Roselle Schools - Abraham Clark High School

ENGLISH CURRICULUM GUIDE (1110) GRADE 8
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
The student will be able to:				Literature and Language, Green Level, Teacher’s Resource File, Warriner’s 2^nd Course Benchmark Edition, EWT Success
1. Learn and reinforce correct usage of grammatical elements through the use of:
A. Capitalization	3.3	1. Review the basic rules of capitalization (Warriner’s, pp. 511-525) 2. Assign Ex. 1, pp. 516-517 to be completed orally 3. Assign Ex 3-4, pp. 517-519, Ex. 6, pp. 521-522 and Review A, p. 522 4. Reinforce with Literature & Language pp. 804-811 5. Assign Proofreading skill (Literature & Language, p. 811)	Teacher observation in all skill areas in addition to specific EWT Skills tests (departmental or teacher -made) EWT Skill Test A-1		W. I S-9
B. Punctuation	3.3	1. Review the basic rules of punctuation (Warriner’s, pp. 552-571) 2. Assign Review Ex. A, p. 561, C-D, pp. 568-569 Warriner’s 3. 3. Reinforce with Literature & Language pp. 812-827, and Ex. 15 "Revision Skill", p. 827	Teacher observation in all skill areas in addition to specific EWT Skills tests (departmental or teacher -made) EWT Skill Test A-2 Post-test, pp. 570-571 (Warriner’s)		W. I W. II
C. Spelling	3.3	1. Review spelling rules (Warriner’s, pp. 572-579 2. Review words that are often confused (Warriner’s, pp. 580-590) 3. Assign exercise 9-14, pp. 581-588, Ex. 15, p. 590 (Warriner’s) 4. Assign spelling words in groups of 20 (Warriner’s, pp. 590-593)	EWT Skill Test A-3 Weekly spelling tests
D. Verb Usage	3.3	1. Review the principal parts of a verb (Warriner’s, p. 443) 2. Review the six verb tenses (Warriner’s, p. 444) 3. Review regular and irregular verbs; focus on irregular verbs that are frequently misused (Warriner’s, pp. 446-447) 4. Assign Review Ex. A, pp. 449-450 5. Review special problems with verbs (i.e. sit/set, lie/lay, rise/raise (Warriner’s, pp. 450-456) 6. Complete Review Ex. B (Warriner’s, pp. 456-457) 7. Review consistency of verb tenses (Warriner’s, pp. 457-458) 8. Assign Writing Application B, p. 459	EWT Skills Test B-1
E. Pronoun Usage		1. Review the nominative care of pronouns (Warriner’s, pp. 465-466) 2. Assign Ex. 3 (Warriner’s, p. 468) 3. Review the objective case of pronouns (Warriner’s, pp. 469-470) 4. Assign Ex. 5 (Warriner’s, pp. 470) and Review Ex. A (Warriner’s, p. 473)	EWT Skills Test B1
F. Usage of Modifiers		1. Review the basic rules of modifier usage, Warriner’s, pp. 476-487 2. Assign Ex. 2, p. 479, Ex. 3, p. 481, Review A, p. 482 and Review B, pp. 486-487 3. Review the correct placement of modifying phrases and clauses in a sentence, Warriner’s, pp. 487-493 4. Assign Ex. 6-7, pp. 488-490, Ex. 9, pp. 491-492 and Review Ex. C, pp. 492-493 5. Reinforce with Literature & Language pp. 789-797	EWT Skills Test B3
G. Avoidance of Fragments and Run-on Sentences.		1. Review the definition of a sentence; provide examples 2. Review the definition of sentence fragments; provide examples 3. Assign Ex. 1, pp. 230-231 Warriner’s 4. Review 3 types of sentence fragments & correction methods (Warriner’s pp. 231-236) 5. Assign Ex. 2-5, pp. 232-235 and review Ex. A, pp. 235-236 6. Review the definition of a run-on sentence; provide examples 7. Assign Exercises 6 and Review Ex. B (Warriner’s, pp. 237-240)	EWT Skills Test B2
1. Utilize the following skills in writing assignments that are void of sub-standard and imprecise language: A. Capitalization	3.3	1. Reinforce correct usage of all grammatical elements through writing applications. Suggested activities A. Capitalization If you could travel across the United States, what states, historical places, or natural wonders would you want to visit?	EWT Skills Test B6 Teacher observation in all skill area Evaluation of written assignments focusing on specific skills	EWT Success Handout Write as you are	W. I W. II S-9
2. Utilize the following skills in writing assignments that are void of sub-standard and imprecise languag :B. Punctuation C. Spelling D. Verb Usage		A. Capitalization (Continued) What unusual or odd sights would you plan to see? Write out a route that would take you to at least five of the places you would most like to visit in the United States. B. Punctuation Writing applications A & B, pp. 56 and 566, Warriner’s C. Spelling Write a weekly story using at least 10 spelling words D. Verb Usage Write a narrative about a humorous situation in the past tense. Then write it again in the present tense. Decide which version is funnier	Holistic scoring of essays
