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Sierra Sands Unified School District |
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Curriculum Guides 2003-2004 |
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Language Arts - Early English Lit |
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Literature (Periods/Terms/Genres)
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Literature: Historical/Cultural/Enrich
The learner will be able to
read and respond to historically or culturally significant works of literature that mirror and enrich his/her studies in history and social sciences.
| Strand |
Source |
Activities |
| Literature |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.0 |
Classroom
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Characteristics: Subgenres/Analyze
The learner will be able to
analyze characteristics of subgenres of poetry, prose, plays, novels, short stories, essays, and other basic genres.
| Strand |
Source |
Activities |
| Genre: Characteristics |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.1 |
Classroom
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Author: Political Ideology/Clarity
The learner will be able to
analyze how an author's political ideology affects the clarity of his/her topic.
| Strand |
Source |
Activities |
| Author |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8 |
Classroom
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Author: Political Ideology/Consistency
The learner will be able to
analyze how an author's political ideology affects the consistency of his/her topic.
| Strand |
Source |
Activities |
| Author |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8 |
Classroom
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Author: Philosophy/Analyze
The learner will be able to
analyze how an author's philosophical assumptions and beliefs about a topic, both implicit and explicit, are reflected in his/her work.
| Strand |
Source |
Activities |
| Author |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.5 |
Classroom
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Author: Philosophy/Character Credibility
The learner will be able to
analyze how an author's philosophy affects the credibility of characters in his/her work.
| Strand |
Source |
Activities |
| Author |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.9 |
Classroom
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Author: Philosophy/Quality
The learner will be able to
analyze how an author's philosophy affects the quality of his/her work.
| Strand |
Source |
Activities |
| Author |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.9 |
Classroom
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Poetry: Figures of Speech
The learner will be able to
analyze how poets use figures of speech to inspire readers to share emotions.
| Strand |
Source |
Activities |
| Poetry: Figurative Language |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.4 |
Classroom
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Poetry: Sound
The learner will be able to
analyze how poets use sound to inspire readers to share emotions.
| Strand |
Source |
Activities |
| Poetry: Sound/Form |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.4 |
Classroom
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Analyze: Personification/Inspire
The learner will be able to
analyze how poets use personification to inspire readers to share emotions.
| Strand |
Source |
Activities |
| Poetry: Analyze Figurative Language |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.4 |
Classroom
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Imagery: Analyze
The learner will be able to
analyze how poets use imagery to inspire readers to share emotions.
| Strand |
Source |
Activities |
| Poetry: Imagery |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.4 |
Classroom
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Analyze: Examine Issue/Relate
The learner will be able to
examine a variety of world literature to relate authors and works to key issues in their historical period.
| Strand |
Source |
Activities |
| World Literature: Analyze |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.7.b |
Classroom
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Analyze: Examine Theme/Relate
The learner will be able to
examine a variety of world literature to relate authors and works to key themes in their historical period.
| Strand |
Source |
Activities |
| World Literature: Analyze |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.7.b |
Classroom
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Reading Behaviors: Understand
The learner will be able to
understand developmentally appropriate reading material.
| Strand |
Source |
Activities |
| Reading Behaviors |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.0 |
Classroom
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Reading Behaviors: Two Million Words
The learner will be able to
independently read two million words per year.
| Strand |
Source |
Activities |
| Reading Behaviors |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.0 |
Classroom
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Reading Behaviors: Appropriate
The learner will be able to
read developmentally appropriate material.
| Strand |
Source |
Activities |
| Reading Behaviors |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.0 |
Classroom
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Analyzing: Clarity/Examine
The learner will be able to
examine the effect of organization patterns, hierarchical structures, repetition of important ideas, syntax, and word choice on clarity in content area texts.
| Strand |
Source |
Activities |
| Analyzing |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.2 |
Classroom
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Persuasive: Argument/Analyze
The learner will be able to
analyze the argument being presented in a reading selection.
