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Meigs County |
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Meigs County Curriculum |
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High School English - English III |
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Author: Effect/Audience
The learner will be able to
identify the effect of an author's audience on his/her written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pgs 110, 315, 477 [Textbook]. |
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|
Author: Effect/Background
The learner will be able to
identify the effect of an author's background on his/her written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pgs 456, 478, 532 [Textbook]. |
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|
Author: Effect/Environment
The learner will be able to
identify the effect of an author's environment on his/her written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pgs 456, 478, 532 [Textbook]. |
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|
Author: Effect/Experience
The learner will be able to
identify the effect of an author's experience on his/her written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pgs 456, 478, 532, 294 [Textbook]. |
|
|
Author: Effect/Gender
The learner will be able to
identify the effect of an author's gender on his/her written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pgs 294, 456, 478, 532 [Textbook]. |
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Grammar: Use
The learner will be able to
use correct grammar.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Comprehension |
Master |
1.0 |
TN: Writing Assessment, January 1995, Grade 11, p.30, #6 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 10: Identifying Errors in Prose Pas [Software]. |
| · |
Warriner's Grammar 11th, Ch. 7-11 [Textbook]. |
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|
Syntax: Variety
The learner will be able to
use a variety of syntax in written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Syntax |
Application |
Master |
1.0 |
TN: Writing Assessment, January 1995, Grade 11, p.30, #6 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 2,3,4 [Textbook]. ""The Parts of a Sentence," "The Phrase," and "The Clause" Teacher handout. |
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Adjective: Comparative/Identify
The learner will be able to
identify comparative forms of adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 55 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 13: Comparatives and Superlative [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Warriner's Grammar 11th, pgs 222-229 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Adjective: Identify
The learner will be able to
identify the adjective in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Comprehension |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 55 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 11: Adjectives and Adverbs [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.05.01.01 Instructional: Adjectives [Integrated Learning]. |
| · |
Warriner's Grammar 11th, p 9-12 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Adjective: Superlative/Identify
The learner will be able to
identify superlative forms of adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 13: Comparatives and Superlative [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Warriner's Grammar 11th, pgs 222-224 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Adverb: Comparative/Identify
The learner will be able to
identify comparative forms of adverbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 13: Comparatives and Superlative [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.06.02.01 Instructional: Adverbs that Compare [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pgs 222-227 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Adverb: Identify
The learner will be able to
identify the adverb in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Comprehension |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 55 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 11: Adjectives and Adverbs [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.06.01.01 Instructional: Identify Adverbs [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pg. 16-18 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Adverb: Superlative/Identify
The learner will be able to
identify superlative forms of adverbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 13: Comparatives and Superlative [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.06.02.01 Instructional: Adverbs that Compare [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pgs 222-230 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Fragment: Dependent Clause
The learner will be able to
identify the phrase which will complete a given dependent clause presented as the beginning clause of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 34 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage Thinking Skills 1: Induction: A [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 7: Sentence Fragments and Run-O [Software]. |
| · |
Warriner's Grammar 11th, Ch 2 - 29-45, Ch 4 - 71, Ch 12 - 266 [Textbook]. |
|
|
Fragment: Edit
The learner will be able to
edit a fragmented sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage Thinking Skills 1: Induction: A [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 7: Sentence Fragments and Run-O [Software]. |
| · |
Warriner's Grammar 11th, pgs 265-267 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 3: Complete and Incomplete Sente [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 7: Sentence Fragments and Run-O [Software]. |
| · |
Warriner's Grammar 11th, pg 265-267 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Fragment: Idiom
The learner will be able to
identify a sentence fragment within an idiomatic expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 265-267 [Textbook]. |
|
|
Modifier: Edit
The learner will be able to
edit for the correct use of modifiers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Modifier: Edit |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 38 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Writing and Paragraphs 1: Misplaced Modifiers [Software]. |
