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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
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
753.01c753.02b
Drafting and Revising
Skills
Learning Continuum
Teacher ObservableDWAECAISAT
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.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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.
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
3
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
753.01a753.02a753.02b
Use Editing and Proof-
reading Processes
Learning Continuum
Teacher ObservableDWAECAISAT
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.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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.
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
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
SDE Courses of Study Grade 12
Suggested Materials and Resources
4
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
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
753.03 (information--technical)753.04 (literary response)753.05 (critically analyze)753.05.c (persuade)754.06 (research)
Variety of
Learning Continuum
Teacher ObservableDWAECAISAT
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.”
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
5
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.01c753.04.c
Appropriate Style and
Vocabulary
Learning Continuum
Teacher ObservableDWAECAISAT
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
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
6
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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.
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.05a753.02.b
Variety of Elements
Learning Continuum
Teacher ObservableDWAECAISAT
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.
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
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
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
753.04b753.04.c753.06a
Details
Teacher ObservableDWAECAISAT
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 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
753.03 (information--technical)753.04 (literary response)753.05 (critically analyze / persuade)754.06 (research)
Learning Continuum
Teacher ObservableDWAECAISAT
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
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
8
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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)
Activities: Ancient Literary_ Foundations
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.2.b753.4.b753.5.b
Variety of Components
Learning Continuum
Teacher ObservableDWAECAISAT
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,
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
9
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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.
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
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.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
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
10
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
the class. Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02b
Sentence Structure / Type / Kind
Learning Continuum
Teacher ObservableDWAECAISAT
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.
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
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
SDE Courses of Study Grade 12
Suggested Materials and Resources
11
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
choices, grammar, punctuation, and spelling;
- Essential messages and images;
- Effective use of time, space, and organization;
- Proper documentation.
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
753.02a
Noun Forms
(Apply knowledge of
conventions to all state standard
Learning Continuum
Teacher ObservableDWAECAISAT
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
SDE Courses of Study Grade 12
Suggested Materials and Resources
Suggested Reading
Activities: Standard 753 Skill B Writing
Activities: Standards 754-756 Skill C
12
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Activities: Ancient Literary_ Foundations
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Pronoun Forms
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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
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
13
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Of Learning:RIT 201-210RIT 211-220RIT 221-230
prepare dialogue scripts in either 1st person or 3rd person focusing on pronoun forms.
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Verb Tenses
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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.
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
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
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Irregular Verb Forms
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Teacher ObservableDWAECAISAT
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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 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
753.02a
Adjective Forms
(Apply knowledge of
conventions to all state standard required
Learning Continuum
Teacher ObservableDWAECAISAT
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
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
15
12th Grade Language State of Idaho 2003State
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: see Composition
Forms)
RIT 221-230 conclusion to demonstrate a logical organization of ideas.
Activities: Ancient Literary_ Foundations
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Adverb Forms
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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.
Of Learning:RIT 201-210RIT 211-220
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.
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
16
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Activities: Research. Portfolio, or Project
753.02a
Negative Forms
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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.
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
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
SDE Courses of Study Grade 12
Suggested Materials and Resources
17
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
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
753.02a
Clauses
Learning Continuum
Teacher ObservableDWAECAISAT
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
Of Learning:RIT 201-210RIT 211-220
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.
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
18
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
RIT 221-230 Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Noun / Pronoun
Antecedent
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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).
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
19
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
753.02a
Subject and Predicate
Learning Continuum
Teacher ObservableDWAECAISAT
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.
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
753.02a
Run-ons and Fragments
(Apply knowledge of
conventions to all state standard
Learning Continuum
Teacher ObservableDWAECAISAT
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
SDE Courses of Study Grade 12
Suggested Materials and Resources
Suggested Reading
Activities: Standard 753 Skill B Writing
Activities: Standards
20
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
required writing: see Composition
Forms)
students identify and correct run-ons and fragments. Apply rules and conventions of the following:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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
Activities: Ancient Literary_ Foundations
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
Conventions: Capitalization Return to Top
753.02a
Fundamental Rules:
Beginning Capital-ization
(Apply knowledge of
conventions to all state standard required
writing: see Composition
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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.
