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English

Language Arts 9 Enhanced with The Idaho Student Information Technology Standards

Published by the Idaho Department of Education Spring 2003

State Sup
Dr. Marilyn Howard
erintendent of Public Instruction

I D A H O D E P A R T M E N T O F E D U C A T I O N

English Language Arts

Dr. Lynette J. Hill Specialist, English Language Arts Idaho Department of Education

P.O. Box 83720 Boise, ID 83720-0027

Phone 208-332-6941 • Fax 208-332-6993 Email: [email protected]

http://www.sde.state.id.us/instruct/langarts/

Course Contributors: Beverly Fransen Payette High School Payette Missy Nichols Eagle High School Meridian Jill Pixton Century High School Pocatello

Technology Contributor:

Donna Duerden Rigby High School Rigby

mailto:[email protected]

Table of Contents Introduction................................................................................. i

Using This Document................................................................. ii

Student Evaluation Philosophy................................................. iii

BLOCK 1: APPLICATIONS OF WRITING..................................... 1

BLOCK 2: ELEMENTS OF FICTION............................................. 5

BLOCK 3: ELEMENTS OF NONFICTION ................................... 11

BLOCK 4: ELEMENTS OF DRAMA ............................................ 19

BLOCK 5: ELEMENTS OF POETRY........................................... 28

APPENDIX: A ............................................................................ 36

Resources

APPENDIX: B ............................................................................ 38

Lesson Plans

APPENDIX: C ............................................................................ 55

Idaho Achievement Standards – Language Arts/Communications, Grades 9-12

APPENDIX: D ............................................................................ 60

Idaho Student Information Technology Standards

Introduction

All the world’s a stage, and all the men and women merely players; They have their exits and their entrances; and one man in his time plays many parts.

- William Shakespeare

Background The Idaho State Department of Education gathered teams of exemplary educators

from throughout the state to write courses of study related to Idaho Achievement Standards subject areas. In turn, all of the state’s school districts received hard copies as well as online access in order to assist them incorporate the Standards as a more integral part of their curricula. Idaho teachers have appreciatively received the documents on compact disks.

The transitions that occur throughout elementary, middle school/junior high and

the world of high school require significant growth and change for learners. Throughout students’ educations, literature and writing processes introduce them to an increased demand for mature thinking skills. Involvement with literature builds upon previous reading experiences, but emphasizes a new set of life issues. Thematic years address relationships, beliefs and values, responsibility, and self-identity. Focusing on skills, each graduated course enlists a significantly greater reliance on the ability to write effectively and efficiently with consideration of audience and purpose.

Purpose

The intended purpose of each course of study is to align curriculum instruction and assessment with the Idaho Language Arts Achievement Standards. This document provides a framework to assist teachers prepare their students for the Idaho Standard Achievement Tests as well as for the Ninth Grade Direct Writing Assessment.

Idaho Achievement Standards Standards provide widely agreed upon guidelines for what all students should learn and be able to do. They are useful in the development of curricular frameworks, course outlines, textbooks, professional development programs, and systems of assessment. The ultimate goal of social studies in Idaho is to develop the civic competence and civic participation of Idaho's youth, the citizens of today and tomorrow. Each of the U.S. History I instructional blocks is built upon the supporting Idaho Achievement standards; power standards are identified red. Teacher Resource: Idaho Achievement Standards available at www.sde.state.id.us. Lynette J. Hill, Ed.D. Specialist, English Language Arts 2004

i

http://www.sde.state.id.us/

Using This Document

This English Language Arts Course of Study provides a starting point for teachers whose districts have not formalized their own standards-based curricula and additional support for those whose districts have developed and published such documents. Although the suggestions that follow form a framework that addresses all relevant Idaho standards, we are hopeful that teachers will incorporate their own professional training and experience to complete the course. The suggested activities represent alternative activities that may assist students achieve objectives. The State Department of Education encourages teachers to seek those activities that most capitalize on local resources and/or interests. Employed strategies may implement or extend opportunities for students to meet Idaho Achievement Standards. We are hopeful that teachers will identify additional activities and the standards they address for possible inclusion in a future revision and/or expansion of this guide.

ii

Student Evaluation Philosophy

We assert that assessment of student progress toward mastering individual standards should be on-going and imbedded within instructional blocks. Ideally, we recommend assessments that are formative in nature and that assist to guide subsequent instruction. We encourage a variety of approaches to assess student progress: performance, portfolios, and traditional testing. At the completion of this course, an end-of-course summary assessment device can validate student achievement.

iii

Block

1 Applications of Writing

o understand and apply the correct process, traits, and genres of writing. Instructors should present this information initially as a block, and then build upon it throughout the remainder of the school year; they should infuse writing instruction within all remaining blocks.
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1

Objectives References 1. Understand and be able to use the writing process efficiently. 753.01.a 2. Apply the six traits of effective writing: ideas, voice, organization, 753.01.b, c; word choice, sentence fluency, and conventions. 753.02.a, b 3. Students will write or be exposed to different genres/forms of writing. 753.03.b;

753.04.c; 4. Specifically focus on language development and usage as it pertains to 753.02.a punctuation, grammar, spelling, mechanics, capitalization, and sentence structure. 5. Write for purpose and audience. 753.02.b 6. Use writing as a medium to express self. 753.04.a, b, c 7. Demonstrate ability to use the organization processes of both a writing 753.02.b; piece and a paragraph (i.e. writing piece: introduction, body, and 753.04.b conclusion; paragraph: topic, concrete detail, commentary, and transition sentences). 8. Generate and develop ideas for writing using brainstorming techniques, 753.02.a; graphic organizers, and the revision (addition, deletion, clarification, 753.02.b

explanation) of initial ideas. 9. Vary sentence lengths, beginnings, and structures. 753.02.a, b;

753.04.a 10. Demonstrate age appropriate use of vocabulary (word choice) to 753.01.c; enhance meaning. 753.02.b;

753.04.c 11. Develop a unique and original writing voice or persona. 753.01.c; 753.02.b

Standard: 753.01

Understand and use the writing process.

Content Knowledge and Skills: 753.01.a: Demonstrate steps of the writing process: Brainstorm, Draft, Revise, Edit, Publish. 753.01.b: Write in order to generate, record, and reflect upon ideas. 753.01.c: Evaluate and choose appropriate style and vocabulary for particular audience. Standard: 753.02

Write and edit for correctness and clarity.

Content Knowledge and Skills: 753.02.a: Apply rules and conventions of the following: grammar, punctuation, capitalization,

and spelling. 753.02.b: Formulate purpose, thesis, relevant support, and focused paragraphs:

- Use topic sentences, appropriate word choices, sentence structure, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources.

- Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.

Standard: 753.03

Write to inform and explain.

Content Knowledge and Skills: 753.03.a: Incorporate facts, data, and processes from technical and non-technical materials

into writing. 753.03.b: Choose appropriate format to inform and explain.

Standard: 753.04

Write for literary response and expression.

Content Knowledge and Skills: 753.04.a: Compare, contrast, and synthesize ideas and techniques from a variety of literatures

and Fine Arts that represent many cultures and perspectives. 753.04.b: Formulate a thesis and supporting evidence as appropriate. 753.04.c: Write and publish original creative works using figurative and descriptive language.

2

Suggested Activities Content

Standards Technology Standards

1. Generate pieces of writing using the writing process from start to finish.

753.01.a 1.1.b

1.1.c

3.1.a

3.1.c

2. Use a single-sentence “novel” and invite students to ask questions to determine missing supporting details necessary to complete the whole story.

753.01.b

753.02.b

3. Maintaining the same topic, write for two differing audiences; compare word choices, conventions, and presentation of ideas. Example: write a letter to a friend/teacher.

753.01.c

4. Use Daily Oral Language activities and mini drill and practice worksheets to improve and review rules and conventions of writing.

753.02.a

5. Cut sentences of a paragraph apart and distribute to small groups of students. Direct them to determine the correct order of the sentences and defend.

753.02.b

6. Choose a societal issue on which to write a two-part expository essay in preparation for the Direct Writing Assessment with a focus on organization and incorporation of the thesis statement. Topics may be derived from literature. Sample two-part essays include problem-solution, before-after, cause-effect, and compare-contrast.

753.03.a, b

753.04.b

1.1.b

1.1.c

3.1.a

3.1.c

7. Organize ideas for a compare/contrast essay using the graphic organization of a Venn diagram. For example, compare ninth graders to twelfth graders.

753.01.a

753.04.a

8. Describe a backyard or bedroom using specific details and figurative and descriptive language.

753.04.c

9. Use sample writings to teach and familiarize students with the six traits of writing. Model rubric grading, and guide students to assess writing to improve their own understanding of writing expectations.

