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Meigs County |
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Meigs County Curriculum |
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High School English - English I |
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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 |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.33, #45 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Tennessee Test Preparation Workbook, p34-39 [Work Books]. |
| · |
Prentice Hall 9th Text, p553, 980 [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 , interpret, and respond to a variety of genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Analysis |
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 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 |
| |
| · |
Tennessee Test Preparation Workbook, p45-50 [Work Books]. |
| · |
Prentice Hall 9th Text, p32, 865, 917, 783, 982 [Textbook]. |
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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 patterns and dialect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
|
Reinforce |
0.3 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 1.15. Gateway indicator 2.01. SCANS (Secretary's Commission on Achieving Necessary Skills) :Category Two-Competencies-Interpersonal: Works with Cultural Diversity, I-CD3: WorkKeys: Listening, Observation, Reading for Information |
Classroom
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| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p 5-12, 17-33, 82-101, 168-173, 318-323, 402-409, [Textbook]. 441-451, 668, 673-780, 860-921 |
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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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #23 week tested: 10.Gateway indicator 1.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p237-246 [Textbook]. |
| · |
Skills Development, p60 [Textbook]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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Grammar: Use
The learner will be able to
use correct grammar.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Comprehension |
Reinforce |
|
TN: Writing Assessment, January 1995, Grade 11, p.30, #6 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p3-153 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, p57 [Work Books]. |
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Conventions: Usage
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Usage |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p449-493, p536-540 [Textbook]. |
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Conventions: Usage/Identify
The learner will be able to
identify standard language usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Usage |
Knowledge |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p275-281 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, p59 [Work Books]. |
| · |
Prentice Hall 9th Text, p988-989 [Textbook]. |
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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 |
Reinforce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 38 tested in week 32 of next year. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p237-252 [Textbook]. |
| · |
Prentice Hall 9th Text, p341 [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 tested in week 32 of next year. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Writing and Paragraphs 1: Misplaced Modifiers [Software]. |
| · |
Warriner's Grammar 9th, p250-252 [Textbook]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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Noun: Irregular Plural/Identify
The learner will be able to
identify irregular plurals of nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Knowledge |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.20, #25 week tested: 10. Gateway indicator 1.13. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p939-942 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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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 |
Reinforce |
2.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.20, #25 week tested: 10. 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 9th, p939-942, 819-826 [Textbook]. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
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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 |
Reinforce |
1.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.23, #31 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 1: Complete and Simple Subjects [Software]. |
| · |
Warriner's Grammar 9th, p46-47 [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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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 |
Reinforce |
1.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.23, #31 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 2: Complete and Simple Predicat [Software]. |
| · |
Warriner's Grammar 9th, p47-49 [Textbook]. |
| · |
Skills Development, p48 [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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Verb Tense: Appropriate
The learner will be able to
identify appropriate verb tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.20, #26 week tested: 10.Gateway indicator 1.11 |
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 9th, p184-210 [Textbook]. |
| · |
Prentice Hall 9th Text, p14, 30, 601 [Textbook]. |
| · |
Skills Development, p127 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
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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 |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.18, #22 week tested: 10.Gateway indicator 1.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 10: Identifying Errors in Prose Pas [Software]. |
| · |
Skills Development, p205 [Textbook]. |
| · |
Warriner's Grammar 9th, p157-176 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
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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 |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 tested in week 32 of next year.Gateway indicator 1.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p161-163 [Textbook]. |
