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THINKING SKILLS: INTEGRATING LIBRARY RESOURCES WITH LEARNING OBJECTIVES 

Last edited on November 7, 2000

Sophomore English
COURSES: 9201, 9203, 9202, and (9213?) 
Sophomore  English
STANDARD
NUMBER
CONTENT AND PERFORMANCE OBJECTIVES
The following standards are applicable to : 
College Prep English 2,    Honors English 2,   Work Readiness English 2,    (and MCAS Prep Eng2?)
Keeley Library Resources : Click on the Internet Links in the First Column on the Left.
  • Discussions, Debates, Persuasion
  • Radio programs, etc.
  • Team /Collaborative Work
  • Broadcasting 
  • TV Production

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    LA 1 CONTENT: Developing Discussion Skills: Identify and practice techniques, such as setting time limits for speakers, and deadlines for decision making to improve productivity of group discussions.
    PERFORMANCE: Students will research, develop and videotape a talk show based on the Crucible. Assuming the roles of the major characters, they will discuss the effects of personal motivation on the atmosphere surrounding the witch trials. 
    End product: talk show
  • Discussions, Debates, Persuasion
  • Writing Essays
  • Copyright 

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    LA 2 CONTENT: Summarizing Comprehension of a Focused Discussion.. Summarize in a coherent and organized  way what they have learned from a focused discussion.
    PERFORMANCE: Groups will research the pros and cons of continued use of Napster on the Internet. Assuming the  roles of moderator and panelists, they will present varied perspectives on the topic.
    End product: panel discussion
  • Discussions, Debates, Persuasion
  • Broadcasting
  • TV Production
  • Writing Essays

  •  
    LA 3
     
     

     

    CONTENT: Analyzing Historical Speeches Analyze a group of historic speeches for the features that made them memorable, and prepare a speech using some of these speeches
    PERFORMANCE:  Students will  write and deliver a speech on camera  using rhetorical features to persuade their audience to agree with their premise. 
    End Product: Deliver student developed speech
  • English Language
  • Team /Collaborative Work/Project Development
  • Develop a Game

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    LA 4 CONTENT: Identifying and Using Literal and Figurative Language.  Identify and use correctly in all content areas, idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. Use dictionaries or related references.
    PERFORMANCE: Students will, in groups, develop a game illustrating the differences between  literal and figurative language.
    End product: Develop a game
  • English Language
  • Using Graphic Organizers
  • Develop a Game 
  • LA 5
     

     

    CONTENT: Developing Proficiency in Grammar. Diagram a sentence, identifying types of clauses (e.g. main and subordinate), phrases (e.g. gerunds, infinitives, participles), mechanics( e.g.. semicolons, colons, and hyphens), usage, (e.g. tense consistency), sentence structure (e.g. parallel structure), and standard English spelling.
    PERFORMANCE: Students will, using a Jeopardy format, develop a game through which they will identify, use and supply parts of speech and parts of sentences.
    End product: Jeopardy Game
  • English Language
  • Journalism 

  •   (Desktop Publishing, etc.)

     

    LA 6 CONTENT: Analyzing Standard American English. Analyze the role and place of standard American English in speech, writing and literature (Slang, dialects, idioms, clichés both in literature and in modern speech)
    PERFORMANCE:  Students will publish electronically a newspaper, using appropriate language for each section. 
    End product: Newspaper
  • Languages
  • English Language
  • Team /Collaborative Work

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    LA 7 CONTENT: Analyzing Word Origins. Analyze the origins and meaning of common, learned, and foreign words used frequently in written English, and show their relationship to historical events.
    PERFORMANCE: Students in groups will research and develop a dictionary identifying words as Slavic, Celtic, Germanic, Greek, Indo-Iranian, or Latin origins.
    End product: Student Dictionary
  • Oral Tradition: Myths, Legends
  • Comparative Religion and Other Religions
  • Bible
  • History of Ancient World to ca.499
  • LITERATURE (800'S)

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    LI  8 CONTENT: Using Literary Allusions to Determine Word Meanings. Use their knowledge of Greek, Latin, and Norse Mythology; the Bible, and other works often alluded to in British and American Literature to understand the meaning of new words. (Greek and Latin roots, suffixes, prefixes, etc.)
    PERFORMANCE: Students will, using nonsense words developed from their knowledge of  prefixes, suffixes, and roots, develop a myth in such a manner that context clues will give meaning to nonsense words.
    End product: Myth
  • United States History
  • Civil War
  • 19th Century Literature
  • Discussions, Debates, Persuasion 
  • LI 9 CONTENT: Identifying Essential Ideas.  Identify and describe the essential ideas in what they have heard, read, or viewed, by using the focusing, planning, monitoring, and assessing strategies that they have found most effective in helping them learn from a variety of texts.
    PERFORMANCE: Students will research literature and essays of the  of Civil War period. Using a talk show format, they present and discuss their ;information as seen through what they infer would be perspectives of northern citizens versus southern citizens.
    End product: Talk Show
  • Writing Essays
  • Poetry
  • Broadcasting (Video)
  • LITERATURE (800'S) 
  • Theme Genre

