KCS English Curriculum(2)

8/3/2019 KCS English Curriculum(2)

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KCS ENGLISH CURRICULUM OUTLINE

I. THEME AND OBJECTIVES p. 2

II. CURRICULUM OUTLINES:

LOWER ELEMENTARY (1 & 2) p. 5

MIDDLE ELEMENTARY (3 & 4) p. 7

UPPER ELEMENTARY (5 & 6) p. 17

ESSENTIAL SKILLS OUTLINE p. 29(Middle through High School)

JUNIOR HIGH SCHOOL (7 & 8) p. 32

HIGH SCHOOL (9-12) p. 34

III. ASSESSMENT/GRADING POLICIES PER GRADE

IV. RECOMMENDED TEXT BOOKS PER GRADE P.49

V. KCS CURRICULUM IMPLEMENTATION BY YEAR


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KCS ENGLISH CURRICULUM OUTLINE

THEME:

In Genesis 1:3, God used the spoken word to create light where there was none before. Since we are

made in Gods image, we seek to strive toward His creativity and excellence by using the language

faculties He has given us, for His glory.

GENERAL OBJECTIVES:

Students studying English Language Arts at Kansai Christian School will grow intellectually

by developing proficiency and artistry in the English language through reading, writing,

speaking, listening, and studying literature and the principles of grammar.

They will also increase their English vocabulary by learning to correctly use and spell new

words. Moreover, they will develop essential research skills; they will gain the ability to

gather information from various sources, organize and understand it, and present it in their

own words.

They will grow spiritually by learning to analyze, critique and appreciate literature from a

Christian worldview.

They will grow socially by honing their ability to listen carefully and communicateeffectively and naturally through a variety of verbal and non-verbal means.

SPECIFIC OBJECTIVES PER PHASE:

ELEMENTARY PHASE:

1-2:

o Reading Students should move past decoding of words to comprehension of text.

They should acquire and use reading strategies, such as choosing books on an

appropriate level, and thinking about what they are reading.

o

Language Students should understand divisions between words, sentences, andparagraphs, and begin learning about parts of speech (nouns, verbs).

o Writing Students should be able to print neatly, write a summary, write 5-7 sentences

on a topic in paragraph form, write drafts, and use a journal.

o Speaking/Listening Students should master concepts of interpersonal and classroom

communication, such as facing the speaker, following directions the first time, and

raising a hand and speaking in turn.

3-4:

o Reading Students should deepen their comprehension by digging into a text, and

should be able to present the info they read. They should be able to choose books on

their level.

o Language Students should increase their mastery of parts of speech, gain practice in

writing grammatical sentences, and understand subject-verb agreement.

o Writing Students should learn cursive writing, gain practice in writing narrative

stories, and write a five-paragraph essay by fourth grade.

o Speaking/Listening Students should learn to speak up in class (rather than responding

with nothing), practice memorizing and performing skits, and give 5-7 minute

presentations to the class (often tied in to other subjects).

5-6:

o Reading Students should be able to assimilate new information that they read, and

present it in oral and written forms.o Language Students should be able to analyze a sentence for parts of speech, continue

mastery of subject-verb agreement, and understand and use different kinds of phrases

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correctly.

o Writing Students should learn to paraphrase information, write and proofread a draft,

write five-paragraph essays with bibliographies and write quickly (250 words/10

minutes).

o Speaking/Listening Students should work on expressing their feelings, opinions and

ideas without getting irate, reaching compromise in a group setting, and following

multiple complex directions.

JUNIOR HIGH SCHOOL PHASE:

7-8:

o Reading Students should develop higher level thinking skills, such as comparing and

contrasting two texts, and drawing a conclusion from a text with evidence to support it.

o Language Students should continue working with parts of speech, and should deepen

their understanding of grammatical sentence structure to include clauses and correct

punctuation (end marks, commas).

o Writing Students should learn pre-writing skills, write two-page essays, response

papers, and creative narratives, and should increase their writing speed (400 words/10

minutes).o Speaking/Listening Students should be able to respond to a presentation with

thoughtful questions at the end, use an appropriate tone of voice for the setting, express

both sides of an issue, and deliver a researched informative speech.

:

HIGH SCHOOL PHASE:

9-10:

o Reading Students should be able to identify and analyze the use of literary techniques

in prose and poetry, and should begin reading texts on a deeper level, looking beyond

plot for symbol, etc.

o Language Students should deepen their understanding of various types of phrases and

clauses, and practice identifying them and using them in their own writing.

o Writing Students should learn how to use footnotes to cite their sources in-text, and

should be able to write a well-structured essay, four pages in length.

o Speaking/Listening Students should be able to deliver a persuasive speech, and

critique the presentations of others in a fair, constructive way.

11-12:

o Reading Students should continue digging deeper into texts, and in the final grades

should be able to place texts in their historical and geographical context, connecting their

themes to the time and place they were written.

o Language Students should broaden their understanding of grammar to include basiccross-linguistic understanding of sounds (phonetics and phonology) and sentence

structure (syntax).

o Writing Students should continue writing medium-length papers with in-text citations,

and should work on the concept of developing a novel, arguable thesis for their papers,

and defending that thesis with strong evidence from the text.

o Speaking/Listening Students should have opportunities to try out more types of

formal communication, such as debate, oral interpretation of a text, impromptu speaking,

etc. They should continue to critique these performances.


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ASSESSMENT: (See specific grading policies at end of document.)

Reading: Comprehension tests, book reports, worksheets, response papers, summaries, summer

reading program, Reading Buddies (the reading buddies program should be more goal-oriented,

with a joint final presentation, to increase student priority)

Writing: Worksheets, writing projects (journals, creative work, book reports, research papers,

etc.)

Speaking: Debate, speeches, oral reports, shared reading, discussion participation, group work Listening: Following oral instructions, debate, listening exercises (summarizing, etc.)

Studying literature: Formal papers, discussion, essay tests, graphic organizers, answering

questions, oral comprehension quizzes

Vocabulary: Spelling tests, vocabulary quizzes, sentence writing

Research skills: Research reports

DIFFERENTIATION:

Second-language learners, incoming first graders and others recommended by a teacher will be

urged to attend summer school and participate in the summer reading program.

IDEAS FOR CO-CURRICULAR EVENTS: Poetry Day an event when students of all ages can make their poetry available for their

peers and families to browse

Reading Camp an evening or overnight event geared towards group enjoyment of books

Reading Buddies older students read to younger students


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KCS Language Arts/English Department

Standards for GRADE 1 & 2

By the end of First Grade the student should:

1. Print conventions-

*understand that text moves from line to line, or return sweep*understand meaning of boldface, italic and all-caps style

*identify and understand punctuation- exclamation point, comma, quotation marks, periods,

and question marks

*read with voice-print match

*identify all upper and lower-case letters.

2. Word Recognition-

*develop sound/symbol cuing strategies, meaning, structure, and visual cues

*begin to apply strategies to three cueing systems and learn sight vocabulary

*attend more to text than to pictures

*apply knowledge of initial, final, along with short, long, and r-controlled vowels*segment words into sounds and distinguish sounds into words

*self-correct errors as they read; begin to read the text with fluency, including expression.

3. Comprehension-

*rely on meaning of topic as they read to keep reading meaningful

*able to retell and summarize reading

*complete cloze activities

*develop an understanding of text structure, such as sequence and description

*begin to identify story elements, like problem and resolution

*understand difference between fiction and non-fiction

*understand difference between genres, such as biographies, folk tales, fairy tales,

informational articles, and poetry; utilize silent reading

*see following pages.