2. Utilize the following skills in writing assignments that are void of sub-standard and imprecise language: E. Pronoun Usage F. Modifiers G. Sentence Structure		E. Pronoun Usage You are part of a drama group that is putting on a play. Your job is to write stage directions. Use a scene from an actual play or make up a scene. In your directions, tell actors what to wear, where to stand, and so on. Use pronouns to simplify your references to people and objects and to make the directions easy to follow. Make sure that your pronoun references are clear. F. Use of Modifiers Assign a writing task in which students use modifiers correctly when comparing 2 things and when comparing 2 or more things. Writing Application A and B (Warriner’s, pp. 483-484) G. Avoidance of Fragments and Run-on Sentences Find at least 2 examples of the use of fragments and run-ons in magazines or newspapers. Rewrite the example, changing each fragment or run-on into a complete sentences. Compare each version; decide which is more effective. Explain what effect fragments and run-ons have on the reader and why you think professionals use them. 2. Instruct students in peer editing techniques: (a) Review proofreading symbols (Warriner’s, pp. 39-40) 3. Distribute peer editing checklist and utilize for peer editing and evaluation 4. Write a variety of essays incorporating all of the above listed skills
1. Acquire knowledge of and complete use of: A. Nouns B. Pronouns C. Adjectives D. Adverbs E. Verbs F. Prepositions G. Conjunctions H. Interjections	3.3	1. Review nouns, pronouns and adjectives (Warriner’s, pp. 290-307) 2. Assign Review Ex. D and review Posttest 7 (Warriner’s, pp. 306-308) 3. Assign Writing Application B (Warriner’s, p. 301) 4. Review verbs; focus on differentiating between linking and action verbs (Warriner’s, pp. 310-316) 5. Assign Review Ex. A (Warriner’s, p 316) 6. Review adverbs (Warriner’s, pp. 317-321) 7. Assign Review C, pp. 321-322 8. Review prepositions (Warriner’s, pp. 323-324), review prepositional phrases 9. Assign Ex. 13 (Warriner’s, pp. 325-326) 10. Review conjunctions; define coordinating, correlative, and subordinating conjunctions (Warriner’s, pp 327-328) 11. Assign Ex. 15, p. 329 12. Review interjection (Warriner’s, p. 330) 13. Assign Review Ex. D, pp. 330-331	Teacher observation in all skill areas in addition to quizzes and tests Suggested activity. Choose a current film and write your own synopsis of its plot. In the synopsis include 5 of the following words and use each of them as more than one part of speech: act, film, open, wonderful, picture, that, one, some, praise, this		W. I S-9
4. Acquire knowledge of proper sentence structure through identification of : A. Subject	3.3	1. Review definition of a subject; provide examples (Warriner’s, pp. 269) 2. Practice identifying the subject of a sentence (Warriner’s, p. 271 - Ex. 5)	Teacher observation in all skills Teacher-made or departmental tests	Warriner’s Literature & Language Teacher’s Resource File	W. I
B. Predicate		1. Review definition of a predicate; provide examples (Warriner’s, pp. 271-272) 2. Review simple predicate or verb and complete predicate (Warriner’s, pp. 272-273) 3. Identify complete predicate, verbs and verb phrases (Warriner’s Ex. 6 & 7, pp. 273-274)
C. Combine ideas using a variety of sentence types.		1. Review combining sentencing by inserting adjectives, adverbs or prepositional phrases (Warriner’s, pp. 241-243) 2. Assign Ex. 1, pp. 243-244 3. Review combining sentences by using a participial phrase (Warriner’s, pp. 244-245) 4. Assign Ex. 2, p. 245 5. Review combining sentences by using an appositive phrase and by using a compound subject (Warriner’s, pp. 245-248) 6. Assign Ex. 3-4, pp. 246-247 and Review A, p. 249 7. Review combining sentences by making them into a compound sentence and by using adjective and adverb clauses (Warriner’s, pp. 250-255) 8. Assign Review B, pp. 255 9. Use Sentence Composing Copy Masters as supplemental material