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    LI  10 CONTENT: Understanding the Effect of Genres on Themes. Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of a genre shapes the message.
    PERFORMANCE: Students will develop and deliver eulogies written from the point of view of a hospice worker, cleric, family member, musician, worst enemy, etc., using prose, verse, or video.
    End product: Eulogy
  •  Oral Presentations, Posters, etc. 

  •    (collage)
  • Theme Genre

  •  
    LI  11 CONTENT: Understanding Themes. Apply knowledge of the concept that the theme or meaning of a selection may involve several ideas, and then analyze and compare works that have a universal theme, providing evidence to support their ideas.
    PERFORMANCE:  Students will create and present a collage which demonstrates their understanding of a particular theme.
    End product: Collage
  • Advertising techniques
  • Elements of Fiction
  • LITERATURE (800'S) 

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    LI  12 CONTENT: Comprehending Application of Literary Terms. Locate and analyze such elements in fiction as point of view, foreshadowing, and irony.
    PERFORMANCE: Students will select a piece of literature, and, treating it as a movie, create an advertisement focusing on setting, purpose and point of view, and utilizing technology in their presentations.
    End product: Advertisement
  • Using Graphic Organizers
  • Creating Graphic Organizers
  • LITERATURE (800'S) 
  • Biography
  • LI  13 CONTENT: Analyzing Structure and Elements of Non-Fiction. Analyze the structure and elements of biographical or other non-fiction work,  explain what they are in an essay, and use them in a similar piece of writing.
    PERFORMANCE: Using computers, students will create and present a  flow chart to document a sequence  of significant life experiences in someone else's life.
    End product: Flowchart
  • Poetry 
  • Oral Presentations, Posters, etc.
  • Broadcasting (Audio Taping, etc.)

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    LI  14 CONTENT: Identifying different literary forms and structures.  Identify poetic forms, such as ballad, sonnet, and heroic couplets. Respond to the dramatic structure and emotional power of poetry. 
    PERFORMANCE: Students will read aloud and on tape a poem of choice, paying attention to rhyme and musicality..
    End product: Oral Presentation
  • Symbolism, imagery, metaphor
  • Writing Essays
  • LITERATURE (800'S)

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    LI 15 CONTENT: Understanding Figurative Language and Imagery. Analyze and compare figurative language and imagery across significant cross-cultural literary works.
    PERFORMANCE: Students will create and present their own passages to create a prescribed/theme in order to influence audience reaction.
    End product: class presentation
  • Symbolism, imagery, metaphor
  • Oral Tradition: Myths, Legends, 
  • Native American Myths, Legends
  • Elements of Fiction
  • Statistics (Graphs)
  • Using Computers  (see graphs)

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    LI  16 CONTENT: Understanding the Themes and Motifs of Oral Traditions.  Analyze and compare the role of such elements as journeys, supernatural helpers, magical objects, tests, and or marvelous creatures in myths, epics or literary works that draw upon motifs and themes from the oral tradition.
    PERFORMANCE: Students will create and present a graph indicating significant events in their lifetimes as either positive of negative incidents.
    End product: Graph
  • Writing Essay
  • LITERATURE (800'S) 
  • Drama
  • Criticism
  • Creating Portfolios

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    LI  17 CONTENT: Analyzing Works of Art Using Terminology of Literary Criticism.  Analyze the aesthetic quality of works of poetry, drama, fiction, or film. Conduct close readings of texts using the terminology of literary criticism, and the present interpretations, based on specific evidence from the texts.
    PERFORMANCE: Students will  maintain portfolios, including both creative and critical responses to literary works and media productions to demonstrate critical understanding of recurring techniques.
    End product: Portfolio
  • Drama (Speaking, Acting)
  • Scriptwriting

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    L  18 CONTENT: Developing and Communicating Consistent Characters. Develop, communicate, and sustain consistent characters in improvisational, formal and informal productions.
    PERFORMANCE: Students will research and select a significant  dramatic monologue. While being videotaped, They will deliver the speech as they believe the author intended, and as another character.
    End Product: Performance
  • Interview
  • Oral Presentations, Posters, etc.
  • Writing Essay
  • LITERATURE (800'S) 

