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Meigs County |
| Language Expressions |
| This unit includes comprehending and applying the rules which govern language expressions and usage. Students studying this unit develop an intuitive sense of language structure, and the ability to make judgments regarding how language expressions relate to the cohesiveness of sentences and passages. |
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Conventions: Language Experience
The learner will be able to apply language experience (listening, speaking, reading, and writing) to the construction of coherent sentences and paragraphs in both speaking and writing.
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Noun: Plural/Possessive/Supply
The learner will be able to supply the correct form of a plural, possessive, or plural possessive noun in a given sentence.
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Noun: Forms/Edit
The learner will be able to edit writing for noun forms.
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Pronoun: Case/Edit
The learner will be able to complete and/or edit written works for correct use of pronouns (to include possessive, indefinite, relative, subject and object pronouns).
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Pronoun: Agreement/Identify
The learner will be able to identify correct pronoun-antecedent agreement.
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Verb Tense: Complete/Edit
The learner will be able to complete and/or edit a given sentence with the correct verb tense (including the present, past, future, present perfect, past perfect, future perfect, and present perfect progressive).
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Subject-Verb: Agreement
The learner will be able to use correct subject-verb agreement.
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Adjective/Adverb: Select
The learner will be able to select the correct adjective or adverb to complete a sentence.
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Complete/Incomplete/Run-on: Identify
The learner will be able to identify complete, incomplete, and run-on sentences.
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Fragment/Run-On: Edit
The learner will be able to edit a series of sentences for fragments or run-ons.
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Sentence Structure: Use
The learner will be able to use correct sentence structure.
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Sentence Structure: Negative
The learner will be able to create a correctly structured negative sentence.
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Sentence Structure: Grammar/Effective
The learner will be able to write grammatically correct, effective sentences.
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Sentence Structure: Recognize Errors
The learner will be able to recognize and correct errors in sentence structure.
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Sentence Structure: Edit/Context
The learner will be able to edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, redundancies, conciseness, and clarity.
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Subject: Use Context Clues
The learner will be able to complete given sentences with the appropriate subject, or compound subject, by using the contextual clues of the sentences.
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Sentence Combining
The learner will be able to combine multiple complete sentences into one complete sentence.
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Sentence Combining: Concise/Clarity
The learner will be able to combine two sentences concisely and with clarity of meaning.
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Adjectives: Types
The learner will be able to identify the correct use of comparative and superlative adjectives.
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Fragment: Correct
The learner will be able to connect or correct sentence fragments in a writing sample with a subordinate conjunction or with a comma and coordinating conjunction.
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Pronoun Case
The learner will be able to select the correct pronoun case for a sentence in which the pronoun follows "than" in a written work.
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Prepositional Phrases
The learner will be able to identify prepositional phrases in written works.
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| Language Mechanics |
| This unit includes comprehending and applying the rules which govern punctuation and capitalization. Students studying this unit incorporate knowledge of language mechanics into original writing, and successfully edit passages for language mechanics errors. |
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Capitalization: Use Correctly
The learner will be able to use capitalization correctly (including capitalization of the days of the week, first words in a quote, months, segments of an outline, main and subtopics in an outline, proper adjectives, titles of books, course titles, movie titles, personal titles, and titles of respect).
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Capitalization: Identify Correct
The learner will be able to identify correct capitalization.
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Capitalization: Proper Nouns
The learner will be able to capitalize proper nouns.
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Capitalization: Title
The learner will be able to capitalize a title.
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Capitalization: Pronoun "I"
The learner will be able to capitalize the pronoun "I".
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Capitalization: Letter Parts
The learner will be able to identify the correct capitalization of the parts of a letter.
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Punctuation: Identify Correct
The learner will be able to identify the correct punctuation.
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Punctuation: Apply
The learner will be able to apply fundamental punctuation rules to written works.
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Punctuation: Letters/Correct
The learner will be able to identify the correct use of punctuation in a letter.
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Endmark: Use
The learner will be able to use endmarks correctly.
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Comma/Colon/Semicolon: Identify
The learner will be able to identify the correct use of commas, colons, and semicolons.
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Quotation Mark: Identify
The learner will be able to identify the correct use of quotation marks in a sentence and in dialogue.
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Apostrophe: Use
The learner will be able to correctly use apostrophes in sentences.
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Apostrophe: Identify
The learner will be able to identify and correctly use apostrophes with contractions, singular possessives, and plural possessives.
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Hyphen: Identify
The learner will be able to identify the correct use of hyphens.
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Commas: Nonessential Phrase
The learner will be able to identify the correct use of commas to set off nonessential elements in a sentence.
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| Writing |
| This unit includes utilizing each stage of the writing process to create original pieces. Students explore a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). |
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Writing as a Process: Conceptualizing
The learner will be able to utilize the writing process (prewriting, drafting, revising, rewriting, editing, publishing).
