Course Description English IIIlaquey.k12.mo.us/Curriculum/Communication Arts/English...Course Description English III 118 ENGLISH III Course Rationale: Students in English III further

Course Description

English III

118

ENGLISH III Course Rationale: Students in English III further expand their understanding of reading strategies as a necessary tool for success. Students will learn to synthesize analysis and comprehension into an academic writing. Critical thinking and an understanding of the relationship between language and culture are necessary requirements in today’s world. Course Description: This course provides student with an understanding of the philosophies, historical development, and literature that shape the American culture. Students will respond analytically in writing to literature, and practice, different forms of expository writing. Students will read works of a cross-section of American authors and respond to them in various forms.

Organization: The English III curriculum is organized by using the Communication Arts Course Level Expectations. The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all seven columns of the curriculum. The CLE concepts are listed in the first column along with the learner objectives.

119

Resources: Adopted Text: Websites: www.adage.com www.dese.mo.gov/ Classroom Assessment Item Bank http://digital.library.upenn.edu/women/ www.educationworld.com http://www.getitwriteonline.com/ http://www.grammar-monster.com/ http://www.learnnc.org/ www.readwritethink.org www.successlink.org http://www.teachers.net/lessons/

Abbreviations:

Subjects CLE Course Level Expectations BT Bloom’s Taxonomy DOK Depth of Knowledge

CA Communication Arts Communication Arts Strands K Knowledge Level 1 – Recall

MA Mathematics R Reading C Comprehension Level 2 – Skill/Concept

SC Science W Writing Ap Application Level 3 – Strategic Thinking

SS Social Studies LS Listening and Speaking An Analysis Level 4 – Extended Thinking

IL Information Literacy S Synthesis

E Evaluation

http://www.adage.com/

http://www.dese.mo.gov/

http://digital.library.upenn.edu/women/

http://www.educationworld.com/

http://www.getitwriteonline.com/

http://www.grammar-monster.com/

http://www.learnnc.org/

http://www.readwritethink.org/

http://www.successlink.org/

http://www.teachers.net/lessons/

120

English

Reading

1. Develop and apply skills and strategies to the reading process Measurable Learner

Objective

The student will be able to:

Assessed

Show-Me

Goals

CLE

Code

BT/

DOK

Student Activities/ Resources

Instructional

Strategies

Assessments

Mastery

Min. %

C. Phonics

Apply decoding strategies to “problem solve” unknown words when reading

CA 2 CA 3

1.6

R.1.C Ap 2

>The students will apply decoding strategies to “problem solve” unknown words when orally reading classroom assignments

The teacher will model decoding strategies

Students will apply decoding with teacher observation.

80%

Integrated Skills:

121

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Fluency

Read grade-level instructional text

a. with fluency, accuracy and appropriate expression b. adjusting reading rate to difficulty and type of text

CA 2 CA 3

1.5

R.1.D

Ap 2

>The students will read grade-level instructional text. . . a. with fluency, accuracy and appropriate expression when memorizing and performing a poem of their choice. b. adjusting reading rate to difficulty and type of text when students become reading partners with a lower grade student. Example: mentor an upper elementary grade student. Help with fun reading and homework.

The teacher will model the correct form of expression and how to adjust reading rate during classroom oral reading; also, stories recorded.

Students will read grade-level instructional text with daily reading and teacher observation

80%

Integrated Skills:

122

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Vocabulary

Develop vocabulary through text, using

a. root and affixes

b. context clues c. glossary, dictionary and thesaurus

CA 2 CA 3

1.5 1.8

R.1.E C 1

>The students will develop vocabulary through text, using. . . a. root and affixes. Students will search newspaper articles for use of prefixes and suffixes. They will then categorize the words in ways of their choice. b. use context to clues as a way to determine word meaning when reading and organize into a chart Attachment A

The teacher will use cooperative learning

Students will develop vocabulary through text with the construction of an organizational chart.

80%

Integrated Skills:

123

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Pre-Reading

Apply pre-reading strategies to aid comprehension

a. access prior knowledge b. preview c. predict d. set a purpose and rate for reading

CA 2 CA 3

1.5 1.6

R.1.F Ap 2

>The students will apply pre-reading strategies to aid comprehension by . . . a.-d. working with newspaper headlines students will write their own version of what the article will be about and then compare it to the actual article. www.successlink.org Alien Baby Gives Birth to Rat!