5. Develop sentences and paragraphs using transitional words effectively to show:	3.3		Teacher observation and department or teacher made tests EWT Skills Tests E1 and E2		W. I W. II S-9
A. Chronology		1. Define transitional expressions and review transitions that: show chronological order, spatial order, link similar ideas, link ideas that are dissimilar, indicate cause, purpose or result (Warriner’s, pp. 50-57) 2. Assign Ex. 5-8, pp. 51-54, Review B-C, p. 58 3. Assign Ex. 27, p. 157	Writing tasks, suggested activities: a) Chronology - Write either a biography or an historical account
B. Cause and effect			b) Cause and effect - Write an essay on a subject in history, geography or economics in which a chain of causes and effects are discussed. For example, the light of children eventually caused the enactment of child labor laws or the Industrial Revolution caused the rise of factories
C. Comparison			c) Comparison - Compare two types of music, focusing on similarities in instruments, lyrics and so on or compare groups of people, civilizations, major historical figures or events
D. Contrast			d) Contrast - Contrast, or point out differences to explore the subject. Have students peer edit other students written responses
6. Choose from a list of detail sentences those details that help support a particular topic sentence.	3.3	1. Review deciding which details support a main idea; review guidelines to decide which details to include/exclude (Warriner’s, pp. 68-69) 2. Assign Ex. 15, p. 69-70	EWT Skills Test F2 Teacher-made or departmental tests Suggested activity choose a topic, limit it, and write a topic sentence. Next, write several supporting details for your topic sentence		R. II R. III S-9
7. Supply topic sentences that can be supported by the set of related details.	3.3	1. Review how to write effective topic sentences (Warriner’s, p. 65) 2. Assign Ex. 13 (Warriner’s, p. 66)	EWT Skills Test F1 Teacher made tests and observation Suggested math activity: Draw students attention to the following statement: "A topic sentence is to a single paragraph what a thesis sentences is to a longer piece of writing." This statement is actually a proportion consisting of 2 ratios. Write the statement as a proportion on the board		R. II R. III M. I
8. Identify and correct faulty parallelism when dealing with: A. Coordination of ideas B. Comparison and contrasting of ideas C. Correlative conjunction	3.3	1. Define parallel structure; provide examples 2. Distribute attached handout or similar teaching aid 3. Review examples 4. Complete Exercises 1-3	Teacher observation in all skill areas in addition to specific EWT sills tests departmental or teacher made EWT Skills Test B4	Handouts	W. I S-9
9. Compose a variety of written responses for different purposes and audiences. Writing should feature all the skills listed above, including a sound summary/conclusion and good organization overall.	3.3	1. Review steps in the writing process (Warriner’s, pp. 3-42) 2. Assign chapter 1 writing Review (Warriner’s, p. 42) 3. Define four different purposes of writing: (a) narrative; (b) descriptive 5. (c) expository; (d) persuasive (Warriner’s, pp. 6-7) 4. Review developmental steps for a narrative paragraph (Warriner’s, pp. 80-81); Assign Review Ex. A, p. 84 5. Review developmental steps for a descriptive paragraph; focus on sensory details (Warriner’s, p. 85); Assign Ex. 6-7, pp. 86-87 and Review B, p. 89 6. Review developmental steps for an expository paragraph: a) developing with facts and statistics (Warriner’s, p 90); Assign Ex. 8, p. 90-91 b) developing with examples (Warriner’s, p. 92); assign Ex. 11, p. 92-93 or Ex. 12, p. 93 c) developing by definition (Warriner’s, pp. 93-94; assign Ex. 13, p. 94 d) developing with details of a process (Warriner’s, pp. 95-96); assign Ex. 14, p. 96 7. Review developmental steps for a persuasive paragraphs (Warriner’s, pp. 98-103; assign Review Ex. D, p. 101 or Review Ex. E, p. 103) 8. Expand these skills from writing paragraphs to compositions (Warriner’s, pp. 134-200) Suggested activities; Chapter 5 Writing Review 1-2, p. 167 9. Peer edit	Teacher observation in all skill areas Holistic scoring of writing tasks	Warriner’s Second Course - Benchmark Edition Journals Write as you are	W. I W. II