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Writing Behaviors: Daily Writing
The learner will be able to write daily for self growth and per teacher instructions.
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Prewriting: Strategies
The learner will be able to utilize prewriting strategies (drawing, webbing, brainstorming, discussing) to begin the writing process.
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Prewriting: Sources/Information
The learner will be able to understand how to use information sources as a prewriting strategy.
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Prewriting: Outline/Understand
The learner will be able to understand how to use an outline as a prewriting strategy.
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Prewriting: Strategies/Variety
The learner will be able to apply a variety of prewriting strategies.
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Drafting
The learner will be able to understand the drafting stage of the writing process and how to write drafts using ideas generated in the prewriting stage.
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Revise: Conceptualizing
The learner will be able to understand the revising stage of the writing process, and how to approach drafts with specific goals for revisions.
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Revise: Writing
The learner will be able to revise writing for effective sentences, word choices, and clarity, to incorporate "show not tell" language, to improve transition sentences, to improve organizational patterns, to improve narrative voice, to improve structure of sentences, to eliminate extraneous information, and to elaborate ideas.
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Revise: Progression of Ideas
The learner will be able to revise writing for proper progression of ideas.
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Revise: Audience
The learner will be able to revise writing to include a sense of audience.
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Edit: Writing
The learner will be able to edit for correct use of punctuation, capitalization, verb forms, and adverbs and adjectives.
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Edit: Usage
The learner will be able to edit written works for usage.
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Edit: Language Conventions
The learner will be able to proofread for the use of commas, apostrophes, periods, exclamation marks, question marks, colons, quotation marks, semi-colons, interjections, quotes, endmarks, contractions, spelling, and proper nouns.
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Edit: Content
The learner will be able to edit the content of a passage for cohesiveness, clarity, diction, effective sentences, theme, and sequence of ideas.
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Edit: Resources
The learner will be able to use outside resources, such as a dictionary, to edit written works.
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Composition: Mechanics
The learner will be able to use correct mechanics when creating a composition.
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Publishing
The learner will be able to prepare and present written works to be shared with others.
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Essay: Introduction/Conclusion
The learner will be able to identify, describe, and compose an introduction and a conclusion to an essay.
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Conclusion: Use
The learner will be able to use a conclusion in a written work.
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Paragraph: Topic Sentence/Identify
The learner will be able to select the best topic sentence for a given paragraph.
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Main Idea: Details/Subtopics
The learner will be able to write a composition which includes a main idea, subtopics, and supporting details.
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Sequence: Identify
The learner will be able to identify correct sentence sequence.
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Sequence: Ideas
The learner will be able to order ideas sequentially when writing.
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Transitions
The learner will be able to use effective transitions (and, but, or), transitional phrases, and transitional conjunctions in his/her writing.
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Support: Write Text
The learner will be able to write a supported text.
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Clarity/Focus: Relevant Information
The learner will be able to include relevant information in his/her writing.
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Organization: Information
The learner will be able to use writing as a way to organize information.
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Purposes: Communication
The learner will be able to write to communicate specific information.
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Essay: Synthesizing Information
The learner will be able to synthesize information from a variety of sources to create expository, narrative, short story, and persuasive pieces.
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Support: Relevant/Vivid
The learner will be able to include relevant and vivid support when creating a composition.
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Style: Audience/Purpose
The learner will be able to select a writing style (narrative, descriptive, or expository) which suits a given purpose and audience.
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Narrative: Short
The learner will be able to write a brief narrative.
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Narrative: Events/Sequence
The learner will be able to write a narrative which describes events in sequential order.
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Descriptive: Object/Idea
The learner will be able to write to describe the qualities of an object or an idea.
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Expressive: Feelings
The learner will be able to write to express feelings and emotions.
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Expository: Essay
The learner will be able to write an expository essay (including essays which are analytical, clearly answer"why" and "why not," are definitional, and use compare and contrast relationships).
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Expository: Synthesizing Information
The learner will be able to synthesize information from multiple sources, condense the information, and write an informative piece.
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Expository: Audience
The learner will be able to write pieces which inform a given audience, and include logically organized and relevant ideas.
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Persuasive: Strategies
The learner will be able to write to persuade a given audience on a given topic utilizing word choices, language expressions, examples, metaphors, and other persuasion techniques.
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Research Paper: Organize
The learner will be able to organize the different parts of a research paper.
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Poetry: Types
The learner will be able to write poetry in a variety of forms.
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Response: Poetry
The learner will be able to use writing abilities to create poetry in response to reading selections.
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Portfolios: Collection
The learner will be able to compile a portfolio of writing samples which includes writing from different content areas, reports, research notes, short stories, persuasive, functional, and expository pieces, speeches, and poems, with drafts from each stage of the writing process.
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Audience
The learner will be able to recognize the intended audience for a chosen passage.
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Thesis Statement
The learner will be able to select the most effective thesis statement.
