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Meigs County |
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Meigs County Curriculum |
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High School English - English II |
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Author Intention
The learner will be able to
identify the author's purpose in a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Analysis |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.33, #45 week tested: 32. |
Classroom
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Instructional Resources |
| |
| · |
Prentice Hall 10th Text, ""My Left Foot" p155 Scl Sup 45 [Textbook]. |
| · |
Prentice Hall 10th Text, ""The Way to Ranij Mtn" p581 [Textbook]. |
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Prentice Hall 10th Text, ""The One Gr. Heart" 592 Scl Sup 174 [Textbook]. |
| · |
Prentice Hall 10th Text, Epic pg 880 [Textbook]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
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Genre: Variety
The learner will be able to
read a variety of genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Comprehension |
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
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Instructional Resources |
| |
| · |
Prentice Hall 10th Audio, short stories, poetry, nonfiction, legend [Audio tapes]. |
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Genre: Variety/Interpret
The learner will be able to
interpret a variety of genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Evaluation |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 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
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Instructional Resources |
| |
| · |
Prentice Hall 10th Text, 183, 190, 470, 637 [Textbook]. |
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Genre: Variety/Respond
The learner will be able to
respond in various ways to different genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
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| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, Writing Activities over short stories to char sket [Textbook]. poetry- reader respones poems, nonfiction- Holocaust projects, epic- research paper |
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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
|
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Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 10: Identifying Errors in Prose Pas [Software]. |
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Common Sense Grammar and Style, Nashville State, 1997, Common Sense Grammar [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
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Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 35-36, 46-62, 108-109, 276-289 [Textbook]. |
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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 |
0.5 |
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]. |
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SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Warriner's Grammar 10th, 9-13 [Textbook]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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Adjective: Comparative/Superlative
The learner will be able to
identify the correct comparative or superlative adjective for a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Comprehension |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #23 week tested: 32.Gateway indicator 1.11. |
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 10th, 226-232 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 45-47 [Textbook]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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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 |
0.5 |
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]. |
| · |
Warriner's Grammar 10th, 19-21 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 45-47 [Textbook]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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Adverb: Comparative/Identify
The learner will be able to
identify comparative and superlative forms of adverbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Knowledge |
Master |
0.5 |
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]. |
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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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Adverb: Choose Word/Phrase
The learner will be able to
choose the word or phrase with the correct adverb (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Comprehension |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #23 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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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 |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 32.Gateway indicator 1.09. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Grammar and Usage 3: Complete and Incomplete Sente [Software]. |
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SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 7: Sentence Fragments and Run-O [Software]. |
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Warriner's Grammar 10th, 45, 269-274 [Textbook]. |
| · |
Instructor, Proofreading activities [Lecture-instructor]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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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.Gateway indicator 1.09. |
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 10th, 45, 269-274 [Textbook]. |
| · |
Instructor, Proofreading activities [Lecture-instructor]. |
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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 |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33 week tested: 32.Gateway indicator 1.09. |
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]. |
| · |
Instructor, Proofreading activities [Lecture-instructor]. |
| · |
Warriner's Grammar 10th, 45, 269-274 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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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 10th, 566, 645 [Textbook]. |
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Fragment/Run-On: Edit
The learner will be able to
edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.21, #28 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 10th, 45, 269-274 [Textbook]. |
| · |
Instructor, Proofreading activities [Lecture-instructor]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
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 10th, 226-237 [Textbook]. |