1. Write and address two appropriate sources: A. Business letters	3.3	1. Instruct students on all the elements of a business letter, the location of each element and the proper punctuation to be used (Warriner’s, pp. 212-223 2. Define difference between order letter and request letter (Warriner’s, pp. 217-219) 3. Assign Ex. 10-11, p. 219 4. Review guidelines for evaluating business letters (Warriner’s, p. 221-222) 5. Review revision techniques for business and social letters (Warriner’s, p. 222-223) 6. Assign Writing Review 1-2 (Warriner’s, pp. 223-224)	Suggested activity - Write a letter to a foreign embassy asking for assistance in locating a relative Teacher observation and evaluations		W. I S-9
B. Friendly letters		1. Review the form and structure of friendly letters (Warriner’s, pp. 203-211) 2. Assign Exercise 1-2, p. 205 and Ex. 4, p. 207
11. Produce a story suitable to be published.	3.3	1. Review steps in the writing process 2. Introduce methods for choosing a subject for a story Warriner’s pp 104-10 3. Complete Ex. 1, p. 105 orally 4. Introduce critical thinking skills necessary to analyze the needs and interests of an audience (Warriner’s, p. 108) 5. Provide instruction on arranging details and developing a story plan (Warriner’s, p. 110-113) 6. Review the use of dialogue to make stories lively and consuming (Warriner’s, pp. 116-118) 7. Review the use of description for details, setting & characters (Warriner’s, pp. 118-123) 8. Review elements of plot and apply them to the story organization (Warriner’s, pp. 123-126) 9. Review guidelines for evaluating stories (Warriner’s, p. 127 10. Assign Chapter 4 writing review, p. 133 11. Suggested activities: (a) write a prologue or sequel to a literary work being read in class (b) write a fairy tale 12. Peer edit	Teacher observation Holistic grading of story Holistic scoring of students work		W. I W. II
12. Main an accurate and functional notebook, according to teacher directions.	3.2 3.3 3.4	1. Students should divide their notebook into the following sections: (a) Aim class notes - students should copy the aim for the day and related class notes (b) Vocabulary assigned - maintain assigned vocabulary words and definitions, as well as new words encountered by the individual student (c) Reading assignments/learning log – Introduce the SQ3R study method – apply this technique to reading assignments 2. Discuss strategies for when to take notes 3. Demonstrate effective note taking strategies	Teacher observations Notebook checks; notebooks should count as a portion of the student’s grade		W. I S-9
13. Add to his/her spelling and vocabulary lists throughout the year.	3.3 3.4	1. Review inferring meaning through the use of context clues 2. Assign Ex. 1 (Warriner’s, p. 629) 3. Review prefixes and suffixes - focus on commonly used ones (Warriner’s, pp. 631-634) 4. Review synonyms and antonyms 5. Assign units of vocabulary workshop throughout the year which includes: sentence completion, synonyms, antonyms and choosing the best word 6. Select vocabulary words from literature where appropriate 7. Have students keep a vocabulary list in their notebook 8. Students should add words that are new to them to this list along with a definition	Ex. 13-16 (Warriner’s, p. 641-642) Tests and quizzes	Vocabulary Workshop - Level E Various literature	W. I
14. Use their new vocabulary words.	3.3 3.4	1. Write sentences and/or stories using the weekly vocabulary words 2. Make precise, vivid and effective word choices in written works	Tests and quizzes	Vocabulary Workshop Level E	W. I