| · |
Skills Development, p135 [Textbook]. |
| · |
Prentice Hall 9th Text, p440, 446, 550 [Textbook]. |
|
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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 tested in week 32 of next year.Gateway indicator 1.11 |
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 9th, p196-197 [Textbook]. |
| · |
Prentice Hall 9th Text, p14, 32 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #23 week tested: 10.Gateway indicator 1.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage 9: Adjectives and Adverbs -- A Revi [Software]. |
| · |
Warriner's Grammar 9th, p235-246 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Pronoun: Agreement/Identify
The learner will be able to
identify correct pronoun-antecedent agreement, including indefinite pronouns used with plural pronouns, and correct relative pronoun usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun: Agreement |
Knowledge |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #24 week tested: 10.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 9th, p177-181 [Textbook]. |
| · |
Prentice Hall 9th Text, p234, 242 [Textbook]. |
| · |
Skills Development, 89, 118, 69 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Pronoun: Case/Iden
The learner will be able to
identify the appropriate pronoun case for a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.19, #24 week tested: 10..; American College Test (ACT), Study Guide, 1995-1996, ACT, p. 50 tested in week 32 of next yearGateway indicator 1.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Language Usage Thinking Skills 1: Analogies: Teami [Software]. |
| · |
Warriner's Grammar 9th, p211-234 [Textbook]. |
| · |
Skills Development, p3-4 [Textbook]. |
| · |
Prentice Hall 9th Text, p234, 242, 280 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Fragment/Run-On: Edit
The learner will be able to
identify sentence errors and edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Reinforce |
2.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.21, #28 week tested: 10. Gateway indicator 1.11. |
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 9th, p285-298 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, 285-298 [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Fragment: Idiom
The learner will be able to
identify a sentence fragment within an idiomatic expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 tested in week 32 of next year. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p285-294 [Textbook]. |
| · |
Prentice Hall 9th Text, p456, 465 [Textbook]. |
|
|
Sentence Structure: Identify Complete
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Reinforce |
0.3 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.21, #28 week tested: 10..; American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 tested in week 32 of next year. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 6: Patterns in Sentences [Software]. |
| · |
Warriner's Grammar 9th, 296-298 [Textbook]. |
| · |
Prentice Hall 9th Text, p450, 941 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Combining
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: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p299-316 [Textbook]. |
|
|
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 |
Reinforce |
1.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.22, #29 week tested: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure 8: Combining Short Sentences [Software]. |
| · |
Warriner's Grammar 9th, p299-316 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure
The learner will be able to
identify phrases within sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Reinforce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 tested in week 32 of next year. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p86-121 [Textbook]. |
| · |
Prentice Hall 9th Text, p968 [Textbook]. |
| · |
Skills Development, p102, 56, 238, 148 [Textbook]. |
|
|
Sentence Structure: Clause
The learner will be able to
identify clauses within sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Clause |
Knowledge |
Reinforce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 tested in week 32 of next year. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure Thinking Skills 2: Problem Solv [Software]. |
| · |
Warriner's Grammar 9th, p122-149 [Textbook]. |
| · |
Skills Development, p31, 98, 110, 242 [Textbook]. |
|
|
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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.21, #27 week tested: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p273-276 [Textbook]. |
| · |
Skills Development, p94 [Textbook]. |
| · |
Prentice Hall 9th Text, p308, 314 [Textbook]. |
|
|
Sentence Structure: Recognize Errors
The learner will be able to
recognize and correct errors in sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p299-327 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, p58 [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
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 |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 tested in week 32 of next year. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Writing Series, Skills Bank Corp., Sentence Structure Thinking Skills 2: Problem Solv [Software]. |
| · |
Warriner's Grammar 9th, p139 [Textbook]. |
| · |
Prentice Hall 9th Text, p222, 232 [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 |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 40 tested in week 32 of next year. Gateway indicator 1.11.Gateway indicator 1.10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Skills Development, p201, 23 [Textbook]. |
| · |
Prentice Hall 9th Text, 102, 108 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Parallel/Nouns
The learner will be able to
identify parallel construction errors where nouns are presented inconsistently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
Knowledge |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 40 tested in week 32 of next year. Gateway indicator 1.11.Gateway indicator 1.10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Skills Development, 23, 201 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Parallel/Verb Tense
The learner will be able to
