-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 writing pieces for theme, sequence, and ideas.
• evaluate a paragraph for coherence.
• edit writing pieces.

The learner will be able to:

• identify and correct incorrect uses of standard written English.

The learner will be able to:

• write an original story 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 story.
• 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.
• predict character response.
• apply theme to another context.
• identify recurring themes in reading passages.
• draw logical and supported conclusions from passages.
• identify the main idea, events, and supporting details of passage.
• identify both the problem and solution within a reading selection.
• analyze plot development in a reading selection.
• analyze contemporary issues in a reading selection.
• understand and selectively apply a variety of strategies for constructing meaning when reading or viewing text (e.g., scanning, questioning, summarizing, discerning mood, tone, and theme, and analyzing authors' literary devices for presenting content in a specific form).
• respond to literature by forming opinions and by connecting literary elements with visual images and his/her won personal experiences.
• analyze how authors have been affected by the characteristics of their social and cultural surroundings by studying their written works.

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.

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.
• determine the meaning of unfamiliar words by analyzing the context (a paragraph) in which the words are used.

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.
• analyze how the human experience is depicted in literature.
• relate readings to his/her own experiences.
• explore reading within small peer groups.

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 (mythology, mystery, and science fiction) 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.
• 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 and narrative voice.
• write to communicate specific information.
• revise a passage for effective sentences, cohesiveness, word choices, and clarity.
• 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 meaningful and appropriate dialogue within the context of a story.
• include figurative language to enhance descriptions in his/her writing using similes, metaphors and imagery.
• write narratives using published narratives as models.
• write individual works to be added to his/her portfolio.
• select pieces to be published.
• apply an understanding of conflict, setting and theme to write stories.
• create a children's story.

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.
• prepare and make presentations about literature.
• order ideas logically in a speech.

The learner will be able to:

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

The learner will be able to:

• utilize technology as a way to communicate.
• use appropriate technologies for efficient and effective communication.
• use computers to organize information.
• annotate information from a database.
• narrow one's focus when searching a database.
• use databases to conduct research.
• use technology to store information.
• use audio and video technologies to enhance learning experiences.
• use the Internet to collect information.
• use local and worldwide communication networks.
• gain an understanding of the computer processing process- process, store, retrieve, and transmit information.
• use Internet search engines to collect information.
• create PowerPoint presentations.