4. Writing-

*write simple sentences using appropriate capitalization and punctuation

*write all upper and lower-case letters

*write simple stories, letters, and other works of several sentences (at least five)

*respond to a writing prompt, but not always include complete details

*use knowledge of phonics to spell words, but also know conventional spelling words

By the end of Second Grade the student should:

1. Print convention-

*understand different text formats and graphics

*use and interpret graphs, graphic organizers, picture captions, indexes, the table of

contents, and glossaries

2. Word Recognition-

*Achieve oral fluency

*read much of their text silently

*integrate and apply meaning, structure, and visual cueing strategies

*learn vocabulary from their reading*understand the meaning of affixes and how they can change root words


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3. Comprehension-

*Develop an understanding of elements: title, author, genre, plot, climax, characters, and

problem/solution

*understand some elements of nonfiction: format, content, graphics

*develop an understanding of fact versus opinion

*develop an understanding of text structures, time order, description, compare/contrast,

cause/effect, and problem/solution

*understand how to use text and own experiences to make connections

*begin to interpret or make connections with the text read and infer

*identify authors purpose for writing

*identify main ideas

*recall details of the text

4. Writing-

*Attempt to organize writing and develop it more fully

*use more complex and varied sentence structures

*add details or words (adjectives, adverbs) to write more vividly

*use conventional spelling, with invented spelling for difficult words*proofread for simple sentences, such as capitals at the beginning, proper nouns, and ending

punctuation

In addition, the KCS first or second grade student should be able to

*Use information to form questions and verify predictions

*Identify important themes and topics

*Make comparisons across reading selections

*Summarize content of reading material using text organization (story, sequence)

*Identify how authors and illustrators express their ideas in text and graphics (dialogue,conflict, shape, color, characters)

*Use information presented in simple tables, maps, and charts to form an interpretation

*Respond to literary materials by connecting them to their own experience and

communicate those responses to others (i.e., schema, making connections, drawing mental

images, etc..)

*Identify questions and gather information

*Locate information using a variety of resources

*Select and organize information from various sources for a specific purpose

*Cite sources used*Write letters, reports and stories based on acquired information


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Grade 3 & 4 English-language arts

Grade 3 Outline:

Spelling

Short Vowel SoundsSpelling

*to spell words that demonstrate these

sound letter relationships:

/a/a,/e/e,/i/i,/o/o,/u/u.

*to form the plurals of nouns.

*to build words using phonograms and

initial consonant substitutions.

Reading

*to follow written directions

*to use context clues to complete

sentences given spelling words.

Writing

*to write a post card

*to proofread for spelling,

capitalization, and punctuation

Listening

*to listen for consonant and short

vowel sounds in words.

*to follow oral directionsSpeaking

*to present rhymes to the class

*to respond to questions

Vowel Sounds

Spelling

*Recognize homophones

*spell words given dictionary

pronunciations

*recognize the relationship between thepresent and past form of irregular verbs

Reading

*use the dictionary as a key to

pronunciation

Writing

*write rhyming sentences

Listening

*appreciate sound devices of rhythm

and rhyming*Listen to identify words with the long

vowel sound

Speaking

*contribute ideas and information ingroup discussionsDouble Letters

Spelling

* spell words that demonstrate sound-

letter relationships

* form new words by changing letters

in given words

* use the dictionary to check

alphabetical order

Reading

* follow written directions

* read a class mates story

* write legible manuscript and cursive

letters

Listening

* listen for letter-sound clues when

writing words

* listen for rhyming words

* follow oral directionsSpeaking

* respond questions

* present a story to a class

* express feelings and ideas about a

piece of writing

Verbs

Spelling

*to spell words in which the final

consonant letter is doubled before edor ing is added.

* spell base forms and inflected forms

of verbs

Reading

*follow written directions

*use context clues to complete

sentences given spelling words

*read a paragraph written by a

classmate*recognize that some words can

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*use a dictionary for word meaning

Writing

*write a paragraph using many verbs

Listening

*Listen to identify words in which the

final consonant letter is doubled before

ed or ing is added

*to follow oral directions

Speaking

*respond to a question

*speak clearly to a group

*express feelings and ideas about a

piece of writing

*present a how-to paragraph

Consonant Clusters

Spelling*Spell words that have consonant

clusters in

*Combine initial consonant clusters

and phonograms to spell words

*add ed to verbs to tell what already

happened

*spell new words by changing one

letter in a given word

Reading




*use a dictionary to locate information


Writing

*write a mystery story

*proofread for spelling, capitalization,and punctuation

Listening

*follow oral directions

*listen for letter-sound clues when

writing

*listen to words for consonant sounds

Speaking

*present a story to a class

*Express feelings and ideas about a

piece of writing

Plurals

Spelling

*spell plural nouns formed by adding s

and es

*spell plurals formed by adding s or

by changing y to i and adding es

Reading

*read a friendly letter


sentences, given spelling words

Writing

*write a friendly letter

*write legible manuscript and cursive

letters

Listening

*listen for vowel sounds in words

*follow oral directions*listen to identify the difference

between singular and plural nouns in

sentence context

Speaking

*contribute ideas and information in

group discussions

*present a report to the class

The Sound /j/ /k/ /s/

Spelling*make a word chain using spelling

words

Reading

*Arrange given words in sentence

order

*Use context clues to complete


*read a how-to paragraph

Writing*write a how-to paragraph


letters

Verbs That End with e

Spelling

*spell base forms and inflected forms

of verbs that end with e

Reading


*use the dictionary to locate

information


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*use the dictionary for word meaning

Writing

*Write an invitation

Listening


*listen to identify nouns and their

meaning in a sentence

*listen to identify verbs with inflected

forms

Speaking


*use visual aids in making oral

presentations

*read aloud a written invitation

Compound Words

Spelling*spell compound words

*alphabetize

Reading


*recognize consonant clusters


Writing

*write a news story

*proofread for spelling, capitalization,and punctuation

Listening

*listen to identify rhyming words

*listen to identify words as compounds

or as two words in sentence context

Speaking

*present a news storyContractions

Spelling*spell contractions

*recognize the function of the

apostrophe in contractions

*spell words that are parts of known

contractions

Reading

*use context clues for word

identification

Writing

*write a letter


letters

Listening

*listen to determine if a contraction fits

in a given sentence

* to follow oral directions

Silent Letters

Spelling

*spell words with silent letters

Reading

*recognize that given words function

as verbs or nouns

*recognize the function of guide words

in a dictionary

*recognize verb tenses

*use a dictionary for word meanings

Writing*write a short story

Listening

*listen to identify a word as noun or

verb in sentence context

*identify silent letters in words read

aloud

Speaking


*contribute ideas and information ingroup discussions

Homophones

Spelling

*spell homophones

*spell pairs of homophones given

pronunciations

Reading

*understand the meaning of

homophones in sentence context*use a dictionary as a key to

pronunciation

Writing

*write signs

*proofread for spelling, capitalization,

and punctuation

The Sounds /ou/ and /oi/

Spelling

* review plural nouns formed by

adding s.


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*spell words that demonstrate these

sound-letter relationships: /ou/ ou,

/oi/, oi, oy.

Reading

*identify the appropriate meaning of a

word with multiple meanings using

sentence context.


