High School 9-12 Reading Curriculum Guide

READING GRADES 9 - 12

PLANNED COURSE CURRICULUM GUIDE

I.

COURSE DESCRIPTION AND INTENT: The goal of the high school reading program is to provide students with experiences, which will enable them to interact with the text to construct meaning. To construct meaning, students must be able to utilize prior knowledge, use reading strategies, and adapt to various reading situations.

II.

INSTRUCTIONAL TIME: Class Periods: Daily Length of Class Periods (minutes): 85 Length of Course: 1 year Unit of Credit: Updated 2007

PLEASANT VALLEY SCHOOL DISTRICT Brodheadsville, Pennsylvania 18322 PLANNED COURSE ADAPTATIONS/MODIFICATIONS Introduction The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications. These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same students would not succeed. Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.                        

Peer Support Cooperative learning among peers Modeling Development of Information Organizer Development of Graphic Organizer Development of structured study guides Student selection of instructional material (i.e., reading, writing, math) Taped lessons Copy notes (peer or teacher) Student conferencing Combine and vary modes of lesson presentation Adjust language level to match the developmental and intellectual levels of students Let student practice given examples first. Then assign tasks to be completed. Provide opportunity for guided and independent practice in a variety of situations Limit number and length of directions Have students repeat/review directions (i.e., peer to peer, student to teacher) Give feedback that is as immediate, specific, and objective as possible Clarify error responses so that students do not make the same errors over and over again Reinforce progress towards desired outcomes Breakdown complex tasks into smaller, more manageable units Use verbal prompts to elicit desired results Use manual guidance (i.e., hand over hand) to facilitate correct responses Computer assisted instruction Assessment based upon teacher observation of student performance (i.e., daily

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Extended test time Test read to student by teacher or peer Oral testing (i.e., student retelling of information) Open book/note test Alternate testing (any demonstration of a student's understanding of concepts) Retesting Reduce the number of responses required on tests Use of curriculum based assessment Vary test format Objectively define mastery as related to each task. Tasks should be learned to mastery Reduce or remove distracting stimuli Use of concrete objects and manipulatives in all stages of instruction and assessment Emphasize important information Allow extra time to complete assignments/projects Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class Use supplemental materials Alternate assignments accepted (i.e., modification to homework assignments) Flexible grouping/individual assistance Seating to accommodate needs Teacher proximity Use behavioral management techniques (i.e., contracts, time-out, token system, charts)

work, portfolio, artifacts, projects)

3

PREFACE Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course Curriculum Guide (PCCG). We suggest that you first read the following: • PCCG PURPOSE AND INTENT • PCCG DEFINITIONS The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance. This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent. The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor depending upon the capability of the students. This PCCG is designed as an ACTIVE document capable of technological modification as required. The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.

CAROLE GEARY-RISSMILLER Assistant Superintendent for Curriculum & Instruction

PLANNED COURSE CURRICULUM GUIDE (PCCG) PURPOSE AND INTENT

The Planned Course Curriculum Guide (PCCG) is a multi-purpose document: • All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum • A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes] • Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum • Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources • Staff development areas for curriculum improvement are provided • The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide • Content and subject format remain flexible and adaptable to modification - an “active” document • Special Pennsylvania Department of Education [PDE] legislation is identified • Parents and students are provided with an overview of the instructional program and each course in particular

PLANNED COURSE CURRICULUM GUIDE (PCCG) DEFINITIONS • Course Description and Intent: a brief overview of the course and program goals • Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level • Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course • Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education • Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards • Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain • Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content • Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

Subject Title:

READING

Discipline/Grade Level:

GRADES 9 - 12

UNIT LESSON OUTCOME: 1 The learner will be able to read independently.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) Communications