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
21
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Capitalization: Adjectives &
Titles
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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.
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
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
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Capitalization: Proper Nouns
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Teacher ObservableDWAISATECA
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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 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
753.02a
Capitalization: Fundamental
Rules
(Apply knowledge of
conventions to all state standard
Learning Continuum
Teacher ObservableDWAECAISAT
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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:
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
23
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
required writing: see Composition
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;
- Effective use of time, space, and organization;
- Appropriate style, word choices, grammar, punctuation, and spelling;
- Proper documentation.
Activities: Ancient Literary_ Foundations
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
Conventions: Punctuation Return to Top
753.02a
Use Appro-priate End
Punctuation
(Apply knowledge of
conventions to all state standard required
writing: see
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 writing. Apply rules and conventions of the following:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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;
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
24
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Composition Forms)
Using correct punctuation when sentence ends with an abbreviation
Identifying correct punctuation in a 5-7 sentence paragraph
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:RIT 201-210RIT 211-220
- Effective use of time, space, and organization;
- Appropriate style, word choices, grammar, punctuation, and spelling;
- Proper documentation.
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Use Commas Appro-priately
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAISATECA
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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
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.
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
images;- Effective use of time,
space, and organization;- Appropriate style, word
choices, grammar, punctuation, and spelling;
- Proper documentation.
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
25
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Contemporary
Activities: Research. Portfolio, or Project
753.02a
Use Apos-trophes
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAISATECA
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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:
- Essential messages and images;- Effective use of time, space, and
organization;- Appropriate style, word choices,
grammar, punctuation, and spelling;- Proper documentation.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
images;- Effective use of time,
space, and organization;- Appropriate style, word
choices, grammar, punctuation, and spelling;
- Proper documentation.
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
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
SDE Courses of Study Grade 12
Suggested Materials and
26
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Appropriate Marks in Dialogue
(Apply knowledge of
conventions to all state standard required
writing: see Composition
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
Focus on: Using quotations in quoted material Using single quotation inside quotation
marksProduce 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: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
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
753.02a
Use underlining
for titles
(Apply knowledge of
conventions to all state standard required
writing: see
Learning Continuum
Teacher ObservableDWAECAISAT
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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
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
27
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Composition Forms)
Focus on: Underlining movie titles Underlining magazine titles Underlining play titles
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:RIT 211-220RIT 221-230
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.
Activities: Ancient Literary_ Foundations
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Comma Usage:
Dependent and
Independent Clauses /
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
Focus on: Using commas between two main
clauses in a compound complex sentenceProduce 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.
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.
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
28
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
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
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
Focus on: Using commas around dependant clauses
in compound, complex sentencesProduce 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 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
images;- Effective use of time,
space, and organization;- Appropriate style, word
choices, grammar, punctuation, and spelling;
- Proper documentation.
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
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
SDE Courses of Study Grade 12
29
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
Frequency Spelling Words
(Apply knowledge of
conventions to all state standard required
writing: see Composition
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;- Capitalization;- Spelling.
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:RIT 201-210RIT 211-220RIT 221-230
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
images;- Effective use of time,
space, and organization;- Appropriate style, word
choices, grammar, punctuation, and spelling;
- Proper documentation.
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
753.02a
Spelling: Conventional
Rules
(Apply knowledge of
conventions to all state standard required
Learning Continuum
Teacher ObservableDWAECAISAT
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
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
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
30
12th Grade Language State of Idaho 2003State
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: see Composition
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:
- Essential messages and images;- Effective use of time, space, and
organization;- Appropriate style, word choices,
grammar, punctuation, and spelling;- Proper documentation.
