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Dallas School District
K-12 Curriculum
High School English - Intro to English Literature
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Author: Evaluate
The learner will be able to
evaluate organization and content to determine author purpose and effectiveness according to author theses, accuracy, thoroughness, logic, and reasoning.
| Strand |
Source |
| Author |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Nonfiction: Reading
The learner will be able to
read a variety of nonfiction.
| Strand |
Source |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
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Poetry: Respond
The learner will be able to
read and respond to a poem.
| Strand |
Source |
| Poetry |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
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Informational
The learner will be able to
read and understand an informational, nonfiction story.
| Strand |
Source |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Fiction: Respond
The learner will be able to
read and respond to a variety of fiction.
| Strand |
Source |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
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Author Intention: Information
The learner will be able to
analyze information to explain the author's purpose.
| Strand |
Source |
| Author: Intentions |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11, B |
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World Literature: Read
The learner will be able to
read a variety of world literature.
| Strand |
Source |
| World Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; A |
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Genre: Variety
The learner will be able to
read a variety of genres.
| Strand |
Source |
| Genre |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Literary/Art Genres: Conventions
The learner will be able to
create a work in a literary genre that follows the conventions of that genre.
| Strand |
Source |
| Genre: Literary/Art |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11.; C |
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Drama: Respond
The learner will be able to
read and respond to a variety of drama.
| Strand |
Source |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
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Poetry: Figurative Language/Evaluate
The learner will be able to
evaluate poetry for appropriateness of figurative language.
| Strand |
Source |
| Poetry: Figurative Language |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; D |
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Poetry: Sound/Analyze Effect
The learner will be able to
analyze the effects of sound in poetry.
| Strand |
Source |
| Poetry: Sound/Form |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
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Nonfiction: Respond
The learner will be able to
respond to nonfiction materials.
| Strand |
Source |
| Nonfiction |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
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Literature: Understand
The learner will be able to
understand the study of literature.
| Strand |
Source |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; A |
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Analyze: Figurative Language
The learner will be able to
analyze the use of figurative language within a given poem.
| Strand |
Source |
| Poetry: Analyze Figurative Language |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
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Analyze: Figurative Language
The learner will be able to
analyze poetry for appropriateness of figurative language.
| Strand |
Source |
| Poetry: Analyze Figurative Language |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; D |
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Analyze: Scriptwriter/Words
The learner will be able to
analyze how a scriptwriter's words develop the tone, mood, and theme of a work.
| Strand |
Source |
| Drama: Analyze |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11, E |
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Information/Concept Processing: Identify
The learner will be able to
identify new concepts.
| Strand |
Source |
| Information/Ideas: Processing |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Information/Concept Processing: Define
The learner will be able to
define new concepts.
| Strand |
Source |
| Information/Ideas: Processing |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Interjection: Identify/Use
The learner will be able to
identify and use an interjection in a sentence.
| Strand |
Source |
| Interjection |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Noun: Use
The learner will be able to
use nouns correctly.
| Strand |
Source |
| Noun |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Adverb: Use
The learner will be able to
correctly use adverbs in a sentence.
| Strand |
Source |
| Adverb |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Pronoun: Use
The learner will be able to
use pronouns in sentences correctly.
| Strand |
Source |
| Pronoun |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Sentence Structure: Length
The learner will be able to
write using a variety of sentence lengths.
| Strand |
Source |
| Sentence Structure |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
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Sentence Content: Variety/Type
The learner will be able to
write a variety of sentence types.
| Strand |
Source |
| Sentence Structure |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
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Verb: Use
The learner will be able to
use verbs correctly.
| Strand |
Source |
| Verb |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Adjective: Use
The learner will be able to
use adjectives in a sentence correctly.
| Strand |
Source |
| Adjective |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Culture: History/Affect
The learner will be able to
identify the effect history has on language and literature.
| Strand |
Source |
| Culture |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11.; A |
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Culture: Language/World Communication
The learner will be able to
describe how the English language impacts culture through world communication.