| · |
Warriner's Grammar 11th, pg 215, 230 [Textbook]. |
|
|
Modifier: Misplaced/Identify
The learner will be able to
identify a misplaced modifier in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Modifier |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 38 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Writing and Paragraphs 1: Misplaced Modifiers [Software]. |
| · |
Warriner's Grammar 11th, pg 297-298 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Pronoun: Agreement/Noun
The learner will be able to
identify pronoun and noun disagreement in sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun: Agreement |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 48 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 19: Pronoun and Antecedent Agree [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage Thinking Skills 1: Analogies: Teami [Software]. |
| · |
Warriner's Grammar 11th, Ch 7 pg 121, 147 [Textbook]. |
|
|
Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 49 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 15: Pronouns as Subjects [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage Thinking Skills 1: Analogies: Teami [Software]. |
| · |
Warriner's Grammar 11th, Ch 8 pg 148, 170 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Pronoun: Case/Identify
The learner will be able to
identify the appropriate pronoun case for a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 50 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage Thinking Skills 1: Analogies: Teami [Software]. |
| · |
Warriner's Grammar 11th, Ch 8, p 148-159 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Pronoun: Indefinite/Singular
The learner will be able to
identify sentence errors where a singular indefinite pronoun is presented with a plural pronoun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 48 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 7 pg 140-142 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Pronoun: Relative/Identify
The learner will be able to
identify sentences with relative pronoun errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 50 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 6: Identifying Errors in Prose Pass [Software]. |
| · |
Warriner's Grammar 11th, Ch 7, pg 141 [Textbook]. |
|
|
Run-On: Edit
The learner will be able to
edit a run-on sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 36 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage Thinking Skills 1: Induction: A [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 7: Sentence Fragments and Run-O [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.01.07.01 Instructional: Fragments & Run-ons [Integrated Learning]. |
| · |
Warriner's Grammar 11th, Pg 270-271 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Combining: Clause
The learner will be able to
identify the correct way to combine sentences by adding a clause.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Comprehension |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 8: Combining Short Sentences [Software]. |
| · |
Warriner's Grammar 11th, pg 316-320 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Combining: Complete/Clause
The learner will be able to
combine an independent clause and a dependent clause to create a complete sentence where the dependent clause must be placed either before or after the independent clause.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 8: Combining Short Sentences [Software]. |
| · |
Warriner's Grammar 11th, p 316-320, 69-89 [Textbook]. |
|
|
Sentence Combining: Phrase
The learner will be able to
identify the correct way to combine sentences by adding a phrase.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Knowledge |
Master |
8.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 9: Combining Subordinate Ideas [Software]. |
| · |
Warriner's Grammar 11th, pg 310-314 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Clause
The learner will be able to
identify clauses within sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Clause |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure Thinking Skills 2: Problem Solv [Software]. |
| · |
Warriner's Grammar 11th, p 69-89 [Textbook]. |
|
|
Sentence Structure: Complex/Understand
The learner will be able to
understand complex sentence structures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Compound/Complex |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure Thinking Skills 2: Problem Solv [Software]. |
| · |
Warriner's Grammar 11th, pg 83 [Textbook]. |
|
|
Sentence Structure: Identify Complete
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 6: Patterns in Sentences [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.01.07.01 Instructional: Fragments & Run-ons [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pg 263-275 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Parallel Structure
The learner will be able to
identify and edit for the incorrect use of parallel structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 40 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 303-306 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Parallel/Nouns
The learner will be able to
identify parallel construction errors where nouns are presented inconsistently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 40 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 303-306 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Parallel/Verb Tense
The learner will be able to
identify parallel construction errors where verb tense is inconsistent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 40 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 303-304 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Phrase
The learner will be able to
identify phrases within sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 46-68 [Textbook]. |
|
|
Subject-Verb: Agreement Errors
The learner will be able to
identify sentences with subject-verb agreement errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Comprehension |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 10: Identifying Errors in Prose Pas [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.03.06.01 Instructional: Subj-Verb Agreement [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pg 121-139 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Subject-Verb: Agreement/Understand