identify parallel construction errors where verb tense is inconsistent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
Knowledge |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 40 tested in week 32 of next year. Gateway indicator 1.11.Gateway indicator 1.10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, 23, 201 [Textbook]. |
| · |
Prentice Hall 9th Text, 102, 108 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
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 |
Reinforce |
1.0 |
TN: Writing Assessment, January 1995, Grade 11, p.30, #6 week tested: 32. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p324-325 [Textbook]. |
|
|
Capitalization: Address
The learner will be able to
capitalize an address.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p726-727 [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 |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 18: Names of Calendar Items [Software]. |
| · |
Warriner's Grammar 9th, p731 [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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 2: First Word in a Quotation [Software]. |
| · |
Warriner's Grammar 9th, p723 [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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p676-680 [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 |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 18: Names of Calendar Items [Software]. |
| · |
Warriner's Grammar 9th, p731 [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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p513-516 [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 |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p513-516 [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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. Gateway indicator 1.11. |
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 9th, p725-726 [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 |
Reinforce |
0.3 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 4: Names and Initials of People and [Software]. |
| · |
Warriner's Grammar 9th, p725-726 [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 |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 6: Titles of Books, Magazines, Movi [Software]. |
| · |
Warriner's Grammar 9th, p736 [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 |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 6: Titles of Books, Magazines, Movi [Software]. |
| · |
Warriner's Grammar 9th, p733 [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 |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 6: Titles of Books, Magazines, Movi [Software]. |
| · |
Warriner's Grammar 9th, p736 [Textbook]. |
|
|
Capitalization: Title/Personal
The learner will be able to
capitalize personal titles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Comprehension |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, 734-735 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Capitalization: Titles of Respect
The learner will be able to
capitalize titles of respect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Reinforce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.17, #20 week tested: 10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Capitalization 10: A Title Preceding a Person's Na [Software]. |
| · |
Warriner's Grammar 9th, p734-735 [Textbook]. |
|
| |
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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.18, #21 week tested: 10. Gateway indicator 1.11. |
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 9th, p745-747 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [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 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p767-768 [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 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p761-762 [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 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p753-754 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Comma: Separate Phrases
The learner will be able to
identify the correct use of commas to separate phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 64 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p761-762 [Textbook]. |
| · |
Skills Development, p173 [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 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p749-750 [Textbook]. |
| · |
Skills Development, p44 [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 |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 36 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p295-296 [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 |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p295-296 [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 |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p782-783 [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 |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p295-296 [Textbook]. |
|
|
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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.26, #34 week tested: 10..; American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 tested in week 32 of next year Gateway indicator 1.11. |
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 9th, p828-829 [Textbook]. |
| · |
Skills Development, p123 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Apostrophe: Possessive/Singular Plural
The learner will be able to
identify and correctly use apostrophes with singular and plural possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Comprehension |
Reinforce |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p819-826 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
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 |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 67 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p840 [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 |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 67 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p839-840 [Textbook]. |
|
|
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 |
Reinforce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 66 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p788 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