| Strand |
Source |
| Culture |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11.; C |
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Culture: Language/Analyze
The learner will be able to
analyze how the English language impacts culture through world communication.
| Strand |
Source |
| Culture |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11.; C |
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Preposition: Use
The learner will be able to
correctly use prepositions in a sentence.
| Strand |
Source |
| Preposition |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Source |
| Conjunction |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Source |
| Capitalization: Applications |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Affective: Literature/Appreciate
The learner will be able to
appreciate literature through listening activities.
| Strand |
Source |
| Listening Responses: Affective |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Source |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Discussion: Respect Views
The learner will be able to
demonstrate respect for others' viewpoints while engaged in a discussion.
| Strand |
Source |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Literature: Analyze/Synthesize
The learner will be able to
analyze and synthesize a literary work, relating it to other selections.
| Strand |
Source |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Source |
| Listening Behaviors |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Questions: Respond/Elaborate
The learner will be able to
respond to questions with appropriate elaboration.
| Strand |
Source |
| Questions |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Informational Concept: Synthesize
The learner will be able to
synthesize information to determine relevancy.
| Strand |
Source |
| Informational Concept |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Purposes: Reflect
The learner will be able to
listen to reflect upon the content of auditory materials.
| Strand |
Source |
| Listening Purposes |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Critical Listening: Stereotypes
The learner will be able to
examine stereotypes presented in spoken language.
| Strand |
Source |
| Critical Listening |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11, B |
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Strategies: Opinions/Relevancy
The learner will be able to
synthesize opinions to determine relevancy.
| Strand |
Source |
| Listening Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Strategies: Ideas/Relevancy
The learner will be able to
synthesize ideas to determine relevancy.
| Strand |
Source |
| Listening Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Literature: Solutions/Problems
The learner will be able to
offer solutions to problems in literature.
| Strand |
Source |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Literature: Relate/Previous Knowledge
The learner will be able to
listen to a variety of literature and relate to previous knowledge.
| Strand |
Source |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Literature: Summarize/Identify
The learner will be able to
summarize events in literature, identifying the key points.
| Strand |
Source |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Media Form: Media/Repertoire
The learner will be able to
appreciate and use a wide variety of media forms.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Purposes: Learning/Thinking
The learner will be able to
use media to stimulate his/her learning and thinking skills.
| Strand |
Source |
| Media Purposes |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Media Form: Electronic/Traditional
The learner will be able to
explain how electronic media modify traditional research forms for different purposes.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Media Form: Understand
The learner will be able to
understand a variety of media forms.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Media Form: Variety/Integrate
The learner will be able to
integrate a variety of media forms into a completed project.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Media Message: Expand Understanding
The learner will be able to
create and use a media project that expands understanding.
| Strand |
Source |
| Media Message |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Media: Gain Information
The learner will be able to
gain information from a variety of media sources.
| Strand |
Source |
| Media |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Evaluate: Events
The learner will be able to
evaluate the media's influence in drawing attention to specific events.
| Strand |
Source |
| Media: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Evaluate: Opinions
The learner will be able to
evaluate the media's influence in forming opinions on various issues.
| Strand |
Source |
| Media: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Multimedia: Effectively/Use
The learner will be able to
effectively use appropriate media in a multimedia presentation.
| Strand |
Source |
| Media Aids: Multimedia |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Evaluate: Media Message
The learner will be able to
evaluate media messages.
| Strand |
Source |
| Media Message: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Decision: Criteria/Use
The learner will be able to
use established criteria when decision making.
| Strand |
Source |
| Critical Thinking: Decision |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Fact/Opinion: Distinguish
The learner will be able to
distinguish fact from opinion in texts by using complete and accurate information, coherent arguments, and points of view.
| Strand |
Source |
| Fact/Opinion |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Story Elements: Relationships/Uses
The learner will be able to
analyze relationships, uses, and effectiveness of story elements used by authors in similar genres, including characterization, setting, plot, theme, point of view, tone, and style.