753.01.b, c

753.02.a, b

753.03.a, b

753.04.b, c

10. Employ workplace writing skills. 753.03.b All

11. Rewrite a classical paragraph (i.e., Hamlet’s “To Be or Not to Be” in the voice of a contemporary character such as Homer Simpson or a president).

753.02.b

3



12. Focusing on details, describe a memorable meal using precise adjectives, phrases, and verbs. Practice the art of “showing” rather than “telling”; provide “thought-shots” and “snapshots.”

753.02.b

13. Incorporate various creative styles, genres, and techniques into writing.

753.04.c

14. Using a teacher-generated rubric that has been incorporated into a template, complete a form regarding a sample student writing.

753.01

753.02

1.1.b

1.1.c

3.1.a

3.1.c

4.1.b

15. Using a teacher-generated goal setting template, complete a form on a computer, which can be attached to an email document and mailed to the teacher for comment and feedback.

752.02.e

753.03

1.1.b

1.1.c

3.1.a

3.1.c

4.1.b

4

Block

2 Elements of Fiction

he student will demonstrate proficiency in reading. Implement reading strategies into all remaining blocks as well as infuse across the curriculum.

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Objectives Reference 1. Read for enjoyment and life-long learning. 752.01; 752.02; 752.03

2. Implement understanding of elements of fiction: 752.01.g; 752.02.a, d;

theme, point of view, mood, setting, character, and plot. 752.03.b

3. Read proficiently from traditional, technical, and electronic sources. 752.01; 752.02; 752.03

4. Demonstrate the higher-level thinking skills of analysis, 752.01.c, d, e, f; evaluation, application, and synthesis in relation to reading. 752.03.a, b, c, d

5. Identify purpose for reading. 752.01; 752.02; 752.03

6. Identify primary differences between fiction and non-fiction. 752.02.a; 752.03.d

7. Identify different genres of writing (i.e., prose, poetry, drama). 752.02.a, d, e

8. Increase reading fluency. 752.01

9. Expand knowledge of the human condition and experience. 752.02

10. Practice using such reading strategies as visualization, re-reading, graphic organizer 752.01

11. Increase understanding of literary terms: 752.02.a, d; mood, imagery, figurative language, personification. 752.03.b 12. Demonstrate skill as an active, involved reader. 752.01; 752.02.e; 752.03

13. Demonstrate appreciation of the writer’s craft in all pieces. 752.01.g; 752.02.d;

752.03.b

Standard: 752.01

Read a variety of traditional and electronic materials for information and understanding.

Content Knowledge and Skills: 752.01.a: Decode unfamiliar words using a comprehensive set of reading strategies: phonics, context clues, and word analysis skills. 752.01.b: Preview material to understand structure and anticipate content. 752.01.c: Develop analytic processes for understanding and remembering words, phrases, and information from reading material. 752.01.d: Identify, collect, and/or select, and relate pertinent information to given situations. 752.01.e: Synthesize and organize information. 752.01.f: Apply and extend information. 752.01.g: Explain how an author uses language and literary devices: mood, tone, style, figurative language, format, and structure. 752.01.h: Use reading strategies to determine main ideas and to collect data, facts, and ideas. Standard: 752.02 Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

Content Knowledge and Skills: 752.02.a: Know defining characteristics of literary forms and genres (fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, parodies, satires and plays).

752.02.b: Identify and compare own experiences to those of others in situations, events, and cultures within reading selections.

752.02.c: Interpret the social, cultural, and historical significance of a text: Ancient Literature; British Literature; American Literature; and World Literature.

752.02.d: Evaluate how an author uses language and literary devices to evoke a response in a reader: style, format, and structure.

752.02.e: Demonstrate how reading can provide enrichment, information, and serve as a tool for lifelong learning.

6

Standard: 752.03

Read a variety of traditional and electronic materials for critical analysis and evaluation.

Content Knowledge and Skills: 752.03.a: Evaluate the validity and accuracy of information.

752.03.b: Analyze author’s purpose within a literary text: characterization, setting, plot structure, theme, point of view, organization and form.

752.03.c: Compare and contrast selections within texts.

752.03.d: Form opinions and make judgments about fiction and nonfiction.

752.03.e: In response to technical materials, use personal or objective criteria to: draw conclusions; make inferences; decide meanings; form opinions; and make judgments.

Standard: 753.04


Content Knowledge and Skills: 753.04.a: Compare, contrast, and synthesize ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives.

753.04.c: Write and publish original creative works using figurative and descriptive language.

Standard 755.01

Speak to share an understanding of information.

Content Knowledge and Skills: 755.01.a: Adjust oral language to audience; appropriately apply rules of standard English.

755.01.b: Create oral presentations that include the following: - Transitions - Organization - Support of main ideas - Examples - Response to questions and feedback

- Visual aids and appropriate technology

755.01.c: Use oral communication for various purposes and audiences including which appropriately incorporate the following:

- Word Choice - Pronunciation - Inflection/Modulation - Physical Gestures - Eye Contact - Posture

7

Standard 755.02

Speak for literary response and expression.

Content Knowledge and Skills: 755.02.a: Share interpretations of personal or literary works through oral interpretation, memorization, presentation, and dramatic readings.

Standard 755.03

Speak for critical analysis and evaluation.

Content Knowledge and Skills: 755.03.a: Clearly express opinions and judgments. 755.03.b: Encourage others’ participation, while exhibiting courteous, attentive, and appropriate behavior during discussions:

- Listen well and verify understanding - Avoid monopolizing conversations - Raise pertinent questions - Exhibit cultural sensitivity

8

Suggested Activities Content Standards

Technology Standards

1. Compare and contrast a student’s hometown setting with that of a fictional literary piece.

752.02.b

2. Create a poster that reflects the cultural, social, and/or historical significance of an ancient or world literature piece.

752.02.c

3. Conduct a social event that demonstrates understanding of the cultural, social, and/or historical significance as well as the understanding of characterization. (Students might opt to dress in character for this event to reflect character more appropriately.)

752.02.c

752.03.b

755.01

755.02

755.03

4. Track a theme through several selections and illustrate comparative uses of that theme.

752.02.a

752.03.c, d

753.04.a

5. Create a flow chart of events throughout a story. 752.01.c

6. Create a screenplay for a story or a sequel. 752.01.f

7. Locate ten unknown words; brainstorm definitions; discover real definitions; and create visuals to demonstrate meaning (i.e., vocabulary charades, pictures).

752.01.a, b

8. Develop a storyboard in conjunction with the reading of a story.

752.02.d

9. Maintain a reader-response journal to identify with themes and issues.

752.01.d

752.03.d

10. Create a chart/poster with the following titles: Literary Term, Quote Evidence, and Student Analysis. Using each term in the standard, direct students to locate within a literary piece evidence of the particular device, and explain the terms applicable to that piece.

752.01.g

11. Create a group mystery to incorporate the elements of fiction. Provide students with names of characters, a crime, and the understanding of plot; then, compare stories among different groups.

753.04.c

9

Suggested Activities Content Standards

Technology Standards

12. (Adaptation of #2 for technology standards) Create a computer-generated graphic (using PowerPoint, Publisher, or another application) that reflects the cultural, social, and/or historical significance of an ancient or world literature piece.

752.02.c 1.1.b

1.1.c

3.1.a

3.1.c

4.1.b

13. Use online resources to find assigned literary pieces when necessary in assignments to copy and paste long quotations.

752.02 2.1.b

2.2.a

3.1.b

5.1.a

14. Use online resources to acquire assigned literary pieces to complete an unfinished class reading.

752.02 2.2.a

3.1.b

5.1.a

15. In any literary piece, find a missing scene. In groups, infer what happened and create a video of the missing scene.

752.01.f, h

752.02

1.2.a

3.1.a

.

10

Block

3

Elements of Nonfiction he learner will explore elements of nonfiction for information and enjoyment, and to promote lifelong learning. Implement reading strategies into all remaining blocks as well as infuse across entire curriculum.