The learner will be able to
understand subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 10: Identifying Errors in Prose Pas [Software]. |
| · |
Warriner's Grammar 11th, pg 121-139 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Subject-Verb: Intervening Phrase
The learner will be able to
identify the correct use of subject-verb agreement where an intervening phrase is present.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 124-126 [Textbook]. |
|
|
Verb Tense: Future
The learner will be able to
identify and understand the correct use of the future tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 54 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 7: Verb Agreement with Tense of [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 5: Verbs -- Number and Form [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.03.02.01 Instructional: Past/Present/Future [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pg 192-200 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Verb Tense: Future Perfect
The learner will be able to
identify and understand the correct use of the future perfect tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 54 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 7: Verb Agreement with Tense of [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 5: Verbs -- Number and Form [Software]. |
| · |
Warriner's Grammar 11th, Pg 192-200 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Verb Tense: Inconsistent
The learner will be able to
recognize and edit for inconsistent verb tense within a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 54 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, page 201 [Textbook]. Handout |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 5: Verbs -- Number and Form [Software]. |
| · |
Warriner's Grammar 11th, Handout [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Verb Tense: Past
The learner will be able to
identify and understand the correct use of past tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense: Past |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 7: Verb Agreement with Tense of [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 5: Verbs -- Number and Form [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.03.02.01 Instructional: Past/Present/Future [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pg 197 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Verb Tense: Past Perfect
The learner will be able to
identify and understand the correct use of past perfect tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 7: Verb Agreement with Tense of [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 5: Verbs -- Number and Form [Software]. |
| · |
Warriner's Grammar 11th, pg 198-199 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Verb Tense: Present
The learner will be able to
identify and understand the correct use of the present tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense: Present |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 7: Verb Agreement with Tense of [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 5: Verbs -- Number and Form [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.03.02.01 Instructional: Past/Present/Future [Integrated Learning]. |
| · |
Warriner's Grammar 11th, pg 196-197 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Verb Tense: Present Perfect
The learner will be able to
identify and understand the correct use of the present perfect tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 7: Verb Agreement with Tense of [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 5: Verbs -- Number and Form [Software]. |
| · |
Warriner's Grammar 11th, pg 197-199 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Culture: Diversity/Respect
The learner will be able to
use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills) :Category Two-Competencies-Interpersonal: Works with Cultural Diversity, I-CD1: WorkKeys: Listening, Observation, Reading for Information |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 235, 519, 1088, 1168 [Textbook]. |
|
|
Dialect: Diversity/Respect
The learner will be able to
use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language dialects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dialect |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills) :Category Two-Competencies-Interpersonal: Works with Cultural Diversity, I-CD1: WorkKeys: Listening, Observation, Reading for Information |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 455, 465, 512 [Textbook]. |
|
|
Patterns: Diversity/Respect
The learner will be able to
use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Patterns |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills) :Category Two-Competencies-Interpersonal: Works with Cultural Diversity, I-CD1: WorkKeys: Listening, Observation, Reading for Information |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 235, 519, 1088, 1168 [Textbook]. |
|
|
Conventions: Usage
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Usage |
Application |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 48, 65, 295, 519, 1112, 1168 [Textbook]. |
|
|
Conventions: Usage/Identify
The learner will be able to
identify standard language usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Usage |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 48, 65, 295, 519, 1112, 1168 [Textbook]. |
|
|
Sentence Structure: Recognize Errors
The learner will be able to
recognize and correct errors in sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 112, 1005, 1017 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, pg 112, 1005, 1017, handout [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mechanics |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 30, 31, pgs 769-772 [Textbook]. |
|
|
Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mechanics |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 30,31,32, [Textbook]. Writing Applications pg 72, 737, 760, 763 |
|
|
Apostrophe: Contractions
The learner will be able to