| Strand |
Source |
| Story Elements |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11, B |
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Compare/Contrast: Idea/Theme/Issue
The learner will be able to
compare and contrast ideas, themes, and issues in various reading materials.
| Strand |
Source |
| Compare/Contrast |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Variety of Sources: Fluent
The learner will be able to
read a variety of text fluently.
| Strand |
Source |
| Source |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H, p. 4, #1.1.11.; H |
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Variety of Sources: Reading Selections
The learner will be able to
read and comprehend material from a variety of sources.
| Strand |
Source |
| Source |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Response: Exam/Complex Text
The learner will be able to
demonstrate an understanding of the complexity of a reading passage on an exam by responding with informed and sophisticated interpretations, ideas, and reflections.
| Strand |
Source |
| Reading Responses: Exams |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Response: Exam/Connecting
The learner will be able to
demonstrate an understanding of a reading passage on an exam by making connections between textual elements, language arts concepts, and his/her personal experiences.
| Strand |
Source |
| Reading Responses: Exams |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Response: Connection/Culture
The learner will be able to
respond to literature by forming connections between a culture and him/herself.
| Strand |
Source |
| Reading Responses: Affective |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Main Idea: Extending
The learner will be able to
extend the main idea of a given passage by applying it to a new context or situation.
| Strand |
Source |
| Main Idea |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Draw Conclusion: Established Criteria
The learner will be able to
use established criteria when drawing conclusions.
| Strand |
Source |
| Draw Conclusion |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Persuasive: Propaganda Form/Identify
The learner will be able to
identify various forms of propaganda.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Strategies: Text Feature/Key Word
The learner will be able to
use text features, such as key words, to understand informational materials.
| Strand |
Source |
| Reading Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; F |
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Strategies: Personal Experience
The learner will be able to
apply personal experience to understand reading materials.
| Strand |
Source |
| Reading Strategies |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Strategies: Validate Information/Support
The learner will be able to
use supporting evidence to verify the validity of reading materials.
| Strand |
Source |
| Reading Strategies |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Strategies: Evaluate/Effective
The learner will be able to
evaluate which reading strategies were most effective for a variety of texts.
| Strand |
Source |
| Reading Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Setting: Compare/Contrast
The learner will be able to
compare and contrast setting in reading materials.
| Strand |
Source |
| Setting |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Critical Thinking: Reading Materials
The learner will be able to
critically examine reading materials.
| Strand |
Source |
| Critical Thinking |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Support: Evidence
The learner will be able to
support his/her assertions about a text with evidence.
| Strand |
Source |
| Support |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Classification: Essential/Non-Essential
The learner will be able to
classify information as essential or non-essential in a variety of media.
| Strand |
Source |
| Classification |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Classification: Non-Essential
The learner will be able to
classify textual information as non-essential to reading comprehension.
| Strand |
Source |
| Classification |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Classification: Essential
The learner will be able to
classify textual information as essential to reading comprehension.
| Strand |
Source |
| Classification |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Source |
| Emergent Reading |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Reading Behaviors: Comprehension
The learner will be able to
demonstrate comprehension skills.
| Strand |
Source |
| Reading Behaviors |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Reading Behaviors: Extend/Literal
The learner will be able to
extend understanding beyond literal interpretation.
| Strand |
Source |
| Reading Behaviors |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Evaluating: Ideas
The learner will be able to
evaluate ideas he/she has read.
| Strand |
Source |
| Evaluating |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Source |
| Evaluating |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Source |
| Reading Responses: Composing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Response: Idea/Describe
The learner will be able to
describe important ideas from what he/she has read.
| Strand |
Source |
| Reading Responses: Composing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Response: Connections/Issues
The learner will be able to
make connections among issues in reading materials.
| Strand |
Source |
| Reading Responses: Affective |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Source |
| Synthesizing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Analyze: Structure
The learner will be able to
analyze the structure of informational material.