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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 |
0.5 |
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 10th, 226-237 [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 |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #24 week tested: 32..; 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 10th, 168-188 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 7-12 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
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 |
0.5 |
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 10th, 168-188 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 7-12 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [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 10th, 168-188 [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 10th, 99=100 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 7-12 [Textbook]. |
|
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Pronoun: Agreement/Identify
The learner will be able to
identify correct pronoun-antecedent agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun: Agreement |
Knowledge |
Master |
2.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #24 week tested: 32.American College Test (ACT), Study Guide, 1995-1996, ACT, p. 48 week tested: 32.Gateway indicator 1.11. |
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 10th, 159-162 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
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 |
0.5 |
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]. |
| · |
Warriner's Grammar 10th, 267-277 [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 |
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 8: Combining Short Sentences [Software]. |
| · |
Warriner's Grammar 10th, 279-289 [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 10th, 279-289 [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 |
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 9: Combining Subordinate Ideas [Software]. |
| · |
Warriner's Grammar 10th, 279-289 [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 |
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 Thinking Skills 2: Problem Solv [Software]. |
| · |
Warriner's Grammar 10th, 94-102 [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 10th, 97-102, 295, 686-287 [Textbook]. |
|
|
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 |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 40 week tested: 32. |
Classroom
|
| |
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
|
| |
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
|
| |
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 10th, 69-86 [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 |
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 10th, 198-206 [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 10th, 198-206 [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 |
| |
| · |
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 10th, 198-206 [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]. |
| · |
Warriner's Grammar 10th, 198-206 [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 10th, 198-206 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Noun: Irregular Plural/Identify
The learner will be able to
identify irregular plurals of nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Knowledge |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.20, #25 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 827-829 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 47-50 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Noun: Plural/Possessive/Determine
The learner will be able to
determine the correct form of a plural, possessive, or plural possessive noun for a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.20, #25 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 10: Identifying Errors in Prose Pas [Software]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 47-56 [Textbook]. |
| · |
Warriner's Grammar 10th, 168, 170, 827-829 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Sentence Combining: Two Sentences
The learner will be able to
combine two sentences into one correct sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
1.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.22, #29 week tested: 32.Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 8: Combining Short Sentences [Software]. |
| · |
Warriner's Grammar 10th, 279-289 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Combining: Three Sentences
The learner will be able to
identify the best way to combine three sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.22, #29 week tested: 32.Gateway indicator 1.11 and 1.09. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 279-289 [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 |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.21, #28 week tested: 32..; 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]. |
| · |
Warriner's Grammar 10th, 269-274, 276, 277, 45 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Negative
The learner will be able to
create a correctly structured negative sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.21, #27 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 256, 257 [Textbook]. |
|
|
Predicate: Main/Simple/Identify
The learner will be able to
identify the main or simple predicate of a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Predicate |
Comprehension |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.23, #31 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 2: Complete and Simple Predicat [Software]. |
| · |
Warriner's Grammar 10th, 36-43 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 1-6 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Subject: Simple/Identify
The learner will be able to
identify the simple subject of a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Subject |
Comprehension |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.23, #31 week tested: 32.Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 1: Complete and Simple Subjects [Software]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 1-6 [Textbook]. |
| · |
Warriner's Grammar 10th, 36-42, 143-158 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Subject-Verb: Agreement/Identify
The learner will be able to
identify a sentence written with correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Comprehension |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.18, #22 week tested: 32.American College Test (ACT), Study Guide, 1995-1996, ACT, p. 48 week tested: 32.Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 10: Identifying Errors in Prose Pas [Software]. |
| · |