Writing

* write how-to paragraph

Listening

*Listen to identify the vowel sounds

/ou/ and /oi/ in words


Speaking

*express feelings and ideas about apiece of writing

Words with ou and ough

Spelling

*spell words with similar patterns but

different vowel sounds

Reading

*identify rhyming words

*use context clues for word

identification*use a dictionary to locate information

Writing

*write a short paragraph

Listening

*listen to identify the relationship

between sounds and letters


Speaking

*speak clearly to a group*present a story

*respond to a question

Syllable Patterns

Spelling

*spell words that have the VC/CV

syllable pattern

Reading

*recognize accented syllables given

dictionary pronunciations

*use a dictionary as a key to

pronunciation

Writing


letters

Listening

*listen to recognize how words can be

divided into syllables

Penmanship

Write legibly in cursive, allowing

margins and correct spacing between

letters in a word and words in a

sentence

Grammar

* sentences * subject/nouns *

predicate/verbs *simple and compound

sentences *singular and plural nouns *

possessive nouns * action verbs and the

verb be * main verb and helping verb

* present-tense verbs *past-tense and

future tense verbs * irregular verbs *

pronouns * subject and object pronouns* adjectives *adverbs* negatives *

quotation marks *titles *commas

Reading

*read and understand grad-level-

appropriate material

*read and understand ESL-level


*read many short stories to be able to- use titles, tables of contents, chapter

headings, glossaries, and indexes to

locate information in text

- use knowledge of antonyms,

synonyms, homophones, and

homographs to determine the meanings

of words

-use sentence and word context to find

the meaning of unknown words

-use knowledge of prefixes and

suffixes to determine the meaning of


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words

-recall major points in the text and

make and modify predictions about

forthcoming information

-distinguish the main idea and

supporting details

-follow simple multiple-step written

instructions

-distinguish common forms of

literature

-comprehend basic plots of classic fairy

tales, myths, folktales, legends, and

fables

-determine what characters are like by

what they say or do and by how the

author or illustrator portrays them

-identify the speaker or narrator in a

selection


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Grade 4 English-language arts

Spelling

Vowel Sounds

Spelling*to recognize that consonant and vowel

letters between the slanted lines / /

represent sounds.

*to alphabetize words

*to use dictionary guide words

Reading



sentences with given spelling words.

*to use a thesaurus to locateinformation

Writing

*to write a journal entry



*to write legible cursive letters

Listening

*to listen to identify words with initial

consonant clusters*to listen to identify rhyming words.

*to follow oral directions

*to listen to identify words with short

vowel sounds

Speaking

*to respond to a question

*to contribute ideas and information in

group discussions

Long Vowel SoundsSpelling

*to recognize homophones

*to spell words that can function as

nouns and verbs

*to review alphabetical order and

consonant clusters

* to spell inflected forms of verbs

*to use the parts of a dictionary entry.

Reading*to follow written directions


sentences with given spelling words

*to use the dictionary to identify

multiple meanings

*to use dictionary to locate informationWriting

*to write a first paragraph for a news

story





Listening

*to follow a series of oral directions

Speaking*to respond to a question


group discussionsWords with ed and ing

Spelling

*to spell inflected forms of verbs

*to identify words with initial and final

consonant clusters

Reading*to follow written directions

*to use a dictionary to locate inflected

forms of verbs

Writing

*to write a silly tale

*to use the writing process

Listening




group discussions

The Sounds /k/,/f/,/z/,/s/,/j/

Spelling

*to spell inflected forms of verbs

*to recognize accented syllables in

pronunciations

*to review alphabetical order*to identify synonyms

*to identify homophones


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Reading



sentences with spelling words

*to use dictionary to locate information

Writing

*to write a thank-you note

*to write a mystery story




Listening


Speaking

*to respond to a question*to contribute ideas and information in

group discussions

Double Letters

Spelling

*to spell words with double consonant

letters

*to form noun plurals by adding s, es

and changing y to i before adding es

*to recognize that double consonantletters stand for single consonant

sounds

Reading




*to use a dictionary to locate

information

Writing*to write a descriptive paragraph





Listening


Speaking



group discussions

Abbreviations

Spelling

*to spell abbreviations in addresses

*to use capital letters and periods in

abbreviations

Reading


Writing

*to address an envelope using

abbreviations



Listening


Speaking

*to respond to a question*to contribute ideas and information in

group discussions

Consonant Digraphs

Spelling

*to review rhyming words

*to recognize homophones

Reading


*to use context clues to complete aparagraph with spelling words


information

Writing

*to write a poem


Listening




group discussions

Adding ed , ing, er, est

Spelling

*to spell inflected forms of verbs and

adjectives

*to add inflected endings to adjectives

Reading




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information

Writing

*to write a descriptive paragraph


Listening


Speaking



group discussions

Special Days and Holidays

Spelling

*to spell the names of holidays

*to spell holiday-related wordsReading


information

Writing

*to write a letter


Listening




group discussionsThe sounds /oi/ and /ou/

Spelling

*to identify synonyms

Reading


Writing*to write a how-to paragraph



Listening


Speaking



group discussions

Contractions/Possessives

Spelling

*to spell contractions and

possessives

*to identify the functions of its and its

Reading




*to use dictionary entries for

contractions

Writing

*to write a book report


Listening


Speaking

*to respond to a questionScience Words

Spelling

*to spell science words

*to identify the number of syllables in

words

Reading


Writing*to write an explanatory paragraph



Listening


Speaking



group discussionsCompound Words

Spelling

*to spell compound words

*to spell everyday and every day in

sentences

*to identify abbreviations in dictionary

entries

Reading





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information

Writing

*to write directions


Listening


Speaking


Syllable Patterns

Spelling

* to spell and syllabicate compound

words and words with the vc/cv

pattern

*to identify antonym pairs

*to review alphabetical order* to write singular and plural nouns

Reading




Writing

*to write a short research report

* to write a thank-you note

*to use the writing processListening


Speaking

*to respond to a questionPrefixes

Spelling

*to spell words with these prefixes:

un-, re-, mis-

* to add prefixes to base wordsReading


Writing




*to write a legible cursive letters

Listening


Speaking


*to contribute ideas and information

in group discussionsSuffixes

Spelling

*to spell words with these suffixes:-y,-

ly,-ful,-er, -ist, -ing, -ment

*to spell comparative and superlative

forms of adjectives

*to identify adverbs

* to spell words that can function as

nouns and verbs

Reading




*to use the dictionary to locateinflected forms of adjectives

Writing

*to write a descriptive paragraph

*to write a news story


Listening

*to follow series of oral directions

Speaking

*to respond to a questionThree-Syllable Words

Spelling

*to spell three-syllable words

*to add noun-forming suffixes to verbs

Reading


*to use a dictionary pronunciation key

Writing

*to write an advertisement*to proofread for spelling,


Listening


Penmanship

Write fluidly and legibly in cursive

Grammar

*sentence *subject/nouns

*predicate/verbs *simple and


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compound sentences *singular and

plural nouns *possessive nouns *action

verbs and the verb be * main verb and

helping verb *present-tense verbs

*past-tense verbs and future-tense

verbs *irregular verbs *pronouns

*subject and object pronouns

*adjectives * adverbs * negatives

*quotation marks *titles *commas

Reading

*Read and understand grade-level-


*Read and understand ESL-level-


*Read many short stories to be able to-know derivations, synonyms,

antonyms, and idioms to determine the

meaning of words and phrases

-use knowledge of root words to

determine the meaning of unknown

words within a passage

-to distinguish and interpret words with

multiple meanings

-to make and confirm predictions about

text by using prior knowledge and

ideas presented in the text itself,

including illustrations, titles, topic

sentences, important words, and

foreshadowing clues.

-to distinguish between cause and

effect and between fact and opinion in

expository text.

-to follow multiple-step instructions in

a basic technical manual

-to identify the main events of the plot,

their causes, and the influence of eachevent on future actions

-to use knowledge of the situation and

setting and of a characters traits and

motivations to determine the causes for

that characters actions


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Grade FiveEnglish-language Arts Content Standards.