The teacher will use small group cooperative groups for activity

Students will apply pre-reading strategies to aid comprehension with the scoring guide for the student activity Alien Baby Gives Birth to Rat!

75%

Integrated Skills:


124

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

G. During Reading

During reading, utilize strategies to

a. self-question and correct b. infer c. visualize d. predict and check using cueing systems >meaning >structure >visual

CA 2 CA 3

1.5

R.1.G

Ap 2

>The students will utilize strategies during reading a.-d. self-question, infer, visualize, predict and check when exploring the relationship between love and war. www.readwritethink.org Love of War in Tim O’Briens “How to Tell a True War Story”

The teacher will use whole class and individual instruction.

Students will utilize reading strategies with a scoring guide for the final project in the student activity. www.readwritethink.org Love of War in Tim O’Briens “How to Tell a True War Story”

80%

Integrated Skills:



125

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

H. Post-Reading

Apply post-reading skills to comprehend and interpret text

a. question to clarify b. reflect c. analyze d. draw conclusions e. summarize f. paraphrase

CA 2 CA 3

1.6 3.5

R.1.H

Ap 2

>The students will apply post-reading skills to comprehend and interpret text by . . . a.-f. questions to clarify, reflect, analyze, draw conclusions, summarize and paraphrase information about a story and the film The Pit and the Pendulum www.readwritethink.org Comparing a Literary Work to Its Film Interpretation

The teacher will provide the students with the materials needed (prediction chart, student checklist and reflection handout, etc)

Students will apply post-reading skills with the internet search and a scoring guide from the activity.

75%

Integrated Skills: Technology


126

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

I. Making Connections

Compare, contrast, analyze and evaluate connections between

a. Information and relationships in various fiction and nonfiction works b. text ideas and own experiences c. text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture

CA 2 CA 3 CA 7

1.5 1.9

R.1.I Ap 2

> Students will compare, contrast, analyze and evaluate connections between. . . a. information and relationships in fiction when they compare/contrast the characteristics of the towns in "Our Town" by Thorton Wilder and "My Town" by Montgomery Gentry. www.successlink.org Our Town – My Town – Your Town b.-c. text ideas and their own ideas, the world and historical period when reading Black Like Me by John Howard Griffin and completing a unit with 4 lessons and 3 projects. www.successlink.org Literature Study of the Civil Rights Movement

The teacher will use cooperative learning instruction.

Students will compare, contrast, analyze and evaluate connections with a scoring guide for the activity and a constructed response provided in the activities www.successlink.org Our Town – My Town – Your Town And/or Literature Study of the Civil Rights Movement

80%

Integrated Skills: Technology, Equity




127

Reading

2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures

and times Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Text Features

Locate

a. interpret and apply information in title, table of contents and glossary b. and recognize the text features of fiction, poetry and drama in grade-level text

CA 2 CA 3

1.5 1.6

R.2.A Ap 2

>The students will locate a. interpret and apply information from titles. In groups, students will be given a variety of book, magazine and article titles to interpret the information that the literature may contain. b. and recognize text features in the drama The Crucible www.successlink.org The Crucible Additional Text: Midsummer’s Night Dream


Students will locate, interpret, apply and recognize text features in fiction with a variety of assignments; graphic organizer, written response, project scoring guide and exam from the student activity.

80%

Integrated Skills:


128

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Literary Devices

Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose

CA 2

1.5

R.2.B An 4

>The students will analyze and evaluate author’s use of figurative language in The Crucible www.successlink.org The Crucible

The teacher will provide a copy of the Arthur Miller's The Crucible and a study guide for the unit.

Students will analyze and evaluate author’s use of figurative language with an exam and research project scoring guide from the activity.

75%

Integrated Skills:


129

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Text Elements

Use details from text to

a. analyze character, plot, setting, point of view and development of theme b. evaluate proposed solutions c. analyze the development of a theme across genres d. evaluate the effect of author’s style and complex literary techniques (including tone)

CA 2

2.4 3.1 3.5 3.7 3.8 3.1

R.2.C

E 4

>The students will use details from the text to. . . a.-d. analyze text elements with the completion of end of unit activities. www.successlink.org Literature Assessments c. analyze literature elements; plot, theme, and character using a familiar children’s book. www.readwritethink.org Id, Ego, and Superego in Dr. Seuss’s “Cat in the Hat” d. evaluate the effect of style by using the movie Shrek to look at satire*. Students will choose a fairy tale to satirize. www.readwritethink.org Exploring Satire with “Shrek” Also CLE: W.3.C.d *Can also use the lesson: Exploring Satire with “The Simpsons”

The teacher will use class discussion and modeling in class instruction

Students will use details from text to analyze character, plot setting, point of view, theme, and evaluate solutions and style with the scoring guides from the student activities.