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| Listening |
| This unit includes identifying and distinguishing between sounds and patterns in sounds, and constructing meaning from information delivered verbally. |
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Speech: Critique Delivery
The learner will be able to critique a speaker for delivery (voice modulation, gestures, posture, eye contact, pronunciation, articulation, and timing).
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Speech: Content/Critique
The learner will be able to critique a speaker for speech content (ideas selected for speech, organization of ideas, facts and opinions given as support, appropriateness of topic for given audience).
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Speech: Content/Paraphrase
The learner will be able to recognize the agenda, main ideas, and supporting facts of a speech, and respond to the speaker by paraphrasing the speech and providing counterpoints.
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Speech: Analyzing Content
The learner will be able to develop the patience required to listen to a speaker, analyze the content of a speech, and respond with comments and questions which convey an understanding of the speech.
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Summary: Ideas/Opinions/Facts
The learner will be able to provide a summary of the ideas, opinions, facts, delivered by a speaker.
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Questions: Clarify/Analyze/Synthesize
The learner will be able to formulate questions which require a speaker to clarify meaning, analyze, and synthesize information.
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Detail: Relevant/Irrelevant/Distinguish
The learner will be able to distinguish between relevant and irrelevant details in an orally read passage.
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Predict/Infer: Outcome/Events
The learner will be able to predict the outcome of a set of events and make inferences from an orally read passage.
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Directions: Oral
The learner will be able to follow directions given orally.
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| Speaking |
| This unit includes practicing techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. Students learn to choose appropriate topics, and methods of presenting topics, for specific audiences. |
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Group: Discussion Behaviors
The learner will be able to exhibit the following behaviors while involved in a group discussion: take turns, respect the ideas and opinions of others, and face speakers.
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Group: Self Expression
The learner will be able to express ideas and opinions to a peer group.
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Group: Questions/Formulate
The learner will be able to formulate questions which require analytical thinking by group members.
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Style, Tone and Complexity
The learner will be able to use body language appropriae in style and level of complexity in the audience and the occasion.
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Oral Presentations
The learner will be able to prepare and deliver oral presentations for specific audiences.
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Directions
The learner will be able to give accurate and concise directions for tasks.
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| Study and Research Skills |
| This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. |
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Answer Choices: Analyze
The learner will be able to analyze answer choices to determine the one which most accurately represents the reading passage.
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Skim: Preview Text
The learner will be able to skim material to preview content.
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Sources: Gathering/Documenting
The learner will be able to use a title page, copyright page, table of contents, glossary, index, margin notes, and appendices, and keep track of sources in the form of a bibliography.
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Sources: Gathering
The learner will be able to seek a variety of sources (textbook, dictionary, almanac, encyclopedia, thesaurus, journal, periodical, newspaper, and interviews with experts) to gather information.
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Reference Form: Understand
The learner will be able to determine which information is found in an atlas, thesaurus, almanac, index, bibliography, dictionary, timetable, and telephone directory.
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Research Skills: Synthesize
The learner will be able to synthesize information from reference materials.
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Graphical Formats: Creating/Interpreting
The learner will be able to create graphical forms to communicate data from resource materials and interpret information from graphical forms of data.
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Reference Form: Globe/Books/Newspapers
The learner will be able to use globes, books, and newspapers as references.
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Research Technology: Software Catalogs
The learner will be able to use library software to locate resource materials.
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Research Technology: Network Resources
The learner will be able to download resource information.
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Research Project: Presentation
The learner will be able to investigate a research topic (seeking out three or more resources/references), formulate a plan of action which details what will be investigated, when, and how, organize and synthesize the information from the sources, and create a presentation which conveys the information in a cohesive manner and gives credit to sources used.
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Research Skills: Evaluating Resources
The learner will be able to develop techniques such as skimming, scanning graphic organizers, outlining, and taking notes, synthesize multiple sources of information to make generalizations and conclusions, and judge information as relevant or irrelevant to a given research topic.
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Forms: Complete
The learner will be able to follow directions and complete a form, such as an order form.
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Public Information: Synthesize
The learner will be able to synthesize key elements from a public service poster.
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Dictionary: Interpret Information
The learner will be able to use a dictionary to locate information and interpret information found in a dictionary.
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Outline: Categorize
The learner will be able to organize information in outline form by categorizing items and functions.
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Outline: Classify/Analyze
The learner will be able to classify and analyze information in an outline.
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Bibliography: Develop
The learner will be able to develop and understand a bibliography.
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Stimuli: Multiple/Synthesize/Analyze
The learner will be able to synthesize and analyze information from dual and multiple stimuli.
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Letter Writing: Business/Content
The learner will be able to identify the proper style, tone, ideas expressed, recipient, return address, and date of a business letter.
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Diagrams: Analyze
The learner will be able to analyze a diagram.
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Table: Chart
The learner will be able to read, identify, and compare graphs and tables.
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