| Strand |
Source |
Activities |
| Persuasive |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.0 |
Classroom
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Analyze: Irony/Tone/Mood/Style
The learner will be able to
analyze how irony, tone, mood, author style, and the sound of language promote specific rhetorical and/or aesthetic purposes.
| Strand |
Source |
Activities |
| Literary Device: Analyze |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.3 |
Classroom
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Pattern: Analyze/Reading Materials
The learner will be able to
analyze patterns of organization in reading materials.
| Strand |
Source |
Activities |
| Organization: Pattern |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.0 |
Classroom
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Analyze: Point of View
The learner will be able to
analyze the point of view of a given reading passage.
| Strand |
Source |
Activities |
| Point of View: Analyze |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.0 |
Classroom
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Analyze: Viewpoint/Comment/Evidence
The learner will be able to
analyze how the theme or meaning of a work represents a viewpoint or comment on life, using evidence from the work for support.
| Strand |
Source |
Activities |
| Themes: Analyze |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.2 |
Classroom
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Recurring: Analyze
The learner will be able to
analyze recurring themes in reading passages.
| Strand |
Source |
Activities |
| Themes: Recurring |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.0 |
Classroom
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Argument: Assertions/Evidence/Clarify
The learner will be able to
pose appropriate assertions about an author's arguments by using textual evidence to defend and clarify interpretations.
| Strand |
Source |
Activities |
| Argument |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.4 |
Classroom
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Essay: Clear/Focused/Writing Process
The learner will be able to
write clear, focused essays containing a well-defined point of view and tight argument, progressing through the stages of the writing process.
| Strand |
Source |
Activities |
| Essay/Composition |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.0 |
Classroom
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Strategies: Discourse/Elements
The learner will be able to
write with an understanding of the elements of discourse when composing narrative, expository, persuasive, or descriptive works.
| Strand |
Source |
Activities |
| Writing Strategies |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.1 |
Classroom
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Narrative: Spatial Perspective
The learner will be able to
accommodate alterations in spatial perspective by pacing the presentation of action in fictional, autobiographical, or biographical narratives.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.1.d |
Classroom
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Narrative: Biography/Autobiography
The learner will be able to
use descriptions of appearance, images, changing perspectives, and sensory details effectively within biographical, autobiographical, and fictional narratives.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.1.e |
Classroom
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Research Paper: Questions/Strategies
The learner will be able to
create presentations using clear research questions and creative, critical research strategies.
| Strand |
Source |
Activities |
| Research Paper |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.6 |
Classroom
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Audience: Awareness
The learner will be able to
show an awareness that an audience will read his/her work.
| Strand |
Source |
Activities |
| Audience |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.0 |
Classroom
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Writing Behaviors: Narration/Persuasion
The learner will be able to
use narration, exposition, persuasion, and description to compose works of at least 1,500 words.
| Strand |
Source |
Activities |
| Writing Behaviors |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.0 |
Classroom
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Report: Historical Records/Similarities
The learner will be able to
compose a historical investigation report which describes the perceived reason or reasons for the similarities and differences in historical records with information gathered from primary and secondary sources to support or improve a presentation.
| Strand |
Source |
Activities |
| Report |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.4.c |
Classroom
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Reflective: Experiences/Events/Explore
The learner will be able to
compose reflective works which explore the importance of personal experiences, events, conditions, or concerns by applying rhetorical strategies, including narration, description, exposition, and persuasion.
| Strand |
Source |
Activities |
| Expressive: Reflective |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.3.a |
Classroom
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Literature: Ideas/Important
The learner will be able to
demonstrate a thorough grasp of the important ideas in a literary work when composing a response to the work.
| Strand |
Source |
Activities |
| Writing Responses: Literature |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.a |
Classroom
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Literature: References/Accurate/Detailed
The learner will be able to
use accurate and detailed references to the text or other works to support significant ideas and viewpoints when responding to literature.
