Students in English I explore the ways that audience, purpose, and context
shape oral communication, written communication, and media and technology. While
emphasis is placed on communicating for purposes of personal expression, students
also engage in meaningful communication for expressive, expository, argumentative,
and literary purposes. In English I, students will:
| Competency Goal 1 | The
learner will express reflections and reactions to print and non-print
text and personal experiences. |
| |
1.01 Narrate personal experiences that offer an audience:
- scenes and incidents located effectively in time and place.
-
vivid impressions of being in a setting and a sense of engagement
in the events occurring.
- appreciation for the significance
of the account.
- a sense of the narrator's personal
voice.
1.02 Respond reflectively (individually and in groups) to a variety
of expressive texts (e.g., memoirs, vignettes, narratives, diaries,
monologues, personal responses) in a way that offers an audience:
- an understanding of the student's personal reaction
to the text.
- a sense of how the reaction results from a careful
consideration of the text.
- an awareness of how personal and
cultural influences affect the response.
1.03 Demonstrate the ability to read, listen to and view a variety
of increasingly complex print and non-print expressive texts appropriate
to grade level and course literary focus, by:
- selecting, monitoring, and modifying as necessary reading
strategies appropriate to readers' purpose.
- identifying
and analyzing text components (such as organizational structures,
story elements, organizational features) and evaluating their impact
on the text.
- providing textual evidence to support understanding
of and reader's response to text.
- demonstrating comprehension
of main idea and supporting details.
- summarizing key events
and/or points from text.
- making inferences, predicting, and
drawing conclusions based on text.
- identifying and analyzing
personal, social, historical or cultural influences, contexts, or
biases.
- making connections between works, self and related
topics.
- analyzing and evaluating the effects of author's
craft and style.
- analyzing and evaluating the connections
or relationships between and among ideas, concepts, characters and/or
experiences.
- identifying and analyzing elements of expressive
environment found in text in light of purpose, audience, and context.
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| Competency Goal 2 | The
learner will explain meaning, describe processes, and answer research
questions to inform an audience. |
| |
2.01 Demonstrate the ability to read, listen to and view
a variety of increasingly complex print and non-print informational
texts appropriate to grade level and course literary focus, by: -
selecting, monitoring, and modifying as necessary reading strategies
appropriate to readers' purpose.
- identifying and analyzing
text components (such as organizational structures, story elements,
organizational features) and evaluating their impact on the text.
-
providing textual evidence to support understanding of and reader's
response to text.
- demonstrating comprehension of main idea
and supporting details.
- summarizing key events and/or points
from text.
- making inferences, predicting, and drawing conclusions
based on text.
- identifying and analyzing personal, social,
historical or cultural influences, contexts, or biases.
- making
connections between works, self and related topics.
- analyzing
and evaluating the effects of author's craft and style.
- analyzing
and evaluating the connections or relationships between and among
ideas, concepts, characters and/or experiences.
- identifying
and analyzing elements of informational environment found in text
in light of purpose, audience, and context.
2.02 Explain
commonly used terms and concepts by: - clearly stating the
subject to be defined.
- classifying the terms and identifying
distinguishing characteristics.
- organizing ideas and details
effectively.
- using description, comparison, figurative language,
and other appropriate strategies purposefully to elaborate ideas.
-
demonstrating a clear sense of audience and purpose.
2.03
Instruct an audience in how to perform specific operations or procedures
by: - considering the audience's degree of knowledge or understanding.
-
providing complete and accurate information.
- using visuals
and media to make presentations/products effective.
- using
layout and design elements to enhance presentation/product.
2.04
Form and refine a question for investigation, using a topic of
personal choice, and answer that question by: - deciding upon
and using appropriate methods such as interviews with experts, observations,
finding print and non-print sources, and using interactive technology
or media.
- prioritizing and organizing the information.
-
incorporating effective media and technology to inform or explain.
- reporting (in written and/or presentational form) the research
in an appropriate form for a specified audience.
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| Competency Goal 3 | The
learner will examine argumentation and develop informed opinions. |
| |
3.01 Study argument by: - examining relevant reasons
and evidence.
- noting the progression of ideas that substantiate
the proposal.
- analyzing style, tone, and use of language
for a particular effect.
- identifying and analyzing personal,
social, historical, or cultural influences contexts, or biases.
-
identifying and analyzing rhetorical strategies that support proposals.
3.02
Express an informed opinion that: - states clearly a personal
view.
- is logical and coherent.
- engages the reader's
interest or curiosity.
3.03 Support that informed
opinion by: - providing relevant and convincing reasons.
-
using various types of evidence, such as experience or facts.
-
using appropriate and effective language, reasons, and organizational
structure for the audience and purpose.
- demonstrating awareness
of the possible questions, concerns, or counterarguments of the audience.
3.04
Demonstrate the ability to read, listen to and view a variety of increasingly
complex print and non-print argumentative texts appropriate to grade
level and course literary focus, by: - selecting, monitoring,
and modifying as necessary reading strategies appropriate to readers'
purpose.
- identifying and analyzing text components (such
as organizational structures, story elements, organizational features)
and evaluating their impact on the text.