identify and correctly use apostrophes with contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation 12: Apostrophes in Contractions [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.03.09.01 Instruction: Contractions/Pronouns [Integrated Learning]. |
| · |
Warriner's Grammar 11th, Ch 32 pg 759-760 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Apostrophe: Possessive/Plural
The learner will be able to
identify and correctly use apostrophes with plural possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation 13: Apostrophes to Show Possession [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 32 pg 759-760 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Apostrophe: Possessive/Singular
The learner will be able to
identify and correctly use apostrophes with singular possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation 13: Apostrophes to Show Possession [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 32 pg 757-760 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Colon: Identify
The learner will be able to
identify the correct use of a colon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colon |
Application |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 66 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, Punctuation 20: Colons Between Independent Clauses [Textbook]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 32 p 745-747 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Colon: List/Edit
The learner will be able to
identify and edit for the correct use of colons when preceding a list.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colon |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 66 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 32- p 745-746 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Parenthetical Expression
The learner will be able to
identify the correct use of a comma with a parenthetical expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 64 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 31- p 732-734 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Separate Clauses
The learner will be able to
identify the correct use of a comma to separate an independent clause and a dependent clause.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 63 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 1: Induction: Editing [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 31- p730-731 & p726-729 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Separate Clauses/Independent
The learner will be able to
identify the correct use of a comma to separate independent clauses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 63 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 1: Induction: Editing [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 31- p 723-725 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Separate Phrases
The learner will be able to
identify the correct use of commas to separate phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 64 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation 7: Commas to Separate Independent Clau [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 31- p722-723 & p726-729 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Series/Items/Identify
The learner will be able to
identify the correct use of a comma with items in a series.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 62 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation 5: Commas to Separate Items in Lists [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Language Arts Grade 6, CompassLearning Incorporated, Version 2, LM6.01.06.01 Instructional: Use Commas [Integrated Learning]. |
| · |
Warriner's Grammar 11th, Ch 31- p722-723 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Splices/Edit
The learner will be able to
edit sentences for comma splices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 36 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 12- p270-272 [Textbook]. |
|
|
Comma: Splices/Revise/Conjunction
The learner will be able to
revise a sentence with a comma splice by adding a conjunction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 12- p270-272 [Textbook]. |
|
|
Comma: Splices/Revise/Semicolon
The learner will be able to
revise a sentence with a comma splice by adding a semicolon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 12- p270-272 [Textbook]. |
|
|
Comma: Splices/Revise/Sentence
The learner will be able to
revise a sentence with a comma splice by separating such a sentence into two separate sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 12- p270-272 [Textbook]. |
|
|
Dash: Abrupt Break
The learner will be able to
identify the correct use of a dash used to indicate an abrupt break in thought.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 67 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 32- p748-749 [Textbook]. |
|
|
Dash: Explanation/Afterthought
The learner will be able to
identify the correct use of a dash used to indicate an explanation or afterthought.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 67 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 32- p748-749 [Textbook]. |
|
|
Semicolon: Separate Clauses
The learner will be able to
identify the correct use of a semicolon to separate clauses of a compound sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Semicolon |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 65 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 11th, Ch 32- p744-745 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Behaviors: Active Listening
The learner will be able to
engage in active listening during different situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p906-907 [Textbook]. |
|
|
Behaviors: Diversity
The learner will be able to
apply a knowledge and appreciation of diversity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p41, p77 [Textbook]. |
|
|
Critical Listening: Bias
The learner will be able to
recognize bias statements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Listening: Bias |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p233, p1278 [Textbook]. |
|
|
Critical Listening: Content/Analyze
The learner will be able to
analyze auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Listening |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p255, p477 [Textbook]. |