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the

meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition

1.1 Read aloud narrative and expository text fluently and accurately and

with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development1.2 Use word origins to determine the meaning ofunknown words.1.3 Understand and explain frequently used synonyms,antonyms, and homographs.1.4 Know abstract, derived roots and affixes from Greekand Latin and use this knowledge to analyze themeaning of complex words (e.g., controversial).1.5 Understand and explain the figurative andmetaphorical use of words in context.


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Grade Five: 2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, andperspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in RecommendedLiterature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Inaddition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).In grade five, students make progress toward this goal.

Structural Features of Informational Materials2.1 Understand how text features (e.g., format,graphics, sequence, diagrams, illustrations,charts, maps) make information accessible andusable.2.2 Analyze text that is organized in sequentialor chronological order.

Comprehension and Analysis ofGrade-Level-Appropriate Text2.3 Discern main ideas and conceptspresented in texts, identifying andassessing evidence that supportsthose ideas.2.4 Draw inferences, conclusions, orgeneralizations about text andsupport them with textual evidenceand prior knowledge.

Expository Critique

2.5 Distinguish facts, supportedinferences, and opinions in text.

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make

connections between literary works. The selections inRecommended Literature, Kindergarten Through Grade Twelve illustrate the quality andcomplexity of the materials to be read by students.


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Structural Features ofLiterature3.1 Identify and analyzethe characteristics ofpoetry, drama, fiction, andnonfiction and explain theappropriateness of theliterary forms chosen byan author for a specificpurpose.

Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main problem or conflict of the plot andexplain how it is resolved.3.3 Contrast the actions, motives (e.g., loyalty,selfishness, conscientiousness), and appearances ofcharacters in a work of fiction and discuss theimportance of the contrasts to the plot or theme.3.4 Understand that theme refers to the meaning ormoral of a selection and recognize themes (whetherimplied or stated directly) in sample works.3.5 Describe the function and effect of common literarydevices (e.g., imagery, metaphor, symbolism).

Literary Criticism

3.6 Evaluate the meaning of archetypal

patterns and symbols that are found in

myth and tradition by using literature

from different eras and cultures.

3.7 Evaluate the author's use of various

techniques (e.g., appeal of characters in a

picture book, logic and credibility of

plots and settings, use of figurativelanguage) to influence readers'

perspectives.

Grade Five:Writing

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose.Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writingprocess as needed.

Organization and Focus

1.1 Create multiple-paragraph narrative compositions:

a. Establish and develop a situation or plot.

b. Describe the setting.

c. Present an ending.

1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in

sequence or chronological order.

b. Provide details and transitional expressions that

link one paragraph to another in a clear line of

Research and Technology

1.3 Use organizational features of printed text (e.g.,

citations, end notes, bibliographic references) to locate

relevant information.

1.4 Create simple documents by using electronic media

and employing organizational features (e.g., passwords,entry and pull-down menus, word searches, a thesaurus,

spell checks).

1.5 Use a thesaurus to identify alternative word choices

and meanings.

Evaluation and Revision

1.6 Edit and revise

manuscripts to improve the

meaning and focus of

writing by adding, deleting,

consolidating, clarifying,and rearranging words and

sentences.


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thought.

c. Offer a concluding paragraph that summarizes

important ideas and details.

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writingdemonstrates a command of standard American English and the research, organizational, and drafting strategies outlined inWriting Standard 1.0.

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1 Write narratives:

a. Establish a plot,

point of view,

setting, and

conflict.

b. Show, rather than

tell, the events of

the story.

2.2 Write responses to literature:

a. Demonstrate an

understanding of a

literary work.

b. Support judgmentsthrough references to the

text and to prior

knowledge.

c. Develop interpretations

that exhibit careful

reading and

understanding.

2.3 Write research reports about

important ideas, issues, or eventsby using the following

guidelines:

a. Frame questions that

direct the investigation.

b. Establish a controlling

idea or topic.

c. Develop the topic with

simple facts, details,

examples, and

explanations.

2.4 Write persuasive letters or compositions:

a. State a clear position in support of a

proposal.

b. Support a position with relevant

evidence.

c. Follow a simple organizational

pattern.

d. Address reader concerns.


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Grade Five

Written and Oral English Language ConventionsThe standards for written and oral English language conventions have been placed between those for writing and for listening and speaking

because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Identify and

correctly use

prepositional phrases,

appositives, and

independent and

dependent clauses; use

transitions andconjunctions to connect

ideas.

Grammar1.2 Identify and correctly use verbs

that are often misused (e.g., lie/ lay,

sit/ set, rise/ raise), modifiers, and

pronouns.

Punctuation1.3 Use a colon toseparate hours andminutes and to introducea list; use quotationmarks around the exactwords of a speaker andtitles of poems, songs,short stories, and soforth.

Capitalization1.4 Usecorrectcapitalization.

Spelling1.5 Spell roots,suffixes, prefixes,contractions, andsyllableconstructionscorrectly.

Listening and Speaking

1.0 Listening and Speaking Strategies

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They

evaluate the content of oral communication.

Comprehension

1.1 Ask questions that seek information not already

discussed.

1.2 Interpret a speaker's verbal and nonverbal messages,

purposes, and perspectives.

1.3 Make inferences or draw conclusions based on an

Organization and Delivery of Oral

Communication

1.4 Select a focus, organizational

structure, and point of view for an

oral presentation.

1.5 Clarify and support spoken ideas

Analysis and Evaluation of Oral and Media

Communications

1.7 Identify, analyze, and critique persuasive

techniques (e.g., promises, dares, flattery,

glittering generalities); identify logical fallacies

used in oral presentations and media messages.


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oral report. with evidence and examples.

1.6 Engage the audience with

appropriate verbal cues, facial

expressions, and gestures.

1.8 Analyze media as sources for information,

entertainment, persuasion, interpretation of

events, and transmission of culture.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion,

description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined inListening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:

a. Establish a situation, plot, point of view,

and setting with descriptive words and

phrases.

b. Show, rather than tell, the listener what

happens.

2.2 Deliver informative presentations about an

important idea, issue, or event by the

following means:

a. Frame questions to direct the

investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts,

details, examples, and explanations.

2.3 Deliver oral responses to literature:

a. Summarize significant events and

details.

b. Articulate an understanding of several

ideas or images communicated by the

literary work.

c. Use examples or textual evidence from

the work to support

conclusions.


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popular media (e.g., newspapers,

magazines, online information) and use

the features to obtain information.

2.2 Analyze text that uses the compare-

and-contrast organizational pattern.

their relationships to other sources and related topics.

2.4 Clarify an understanding of texts by creating

outlines, logical notes, summaries, or reports.

2.5 Follow multiple-step instructions for preparing

applications (e.g., for a public library card, bank

savings account, sports club, league membership).

2.7 Make reasonable assertions about a text

through accurate, supporting citations.

2.8 Note instances of unsupported inferences,

fallacious reasoning, persuasion, and propaganda

in text.

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and socialscience. They clarify the ideas and connect them to other literary works. The selections inRecommended Literature, Kindergarten Through Grade

Twelve illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

3.1 Identify the forms of fiction and

describe the major characteristics of

each form.

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Analyze the effect of the qualities of the

character (e.g., courage or cowardice, ambition or

laziness) on the plot and the resolution of the

conflict.

3.3 Analyze the influence of setting on the problemand its resolution.

3.4 Define how tone or meaning is conveyed in

poetry through word choice, figurative language,

sentence structure, line length, punctuation, rhythm,

repetition, and rhyme.

3.5 Identify the speaker and recognize the difference

between first-and third-person narration (e.g.,

autobiography compared with biography).3.6 Identify and analyze features of themes conveyed

through characters, actions, and images.