- providing textual
evidence to support understanding of and reader's response to text.
- demonstrating comprehension of main idea and supporting
details.
- summarizing key events and/or points from text.
-
making inferences, predicting, and drawing conclusions based on text.
-
identifying and analyzing personal, social, historical or cultural
influences, contexts, or biases.
- making connections between
works, self and related topics.
- analyzing and evaluating
the effects of author's craft and style.
- analyzing and evaluating
the connections or relationships between and among ideas, concepts,
characters and/or experiences.
- identifying and analyzing
elements of argumentative environment found in text in light of purpose,
audience, and context.
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| Competency Goal 4 | The
learner will create and use standards to critique communication. |
| |
4.01 Evaluate the effectiveness of communication by: -
examining the use of strategies in a presentation/product.
-
applying a set of predetermined standards.
- creating an additional
set of standards and applying them to the presentation/product.
-
comparing effective strategies used in different presentations/products.
4.02
Read and critique various genres by: - using preparation, engagement,
and reflection strategies appropriate for the text.
- identifying
and using standards to evaluate aspects of the work or the work as
a whole.
- judging the impact of different stylistic and literary
devices on the work.
4.03 Demonstrate the ability
to read, listen to and view a variety of increasingly complex print
and non-print critical texts appropriate to grade level and course
literary focus, by: - selecting, monitoring, and modifying
as necessary reading strategies appropriate to readers' purpose.
-
identifying and analyzing text components (such as organizational
structures, story elements, organizational features) and evaluating
their impact on the text.
- providing textual evidence to support
understanding of and reader's response to text.
- demonstrating
comprehension of main idea and supporting details.
- summarizing
key events and/or points from text.
- making inferences, predicting,
and drawing conclusions based on text.
- identifying and analyzing
personal, social, historical or cultural influences, contexts, or
biases.
- making connections between works, self and related
topics.
- analyzing and evaluating the effects of author's
craft and style.
- analyzing and evaluating the connections
or relationships between and among ideas, concepts, characters and/or
experiences.
- identifying and analyzing elements of critical
environment found in text in light of purpose, audience, and context.
|
| Competency Goal 5 | The
learner will demonstrate understanding of various literary genres, concepts,
elements, and terms. |
| |
5.01 Read and analyze various literary works by: - using
effective reading strategies for preparation, engagement, reflection.
-
recognizing and analyzing the characteristics of literary genres, including
fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g.,
essays, biographies, autobiographies, historical documents), poetry (e.g.,
epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).
-
interpreting literary devices such as allusion, symbolism, figurative language,
flashback, dramatic irony, dialogue, diction, and imagery.
- understanding
the importance of tone, mood, diction, and style.
- explaining and
interpreting archetypal characters, themes, settings.
- explaining
how point of view is developed and its effect on literary texts.
-
determining a character's traits from his/her actions, speech, appearance,
or what others say about him or her.
- explaining how the writer
creates character, setting, motif, theme, and other elements.
- making
thematic connections among literary texts and media and contemporary issues.
-
understanding the importance of cultural and historical impact on literary
texts.
- producing creative responses that follow the conventions
of a specific genre and using appropriate literary devices for that genre.
5.02
Demonstrating increasing comprehension and ability to respond personally
to texts by selecting and exploring a wide range of genres. 5.03 Demonstrate
the ability to read, listen to and view a variety of increasingly complex
print and non-print literacy texts appropriate to grade level and course
literary focus, by: - selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
- identifying
and analyzing text components (such as organizational structures, story
elements, organizational features) and evaluating their impact on the text.
-
providing textual evidence to support understanding of and reader's response
to text.
- demonstrating comprehension of main idea and supporting
details.
- summarizing key events and/or points from text.
-
making inferences, predicting, and drawing conclusions based on text.
-
identifying and analyzing personal, social, historical or cultural influences,
contexts, or biases.
- making connections between works, self and
related topics.
- analyzing and evaluating the effects of author's
craft and style.
- analyzing and evaluating the connections or relationships
between and among ideas, concepts, characters and/or experiences.
-
identifying and analyzing elements of literary environment found in text
in light of purpose, audience, and context.
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| Competency Goal 6 | The
learner will apply conventions of grammar and language usage. |
| |
6.01 Demonstrate an understanding of conventional written
and spoken expression that: - uses varying sentence types (e.g.,
simple, compound, complex, compound-complex) purposefully, correctly,
and for specific effect.
- selects verb tense to show an appropriate
sense of time.
- applies parts of speech to clarify and edit
language.
- addresses clarity and style through such strategies
as parallelism; appropriate coordination and subordination; variety
and details; appropriate and exact words; and conciseness.
-
analyzes the place and role of dialects and standard/nonstandard English.
-
uses vocabulary strategies such as roots and affixes, word maps, and
context clues to discern the meanings of words.
6.02
Discern and correct errors in spoken and written English by: -
avoiding fragments, run-ons, and comma splices.
- selecting
correct subject-verb agreement, consistent verb tense, and appropriate
verbs.
- using and placing modifiers correctly.
- editing
for spelling and mechanics (punctuation and capitalization).
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