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    C 19 CONTENT: Writing Coherent Essays.  Write coherent compositions with a clear focus and adequate detail, and explain the strategies they used to generate and organize their ideas.
    PERFORMANCE: Students will interview their oldest relative, or acquaintance on tape using pre-developed questions. They will also research the time period and collect artifacts. Using photographs, research and interviews, they will create a poster and orally present it to the class. 
    End product: oral report
  • Writing Letters
  • Authorship (elements of non fiction)
  • Discussions, Debates, Persuasion
  • Journalism 

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    C 20 CONTENT: Developing Writing Skills Appropriate for Given Audiences. Use different levels of formality, style and tone when composing for different audiences
    PERFORMANCE: Students will create a personal editorial concerning a controversial issue.
    End product: Editorial
  • Writing Letters
  • Rubrics (Assessment)
  • Journalism (Proofreading, editing)

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    C 21 CONTENT: Developing Editorial Skills. Students revise their writing, after rethinking the logic of their organization, and rechecking their controlling idea, content, paragraph development, level of detail, style, tone, and word choice
    PERFORMANCE: Students will create faulty business letters on computers, and will act as proofreaders and editors for a partner's letter.
    End Product: Faulty Letters
  • Teach a Lesson
  • English Language (usage)

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    C 22 CONTENT: Using Standard  English Correctly. Use knowledge of types of clauses, verb forms, mechanics, sentence structure and standard English spelling to edit their writing.
    PERFORMANCE: . Students will select an area of grammar, and prepare, present and assess a lesson.
    End product: Teach a Lesson
  • Social Sciences 

  •   (social groups, issues, problems. etc.
  • Research Projects
  • Focusing 
  • Information Gathering, Summarizing
  • Using Note Cards for Research
  • Sample Title Page and Outline
  • Documenting: Quoting, Bibliography
  • C 23 CONTENT: Using Notes, Summaries and Outlines to Deepen Understanding of Integrated Research.. Use their own questions, notes, summaries, and outlines to deepen learning across disciplinary areas.
    PERFORMANCE: Students will select a socially relevant topic and research for personal/societal consequences. 
    End Product: Research paper

     

  • United States History
  • 19th Century Literature
  • Focusing 
  • Information Gathering,Summarizing
  • Using Note Cards for Research
  • Sample Title Page and Outline
  • Research Projects
  • C 24 CONTENT: Using open-ended questions to explore a research topic. Individually formulate open ended questions to explore a topic of interest and then design an appropriate methodology,  form and way to document sources for a report of their research.
    PERFORMANCE: Students will, using previously devised open-ended questions, investigate a topic to be resolved through a research presentation. 
    End Product: Research Paper
  • Focusing 
  • Rubrics

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    C 25 CONTENT: Creating Rubrics Use group generated criteria for evaluating different forms of writing, and explain why these are  important before applying them.
    PERFORMANCE: Students will develop rubrics for different forms of writing. 
    End Products: Rubrics
  • Focusing 
  • Information Gathering, Summarizing
  • Using Note Cards for Research
  • Sample Title Page and Outline
  • Research Projects
  • Journalism
  • Media Literacy
  • Information Literacy
  • M 26 CONTENT: Analyzing Different Media  Compare and analyze how each medium offers a different perspective on the information it presents
    PERFORMANCE: Students will, in groups, create and deliver news reports for different media. (CNN, MTV, NBC Nightly News, NY Times, Current Affair etc.)
    End Product: Newspaper
  • Discussions, Debates, Persuasion 
  • Media: Advertising Techniques
  • Media Literacy
  • Using Note Cards for Research
  • Information Gathering, Summarizing
  • Research Projects
  • Journalism
  • M 27 CONTENT: Analyzing Media Messages. Analyze the techniques used in a media message for a particular audience and evaluate their effectiveness.
    PERFORMANCE: Students will develop a report analyzing the coverage of the presidential elections as reported by various electronic media.
    End Product: Report
  • Scriptwriting
  • Drama
  • Media Literacy
  • Oral Presentations, Posters, etc. 

  •    (Using PowerPoint)
  • Arts
  • Music
  • M 28 CONTENT: Using Media to Expand Understanding of a Particular Author's work/ Works. Use media to expand their understanding of some significant  writers or works from a particular historical period.
    PERFORMANCE: Students will, using various computer techniques (digital camera, paintbrush, Polaroid transfer...), develop a PowerPoint presentation including , visuals, graphics, musical scores, reports. etc., to indicate a sensory understanding of an author's theme.
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    Jane Constant, Reference Librarian
    Keeley Library, B.M.C.Durfee High School of Fall River
    September, 1978  to  June, 2001