| Strand |
Source |
Activities |
| Writing Responses: Literature |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.c |
Classroom
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Literature: Author Style/Effects/Aware
The learner will be able to
show awareness of author's style and appreciation of effects created when composing a response to literature.
| Strand |
Source |
Activities |
| Writing Responses: Literature |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.d |
Classroom
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Literature: Characteristics/Unique
The learner will be able to
compose a literary response that analyzes the unique characteristics of a text.
| Strand |
Source |
Activities |
| Writing Responses: Literature |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.b |
Classroom
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Revise: Voice/Emphasize/Unique
The learner will be able to
revise writing to emphasize a unique voice.
| Strand |
Source |
Activities |
| Revising |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9 |
Classroom
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Revise: Meaning/Tone/Improve
The learner will be able to
improve the subtlety of meaning and tone in accordance with purpose, audience, and form of writing.
| Strand |
Source |
Activities |
| Revising |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9 |
Classroom
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Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Source |
Activities |
| Revising |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9 |
Classroom
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Point of View: Rhetorical Purpose
The learner will be able to
use point of view for rhetorical purposes in his/her writing.
| Strand |
Source |
Activities |
| Point of View |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Point of View: Aesthetic Purpose
The learner will be able to
use point of view for aesthetic purposes in his/her writing.
| Strand |
Source |
Activities |
| Point of View |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Response: Ambiguity/Nuance/Complexity
The learner will be able to
write a response to literature which recognizes the effect ambiguity, nuance, and complexity have on the text.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.e |
Classroom
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Response: Examine/Language
The learner will be able to
write a response to literature that examines the use of language.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.b |
Classroom
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Response: Examine/Imagery
The learner will be able to
write a response to literature that examines the use of imagery.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.b |
Classroom
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Response: Examine/Universal Theme
The learner will be able to
write a response to literature that examines the use of universal themes.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.b |
Classroom
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Response: Ambiguity/Nuance/Complexity
The learner will be able to
write a response to literature which evaluates the effect ambiguity, nuance, and complexity have on the text.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2.e |
Classroom
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Story Elements: Characterization
The learner will be able to
use characterization for rhetorical purposes in his/her writing.
| Strand |
Source |
Activities |
| Story Elements |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Story Elements: Characterization
The learner will be able to
use characterization for aesthetic purposes in his/her writing.
| Strand |
Source |
Activities |
| Story Elements |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Purposes: Consider
The learner will be able to
consider purpose when writing.
| Strand |
Source |
Activities |
| Writing Purposes |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.0 |
Classroom
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Literary Device: Parallelism/Enhance
The learner will be able to
use parallelism to enhance his/her writing.
| Strand |
Source |
Activities |
| Literary Device |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4 |
Classroom
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Literary Device: Rhetorical Purpose
The learner will be able to
use various literary devices for rhetorical purposes in his/her writing.
| Strand |
Source |
Activities |
| Literary Device |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Literary Device: Aesthetic Purpose
The learner will be able to
use various literary devices for aesthetic purposes in his/her writing.
| Strand |
Source |
Activities |
| Literary Device |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Literary Device: Repetition/Analogy
The learner will be able to
extend meaning in a written work by using repetition, analogy, and a call to action.
| Strand |
Source |
Activities |
| Literary Device |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4 |
Classroom
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Literary Device: Rhetorical/Enhance
The learner will be able to
use rhetorical devices to enhance written works.
| Strand |
Source |
Activities |
| Literary Device |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4 |
Classroom
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Handwriting
The learner will be able to
write legibly.
| Strand |
Source |
Activities |
| Print/Cursive |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Written/Oral 1.2 |
Classroom
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Manuscript Forms
The learner will be able to
use appropriate manuscript forms.
| Strand |
Source |
Activities |
| Print/Cursive |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Written/Oral 1.3 |
Classroom
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Revise: Sentence Variety
The learner will be able to
revise writing to improve sentence variety.
