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Sierra Sands Unified School District |
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Curriculum Guides 2003-2004 |
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Language Arts - 2B/2C |
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Usage: Standard/Comprehend
The learner will be able to
comprehend Standard English usage.
| Strand |
Source |
Activities |
| Usage |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.2 |
Classroom
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Usage: Apply/Writing
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Source |
Activities |
| Usage |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.3 |
Classroom
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Grammar: Use
The learner will be able to
use correct grammar.
| Strand |
Source |
Activities |
| Grammar |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.3 |
Classroom
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Source |
Activities |
| Sentence Structure |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.3 |
Classroom
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Paragraph: Structure/Use
The learner will be able to
use appropriate paragraph structure.
| Strand |
Source |
Activities |
| Paragraph Structure |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.3 |
Classroom
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Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Source |
Activities |
| Language Conventions |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.0 |
Classroom
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Syntax: Use
The learner will be able to
use syntax in written compositions.
| Strand |
Source |
Activities |
| Syntax |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.3 |
Classroom
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Diction: Use
The learner will be able to
use diction appropriately.
| Strand |
Source |
Activities |
| Diction |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.3 |
Classroom
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Paragraphs and Essays/Research Paper
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Expository: Research/Analytical/Sources
The learner will be able to
convey information and ideas from primary and secondary sources precisely and coherently when composing research reports and analytical essays.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.b |
Classroom
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Expository: Research/Analytical/Support
The learner will be able to
offer evidence in support of a thesis and related claims, including information about relevant perspectives when writing research reports and analytical essays.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.a |
Classroom
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Expository: Research/Analytical/Reader
The learner will be able to
predict and address readers' potential misunderstandings, biases, and expectations when preparing research reports and analytical essays.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.e |
Classroom
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Revise: Logic/Coherence/Organization
The learner will be able to
revise writing to enhance logic and coherence of organization and perspective, accuracy of word choice, and tone by considering audience, purpose, and formality of context.
| Strand |
Source |
Activities |
| Revising |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.9 |
Classroom
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Expository: Evidence/Support/Thesis
The learner will be able to
select evidence to support a thesis, including information on all relevant perspectives of the topic, when composing expository works.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.a |
Classroom
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Expository: Technical Terms
The learner will be able to
write an expository composition which uses technical terms and notations appropriately.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.f |
Classroom
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Expository: Research/Analytical/Terms
The learner will be able to
use technical terms and notations appropriately when writing research reports and analytical essays.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.f |
Classroom
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Expository: Primary/Secondary
The learner will be able to
convey information and ideas from primary and secondary sources precisely and coherently when composing expository works.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.b |
Classroom
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Expository: Research/Analytical/Facts
The learner will be able to
differentiate between the relative value and importance of ideas, facts, and data when writing research reports and analytical essays.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.c |
Classroom
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Expository: Misunderstandings/Predict
The learner will be able to
predict and address readers' potential misunderstandings, biases, and expectations when preparing an expository work.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.e |
Classroom
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Expository: Differentiate/Importance
The learner will be able to
write an expository paper which differentiates between the relative value and importance of ideas, facts, and information.
| Strand |
Source |
Activities |
| Expository |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.3.c |
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 Nine/Ten, Writing 1.0 |
Classroom
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Response: Awareness/Appreciation
The learner will be able to
write a response to literature that demonstrates an awareness and appreciation of an author's use of stylistic devices.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.2.c |
Classroom
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Narrative: Descriptive/Sensory Details
The learner will be able to
write a biographical or autobiographical narrative or short story that effectively describes sensory details.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.1.e |
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 Nine/Ten, Writing 2.0 |
Classroom
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Essay/Composition: Format/Use
The learner will be able to
use the correct manuscript format, including title page arrangement, pagination, spacing and margins, and the integration of sources and support material with appropriate citations.
| Strand |
Source |
Activities |
| Essay/Composition |
CA: Content Standards, December 1997, Grades Nine/Ten, Written/Oral 1.5 |
Classroom
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Composition: Audience/Purpose
The learner will be able to
compose as appropriate for audience and purpose.
| Strand |
Source |
Activities |
| Essay/Composition |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.0 |
Classroom
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Factual Information: Quotation
The learner will be able to
use quotations in his/her writing without disrupting the flow of ideas.
| Strand |
Source |
Activities |
| Factual Information |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.6 |
Classroom
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Factual Information: Citation
The learner will be able to
use citations in his/her writing without disrupting the flow of ideas.
