Form


Use comparatives “less, least” correctly

Understand the meaning of comparative adjectives

Identify adjectives used in a sentence

Recognize that adjectives are words that describe things

Use comparatives “-y, -ier, -iest” correctly

Understand that there are names for various parts of speech;

(221-230) Recognize correctly and

incorrectly used comparative forms, use tricky context clues to determine correct use

41


RIT 201-210 RIT 211-220 RIT 221-230 Recognize correctly and

incorrectly used comparative forms

identify which word in a sentence is the adjective

Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “–tion” (inspiration, inspirational)

Understand that comparative –er means to compare two things

Understand the correct use of “good” as an adjective, not an adverb

Adverb Form


Understand that adverbs can tell “where, when, or how”;

Identify adverbs that tell “when” Use comparative adverbs correctly Understand the meaning of

comparative adverbs

Format: Longer sentences, more difficult vocabulary

Recognize correct and incorrect use of adverbs, including comparative adverb forms

Recognize correct and incorrect comparative adverb forms for words ending in –ly

Clauses


Understand the intended meaning of a particular clause

Identify the main clause in a sentence

(221-230) Identify a dependent clause

42


RIT 201-210 RIT 211-220 RIT 221-230Irregular Verb Forms


Format: Difficulty of vocabulary increases in this RIT range

Determine which verb to use in sentences with or without auxiliary verbs

Identify troublesome irregular verbs (lie/lay, sit/set, etc.)

(221-230) Determine which verb to use in a

sentence with or without an auxiliary verb

Identify correct form of less commonly used irregular verbs

Negative Forms


Recognize the correct use of only one negative in a sentence: no more than; hasn’t any

Recognize that two negatives in a sentence is not Standard English

Use “n’t” contractions correctly

Recognize the correct use of negatives “hardly” and “scarcely”

(221-230)

Recognize the correct and incorrect use of negatives “hardly” and “scarcely”

Recognize the correct use of only one negative in a sentence: haven’t anything

(231-240) Recognize the correct and

incorrect use of negatives “hardly” and “barely”

Recognize the correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t any; hasn’t he ever; isn’t any; scarcely had we

Noun Forms


Recognize the correct plural form of a noun

Understand the meaning of a singular possessive noun

Recognize the correct irregular plural form of a noun

Identify which word is not a plural noun

Recognize which is not a correct irregular plural noun

Identify a plural possessive noun Distinguish plural nouns from

singular collective nouns, nouns that end in ‘s’, and possessive nouns

Identify a noun that is an idea or a

(221-230) Understand the meaning of a plural

possessive noun Recognize the correct possessive

form of a word Distinguish a possessive noun from a

plural noun or a noun used as a contraction with ‘s for “is”

Recognize the correct irregular plural

43


RIT 201-210 RIT 211-220 RIT 221-230 Recognize the correct use of a

plural noun in a sentence Distinguish possessive nouns from

contractions Recognize a collective noun as

being singular, distinguishing it from plural nouns

feeling, not just a person, place, or thing

form of nouns not commonly used (Latin roots like data-datum; open compounds like lady in waiting)

Distinguish irregular plurals from words that are not plural

(231-240) Recognize the correct plural spelling

of a noun ending in “y” when just an ‘s’ is added

Recognize the correct plural forms of irregular and not frequently used plurals

Noun-Pronoun Antecedent


Identify the noun replaced by a pronoun

Replace more than one noun with the correct pronouns, matching gender and type of pronoun: nominative, objective, and possessive

Use the correct pronoun in one sentence to match the number and gender in another: them

(231-240) Recognize clear or unclear

pronouns-antecedents

Phrases


Vocabulary: prepositional phrase Identify a prepositional phrase Recognize a phrase telling

“which”

Recognize what part of the sentence a prepositional phrase modifies

Recognize a prepositional phrase used as an adjective

Recognize the meaning of a verb phrase

(221-230) Recognize a simple noun phrase Recognize and identify a

prepositional phrase containing ‘in’, ‘toward’, ‘with’, ‘around’, ‘into’

(231-240) Recognize and identify a

prepositional phrase containing

44


RIT 201-210 RIT 211-220 RIT 221-230‘within’

Recognize adverb and adjective phrases

Pronoun Forms


Recognize the correct and incorrect use of nominative, objective, possessive, and demonstrative pronouns