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 |
Reinforce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 65 tested in week 32 of next year. Gateway indicator 1.11. |
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 9th, p782-783, 750 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Mechanics: Identify
The learner will be able to
identify and use correct mechanics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mechanics |
Knowledge, Comprehension |
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4 Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p848-852 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, p57 [Work Books]. |
|
|
Processes: Developmentally Appropriate
The learner will be able to
demonstrate developmentally appropriate listening skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Processes |
Knowledge |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p452, 825 [Textbook]. |
| · |
Warriner's Grammar 9th, p1013-1018 [Textbook]. |
|
|
Informational Concept: Interpret
The learner will be able to
interpret informational messages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Concept |
Evaluation |
Reinforce |
|
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.35, #49 week tested: 10. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p1013-1018 [Textbook]. |
|
|
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 |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p1013-1018 [Textbook]. |
| · |
Prentice Hall 9th Text, p76-77, 825 [Textbook]. |
|
|
Behaviors: Display Skills
The learner will be able to
display listening comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Listening, BS-L1: WORK KEYS: Applied Mathematics, Applied Technology, Locating Information, Listening, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p1013-1018 [Textbook]. |
| · |
Prentice Hall 9th Text, p73-74 [Textbook]. |
|
|
Behaviors: Diversity/Appreciation
The learner will be able to
develop a knowledge and appreciation of diversity in language use, patterns, and dialects of various ethnic groups, geographic areas, and social roles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Introduce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p145, 673, 928-929, 933 [Textbook]. |
|
|
Critical Listening: Content/Analyze
The learner will be able to
analyze auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Listening |
Analysis |
Reinforce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. 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 9th Text, p122, 292, 452 [Textbook]. |
|
|
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 |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p388-390, 581-583, 409 [Textbook]. |
|
|
Directions: Follow
The learner will be able to
listen to and follow directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p1014-1015 [Textbook]. |
| · |
Prentice Hall 9th Text, p452 [Textbook]. |
|
|
Presentation: Evaluating
The learner will be able to
use critical thinking skills to evaluate information in a presentation delivered by a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Evaluating |
Evaluation |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p1016-1019 [Textbook]. |
|
|
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 |
Reinforce |
0.3 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. 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 |
| |
| · |
Prentice Hall 9th Text, p390, 937 [Textbook]. |
|
|
Purposes: Language Arts Processes
The learner will be able to
use media sources for language arts processes, such as reading, viewing, writing and creating.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Purposes |
|
Master |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, handout-writing a critical review of a TV program [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 9, p.18. Gateway indicator 3.03. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p447, 598 [Textbook]. |
|
|
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 |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.02. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74-77, 243, 598 [Textbook]. |
|
|
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 |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p33, 40, 74-77, 243, 598 [Textbook]. |
|
|
Media: Handle
The learner will be able to
handle media responsibly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.01. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p243, 598 [Textbook]. |
|
|
Media Message: Content/Concept
The learner will be able to
examine the content and concepts contained in visual media forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Message |
Analysis |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.03. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74, 447, 598 [Textbook]. |
|
|
Media Presentation: Sources/Create
The learner will be able to
use a variety of media sources to create information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Presentation |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.06. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74, 447, 598 [Textbook]. |
|
|
Media Presentation: Sources/Describe
The learner will be able to
use a variety of media sources to describe information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Presentation |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.06. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p74, 447, 598 [Textbook]. |
|
|
Media Presentation: Sources/Display
The learner will be able to
use a variety of media sources to display information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Presentation |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.06. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p74, 447, 598 [Textbook]. |
|
|
Media Production: Strategies/Describe
The learner will be able to
describe creative strategies applied in the production of print and nonprint media.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Production |
Comprehension |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p74, 447, 698, 759 [Textbook]. |
|
|
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 |
Introduce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.29, #38 week tested: 10. Gateway indicator 3. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, propaganda handout [Lecture-instructor]. ads from newspapers and magazines |