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11

Objectives References

1. Read nonfiction for general knowledge, enjoyment, and life-long learning. 752.01; 752.02; 752.03 2. Demonstrate understanding of various types of nonfiction. 752.02.a; 752.03.d 3. Read proficiently from traditional, technical, and electronic sources. 752.01; 752.02; 752.03 4. Read to demonstrate the higher-level thinking skills of analysis, 752.01.c, d, e, f; evaluation, application, and synthesis. 752.03.a, b, c, d 5. Identify author’s purpose and motive. 752.01; 752.02; 752.03 6. Identify differences between fiction and non-fiction. 752.02.a; 752.03.d 7. Identify and write a variety of essays that include analysis, cause-effect, 752.02.a, b; 753.03.c, d; and problem-solution. 753.01; 753.02; 753.03; 753.04 8. Proficiently read and understand practical writing for real world situations. 752.01 9. Expand knowledge of the human condition and experience. 752.02 10. Demonstrate ability to effectively use various reading strategies: visualization, 752.01 re-reading, and graphic organizers. 11. Read to become an involved and informed citizen. 752.01; 752.02; 752.03 12. Demonstrate skill as an active, involved reader. 752.01; 752.02.e; 752.03 13. Demonstrate appreciation of the writer’s craft in all pieces. 752.01.g; 752.02.d; 752.03.b

Standard: 752.01


Content Knowledge and Skills: 752.01.a: Decode unfamiliar words using a comprehensive set of reading strategies: phonics, context clues, and word analysis skills. 752.01.b: Preview material to understand structure and anticipate content. 752.01.c: Develop analytic processes for understanding and remembering words, phrases, and information from reading material. 752.01.d: Identify, collect, and/or select, and relate pertinent information to given situations. 752.01.e: Synthesize and organize information. 752.01.f: Apply and extend information. 752.01.g: Explain how an author uses language and literary devices: mood, tone, style, figurative language, format, and structure. 752.01.h: Use reading strategies to determine main ideas and to collect data, facts, and ideas.

Standard: 752.02

Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.




752.02.d: Evaluate how an author uses language and literary devices to evoke a response in a reader: style, format and structure.


12

Standard: 752.03







Standard: 753.01


Content Knowledge and Skills: 753.01.a: Demonstrate steps of the writing process: Brainstorm; Draft; Revise; Edit; Publish.

753.01.b: Write in order to generate, record, and reflect upon ideas.

753.01.c: Evaluate and choose appropriate style and vocabulary for particular audience.

Standard: 753.02


Content Knowledge and Skills: 753.02.a: Apply rules and conventions of the following: Grammar; Punctuation; Capitalization; Spelling.

753.02.b: Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices and sentence structure, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources;

- Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.

Standard: 753.03


Content Knowledge and Skills: 753.03.a: Incorporate facts, data, and processes from technical and non-technical materials into writing.

753.03.b: Choose appropriate format to inform and explain.

13

Standard 754.01

Listen for information and understanding.

Content Knowledge and Skills: 754.01.a: Acquire, interpret, and apply information from a variety of electronic or live sources.

754.01.b: Use listening skills to gain enrichment and information about various cultures.

754.01.c: Demonstrate effective interpersonal listening skills

Standard 754.03

Listen for critical analysis and evaluation.

Content Knowledge and Skills:

754.03.a: Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Standard 755.01


Content Knowledge and Skills: 755.01.a: Adjust oral language to audience: Appropriately apply rules of standard English.

755.01.b: Create oral presentations that include the following: - Transitions - Organization - Support of main ideas - Examples - Response to questions and feedback

- Visual aids and appropriate technology



14

Standard 755.03


Content Knowledge and Skills: 755.03.a: Clearly express opinions and judgments. 755.03.b: Encourage other’s participation, while exhibiting courteous, attentive, and appropriate behavior during discussions:

- Listen well and verify understanding; - Avoid monopolizing conversations; - Raise pertinent questions; - Exhibit cultural sensitivity.

Standard 756.01

View for information and understanding.

Content Knowledge and Skills: 756.01.a: Use traditionally non-print media.

756.01.b: Use viewing skills to determine main idea and collect data.

Standard 756.02

View media sources for personal response and expression.

Content Knowledge and Skills: 756.02.a: Explain, compare, and contrast relationships, ideas, and cultures represented in various media.

Standard 756.03

View media to engage in critical analysis and evaluation.

Content Knowledge and Skills: 756.03.a: Make judgments about non-print media.

756.03.b: Apply knowledge learned from charts and graphs.

Standard 756.04

Use a variety of resources to produce visuals that communicate through print and non-print media.

Content Knowledge and Skills: 756.04.a: Produce effective visuals that include the following: - Essential messages and images; - Effective use of time, space, and organization; - Appropriate style, word choice, grammar, punctuation, and spelling; - Proper documentation.

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1. Write a personal narrative about a significant and meaningful experience.

753.01

753.02

753.03

2. Role-play a job interview between a nonfiction character and a potential employer.

752.01.e, f, h

752.02.b, c

752.03.e

754.01

754.03

3. Create a “docu-drama,” that is, a videotape of an interview of a local businessperson in conjunction with a nonfiction selection.

752.01.d, e, f

752.02.e

753.03.a

755.01

756.04

1.1.b

1.1.c

4.1.a

4.1.b

4. Develop a problem-solution essay that includes a personal survey or an interview to share orally.

754.01.a, c

754.03.a

755.01

755.03

5. Write a set of directions. 753.01

753.02

753.03

1.1.b

1.1.c

3.1.a

3.1.c

6. Read or view background information about an author. Create a graphic organizer, such as a timeline, outline, chart, or graph, to demonstrate pertinent information.

752.02

752.03

753.03.b

756.01

756.02

756.03

16



7. Write a journal entry from the point of view of a nonfiction character.

752.01

752.02

752.03

753.01

8. Prepare and write a “cause and effect” essay regarding an issue addressed in a nonfiction piece.

753.01

753.02

9. Read a newspaper or magazine article; summarize and respond.

752.01

752.02.e

752.03

753.03.a

10. (Adaptation of #6 for technology standards) Upon reading online or viewing background information about an author, create a graphic organizer, such as a timeline, outline, chart, or graph using a computer application, to demonstrate pertinent information.

752.02

752.03

753.03.b

756.01

756.02

756.03

3.1.a

3.1.c

5.1.a

5.1.b

11. (Adaptation of #9 for technology standards) Read an online newspaper or magazine article from a reliable and reputable organization; summarize and respond.

752.01

752.02.e

752.03

753.03.a

5.1.a

5.1.b

6.1.a

12. Create a template in a computer application to gather survey information.

752.02

753.02.a

753.06

1.1.b

1.1.c

3.1.a

3.1.c

4.1.a

4.1.b

5.2.a

13. Create a template in a computer application to record and organize information gathered from nonfiction or technical readings.

752.01

752.02

1.1.b

1.1.c

3.1.a

3.1.c

17



14. Present a PowerPoint presentation on a Smartboard as part of a speech.

755.01

755.03

1.1.b

1.1.c

3.1.a

3.1.c

5.2.a

18

Block

4 Elements of Drama

he student will demonstrate proficiency in reading, writing, presenting, and appreciating drama.

Objectives Reference
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1. Develop toward a life-long learning appreciation for theatre arts. 752.02; 752.03.d; 754.02; 754.03;

756.01; 756.02; 756.03 2. Demonstrate understanding of the elements of literature in plays. 752.02.a 3. Identify and analyze the structure of a variety of plays. 752.02.a, d; 752.03.b 4. Identify themes within play scripts. 752.03.b, e 5. Expand knowledge of the human condition and experience through study 752.02 of drama. 6. Develop ability to effectively read drama. 752.01 7. Become a critical viewer using higher level thinking skills. 752.03; 756.01; 756.02; 756.03 8. Appreciate the writer’s craft in all pieces. 752.01.g; 752.02.d; 752.03.b 9. Understand and appreciate a historical drama. 752.02 10. Demonstrate skill as an active, involved reader. 752.01; 752.02.e; 752.03

Standard: 752.01



Standard: 752.02





752.02.d: Evaluate how an author uses language and literary devices to evoke a response in a reader: style, format and structure.


20

Standard: 752.03







Standard: 753.01


Content Knowledge and Skills: 753.01.a: Demonstrate steps of the writing process: Brainstorm; Draft; Revise; Edit; Publish.


753.01.c: Evaluate and choose appropriate style and vocabulary for particular audience.

Standard: 753.02


Content Knowledge and Skills: 753.02.a: Apply rules and conventions of the following: Grammar; Punctuation; Capitalization; Spelling.

753.02.b: Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices and sentence structure, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources; - Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.

Standard: 753.03


Content Knowledge and Skills: 753.03.a: Incorporate facts, data, and processes from technical and non-technical materials into writing.

753.03.b: Choose appropriate format to inform and explain.

21

Standard 753.04


Content Knowledge and Skills: 753.04.a: Compare, contrast, and synthesize ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives.

753.04.b: Formulate a thesis and supporting evidence as appropriate.

753.04.c: Write and publish original creative works using figurative and descriptive language.

Standard 754.01


Content Knowledge and Skills: 754.01.a: Acquire, interpret, and apply information from a variety of electronic or live sources.

754.01.b: Use listening skills to gain enrichment and information about various cultures.

754.01.c: Demonstrate effective interpersonal listening skills

Standard 754.02

Listen for literary response and expression.

