Students should know and be able to…



Download 236,11 Kb.
Date conversion04.11.2017
Size236,11 Kb.
Students should know and be able to…


Concept


Objective


PO

No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


1: Prewriting

Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.






PO 1.

PO 2.
PO 3.

PO 4.


PO 5.
PO 6.


PO 7.



Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).
Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.
Determine the intended audience of a writing piece.
Establish a controlling idea

appropriate to the type of writing.
Use organizational strategies

(e.g., outline, chart, table, graph,

Venn Diagram, web, story map,

plot pyramid) to plan writing.
Maintain a record(e.g., lists,

journals, folders, notebooks) of

writing ideas.
Use time management

strategies, when appropriate, to

produce a writing product within

a set time period.

Discuss and diagram ideas and their relationships regarding themes, conflict, characters, social issues

Chart purpose and audience

Silent discussion to evolve controlling ideas

Graph/outline application organization strategies

Maintaining writer’s notebooks and writing territories

Write to timed prompt


Woven Stone
From Sand Creek
Guest speaker: Simon Ortiz
Carlos Montezuma, M.D.: A Yavapai American Hero
Guest Speaker: Karen Day (from Ft. McDowell Yavapai Nation)

The Way to Rainy Mountain
The Absolutely True Diary of a Part-Time Indian
Rising Voices
Guest speaker: Laura Tohe
"The Names"
“Cat or Stomp"
"Mennen Skin Bracer"
No Parole Today
Moccasin Thunder
Lone Ranger and Tonto Fist fight in Heaven
Broken Arrows, Broken Heart”
“Birdfoot’s Grandpa”
“My Father’s Song”
Guest Speakers: Don & Alleen Nilsen (ASU Dept. of English)

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 1: Writing Process

Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


2: Drafting


3: Revising

Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

.
Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)



PO 1.
PO 2.


PO 1.

PO 2.


PO 3.
PO 4.

PO 5.




Use a prewriting plan to develop the main idea(s) with supporting details.

Sequence ideas into a cohesive, meaningful order.



Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency. (See Strand 2)

Add details to the draft to more effectively accomplish the purpose.

Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.
Rearrange words, sentences, and paragraphs in the draft in order to clarify the meaning or to enhance the writing style.

Add transitional words and phrases to the draft in order to clarify meaning or enhance the writing style.

Follow organization schema to organize prewriting into first draft for personal narrative

Use peer responding groups to arrive at 6-trait analysis for revision

______________________

Model and guide revision strategies for ideas, organization, vice, word choice, sentence fluency, and conventions in persuasive essay from “As Long as the Grass Grows” Unit






Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 1: Writing Process



Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources



3: Revising
cont’d


4: Editing


.

Editing includes proofreading and correcting the draft for conventions.





PO 6.
PO 7.

PO 8.

PO 1.
PO 2.

PO 3.


PO 4.


Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.

Use resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.


Identify punctuation, spelling, and grammar and usage errors in the draft. (See Strand 2)


Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.

Apply proofreading marks to indicate errors in conventions.

Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.

Implement proofing strategies on various applications (i.e., backwards reading, and peer editing)






Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 1: Writing Process


Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources



5: Publishing


Publishing involves formatting and presenting a final product for the intended audience.





PO 1.


PO 2.

PO 3



Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, submitting to a publication).

Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

Write legibly.


Develop Native American web resources with on line publishing

Research appropriate publication venues with a variety of Native and non-Native audiences (reader-centered text)





Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 1: Writing Process


Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources



1: Ideas and Content

2: Organization

Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.




PO 1.

PO 2.


PO 3.

PO 4.


PO 5.
PO 1.

PO 2.

PO 3.

Maintain a clear, narrow focus to support the topic.

Write with an identifiable purpose and for a specific audience.
Provide sufficient, relevant, and carefully selected details for support.

Demonstrate a thorough, balanced explanation of the topic.


Include ideas and details that show original perspective and insights.


Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
Include a strong beginning or introduction that draws in the reader.
Place details appropriately to support the main idea.

Peer response approaches: Shoulder to Shoulder, PQP, peer conferencing


Revising activities:

List the details

Sensory imagery

P.O.V activity: Who am I?








Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 2: Writing Elements




Students should know and be able to…



Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


2: Organization

Cont’d


3: Voice

.

Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.





PO 4.


PO 5
PO 6


PO 1.
PO 2.

PO 3.

PO 4.


PO 5.