75%

Integrated Skills:




130

Reading

3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers,

technical manuals) from a variety of cultures and times Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Text Features

Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources

CA 3

1.6 2.4

R.3.A E 4

>The students will evaluate the author’s use of text to clarify meaning by determining where the article should be placed in the newspaper. http://www.teachers.net/lessons/ Fun With Newspapers #2

The teacher will model the use of newspapers

Students will evaluate the author’s use of text features by choosing where and article should be placed in a given scenario.

80%

Integrated Skills:

http://www.teachers.net/lessons/

131

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Literary Devices

Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text

CA 3

1.5 1.6

R.3.B An 4

>The students will analyze and evaluate author’s use of figurative language by reading literature written by women. http://digital.library.upenn.edu/women/

The teacher will guide the class through lessons on figurative.

Students will analyze and evaluate an author’s use of figurative language with a performance event item. www.dese.mo.gov Female Authors of the Turn of the Century

80%

Integrated Skills: Technology, Equity




132

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Text Elements

Use details from text to

a. analyze and evaluate the logic, reasonableness, and audience appeal of arguments in texts

b. identify and analyze faulty reasoning and unfounded inferences

c. evaluate for accuracy and adequacy of evidence

d. analyze and evaluate the author’s use of information and logic to express his or her ideas through >word choice >comprehensiveness of detail selection >organizational patterns e. evaluate proposed solutions

CA 3

1.7 2.4 3.1 3.4 3.5 3.6

R.3.C

E 4

>The students use details from the text to. . . a-e. analyze and evaluate news articles in an on-line newspaper “Advertising Age” at www.adage.com. Attachment B d. analyze and evaluate the author’s use of information to express his ideas when reading and evaluating Benjamin Franklin’s epitaph and creating their own. Attachment C

The teacher will provide time to access the internet.

Students will use details from text to analyze logic, reasoning, use of information, and evaluate solutions with a worksheet from the student activities.

750%

Integrated Skills:

http://www.adage.com/

133

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Understanding Directions

Read and apply multi-step directions to perform complex procedures and/or tasks

CA 3

1.5 1.6 2.1

R.3.D

Ap 3

>The students will read and apply multi-step directions to perform complex procedures to create a PowerPoint presentation >Read and apply multi-step directions when creating an item from tinker toys along with directions and evaluating other groups’ directions Attachment D Tinker Toys Project

Also CLE: LS.1.A.c

The teacher will use computers to guide the students through the process.

Students will read and apply multi-step directions using a set of manipulatives and a scoring guide for their PowerPoint presentation from the activity.

80%


134

Writing

1. Apply a writing process in composing text Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Writing Process

Follow a writing process to

a. independently create appropriate graphic organizers as needed b. apply writing process to write effectively in various forms and types of writing

CA 1 CA 4

1.8 2.1 2.2

W.1.A

Ap 3

>The students will follow a writing process to. . . a.-b. use graphic organizers and create a travel brochure to encourage people to experience what Huck Fin experienced in the novel Huckleberry Finn by Mark Twain www.successlink.org Huck Finn Travel Agent Also CLE: W.2.B W.2.E

The teacher will provide a scoring guide for the students and guide them through the process of writing.

Students will follow a writing process using a graphic organizer to create a brochure with a scoring guide from

the student activities.

80%



135

Writing

2. Compose well-developed text using standard English conventions Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Capitalization

Use conventions of capitalization in written text

CA 1

2.2

W.2,B

Ap 2

>The students will use conventions of capitalization when creating a travel brochure to encourage people to experience what Huck Fin experienced in the novel Huckleberry Finn by Mark Twain www.successlink.org Huck Finn Travel Agent Also CLE: W.1.A W.2.E

The teacher will provide guidance in the expectations of the newspaper. Allow time to research on the internet.

Students will use conventions of capitalization in written text with a scoring from the activity.