|
|
Critical Listening: Judgement
The learner will be able to
recognize judgement statements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Listening |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p1083, p1171 [Textbook]. |
|
|
Evaluating: Information
The learner will be able to
evaluate information delivered by a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p907, p911 [Textbook]. |
| · |
Prentice Hall 11th Text, p1277 [Textbook]. |
|
|
Evaluating: Non-Professional
The learner will be able to
evaluate a non-professional presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Evaluating |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p909, p911 [Textbook]. |
|
|
Evaluating: Professional
The learner will be able to
evaluate a professional presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Evaluating |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p911 [Textbook]. |
|
|
Point of View: Identify
The learner will be able to
identify point of view in auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Point of View |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p255 [Textbook]. |
|
|
Processes: Expectations
The learner will be able to
recognize his/her expectations for listening.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Processes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p1205 [Textbook]. |
|
|
Media Aides: Communication
The learner will be able to
use media sources to communicate what has been learned.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Aids: Presentation |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 207, 488, 1047, 1057 [Textbook]. |
|
|
Media: Handle
The learner will be able to
handle media responsibly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 47, 57, 81, 145, 453, 463, 475, 781, 997 [Textbook]. |
|
|
Purposes: Language Arts Processes
The learner will be able to
use media sources for language arts processes, such as reading, viewing, writing and creating.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Purposes |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 207, 488, 1047, 1057 [Textbook]. |
|
|
Media Message: Content/Concept
The learner will be able to
examine the content and concepts contained in visual media forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Message |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 207, 488, 1047, 1057 [Textbook]. |
|
|
Media Presentation: Sources/Create
The learner will be able to
use a variety of media sources to create information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Presentation |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 207, 488, 531 [Textbook]. |
|
|
Media Presentation: Sources/Describe
The learner will be able to
use a variety of media sources to describe information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Presentation |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, 207, 488, 531 [Textbook]. |
|
|
Media Presentation: Sources/Display
The learner will be able to
use a variety of media sources to display information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Presentation |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 207, 488, 531 [Textbook]. |
|
|
Media Production: Audience/Create
The learner will be able to
consider the audience when creating a media production.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Production: Create |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, Entrepreneur handout [Lecture-instructor]. |
| · |
Prentice Hall 11th Text, p862, p837 [Textbook]. |
|
|
Media Production: Purpose/Create
The learner will be able to
consider the purpose when creating a media production.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Production: Create |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 207, 488, 1047, 1057 [Textbook]. |
|
|
Media Production: Strategies/Describe
The learner will be able to
describe creative strategies applied in the production of print and nonprint media.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Production |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p862, p975 [Textbook]. |
|
|
Media: Daily Life/Evaluate
The learner will be able to
evaluate media's influence in daily life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media: Evaluate |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p862 [Textbook]. |
|
|
Print/Nonprint: Differences/Evaluate
The learner will be able to
evaluate the differences between using print and nonprint media forms to communicate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Form: Print/Non-Print |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p359 [Textbook]. |
|
|
Print/Nonprint: Information/Evaluate
The learner will be able to
evaluate information found in print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p579 [Textbook]. |
|
|
Print/Nonprint: Information/Interpret
The learner will be able to
interpret information found in print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p579, p488, p553 [Textbook]. |
|
|
Print/Nonprint: Information/Present
The learner will be able to
present information found in print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p103, p579, p667, p488, p553 [Textbook]. |
|
|
Print/Nonprint: Information/Research
The learner will be able to
research information using print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p488, p553 [Textbook]. |
|
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 102, 187, 254, 448, 596, 759, 817, 1112 [Textbook]. |
|
|
Interpretation: Personal/Interact
The learner will be able to
develop a personal interpretation by interacting with a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 130, 599, 1049, Interpret "Gettysburg Address" [Textbook]. |
|
|
Reading Behaviors: Appreciation
The learner will be able to
appreciate written texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
|
Reading Behaviors: Independent
The learner will be able to
read independently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
11th - An F/Scarlet/Christy/Gr Gat/Kill Mock/House/Hatch/Owl, novels [Novels]. |
|
|
Response: Connection/Historical
The learner will be able to
respond to literature by forming historical connections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 21, 39, 64, 65, 104, 109 [Textbook]. |