Warriner's Grammar 10th, 36-42, 143-158 [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 |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 week tested: 32.Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 12th, 41-42 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 1-24 [Textbook]. |
|
|
Verb Tense: Appropriate
The learner will be able to
identify appropriate verb tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.20, #26 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 12th, 145-158 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 1-6 [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 |
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 12th, 145-158 [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 10th, 198-206 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Culture: Diversity/Respect
The learner will be able to
develop a knowledge and respect for multicultural and ethnic diversity in language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.5. 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 |
| |
| · |
Prentice Hall 9th Text, Class novels [Textbook]. |
|
|
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 10, p.12. 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 |
| |
| · |
Prentice Hall 9th Text, Class novels [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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, Class novels [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 10, p.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, various writing assigments [Lecture-instructor]. |
|
|
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 10, p.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, writing assignments, proofreading activities [Lecture-instructor]. |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 45, 269-274, 276, 277 [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 |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 45, 269-274, 276, 277 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
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 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.26, #34 week tested: 32..; 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]. |
| · |
Warriner's Grammar 10th, 737, 738 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Address
The learner will be able to
capitalize an address.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 614-621 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Study Skills [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Days
The learner will be able to
capitalize the days of the week.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 18: Names of Calendar Items [Software]. |
| · |
Warriner's Grammar 10th, 662 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Direct Quote
The learner will be able to
capitalize the first word in a direct quote.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 2: First Word in a Quotation [Software]. |
| · |
Warriner's Grammar 10th, 721 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Letter Parts
The learner will be able to
identify the correct capitalization of the parts of a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 614-621 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Months
The learner will be able to
capitalize the months of the year.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.1 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 18: Names of Calendar Items [Software]. |
| · |
Warriner's Grammar 10th, 662 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Outline
The learner will be able to
capitalize the segments of an outline.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Comprehension |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 581-589 [Textbook]. |
|
|
Capitalization: Outline/Topics
The learner will be able to
capitalize the main topic and subtopic in an outline.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Comprehension |
Master |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 581-589 [Textbook]. |
|
|
Capitalization: Proper Adjectives
The learner will be able to
recognize and capitalize proper adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization Thinking Skills 1: Induction: Helpi [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics 6: Identifying Errors in Prose [Software]. |
| · |
Warriner's Grammar 10th, 657-658 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Proper Nouns
The learner will be able to
capitalize proper nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 4: Names and Initials of People and [Software]. |
| · |
Warriner's Grammar 10th, 657-658, 662 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Title/Book
The learner will be able to
capitalize the titles of books.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Comprehension |
Master |
0.1 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 6: Titles of Books, Magazines, Movi [Software]. |
| · |
Warriner's Grammar 10th, 667-668 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Title/Course
The learner will be able to
capitalize course titles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Comprehension |
Master |
0.1 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 6: Titles of Books, Magazines, Movi [Software]. |
| · |
Warriner's Grammar 10th, 663 [Textbook]. |
|
|
Capitalization: Title/Movie
The learner will be able to
capitalize the titles of movies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Comprehension |
Master |
0.1 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 6: Titles of Books, Magazines, Movi [Software]. |
| · |
Warriner's Grammar 10th, 667-668 [Textbook]. |
|
|
Capitalization: Title/Personal/Respect
The learner will be able to
capitalize personal titles and titles of respect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Comprehension |
Master |
0.3 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 667-668 [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 |
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 10th, 732-733, 739 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 51-56 [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 10th, 732, 734 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 51-56 [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 |
1.0 |
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 20: Colons Between Independent Clauses [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 27, 28 [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 |
0.5 |
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]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 27, 28 [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 |
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 Thinking Skills 3: Deduction: Beat the [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 13-24 [Textbook]. |