3.7 Explain the effects of common literary devices

(e.g., symbolism, imagery, metaphor) in a variety offictional and nonfictional texts.

Literary Criticism

3.8 Critique the credibility of characterization

and the degree to which a plot is contrived or

realistic (e.g., compare use of fact and fantasy in

historical fiction).


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Grade Six :Writing

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formalintroductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus

1.1 Choose the form of writing (e.g., personal letter, letter

to the editor, review, poem, report, narrative) that best

suits the intended purpose.

1.2 Create multiple-paragraph expository compositions:

a. Engage the interest of the reader and state a clearpurpose.

b. Develop the topic with supporting details and

precise verbs, nouns, and adjectives to paint a

visual image in the mind of the reader.

c. Conclude with a detailed summary linked to the

purpose of the composition.

1.3 Use a variety of effective and coherent organizationalpatterns, including comparison and contrast; organization

by categories; and arrangement by spatial order, order of

importance, or climactic order.

Research and Technology

1.4 Use organizational features of electronic text

(e.g., bulletin boards, databases, keyword searches,

e-mail addresses) to locate information.1.5 Compose documents with appropriate

formatting by using word-processing skills and

principles of design (e.g., margins, tabs, spacing,

columns, page orientation).

Evaluation and Revision

1.6 Revise writing to improve

the organization and

consistency of ideas within andbetween paragraphs.

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a

command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.


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Using the writing strategies of grade six outlined in Writing Standard 1.0, students:

2.1 Write narratives:

a. Establish and

develop a plot

and setting and

present a point

of view that is

appropriate to

the stories.b. Include sensory

details and

concrete

language todevelop plot and

character.

c. Use a range of

narrative devices

(e.g., dialogue,

suspense).

2.2 Write expository

compositions (e.g.,

description,

explanation,

comparison and

contrast, problem and

solution):

a. State the thesisor purpose.

b. Explain the

situation.

c. Follow an

organizational

pattern

appropriate tothe type of

composition.

d. Offer persuasive

evidence to

validate

arguments and

conclusions asneeded.

2.3 Write research

reports:

a. Pose relevant

questions with a

scope narrow

enough to be

thoroughly

covered.b. Support the main

idea or ideas with

facts, details,

examples, andexplanations from

multiple

authoritative

sources (e.g.,

speakers,

periodicals,

online

information

searches).

c. Include abibliography.

2.4 Write responses to

literature:

a. Develop an

interpretation

exhibiting careful

reading,

understanding,

and insight.b. Organize the

interpretation

around several

clear ideas,premises, or

images.

c. Develop and

justify the

interpretation

through sustained

use of examples

and textual

evidence.

2.5 Write persuasive compositions:

a. State a clear position on a

proposition or proposal.

b. Support the position with

organized and relevant

evidence.

c. Anticipate and address reader

concerns andcounterarguments.


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Grade Six : Written and Oral English Language ConventionsThe standards for written and oral English language conventions have been placed between those for writing and for listening and speaking

because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Use simple,compound, andcompound-complexsentences; useeffectivecoordination andsubordination ofideas to expresscomplete thoughts.

Grammar

1.2 Identify andproperly useindefinite pronounsand present perfect,past perfect, andfuture perfect verbtenses; ensure thatverbs agree withcompound subjects.

Punctuation

1.3 Use colons afterthe salutation inbusiness letters,semicolons toconnect independentclauses, andcommas whenlinking two clauseswith a conjunction incompoundsentences.

Capitalization

1.4 Use correctcapitalization.

Spelling

1.5 Spell frequentlymisspelled wordscorrectly (e.g., their,they're, there).

Grade Six: Listening and Speaking

1.0 Listening and Speaking Strategies

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluatethe content of oral communication.

Comprehension

1.1 Relate the speaker's verbal communication(e.g., word choice, pitch, feeling, tone) to the

nonverbal message (e.g., posture, gesture).

1.2 Identify the tone, mood, and emotion conveyed

in the oral communication.

1.3 Restate and execute multiple-step oral

Organization and Delivery of Oral Communication

1.4 Select a focus, an organizational structure, and apoint of view, matching the purpose, message,

occasion, and vocal modulation to the audience.

1.5 Emphasize salient points to assist the listener in

following the main ideas and concepts.

1.6 Support opinions with detailed evidence and with

Analysis and Evaluation of Oral and

Media Communications

1.8 Analyze the use of rhetorical

devices (e.g., cadence, repetitive

patterns, use of onomatopoeia) for

intent and effect.

1.9 Identify persuasive and


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instructions and directions. visual or media displays that use appropriate

technology.

1.7 Use effective rate, volume, pitch, and tone and

align nonverbal elements to sustain audience interest

and attention.

propaganda techniques used in

television and identify false and

misleading information.

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employingtraditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a commandof standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrativepresentations:

a. Establish a context,

plot, and point of

view.

b. Include sensory

details and concrete

language to developthe plot and

character.

c. Use a range of

narrative devices

(e.g., dialogue,

tension, orsuspense).

2.2 Deliver informativepresentations:

a. Pose relevant

questions

sufficiently limitedin scope to be

completely and

thoroughly

answered.

b. Develop the topic

with facts, details,

examples, and

explanations from

multipleauthoritative

sources (e.g.,

speakers,periodicals, online

information).

2.3 Deliver oral responsesto literature:

a. Develop an

interpretation

exhibiting carefulreading,

understanding, and

insight.

b. Organize the

selected

interpretation

around several clear

ideas, premises, or

images.

c. Develop and justify

the selected

interpretation

through sustained

use of examples

and textualevidence.

2.4 Deliver persuasivepresentations:

a. Provide a clear

statement of the

position.

b. Include relevant

evidence.

c. Offer a logical

sequence of

information.

d. Engage the listenerand foster

acceptance of the

proposition orproposal.

2.5 Deliver presentationson problems and solutions:

a. Theorize on the

causes and effects

of each problemand establish

connections

between the defined

problem and at least

one solution.

b. Offer persuasive

evidence to validate

the definition of the

problem and theproposed solutions.


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ESSENTIAL SKILLS: WRITING

As a result of their schooling, students should be able to:MIDDLE SCHOOL LOWER HIGH SCHOOL UPPER HIGH SCHOOL

Write compositions that contain

complete sentences and effective

paragraphs.

Be familiar with grammar rules and

usage.

Use standard English to edit documents for

clarity.

(e.g. subject/verb agreement, adverb/adjective

agreement, verb tense)

Proofread for spelling, capitalization, andpunctuation.

Review basic concepts of grammar.

Produce grammatically correct documents for

a variety of purposes.

Produce documents that exhibit focus,

organization, and coherence.

(e.g. creative writing, research paper,

essays, poetry)

Edit and revise for clarity.

Write a research paper. (5 pages)

Regularly report on books read,incorporating knowledge of literary

elements.

Design and produce reports, utilizing

multi-media to evaluate books read.

Produce documents that exhibit a range of

writing techniques.

(e.g. narrative, essay, fiction, non-fiction, poetry,

research paper, descriptive, evaluative, outlining,

creative writing, compare/contrast)

Write a research paper (10 pages) using a

standard manual of style.

Evaluate written work for its effectiveness and

make recommendations for its improvement.

Design and produce reports, utilizing multi-

media to evaluate books read, incorporating

literary elements.

Continue from Lower High School list

Using contemporary technology, produce

documents of publication quality for specificpurposes and audiences.