15. Read and respond to a broad range of literature.	3.4	2. Review element of fiction: character, setting, plot, and theme (Warriner’s, pp. 15-16 3. Read a literary work which emphasizes the element so that the major element can be identified. Suggested activities: (a) Character - Read "Stop the Sun" (Warriner’s, pp. 18-24); assign Responding to Reading, p. 25. Supplement with handbooks from the resource file (b) Setting - Read "The Banana Tree" (Warriner’s, pp. 141-154; assign Literary Concept, p. 154. Supplement with handbook from the resource file (c) Plot - Read "The Dinner Party", pp. 28-30; assign plot analysis examining 5 elements of plot and how suspense was created (d) Theme - Read "The Mustache" (Warriner’s, pp 468-475; assign Responding to Read, p. 476 4. Review elements on non-fiction: informative and literary (autobiography, biography and essay) (Warriner’s, pp. 40-41) 5. Read a literary work in each type of non-fiction 6. Suggested Activities (a) Informative non-fiction - Read a magazine or newspaper article and summarize its contents (b) Auto-biography - Read "Once Upon a time When We Were Colored", (Warriner’s, pp. 47-52); assign Responding to Read, p. 53 and Literary Concept, p. 53 (c) Biography - Read "Tracee" p. 156-162; Assign writing options, p. 164; extend with options for learning, p. 165 (d) Essay - Read "Foul Shots" (Warriner’s, pp. 374-377); assign writing options, p. 379 7. Review elements of poetry: sound, imagery, figurative language and theme (Warriner’s, pp. 89-90) 8. Read a poem which emphasizes specific elements. Suggest activities: (a) Sound - Read "O Captain My Captain" (Warriner’s, p. 339); Assign Literary Concept, p. 340 (b) Imagery – Read "400 - Meter Freestyle", pp. 204-205; assign Responding to Read and Literary Concept, p. 206 (c) Figurative Language – Read "A Loaf of Poetry", p. 256; assign Literary Concept, p. 257 (d) Theme - Read "More Limping", p. 597; assign Responding to Read, p. 598 9. Review element of drama cast of characters, dialogue, stage directions, and acts and scenes 10. Read a literary work and apply the use of dramatic element. Suggested activity: Read "The Kid Nobody Could Handle" (Warriner’s, pp. 404-419; assign Responding to Reading. Supplied with Resourcing File 11. Review and define element of folklore: myths, folk tales, folks and legends (Warriner’s, pp. 648-649) 12. Read a literary work which emphasizes each element. Suggested activities: (a) Myth - Read "Is It Better to Die Forever" (Warriner’s, pp. 682-683); assign Responding to Read, p. 684 (b) Folk Tale - Read "The Souls in Purgatory" (Warriner’s, pp. 676-679); assigning Responding to Read, p. 679 (c) Tables - Read "Aunt Misery", pp. 685-686; assign Responding to Read, p. 686 (d) Legends - Read "The Girl in the Lavender Dress", pp. 715-717; assign Responding to Read, p. 717 13. Assign students the task of reading a variety of literary work so that the analysis of literary element can be integrated. Suggested activity: (a) Fiction Choose a work of fiction and write a comparison that discusses the theme. Begin by identifying the theme and show how other elements in the story contribute to the development of the theme (b) Non-Fiction - Read a biography or autobiography written in a historical period of interest. Write a composition in which interest factual information gain from reading about the subject on the historical period are discussed (c) Poetry - Choose 2 poems that have significant similarities such as "A Bird Came Down the Walk and Beehive." Discuss at least 3 similarities between the poem. Focus on element such as theme, structure, imagery or sound effects (d) Drama - Choose a short scene or speech in a play that seems to be especially revealing or significant; discuss its relation to the play as a whole. Write a composition which focuses on such element as what the speech or scene reveals about the character; how it further the tone, mood, or pattern of symbolism in the play; and how it reveals the theme	Teacher observations in all skill areas Teacher evaluations Test and quizzes	Literature & Language Literature & Language Resource Files Roll of Thunder Hear My Cry? Anthem The Giver A Midsummer Night’s Dream	R. I S-9
16. Develop a better understanding of themselves, of others, and of the world through language and literature.	3.4	1. Expose students to a broad range of literature which is both diverse and multi-cultural 2. Students will respond to the literature through writing, sharing thoughts, reports, visual presentations, and debates 3. Suggested readings: (a) "Once Upon A Time When We Were Colored" Literature & Language, pp. 48-52; Assign Broader Connections, p. 53 (b) "Von", p. 67-76; Select 1 option for learning for Social Studies application, p. 79 (c) "Pompeii", p. 307-317 (d) Roll of Thunder	Teacher observations and evaluations	Literature & Language - Green Level Roll of Thunder, Hear My Cry
