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Course/Grade Title: Language Arts 3
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objective |
Resource/Activity |
Assessment |
Standard Goals
|
Frameworks |
Graduation
Goals |
|
Reading/Viewing
1. Analyze and evaluate literary devices
and
techniques. |
Daybook
Story structure unit ( identify
foreshadowing, write an interior dialogue for a character) |
Scoring Guide
Class discussion
Objective testing |
CA2 1.5
CA3 1.6
CA5 |
CAI
1b
|
1 |
|
recalling similar situations in
literature and
life. |
Novel- Huck Finn
(compare Huck’s problem to a modern day
situation) |
Scoring Guide
Visual organizers
Class discussion |
CA2 3.3
CA3 3.6
CA5 |
CAIII
2
|
14,7,9 |
|
3. Analyze the
elements of fiction and nonfiction
including:
setting, plot, characters, theme,
purpose, points of
view, style and tone. |
Daybook
Story structures unit
(re-write a selection switching points of
view) |
Scoring Guides
Student writing
Graphic organizers |
CA2 1.5
CA3 1.6
CA5 |
CAI
1d
|
1 |
|
4. Analyze and evaluate cause and effect
relationships in fiction and nonfiction |
Novel Of Mice and Men
(write about the cause of George’s final act
and likely effects
Daybook- Nonficton unit
|
Scoring Guides
Student writing
|
CA4 1.8
|
CAI
1e |
1 |
|
5. Compare and
contrast a variety of genres and
texts. |
Daybook
(write a poem based on a text)
(compare two novels) |
Scoring Guides
Student writing
Discussion
Visual Organizers |
CA2 1.5
CA3
CA5 |
CAI
7a |
1 |
|
6. Evaluate texts considering prior
experiences
and previous readings or observations. |
Daybook- Angles of Literacy Unit
(Summarize your understanding of a poem;
comment on a poem’s language |
Scoring Guides
Student discussion
And Writing
Oral Presentations |
CA2 1.5
CA3 1.10
CA5
|
CAI
7b |
3 |
|
Reading/Viewing
7. Read, view, listen to and respond to
literature,
film, and other texts from diverse
cultures.
|
Daybooks
The American Dream Unit
(examine assumptions)
Literature Anthology
Native American poetry
Puritan sermon
(discuss symbols and importance |
Scoring
Guides
Student discussion
Student
writing
Compare/contrast organizers |
CA2 1.5
CA3 1.9
CA5 |
CAI |
1 |
|
they reflect particular cultures or
eras. |
Daybooks
American Dream Unit
(Imitate, e.e. cummings style)
Fallen Angels (consider language style) |
Scoring guides
Student writing
Student discussion |
CA2 2.3
CA3
CA5 |
CAI
2 |
4 |
|
9. Infer and describe problems faced by a
variety
of characters. |
Huckleberry Finn
(Describe the dilemma Huck Finn faces in
helping Jim) |
Student discussion
Student writing
Visual organizers |
CA2 3.1
CA3
CA5 |
CA III
2 |
7,9,12 |
|
10. Compare, contrast, and evaluate how
characters solve problems. |
Huckleberry Finn
Of Mice and Men
To Kill a Mockingbird
(compare and contrasts problems of main
characters |
Student discussion
Student writing
Scoring Guides
Literature circles |
CA2 3.6
CA3
CA5
|
CAIII
2 |
7,9,12 |
|
11. Evaluate consequences of decisions for
all
parties involved. |
To Kill a Mockingbird
(list and discuss things Atticus tries to
teach his children and how it affects their decisions) |
Student discussion
Student writing
Literature circles |
CA2 3.6
CA3
CA5
|
CAIV
1g |
15 |
|
12. Analyze cause/effect events in
literature and
history to discern consequences of
decisions. |
Of Mice and Men
The Great Gatsby
Fallen Angels
(consider character actions in light of
historical events |
Student writing
Literature Circles
(student discussion)
Graphic organizers |
CA4 1.6
1.8
|
CAIV
2c |
16 |
|
Writing/Speaking
1. Summarize or paraphrase information
presented in a variety of
communications.