1.1

1.2

1.3

1.4

Mathematics

2.1

2.2

2.3

2.4

Science & Technology

3.1

3.2

3.3

3.4

Environment & Ecology

4.1

4.2

4.3

4.4

Civics & Government

5.1

5.2

5.3

Economics

6.1

6.2

6.3

6.4

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

Health, Safety & PE

10.1

10.2

10.3

10.4

Family & Consumer Science

11.1

11.2

11.3

11.4

Career Education & Work

X

X

X

X

X

X

X

X

5.4

1.5

1.6

X

X

2.5

2.6

X

X

3.5

3.6

3.7

3.8

3.9

4.5

4.6

4.7

4.8

4.9

X 6.5

9.4 10.5

1.7 2.7

X

1.8

X

2.8

X

2.9

2.10

2.11

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

ESSENTIAL CONTENT OUTCOMES/STANDARD

CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created

ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT

RESOURCES AND MATERIALS

teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:

STANDARD 1 - Learning to Read Independently • •

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Before reading, locate and select resources for a specific purpose. Analyze and interpret the structure of informational materials and explain how authors use these to achieve their purposes. During reading, apply context clues and strategies to understand the meaning of words. Use these words to communicate effectively. Identify, describe, evaluate, and synthesize the essential ideas in text. Assess these reading strategies that were most effective in learning. Understand the meaning and application of key vocabulary across subject areas. After reading, demonstrate understanding and interpretation of both fiction and nonfiction text, including public documents. • Make, and support with evidence, assertions about text. • Compare and contrast text using themes, settings, characters, and ideas. • Make extensions to

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Model, guide and practice locating resources for a specific purpose. • Utilize the Big Six model to locate resources. • Participate in SSR. • Create graphic organizer such as Venn diagram, concept map, etc. • Connect current media selected topic. • Establish group of questions for students to answer after reading. • Internet search. • Course specific documents applicable to lesson. • Library research. • Read current science article. • Use machine manuals to aid in set up of equipment. • Paraphrase or restate including writing what they read. Model how to analyze and interpret the structure of information materials. Demonstrate how the structure led

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Standardized tests and quizzes Teacher-made tests and quizzes Teacher, peer, and self-evaluation Teacher observations Teacher and peer response on selected work Class participation Homework assignments Daily preparation for class Projects Portfolio Learning log Journal entries Oral and written reports Class discussion Anecdotal notes Labs Board work Study guides Worksheets Rubric Power Point presentation Student evaluation of debates Create a chart and interpret Xwords Correct set up of machines

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Board approved texts. Newspaper Magazines Content Area Reading 9-11 Rubric from Partnering for Student Success p. 65-67. Dictionary Tape player Reference books Cook books Library Electronic library Internet Spell check (thesaurus) Computer programs Read field guides Map reading Machine manuals

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

•

related ideas, topics or information. • Assess the validity of document based on context. • Evaluate the strategies of the author. • Critique public documents to identify strategies common in public discourse. Demonstrate fluency and comprehension in reading. • Read familiar materials aloud with accuracy. • Self-correct mistakes. • Use appropriate rhythm, flow, meter, and pronunciation. • Read a variety of genres and types of text. Make extensions to related ideas, topics or information.

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to achieving the author's purpose. Model use of Pattern Guide (Olson & Longnion). Read and analyze brochures, college guides, newspaper editorials, pamphlets, etc. Respond to prompts regarding literature. Read/respond to teacher-selected materials. Read and analyze. Create outlines. Create an informational pamphlet. Write and illustrate a book for children. Graphs, tables, charts. Understand the symbols used in the layout of the text. Model, guide and practice how to use context clues. Ask students to explain how context clues signal meaning. Explain and illustrate the cloze procedure. Provide lists of content-based words. Provide lists and practice root words. Provide guided practice in use of specific words. Generate chart of examples. Generate list of cognates. Provide vocabulary games. Analyze stock market fluctuations. Crossword puzzle of key terms. Practice test of relevant vocabulary. Definitions lists. Create a vocabulary list of unfamiliar terms or words.