|
|
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 |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.04. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p33, 243, 893, 940 [Textbook]. |
|
|
Print/Nonprint: Differences/Identify
The learner will be able to
identify the differences between using print and nonprint media forms to communicate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Form: Print/Non-Print |
Knowledge |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.05. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74, 447, 598, 933, 625 [Textbook]. |
|
|
Print/Nonprint: Information/Interpret
The learner will be able to
interpret information found in print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Evaluation |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.05. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74, 447, 598 [Textbook]. |
|
|
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 |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.05. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p625, 933 [Textbook]. |
|
|
Print/Nonprint: Information/Present
The learner will be able to
present information found in print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.05. Gateway indicator 3.08. 3..09. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74, 447, 598, 149 [Textbook]. |
|
|
Print/Nonprint: Information/Research
The learner will be able to
research information using print and nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Nonprint: Information |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 3.05. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p149, 625, 598, 933 [Textbook]. |
|
|
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 |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.32, #43 week tested: 10. 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 9th Text, p384, 425 [Textbook]. |
| · |
Skills Development, p132 [Textbook]. |
| · |
Warriner's Grammar 9th, p971-972 [Textbook]. |
|
|
Purposes: Discern
The learner will be able to
discern the purpose for reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Analysis |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p316-317, 392-393, 458, 659, 858-859 [Textbook]. |
|
|
Purposes: Understanding
The learner will be able to
read to increase understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Comprehension |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p3-4, 388, 403, 695 [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 |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p316-317, 392-393, 659, 858-859 [Textbook]. |
|
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.05. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p3-4, 46, 139, 695, 865 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, p34-50 [Work Books]. |
|
|
Interpretation: Personal/Interact
The learner will be able to
develop a personal interpretation by interacting and responding with a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.04.Gateway indicator 2.15. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p3, 32, 148, 465, 678, 809, 917 [Textbook]. |
|
|
Reading Behaviors: Appreciation
The learner will be able to
appreciate written texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p258 [Textbook]. |
|
|
Reading Behaviors: Independent
The learner will be able to
read independently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.07. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p138-139, 150-151, 316-317, 392-393, 858-859 [Textbook]. |
|
|
Strategies: Type/Content
The learner will be able to
use reading selection type and content to determine the most appropriate reading strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.02. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p4, 11, 35, 73, 863 [Textbook]. |
| · |
Warriner's Grammar 9th, p959, 960 [Textbook]. |
|
|
Strategies: Variety/Develop
The learner will be able to
develop a variety of reading strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p4, 11, 35, 41, 73, 863, 673 [Textbook]. |
|
|
Analyzing: Content
The learner will be able to
analyze written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing |
Analysis |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.05. 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 9th Text, p73, 142, 596, 917 [Textbook]. |
|
|
Assumption: Bias/Discern
The learner will be able to
discern elements of bias in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bias |
Analysis |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 1.04.Gateway indicator 2.10. 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 9th Text, p4, 111, 148, 881 [Textbook]. |
|
|
Assumption: Recognizing
The learner will be able to
recognize an assumption implicitly stated in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Assumption |
Analysis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. 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 9th Text, p32, 73, 142, 589 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Critical Thinking: Reading Materials
The learner will be able to
critically examine reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Evaluation |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11Gateway indicator 2.05.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 9th Text, p4, 11, 73, 586 [Textbook]. |
|
|
Evaluating: Content
The learner will be able to
evaluate the content of reading materials and critique the material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.08. 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 9th Text, short stories, poetry, nonfiction, etc. [Textbook]. |
|
|
Figurative Language: Identify
The learner will be able to
identify and infer meaning from figurative language in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Knowledge |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.14. |
Classroom
|
| |
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 |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11..; TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.31, #41 week tested: 10. Gateway indicator 2.09. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, short stories, poetry, nonfiction, etc. [Textbook]. |