| Strand |
Source |
| Informational Text: Analyze |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11, B |
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Compare/Contrast: Reading Materials
The learner will be able to
compare and contrast characters in reading materials.
| Strand |
Source |
| Character: Compare/Contrast |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Analyze: Effectiveness/Literary Device
The learner will be able to
analyze literary devices for quality of effectiveness.
| Strand |
Source |
| Literary Device: Analyze |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
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Conversation: Initiate
The learner will be able to
initiate conversation
.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
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Discussion: Contribute
The learner will be able to
contribute ideas, thoughts, and opinions to a discussion.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Group: Adjust Tone
The learner will be able to
adjust tone to encourage group participation.
| Strand |
Source |
| Group Communication |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Group: Adjust Involvement
The learner will be able to
adjust involvement in a group to encourage equal participation.
| Strand |
Source |
| Group Communication |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Pronunciation: Pronounce Clearly
The learner will be able to
pronounce words clearly.
| Strand |
Source |
| Pronunciation |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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|
Paraphrasing: Information
The learner will be able to
paraphrase information.
| Strand |
Source |
| Paraphrasing/Restating |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
|
|
Discussion: Information
The learner will be able to
provide information in the context of a discussion.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
|
|
Discussion: Role/Small Group
The learner will be able to
participate in his/her assigned role during a small group discussion.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Discussion: Focus
The learner will be able to
actively participate in large group discussions focusing on a topic or theme.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Discussion: Summarize
The learner will be able to
summarize what he/she has learned from a discussion.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
|
|
Vocal Characteristic: Meter
The learner will be able to
use appropriate meter when speaking.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
|
|
Vocal Characteristic: Flow
The learner will be able to
speak with appropriate flow of words.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
|
|
Debate: Organize/Informal
The learner will be able to
organize an informal debate.
| Strand |
Source |
| Debate: Preparation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Debate: Prepare
The learner will be able to
prepare for a debate on a specific topic.
| Strand |
Source |
| Debate: Preparation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Debate: Informal
The learner will be able to
participate in informal debates.
| Strand |
Source |
| Debate: Participation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Evaluator: Discussion/Others
The learner will be able to
use established criteria to evaluate others during a discussion.
| Strand |
Source |
| Evaluator |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11, E |
|
|
|
Questions: Ask Relevant
The learner will be able to
ask relevant questions.
| Strand |
Source |
| Questions |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
|
|
Questions: Clarify
The learner will be able to
ask questions to clarify his/her understanding.
| Strand |
Source |
| Questions |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A, p.14, #1.6.11.; D |
|
|
|
Practices: Read Aloud
The learner will be able to
read familiar materials aloud accurately.
| Strand |
Source |
| Communication Practices |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
|
|
Oral Interpretation: Audience
The learner will be able to
deliver oral readings to a variety of audiences.
| Strand |
Source |
| Oral Composition/Interpretation |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Rhythm: Incorporate
The learner will be able to
incorporate rhythm into his/her speaking.
| Strand |
Source |
| Rhythm/Rhyme |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
|
|
Group: Include Participants
The learner will be able to
include all participants of a group in a presentation.
| Strand |
Source |
| Presentation: Group |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
|
|
Group: Participate/Small Group
The learner will be able to
participate in small group presentations.
| Strand |
Source |
| Presentation: Group |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Group: Participate/Large Group
The learner will be able to
participate in large group presentations.
| Strand |
Source |
| Presentation: Group |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Interview: Formal/Participate
The learner will be able to
participate in a formal interview.
| Strand |
Source |
| Interview |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Discussion: Participate
The learner will be able to
participate in group discussions.
| Strand |
Source |
| Group Communication: Discussion |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
|
|
Questions: Informational Interview
The learner will be able to
conduct an informational interview.
| Strand |
Source |
| Interview: Questions |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
|
|
Spelling
The learner will be able to
spell words correctly.