| Strand |
Source |
Activities |
| Revising: Language Conventions |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9 |
Classroom
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Tone: Language/Creative/Vivid
The learner will be able to
employ language in creative and vivid ways to develop a specific tone.
| Strand |
Source |
Activities |
| Tone |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.5 |
Classroom
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Support: Specific Examples
The learner will be able to
include specific examples to support a written work.
| Strand |
Source |
Activities |
| Support |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3 |
Classroom
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Support: Relevant Examples
The learner will be able to
include relevant examples to support a written work.
| Strand |
Source |
Activities |
| Support |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3 |
Classroom
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Report: Exposition/Narration/Description
The learner will be able to
compose a historical investigation report which applies exposition, narration, description, argumentation, or a combination of rhetorical strategies to support the key argument.
| Strand |
Source |
Activities |
| Report |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.4.a |
Classroom
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Style: Aesthetic Purpose
The learner will be able to
use style for aesthetic purposes in his/her writing.
| Strand |
Source |
Activities |
| Style |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Style: Rhetorical Purpose
The learner will be able to
use style for rhetorical purposes in his/her writing.
| Strand |
Source |
Activities |
| Style |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2 |
Classroom
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Argument: Sustain/Sophisticated
The learner will be able to
write a persuasive piece that sustains an argument and/or idea in a sophisticated manner.
| Strand |
Source |
Activities |
| Persuasive: Argument |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3 |
Classroom
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Story: Characterization/Clarity/Force
The learner will be able to
use characterization to achieve clarity, force, and aesthetic effect when telling a story.
| Strand |
Source |
Activities |
| Story |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 1.4 |
Classroom
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Drama: Poems/Speeches/Soliloquies/Recite
The learner will be able to
recite poems, excerpts from speeches, or dramatic soliloquies, paying attention to clarity, force, aesthetic effect, and conveying meaning.
| Strand |
Source |
Activities |
| Drama |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 2.5 |
Classroom
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Vocal Characteristic: Research/Analysis
The learner will be able to
use research and analysis to warrant the use of appropriate vocal characteristics in his/her oral presentation.
| Strand |
Source |
Activities |
| Vocal Characteristic |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 1.9 |
Classroom
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General: Personal Experience/Events
The learner will be able to
deliver a reflective presentation which explores the importance of personal experiences, events, conditions, or concerns, using appropriate speech tactics, including narration, description, exposition, and persuasion.
| Strand |
Source |
Activities |
| Presentation: General |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 2.1.a |
Classroom
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General: Focused/Coherent/Clarity
The learner will be able to
deliver a focused, coherent presentation which clearly communicates his/her message.
| Strand |
Source |
Activities |
| Presentation: General |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 1.0 |
Classroom
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General: Reflective/Describe/Relate
The learner will be able to
deliver a reflective presentation which achieves a balance between describing specific events and relating those events to general and/or abstract ideas.
| Strand |
Source |
Activities |
| Presentation: General |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 2.1.c |
Classroom
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General: Solid Reasoning
The learner will be able to
apply solid reasoning in an oral presentation.
| Strand |
Source |
Activities |
| Presentation: General |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 1.0 |
Classroom
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Questions: Rhetorical/Clarity/Force
The learner will be able to
use rhetorical questions to achieve clarity, force, and aesthetic effect within an oral presentation.
| Strand |
Source |
Activities |
| Questions |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 1.4 |
Classroom
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Literary Device: Parallelism/Clarity
The learner will be able to
use parallelism to achieve clarity, force, and aesthetic effect within an oral presentation.
| Strand |
Source |
Activities |
| Literary Device |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 1.4 |
Classroom
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Literary Device: Dialogue/Clarity/Force
The learner will be able to
use dialogue to achieve clarity, force, and aesthetic effect within an oral presentation.
| Strand |
Source |
Activities |
| Literary Device |
CA: Content Standards, December 1997, Grades Eleven/Twelve, Listening/Speaking 1.4 |
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