| · |
Warriner's Grammar 10th, 681-703 [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 10th, 681-703 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 13-24 [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 10th, 681-703 [Textbook]. |
| · |
10th-A Sep. Peace, Juan Pareja, Across 5 Apr, Manzanar, 13-24 [Novels]. |
|
| |
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 10th, 681-703 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 13-24 [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]. |
| · |
Warriner's Grammar 10th, 681-703 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 13-24 [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 |
1.0 |
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 10th, 681-703 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 13-24 [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 10th, 681-703 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 13-24 [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 10th, 706-707 [Textbook]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 25-26 [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]. |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 13-24 [Textbook]. |
| · |
Warriner's Grammar 10th, 681-703 [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 |
| |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 27-28 [Textbook]. |
| · |
Warriner's Grammar 10th, 744, 747 [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 |
| |
| · |
Common Sense Grammar and Style, Nashville State, 1997, 27-28 [Textbook]. |
| · |
Warriner's Grammar 10th, 744, 747 [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]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Colon/Semicolon: Use
The learner will be able to
identify the correct use of a colon and semicolon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colon |
Comprehension |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.18, #21 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation 20: Colons Between Independent Clauses [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Identify Correct Use
The learner will be able to
identify the correct use of commas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.18, #21 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]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Endmark: Edit
The learner will be able to
edit written works for correct use of end punctuation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Comprehension |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.18, #21 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Punctuation 4: Exclamation Points [Software]. |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [Software]. |
| · |
Warriner's Grammar 10th, 677-680, 721, 722 [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 10, p.5 |
Classroom
|
|
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 10, p.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Mechanics Thinking Skills 2: Induction: S [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 10, p.26. 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 10th Audio, Poetry, Le Morte d'Arthur [Audio tapes]. |
| · |
Prentice Hall 10th Audio, legend [Audio tapes]. |
|
|
Behaviors: Display Skills
The learner will be able to
display listening comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26. 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 10th Audio, Le Morte d'Arthur [Audio tapes]. |
|
|
Informational Concept: Interpret
The learner will be able to
interpret informational messages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Concept |
Evaluation |
Master |
2.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.35, #49 week tested: 32. 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
|
|
Problem: Rational/Creative
The learner will be able to
listen to outline and solve problems rationally and creatively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem/Solution |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26 |
Classroom
|
|
Author Style: Recognize
The learner will be able to
enhance recognition of an author's style while listening.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Audio, Julius Caesar [Audio tapes]. |
|
|
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 10, p.26. 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 10th Audio, Julius Caesar, Le Morte d'Arthur [Audio tapes]. |
|
|
Critical Listening: Use Skills
The learner will be able to
employ the use of critical listening skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Listening |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26. 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 10th Audio, Julius Caesar, Le Morte d'Arthur [Audio tapes]. |
|
|
Evaluating: Information
The learner will be able to
evaluate information delivered by a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26Gateway indicator 1.08. 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
|
|
Processes: Developmentally Appropriate
The learner will be able to
demonstrate developmentally appropriate listening skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Processes |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26. 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
|
|
Written: Note-Taking
The learner will be able to
engage in note-taking while listening to an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses: Written/Visual |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Writing, BS-W2; WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Writing |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, lecture [Lecture-instructor]. |
|
|
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 10, p.19 |
Classroom
|
|
Media Production: Audience/Develop
The learner will be able to
consider the audience when developing a media production.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Production: Develop |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
|
Media Production: Purpose/Develop
The learner will be able to
consider the purpose when developing a media production.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Production: Develop |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
|
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 10, p.19 |
Classroom
|
|
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 10, p.19 |
Classroom
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, Posters, transparancies, periodical excerpts, [Lecture-instructor]. cartoons, illustrations |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Night, Author Brochure, 1941 Newspaper, Survivor Narrativ [Novels]. Using Publisher 98 |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Night, Author Brochure, 1941 Newspaper, Survivor Narrativ [Novels]. Using Publisher 98 |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Night, Author Brochure, 1941 Newspaper, Survivor Narrativ [Novels]. Using Publisher 98 |