| Strand |
Source |
| Emergent Spelling |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
|
Spelling: Applications
The learner will be able to
spell words correctly.
| Strand |
Source |
| Spelling Applications |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
Study and Research Skills
|
|
|
Reference Form: Assigned/Independent
The learner will be able to
locate texts, media, and traditional resources for assigned and independent purposes.
| Strand |
Source |
| Reference Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; A |
|
|
|
Process: Information/Written
The learner will be able to
gather, record, and organize information for written reports.
| Strand |
Source |
| Research Skills: Processes |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Source |
| Dictionary |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11, E |
|
|
|
Sources: Identify
The learner will be able to
identify appropriate sources of information.
| Strand |
Source |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
|
|
Print Style: Illustrations
The learner will be able to
use illustrations to enhance writing.
| Strand |
Source |
| Print Style |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Print Styles: Graphics
The learner will be able to
add graphics to enhance written text.
| Strand |
Source |
| Print Style |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Reference Form: Choose/Electronic
The learner will be able to
choose appropriate electronic media as a resource.
| Strand |
Source |
| Reference Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
|
|
|
Research Skills: Validity/Analyze
The learner will be able to
analyze information for validity.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Research Skills: Reliability/Analyze
The learner will be able to
analyze information for reliability.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Document: Understand/Variety
The learner will be able to
understand a variety of documents.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G, p. 5, #1.2.11.; A |
|
|
|
Document: Analyze/Position
The learner will be able to
analyze the positions in a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Analyze/Argument
The learner will be able to
analyze the arguments in a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Analyze/Evidence
The learner will be able to
analyze the evidence in a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Validity/Assess
The learner will be able to
assess the validity of the context of a document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Interpret
The learner will be able to
interpret a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Critique/Recognize Strategies
The learner will be able to
critique various documents to recognize common strategies.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Primary/Secondary: Informative/Write
The learner will be able to
use primary and secondary sources to write an informative paper.
| Strand |
Source |
| Reference: Primary/Secondary |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Reading: Expand/Literature
The learner will be able to
expand vocabulary by studying word patterns and new words he/she encounters while reading literature.
| Strand |
Source |
| Vocabulary: Reading |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Base Word: Root/Decode
The learner will be able to
use root words to decode new words.
| Strand |
Source |
| Base/Root Word |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Base Words: Word Meaning
The learner will be able to
use base words to determine word meaning.
| Strand |
Source |
| Base/Root Word |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Word Relationships: Expand
The learner will be able to
use knowledge of word relationships to expand his/her vocabulary.
| Strand |
Source |
| Word Relationships |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11, E |
|
|
|
Context: Historical/Literary/Grade-Level
The learner will be able to
apply an understanding of historical and literary context clues to identify the meaning of grade-level vocabulary words.
| Strand |
Source |
| Context |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Strategies: Key Words/Curriculum
The learner will be able to
use key words across the curriculum.
| Strand |
Source |
| Vocabulary Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; F |
|
|
|
Unfamiliar Words: Monitor Text
The learner will be able to
monitor text for unfamiliar vocabulary words.
| Strand |
Source |
| Vocabulary Strategies: Unfamiliar Words |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
|
|
Strategies: Define/Unknown
The learner will be able to
define unknown words.
| Strand |
Source |
| Vocabulary Strategies: Unfamiliar Words |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
|
|
Speaking: Newly Learned Words/Apply
The learner will be able to
use speaking experiences to practice applying newly learned vocabulary words.
| Strand |
Source |
| Vocabulary: Speaking |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Writing: Precise
The learner will be able to
write using precise language.
| Strand |
Source |
| Vocabulary: Writing |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B, p.12, #1.5.11.; D |
|
|
|
Writing: Newly Learned Words/Apply
The learner will be able to
use writing experiences to practice applying newly learned vocabulary words.
| Strand |
Source |
| Vocabulary: Writing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Appropriate: Key Word/Use
The learner will be able to
use key words appropriately .