Use effective transitions among all elements (sentences, paragraphs, and ideas).
Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.
Create an ending that provides a sense of resolution or closure.
Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.
Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type of writing.
Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.
Use engaging and expressive language that shows a commitment to the topic.
Use language appropriate to purpose, topic, and audience.

Peer response activity; Graph the transitions

Paragraphing activity: Which paragraph works?

Plot construction activity:

Is the story over?

POV activity: Changing points of view






Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 2: Writing Elements


Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


4: Word Choice

5: Sentence Fluency

Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.


Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.




PO 1.
PO 2.


PO 3.


PO 4.

PO 5.

PO 1.


PO 2.


Use accurate, specific, powerful words and phrases that effectively convey the intended message.
Use vocabulary that is original, varied, and natural.

Use words that evoke clear images.


Use literal and figurative language intentionally when appropriate.

(See R09-S2C1-02, R10-S2C1-02, R11-S2C1-02, R12-S2C1-02)


Use clichés only when appropriate to purpose.

Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.


Show extensive variation in sentence beginnings, lengths, and patterns to enhance the flow of the writing.

Tired words, precise words, dress it up-dress it down, forms of be vs. action verbs, words used in fresh and unusual ways

Super sentences





Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 2: Writing Elements


Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources



5: Sentence Fluency
Cont’d



6: Conventions


.

Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.




PO 3.

PO 1.

Demonstrate a flow that is natural and powerful when read aloud.




Use capitals correctly for:

  1. proper nouns:

  • holidays

  • place/regional names

  • languages

  • historical events

  • organizations

  • academic courses (e.g., algebra/Algebra I)

  • product names

  1. words used as names (e.g., Grandpa, Aunt Lyn)

  2. literary titles (book, story, poem, play, song)

  3. titles

  4. abbreviations

  5. proper adjectives (e.g., German shepherd, Chinese restaurant)




What’s the noun:

Proper noun activity

MLA format:

Citing source internally

Works Cited page

Evaluating and citing Internet sources
Pronoun/antecedent agreement
Maintaining verb tense
Active voice/passive voice
Avoiding forms of BE as main verbs/Action verbs





Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 2: Writing Elements



Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources



6: Conventions

Cont’d


.




PO 2.

PO 3.

PO 4.

PO 5.

PO 6.




Use commas to correctly punctuate:

  1. items in a series

  2. greetings and closings of letters

  3. introductory words, phrases and clauses

  4. direct address

  1. interruptors

  2. compound sentences

  3. appositives

  4. dialogue


Use quotation marks to punctuate:

  1. dialogue

  2. titles

  3. exact words from sources

Use underlining or italics to correctly identify titles and vessels (e.g., ships, spacecrafts, planes, trains).

Use colons to punctuate business letter salutations and sentences introducing lists.
Use semicolons to punctuate compound and compound-complex sentences when appropriate.

(preparing for university writing): Maintaining ethos through consistent attention to conversions







Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 2: Writing Elements



Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


6: Conventions

Cont’d


.




PO 7.

PO 8.


PO 9.
PO 10.


PO 11.

PO 12.



Use apostrophes to punctuate:

  1. contractions

  2. singular possessives

  3. plural possessives

Use hyphens, dashes, parentheses, ellipses, and brackets correctly.


Spell words correctly.
Use paragraph breaks to reinforce the organizational structure, including dialogue.
Demonstrate control of grammar and usage in writing:

  1. parts of speech

  2. verb forms and tenses

  3. subject/verb agreement

  4. pronoun/antecedent agreement

  5. parallel structure

  6. comparative and superlative degrees of adjectives

  7. modifier placement

  8. homonyms

Use appropriate format, according to type of writing, to cite sources (e.g., Chicago, APA, MLA, UPI, any other recognized style manual).









Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 2: Writing Elements



Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


1: Expressive

2: Expository


Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

Expository writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.





PO 1.

PO 1.



Write in a variety of expressive forms (e.g., poetry, fiction, autobiography, narrative, and/or drama) that:

  1. use voice and style

appropriate to audience and purpose

  1. organize ideas in

writing to ensure coherence, logical progression, and support

  1. employ literary devices

(e.g., irony, conceit, flashback, foreshadowing, symbolism, allusion) to enhance style and voice

Example: After reading from Geoffrey Chaucer’s The Canterbury Tales, write your own version of a traveler’s tale.