|
|
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 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Night, Author Brochure, 1941 Newspaper, Survivor Narrativ [Novels]. Using Publisher 98 |
|
|
Media: Daily Life/Analyze
The learner will be able to
analyze media's influence in daily life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media: Analyze |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
|
Print/Nonprint: Analyze
The learner will be able to
analyze the differences between using print and nonprint media forms to communicate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Form: Print/Non-Print |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, Posters, transparancies, periodical excerpts, [Lecture-instructor]. cartoons, illustrations |
|
|
Print/Nonprint: Information/Organize
The learner will be able to
organize information found in print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Application |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Night, Author Brochure, 1941 Newspaper, Survivor Narrativ [Novels]. |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Night, Author Brochure, 1941 Newspaper, Survivor Narrativ [Novels]. |
|
|
Mass Media: Propaganda Form/Identify
The learner will be able to
identify various forms of propaganda used in mass media.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mass Media: Persuasion |
Knowledge |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.29, #38 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, Propoganda handouts [Lecture-instructor]. Magazine such as Focus on the Family, The Nation, The New Yorker, Heritage Foundation, Ads From newspapers & magazines |
|
|
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 10, p.19 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, Authurian Research Paper [Lecture-instructor]. |
| · |
Night, Project [Novels]. |
| · |
Instructor, Cultural Literary activity [Lecture-instructor]. Weekly assigned to a student |
|
|
Critical Thinking: Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Comprehension |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.32, #43 week tested: 32.Gateway indicator 1.08. 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 10th Text, 565 [Textbook]. |
| · |
Warriner's Grammar 10th, 401-402, 498, 499, 505, 423, 424 [Textbook]. |
|
|
Cause/Effect: Identify
The learner will be able to
identify cause and effect in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.31, #42 week tested: 32.Gateway indicator 1.08. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Workbook, ""the Good Deed" pg. 377-378 [Work Books]. |
| · |
Warriner's Grammar 10th, 408-410 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.32, #44 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Reading Series, Skills Bank Corp., Reading Comprehension 1: Identifying People, Place [Software]. |
| · |
Prentice Hall 10th Workbook, Test Prep passages, 215 [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Draw Conclusion: Event
The learner will be able to
draw conclusions based on events in reading selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Analysis |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.31, #41 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, ""By the Waters of Babylon" 382, 499 [Textbook]. Review Questions p510 |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
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 10, p.12American College Test (ACT), Study Guide, 1995-1996, ACT, p. 48 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 10th Text, Short Story Unit, pgs 299, 570 [Textbook]. |
| · |
Prentice Hall 10th Workbook, Test Prep Passages [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Main Idea: Descriptive/Identify
The learner will be able to
identify the main idea of a descriptive passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.30, #39 week tested: 32.Gateway indicator 1.08. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, Short Story Unit, pgs 299, 570 [Textbook]. |
| · |
Prentice Hall 10th Workbook, Test Prep Passages [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Main Idea: Expository/Identify
The learner will be able to
identify the main idea of an expository passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.30, #39 week tested: 32.Gateway indicator 1.08. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, Short Story Unit, pgs 299, 570 [Textbook]. |
| · |
Prentice Hall 10th Workbook, Test Prep Passages [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Main Idea: Narrative/Identify
The learner will be able to
identify the main idea of a narrative passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Knowledge |
Master |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.30, #39 week tested: 32.Gateway indicator 1.08. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, Short Story Unit, pgs 299, 570 [Textbook]. |
| · |
Prentice Hall 10th Workbook, Test Prep Passages [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Persuasive: Propaganda Techniques
The learner will be able to
identify propaganda techniques.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive: Techniques |
Knowledge |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.29, #38 week tested: 32.Gateway indicator 1.08. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, 565 [Textbook]. |
| · |
Warriner's Grammar 10th, 885-886, 894-895 [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 10, p.12TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.34, #47 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, Short Story unit, fiction outline [Textbook]. |
|
|
Sequence
The learner will be able to
identify the sequence of details and events within reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.30, #40 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Reading Series, Skills Bank Corp., Reading Comprehension 2: Identifying Events and Se [Software]. |
| · |
Prentice Hall 10th Text, ""By the Waters of Babylon" pg 498 [Textbook]. ""Contents of a Dead Man's Pockets" p82, Handout Sequental Chronological Time |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
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
|
|
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
|
|
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 10th Text, ""How much hand Does a Man need" 128, 144 [Textbook]. p370 |
| · |
Warriner's Grammar 10th, 800-804 [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 |
| |
| · |
Prentice Hall 10th Text, Short Story, fiction outline [Textbook]. Dover 100 Best Loved Poems |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