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READING: ESSENTIAL SKILLSAs a result of their schooling, students should be able to:MIDDLE SCHOOL LOWER HIGH SCHOOL UPPER HIGH SCHOOL

FictionNon-fictionVarious genresPoetry

(at least one novel study per year)

Non-fictionFictionBritish Literature/American LiteratureWorld LiteratureShort storiesPlaysEssaysPoetry

Novel (at least one novel study per year)

Continue from Lower High School list

(at least one novel study per year)

Be familiar with various literary

elements found in reading.

Analyze and evaluate effective use of literary

techniques.

Describe relationships between authors style,

literary form, and intended effect on reader.

Compare and evaluate various genres

according to literary devices.

(e.g. alliteration, allusion, climax, theme, point

of view, flashbacks, stream of consciousness)

Compare and evaluate relationships between

literary devices.

Identify text structure and create a

visual representation.

(e.g. graphic organizers, outline, drawing)

Make predictions, check for

understanding, and relate reading to

information from other sources.

Read age-appropriate material with

fluency and accuracy.

Preview reading materials

Clarify meaning

Analyze themes and coherence

Relate reading to prior knowledge and

experience.

Read age-appropriate material with accuracy and

fluency.

Relate reading to prior knowledge and

experience.

Read age-appropriate material with fluency

and accuracy.


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SPEAKING AND LISTENING: ESSENTIAL SKILLSAs a result of their schooling, students should be able to:MIDDLE SCHOOL LOWER HIGH SCHOOL UPPER HIGH SCHOOL

Demonstrate ways that listening

attentively can improve comprehension.

(e.g. Ask probing questions, provide

feedback to a speaker, summarize and

paraphrase spoken messages.)

Compare a speakers verbal and non-verbal messages.

Restate and carry out multi-step oralinstructions.

Identify barriers to effective listening.(e.g. noise, speaker credibility,

environmental distractions)

Apply listening skills as individuals

and members of a group in a variety of

settings.

(e.g. lectures, discussions, conversations,

team projects, presentations, and

interviews)

Apply listening skills in practical

settings.(e.g. note taking, inter-personal conflict

situations, giving and receiving directions,

and evaluating persuasive messages)

Follow complex oral instructions.

Demonstrate understanding of the

relationship of verbal and non-verbal

messages.

Use criteria to evaluate verbal and

non-verbal communication.

Analyze and evaluate oral messages.

Consider the effect of non-verbal

communication while listening.

(e.g. body language, eye contact,

controlling emotions)

Use note taking to enhance listening.

Deliver planned oral presentations,

using appropriate language to the

purpose, message and audience.

Clarify main ideas with details and

supporting information.

Use visual aids and contemporary

technology as support.

Develop strategies to manage or

overcome communication anxiety and

apprehension.

Use verbal and non-verbalcommunication strategies to maintain

communication.

Deliver planned informative and

persuasive oral presentations using

visual aids and contemporarytechnology, as individuals or members

of a group.

Demonstrate organization, clarity,and

credibility in oral presentations.

Participate in at least one debate using

formal debate style.

Implement learned strategies to self-

monitor communication anxiety and

apprehension.

Use verbal and non-verbal strategies

to maintain communication.

Deliver planned and impromptu oral

presentations as individuals and members

of a group.

Use appropriate visual aids and

available technology.

Use speaking skills to participate and

lead group discussions.

Implement learned strategies to self-

monitor communication anxiety and

apprehension.

Use verbal and non-verbal strategies to

maintain communication and toresolve individual, group, and

workplace conflict.


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7th-8th Grade EnglishYear AQ1

Literature: Short Stories from Of PlacesGrammar: Chapter 17 (Agreement) inEnglish Workshop, Second CourseSpelling:

7th Grade Lessons 1-11 in Vocabulary Workshop, Introductory Course

8th Grade Lessons 16-26 in Vocabulary Workshop, First CourseProject: Picture Book Project

Book Report: 1-2 informal reports

Q2

Literature: Poems from Of Places,Poetry for Young People, and other sourcesGrammar: Chapter 20 (Using Modifiers Correctly) inEnglish Workshop, Second CourseSpelling:

7th Grade Lessons 12-22 in Vocabulary Workshop, Introductory Course

8

th

Grade Lessons 27-30 in Vocabulary Workshop, First Course andLessons 1-7 in Vocabulary Workshop, Second CourseProject: Epic Poem


Q3

Literature: 1-2 of the following novels:

Dont You Know Theres A War On AVI

The Giver Lowry

Farewell to Manzanar Houston

Island of the Blue Dolphins ODell

The Outsiders Hinton

Holes Sachar

Grammar: Chapters 21-22 (A Glossary of Usage and Capital Letters inEnglish Workshop,Second CourseSpelling:

7th Grade Lessons 23-30 in Vocabulary Workshop, Introductory Course andLessons 1-4 in Vocabulary Workshop, First Course

8th Grade Lessons 8-19 in Vocabulary Workshop, Second CourseProject: Literature Response Journals

Book Report: One formal report

Q4

Literature: Short Stories from Of PlacesGrammar: Chapters 23-24 (Punctuation) inEnglish Workshop, Second CourseSpelling:

7th Grade Lessons 5-15 in Vocabulary Workshop, First Course

8th Grade Lessons 20-30 in Vocabulary Workshop, Second Course

Project: In-class Debates



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7th-8th Grade EnglishYear BQ1

Literature: Short Stories from Of PeopleGrammar: Chapters 10-11 (Sentence Sense and Parts of Speech) inEnglish Workshop, First

CourseSpelling:

7th Grade Lessons 1-11 in Vocabulary Workshop, Introductory Course8th Grade Lessons 16-26 in Vocabulary Workshop, First Course

Project: I-Search Report


Q2

Literature: Poems from Of People,Poetry for Young People and other sources

Grammar: Chapters 12-13 (Parts of Speech and Complements) inEnglish Workshop, First

Course

Spelling:7th Grade Lessons 12-22 in Vocabulary Workshop, Introductory Course8th Grade Lessons 27-30 in Vocabulary Workshop, First Course and

Lessons 1-7 in Vocabulary Workshop, Second CourseProject: Poetry Collection


Q3

Literature: 1-2 of the following novels:

The Wanderer Creech

Mrs. Frisby and the Rats of NIMH OBrien

A Special Fate Gold Maniac Magee Spinelli

The Westing Game Raskin

Granny Torelli Makes Soup CreechGrammar: Chapter 14 (The Phrase) inEnglish Workshop, First CourseSpelling:

7th Grade Lessons 23-30 in Vocabulary Workshop, Introductory Course and

Lessons 1-4 in Vocabulary Workshop, First Course8th Grade Lessons 8-19 in Vocabulary Workshop, Second Course

Project: Literature Response Journals

Book Report: One formal report

Q4

Literature: Legendary Heroes in Of PeopleGrammar: Chapters 15 and 16 (The Clause and Sentence Structure) inEnglish Workshop, FirstCourseSpelling:

7th Grade Lessons 5-15 in Vocabulary Workshop, First Course

8th Grade Lessons 20-30 in Vocabulary Workshop, Second Course

Project: Informative Speeches



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Literature: Short Stories fromAdventures in LiteratureGrammar: Chapter 14 (Agreement) inEnglish Workshop, Fourth CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Third CourseProject: Novella

Q2

Literature: Poetry and Short Plays fromAdventures in LiteratureGrammar: Chapters 17-18 (Using Modifiers Correctly and A Glossary of Usage) inEnglishWorkshop Fourth Course

Vocabulary: Lessons 9-15 in Vocabulary Workshop, Third CourseProject: One-Act Play

Q3

Literature:Hamletby William ShakespeareGrammar: Chapters 20-21 (Punctuation) inEnglish Workshop, Fourth CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Third CourseProject: Literature/Film Analysis Paper:Hamletand The Lion King