| Strand |
Source |
Activities |
| Factual Information |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.6 |
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 Nine/Ten, Writing 2.2.d |
Classroom
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Response: References/Support
The learner will be able to
make accurate and detailed references to the text or other works in order to support main ideas and viewpoints.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.2.b |
Classroom
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Response: Interpretation/Important Ideas
The learner will be able to
write a response to literature offering an interpretation that shows a comprehensive understanding of the text's important ideas.
| Strand |
Source |
Activities |
| Writing Responses |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.2.a |
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 Nine/Ten, Writing 2.2.d |
Classroom
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Narrative: Scenes/Incidents
The learner will be able to
place scenes and incidents in specific places when composing biographical or autobiographical narratives or short stories.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.1.b |
Classroom
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Narrative: Details/Specific/Sights
The learner will be able to
use specific details when describing sights, sounds, and smells of a scene and the particular actions, movements, gestures, and emotions of the characters when composing biographical or autobiographical narratives or short stories.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.1.c |
Classroom
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Narrative: Interior Monologue/Emotions
The learner will be able to
use interior monologue to demonstrate a character's emotions when composing biographical or autobiographical narratives or short stories.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.1.c |
Classroom
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Narrative: Action/Pace/Time/Mood
The learner will be able to
pace presentation of action to account for changes in time and mood when composing biographical or autobiographical narratives or short stories.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.1.d |
Classroom
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Narrative: Description/Effective
The learner will be able to
write a narrative which effectively describes appearance, images, and/or changing points of view.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.1.e |
Classroom
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Narrative: Events/Describe/Audience
The learner will be able to
compose biographical or autobiographical narratives or short stories that describe an order of events to the audience and express the importance of the events to the audience.
| Strand |
Source |
Activities |
| Narrative |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.1.a |
Classroom
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Persuasive: Reader Concerns/Address
The learner will be able to
write a persuasive piece that addresses the concerns of the reader.
| Strand |
Source |
Activities |
| Persuasive |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.d |
Classroom
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Persuasive: Biases/Address
The learner will be able to
write a persuasive piece that addresses readers' biases.
| Strand |
Source |
Activities |
| Persuasive |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.d |
Classroom
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Persuasive: Expectations/Address
The learner will be able to
write a persuasive piece that addresses readers' expectations.
| Strand |
Source |
Activities |
| Persuasive |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.d |
Classroom
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Descriptive: Sensory Detail/Use
The learner will be able to
use sensory details when writing.
| Strand |
Source |
Activities |
| Descriptive |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.2 |
Classroom
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Main Idea: Thesis/Point of View
The learner will be able to
maintain a coherent thesis that conveys a clear and distinctive point of view throughout the written work.
| Strand |
Source |
Activities |
| Main Idea |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.1 |
Classroom
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Main Idea: Evidence/Use/Develop
The learner will be able to
use supporting evidence to develop main ideas.
| Strand |
Source |
Activities |
| Main Idea |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.4 |
Classroom
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Focus: Maintain
The learner will be able to
maintain the focus of a written work.
| Strand |
Source |
Activities |
| Clarity/Focus |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.1 |
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 Nine/Ten, Written/Oral 1.4 |
Classroom
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Tone: Maintain
The learner will be able to
consistently maintain an appropriate tone when creating written works.
| Strand |
Source |
Activities |
| Tone |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.1 |
Classroom
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Voice: Active
The learner will be able to
write using the active voice.
| Strand |
Source |
Activities |
| Voice |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 1.2 |
Classroom
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Technical: Reader Problems
The learner will be able to
write a technical document which anticipates readers' problems.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.d |
Classroom
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Technical: Reader Misunderstanding
The learner will be able to
write a technical document which anticipates readers' misunderstandings.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.d |
Classroom
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Technical: Reader Mistakes
The learner will be able to
write a technical document which anticipates readers' mistakes.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.d |
Classroom
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Technical: Definition
The learner will be able to
write a technical document using definitions to increase reader comprehension.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.c |
Classroom
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Technical: Example
The learner will be able to
write a technical document using examples to increase reader comprehension.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.c |
Classroom
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Technical: Scenario/Use
The learner will be able to
write a technical document using scenarios to increase reader comprehension.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.c |
Classroom
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Technical: Detail/Specifications
The learner will be able to
write a detailed technical document with correct specifications.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.b |
Classroom
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Technical: Information/Ideas/Logically
The learner will be able to
compose technical documents which record information and express ideas logically and correctly.