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 10, p.12 |
Classroom
|
|
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 10, p.12 |
Classroom
|
|
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 10, p.12 |
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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
10th-A Sep. Peace, Juan Pareja, Across 5 Apr, Manzanar, class novels [Novels]. |
| · |
Accelerated reader-, student selected [Accelerated Reader]. |
|
|
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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Audio, short stories, poetry, nonfiction, legend [Audio tapes]. |
| · |
10th-A Sep. Peace, Juan Pareja, Across 5 Apr, Manzanar, class novels [Novels]. |
|
|
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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, Class novels [Textbook]. |
|
|
Analyzing: Content
The learner will be able to
analyze written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12. 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 10th Text, 251, 255, 337, 788, 802, 959, 964 [Textbook]. |
| · |
Instructor, all reading selections [Lecture-instructor]. |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12. 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 10th Text, ""Speak Memory" 305-309 [Textbook]. |
| · |
Instructor, newspaper, magazine articles [Lecture-instructor]. |
|
|
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 |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12. 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
|
| |
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 10, p.12. 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
|
|
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 10, p.12. 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
|
|
Evaluating: Critique
The learner will be able to
critique reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12. 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
|
|
Figurative Language: Identify
The learner will be able to
identify figurative language in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Knowledge |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, short story unit and poetry unit [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Figurative Language: Infer Meaning
The learner will be able to
infer meaning from figurative language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, short stories, poetry [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Inference: Reading Material
The learner will be able to
make inferences from reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12..; TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.31, #41 week tested: 32 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, ""Columbus Dying" 151 [Textbook]. |
| · |
Prentice Hall 10th Workbook, Selection Supported 41 [Work Books]. |
|
|
Interpretation: Content
The learner will be able to
interpret reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
|
Literary Device: Identify
The learner will be able to
identify the literary device being used by the author.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device |
Comprehension |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, All short stories and poems [Textbook]. Dover 100 Best Loved Poems |
|
|
Literary Device: Interpret
The learner will be able to
interpret literary devices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device |
Evaluation |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, All short stories and poems [Textbook]. Dover 100 Best Loved Poems |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12Gateway indicator 1.04. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 10th, 552-530 [Textbook]. |
| · |
Prentice Hall 10th Text, 957 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, ""Monkey's Pace" 45, 58, "How Much Land" 129, 144 [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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12Gateway indicator 1.04. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, 118, "The Cobuliwallah" 284, "Anne Frank" 952 [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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, all selections [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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, Textbook selection, newspaper & magazine articles [Textbook]. |
|
|
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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, Night presentations, Character Sketch presentation [Textbook]. Julius Caesar |
|
|
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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, short story unit, poetry unit, drama unit [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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, p470 [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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, class discussion [Lecture-instructor]. |
|
|
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 10, p.12 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 10th Text, pg 470, Selection Support p144 [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 |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
|
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 |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synthesizing |
Synthesis |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.12 |
Classroom
|
|
Supporting sentences
The learner will be able to
evaluate the relevance of each supporting sentence by deletitng an irrelevant sentence in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Evaluation |
Master |
1.0 |
Tennessee Framework 1999(a) |
Classroom
|
|
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 10, p.26 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Basic Speech Experiences, 3 speeches during year [Textbook]. |
|
|
Problem: Rational/Creative
The learner will be able to
outline and solve problems rationally and creatively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem/Solution |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26 |
Classroom
|
| |
Instructional Resources |
| |
| · |
10th-A Sep. Peace, Juan Pareja, Across 5 Apr, Manzanar, pg ix, xi, xii [Novels]. |
|
|
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 10, p.26 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Basic Speech Experiences, 3 speeches during year [Textbook]. |
|
|
Verbal/Nonverbal: Variety
The learner will be able to
apply appropriate verbal and nonverbal communication techniques when speaking in a variety of situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Verbal/Nonverbal |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 10, p.26 | | |