| Strand |
Source |
| Word Choice: Appropriate |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; F |
|
|
|
Revise: Rethink
The learner will be able to
rethink how purpose, audience, and genre have been addressed.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Drafting: Comprehensive Content
The learner will be able to
exhibit comprehensive content in his/her writing.
| Strand |
Source |
| Drafting |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Focus: Sharpen
The learner will be able to
sharpen the focus of a written work.
| Strand |
Source |
| Clarity/Focus |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
|
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of standard English language conventions to edit written works.
| Strand |
Source |
| Editing: Language Conventions |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
|
Introduction: Effective
The learner will be able to
write an effective introduction.
| Strand |
Source |
| Introduction/Conclusion |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Conclusion: Effective
The learner will be able to
write an effective conclusion.
| Strand |
Source |
| Introduction/Conclusion |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Prewriting: Topic/Appropriateness
The learner will be able to
identify a topic that is appropriate for a specific purpose and audience.
| Strand |
Source |
| Prewriting |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
|
|
Revise: Subtlety/Meaning
The learner will be able to
revise for subtlety of meaning.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Revise: Sentence Variety
The learner will be able to
revise written works to improve sentence variety.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Organization: Controlled
The learner will be able to
write with controlled organization.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Organization: Order of Importance
The learner will be able to
order ideas, details, and events in order of importance when appropriate.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
|
|
|
Organization: Audience
The learner will be able to
choose an organizational format which suits a given audience.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Organization: Purpose
The learner will be able to
choose an organizational format which suits a given writing purpose.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Organization
The learner will be able to
demonstrate an understanding of organizational skills and strategies while writing.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Poetry: Original
The learner will be able to
write original poetry.
| Strand |
Source |
| Poetry |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Evaluating: Cause/Effect
The learner will be able to
write an evaluation of cause and effect in nonfiction works.
| Strand |
Source |
| Evaluating Writing |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Publishing: Prepare Works
The learner will be able to
present written works for publication.
| Strand |
Source |
| Publishing |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; G |
|
|
|
Paragraph: Fully Developed
The learner will be able to
write fully developed paragraphs.
| Strand |
Source |
| Paragraph Content |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Story Elements: Conflict
The learner will be able to
apply an understanding of conflict to write stories.
| Strand |
Source |
| Story Elements |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Story Elements: Use
The learner will be able to
use story elements in writing.
| Strand |
Source |
| Story Elements |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Form: Variety/Creative
The learner will be able to
write in a variety of creative fiction forms.
| Strand |
Source |
| Form |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Drama: Play
The learner will be able to
write a play.
| Strand |
Source |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Expository: Complex/Informational
The learner will be able to
compose complex informational pieces.
| Strand |
Source |
| Expository |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Sequence: Logical Order
The learner will be able to
sequence ideas in logical order.
| Strand |
Source |
| Sequence |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Main Idea: Develop/Tactics
The learner will be able to
develop a main idea by using a variety of methods.
| Strand |
Source |
| Main Idea |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Dialogue: Incorporate
The learner will be able to
incorporate dialogue into written works.
| Strand |
Source |
| Dialogue |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Focus: Details
The learner will be able to
elaborate details to develop the focus of a topic.
| Strand |
Source |
| Clarity/Focus |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Literary Device: Use
The learner will be able to
begin to incorporate literary devices into his/her written works.
| Strand |
Source |
| Literary Device |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Source |
| Editing: Language Conventions |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
|
Topic: Distinct Focus
The learner will be able to
write with a distinct focus.
| Strand |
Source |
| Topic |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
|
|
Topic: Information/Focus
The learner will be able to
elaborate information to develop the focus of a topic.
| Strand |
Source |
| Topic |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Sentence: Complete/Create
The learner will be able to
create complete written sentences.
| Strand |
Source |
| Emergent Writing: Sentence |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
|
Style: Command
The learner will be able to
write with a command of style.
| Strand |
Source |
| Style |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
|
|
