-Language Expressions-

The learner will be able to:

• recognize and follow the implicit and explicit rules which govern language conventions and usage.
• combine a series of sentences by adding a phrase or clause, using conjunctions for smooth transitions, and using compound predicates, subjects, and objects.
• create and critique papers for them, sequence, and ideas.

The learner will be able to:

• identify and correct incorrect uses of standard written English.

The learner will be able to:

• write an original poem which models or parodies the works of an author who is representative of a specific culture, time period, or style.  The student's original piece should capture outstanding elements of the author and the culture, time period, or style.
• analyze the structure of stories.
• analyze how setting affects a story.
• identify the tone of a poem.
• analyze a character depicted in a short story.
• analyze how imagery functions within a reading selection.
• analyze and judge the importance and relevance of story elements.
• analyze archetypal characters and their function in reading selections.
• analyze the theme of a literary selection.
• evaluate an author's technique for developing plot, theme, setting, and characters.
• analyze how symbols function in a reading selection.

The learner will be able to:

• identify the word that is spelled incorrectly in a given sentence.

The learner will be able to:

• organize his/her thoughts.
• use correct reference aids:  thesaurus, atlas, almanac, index, bibliography, dictionary, or telephone directory, to improve his/her writing skills.
• download resource information.
• use technology for research purposes and recognize how to determine the validity and value of a source.

The learner will be able to:

• show sensitivity to sexism, and the physical and cultural biases inherent in certain vocabulary words.
• create and interpret analogies.

The learner will be able to:

• read and analyze a short story, poem, or novel (in a multi-paragraph essay) focusing on the relationship between the message and themes of the literary selection, and the genre in which it was written, how story elements shape meaning (plot, setting, characters, mood, theme), and the literary devices used to guide the reader.
• construct meaning from narrative selections of literary and media genres by analyzing how setting, characters, plot, theme, ideas, feelings, symbols, motifs, style, and conflict function in these genres.
• read and understand a story dealing with character development.
• read and understand a poem.

The learner will be able to:

• select pieces of writing from the portfolio for a presentation portfolio which reflect each stage of the writing process, a variety of writing styles, and organizational patterns in final draft (polished) form.
• demonstrate an awareness of the many decisions authors face when creating text by exploring these decisions as a fellow author.  The student should be able to conjecture about and discuss issues such as: how to manipulate language conventions to add to meaning, how to develop and reveal a character's point of view, and how elicit emotional responses from readers.
• participate with a group of peers, using outstanding written works from peers as models, to create common sets of writing goals and objectives.  The student should be able to apply these goals and objectives appropriately in his/her own written works.
• choose appropriate, vivid, and precise words which suit a given audience, topic, and writing style.
• revise a passage for cohesiveness.
• select a writing style (narrative, descriptive, or expository) which suits a given purpose and audience.
• form effective transitions, and evaluate the writing of others for effective transitions.
• write to express feelings and emotions.
• write a narrative which describes events in sequential order.
• write pieces which inform a given audience, and include logically organized and relevant ideas.
• utilize pre-writing strategies (drawing, webbing, brainstorming, discussing) to begin the writing process.
• understand the drafting stage of the writing process and how to write drafts using ideas generated in the prewriting stage.
• understand the revising stage of the writing process, and how to approach drafts with specific goals for revisions.
• understand the rewriting stage of the writing process as an opportunity to apply peer and teacher input, to add to the content, to improve the style, and even to begin a new draft (incorporating the input received in previous writing stages as prewriting exercises).
• understand the editing stage of the writing process, and how to apply editing skills to his/her own written works and to the written works of peers.
• prepare and present written works to be shared with others.
• revise writing to improve the structure of sentences.
• revise writing to improve the organization of ideas.
• write to communicate specific information.
• revise writing to improve narrative voice.
• revise a passage for effective sentences, cohesiveness, word choices, and clarity.
• write an autobiographical incident which includes relevant and interesting details and examples.
• write a character description and use character in an original plot.
• expand an idea by extending its description.
• write a descriptive essay which details the qualities of an object.
• write a meaningful and appropriate dialogue within the context of a story.
• use the appropriate dramatic form (skit, scene, act, play, vignette).
• establish a theme when writing for a drama.
• include expressions of emotions and opinions in journal entries.
• use alliteration in writing.
• develop and sustain a central metaphor with careful organization of focused details.
• include figurative language to enhance descriptions in his/her writing.
• include concrete imagery in written works.
• use onomatopoeia in writing.
• use metaphors and similes to enhance feelings and images where appropriate in his/her writing.
• write narratives using published narratives as models.
• carefully choose words which sustain a feeling or idea throughout the poem.
• use the appropriate form when writing poetry.
• understand and apply nonstandard, or playful, uses of language when writing poetry.
• use meter in poetry.
• write poetry centering around a single sense.
• write poetry in a variety of forms.
• reflect upon his/her portfolio choices.
• select written works to present in a portfolio.
• write individual works to be added to his/her portfolio.
• identify and isolate an experience or event from his/her personal experiences to write about.
• select pieces to be published.
• apply an understanding of conflict to write stories.
• create and describe a setting when writing a story.
• establish a theme when writing a story.
• create a children's story.
• organize ideas and details in a composition.

The learner will be able to:

• evaluate the effectiveness of his/her own communication techniques and strategies as they are employed in personal, social, occupational, and civic contexts.
• exhibit the following behaviors while involved in a group discussion:  take turns, respect the ideas and opinions of others, and face speakers.
• express ideas and opinions to a peer group.

The learner will be able to:

• develop the patience required to listen to a speaker, analyze the content of a speech, and respond with comments and questions which convey and understanding of speech.