|
|
Interpretation: Content
The learner will be able to
interpret reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
Analysis |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, short stories, poetry, nonfiction, etc. [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 |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.31, #42 week tested: 10.Gateway indicator 2.05. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Literary Device: Identify
The learner will be able to
identify and interpret 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 9, p.11. Gateway indicator 2.14. |
Classroom
|
|
Main Idea: Discern
The learner will be able to
discern the main idea in descriptive, expository, and narrative reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Analysis |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 1.07. Gateway indicator 2.10. 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
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Persuasive: Discern
The learner will be able to
discern persuasive techniques and identify propaganda devices used in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive: Techniques |
Analysis |
Introduce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.10. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Point of View: Discern
The learner will be able to
identify the point of view of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Point of View |
Analysis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.10. |
Classroom
|
|
Tone: Identify
The learner will be able to
identify the tone of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tone |
Analysis |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 82 tested in week 32 of next year.Gateway indicator 2.14. |
Classroom
|
| |
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 |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.04. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Reading Aloud: Presentation/Group
The learner will be able to
read aloud during a group presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Comprehension |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.06. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p552, 632 [Textbook]. |
|
|
Reading Aloud: Presentation/Individual
The learner will be able to
read aloud during an individual presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Comprehension |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.06. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p552, 598 [Textbook]. |
|
|
Relationship: Logical
The learner will be able to
identify logical relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Knowledge |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 1.10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p11, 38, 73, 664 [Textbook]. |
|
|
Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.32, #44 week tested: 10. 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 |
| |
| · |
SkillsBank 96 Reading Series, Skills Bank Corp., Reading Comprehension 1: Identifying People, Place [Software]. |
| · |
Prentice Hall 9th Text, p11, 297, 148 [Textbook]. |
|
| |
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 |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.31, #41 week tested: 10.Gateway indicator 2.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p11, 38, 73, 925 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, p29-31 [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
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 |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.30, #40 week tested: 10.Gateway indicator 1.10. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Reading Series, Skills Bank Corp., Reading Comprehension 2: Identifying Events and Se [Software]. |
| · |
Tennessee Test Preparation Workbook, p9, 10, 13 [Work Books]. |
|
| |
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 |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 81 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p11, 73, 917 [Textbook]. |
|
|
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 |
Reinforce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p233 [Textbook]. |
| · |
Warriner's Grammar 9th, p977-978, 632-634 [Textbook]. |
|
|
Strategies: Word/Critical
The learner will be able to
scan reading passages for critical words which provide cues to meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Reinforce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p631, 954 [Textbook]. |
| · |
Warriner's Grammar 9th, p959-960 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Strategies: Apply
The learner will be able to
apply reading strategies to monitor comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.02. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p3-4, 35, 45, 388, 408, 695 [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 |
Reinforce |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p965-966 [Textbook]. |
| · |
Prentice Hall 9th Text, p14, 34, 924 [Textbook]. |
|
|
Support: Evidence/Judge
The learner will be able to
make judgements based on supporting evidence in a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Evaluation |
Introduce |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, 3, 11, 32-33, 127-128 [Textbook]. |
|
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synthesizing |
Synthesis |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 2.05. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p11, 38, 73, 925 [Textbook]. |
|
|
Sim/Meta/Ono/Allit/Personification
The learner will be able to
identify the similie, metaphor, onomatopoeia, alliteration, or personification in a poem or literary passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Application |
Master |
1.0 |
Tennessee Framework 1999(a). Gateway indicator 2.14. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p73, 116, 135, 165, 172, 598, 795, 909 [Textbook]. |
| · |
Skills Development, p46, 129 [Textbook]. |
| · |
Tennessee Test Preparation Workbook, p41, 44 [Work Books]. |
| · |
Warriner's Grammar 9th, p973-976 [Textbook]. |
|
|
Allusions
The learner will be able to
identify allusions in prose and poetry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Allusion |
Analysis |
Master |
1.0 |