| Strand |
Source |
Activities |
| Technical |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.6.a |
Classroom
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Argument: Sustain/Logical
The learner will be able to
write a persuasive piece that sustains an argument in a logical manner.
| Strand |
Source |
Activities |
| Persuasive: Argument |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.a |
Classroom
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Argument: Address/Counter Arguments
The learner will be able to
write a persuasive piece that addresses counter-arguments of the reader.
| Strand |
Source |
Activities |
| Persuasive: Argument |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.d |
Classroom
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Technique: Ideas/Structure
The learner will be able to
structure ideas in a prolonged and logical manner within persuasive compositions.
| Strand |
Source |
Activities |
| Persuasive: Technique |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.a |
Classroom
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Support: Strategies/Rhetorical/Use
The learner will be able to
use a variety of rhetorical strategies to support statements in a persuasive piece of writing.
| Strand |
Source |
Activities |
| Persuasive: Support |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.b |
Classroom
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Support: Evidence/Accurate/Pertinent
The learner will be able to
clarify and defend positions with accurate and pertinent evidence, including facts, expert opinions, quotations and expressions of commonly accepted beliefs and logical reasoning when composing a persuasive work.
| Strand |
Source |
Activities |
| Persuasive: Support |
CA: Content Standards, December 1997, Grades Nine/Ten, Writing 2.4.c |
Classroom
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Literature (Novel & Drama)
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Drama: Form/Various/Describe
The learner will be able to
describe the relationship between purposes and characteristics of various dramatic forms.
| Strand |
Source |
Activities |
| Drama |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 3.1 |
Classroom
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Drama: Function/Recognize/Explain
The learner will be able to
recognize and explain the function of character foils, asides, soliloquies, scene designs, and dialogue in dramatic literature.
| Strand |
Source |
Activities |
| Drama |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 3.10 |
Classroom
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Author: Evaluate Credibility
The learner will be able to
evaluate the credibility of an author's argument by judging the relationship between generalizations and evidence, the inclusiveness of evidence, and how the author's intentions affect the text's structure and tone.
| Strand |
Source |
Activities |
| Author |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.8 |
Classroom
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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 Nine/Ten, Reading 3.0 |
Classroom
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Informational Text: On-Line
The learner will be able to
read and understand on-line text.
| Strand |
Source |
Activities |
| Informational Text |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.0 |
Classroom
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Articles: News
The learner will be able to
read and understand a news article.
| Strand |
Source |
Activities |
| News |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.0 |
Classroom
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Classic Literature: Read/Understand
The learner will be able to
read and understand classic literature.
| Strand |
Source |
Activities |
| Classic Literature |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.0 |
Classroom
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Contemporary Literature
The learner will be able to
read and understand contemporary literature.
| Strand |
Source |
Activities |
| Contemporary Literature |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.0 |
Classroom
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Functional Text: Reader/Evaluate
The learner will be able to
evaluate the logic of functional text to predict possible reader misunderstandings through examining the sequence of information and procedures.
| Strand |
Source |
Activities |
| Functional Text |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.7 |
Classroom
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Compare/Contrast: Topic/Across Genres
The learner will be able to
compare and contrast the presentation of a similar topic across genres to describe how form affects the message.
| Strand |
Source |
Activities |
| Compare/Contrast |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 3.2 |
Classroom
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Magazine: Article/Read/Understand
The learner will be able to
read and understand a magazine article.
| Strand |
Source |
Activities |
| News: Magazine |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.0 |
Classroom
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Business Documents: Features/Describe
The learner will be able to
describe how authors use the features of business documents to achieve their purposes.
| Strand |
Source |
Activities |
| Business Documents |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.1 |
Classroom
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Business Documents: Format/Analyze
The learner will be able to
analyze the format of business documents, including graphics and headers.
| Strand |
Source |
Activities |
| Business Documents |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.1 |
Classroom
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Business Documents: Structure/Analyze
The learner will be able to
analyze the structure of business documents, including any graphics and headers.
| Strand |
Source |
Activities |
| Business Documents |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 2.1 |
Classroom
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Story Elements: Effect/Describe
The learner will be able to
describe the effect that voice, persona, and narrator have on the tone, characterization, plot, and credibility of text.
| Strand |
Source |
Activities |
| Story Elements |
CA: Content Standards, December 1997, Grades Nine/Ten, Reading 3.9 |
Classroom
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