SKILLS: INTEGRATING LIBRARY RESOURCES WITH
Keeley Library November 14, 2000
|Keeley Library Resources : Click on the Internet Links in the First Column on the Left.|
Playing Identify and practice
techniques, such as setting time limits for speakers, and deadlines for
decision making to improve productivity of group discussions.
PERFORMANCE: End product: Dramatic Presentation Students will used agreed upon rules for informal and formal discussions in small/large groups.
||LA 2||CONTENT: Beginnings..
in a coherent and organized way what they have
learned from a focused discussion.
PERFORMANCE: End product: Discussion, Summary
Students will pose questions, listen to the ideas of others and contribute their own information and ideas in group discussions in order to acquire new knowledge.
||LA 4||CONTENT: Vocabulary.
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: End product: Correct Usage in Writing and Speaking
Students will acquire and use correctly an advanced vocabulary of English words and identify meaning through an understanding of word relationships.
||LA 5||CONTENT: Grammar/Vocabulary
(Roots) 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: End product: Any Written Form
Students will, identify and apply knowledge of the structure of the English Language and standard English conventions for sentence structure, usage, punctuation and spelling.
||LA 6||CONTENT: Language.
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: End product: Essay Students will describe and analyze how oral dialects differ from each other in English, how they differ from written, standard English, and what role Standard American English plays in formal and informal communications.
||LA 7||CONTENT: Etymology.
the origins and meaning of common, learned, and foreign words used frequently
in written English, and show their relationship to historical events.
PERFORMANCE: End product: Letter/ Story/ Tale
Students will describe and analyze how the English Language has developed and been used.
||LI 8||CONTENT: Teach
a Lesson. 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: End product: Class Presentation
Students will, decode and understand new words encountered in their reading and use these words accurately.
||LI 9||CONTENT: Interdisciplinary
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: End product: Essay
Students will identify the basic facts and essential ideas in what they have read, heard or viewed.
||LI 10||CONTENT: Similarities
in Genres Compare and contrast
the presentation of a similar theme or topic across genres to explain how
the selection of a genre shapes the message.
||LI 11||CONTENT: Theme(s)
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: End product: Essay Students will identify, analyze and provide knowledge of theme in literature and provide..
||LI 12||CONTENT: Story
/ Fiction Elements Locate
and analyze such elements in fiction as point of view, foreshadowing, and
PERFORMANCE: End product: Journal / Essay/ Poster or Bulletin Board Display Students will identify, analyze and apply knowledge of the structure and elements of fiction and provide evidence from the text to support views
||LI 13||CONTENT: Biography.
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: End product: Autobiography or Biography Students will identify, analyze and apply knowledge of the structure and elements of non-fiction informational material
||LI 15||CONTENT: World.
and compare figurative language and imagery across significant cross-cultural
PERFORMANCE: Students will identify and analyze how an author's choice of words appeals to the senses, create imagery, suggests mood, and sets tone.
End product: Essay
||LI 16||CONTENT: cross-cultural
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: End product: Journal, Essay
Students will compare and contrast similar myths and narratives from different cultures and geographic regions.
||LI 17||CONTENT: Text
/ Media 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: End product: Essay
Students will interpret the meaning of literary works, non-fiction, films, and media by using different critical lenses and analytic techniques.
||C 19||CONTENT: Myth
and Meaning Write
coherent compositions with a clear focus and adequate detail, and explain
the strategies they used to generate and organize their ideas.
PERFORMANCE: End product: Essay
Students will write compositions with a clear focus developing the composition with logically related ideas and adequate supporting details.
||C 20||CONTENT: Written
Forms. Use different levels
of formality, style and tone when composing for different audiences
PERFORMANCE: End product: Feature Story, Advertisement, Magazine Article, Sales Brochure or Cartoon.
Students will select and use appropriate genres, modes of reasoning and speaking styles when writing for different audiences and rhetorical purposes.
||C 21||CONTENT: Revising
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: End Product: Group Work/ Meeting of the Minds/ Revised Work, Composition
Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone and word choice, in their compositions after revising them.
||C 23||CONTENT: Organizational
Use their own questions, notes, summaries, and outlines to deepen learning
across disciplinary areas.
PERFORMANCE: End Product: Group Work/ Meeting of the Minds/ Revised Work, Composition/Essay
Students will use self generated questions, note taking, summarizing, and outlining to enhance learning when reading or writing
||C 24||CONTENT: Research
Classical, World Mythology. 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: End Product: Report
Students will use different sources of information and appropriate research methods to gather information for their research projects/reports
||C 25||CONTENT: Writing
Forms Use group generated
criteria for evaluating different forms of writing, and explain why these
are important before applying them.
PERFORMANCE: End Products: Newspaper
Students will develop and use appropriate rhetorical, stylistic and logical criteria for assessing final versions of their projects before presenting them before varied audiences.
||M 28||CONTENT: Role
Play. Use media to expand
their understanding of some significant writers or works from a particular
PERFORMANCE: Presentation, Play
Students will, design and create a coherent production with a clear controlling idea, adequate detail, and appropriate language consistent with audience and purpose.
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Jane Constant, Reference Librarian
Keeley Library, B.M.C.Durfee High School of Fall River
September, 1978 to June, 2001