|
Daybooks
(summarize understanding of a poem
or prose piece) |
Teacher evaluation
Of student writing
Obj. testing |
CA1 1.8
CA6 |
CAII
2
|
2,7,9,10 |
|
develop and clarify new ideas and
perspectives. |
The Great Gatsby
Literature circles |
Teacher evaluation
Scoring Guides
Class discussion |
CA4 2.1
CA6 2.3
|
CAI
6 |
2,3,9 |
|
3. Provide support for
observations and opinions. |
Daybooks
(Text annotation) |
Teacher Evaluation |
CA2 1.2
CA3 4.1 |
CAI
6 |
2,3,9 |
|
4. Respond formally
and informally to a variety
of themes and
genres.
|
Daybooks
(text annotation)
Library book, (book review) |
Teacher Evaluation
Scoring Guides |
CA4 2.1
CA6 2.4 |
CAI
|
1,2,3,9 |
|
5. Analyze and evaluate through their
writing and
speaking the cause and effect
relationships
found in fiction and nonfiction.
|
Daybook (History Through Story
Unit; use omniscient narrator and stream of
consciousness) |
Teacher evaluation
Of student writing
Visual organizers |
CA1 1.6
CA6 |
CAII
2
CAI |
6,7,8,10 |
|
6. Revise their own communications for
clarity. |
Library (research projects)
Daybooks (writing from models) |
Scoring Guides
Teacher/student dialogue |
CA1 2.2
|
CAIII
|
6,7,8,10 |
|
7. Edit and proofread
their own communications
for clarity.
|
Student Writing about texts
(peer editing, portfolio checklists) |
Rubrics
Teacher/student meetings |
CA1 2.2 |
CAII
2 |
6,7,8,10 |
|
Writing/Speaking
8. Demonstrate fluency and accuracy in
written
and spoken communication. |
Literature Anthology
(respond to different works in a
variety of forms)
Class Novels (group presentations) |
Teacher
Evaluation of
Student writing
Scoring guides
Oral Presentation |
CA1 2.1
CA6 |
CAII
3 |
6,7,8,10 |
|
spelling, usage, punctuation, and
mechanics.
|
Computer
Language handbook
(proof work before turned in) |
Teacher evaluation
Scoring guides
|
CA1 2.2 |
CAII
3 |
7,10 |
|
10. Clarify and revise vague, inaccurate,
or
inappropriately structure
communications.
|
Student writing
(persuasive and descriptive writing |
Teacher evaluation
Scoring guides
|
CA1 2.2 |
CAIII
3 |
6,7,810 |
|
11. Establish criteria to evaluate
communications
and presentations. |
Students will create rubrics |
Teacher guidance |
CA5 1.6
CA6 4.1 |
CAIV
3 |
6,7,8,10 |
|
12. Demonstrate sensitivity in language
choices. |
Newspaper Editorial
(student response in a persuasive
style) |
Teacher evaluation
Teacher/student meeting |
CA1 1.5 1.9 |
CAIV
3 |
17 |
|
Research
1. Search for and select resources using a
variety
of technologies. |
Library/Media Specialists
(research Vietnam War and the
60’s)
|
Teacher evaluation
Discussions |
CA3 1.4 |
CAI
3 |
2,7,10 |
|
2. Select useful ways to organize
materials.
|
Materials for research paper
Vietnam War/ 60’s |
Teacher evaluation
Scoring guides
|
CA4 1.8 |
CAI
4 |
2,7,10,12 |
|
3. Formulate and support a thesis or
hypothesis.
|
Vietnam War/60’s
Research |
Teacher evaluation |
CA1 1.1
1.2 |
CAI
5 |
7,10,12 |
|
Research
4. Research/evaluate career/academic
options.
|
Guidance Office
Computer program
Research and report on career interests and
options |
Teacher observation |
CA1 4.8 |
CAIV
2 |
7,10,16 |
|
5. Practice integrity in academics and the
workplace.
|
Daily assignments and tests
Discuss plagiarism and cheating |
Teacher observation |
CA4 4.4 |
CAIV |
17 |
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