Content Knowledge and Skills: 754.02.a: Interpret and respond to a variety of oral presentations.

754.02.b: Compare and contrast a variety of presentations.

Standard 754.03

Listen for critical analysis and evaluation.

Content Knowledge and Skills: 754.03.a: Make informed judgments about the purpose, content, organization, and delivery of

verbal communications and non-verbal cues.

Standard 755.01


Content Knowledge and Skills: 755.01.a: Adjust oral language to audience: Appropriately apply rules of standard English.

755.01.b: Create oral presentations that include the following: - Transitions; - Organization; - Support of main ideas;

22

- Examples; - Response to questions and feedback;

- Visual aids and appropriate technology.


- Word Choice; - Pronunciation; - Inflection/Modulation; - Physical Gestures; - Eye Contact; - Posture.

Standard 755.02

Speak for literary response and expression.

Content Knowledge and Skills:

755.02.a: Share interpretations of personal or literary works through oral interpretation, memorization, presentation, and dramatic readings.

Standard 755.03


Content Knowledge and Skills: 755.03.a: Clearly express opinions and judgments.

755.03.b: Encourage other’s participation, while exhibiting courteous, attentive, and appropriate behavior during discussions:

- Listen well and verify understanding - Avoid monopolizing conversations - Raise pertinent questions - Exhibit cultural sensitivity

Standard 756.01

View for information and understanding.

Content Knowledge and Skills: 756.01.a: Use traditionally non-print media.

756.01.b: Use viewing skills to determine main idea and collect data.

Standard 756.02

View media sources for personal response and expression.

Content Knowledge and Skills: 756.02.a: Explain, compare, and contrast relationships, ideas and cultures represented in various media

23

Standard 756.03

View media to engage in critical analysis and evaluation.

Content Knowledge and Skills: 756.03.a: Make judgments about non-print media.

756.03.b: Apply knowledge learned from charts and graphs.

Standard 756.04


Content Knowledge and Skills: 756.04.a: Produce effective visuals that include the following: - Essential messages and images - Effective use of time, space, and organization - Appropriate style, word choice, grammar, punctuation, and spelling - Proper documentation

24



1. Create a newspaper article related to an event from a play. 752.02

753.01

753.02

753.03

753.04

1.1.b

1.1.c

2.2.a

3.1.a

3.1.c

2. Read Romeo and Juliet as a class; act out parts with props. 752.01

752.02

752.03

754.01

754.02

755.02

3. Conduct a debate or mock trial related to the issue of capital punishment during Romeo’s banishment.

752.01

752.02

752.03

755.01

755.02

755.03

2.1.a, b

2.2.a, b, c

4.1.a, b, c

5.1.a, b

5.2.a

4. Conduct a masquerade party after teaching students “Pilgrims and Saints Dance.”

752.01.f

752.02.b, c

755.02

5. Rewrite scenes using different voices (i.e., the opening fight scene in “gangsta” talk).

752.02

753.01

1.1.b

1.1.c

6. Rewrite a scene in a modern time and place (i.e., the balcony scene).

752.02

753.01

7. Contrast the light/dark images of Juliet’s soliloquy in Act III; draw conclusions.

752.01

752.02

752.03

25



8. Write your own dramatic scene in which a character struggles and/or solves a problem using realistic dialogue and stage directions.

752.01

753.01

753.02

753.03

753.04

1.1.b

1.1.c

3.1.a

3.1.c

9. Create a set design for a drama production. Use the set for your in-class reading.

752.01

756.04

10. In preparation for Romeo and Juliet, role-play relationships: family, adversaries, romantic, professional, mentor, and friendship. Provide an identical slip of paper for two students; direct them to act out the relationship; invite remaining students to guess the type of relationship displayed.

752.01

752.02

752.03

755.02

11. Memorize and orally interpret lines from a play. 752.01

752.02

752.03

755.01

755.02

12. Research and provide information about the Elizabethan era. Present this information as a museum by creating dioramas.

752.01

752.02

752.03

753.01

753.02

753.03

753.04

755.01

755.02

755.03

5.1.a, b

5.2.a

13. Write a job evaluation based on the criteria of attitude, communication skills, knowledge, and loyalty for Friar Lawrence, The Nurse, or Anne Sullivan (The Miracle Worker).

752.03.a

753.03

26



14. Improvise a conversation between two characters. (For example, Madame Loisel and her husband in The Necklace.)

752.02.a, b

752.03.b

754.01

754.02

755.02

15. Write the climax and resolution from a story as a scene for a television drama that incorporates stage directions and dialogue.

752.01

752.02

753.04

16. Write a scene from a story as a movie script; include actions, camera angles, dialogue, and description of the set.

752.01

752.02

753.04

1.1.b

1.1.c

3.1.a

3.1.c

17. Watch a film version of Romeo and Juliet. 756.01

756.02

756.03

756.04

18. Assume a persona to present a two-minute monologue. 752.01

752.02

753.04

755.01

755.02

755.03

19. (Adaptation of #13 for technology standards) First, create a template for a job evaluation based on the criteria of attitude, communication skills, knowledge, and loyalty. Then, fill in the template based on several characters in multiple works. Finally, conduct a discussion in class comparing different characters.

752.03.a

752.03

1.1.b

1.1.c

3.1.a

3.1.c

20. (Adaptation of #9 for technology standards) Using a computer application, design a set based on the comprehension of a given text.

752.01

756.04

1.1.b

1.1.c

3.1.a

3.1.c

27

Block

5 Elements of Poetry

he student will explore and discover how to read, write, and appreciate poetry.
T
28

Objectives References

1. Read poetry for enjoyment and life-long appreciation. 752.01; 752.02; 752.03; 754.02 2. Demonstrate understanding of and incorporate the elements of poetry: 752.01.g; 752.02.a, d; theme, speaker, figurative language, tone, and word choice. 752.03.b 3. Orally and proficiently read poetry that originates from a variety of 752.01; 752.02; sources. 752.03.b; 755.02 754.02 4. Read to demonstrate such thinking skills as analysis, evaluation, application, 752.01.c, d, e, f; and synthesis. 752.03.a, b, c, d 5. Write poetry for self-expression. 753.01; 753.02; 753.04 6. Demonstrate appreciation for a writer’s craft. 752.01.g; 752.03.b 7. Identify defining characteristics of a variety of different poems. 752.02.a, d, e 8. Read and explore the epic genre. 752.01; 752.02; 752.03; 754.02 9. Expand knowledge of the human condition and experience. 752.02 10. Demonstrate skill as an active, involved reader. 752.01; 752.02.e; 752.03; 754.02

Standard: 752.01



Standard: 752.02





752.02.d: Evaluate how an author uses language and literary devices to evoke a response in a reader: style, format, structure.


29

Standard: 752.03







Standard: 753.01


Content Knowledge and Skills: 753.01.a: Demonstrate steps of the writing process: Brainstorm; Draft; Revise; Edit; Publish. 753.01.b: Write in order to generate, record, and reflect upon ideas. 753.01.c: Evaluate and choose appropriate style and vocabulary for particular audience.

Standard: 753.02


Content Knowledge and Skills: 753.02.a: Apply rules and conventions of the following: Grammar; Punctuation; Capitalization; Spelling. 753.02.b: Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices and sentence structure, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources; - Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.

30

Standard 753.04


Content Knowledge and Skills: 753.04.a: Compare, contrast, and synthesize ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives. 753.04.b: Formulate a thesis and supporting evidence as appropriate. 753.04.c: Write and publish original creative works using figurative and descriptive language.

Standard 754.01


Content Knowledge and Skills: 754.01.a: Acquire, interpret, and apply information from a variety of electronic or live sources. 754.01.b: Use listening skills to gain enrichment and information about various cultures. 754.01.c: Demonstrate effective interpersonal listening skills.

Standard 754.02

Listen for literary response and expression.

Content Knowledge and Skills: 754.02.a: Interpret and respond to a variety of oral presentations. 754.02.b: Compare and contrast a variety of presentations.

Standard 755.01


Content Knowledge and Skills: 755.01.c: Use oral communication for various purposes and audiences including which

appropriately incorporate the following: - Word Choice - Pronunciation - Inflection/Modulation - Physical Gestures - Eye Contact - Posture

31

Standard 755.02

Speak to literary response and expression.

Content Knowledge and Skills: 755.02.a: Share interpretations of personal or literary works through oral interpretation,

memorization, presentation, and dramatic readings.