|
|
Response: Connection/Personal
The learner will be able to
respond to literature by forming personal connections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Personal |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 8, 57, 81, 263, 695, 734, 809 [Textbook]. |
|
|
Response: Connection/Visual
The learner will be able to
respond to literature by forming connections with visual material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 24, 57, 79, 109 [Textbook]. |
|
|
Strategies: Type/Content
The learner will be able to
use reading selection type and content to determine the most appropriate reading strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
|
Strategies: Variety/Develop
The learner will be able to
develop a variety of reading strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
|
Analyzing: Content
The learner will be able to
analyze written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R5: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 46, 815 [Textbook]. |
|
|
Assumption: Bias/Discern
The learner will be able to
discern elements of bias in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bias |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R5: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 41, 77, 109, 207, 477, 488, 1169 [Textbook]. |
|
|
Assumption: Recognizing
The learner will be able to
recognize an assumption implicitly stated in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Assumption |
Analysis |
Master |
5.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R5: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 146, 254, 530 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Critical Thinking: Reading Materials
The learner will be able to
critically examine reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Evaluation |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R5: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 235, 373, 576, 1088, 1168 [Textbook]. |
|
|
Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R5: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 235, 373, 576, 1088, 1168 [Textbook]. |
|
|
Evaluating: Critique
The learner will be able to
critique reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R5: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 102, 187, 254, 448, 817, 1112 [Textbook]. |
|
|
Inference: Reading Material
The learner will be able to
make inferences from reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Application |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 146, 254, 530 [Textbook]. |
|
|
Interpretation: Content
The learner will be able to
interpret reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 146, 254, 530 [Textbook]. |
|
|
Interpretation: Personal/Validate
The learner will be able to
validate a personal interpretation through research.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 19, 41, 49, 58, 403 [Textbook]. |
|
|
Main Idea: Discern
The learner will be able to
discern the main idea in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R2: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 146, 317, 448 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Persuasive: Discern
The learner will be able to
discern persuasive techniques used in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive: Techniques |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg. 146, 317, 448 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Point of View: Discern
The learner will be able to
discern the point of view of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Point of View |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 146, 317, 448 [Textbook]. |
|
|
Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 14, 48, 314, 442 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Purposes: Discern
The learner will be able to
discern the purpose for reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 43, 48, 158, 533, 1131, 1152 [Textbook]. |
|
|
Purposes: Understanding
The learner will be able to
read to increase understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 14, 48, 314, 442 [Textbook]. |
|
|
Purposes: Variety
The learner will be able to
read for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 292, 425 [Textbook]. |
|
|
Detail: Redundant
The learner will be able to
identify redundant information in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 81 week tested: 32. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Reading; BS-R2: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Reading, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 146, 254, 530 [Textbook]. |
|
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Reading Series, Skills Bank Corp., Reading Comprehension 3: Main Ideas [Software]. |
| · |
Prentice Hall 11th Text, pg 146, 317, 448 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Strategies: Notes
The learner will be able to
take notes while reading as a strategy for constructing meaning from text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 255, 397, 439 [Textbook]. |
|
|
Strategies: Word/Critical
The learner will be able to
scan reading passages for critical words which provide cues to meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 65, 187, 258, 814, 1113 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Tone: Identify
The learner will be able to
identify the tone of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tone |
Analysis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 82 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p444, Ex12 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Reading Aloud: Presentation/Group
The learner will be able to
read aloud during a group presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 292, 425, 1022, 1113 [Textbook]. |
|
|
Reading Aloud: Presentation/Individual
The learner will be able to
read aloud during an individual presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 212, 1174, handout Entrepreneur project [Textbook]. |
|
|
Relationship: Logical
The learner will be able to
identify logical relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 187, 190, 467, 476, 479, 484 [Textbook]. |
|
|
Response: Literature