Tennessee Framework 1999(a). Gateway indicator 2.14. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Mythology, Daudliere's Mythology, allusions [Novels]. |
| · |
Prentice Hall 9th Text, p998, 459 [Textbook]. |
| · |
Warriner's Grammar 9th, p975 [Textbook]. |
|
|
Conflict
The learner will be able to
select the type of conflict: internal or external (man vs. man, man vs. environment, man vs. supernatural, man vs. society) in a literary selection or photograph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conflict |
Application |
Master |
1.0 |
Tennessee Framework 1999(a). Gateway indicator 3.06. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p16, 262, 672, 223, 232 [Textbook]. |
|
|
Purposes: Ideas/Clarity
The learner will be able to
speak to express ideas clearly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
Comprehension |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p918 [Textbook]. |
|
|
General: Poise
The learner will be able to
develop and show poise when delivering a presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p466, 598 [Textbook]. |
| · |
Warriner's Grammar 9th, p993-1012 [Textbook]. |
|
|
Strategies: Confidence/Develop
The learner will be able to
develop and show confidence while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Strategies |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p390, 893 [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 |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S4. WORK KEYS: Listening, Observation, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p466, 598, 632 [Textbook]. |
|
|
Vocal Characteristic: Use Appropriate
The learner will be able to
effectively employ vocal characteristics and employ tone appropriate for the presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p447, 660 [Textbook]. |
| · |
Warriner's Grammar 9th, p1002-1007 [Textbook]. |
|
|
Practices: Occasion/Variety
The learner will be able to
speak for a variety of occasions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication Practices |
Knowledge |
Reinforce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p305-306, 400-401, 839, 122 [Textbook]. |
| · |
Warriner's Grammar 9th, p1007-1012 [Textbook]. |
|
|
Practices: Skills/Effective
The learner will be able to
utilize effective communication skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication Skills |
Comprehension |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, 1012 [Textbook]. |
|
|
Language Conventions: Speech
The learner will be able to
use language conventions appropriately in a speech.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, 1002-1007 [Textbook]. |
|
|
Directions: Orally Give
The learner will be able to
orally give directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Reinforce |
0.9 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, 451-452 [Textbook]. |
|
|
Discussion: Present Ideas/Large Group
The learner will be able to
present ideas in a large group discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S2 : WORK KEYS: Listening, Teamwork, Observation |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74 [Textbook]. |
|
|
Discussion: Present Ideas/Small Group
The learner will be able to
present ideas in a small group discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S2 : WORK KEYS: Listening, Teamwork, Observation |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74 [Textbook]. |
|
|
Discussion: Solve Problems
The learner will be able to
use discussion skills to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Application |
Reinforce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25 Gateway indicator 4.07. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S2 : WORK KEYS: Listening, Teamwork, Observation |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74 [Textbook]. |
|
|
Discussion: Support Ideas/Large Group
The learner will be able to
support ideas in a large group discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S2 : WORK KEYS: Listening, Teamwork, Observation |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74, 825 [Textbook]. |
|
|
Discussion: Support Ideas/Small Group
The learner will be able to
support ideas in a small group discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S2 : WORK KEYS: Listening, Teamwork, Observation |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p40, 74 [Textbook]. |
|
|
General: Analysis/Reading/Visual
The learner will be able to
analyze information from reading or visual materials in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. SCANS (Secretary's Commission on Achieving Necessary Skills): Category One-Foundation, Basic Skills: Speaking, BS-S1: WORK KEYS: Locating Information, Listening, Observation, Teamwork |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p12, 33, 40, 378 [Textbook]. |
|
|
General: Summary/Reading/Visual
The learner will be able to
summarize information from reading or visual materials in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
Application |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p12, 33, 40, 660, 195 [Textbook]. |
|
|
Group: Discussions/Participate
The learner will be able to
participate in group discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Group Communication: Discussion |
Application |
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p12, 40, 74 [Textbook]. |
|
|
Oral Interpretation: Literary/Analyze
The learner will be able to
analyze, interpret, and evaluate literary works in an oral interpretation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Oral Composition/Interpretation |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.25. Gateway indicator 4. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p11-12, 31-33, 305-306 [Textbook]. |
|
|
Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Spelling |
|
Reinforce |
|
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, 928-934, 939-942 [Textbook]. |
| · |
Skills Development, p147 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
|
|
Spelling: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Application |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Skills Development, p147 [Textbook]. |
| · |
Warriner's Grammar 9th, p928-934, 939-942 [Textbook]. |
|
|
Contractions
The learner will be able to