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
images;- Effective use of time,
space, and organization;- Appropriate style, word
choices, grammar, punctuation, and spelling;
- Proper documentation.
Activities: Ancient Literary_ Foundations
Activities: English Renaissance
Activities : Restoration and Enlightenment
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
753.02a
Spelling: Application
of Rules (prefixes / suffixes)
(Apply knowledge of
conventions to all state standard required
writing: see Composition
Forms)
Learning Continuum
Teacher ObservableDWAECAISAT
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:
- Grammar;- Punctuation;- Capitalization;- Spelling.
Produce effective visuals which include the following:
- Essential messages and images;- Effective use of time, space, and
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
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
31
12th Grade Language State of Idaho 2003State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
MinimumHours
Allotted
Sample TeachingStrategy
Sample Resources
organization;- Appropriate style, word choices,
grammar, punctuation, and spelling;
- Proper documentation.
Of Learning:See Test Items Under High Frequency Words
images;- Effective use of time,
space, and organization;- Appropriate style, word
choices, grammar, punctuation, and spelling;
- Proper documentation.
Activities: Romanticism and Victorian
Activities: Modern and Contemporary
Activities: Research. Portfolio, or Project
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 Drafting / Revising Skills
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.
Return to Editing / Proofreading
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 Drafting / Revising Skills
Return to Editing / Proofreading
Return to Use Appropriate Format
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.
Return to Use Appropriate Format
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.
Return to Variety of Formats
Return to Composition Forms
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
Return to Variety of Components
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 Formats
Return to Composition Forms
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.
Return to Variety of Components
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 Variety of Formats
Return to Composition Forms
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.
Return to Use Appropriate Format
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
Return to Curriculum Guide
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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
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
Return to Curriculum Guide
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
Return to Curriculum Guide
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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230 Identify proper nouns
Writing Composition and Structure Appropriate Format
Return to Curriculum Guide
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
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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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230within a given paragraph
Details
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Select clear details for paragraph
Variety of Components
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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
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(221-230) Determine mode by reading a
lengthy passage
Variety of Formats
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(221-230) Write in the persuasive mode
Grammar and UsageAdjective Form
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
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
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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
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Understand the intended meaning of a particular clause
Identify the main clause in a sentence
(221-230) Identify a dependent clause
42
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230Irregular Verb Forms
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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
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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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
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
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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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230‘within’
Recognize adverb and adjective phrases
Pronoun Forms
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230Return to Curriculum Guide
incomplete sentence or a question
Sentence Structure/ Type/Kind
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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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Return to Curriculum Guide
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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230Verb Tenses
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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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230Comma Usage
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Prepositional, Participle and Appositive Phrases-Comma Usage
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Use commas after participial phrases in a lengthy paragraph
(231-240) Use commas around dependant
clauses in compound, complex sentences
Use Apostrophes
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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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230ately
Return to Curriculum Guide
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
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Underline movie titles Underline magazine titles
Underline play titles
SpellingAccuracy and High-Frequency Words
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Format: Generally more difficult, commonly misspelled words
Application of Rules (prefixes-suffixes)
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Recognize correctly and incorrectly applied basic spelling rules when adding endings or affixes
Recognize when to double final consonant before adding ending
50
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230Conventional Rules
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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
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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
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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
12th Grade Language State of Idaho 2003ISAT “Sub-Goal”
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
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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
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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
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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
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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
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Basic Grammar and Usage RIT 211-220
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57
12th Grade Language State of Idaho 2003Basic Grammar and Usage RIT 221-240
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Capitalization RIT 201-210
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Capitalization RIT 211-220
Return Return
Capitalization RIT 221-240
Return Return
Composing and Writing Process RIT 201-210
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58
12th Grade Language State of Idaho 2003Composing and Writing Process RIT 211-220
Return Return Return
Composing and Writing Process RIT 221-230
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Composition Structure RIT 201-210
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Composition Structure RIT 211-220
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Composition Structure RIT 221-240
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