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

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• • • • •

Recognize key mathematical words. Emphasize correct math terminology. Model, guide and practice • Identifying essential ideas in text. • Describing essential ideas in text. • Generating chart of examples. • Evaluating and synthesizing essential ideas. • Listing headings and subheadings prior to reading. • Assessing learning strategies' effectiveness. • Utilizing before, during, and after content area reading rubric. • Create concept web. • Brainstorm. • Hands-on demonstration of process/procedures. • Proofread documents. • Outlines. • Create reading outline. • Flash cards. • Follow instruction or technical manuals. Model, guide and practice subjectarea vocabulary. Students create lists of essential vocabulary. Individual students present and defend lists of essential vocabulary. Groups brainstorm and develop vocabulary lists. Groups create vocabulary

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

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assessment. Generate list of cognates. Utilize essential vocabulary in classroom setting. Cooperative group work. Flashcard review/I have who has. Crossword puzzle. Apply vocabulary in a sentence. Individual students complete crossword puzzles, which incorporate vocabulary. Model, guide and practice • Supporting assertions about text. • Use of themes, settings, characters, and ideas to compare and contrast text. • Extending related ideas, topics, or information. • Assessing the document's validity through using a validity rubric 1. What was the author's purpose? 2. Is it logical? 3. Does it use support facts? 4. Are the facts true? 5. Age appropriate • Evaluating author's strategies. • Identifying strategies in public documents by using web evaluation guides. • Role-play. • Evaluate research on products/services (consumer reports) • Create a plan of work

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

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for recipes used in the cooking lab. • Read and follow instructions in a financial management simulation packet. • Read and follow instructions to create a project. • Evaluate court cases. • Evaluate stock market fluctuations. • Proofread documents. • Analyze editorials/commentaries to identify the political bias of author (liberal/conservative). • Analyze historical documents to find expression of core political principles. • Create a story about an animal. • Interpretation of technical instructions. Model, guide and practice • Reading a variety of materials aloud 1. Self-correct 2. Demonstrate rhythm 3. Show fluency 4. Demonstrate meter 5. Demonstrate correct pronunciation • Using an extended anticipation guide, discuss and compare guide and results. • Read in groups in round-robin format. • Prepare cue cards or note cards for an oral presentation.

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Proofread. • Read selected historical speeches (I have a Dream speech) (Iron Curtain speech). • Summarize current events. • Reading aloud, oral presentation. Correctives: • Peer tutoring • Cooperative learning • Concept webs • Study guides • Draw pictures from reading to visualize author's intent • Echo reading Extensions: • Independent projects • Vocabulary games • Student developed rubrics • Challenge vocabulary • Self-generated documents • Reader's Theatre • Oral reading contest

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

Subject Title:

READING

Discipline/Grade Level:

GRADES 9 - 12

UNIT LESSON OUTCOME: 2 The learner will read texts critically.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) Communications

1.1

1.2

Mathematics

2.1

2.2

Science & Technology

3.1

Environment & Ecology

4.1

Civics & Government

5.1

Economics

X

1.3

1.4

1.5

1.6

2.3

2.4

2.5

2.6

2.7

2.8

2.9

3.4

3.5

3.6

3.7

3.8

3.9

4.5

4.6

4.7

4.8

4.9

3.2

X

3.3

4.2

X

4.3

X

4.4

5.2

5.3

X

5.4

6.1

6.2

6.3

6.4

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

Health, Safety & PE

10.1

10.2

10.3

10.4

Family & Consumer Science

11.1

11.2

11.3

11.4

Career Education & Work

X

X

X

9.3

X

9.4

X 6.5

X 10.5

1.7

1.8

X

2.10

2.11

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

ESSENTIAL CONTENT OUTCOMES/STANDARD

CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created

ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT

RESOURCES AND MATERIALS

teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:

STANDARD 2 - Reading Critically •

•

Read and understand essential content of information texts and documents in all academic areas. • Differentiate fact from opinion across a variety of texts by using complete and accurate information, coherent arguments and points of view. • Distinguish between essential and nonessential information across a variety of resources • Identifying the use of proper references or authorities. • Identifying propaganda techniques where present. • Use teacher and student established criteria for making decisions and drawing conclusions. • Evaluate text organization and content to determine the author's purpose and effectiveness according to the author's theses, accuracy, thoroughness, logic, and reasoning. Use and understand a variety of media in evaluating the quality of material produced. • Select appropriate

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Model, guide and practice • Differentiating of fact and opinion 1) Venn, 2) TChart (p. 24 PSSA Kit). • Differentiating of essential and nonessential information. • Use of proper references and authorities. • Identifying propaganda techniques. • Making and utilizing criteria or decision-making and drawing conclusions. • Evaluating text organization and content using • Author's purpose • Effectiveness • Author's theses • Logic • Reasoning • Accuracy • Thoroughness • Plot outline • Evaluating web documents using appropriate criteria. • Class file folders

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Standardized tests and quizzes Teacher-made tests and quizzes Teacher, peer, and self-evaluation Teacher observations Teacher and peer response on selected work Class participation Homework assignments Daily preparation for class Projects Portfolio Learning log Journal entries Oral and written reports Class discussion Anecdotal notes Labs Board work Study guides Worksheets Rubric Power Point presentation Student evaluation of debates Create a chart and interpret Xwords Correct set up of machines

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           

Board approved texts. Newspaper Magazines Content Area Reading 9-11 Rubric from Partnering for Student Success p. 65-67. Dictionary Tape player Reference books Cook books Library Electronic library Internet Spell check (thesaurus) Computer programs Read field guides Map reading Machine manuals

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

•

electronic media for research and evaluate the quality of the information received. • Explain how the techniques used in electronic media modify traditional forms of discourse for different purposes. • Use, design, and develop media to demonstrate understanding (e.g., a major writer or literary period or movement). Produce work in at least one literary genre that follows the conventions of the genre.

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• Role-playing. • Read, analyze majority/minority Supreme Court decisions and legal fact patterns. • Evaluate propaganda. • Eliminate extraneous information from word problems. • Sequencing of read information. Model, guide and practice • Selecting appropriate media. • Evaluating the quality of information. • Comparing the effectiveness of electronic media techniques regarding traditional discourse. • Using media to demonstrate comprehension. • Have students present material they have produced for critical inquiry. • Have students bring in material to critically read. • Use media to identify bias in information. • Debate. Model, guide and practice • Producing a literary genre work. • Create an original short story, poem, and play. • Compare/contrast report. • Write historical diary. • Colonial newspapers.

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Observation journals. • Dialogs. • Autobiography of an animal or plant. Correctives: • Peer tutoring. • Additional modeling • Cooperative learning Extensions: • Write own plays/ poems. • Debates • Editorials • Student develop rubrics

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

Subject Title:

READING

Discipline/Grade Level:

GRADES 9 - 12

UNIT LESSON OUTCOME: 3 The learner will read, analyze, and interpret texts and print.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) Communications

1.1

Mathematics

2.1

2.2

Science & Technology

3.1

3.2

Environment & Ecology

4.1

4.2

Civics & Government

5.1

Economics

6.1

6.2

6.3

6.4

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

Health, Safety & PE

10.1

10.2

Family & Consumer Science

11.1

11.2

Career Education & Work

X

X

1.2

5.2

X

X

X

X

X X

1.3

1.4

1.5

1.6

2.3

2.4

2.5

2.6

2.7

2.8

2.9

3.3

3.4

3.5

3.6

3.7

3.8

3.9

4.5

4.6

4.7

4.8

4.9

X

4.3

X

4.4

5.3

X

5.4

9.3

X

9.4

10.3

10.4

11.3

11.4

X 6.5

X 10.5

1.7

1.8

X

2.10

2.11

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

ESSENTIAL CONTENT OUTCOMES/STANDARD

CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created

ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT

RESOURCES AND MATERIALS

teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:

STANDARD 3 - Reading, Analyzing, and Interpreting Literature • •

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•

•

Read and understand works of literature. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterizations, setting, plot, theme, point of view, tone, and style. Analyze the effectiveness, in terms of literary quality, of the author's use of literary devices. • Sound techniques (e.g., rhyme, rhythm, meter, and alliteration). • Figurative language (e.g. personification, simile, metaphor, hyperbole, irony, satire). • Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time). Analyze and evaluate in poetry the appropriateness of diction and figurative language (e.g., irony, understatement, overstatement, and paradox). Analyze how a scriptwriter's use of words creates tone and mood, how choice of words advances the theme or purpose of the work.

•

Model, guide and practice • Completing a story map before, during and after reading. • Completing a story frame. • Completing a QMatrix. • Completing a retelling guide. • Presenting music, visual arts, and historical events from a time period. • Creating a pre-reading purpose. • Predicting what the literature will be about. • Creating a list of prereading predictions. • Creating think sheets. • Creating anticipation guides. • Summarizing group writing. • Using the PSSA Reading Connection strategies (p.75) for question-answer relationships.

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Standardized tests and quizzes Teacher-made tests and quizzes Teacher, peer, and self-evaluation Teacher observations Teacher and peer response on selected work Class participation Homework assignments Daily preparation for class Projects Portfolio Learning log Journal entries Oral and written reports Class discussion Anecdotal notes Labs Board work Study guides Worksheets Rubric Power Point presentation Student evaluation of debates Create a chart and interpret X-words Correct set up of machines

   

           

Board approved texts. Newspaper Magazines Content Area Reading 9-11 Rubric from Partnering for Student Success p. 65-67. Dictionary Tape player Reference books Cook books Library Electronic library Internet Spell check (thesaurus) Computer programs Read field guides Map reading Machine manuals

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

•

• "Right there" strategy • "Think and search" strategy • "On my own" strategy • "Writer and me" strategy • Multimedia presentation. • Read appropriate historical novels. • Reading newspaper articles.

Read and respond to nonfiction and fiction including poetry and drama.

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Model, guide and practice • Analyzing literary elements 1) characterization, 2) setting, 3) plot, 4) theme, 5) point of view, 6) tone, and 7) style. • Using a prediction tree model. • Debate - point of view. Model, guide and practice • Utilizing sound techniques: 1) reflectiveness, 2) rhyme, 3) rhythm, 4) meter, and 5) alliteration tongue twisters. • Using figurative language: 1) personification, 2) similie, 3) metaphor, 4) hyperbole, 5) irony and 6) satire. • Utilizing literary structures: 1) sub-objective, 2) foreshadowing, 3) flashback, 4) progressive time and 5) digressive time. • Utilizing literary structures of 1) rhyme scheme, 2) syllable count, 3) key capital words, and 4) uncapitalized words. • Trial about steroid use (ethics).

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

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•

•

Model, guide and practice • Analyzing and evaluating irony in poetry regarding appropriate diction. • Analyzing and evaluating understatement in poetry regarding appropriate diction structures. • Analyzing and evaluating overstatement and paradox in poetry regarding appropriate diction. • Analyzing proper verbal communication (speech). • Analyzing stock market. • Analyzing law cases. Model, guide and practice • Analyzing tone and mood in a script by highlighting theme and purpose. • Interviews. • Develop and produce script for video production assignment. Model, guide and practice • Reading and responding to fiction and nonfiction 1) dramatize scenes, 2) role-play, 3) write book reports, 4) maintain reading journal, 5) participate in book shares, 6) create question cubes, 7) critique books, 8) draw artistic representation of mental images during reading, and 9) utilize Linda Mood-Bell rubric to visualize and analyze literature.

Correctives: • Peer tutoring • Cooperative learning

LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• • •

Study guides Concept webs Draw pictures from reading to visualize meaning from texts and print

Extensions: • Student developed rubrics • Independent projects • Reader's Theatre • Dramatizations