Standard 756.04


Content Knowledge and Skills: 756.04.a: Produce effective visuals that include the following: - Essential messages and images - Effective use of time, space, and organization - Appropriate style, word choice, grammar, punctuation, and spelling - Proper documentation

32



1. Paraphrase and explicate a poem. 752.01

752.02

2. Produce a poem using a published poem’s first line as a springboard.

753.01

753.02

753.03

753.04

754.02

2.1.a, b

2.2.a, b, c

5.1.a

3. Memorize and recite a favorite poem. 752.01

752.02

752.03

754.02

755.01.c

755.02

4. Create a poetry notebook that may include original poems, illustrations, published poems, and poetry terms.

752.01

752.02

752.03

753.01

753.02

753.04

756.04

1.1.b

1.1.c

3.1.a

3.1.c

5. Create a collage that represents a published poem. 752.01

752.02

752.03

756.04

3.1.a

3.1.d

6. Develop an “I am” and/or a “bio-poem”. 753.01

753.02

753.04

7. Use a poem from Hailstones and Halibut Bones to model a color poem; direct students to use crayons to create their own color poems.

753.01

753.02

753.04

33



8. Write a memory poem. 753.01

753.02

753.04

1.1.b

1.1.c

9. After reading an “If” poem, invite students to publish their own “If” poems.

753.01

753.02

753.03

753.04

10. Publish a “recipe” poem such as a “recipe” for happiness. 753.01

753.02

753.04

1.1.b

1.1.c

11. Generate a “how-to” poem. 753.01

753.02

753.04

1.1.b

1.1.c

3.1.a

3.1.c

12. Write an ode. 753.01

753.02

753.04

1.1.b

1.1.c

3.1.a

3.1.c

13. Read The Odyssey and other related poems, such as The Siren Song.

752.01

752.02

752.03

754.02

14. Select a character from The Odyssey and write a monologue that is based on Margaret Atwood’s Siren Song.

753.01

753.04

755.02

1.1.b

1.1.c

3.1.a

3.1.c

15. Create a visual of a monster as depicted in The Odyssey. 753.04

756.04

34



16. Blueprint a map of Odysseus’ travels. 752.01.d, f

756.04

17. Maintain a scrapbook of Odysseus’ memorable moments. A cotton ball, for example may represent Odysseus’ stay on Cyclops’ Island.

752.01.d, f

753.01

753.02

753.04

756.04

18. (Adaptation of #16 for technology standards.) Blueprint a map of Odysseus’ travels using a computer application (PowerPoint, Geometer’s Sketch Pad, Publisher).

752.01.d, f

756.04

1.1.a

1.1.b

1.1.c

1.2.a

3.1.a

19. Pair students as Odysseus and Penelope assuming they have the availability to use email. Throughout Odysseus’ travels, have Odysseus and Penelope communicate about future travel plans as he visits new environments. At each location, assign either Odysseus or Penelope to research online and report information to the other which incorporate judgments based on current information. Throughout the email process, use attachments.

752.02

752.03

752.04

752.05

753.05

753.06

4.1.b

5.1.a

5.1.b

6.1.a

35

APPENDIX A

Language Arts Resources

36

Suggested Materials and Resources State approved ninth grade anthologies for language arts Reviser’s Toolbox, Barry Lane Thirteen Ways of Looking for a Poem, Wendy Bishop www.GreatSource.com Writers Inc. Skillsbook, Write Source Write Source 2002, Write Source p. 212 Write for College, Write Source Writers Inc., Write Source www.discoverwriting.com Write Traits On-site Training Manual, Jeff Hicks Suggested Novels Animal Farm by George Orwell Farewell to Manzanar by Jeanne Wakatsuki The Giver by Lois Lowry Great Expectations by Charles Dickens The Hobbit by J.R. Tolkien Lord of the Flies by William Golding The Miracle Worker by William Gibson The Odyssey by Homer The Pearl by John Steinbeck Romeo and Juliet by William Shakespeare A Tale of Two Cities by Charles Dickens To Kill a Mockingbird by Harper Lee When the Legends Die by Hal Borland

37

http://www.greatsource.com/

http://www.discoverwriting.com/

APPENDIX B

Lesson Plans

38

Lesson Plan: My “Novel” Grade: 9

Purpose: Increase students’ awareness of importance of explicit details in writing.

Teacher Style: Be prepared to have a tongue in cheek attitude. Your students will laugh today.

State Standards:

Standard: 753.01 Understand and use the writing process.


Standard: 753.02 Write and edit for correctness and clarity.

753.02.b: Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices, sentence structure, parallelism,

transitions, paragraphing, indentati n, organization, and documentation of sources, o - Choose tone, voice, style, mood, and persona appropriate for different purposes,

disciplines, and audiences.

Preparation: Prepare a three-ringed binder with blank paper; place a one-sentence statement in twenty-point font on the first page. (For example, “My sister pushed me down the hill when we went skiing.) Add a cover sheet to the front with a one-word title such as “Snow.”

Prepare an overhead transparency for recording a list of questions.

Process:

Time Materials Process Learning Method

5 minutes

The afore- mentioned notebook

Teacher instructs students that he/she has a piece of writing to share with the students. Teacher claims the writing as his/her own and hams up feeling somewhat shy about sharing personal writing and asks students not to laugh or display any judgment.

Direct Instruction

2 minutes

Teacher shows title and seeks feedback on the single word title. He/She asks questions, such as the following:

What do you think of a one-word title?

What assumptions do you make immediately?

Class Discussion

3 minutes

Teacher draws up the courage to finally show students the single-sentence. The students are expecting to read an excerpt from a novel. He/She then shows the writing and reads it aloud.

Direct Instruction

2 minutes Students are awed by the simplicity and realize the teacher is playing a joke on them.

39


2 minutes

Teacher asks students what more they would need to know to make the story complete. Hint: Encourage them to use the five W’s and the H.

Class Discussion

10 minutes Teacher invites students to ask the questions and lists them on an overhead projector. (Aim for twenty questions.)

Class Discussion

5 minutes Teacher transitions into either a revising or free-writing period by stating that when writers struggle for ideas or they have a hard time with details, one strategy is to ask questions. Next, the teacher may pair students and direct them to peer edit by simply asking questions where details may be lagging.

Transition

40

Lesson Plan: Organizing a Paragraph Grade: 9

Purpose: This lesson will prepare students to recognize the importance of organization overall, but more specifically, the necessity of a transition sentence.

State Standards:

Standard: 753.02 Write and edit for correctness and clarity. 753.02.b: Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices, sentence structure, parallelism,

transitions, paragraphing, indentation, organization, and documentation of sources. - Choose tone, voice, style, mood, and persona appropriate for different purposes,


Preparation: On the following page are several statements intended as two sequential lists. Prepare as many copies of this page as needed for each student in your class to have one sentence. For each copy made, use different colors of paper. Cut sheets of paper, in order that there is only one sentence per piece of paper.

Process:


5 minutes

The afore- mentioned slips of paper

Teacher gives each student a slip of paper and these simple directions:

Find people with the same color paper (eight total).

Once in the group, find people with the same story. (There should be four per story)

Among the four in your story group, place the sentences in the appropriate order.

Direct Instruction

5 minutes Students complete the task described above. Student Interaction

5 minutes

Teacher verbally quizzes class regarding how they decided where to place each sentence. Discuss key words that lead them to believe something goes first, next, or last. Discuss the plot diagram. (Each sentence can be a part: rising action, climax, and falling action.)

Direct Instruction/ Class Discussion

2 minutes Teacher transitions into instruction regarding transition sentences, and how we determine the organization of a paper or a paragraph.

Transition

20 minutes Use the remainder of this class period for a worksheet, activity, or revision related to transition sentences.

41

Nick Evancho’s dream is to own a van that looks just like the “Mystery Machine” on Scooby Doo, so he begins to raise money for it by selling lemonade. Nick’s neighbor, Mongo, also starts selling lemonade; therefore, Nick has to compete with Mongo for business. Nick and Mongo get in a fist fight about selling lemonade. In the middle of the fight, Nick notices Mongo’s Scooby Doo lunch box. They talk and learn that they both are Doo fans. Nick and Mongo decide to pool their money together, and they buy a “Mystery Machine.” Kevin Steiner had a terrible medical condition that caused him to burp uncontrollably; therefore he had to take medication to control it. Kevin’s medication didn’t last all day, so during the end of the day, he had trouble containing his burping. This caused him to get into trouble. One day the teacher roared, “ If you ever burp in class again, you’re out of here, buddy!!!” The next day in class Kevin held his burps all hour. Finally, he couldn’t hold it any longer, so when the teacher’s back was turned, Kevin let out a burp that shook the windows in the classroom. When the teacher heard it, he whirled around and shouted, “Who did that???” To Kevin’s surprise one of the girls in the class stood up and said, “I’m sorry. I did it.” Kevin didn’t get in trouble that day, but he started dating this very special girl.

