SKILLS: INTEGRATING LIBRARY RESOURCES WITH
Last edited on November 7, 2000
|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.|
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
|LA 2||CONTENT: Summarizing
Comprehension of a Focused Discussion.. Summarize
a coherent and organized way what they have learned from a focused
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
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
||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
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
(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
||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
||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
||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
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
||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
|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
|LI 12||CONTENT: Comprehending
Application of Literary Terms. Locate
and analyze such elements in fiction as point of view, foreshadowing, and
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
||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
|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
|LI 15||CONTENT: Understanding
Figurative Language and Imagery. Analyze
and compare figurative language and imagery across significant cross-cultural
PERFORMANCE: Students will create and present their own passages to create a prescribed/theme in order to influence audience reaction.
End product: class presentation
|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
|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
|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
|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
||C 20||CONTENT: Developing
Writing Skills Appropriate for Given Audiences. Use
different levels of formality, style and tone when composing for different
PERFORMANCE: Students will create a personal editorial concerning a controversial issue.
End product: Editorial
|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
||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 groups, issues, problems. etc.
|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
||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
|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
||M 26||CONTENT: Analyzing
Different Media Compare
and analyze how each medium offers a different perspective on the information
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
||M 27||CONTENT: Analyzing
Media Messages. Analyze
the techniques used in a media message for a particular audience and evaluate
PERFORMANCE: Students will develop a report analyzing the coverage of the presidential elections as reported by various electronic media.
End Product: Report
|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.