80%



136

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Punctuation

In composing text, use

a. correct formatting (e.g., quotation marks, italics and underlining) in citations b. hyphens for compound adjectives

CA 1

2.2

W.2.C

Ap 2

>The students will compose text using. . . a. correct formatting in citations when researching a topic for the unit “Celebrating Teen Tech Week” www.readwritethink.org b. hyphens for compound adjectives http://www.getitwriteonline.com/archive/tips.htm

The teacher will review correct formatting and hyphenated compound adjectives in whole class instruction

Students will use correct formatting in citations with a scoring guide for research projects. Attachment E

80%

Integrated Skills: Research


http://www.getitwriteonline.com/archive/tips.htm

http://www.getitwriteonline.com/archive/tips.htm

137

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Parts of Speech

Use parts of speech correctly in written text

CA 1

2.2

W.2.D

Ap 2

>The students will use parts of speech correctly when completing a variety of on-line lessons and quizzes located at: http://www.grammar-monster.com/

The teacher will review the 8 parts of speech.

Students will use parts of speech correctly in written text by a textbook assignment.

80%

Integrated Skills:

http://www.grammar-monster.com/

138

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Spelling

In writing, use dictionary, spell-check and other resources to spell correctly

CA 1

1.6 2.2

W.2.E

Ap 2

>The students will spell correctly by using the dictionary, spell-check and other resources throughout the course. >The students will spell correctly when creating a travel brochure to encourage people to experience what Huck Fin experienced in the novel Huckleberry Finn by Mark Twain www.successlink.org Huck Finn Travel Agent Also CLE: W.1.A W.2.B

The teacher will demonstrate how to use resources to check spelling.

Students will use the spell-check and other resources with a scoring guide for the brochure created in the Huckleberry Fin activity.

80%



139

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Sentence Construction

In composing text, use

a. a variety of sentence structures b. cohesive devices c. active voice

CA 1

1.6 2.1 2.2

W.2.F

Ap 2

>The students will compose text using. . . a.-b. a variety of sentence structures and cohesive devices when analyzing and then composing sentences. http://www.learnnc.org/ Sentence Combining and Decombining

The teacher will model the use of different types of sentence structure and check for comprehension of various sentences.

Students will compose text using a variety of sentence structures, cohesive devices and active voice with a textbook assignment

75%

Integrated Skills:

http://www.learnnc.org/

140

Writing

3. Write effectively in various forms and types of writing Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Narrative and Descriptive Writing

Write a personal narrative for real-life experiences (e.g., scholarships, applications and post-secondary/college essays).

CA 4

2.1 4.8

W.3.A

Ap 3

>The students will write a personal narrative relating to events in their life when answering questions for college application. http://www.1-language.com/essayedge/index.html

The teacher will provide the students with time to access the internet and provide examples of the best answers.

Students will write a personal narrative for real-life experiences with a critique of their narratives.

75%

Integrated Skills:

http://www.1-language.com/essayedge/index.html



141

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Note-Taking

Routinely use an appropriate method of note-taking

CA 2 CA 3 CA 4

1.8 4.8

W.3.B

Ap 4

>The students will use a method of note-taking during class lecture and reading.

The teacher will model outlining and other types of note-taking techniques.

Students will routinely use an appropriate method of note-taking during classroom discussions.

80%


142

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Expository and Persuasive Writing

Write a. multi-paragraph

expository and persuasive essays with >an effective thesis statement >effective paragraphing >convincing elaboration through specific and relevant details >originality (freshness of thought) and individual perspective >individual style and voice >complex ideas in a sustained and compelling manner

CONTINUED

CA 2 CA 3 CA 4

2.1 4.1

W.3.C

E 4

>The students will write. . . a.-b. multi-paragraph text when using a rubric to determine cultural relevance and then writing a

Model Cultural Relevance Essay

www.readwritethink.org Assessing Cultural Relevance: Exploring Personal Connections to a Text

CONTINUED

The teacher will use cooperative learning and provide a scoring guide for the activity.

Students will write a multi-paragraph text to determine cultural relevance with a scoring guide form the activity.