42

To Be or Not To Be…

____ _

____ _

____ _

____ _

____ _

____ _

____ _

____ _

____ _

____ _

To be, or not to be, that is the question: Whether ‘tis nobler in the mind to suffer

The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles,

And by opposing end them. To die: to sleep; No more; and by sleep to say we end

The heart-ache and the thousand natural shocks That flesh is heir to; ‘tis a consummation Devoutly to be wish’d. To die, to sleep;

To sleep; perchance to dream. Ay, there’s the rub; For in that sleep of death what dreams may come,

Must give us pause – there’s the respect That makes calamity of so long life…

__ _

__ _

__ _

__ _

__ _

__ _

__ _

__ _

__ _

__ _

Notes: _________

_________

_________

_________

_________

_________

_________

_________

_________

_________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

43

Notes: __________

__________

__________

__________

__________

__________

__________

__________

__________

__________

____

____

____

____

Chris Farley Hamlet

To be or not to be that is the Ahh? What was the question? To go to the weight room or not to go to the weight room? I think it would be easier not to go to the weight room. Richard needs to go to the weight room. Richard, who is your favorite little Rascal? Is it Alfalpha, or is it Hamlet? To die or to sleep no more. Hey, that’s one of those funny words sssleep, sssleeeep.

Barbie Hamlet

To be or not to be (Hee-hee) That is the question. I am sooo going to ask Ken that. Should I live in my fake happy pink life or should I die and be happy in Barbie heaven? Am I going to live with a fake smile and laugh (hee-hee) or would it be better to not have to worry about being so fake? If I should die (hee-hee) I could go to my Barbie heaven and be with the Skipper (hee-hee) long story. Hmm, I will think, I think, (hee-hee)

Ninja Hamlet

To be silent or not to be silent, What is the answer? If I am silent, I will not be seen (Hosha!) Or not to be silent and get killed (Hasha!) To be silent; to put to sleep. The silence puts all to sleep (Kiai). Unsilence puts me to sleep (Kiai). Not to be silent: to be dead, Not to be silent brings death and badness. Silence brings life and happiness.

44

Lesson Plan: Great Expectations Tea Party (Adapt this lesson to a text of your choice.) Grade: 9

Purpose: Allow students to demonstrate the literary concepts of characterization, setting, and point of view.

Teacher Style: Serve as a facilitator, since the students will be planning an event. Avoid doing all the work for them.

State Standards:

Standard: 752.02 Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.


Standard: 752.03 Read a variety of traditional and electronic materials for critical analysis and evaluation. 752.03.b: Analyze author’s purpose within a literary text: characterization, setting, plot structure,

theme, point of view, organization and form.

Standard 755.01 Speak to share an understanding of information. 755.01.a: Adjust oral language to audience; Appropriately apply rules of standard English. 755.01.b: Create oral presentations that include the following:

- Transitions - Organization - Support of main ideas - Examples - Response to questions and feedback - Visual aids and appropriate technology



Standard 755.02 Speak for literary response and expression. 755.02.a: Share interpretations of personal or literary works through oral interpretation,

memorization, presentation, and dramatic readings.

Standard 755.03 Speak for critical analysis and evaluation.

45

755.03.a: Clearly express opinions and judgments. 755.03.b: Encourage other’s participation, while exhibiting courteous, attentive, and appropriate

behavior during discussions: - Listen well and verify understanding; - Avoid monopolizing conversations; - Raise pertinent questions; - Exhibit cultural sensitivity.

Preparation: Write your students’ parents a form letter explaining your event, need for chaperones, and what the “homework” is going to look like.

Process: Time Materials Process Learning

Method 4 weeks prior to event

Spend a class period planning the following items: Assignment of character Acceptable costumes Suggestions for characters’ behaviors Assign students tasks for the event: Media contact Table setters Invitations for administrators (Develop a list of tasks appropriate for your students.)

Class discussion

3 weeks prior to event

Spend a class period planning the following items: Menu for the meal Individuals who will bring particular items Transportation of items

Class discussion

2 weeks prior to event

Provide students examples of appropriate behaviors for certain characters. You may assign two characters to a date in front of the class with examples of manners that are appropriate to their social status in the story.

Class demonstration

1 week prior to event

Review roles. Provide time to work on jobs. Butcher paper walls white and spend two days creating the setting of the story.

Class discussion

The event (1-2 hours.)

Assign students to dress in character, act in character, and bring their dishes. Provide a significant grade for each item. You may also dress as a character and treat others as your character would. Invite parent volunteers to serve the meal, possibly in courses.

Class role-play

46

Lesson Plan: Capital Punishment Debate Grade: 9 Purpose: Enable students to relate events from Romeo and Juliet to real life situations as well as

provide them an opportunity to practice supporting opinions and arguments with facts.

State Standards:

Standard: 752.01 Read a variety of traditional and electronic materials for information and understanding.

752.01.a: Decode unfamiliar words using a comprehensive set of reading strategies: phonics, context clues, and word analysis skills.

752.01.b: Preview material to understand structure and anticipate content. 752.01.c: Develop analytic processes for understanding and remembering words, phrases, and information from reading material. 752.01.d: Identify, collect, and/or select, and relate pertinent information to given situations. 752.01.e: Synthesize and organize information. 752.01.f: Apply and extend information. 752.01.g: Explain how an author uses language and literary devices: mood, tone, style, figurative language, format, and structure. 752.01.h: Use reading strategies to determine main ideas and to collect data, facts, and ideas. Standard: 752.02 Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

752.02.a: Know defining characteristics of literary forms and genres (fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, parodies, satires and plays).



752.03.d: Evaluate how an author uses language and literary devices to evoke a response in a reader style, format, structure.


47

Standard: 752.03 Read a variety of traditional and electronic materials for critical analysis and evaluation.

752.03.a: Evaluate the validity and accuracy of information.





Standard 755.01 Speak to share an understanding of information 755.01.a: Adjust oral language to audience: Appropriately apply rules of standard English. 755.01.b: Create oral presentations that include the following:

- Transitions; - Organization; - Support of main ideas; - Examples; - Response to questions and feedback;

- Visual aids and appropriate technology. 755.01.c: Use oral communication for various purposes and audiences including which

appropriately incorporate the following: - Word Choice; - Pronunciation; - Inflection/Modulation; - Physical Gestures; - Eye Contact; - Posture.

Standard 755.03 Speak for critical analysis and evaluation. 755.03.a: Clearly express opinions and judgments. 755.03.b: Encourage other’s participation, while exhibiting courteous, attentive, and

appropriate behavior during discussions: - Listen well and verify understanding; - Avoid monopolizing conversations; - Raise pertinent questions;

- Exhibit cultural sensitivity.

48

Preparation: Depending on time frame, you may complete the research for your students and eliminate the day. Otherwise, you will need to reserve a day in the library or at a computer lab. Be aware that some servers block death penalty information.

Process: 3-day lesson


Day 1

Establish two equal teams in your class--those who support the death penalty and those who oppose. (You may have to assign the teams, since most Idaho students support the death penalty.)

Provide 7-10 sub-topics for the class to research:

1. Deterrence 6. Religion 2. Victim’s family 7. Cost v. life in prison 3. Innocent offenders 8. Alternative: life in prison 4. Race/Prejudice 9. Effectiveness in history 5. Effectiveness 10. Choose your own (other countries)

Each team member will be responsible for defending his/her side related to a given topic. Each team should identify two “lawyers” or lead arguers.

Spend the remainder of the period researching.

Class Discussion

Day 2 Provide the class half a period to review and complete its research.

Finish the period by inviting teams to develop five questions to support their opinions and determine which will lead to a specific argument. Create a two- to three-minute opening statement that states why they believe their position to be correct.

Teacher/Student Discussion

49


Day 3 (and maybe 4)

Conduct the debate. Set the classroom up in a circle with each team sitting on one side of the circle.

Invite each team to share its opening statement.

Select a team to ask its first question.

Direct the lawyers to serve as the leaders for their teams. Only the lawyers may talk unless they call on one of their team’s “expert witnesses.” If a team member has information to share, he/she must raise his/her hand.

Award points to teams as they provide evidence to support their statements. Maintain a flow chart as teams argue.

Allow the arguments to take place. When a topic seems to lull, direct the next team to ask its question to the opposition.

After a discussion of a few topics, allow five minutes for each team to write a closing statement.

Listen to the closing statements.

(Tweak this lesson to fit your teaching style!)

Actual Debate

50

Lesson Plan: Rewriting the last scene of Romeo and Juliet Grade: 9

Purpose: Teach the value of a specific tone or voice in writing and encourage students to experiment with different personas.

State Standards:

Standard: 753.02 Write and edit for correctness and clarity.

