-Language Expressions-

The learner will be able to:

• combine phrases to create simple, compound, and complex sentences.
• edit a paragraph for cohesiveness, theme, and sequence of ideas.
• arrange a given series of sentences in sequential and logical order.
• combine a series of sentences by adding a phrase or clause, using conjunctions for smooth transitions, and using compound predicates, subjects, and objects.

The learner will be able to:

• identify punctuation and capitalization errors.
• edit written works for correct use of punctuation.

The learner will be able to:

• choose a literary selection and write an essay which draws abstract, yet substantiated, connections between the literary selection and real life.
• read and study a literary selection which focuses on one character.  The student's interpretation should be reflected in an essay which includes a detailed analysis of the character's feelings, personality, and growth.
• infer word meaning from context.
• identify story detail from a novel.
• identify the main idea in novels.
• identify the theme of various pieces.
• infer character feelings from short stories, plays, and novels.
• identify the author's purpose in a given passage.
• infer meaning figurative language.
• identify the implied main idea of a given passage.
• read a given passage, and summarize the main ideas, facts, and details of the passage.
• analyze the elements of a story (characters, setting, plot, mood, tone, climax, resolution) and how the elements are connected.
• analyze characters, infer motive, and attribute specific points of view to characters in a literary selection.
• determine character description.
• draw logical and supported conclusions from passages.
• analyze the function of dialogue and how dialogue reveals characters, their personality traits, and motives, within the context of a reading selection.
• analyze the function of the protagonist in a literary selection.
• analyze points of view in a reading selection to discern if views are supported.
• analyze contemporary issues in a reading selection.
• analyze how imagery functions within a reading selection.
• analyze how symbols function in a reading selection.
• make inferences from a short passage.
• determine the poet's viewpoint.
• make inferences from a poem.
• analyze how an author's experiences are reflected in his/her literary works.
• evaluate an author's technique for developing plot, theme, setting, and characters.
• analyze informational sources.
• infer meaning from fiction selections.
• discuss setting (time and place) and its effect on characters and story lines.
• determine the poet's viewpoint.
• make inferences from a poem.
• analyze how an author's experiences are reflected in his/her literary works.
• evaluate an author's technique for developing plot, theme, setting, and characters.
• analyze informational sources.
• infer meaning from fiction selections.
• discuss setting (time and place) and its effect on characters and story lines.
• identify conflict in a reading passage.
• identify a statement as a fact.
• predict character response.
• construct meaning from a short story by interpreting details, the title, character motives and feelings, and by predicting outcomes.
• recognize and contrast narrative patterns.
• utilize a variety of cues to construct meaning from a reading selection (illustrations, titles, content).
• construct meaning from informational texts by examining context clues such as captions for illustrations, chapter headings, tables of contents, the organization of texts, graphs, and charts, by relying on resources such as dictionaries, textbooks, atlases, indexes, and encyclopedias.  The student should also be able to utilize these abilities to create original informational texts.

The learner will be able to:

• identify the word that is spelled incorrectly in a given sentence.
• correctly spell words that have a prefix.
• correctly spell words where an affix may or may not change the spelling of the root word.
• correctly spell words which have a suffix.

The learner will be able to:

• organize the different parts of a research paper.
• identify irrelevant information.
• determine which information is found in an atlas, thesaurus, almanac, index, bibliography, dictionary, and timetable.
• understand the development of a research paper.
• determine the most effective method for organizing notes for a paper (i.e., alphabetical, chronological, etc.).
• determine which resource is best for finding specific information.
• organize information from literary, informative, and practical sources.
• take notes from resource materials to be used for writing papers or for other projects.
• select appropriate reference source.
• create graphical forms to communicate data from resource materials.
• download resource information.
• use library software to locate resource materials.

The learner will be able to:

• determine the meaning of unfamiliar words by analyzing language expressions and conventions (including antonyms, synonyms, definitions, explanations, descriptions, examples, etc.).
• determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words are used.
• use the context of a sentence to determine the meaning of a specified word.

The learner will be able to:

• read and understand a brief technical passage.
• read and understand a science fiction story.
• read and understand a poem.
• read a variety of fiction works.
• read a variety of non-fiction.
• read and understand a short dialogue between multiple characters.
• read and understand short stories, plays, and novels.
• analyze staging, stage directions, and their effect on the elements of drama (plot, setting, characters, etc.).
• read and understand a story dealing with character development.
• read and understand an informational, non-fiction story.
• read and understand a persuasive passage.

The learner will be able to:

• compile a portfolio of writing samples which may include personal pieces, persuasive pieces, expository pieces, and speeches with drafts from each stage of the writing process.  The writing should reflect the writer's growth in such areas as writing strategies, vocabulary, and language conventions.
• write pieces which inform a given audience, and include logically organized and relevant ideas.
• write to persuade a given audience on a given topic utilizing word choices, language expressions, examples, metaphors, and other persuasion techniques.
• write an analytical paper which includes a main idea, subtopics, and supporting details.
• write an expository and persuasive research paper which each include a clear thesis statement, an effective introduction, supporting details and examples, and a strong conclusion which ties the ideas and concepts presented in the paper together.
• edit the content of a passage for cohesiveness, clarity, diction, and effective sentences.
• revise a passage for effective sentences, word choices, and clarity.
• write a narrative which describes events in sequential order.
• write to express feelings and emotions.
• 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.
• write a comparison/contrast paper based on two pieces of literature read in class.  The students will be taught both the point plan and item plan for developing the paper.

The learner will be able to:

• express ideas and opinions to a peer group.
• develop and present a persuasive speech.  The delivery should be catered to a specific audience and utilize verbal and non-verbal techniques to strengthen the message.
• exhibit the following behaviors while involved in a group discussion: take turns, respect the ideas and opinions of others, and face speakers.
• formulate questions which require analytical thinking by group members.

The learner will be able to:

• make inferences from an orally read passage.
• draw a conclusion from underlying relationships.