75%

Integrated Skills:

http://www.readwritethink.org/lesson_images/lesson1003/sisepuede.pdf

http://www.readwritethink.org/lesson_images/lesson1003/sisepuede.pdf


143

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Expository and Persuasive Writing

Write b. multi-paragraph

texts that >interpret, evaluate or persuade >use specific rhetorical devices >use relevant evidence to defend a position

c. a reflective paper that compares specific incidents and themes d. an analysis and/or evaluation on the use of imagery, language, themes, stylistic devices and tone in literature

CA 2 CA 3 CA 4

2.1 4.1

W.3.C

E 4

>The students will write. . . c. a reflective paper that will compare a print story to its video version The Pit and the Pendulum by Edgar Allen Poe www.readwritethink.org Comparing a Literary Work to Its Film Interpretation d. an analysis of imagery when rewriting a fairy tale in the style of another author or someone easily recognizable (a cartoon character, Sesame Street, etc.) www.successlink.org Stylish Stories

The teacher will model different types of writing styles.

Students will write a persuasive writing paper with a scoring guide from the student activity unit.

75%

Integrated Skills: Equity



144

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Summary Writing

Write

a. a multi-paragraph text that summarizes large amounts of information clearly and concisely

b. Complete research papers/projects that develop a thesis, contain information from multiple sources and conform to a style manual (e.g., APA, MLA)

CA 2 CA 3 CA 4

1.2 2.1 3.5 4.1

W.3.D

Ap 4

>The students will write. . . a-b. a 2 page research report, in groups of 2, about an American author of their choice. And then make a presentation to the class. www.successlink.org American Author Also CLE: LS.1.A.d-e LS.1.B

The teacher will provide the students with samples of summarizing, choice of authors and time to search the internet

Students will write a research paper that summarizes large amount of information with the scoring guide from the student activity; American Author.

75%



145

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Audiences and Purpose

Compose text

a. for a variety of career and workplace communications (e.g., job application, resume, cover letter, college application essay, thank-you note, forms, project proposal, brochure and/or concise directions) b. for various audiences and purposes, selecting and applying appropriate format, style, tone and point of view

CA 4

1.8 2.1 2.6 4.8

W.3.E

Ap 4

> The students will compose text for . . . a. a variety of career and workplace communications with the state curriculum unit: WRITING FOR A VARIETY OF CAREER AND WORKPLACE COMMUNICATIONS www.dese.mo.gov b. for various audiences and purposes when creating a marketing ad for radio and one for television www.successlink.org Know Your Audience

The teacher will provide samples and model how to write a cover letter, resume and complaint letter.

Students will compose text for a variety of career and workplace with a summative assessment form the state curriculum unit.

75%

Integrated Skills: Technology, Workplace Readiness



146

Listening and Speaking

1. Develop and apply effective listening skills and strategies Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Purpose for Listening

Listen

a. for enjoyment b. for information c. for directions

d. critically to summarize and evaluate communications that inform, persuade and entertain e. to evaluate own and other’s effectiveness in presentations and group discussions, using provided criteria f. to evaluate the validity and reliability of speaker’s message

CA 5 CA 6

1.5 1.6 1.10

LS.1.A

E 4

>The students will listen. . . a. for enjoyment when listening to classroom speakers throughout the year. b. for information when classmates try to recreate the outline of a speech from one of their peers www.successlink.org Listen Up! c. for multi-step directions when creating an item from tinker toys along with directions and evaluating other groups’ directions Attachment D Tinker Toys Project Also CLE: R.3.D d.-e. evaluate own and other’s effectiveness in presentation on an American Author. www.successlink.org American Author Also CLE: W.3.D LS.1.B

The teacher will model how to listen for a variety of purposes.

Students will listen with teacher observation and peer evaluations from the American Author student activity

80%

Integrated Skills: Workplace Readiness, Equity



147


1. Develop and apply effective listening skills and strategies Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Listening Behavior

Use active listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion)

CA 5 CA 6

1.5

LS.1.B

Ap 3

>The students will use active listening behaviors when listening to presentations by classmates. www.successlink.org American Author Also CLE: W.3.D LS.1.A.d-e

The teacher will model the correct way to actively listen versus passively.

Students will use active listening behaviors following active listening guidelines to critique classmate presentations. Attachment F

80%

Integrated Skills: Workplace Readiness


148


2. Develop and apply effective speaking skills and strategies for various audiences and purposes Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Discussion and Presentation

In discussion and presentations, a. create concise presentations on a variety of topics b. incorporate appropriate media or technology c. respond to feedback d. defend ideas e. demonstrate poise and self-control

CA 1 CA 6

2.1 2.3 4.6

LS.2.A

An 4

>In discussions and presentations, students will. . . a.-e. create concise presentation, incorporate media, respond to feedback, defend ideas and demonstrate poise and self-control when creating, presenting and evaluating a presentation on the delivery route for a carpet company. www.successlink.org Are We There? Are We There?