753.02.b: Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices, sentence structure, parallelism,

transitions, paragraphing, indentation, organization, and documentation of sources, - Choose tone, voice, style, mood, and persona appropriate for different purposes,


Preparation: Provide copies of Romeo and Juliet’s Act V for all students. Secure a computer lab, if possible.

Process: 2-Day Lesson


5 minutes

Brainstorm a list on the board of vernaculars, dialects, and types of speech (i.e., redneck, gangsta, pirates).

Class Discussion

5 minutes Introduce the assignment as an in-class rewrite. Assign pairs of students to approximately forty lines of text to re-write. For each of the three scenes, choose a different style. Assign those styles according to their popularity among students. (Perhaps use a vote to determine this.)

Teacher/Student Discussion

5 minutes

Pair students. Assign approximately forty-line sections to groups. Direct them to begin rewriting. (This may take place in a lab in which you may cut and paste all student work to a single document through the use of disks, email, or network applications. This can, however, also be completed manually.)

Getting organized for the task

30 minutes Direct students to re-write their portions. Guided Practice

10 minutes Compile student work and make a hardcopy for all students for the following day.

Day 2 Perform Act V – The rewrite! Sharing

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Lesson Plan: Romeo and Juliet Grade: 9

Focus: Stage design in Romeo and Juliet

Concept: During the reading of Romeo and Juliet, students will work within small groups to design different settings from the story using a graphic design computer application. The final products may either be in 3-D or blueprint form.

Objectives: Technology: • Use technology tools for individual and collaborative writing, communication and

publishing activities to create curricular related products for audiences inside and outside the classroom.

Reading: • 752.01.g Explain how author uses language and literary devices: setting • 752.03.e In response to technical materials, use personal or objective criteria to: draw

conclusions, make inferences, decide meanings, form opinions, and make judgments.

• 752.05.b Demonstrate understanding of graphics, layout, white space, italics, parentheses, and other visual aids.

Materials: Computer access, copies of text – Romeo and Juliet Explanation of Instructional Activity: 1. At some time between Acts 3 and 4 or 5, assign students one of the following places:

• A public place • Juliet’s Bedroom • Capulet’s orchard • Friar Lawrence’s cell • Capulet’s ballroom • Other locations

2. Direct each student to reread information about the characteristics of that room or

place, and then design a set for that room with color, props, and furniture. Each student will his/her own set and choose colors for specific reasons which they will explain and justify. The set will be designed on a computer application in a library or computer lab.

3. Finally, when all students have completed their sets, they meet in small groups to explain

their reasons to other members who also planned and designed the same location.

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Lesson Plan: Odysseus and Penelope Grade: 9

Focus: While reading The Odyssey, relevancy regarding technological communication, relational decision-making, and cross-curricular connections to geography, math, and social studies will be addressed.

Concept: Suppose Odysseus and Penelope had email capabilities as exists today. Although in the story, readers realize that they were unable to communicate for twenty years, this activity will require speculation, inference, and prediction. Odysseus travels to many different locations in the Mediterranean Sea. Throughout his travels, he and Penelope will research, discuss and consider which locations might offer the types of recreation that would be attractive to the couple. Upon completion of their discussions, they will select a place, plan a vacation, and present their findings as Odysseus and Penelope.

Objectives: Technology: • Make informed choices among technology systems, resources, and services. • Demonstrate increasingly sophisticated operations of technology components. • Use formatting capabilities of technology for communicating and illustrating. • Publish and present information using technology tools. • Use technology tools for individual and collaborative writing, communication, and publishing

activities to create curricular-related products for audiences inside and outside the classroom. Reading: • 752.01 Read a variety of traditional and electronic materials for information and

understanding. • 752.02.b Identify and compare own experiences to those of others in situations, events and

cultures within reading selection. • 752.02.e Demonstrate how reading can provide enrichment, information, and serve as a tool

for lifelong learning. • 752.03.e In response to technical materials, use personal or objective criteria to: draw

conclusions, make inferences, decide meanings, form opinions, and make judgements.

Writing: • 753.01.b Write in order to generate, record, and reflect upon ideas. • 753.02 Write and edit for correctness and clarity. • 753.03 Write to inform and explain.

Duration: 2-4 weeks interspersed between readings and other activities.

Materials: Computer lab, ability to print.

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Explanation of instructional activity:

1. At the beginning of the story, assign pairs of students the roles of Odysseus and Penelope. Direct the pairs to exchange email addresses at this time. When these two meet before the story, invite them to list all the qualities they can agree on regarding a vacation they would take together. They should think about recreational opportunities and the sightseeing but avoid discussing a specific location. Explain to Odysseus that his job is to report the positive and negative qualities of each of the locations he visits. He must consider describing the terrain and the culture an as much as he can about his experience at that location. As he reports the specifics to Penelope at home, her job is to research the travel industry’s literature on the real life location, as it exists today. She must send Odysseus attachments for his perusal. (This requires a day for explanation.)

2. Direct students to read some and then send Odysseus’ to the computers. This would be an ideal

time to give Penelope a skill-building task while awaiting his message. (Remind Penelope that when she gets her messages, one or both of them need to keep all of the correspondence for the final grade.) Limit Odysseus’ time to half the period, and when he returns to the group, he can complete the skill builder, and Penelope can retrieve her message and commit to finding some information about the desired location. Remind Penelope to consider the things they both attempted to find in terms of a good vacation. Direct Penelope to print pertinent materials. Whatever Penelope is not able to finish, she must finish as homework.

3. Complete the above process about three times during the reading of the play. 4. As a culminating activity, invite Penelope and Odysseus choose a place to vacation in the

Mediterranean based on their original “dream” vacation. They will plan their own vacation that includes lodging, restaurants, travel, and entertainment. In a presentation to the class, they will visually demonstrate these steps of their process to the class:

• The original plan • A schedule of events • Two lists of items to pack • A budget • A narrative about their illustrious vacation plans

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APPENDIX C

Idaho Achievement Standards:

Language Arts/Communication

Grades 9-12

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IDAHO ADMINISTRATIVE CODE IDAPA 08.02.03 State Board of Education Rules Governing Thoroughness

751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS GRADES 9 THROUGH 12, SECTIONS 752 THROUGH 756.

752. READING.

Standard – The student will: Content Knowledge and Skills: a. Decode unfamiliar words using a comprehensive set of reading strategies: - Phonics; - Context clues; - Word analysis skills.

b. Preview materials to understand structure and anticipate content.

c. Develop analytic processes for understanding and remembering words, phrases, and information from reading material.

d. Identify, collect, and/or select, and relate pertinent information to given situations.

e. Synthesize and organize information.

f. Apply and extend information.

g. Explain how an author uses language and literary devices: - Mood; - Tone; - Style; - Figurative language; - Format; - Structure.

01. Read a variety of traditional and electronic materials for information and understanding.

h. Use reading strategies to determine main ideas and to collect data, facts and ideas.

a. Know defining characteristics of literary forms and genres (fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, parodies, satires and plays).

b. Identify and compare own experiences to those of others in situations, events, and cultures within reading selections.

c. Interpret the social, cultural, and historical significance of a text: - Ancient Literature; - British Literature; - American Literature; - World Literature. d. Evaluate how an author uses language and literary devices to evoke a response

in a reader: - Style; - Format; - Structure.

02. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

e. Demonstrate how reading can provide enrichment, information, and serve as a tool for lifelong learning.

a. Evaluate the validity and accuracy of information.

b. Analyze author’s purpose within a literary text: - Characterization; - Setting; - Plot structure; - Theme; - Point of view; - Organization and form.

c. Compare and contrast selections within texts.

03. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.

d. Form opinions and make judgments about fiction and non-fiction.

56


Standard – The student will: Content Knowledge and Skills: e. In response to technical materials, use personal or objective criteria to:

- Draw conclusions; - Make inferences; - Decide meanings; - Form opinions; - Make judgments.

a. Generate relevant and researchable questions.

b. Systematically organize and record information.

04. Read to locate information from a variety of traditional, technical, and electronic sources.

c. Produce research projects and reports.

a. Comprehend technical text.

b. Demonstrate understanding of graphics, layout, white space, italics, parentheses, and other visual aids.

c. Identify the organization and nature of technical texts; ascertain that such texts require precise understanding rather than interpretation.

d. Apply technical text information to daily situations.

05. Read for technical information.

e. Follow written directions.

(3-15-02)

753. WRITING.

Standard – The student will: Content Knowledge and Skills: a. Demonstrate steps of the writing process: - Brainstorm; - Draft; - Revise; - Edit/Proofread; - Publish.

b. Write in order to generate, record, and reflect upon ideas.

01. Understand and use the writing process.

c. Evaluate and choose appropriate style and vocabulary for particular audience.

a. Apply rules and conventions of the following:: - Grammar; - Punctuation; - Capitalization; - Spelling.