Use objective pronouns correctly in a complex sentence: Everyone except ___…

Recognize correct and incorrect use of “their, they’re, and there”

Use reflexive pronouns correctly: themselves

Identify which word in a sentence is the pronoun

Recognize the correct and incorrect use of reflexive, nominative, possessive, and objective pronouns

Understand the meaning of a pronoun: “all of us” = “we”

Use nominative case pronouns correctly

Use nominative pronouns correctly in compound subjects

Recognize the correct and incorrect use of “I” in a compound subject or in a list

Recognize the correct and incorrect use of reflexive pronouns: themselves, itself, herself, ourselves

Use indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each, one, either)

(221-230)

Recognize the correct and incorrect use of nominative and objective case pronouns in complex sentences

Use nominative pronouns followed by a noun correctly: We boys will…

Use nominative pronouns correctly as the first word in a compound subject

Use indefinite pronouns correctly: “___ of the girls is …” (many, some, either, several)

Distinguish “that” used as a pronoun from “that” used as an adjective

Recognize the correct and incorrect use of “who, who’s, and whose”

Run-on Sentences & Fragments

Recognize complete and incomplete sentences (first time this term appears)

Recognize a group of words as an

Identify sentence fragments

45


RIT 201-210 RIT 211-220 RIT 221-230Return to Curriculum Guide

incomplete sentence or a question

Sentence Structure/ Type/Kind


Identify compound sentences Identify sentence patterns (some

articles and possessive pronouns used in short, simple sentences): noun–verb, noun-verb-noun

Change the word order and keep the same meaning

Add a phrase to form a complete sentence

Verbalize what sentence part is needed to form a complete sentence: subject, object, adjective, or subordinate clause

Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verb-noun, noun-verb-verb

Identify a sentence as simple or compound

Complete sentences correctly with words or phrases

Recognize sentences with clear meaning and correct form

Name the part of the sentence needed to complete a sentence: adjective to complete the linking verb

Recognize complete complex sentences

(221-230) Identify sentence patterns

(sentences containing adjectives and helping verbs): noun-verb, noun-verb-noun, noun-linking verb-noun

Determine the correct verb forms or verb phrases to use in compound or complex sentences

(231-240) Identify a complex sentence

Subject & Predicate


Name the two main parts of a sentence

Identify the subject of a sentence (221-230) Identify the predicate of a

sentence Identify the part needed to

complete a sentence: subject, object, or adjective to complete the linking verb

Verbalize that a predicate contains a verb

Subject/Verb Agreement

Recognize the correct use of subjects or verbs in the following cases:

Recognize the correct use of subjects or verbs in the following cases:

(221-230) Recognize the correct use of

subjects or verbs in the following

46


RIT 201-210 RIT 211-220 RIT 221-230


o Singular subject – linking verbo Singular subject – main verbo Plural subject – linking verbo Plural subject – auxiliary verb

o First person singular subject – main verb

o Identify a singular subject by recognizing form of the verb in the predicate

cases:o Complex subject (“one of the

__s”, “all of the __s”) – linking verb

o “There” – linking verb – plural noun

o Indefinite pronoun – linking verb

Variety of Sentences


Sentences have more complex syntax and phrasing, more difficult vocabulary

Identify sentences that tell past, present, or future

Understand that sentences tell past, present, or future

Identify which sentence tells past

47


RIT 201-210 RIT 211-220 RIT 221-230Verb Tenses


Understand the tense and meaning of verbs, replace with similar verbs of the same tense and meaning

Determine the correct verb tense to use in a sentence

Determine the correct verb form to use in a sentence: irregular verbs, verbs used with auxiliary verbs

Identify present tense verbs Determine the correct verb phrase

to use in a sentence

Determine the correct verb form to use in a sentence

Identify the verb form not used correctly in a sentence

Recognize verbs that have the same form for both present and past tense

Understand that there are names for various parts of speech; identify which word in a sentence is the verb

Determine which verb to use in a sentence in which the auxiliary verb is separated from the main verb