spell words with contractions correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Comprehension |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.26, #34 week tested: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p942 [Textbook]. |
|
|
Homophones
The learner will be able to
review sentences for the appropriate use and correct spelling of homophones.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Homophone |
Comprehension |
Reinforce |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.27, #35 week tested: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p942-955 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
|
|
Prefixes
The learner will be able to
correctly spell words that have a prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Comprehension |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.26, #33 week tested: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p934-935 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
|
|
Suffixes
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Reinforce |
0.5 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.26, #33 week tested: 10. Gateway indicator 1.11. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Language Arts, Skills Bank Corp., Spelling 10: Vowel Suffixes After a Vowel and a Co [Software]. |
| · |
Warriner's Grammar 9th, p934-938 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
|
|
|
Study and Research Skills
|
Skim: Preview Text
The learner will be able to
skim material to preview content.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Skim |
Comprehension |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 tested in week 32 of next year.Gateway indicator 2.02. . |
Classroom
|
| |
Instructional Resources |
| |
| · |
Skills Development, p124 [Textbook]. |
| · |
Prentice Hall 9th Text, p631 [Textbook]. |
| · |
Warriner's Grammar 9th, p959-960 [Textbook]. |
|
|
Testing Strategies: Preview Sections
The learner will be able to
understand how to preview test sections before answering any questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Knowledge |
Introduce |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 219 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Instructor, Handout [Lecture-instructor]. |
| · |
Warriner's Grammar 9th, p981-984 [Textbook]. |
| · |
Prentice Hall 9th Text, p631 [Textbook]. |
|
|
Testing: Reading/Strategy
The learner will be able to
approach reading test questions by reading questions, then rereading the appropriate portion of passages, then rereading the test questions and the answer choices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Introduce |
2.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p959-960 [Textbook]. |
| · |
Prentice Hall 9th Text, p975-993 [Textbook]. |
|
|
Answer Choices: Analyze
The learner will be able to
analyze answer choices to determine the one which most accurately represents the reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p981-984 [Textbook]. |
| · |
Prentice Hall 9th Text, p975-993 [Textbook]. |
|
|
Answer Choices: Analyze
The learner will be able to
analyze answer choices by eliminating impossible or unlikely answers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p981-984 [Textbook]. |
| · |
Prentice Hall 9th Text, p975-993 [Textbook]. |
|
|
Answer Choices: Analyze
The learner will be able to
analyze answer choices by double checking each possible answer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p981-984 [Textbook]. |
| · |
Prentice Hall 9th Text, p975-993 [Textbook]. |
|
|
Answer Choices: Analyze
The learner will be able to
analyze answer choices to determine the correct statement, but not necessarily the true statement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 240 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Warriner's Grammar 9th, p971-975 [Textbook]. |
| · |
Prentice Hall 9th Text, p975-993 [Textbook]. |
|
|
Answer Choices: Distortions
The learner will be able to
identify answer choices which quote reading passages, but distort the meaning of such quotes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 226 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p992-993 [Textbook]. |
| · |
Warriner's Grammar 9th, p982-984 [Textbook]. |
|
|
Answer Choices: Extremes
The learner will be able to
identify answer choices which include extremes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 239 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Skills Development, p119-120 [Textbook]. |
| · |
Warriner's Grammar 9th, p971-975 [Textbook]. |
|
|
Answer Choices: Switch
The learner will be able to
identify answer choices which switch the order of information, and therefore the meaning, provided in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Introduce |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 233 tested in week 32 of next year. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p975-993 [Textbook]. |
| · |
Warriner's Grammar 9th, p967-969 [Textbook]. |
|
|
Research Technology: Access
The learner will be able to
utilize available technology to access and use information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
Comprehension |
Reinforce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.18. Gateway indicator 1.12. Gateway indicator 3.01. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Prentice Hall 9th Text, p73, 306, 389-390, 564 [Textbook]. |
|
|
Sources: Select
The learner will be able to
select appropriate reference source.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11..; TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.34, #48 week tested: 10. Gateway indicator 1.12. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Study Skills Series, Skills Bank Corp., References 3: Other Reference Materials [Software]. |
| · |
Warriner's Grammar 9th, p649-650, 865-878 [Textbook]. |
| · |
Prentice Hall 9th Text, p39, 564, 291, 922 [Textbook]. |
|
|
Sources: Use
The learner will be able to
use source material effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11. Gateway indicator 1.12. |
Classroom
|
| |
Instructional Resources |
| |
| · |
SkillsBank 96 Study Skills Series, Skills Bank Corp., References 3: Other Reference Materials [Software]. |
| · |
Warriner's Grammar 9th, p652-654 [Textbook]. |
| · |
Prentice Hall 9th Text, p922 [Textbook]. |
|
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| |