The learner will be able to
respond to literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Critical |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 14, 48, 314, 442 [Textbook]. |
|
|
Strategies: Apply
The learner will be able to
apply reading strategies to monitor comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 43, 48, 258, 533, 1131, 1152 [Textbook]. |
|
|
Strategies: Word Recognition
The learner will be able to
apply word recognition strategies to read fluently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Word Recognition |
Application |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 13, 65, 187, 258, 814, 1113 [Textbook]. |
|
|
Support: Evidence/Judge
The learner will be able to
make judgements based on supporting evidence in a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, pg 187, 190, 467, 476, 479, 484, essay [Textbook]. |
|
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synthesizing |
Synthesis |
Master |
5.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.13 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p23, p1171 [Textbook]. |
|
|
General: Poise
The learner will be able to
develop and show poise when delivering a presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p904-906 [Textbook]. |
| · |
Prentice Hall 11th Text, p147, p889 [Textbook]. |
|
|
Strategies: Confidence/Develop
The learner will be able to
develop and show confidence while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Strategies |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p904-909 [Textbook]. |
|
|
Body Language: Gestures
The learner will be able to
use gestures effectively while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Nonverbal |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p909 [Textbook]. |
| · |
Prentice Hall 11th Text, p889 [Textbook]. |
|
|
Diction: Use
The learner will be able to
use diction appropriately and effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diction |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S2 : WORK KEYS: Listening, Teamwork, Observation |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p909-910, p912-913 [Textbook]. |
|
|
Interpersonal: Group/Effective
The learner will be able to
utilize effective interpersonal skills when participating in a group discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Interpersonal |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p1278, p1169, handout [Textbook]. |
|
|
Nonverbal: Body Language/Use
The learner will be able to
use appropriate body language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Body Language |
Comprehension |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S4. WORK KEYS: Listening, Observation, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p905-906 [Textbook]. |
| · |
Prentice Hall 11th Text, p889 [Textbook]. |
|
|
Oral Interpretation: Literary/Analyze
The learner will be able to
analyze literary works in an oral interpretation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Oral Composition/Interpretation |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p103, p1057, p1205, handout [Textbook]. |
|
|
Oral Interpretation: Literary/Evaluate
The learner will be able to
interpret and evaluate literary works in an oral interpretation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Oral Composition/Interpretation |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40 [Textbook]. |
| · |
Prentice Hall 11th Text, p103, p1057, p1205 [Textbook]. |
|
|
Point of View: Various/Express
The learner will be able to
express various points of view in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Point of View |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p147, p1112 [Textbook]. |
|
|
Practices: Occasion/Variety
The learner will be able to
speak for a variety of occasions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication Practices |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p898-911 [Textbook]. |
| · |
Prentice Hall 11th Text, p247 [Textbook]. |
|
|
Practices: Skills/Effective
The learner will be able to
utilize effective communication skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication Skills |
Comprehension |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p898-911 [Textbook]. |
|
|
Processes: Bias
The learner will be able to
express various biases in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Processes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p907 [Textbook]. |
| · |
Prentice Hall 11th Text, p147 [Textbook]. |
|
|
Processes: Expectations
The learner will be able to
express his/her expectations as a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Processes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p902-903 [Textbook]. |
|
|
Processes: Judgement
The learner will be able to
express various judgement statements in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Processes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p902-903 [Textbook]. |
| · |
Prentice Hall 11th Text, p41, p77 [Textbook]. |
|
|
Purposes: Ideas/Clarity
The learner will be able to
speak to express ideas clearly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S1: WORK KEYS: Locating Information, Listening, Observation, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p902-904 [Textbook]. |
| · |
Prentice Hall 11th Text, p103 [Textbook]. |
|
|
Research: Presentation
The learner will be able to
give an oral presentation based on research.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Research |
Application |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p907, Research Paper- Ch 26 [Textbook]. |
| · |
Prentice Hall 11th Text, p147, p1112 [Textbook]. |
|
|
Vocal Characteristic: Inflection/Varied
The learner will be able to
use varied inflections to communicate with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p906 [Textbook]. |
|
|
Vocal Characteristic: Pitch
The learner will be able to
use varied pitch to communicate with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic: Pitch |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p906 [Textbook]. |
|
|
Vocal Characteristic: Rate
The learner will be able to
use varied rates of speech to communicate with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p909-910 [Textbook]. |
|
|
Vocal Characteristic: Volume/Use