Understand the meaning of a complex verb phrase

Determine which verb form is correctly used in a complex sentence

(221-230) Recognize sentences in which the

subject of the sentence is the “doer” of the action

PunctuationAppropriate Marks in Dialogue


Use quotations in titles Use parentheses around non-

essential phrases

Use quotations in quoted material Use single quotation inside

quotation marks

Dependent and Independent Clauses/

Use commas between two main clauses in a complex sentence

Use commas between two main clauses in a compound complex sentence

48


RIT 201-210 RIT 211-220 RIT 221-230Comma Usage


Prepositional, Participle and Appositive Phrases-Comma Usage


Use commas after participial phrases in a lengthy paragraph

(231-240) Use commas around dependant

clauses in compound, complex sentences

Use Apostrophes


Use apostrophes in possessive plurals

Use apostrophes with helping verb and “not”

Use apostrophes for subject and helping verb contractions

(221-230) Use apostrophes for plural

possessives in a compound sentence

Use Appropriate End Punctuation


Identify different meanings of the same sentence when end punctuation is changed

Identify incorrect end punctuation Identify periods when given a

paragraph

Identify correct punctuation in a 16-20 word compound sentence

Use correct punctuation when sentence ends with an abbreviation

Identify correct punctuation in a 5-7 sentence paragraph

Use Commas Appropri-

Use commas after a direct address in an imperative sentence

Use commas after participial

Use commas in a direct quotation Use commas around non-essential

phrases

(221-230) Use commas to separate adverbial

introductory clauses in a complex

49


RIT 201-210 RIT 211-220 RIT 221-230ately


phrases in a lengthy paragraph Use commas in non-essential

parenthetical phrases Use commas around interrupting

phrases contained within the sentence

sentence

Use Underlining in Titles


Underline movie titles Underline magazine titles

Underline play titles

SpellingAccuracy and High-Frequency Words


Format: Generally more difficult, commonly misspelled words

Application of Rules (prefixes-suffixes)


Recognize correctly and incorrectly applied basic spelling rules when adding endings or affixes

Recognize when to double final consonant before adding ending

50


RIT 201-210 RIT 211-220 RIT 221-230Conventional Rules


Distinguish the correct spelling of a word from incorrect versions

Identify which word is or is not spelled correctly

Troublesome spelling patterns:

-ance/-ence

ei/ie

-ary/-ery

plural form of words ending in “o”

Tricky, troublesome words

Distinguish which homograph is not correctly used

Writing ProcessDrafting and Revising Skills


Use participial phrases in correct word order

Use of figurative speech in context

Select the best title for a piece of work

Use precise language Correct use of transitional

expressions Use vivid descriptors Use adverbial clauses in complex

sentences Avoid run-on sentences Use sentence variety Use correct word order when

using adjective phrases

Revise syntax for correct order Use subject-verb agreement Use a variety of sentences from

simple to complex Use infinitive phrases to denote

emphasis Use subordinating clauses Edit for misplaced modifiers Combine sentences to make

compound and complex Use parts of a news story for

complete description of an event Write strong conclusions

(221-230) Use exaggeration to make

statement Use adverbial clauses Ask leading questions Use gerund phrases(231-240) Use metaphors as a figure of

speech

Editing and Proofreading Processes


Use capitals in magazine, newspaper, essay and titles

Use commas in letter closure Punctuate introductory dependant

clauses Capitalize inside addresses Punctuate non-essential

Use commas in a series of participial phrases

Use strong topic sentences with strong verbs

Use capitals in a letter closure Use abbreviations in appropriate

places

(221-230) Use complex sentence order in

paragraph Use verb phrases Use exaggerated figures of speech

for emphasis(231-240)

51


RIT 201-210 RIT 211-220 RIT 221-230parenthetical phrases with commas

Identify strong adverbs Identify indefinite pronouns Use metaphors for emphasis Conjugate irregular verbs

correctly

Pre-Writing Skills


Choose formal or informal language

Select purpose of paragraph Choose syntax that illustrates

point of view Outline expository mode

Create comprehensive outlines Use compound sentence selection Outline verbiage for imaginative

stories Categorize using main topic as

guideline

(221-230) Select words based on main topic Outline a complex topic selection Choose appropriate words for a

selection Evaluate possible point of views

(i.e. personification) Choose vivid descriptors Select method for brainstorming

52

12th Grade Language State of Idaho 2003Capitalization

ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190

New Vocabulary

Return to Top

capital letter, capitalized, underlined, sentence, missing words

pronoun, name greeting, letter, title, note, list

RIT 191-200 RIT 201-210 RIT 211-220

direct quotation, proper noun, place, phrase, address, magazine

closing, book title, paragraph No new vocabulary above last RIT band.