Q4

Literature: Nonfiction fromAdventures in LiteratureGrammar: Chapters 8-9 (Sentence Workshops and Language Workshops inEnglish Workshop,

Fourth CourseVocabulary: Lessons 24-30 in Vocabulary Workshop, Third CourseProject: In-Class Debates

Year BQ1

Literature: Short Stories fromAdventures in AppreciationGrammar: Chapter 10 (The Parts of Speech) inEnglish Workshop, Third CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Fourth CourseProject: Term Paper

Q2

Literature: Poetry fromAdventures in AppreciationGrammar: Chapter 12 (The Phrase) inEnglish Workshop, Third CourseVocabulary: Lessons 9-15 in Vocabulary Workshop, Fourth CourseProject: Poetry Collection

Q3

Literature:Romeo and Julietby William Shakespeare

Grammar: Chapters 13 and 15 (The Clause and using Verbs Correctly) inEnglish Workshop,Third CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Fourth CourseProject: Literature/Film Analysis Paper:Hamletand West Side Story

Q4Literature: Nonfiction and Short plays fromAdventures in AppreciationGrammar: Chapter 16 (Using Pronouns Correctly inEnglish Workshop, Fourth CourseVocabulary: Lessons 24-30 in Vocabulary Workshop, Third Course


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Project: Persuasive Speeches


Literature: Short Stories from Introduction to English Literature andLiterature of EnglandGrammar: Chapter 14 (Agreement) inEnglish Workshop, Sixth CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Sixth CourseProject: Historical Fiction Writing

Q2

Literature: Poetry fromIntroduction to English Literature andLiterature of EnglandGrammar: Chapters 18-19 (Correct Use of Modifiers and Placement of Modifiers) in EnglishWorkshop Sixth CourseVocabulary: Lessons 9-15 in Vocabulary Workshop, Sixth CourseProject: Sonnet Writing

Q3

Literature:Pride and Prejudice by Jane AustenGrammar: Chapters 16 and 20 (Clear Reference and A Glossary of Usage) inEnglish

Workshop, Sixth CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Sixth CourseProject: Oral Interpretation of a Selection of Literature

Q4

Literature: The Importance of Being Earnestby Oscar WildeLinguistics: Introduction to Syntax

Vocabulary: Lessons 24-30 in Vocabulary Workshop, Sixth CourseProject: Term Paper onPride and Prejudice orThe Importance of Being Earnest

Year BQ1

Literature: Short Stories from Beginnings of American Literature andLiterature of the American People

Grammar: Chapters 12-13 (The Phrase and The Clause) inEnglish Workshop, Fifth CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Fifth CourseProject: Historical Fiction Writing

Q2Literature: Poetry fromBeginnings of American Literature andLiterature of the American PeopleGrammar: Chapter 15 (Correct Use of Pronouns) inEnglish Workshop Fifth CourseVocabulary: Lessons 9-15 in Vocabulary Workshop, Fifth CourseProject: Poetry Collection

Q3

Literature: The Adventures of Huckleberry Finn by Mark Twain

Grammar: Chapter 17 (Correct Use of Verbs) inEnglish Workshop, Fifth CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Fifth CourseProject: Research Paper on the Banning ofHuckleberry Finn

Q4

Literature: The Crucible by Arthur Miller


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Linguistics: Introduction to Phonetics and Phonology

Vocabulary: Lessons 24-30 in Vocabulary Workshop, Fifth CourseProject: Literature/Film Analysis Paper: The Crucible and On the Waterfront

Informative/Persuasive Speeches


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Grading System

Grades 1-2

Spelling Penmanship

WorkbookMystery Word Grammar

Workbook

1st Quarter 25% 25% 25% 10% 15%2nd Quarter 25% 25% 25% 10% 15%

3rd Quarter 25% 25% 25% 10% 15%

4th Quarter 25% 25% 25% 10% 15%

Grading System

SPELLING

Grades 3-4

Spelling Quiz Worksheets

WorkbookSpelling

Sentences

1st Quarter 25% 25% 25% 25%

2nd Quarter 25% 25% 25% 25%

3rd Quarter 25% 25% 25% 25%

4th Quarter 25% 25% 25% 25%

Grading System

GRAMMAR

Grades 3-4

Projects Quiz

WorkbookMagnet

Sentences

1st Quarter 25% 25% 25% 25%

2nd Quarter 25% 25% 25% 25%

3rd Quarter 25% 25% 25% 25%

4th Quarter 25% 25% 25% 25%

Grading System

READING

Grades 3-4

Quiz Book Report

WorkbookReading

Assignment

1st Quarter 25% 25% 25% 25%

2nd Quarter 25% 25% 25% 25%

3rd Quarter 25% 25% 25% 25%

4th Quarter 25% 25% 25% 25%


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Grading System

GRAMMAR

Grades 5 6

Configurations for the Grammar grade in Grades 5 6 are as follows:

Writing Project Workbook Tests Exam

1st Quarter 33.3% 33.3% 33.3% --------------------

2nd Quarter 25% 25% 25% 25%

3rd Quarter 33.3% 33.3% 33.3% --------------------

4th Quarter 25% 25% 25% 25%

Beginning of each Unit: Writing Project

Every day: HOMEWORK Workbook & Worksheets

At the end of each Unit: UNIT TEST

FIRST SEMESTER EXAM: Units 1 4SECOND SEMESTER EXAM: Units 1 7

Grading System

READING

Grades 5 6

Configurations for the Reading grade in Grades 5 6 are as follows:

Workbook Projects Book Report Exam

1st Quarter 33.3% 33.3% 33.3% --------------------2nd Quarter 25% 25% 25% 25%

3rd Quarter 33.3% 33.3% 33.3% --------------------

4th Quarter 25% 25% 25% 25%

Every day: HOMEWORK Workbook

Once a Week: Work on Project (Group Work) Give a Presentation at the end of eachproject.

Each Month: Book Report

FIRST SEMESTER EXAM: Comprehension Test

SECOND SEMESTER EXAM: Comprehension Test

Grading System

SPELLING

Grades 5 6

Configurations for the Spelling grade in Grades 5 6 are as follows:

Workbooks Worksheets Tests Exam1st Quarter 33.3% 33.3% 33.3% --------------------

2nd Quarter 25% 25% 25% 25%

3rd Quarter 33.3% 33.3% 33.3% --------------------


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4th Quarter 25% 25% 25% 25%

Every day: HOMEWORK Workbook & Worksheets

Once a week: TEST Vocabulary (definitions) & Spelling for each Unit. The average of these two

tests written consequitively make up the Test grade.

FIRST SEMESTER EXAM: Units 1 18 Spelling Words only (no definitions)

SECOND SEMESTER EXAM: Units 19 32 Spelling Words only (no definitions)

Grading System

Literature

Grades 7-12

Tests Homewor

k

Projects Exams

1stQuarter

60% 40% 40% ------

2nd

Quarter

25% 25% 25% 25%

3rd

Quarter

60% 40% 40% -------

4th

Quarter

25% 25% 25% 25%

Grading System

Vocabulary

Grades 7-12

Tests Homewor

k Classwork

Exams

1st

Quarter

40% 30% 30% ------

2

nd

Quarter 25% 25% 25% 25%

3rd

Quarter

40% 30% 30% -------

4th

Quarter

25% 25% 25% 25%

Grading System

Grammar


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Grades 7-12

Tests Homework

Classw

ork

Projects Exams

1st

Quarter

25% 25% 25% 25% ------

2nd

Quarter

25% 15% 15% 20% 25%

3rd

Quarter

25% 25% 25% 25% ------

4th

Quarter

25% 15% 15% 20% 25%


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Helpful Rubric Examples

Rubrics used for Unit Projects:

1. Self Confidence

Kansai Christian SchoolUnit 1 READING Self Confidence

Name: ________________________ Teacher: Mrs. Greeff

Date Submitted: ____________ Title of Work: ___________________

Criteria Points4 3 2 1

Body

Language

Movements seemedfluid and helped theaudience visualize.