17. Recognize that reading has many purposes and demonstrate an ability to choose an approach appropriate to the text and purpose.	3.4	1. Review author’s purposes: to entertain, to explain or inform, to express an opinion, or to persuade readers to do or believe something (Literature & Language, p. 738) 2. Read a broad array of literature; determine the author’s purpose in order to ascertain the reader’s framework for approaching the task 3. Review strategies for reading (Literature & Language, p. 6); apply these concepts to assigned reading	Tests/quizzes Teacher evaluation
18. Read a play by William Shakespeare.	3.1 3.2 3.3 3.4 3.5	1. Read a Shakespeare play aloud in a dramatic fashion 2. Focus on stage directions and descriptions of characters and settings to help students’ visualize the action 3. Translate dialogue into standard English 4. Provide background of Shakespeare, historical setting and the importance of the Globe Theater 5. Suggested activities: (a) Dramatize sections of the play in groups (b) Memorize and recite a passage of the play (c) Watch a video of the play; compare/contrast video to play (d) Make a collage, poster or diagram of the play’s setting and/or characters	Teacher-made tests, multiple-choice and essay Evaluation and observation of students’ work	A Midsummer Night’s Dream The Merchant of Venice	R. I S-9
19. Study and investigate Greek and Roman mythology and view its many connections to English and American Literature, and everyday life.	3.3 3.4	1. Provide formation and elements of myths 2. Examine differences in Greek and Roman mythology; focus on names of heroes and gods 3. Discuss mythological names and places that have been incorporated into the English language (Heroes, gods and monsters, pp. 207-212 4. Assign readings of various myths 5. Write summaries of myths in the first-person 6. Create a mythical character and write a myth	Teacher observation Teacher-made quizzes/tests on selected myth Suggested activity: Greek or Roman food feas Historical background of Greece and Rome; write summaries re: why/how myths evolved taking into account historical information	Heroes, Gods and Monsters at the Greek Myths Supplemental: Myths of Greeks & Romans - Michael Grant A Handbook of Greek Mythology - H. J. Rose	R. I W. I S-9
20. Complete library reports on famous authors from American and English literature.	3.3 3.4 3.5	1. Read autobiographies or biographies on famous American and English authors 2. Write reports which may include the following information: (a) Background information (b) What unusual qualities does the subject possess? (c) What are the subject’s important accomplishments? (d) What setting or environment is described? What kind of community or society is depicted? What effect does this setting have on the subject? (e) What insights does the writer share (f) What incidents in the life of the subject are recounted? What do these incidents reveal about the subject? (g) Is the presentation unbiased and objective, or is it subjective? What evidence supports your answers? (h) As a result of reading about the subject, what statement would you make about the person and his/her accomplishments 3. Suggested activity - Dress in attire appropriate for the author and orally present the report	Teacher observations Evaluation of reports	List of American & English authors	W. I R. II S-9
21. Produce a critical and comparative study of the novel versus the play.	3.3 3.4	1. Read a play such as The Diary of Anne Frank (Literature & Language , pp. 493-571) 2. Discuss the components of drama (script, cast, dialogue, stage, scenery, props, and scene (Literature & Language pp. 207-208) 3. Discuss elements of literature (theme, plot, setting, characters) (Literature & Language, pp. 15-16 4. Read a novel such as Anthem or Roll of Thunder 5. Keep a character log of main characters which describes personality and actions of major characters 6. Write an essay which does the following: (a) Compares the dramatic and literary elements. Use details to support the comparisons; (b) analyze the conflicts presented; explain how the conflict is resolved and discuss the relationship between this