Composition and StructureISAT “Sub-Goal”

RIT 161-170 RIT 171-180 RIT 181-190

New Vocabulary

Return to Top

poem, letter, story, ad, statement, command, question, exclamation, style, sentence, rhyme, book, paragraph

missing word, first, ending, last, greeting, describe

topic sentence, best order, correct order, chronological order, parts of a letter, passage, complete sentence, main idea

RIT 191-200 RIT 201-210 RIT 211-220

title, information, review, author’s purpose, narration, persuasion, sequence, composition

exclamatory sentence, encyclopedia, supporting detail

limerick, formal essay, drama, declarative sentence, imperative sentence, interrogative sentence, tone, mood, pattern of organization

RIT 221-230 RIT 231-240

descriptive writing, incomplete sentence

53

12th Grade Language State of Idaho 2003Grammar and Usage

ISAT “Sub-Goal”

RIT 161-170 RIT 171-180 RIT 181-190

New Vocabulary

Return to Top

underlined, missing word, more than one, complete sentence, Standard English, pronoun, correct

noun, past tense, wrong, word order

subject, predicate, incomplete sentence, run-on sentence, phrase, verb, plural, question, paragraph, singular, action word, verb phrase, clause

RIT 191-200 RIT 201-210 RIT 211-220

simple sentence, comparative forms, suffix

fragment, compound sentence, prepositional phrase, present tense, adjective, nonstandard English, linking verb, adverb, possessive, dependent clause

modifies, main clause, plural possessive, irregular verb, simple sentence, compound sentence, complex sentence, compound-complex sentence

RIT 221-230 RIT 231-240

noun phrase, dependent clause, possessive noun, conjunction

adverb phrase, adjective phrase, pronoun’s antecedent

54

12th Grade Language State of Idaho 2003Punctuation

ISAT “Sub-Goal”

RIT 161-170 RIT 171-180 RIT 181-190

New Vocabulary

Return to Top

comma, contraction, punctuate, right mark, sentence

punctuation mark, exclamation point, question mark, apostrophe, period

letter, ownership

RIT 191-200 RIT 201-210 RIT 211-220

quotation marks, possession, address, phrase, salutation, colon, semicolon

parentheses, hyphen, rough draft

possessive noun

RIT 221-230 RIT 231-240

plural possessive

55

12th Grade Language State of Idaho 2003Writing Process

ISAT “Sub-Goal”

RIT 161-170 RIT 171-180 RIT 181-190

New Vocabulary

Return to Top

sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order

underlined, phrase, describe, story, question mark, incomplete sentence, topics, main topic, outline, complete sentence

comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog

RIT 191-200 RIT 201-210 RIT 211-220

comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing

run-on sentence, formal and informal language, composition, simile, subheading, detail, sub-detail, style, figure of speech, suffix, capitalization, caret (editing mark), research report, apostrophe

tone, summary, synonym, personification, metaphor, fantasy, complex sentence, rough draft, personal narrative

RIT 221-230 RIT 231-240

nonparallel construction, sentence fragment, faulty tense change, irony, exaggeration, fragment

56

12th Grade Language State of Idaho 2003Sample Test Items

Basic Grammar and Usage RIT 201-210

Return Return Return Return Return


Return Return Return

Basic Grammar and Usage RIT 211-220



Return Return

57

12th Grade Language State of Idaho 2003Basic Grammar and Usage RIT 221-240

Return Return Return Return Return Return


Capitalization RIT 201-210

Return Return


Return Return


Return Return

Composing and Writing Process RIT 201-210


58

12th Grade Language State of Idaho 2003Composing and Writing Process RIT 211-220


Composing and Writing Process RIT 221-230


Composition Structure RIT 201-210

Return Return Return Return





59

12th Grade Language State of Idaho 2003Punctuation RIT 201-210


Punctuation RIT 211-220


Punctuation RIT 221-240


Documents

Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewAs you read a selection from Gulliver’s Travels, determine the object of Swift’s satire