Students will discuss and present a variety of topics with the scoring guide and a constructed response item from the activity. www.successlink.org Are We There? Are We There?

80%




149


2. Develop and apply effective speaking skills and strategies for various audiences and purposes Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Giving Directions

Give clear and concise multi-step oral directions to perform complex procedures and/or tasks

CA 1 CA 6

2.3

2.1

LS.2.B

Ap 2

>The students will give clear and concise multi-step oral directions to another student (who has eyes closed or is blindfolded) to lead the student from one point A to another point B. >The students will give clear and concise multi-step directions to the class on a subject or their choice. Example: How to play a game, how to drive a car, etc.

The teacher will model the right and wrong way to give directions.

Students will give clear and concise multi-step oral directions with a scoring guide. Attachment G

80%

Integrated Skills:

150

Information Literacy

1. Develop and apply effective research process skills to gather, analyze and evaluate information Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Research Plan

Develop an appropriate research plan to guide investigation and research of focus questions

CA 2 CA 3

1.1 1.4 4.5 2.1

IL.1.A

S 3

>The students will develop a research plan to guide investigation and research focus with an introduction to research. The students will choose a subject to research. Attachment H

The teacher will guide the students through the process of planning a research project

Students will develop a research plan with a scoring guide for the research paper. Attachment I

75%


151



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK

Student Activities/ Resources Instructional

Strategies

Assessments

Mastery

Min. %

B. Acquire Information

Locate and use multiple primary and secondary sources to

a. select relevant and credible information b. evaluate reliability of information c. evaluate reliability of sources

CA 2 CA 3

1.2 1.4 1.7

IL.1.B

E 4

>The students will locate and use multiple primary and secondary sources to. . . a-c. select, evaluate relevant, reliable, sources through on-line lessons and quizzes found at the following sites: http://www.umassd.edu/specialprograms/info_lit/ (provides quick quizzes to access knowledge) http://lib.nmsu.edu/instruction/evalcrit.html http://www.williams.edu/library/how/evaluate.php

The teacher will guide the students through the process of evaluating a website.

Students will locate and use multiple primary and secondary resources with the completing of a checklist for the sources of a research project.

80%

Integrated Skills: Research, Technology

http://www.umassd.edu/specialprograms/info_lit/

http://www.umassd.edu/specialprograms/info_lit/

http://lib.nmsu.edu/instruction/evalcrit.html

http://lib.nmsu.edu/instruction/evalcrit.html

http://www.williams.edu/library/how/evaluate.php

http://www.williams.edu/library/how/evaluate.php

152



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Record Information

Record relevant information from multiple primary and secondary sources

CA 2 CA 3 CA 4

1.2 1.8

IL.1.C

Ap 4

>The students will record information from sources when using the internet, with a partner, to find information about the Puritan Society to gather a deeper understanding of The Crucible by Arthur Miller www.successlink.org Crucible WebQuest

The teachers will provide the scoring guide and time to use the internet to gather information.

Students will record relevant information using a variety of methods such as charts and organizers with the scoring guide from the student activity.

80%

Integrated Skills: Technology, Research


153



Objective


Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Instructional Strategies/Student

Activities/ Resources

Instructional

Strategies

Assessments

Mastery

Min. %

D. Sources Consulted

Document sources of information using a standard citation format

CA 4

1.4 1.7 2.3 4.4

IL.1.D

S 4

>The students will document sources of information using a standard citation format during a research project.

The teacher will guide the students through the process of citing sources

Students will document sources of information using a citation format with the scoring guide for a research project. Attachment I

80%


154


2. Develop and apply effective skills and strategies to analyze and evaluate oral and visual media Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Media Messages

Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, websites artwork, plays and/or news programs)

CA 5

1.5 1.7 2.7

IL.2.A

An 4

>The students will analyze, describe and evaluate the elements of messages by creating their own business along with the logo, catch phrase, stationary, business card, magazine ad and a script for a television ad. www.successlink.org Creating a Business

The teachers will use cooperative learning or individual instruction.

Students will analyze, describe and evaluate the elements of messages projected in various media with the scoring guide for the student activity.

80%



Documents

Course Description English IIIlaquey.k12.mo.us/Curriculum/Communication Arts/English...Course Description English III 118 ENGLISH III Course Rationale: Students in English III further