resolution and the theme; and (c) discuss which had a stranger impact on the reader and why	Make a time line of historical events that occurred during the period covered in The Diary of Anne Frank and Roll of Thunder Research the society existing during these time period To demonstrate the relationships of the characters, draw a diagram that represents how the characters relate to one another. Begin by creating a geometric figure that represents each main character. Then use dotted line, areas, shaping and superimposing one shape on another. Write a brief explanation of the diagram. Support the interpretation with specific details or quotes. Evaluation of the essay Teacher observation	Literature & Language - Green Anthem The Giver Roll of Thunder, Hear My Cry	W. I R. I S-9
22. Learn the full use of the library.	3.4	1. Teacher should coordinate with the Media Center director and hold class in the center 2. Familiarize students with reference section, card catalog, reader’s guide, SIRS and the computer lab 3. Assist students in utilizing library resources when gathering informatio 4. Read, pp. 613-624, Warriner’s 5. Assign Ex. 3, p. 617 6. Suggested activity: Ask each student to write a question he/she would like answered. Have students exchange questions and use reference material to find the answers. Have students share their answers, telling what references they used Prepare a list of 10 questions that students would have to use encyclopedias, atlases, almanacs, and biographical and literary reference works to locate the answer	Ex. 5-6, pp. 620-621	Media Center	R. II R. IV
23. (a) Take proper notes (b) write the thesis statement and/or theme (c) write parenthetical citations (d) write the bibliography and/or works cited.	3.3 3.4	1. Review note taking techniques (Warriner’s, pp. 185-187); assign Ex. 10, p. 187 2. Define thesis statement; provide examples 3. Demonstrate form and placement of parenthetical citations 4. Demonstrate current format of bibliography works cited (Warriner’s, pp. 192-193)	Teacher observations Tests and quizzes on specific information	Supplemental Handouts The Resource Paper Handbook	W. I R. I R. II
24. Research, prepare notes, and organize a speech on a specific topic.	3.1 3.3 3.4	1. Review guidelines for speech presentations. Focus on: 1) choosing a suitable subject; 2) limiting subject to a narrow topic; 3) gathering information; 4) preparing and outline; 5) writing note cards as reminders; 6) planning an interest, arousing introduction and a strong conclusion (Warriner’s, pp. 672-678) 2. Assign Review Ex. A, p. 67 3. Review nonverbal communication and how to use it effectively in the delivery of a speech (Warriner’s, p. 679 4. Complete Ex. 8, p. 68 5. Practice pronunciation and enunciation (Warriner’s, Ex. 9-10 and Review B, pp. 681-683) 6. Practice speaking with expression (Warriner’s, p. 683) 7. Assign Ex. 14, p. 684	Use a teacher-generated evaluation sheet or the sample in Warriner’s, p. 686		R. I R. II R. III R. IV
25. Memorize and recite in front of the class various forms of poetry.	3.1 3.4	1. Review guidelines for effective oral presentations (Warriner’s, p. 679, 683-688 2. Distribute grading rubric for recitation. The rubric should include the following categories: quality of speaking voice, pacing, gesture, eye contact, accurac 3. Distribute a variety of poems for memorization suggestions include: Epigraph from "A Raisin in the Sun"; "Ecclesiastes"; Casey at the Bat" - selected stanzas; "Dusting" - LL, p. 101 "Pole Vault" - LL, p. 20 4. Listen to audio tapes to hear poem presentation suggested poems: "Paul Reveres Ride"; "The Creation" Supplementa 5. Review Dramatic Reading Skills - LL, p. 580		Literature & Language Handouts
26. Collaborate by sharing ideas, examples, and insights productively and respectively in informal conversational discussion.	3.1 3.2	1. Review rules for participating in group discussions (Warriner’s, pp. 686-690) 2. Apply these rules to classroom discussion 3. Encourage class participation through questions and activities. Suggested activities: Peer editing; Brainstorming; Cooperative groups