Write a multi-paragraph essay (e.g., analysis, deduction/ induction, problem/solution, extended definition) that:

  1. includes background

information to set up the thesis (hypothesis, essential question), as appropriate

  1. states a thesis

(hypothesis, essential question) with a narrow focus

  1. includes evidence in

support of a thesis (hypothesis, essential question) in the form of details, facts, examples, or reasons

Personal narrative:

“What it Means to be Me”
Story board techniques

Compare and contrast the roles of Native Americans today and 100 years ago.


Research Sherman Alexie’s life and demonstrate how elements of his experiences and beliefs show up in The Absolutely True Diary of a Part-Time Indian
Create a student newspaper based on the poems and narratives from Rising Voices.
Write a summary of the Native American mascot




Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 3: Writing Applications


Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


2: Expository
Cont’d



3: Functional





Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.


PO 1.





  1. communicates

information and ideas from primary and/or secondary sources accurately and coherently, as appropriate

  1. attributes sources of

information as appropriate

  1. includes a topic

sentence for each body paragraph

  1. includes relevant

factors and variables that need to be considered

  1. includes visual aids to

organize and record information on charts, data tables, maps and graphs, as appropriate

  1. includes an effective

conclusion

Example: Compose an essay explaining how your school’s service learning program has identified and addressed a community problem.


Write a work-related document (e.g., resume, application essay) that:

  1. presents information

purposefully and succinctly to meet the needs of the intended audience

  1. follows a conventional

format

Debate after reading newspaper and magazine articles about the issue.

Inquiry letters, emails, etc. to possible publication venues
Write a persuasive letter to the school principal about a current issue that Native Americans face today.






Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 3: Writing Applications


Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


3: Functional

Cont’d
4: Persuasive

5: Literary Response

Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature.




PO 1.

PO 1

Example: Write a resume outlining job experience, extra-curricular activities and other skills, formatted for the intended audience. (See R12-S3C2)



Write a persuasive composition (e.g. speech, editorial, letter to the editor, public service announcement) that:

  1. states a position or

claim

  1. presents detailed

evidence, examples, and reasoning to support effective arguments and emotional appeals

  1. attributes sources of

information when appropriate

  1. structures ideas

  2. acknowledges and

refutes opposing arguments

Example: Write a public service announcement persuading citizens to vote. (See R12-S3C3)


Write literary analyses that:

  1. evaluates the author’s

use of literary elements (i.e., theme, point of view, characterization, setting, plot)

Model and execute definitional argument paper strategy:

A. Pre-existing definitions

B. Create new definitions

C. Evaluate definition

evolution


Write a persuasive essay supporting or refuting a governmental decision that affected the Native Americans after watching Bury My Heart at Wounded Knee.
Write and ad campaign in support of a current Native American issue.
Literacy letters





Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 3: Writing Applications



Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


5: Literary Response

Cont’d










  1. interprets figurative

language (i.e., personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory) with emphasis upon how the writer uses language to evoke readers’ emotions

  1. explains how meaning is

enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position)

d. analyzes a writer’s word choice and imagery as a means to appeal to the reader's senses and to set the tone, providing evidence from the text to support the analysis

e. describes the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature

f. compares literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme











Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 3: Writing Applications



Students should know and be able to…


Concept



Objective


PO No.


Performance Objective


Suggested Activities/
Instruction



Text/Materials/Resources


5: Literary Response

Cont’d

6: Research


Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.




PO 1

g. analyzes characteristics of subgenres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial

Example: Write an essay comparing and contrasting the realities of war as presented in “Dulce Et Decorum Est ” by Wilfred Owen and All Quiet on the Western Front by Erich Maria Remarque.
(See R12-S2C1)
Write a research product that:


  1. incorporates evidence in

support of a thesis or claim

  1. integrates information and

ideas from multiple primary and secondary sources

  1. makes distinctions

between the relative value and significance of specific data, facts, and ideas

  1. includes visual aids to

organize and record information on charts, data tables, maps and graphs, as appropriate

  1. integrates direct quotes

  2. uses internal citations

  3. includes a works cited,

bibliography, or reference page

Example: Write a research report about inventions that were first mentioned in science fiction novels or movies and later became a scientific reality.



Cyber literacy:

Mini research paper,

researched online on

topic generated from

Rising Voices – Emphasis

on cyber sources

























Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing activities.

Arizona Academic Content Standards: Writing Standard Articulated by Grade Level Strand 3: Writing Applications


The database is protected by copyright ©sckool.org 2016
send message

    Main page