02. Write and edit for correctness and clarity.

b. Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices and sentence structure, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources; - Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences.

a. Incorporate facts, data, and processes from technical and non-technical materials into writing.

03. Write to inform and explain.

b. Choose appropriate format to inform and explain.

a. Compare, contrast, and synthesize ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives.

b. Formulate a thesis and supporting evidence as appropriate.

04. Write for literary response and expression.

c. Write and publish original creative works using figurative and descriptive language.

a. Analyze and evaluate for the following: - Purpose; - Ideas; - Style; - Structure; - Effectiveness.

b. Formulate thesis and select appropriate supporting evidence to persuade or inform a specific audience.

05. Write to critically analyze and evaluate.

c. Present an effective argument using the principles of persuasion (appeals to authority, logic, or emotion).

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Standard – The student will: Content Knowledge and Skills: a. Use and document a variety of technological and informational resources:

- Avoid plagiarism through proper use of paraphrasing, quoting, and citation; - Consider motives, credibility, and perspectives of authors when selecting source materials; - Formulate thesis or focus and relevant support.

b. Present research findings.

06. Write to gather, synthesize, and communicate research findings.

c. Generate clear, concise, and informative technical documents.

(5-3-03)

754. LISTENING.

Standard – The student will: Content Knowledge and Skills: a. Acquire, interpret, and apply information from a variety of electronic or live

sources.

b. Use listening skills to gain enrichment and information about various cultures.

01. Listen for information and understanding.

c. Demonstrate effective interpersonal listening skills.

a. Interpret and respond to a variety of oral presentations. 02. Listen for literary response and expression.

b. Compare and contrast a variety of presentations.

03. Listen for critical analysis and evaluation. a. Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

(3-15-02)

755. SPEAKING.

Standard – The student will: Content Knowledge and Skills: a. Adjust oral language to audience: Appropriately apply rules of standard

English.

b. Create oral presentations that include the following: - Transitions; - Organization; - Support of main ideas; - Examples; - Response to questions and feedback; - Visual aids and appropriate technology.

01. Speak to share an understanding of information.

c. Use oral communication for various purposes and audiences including which appropriately incorporate the following:

- Word Choice; - Pronunciation; - Inflection/Modulation; - Physical Gestures; - Eye Contact; - Posture.

02. Speak for literary response and expression. a. Share interpretations of personal or literary works through oral interpretation, memorization, presentation, and dramatic readings.

03. Speak for critical analysis and evaluation. a. Clearly express opinions and judgments.

58


Standard – The student will: Content Knowledge and Skills: b. Encourage other’s participation, while exhibiting courteous, attentive, and

appropriate behavior during discussions: - Listen well and verify understanding; - Avoid monopolizing conversations; - Raise pertinent questions; - Exhibit cultural sensitivity.

(3-15-02)

756. VIEWING.

Standard – The student will: Content Knowledge and Skills: a. Use traditionally non-print media. 01. View for information and understanding.

b. Use viewing skills to determine main idea and collect data.

02. View media sources for personal response and expression.

a. Explain, compare, and contrast relationships, idea, and cultures represented in various media.

a. Make judgments about non-print media. 03. View media to engage in critical analysis and evaluation.

b. Apply knowledge learned from charts and graphs.

04. Use a variety of resources to produce visuals that communicate through print and non-print media.

a. Produce effective visuals which include the following: - Essential messages and images; - Effective use of time, space, and organization; - Appropriate style, word choices, grammar, punctuation, and spelling; - Proper documentation.

(3-15-02)

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APPENDIX D

Idaho Student Information Technology Standards

DRAFT – 5/19/2003

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IDAHO STUDENT INFORMATION TECHNOLOGY STANDARDS

The Idaho State Department of Education asked a statewide team to develop a draft copy of student information technology standards for eighth-grade students. The team consisted of the following:

Jean Bengfort, Coeur d’Alene School District Johana Doyle, Moscow School District

Greg Eck, Lakeland School District Bonnie Farmin, Kellogg School District

Jim Marconi, Boise School District Pam Reidlen, Kamiah School District

Sue Smith, Soda Springs School District Karen Vauk, Micron Technology

Idaho Student Information Technology Standards Rational: Students will live, learn and work in an increasingly complex, technology-driven society. These technology standards are designed to identify foundational skills and processes that students need in order to be productive and successful. It is essential that computer and technology education be integrated in all grade level content standards. All educators share responsibility for student success. The eighth grade was chosen because it is considered to be the culmination of the elementary/middle grades and sets the standard for a student entering his or her high school career. Therefore, the following standards are what we expect an eighth grader to know and be able to do in the area of technology.

61

Technology Foundation Standards for all students The Technology foundation standards for students are divided into six broad categories that were developed through the National Educational Technology Standards (NETS) project coordinated by the International Society for Technology in Education (ISTE). Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking sample applications. These standards and benchmarks are used as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

1. Basic Operations and Concepts 1. Students demonstrate a sound understanding of the nature and operation of technology

systems. 2. Students are proficient in the use of technology.

2. Social, Ethical, and Human Issues

1. Students understand the ethical, cultural, and societal issues related to technology. 2. Students practice responsible use of technology systems, information, and software.

3. Technology Productivity Tools

1. Students use technology tools to enhance learning, increase productivity, and promote creativity.

4. Technology Communications Tools 1. Students use telecommunications to collaborate, publish, and interact with peers,

experts, and other audiences.

5. Technology Research Tools 1. Students use technology to locate, evaluate, and collect information from a variety of

sources. 2. Students use technology tools to process data and report results.

6. Technology Problem-Solving and Decision-Making Tools

1. Students use technology resources for solving problems and making informed decisions.

62

STANDARD 1: Basic Operations and Concepts

Standard The student will: Content Knowledge and Skills:

a. Use developmentally appropriate and accurate technology terminology.

b. Identify the appropriate technology device to complete a task.

1. Demonstrate a sound understanding of the basic nature and operation of technology systems. c. Make informed choices among technology systems,

resources and services.

a. Demonstrate increasingly sophisticated operation of technology components. 2. Demonstrate

proficiency in the use of technology. b. Apply strategies for identifying and solving routine

software and hardware problems that occur in everyday use.

STANDARD 2: Social, Ethical, and Human Issues


a. Demonstrate knowledge of current changes in technologies and the effect those changes have on the workplace and society.

1. Demonstrate an understanding of the ethical, cultural, and societal issues related to technology.

b. Demonstrate knowledge of legal and ethical issues when using technology, information sources, and consequences of misuse.

a. Practice responsible use of technological devices and software.

b. Demonstrate respect for others while using technology. 2. Practice responsible

use of technology systems, information, and software.

c. Exhibit legal and ethical behaviors when using technology and information.

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STANDARD 3: Technology Productivity Tools


a. Use formatting capabilities of technology for communicating and illustrating.

b. Use a variety of technology tools for data collection and analysis.

1. Use technology tools to enhance learning, increase productivity, and promote creativity.

c. Publish and present information using technology tools.

STANDARD 4: Technology Communications Tools


a. Use telecommunications efficiently and effectively to access remote information and communicate with others in support of facilitated and independent learning.

b. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom.

1. Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

c. Collaboratively use telecommunications and online resources.

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STANDARD 5: Technology Research Tools


a. Locate information from electronic resources. 1. Use technology to locate, evaluate, and collect information from a variety of sources.

b. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources.

2. Use technology tools to process data and report results.

a. Select appropriate technology tools for data analysis and reporting.

STANDARD 6: Technology Problem-Solving and Decision Making Tools Problem solving is inherent in all disciplines. Technology Standard 6 is designed to provide a cumulative (capstone) experience.


1. Use technology resources for solving problems and making informed decisions.

a. Determine when technology is useful, select and use the appropriate tools, and technology resources to solve the problem, and report findings.

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This publication is not copyrighted. All contents may be duplicated and distributed as needed for school or classroom use.

Federal law prohibits discrimination on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, or marital or family status in any educational programs or activities receiving federal financial assistance. (Title VI and VII of the Civil Rights Act of 1964; Title IX of the Educational Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990.)

It is the policy of the Idaho State Department of Education not to discriminate in any educational programs or activities or in employment practices.

Inquiries regarding compliance with this nondiscriminatory policy may be directed

to State Superintendent of Public Instruction, P.O. Box 83720, Boise, Idaho 83720-0027, (208) 332-6800, or to the Director, Office of Civil Rights, Seattle Office, U.S. Department of Education, 915 Second Avenue Room 3310, Seattle WA 98174-1099; Telephone: (206) 220-7900; FAX: (206) 220-7887, TDD: (206) 220-7907, Email: [email protected].

english language arts 9 - genesee school district 282 language arts 9 enhanced with the idaho...

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