Made movementsor gestures that

enhancedarticulation.

Very littlemovement ordescriptivegestures.

No movement ordescriptivegestures.

____

Eye Contact

Holds attention ofentire audience withthe use of direct eye

contact.

Consistent use ofdirect eye contact

with audience.

Displayed minimaleye contact with

audience.

No eye contactwith audience.

____

Introductionand Closure

Student delivers openand closing remarks

that capture theattention of the

audience and set themood.

Student displaysclear introductoryor closing remarks.

Student clearly

uses either anintroductory orclosing remark,but not both.

Student does not

display clearintroductory or

closing remarks.

____

Pacing

Good use of dramaand student meetsapportioned time

interval.

Delivery ispatterned, but does

not meetapportioned time

interval.

Delivery is inbursts and does

not meetapportioned time

interval.

Delivery is eithertoo quick or too

slow to meetapportioned time

interval.

____

Poise

Student displaysrelaxed, self-confident

nature about self, withno mistakes.

Makes minormistakes, but

quickly recovers

from them;displays little or notension.

Displays mildtension; has

trouble recoveringfrom mistakes.

Tension andnervousness isobvious; has


____

Voice

Use of fluid speechand inflection

maintains the interestof the audience.

Satisfactory use ofinflection, but does

not consistentlyuse fluid speech.

Displays somelevel of inflection

throughoutdelivery.

Consistently usesa monotone

voice.____

Total----> ____/24

Teacher Comments:


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2. Historical Project

Kansai Christian SchoolUnit 2 READING - Historical Information


Date of Presentation: ____________ Title of Work: ___________________

Criteria Points

1 2 3 4

Organization

Audience cannot

understand presentation

because there is no

sequence of information.

Audience has

difficulty following

presentation because

student jumps

around.

Student presents

information in

logical sequence

which audience can

follow.

Student presents

information in

logical, interesting

sequence which

audience can

follow.

____

Content

Knowledge

Student does not have

grasp of information;student cannot answer

questions about subject.

Student is

uncomfortable with

information and isable to answer only

rudimentary

questions.

Student is at easewith content, but

fails to elaborate.

Student

demonstrates full

knowledge (morethan required) with

explanations and

elaboration.

____

Visuals Student used no visuals.

Student occasional

used visuals that

rarely support text

and presentation.

Visuals related to

text and

presentation.

Student used

visuals to reinforce

screen text and

presentation.

____

Mechanics

Student's presentation

had four or more

spelling errors and/or

grammatical errors.

Presentation had

three misspellings

and/or grammatical

errors.

Presentation has no

more than two

misspellings and/or

grammatical errors.

Presentation has no

misspellings or

grammatical errors.

____

Delivery

Student mumbles,incorrectly pronounces

terms, and speaks too

quietly for students in

the back of class to hear.

Student incorrectlypronounces terms.

Audience members

have difficulty

hearing presentation.

Student's voice is

clear. Student

pronounces most

words correctly.

Student used a clearvoice and correct,

precise

pronunciation of

terms.

____

Total----> ____/20

Teacher Comments:


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3. Careers Interview

Kansai Christian SchoolUnit 3 READING - Careers Interview

Name: ________________________ Teacher: Mrs. Greeff Date Submitted: ____________ Title of Work: ___________________

Criteria Points

4 3 2 1

Body

Language

Movements seemedfluid and helped theaudience visualize.

Made movementsor gestures that

enhancedarticulation.

Very littlemovement ordescriptivegestures.

No movement ordescriptivegestures.

____

Eye ContactHolds attention ofentire audience with

the use of direct eyecontact.

Consistent use ofdirect eye contact

with audience.

Displayed minimaleye contact with

audience.

No eye contactwith audience.

____

Introduction

and Closure

Student delivers openand closing remarks

that capture theattention of the

audience and set themood.

Student displaysclear introductory

or closing remarks.

Student clearlyuses either anintroductory orclosing remark,but not both.

Student does notdisplay clear

introductory orclosing remarks.

____

Pacing

Good use of dramaand student meets

apportioned timeinterval.

Delivery ispatterned, but does

not meet


Delivery is inbursts and does

not meet


Delivery is eithertoo quick or too

slow to meet


____

Poise

Student displaysrelaxed, self-confidentnature about self, with

no mistakes.

Makes minormistakes, but

quickly recoversfrom them;

displays little or notension.

Displays mildtension; has


Tension andnervousness isobvious; has


____

Voice

Use of fluid speechand inflection

maintains the interestof the audience.

Satisfactory use ofinflection, but does

not consistentlyuse fluid speech.

Displays somelevel of inflection

throughoutdelivery.

Consistently usesa monotone

voice.____

Total----> ____/24

Teacher Comments:


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4. Communication

Kansai Christian SchoolUnit 4 READING - Communications Project

Name: _____________________ Teacher: Mrs. Greeff

Date: _____________________ Title of Work: ______________

SkillsCriteria

Points

1 2 3 4

Helping

The teacher observed the students

offering assistance to each other.

None of the

Time

Some of the

Time

Mostof theTime

Allof theTime

____

Listening

The teacher observed students

working from each other's ideas.

None of the

Time

Some of the

Time

Mostof theTime

Allof theTime

____

Participating:

The teacher observed each student

contributing to the project by

bringing items needed from home.

None of the

Time

Some of the

Time

Mostof theTime

Allof theTime

____

Persuading:


exchanging, defending, and

rethinking ideas.

None of the

Time

Some of the

Time

Mostof theTime

Allof theTime

____

Questioning:


interacting, discussing, and posing

questions to all members of the

team.

None of the

Time

Some of the

Time

Mostof theTime

Allof theTime

____

Respecting:


encouraging and supporting the

ideas and efforts of others.

None of the

Time

Some of the

Time

Mostof theTime

Allof theTime

____

Sharing:

The teacher observed the studentsoffering ideas and reporting their

findings to each other.

Noneof theTime

Someof theTime

Mostof theTime

Allof theTime ____


45/52

Total Points28

Teacher Comments:

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

From: http://www.teach-nology.com/cgi-bin/teamwork.cgi

Kansai Christian SchoolPresentation Unit 4 Communications


Date of Presentation: _____________________ Title of Work: ___________________

Criteria Points

1 2 3 4

Organization

Audience cannot

understand presentation

because there is no

sequence of information.

Audience has

difficulty following

presentation because

student jumps

around.

Student presents

information in

logical sequence

which audience can

follow.

Student presents

information in

logical, interesting

sequence which

audience can

follow.

____

Content

Knowledge

Student does not have

grasp of information;

student cannot answer

questions about subject.

Student is

uncomfortable with

information and is

able to answer only

rudimentary

questions.

Student is at ease

with content, but

fails to elaborate.

Student

demonstrates full

knowledge (more

than required) with

explanations and

elaboration.

____

Visuals Student used no visuals.

Student occasionallyused visuals that

rarely support text

and presentation.

Visuals related to

text and

presentation.

Student used visuals

to reinforce

presentation.

____

Mechanics

Student's presentation

had four or more

spelling errors and/or

grammatical errors.

Presentation had

three misspellings

and/or grammatical

errors.

Presentation has no

more than two

misspellings and/or

grammatical errors.

Presentation has no

misspellings or

grammatical errors.

____

Delivery

Stude

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