27. Recognize the art and importance of listening as a way of receiving meaningful communication.	3.2	1. Review ways to improve listening (Warriner’s, pp. 691-696) 2. Assign Ex. 2-5, pp. 692-694 Suggested activities: - Read a short story. Have students answer questions based on listening to the story - Select 3 students to leave the classroom. Read a situation to the remainder of the class. Then read it to the first student. Have them repeat it to the second student who then repeats it to the third student. Check the original story to the third student’s version for accurac 3. Have students in pairs give an improtu autobiographical sketch. Have each student present the other to the class. - Give notes orally and check notebooks for accuracy based on their listening skills
28. Respond to print and non-print media through active engagement with appropriate methods of analysis, interpretation and evaluation.	3.5	1. Print Media - Define the difference between fact and opinion (Warriner’s, pp. 98-99); Review persuasive vocabulary 2. Suggested activities - Review Ex. p. 103; Select a "Dear Abby" column; write a response advis 3. Interpret and infer information in a newspaper. Suggested activity - Skim the headlines and ascertain relative importance of the articles. Select one article and respond in reader’s log fashio 4. Define propaganda and bias (Handout 5. Apply definitions to newspaper and magazine, articles; focus on author’s purpose 6. Non-Print Media - View television programs to determine audience and purpose. Write a paragraph stating opinion based on dramatic elements 7. View television commercials and ascertain effectiveness. Write a paragraph indicating what methods were use 8. Use Art Appreciation and Fine Art Transparencies (L.L. Teacher’s Resource File) as starting point for personal, expressive, narrative, literary and/or informative writing	Teacher observation and evaluation	Handouts Newspapers Literature & Life Teacher’s Resource File	R. II R. III S-9
29. Use research skills to access, interpret and apply information from a variety of print and non-print sources.	3.5	1. Review the function as form of a bibliography 2. Use the bibliography to find more specific information on a topic Suggested activity - After reading a book or article for an informational report, select a bibliography entry to gain additional information on the subjec 3. Review the format and content of a dictionary; practice alphabetizing skills with vocabulary words (Warriner’s, pp. 508-612) 4. Review the function of an index (Warriner’s, p. 61 )5. Suggested activity - Give a list of topics. Locate page breakers in the index where the topic is most likely to be found 6. Review the function on four of the Reader’s Guide (Warriner’s, p. 623 7. Assign Ex. 7, p. 623 8. Review the card catalog, its components and functions (Warriner’s, pp. 616-617) 9. Assign Ex. 3, p. 617 10. Learn the use of the atlas and almanac. (Warriner’s, pp. 619-621 11. Assign Ex. 5-6, pp. 620-621 12. Review the use of symbols such as those found in pictorial graphs, as well as simple charts, graphs and diagrams; Suggested activity - (a) graphic organizer 13. (b) comparison-contrast chart in which students compare the qualities of 2 candidates in an election; (c) category chart for a literary or real characte 14. Review the organizational framework of an outline (Warriner’s, pp. 151-154; Ex. 24, p. 154) 15. Assign a topic and have students use the above listed items to research relevant informatio 16. Review strategies to arrange ideas and details in logical order 17. Assign the task of writing an outline on their topic 18. Student should incorporate research skills and apply them to writing a report using all of the above elements	Teacher observation and evaluation	Library resource	R. II S-9
30. Use a variety of technologies as a tool for learning.	3.5	1. Use the overhead projector as an aid to instruction 2. Use computer resources, i.e. Internet, encyclopedia to access information 3. Use videos for comparison with novels/storie 4. Listen to audio versions of stories, poems 5. Use audiovisual equipment (tape recorder, video camera) for students to practice formal speaking. Then critique the tape, video to identify areas for improvement		Overhead Computer Internet Audio visual equipment	S-9

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