The learner will be able to
use varied speech volumes to communicate with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic: Volume |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.27. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p909-910 [Textbook]. |
|
|
Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Spelling |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, p922-924 [Textbook]. |
| · |
Warriner's Grammar 11th, Ch 37 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
|
|
Spelling: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Application |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 37 [Textbook]. |
|
|
|
Study and Research Skills
|
Research Technology: Access
The learner will be able to
utilize available technology to access information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
Comprehension |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p 16, handout, internet [Textbook]. |
|
|
Research Technology: Use
The learner will be able to
use technological sources of information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 26, internet [Textbook]. |
|
|
Answer Choices: Analyze
The learner will be able to
analyze answer choices to determine the one which most accurately represents the reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
5.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 38- p866-869 [Textbook]. |
|
|
Answer Choices: Analyze
The learner will be able to
analyze answer choices by double checking each possible answer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
5.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch38- p858-882 [Textbook]. |
|
|
Answer Choices: Analyze
The learner will be able to
analyze answer choices to determine the correct statement, but not necessarily the true statement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
5.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 240 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p859 [Textbook]. |
|
|
Answer Choices: Distortions
The learner will be able to
identify answer choices which quote reading passages, but distort the meaning of such quotes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
5.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 226 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40 [Textbook]. |
|
|
Answer Choices: Extremes
The learner will be able to
identify answer choices which include extremes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
5.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 239 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40 [Textbook]. |
|
|
Answer Choices: Switch
The learner will be able to
identify answer choices which switch the order of information, and therefore the meaning, provided in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
5.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 233 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p878-882 [Textbook]. |
|
|
Skim: Preview Text
The learner will be able to
skim material to preview content.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Skim |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, handout [Textbook]. |
|
|
Testing Strategies: Eliminate Choices
The learner will be able to
eliminate answer choices from a multiple choice test question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p858-866 [Textbook]. |
|
|
Testing Strategies: Preview Sections
The learner will be able to
understand how to preview test sections before answering any questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 219 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p1022, handout [Textbook]. |
|
|
Testing: Reading/Strategy
The learner will be able to
approach reading test questions by reading questions, then rereading the appropriate portion of passages, then rereading the test questions and the answer choices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
5.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 11th, Ch 40- p866-869 [Textbook]. |
| · |
Prentice Hall 11th Text, p1235-1238 [Textbook]. |
|
|
Technology: Communication Tool/Examine
The learner will be able to
examine the benefits and restrictions of the computer as a communication tool.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Software/Hardware: Communications |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20. Secretary's Commission on Achieving Necessary Skills :Category Two-Competencies--Computers to Process Information I-C1: C2 C3: WorkKeys: Applied Technology, Locating Information, Observation, Reading for Information, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p16, internet project, handout activity [Textbook]. |
|
|
Technology: Content/Concept
The learner will be able to
examine the content and concepts contained in technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Educational Technology |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20. Secretary's Commission on Achieving Necessary Skills :Category Two-Competencies--Computers to Process Information I-C1: C2 :C3 WorkKeys: Applied Technology, Locating Information, Observation, Reading for Information, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p1154, internet project [Textbook]. |
|
|
Technology: Use
The learner will be able to
use available technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Educational Technology |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20. Secretary's Commission on Achieving Necessary Skills :Category Two-Competencies--Computers to Process Information I-C1: C2: C3WorkKeys: Applied Technology, Locating Information, Observation, Reading for Information, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p1154, internet project [Textbook]. |
|
|
Viewing Behaviors: Sources/Variety
The learner will be able to
view a variety of materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viewing Behaviors |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 11, p.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 11th Text, p477, p505, p553, p845 [Textbook]. |
|
|
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 |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Application |
Master |
3.0 |
TN: Writing Assessment, January 1995, Grade 11, p.30, #6 week tested: 32. |
| | |
