Last edited on July 30, 2000
| THINKING
SKILLS: INTEGRATING LIBRARY RESOURCES WITH
LEARNING OBJECTIVES
Last edited on July 30, 2000 |
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Freshman English |
STANDARD
NUMBER |
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| The following standards
are applicable to :
College Prep English 1, Honors English 1, Work Readiness English I, Aspire English |
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| Keeley Library Resources : Click on the Internet Links in the First Column on the Left. | ||
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LA 1 | CONTENT:
Identity
and practice techniques, such as setting time limits for speakers, and
deadlines for decision making to improve productivity of group discussions.
PERFORMANCE: Prepare a dramatic presentation (radio script) of final moments of Interlopers |
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LA 2 | CONTENT: Summarize
in
a coherent way what they have learned from a focused discussion.
PERFORMANCE: Studentssummarize and analyze effect of various settings in the literature by individual essay, and participation in class discussion. |
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LA 3
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CONTENT: Analyze
a group of historic speeches for the features that made them memorable,
and prepare a speech using some of these speeches
PERFORMANCE: Prepare and present an original group speech after analyzing the features of speeches read and discussed in class. |
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LA 4 | CONTENT: Identify
and use correctly in all content areas, idioms, cognates, words with literal
and figurative meanings, andpatterns of word changes that indicate different
meanings or functions. Use dictionaries or related references.
PERFORMANCE: Students will be able to use words correctly in all forms of communication in a classroom setting by written essays. |
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LA 5
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CONTENT: Diagram
a sentence, identifying types of clauses (e.g. main and subordinate), phrases
(e.g. gerunds, infinitives, participles), mechanics( eg. semicolons, colons,
and hyphens), usage, (e.g. tense consistency), sentence structure (e.g.
parallel structure), and standard English spelling.
PERFORMANCE: Students will select the correct usage of target grammatical assignment. Students will write original sentences using grammatical formulas given to them by instructor.End product: Essay |
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LA 6 | CONTENT: 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: Student will identify variations in dialogue of Shakespearean characters as compared to comparable characters in West Side Story by writing a Compare Contrast Graphic Organizer. |
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LA 7 | CONTENT: 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 will demonstrate mastery by presenting a report on the origins of a list of different words |
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LI 8 | CONTENT: 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 come across an unfamiliar word of Greek origin, and must locate the myth from which it originated. Students then reread the myth, and teach a lesson to the class. |
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LI 9 | CONTENT: 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: As part of an interdisciplinary humanities unit, students brainstorm ideas and do research on the influence of the literature preceding the French Revolution and World War II. Theycompose essays for a classroom collection, indicating how basic ideas in these selections related to subsequent political events. |
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LI 10 | CONTENT: 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 compare three pieces of literature from different genres, and find thematic similarities in the three pieces. Using word processing to create an essay, students describe how thematic selection influences the message. |
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LI 11 | CONTENT:
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 universaltheme, providing evidence to support their ideas.
PERFORMANCE: Students analyze and compare selections from Shakespeare's "Romeo and Juliet", "The Necklace ", and " The Gift of the Magi" as variations on a theme in the form of a graphic organizer. |
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LI 12 | CONTENT: Locate
and analyze such elements in fiction as point of view, foreshadowing, and
irony.
PERFORMANCE: After reading Dickens' story, "GreatExpectations", students work in small groups to analyze the story for point of view, foreshadowing and irony. Students present written evidence supporting their ideas to the class.End product: Written essay |
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LI 13 | CONTENT: 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: Students analyze the structure and elements of listed works, and compose their autobiographies, or biographies. |
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LI 14 | CONTENT: Identify
poetic forms, such as ballad, sonnet, and heroic couplets. Respond to the
dramatic structure and emotional power of poetry.
PERFORMANCE: Students respond to, analyze and compare a variety of poems that exemplify the range of a poet's dramatic power. Students then write an original poem and shareit with the class. |
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LI 15 | CONTENT: Analyze
and compare figurative language and imagery across significant cross-cultural
literary works.
PERFORMANCE: Students compose essays in which they analyze and compare figurative language in a variety of selections from the works listed. |
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LI 16 | CONTENT: 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 learn about the journeyto the underworld as a basic story pattern in art and literature by comparing Psyche's search for Cupid with the underworld guests of shamans in the far North to recover lost or abducted souls of the sick and dying. Students then analyze how plot and character development work in such works as Homer's Odyssey. End product: test |
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LI 17 | CONTENT: 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 read Romeo and Juliet, and West Side Story, and identify aesthetic qualities associated withplays. They write an essay citing evidence from the text and film explaining how these qualities work together to illuminate central themes in the text. |
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L 18 | CONTENT: Develop,
communicate, and sustain consistent characters in improvisational, formal
and informal productions.
PERFORMANCE: Studentsstage and enact one scene from Romeo and Juliet. |
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C 19 | CONTENT: Write
coherent compositions with a clear focus and adequate detail, and explain
the strategies they used togenerate and organize their ideas.
PERFORMANCE: Students write a comparison essay of Della from "Gift of the Magi", and Mme. Loiselle from "The Necklace". They explain characterization strategies they used for generating an organizing their ideas for this comparison. |
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C 20 | CONTENT: Use
different levels of formality, style and tone when composing for different
audiences
PERFORMANCE:Examples: Students write letters to the editor of their school paper for and against a school committee decision to allow separate mathematics classes for female students, and asecond letter on the same topic to their school committee. They then compare the stylistic and tonal differences between the two letters, and discuss how audience "formality" affects language choices and writing style. |
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C 21 | CONTENT: 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: Examples: Students gather information from peers for a report on 1) The relationship between school grades and after school jobs, 2) the number of hours spent doing homework, and 3) the number of hours spent viewing TV. After checking to see if their controlling idea is logically developed, their generalizations supported by examples, and all relevant information provided, they revise their reports to include charts, and important details on their procedures for obtaining and verifying information reported by their peers. |
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C 22 | CONTENT: Use
knowledge of types of clauses, verb forms, mechanics, sentence structure
and standard English spelling to edit their writing.
PERFORMANCE: Students compose essays based on their reading of "American Painters". For a final editing conference with the teacher,, students check for mechanics, spelling, tense consistency, and parallel structure. End product: Composition |
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C 23 | CONTENT: Use
their own questions, notes, summaries, and outlines to deepen learning
across disciplinary areas.
PERFORMANCE: Students appreciate the achievements of the Elizabethan Era byresearching the historical and scientific contributions of the period. |
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C 24 | CONTENT: Individually
formulate open ended questionsto explore a topic of interest and then design
an appropriate methodology, form and way to document sources for
a report of their research.
PERFORMANCE: Write an official report of the events leading up to Romeo and Juliet's death. |
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C 25 | CONTENT: Use
group generated criteria for evaluating differentforms of writing, and
explain why these are important before applying them.
PERFORMANCE: Students will create a rubric to evaluate work created in previous standard. |
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M 26 | CONTENT: Compare
and analyze how each medium offersa different perspective on the information
it presents
PERFORMANCE: Write a paper that compares Dickens's England with Shakespeare's England |
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M 27 | CONTENT: Analyze
the techniques used in a media messagefor a particular audience and evaluate
their effectiveness.
PERFORMANCE: Debate the reasons for the appeal of newspaper features and commercials. |
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M 28 | CONTENT: Use
media to expand their understanding of some significant writers or
works from a particular historical period.
PERFORMANCE: Students write and perform an original scene including Odysseus, Penelope, and Telemachus showing their first family dinner after Odysseus returns to Ithica. |