Reading / Vocabulary Development. Students understand new vocabulary

Reading / Vocabulary Development. Students understand new vocabulary

Reading / Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[1] October 2014 English III determine the meaning of gradelevel technical academic English

words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.[1A] October 2014 English III analyze textual context

(within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings. [1B] October 2014 English III infer word meaning through

the identification and analysis of analogies and other word relationships. [1C] October 2014 English III recognize and use knowledge of cognates in

different languages and of word origins to determine the meaning of words.[1D] October 2014 English III use general and specialized dictionaries, thesauri, glossaries, histories of language, books of

quotations, and other related references (printed or electronic) as needed.[1E] October 2014 English III Reading / Comprehension of Literary Text / Theme and Genre. Students analyze, make inferences and draw

conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.[2] October 2014 English III analyze the way in which

the theme or meaning of a selection represents a view or comment on the human condition.[2A] October 2014 English III relate the characters and text structures of mythic,

traditional, and classical literature to 20th and 21st century American novels, plays, or films.[2B] October 2014 English III relate the main ideas found in a literary work to primary

source documents from its historical and cultural setting.[2C] October 2014 English III Reading / Comprehension of Literary Text / Drama. Students understand, make inferences and

draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.[4] October 2014 English III analyze the themes and characteristics in different

periods of modern American drama.[4A] October 2014 English III Reading / Comprehension of Literary Text / Fiction. Students understand, make inferences and

draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.[5] October 2014 English III evaluate how different literary elements (e.g., figurative

language, point of view) shape the author's portrayal of the plot and setting in works of fiction.[5A] October 2014 English III analyze the internal and external development of

characters through a range of literary devises.[5B] October 2014 English III analyze the impact of narration when the narrator's point of view

shifts from one character to another.[5C] October 2014 English III demonstrate familiarity with works by authors in American fiction from each major literary period.[5D]

October 2014 English III Reading / Comprehension of Literary Text / Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary

nonfiction and provide evidence from text to support their understanding.[6] October 2014 English III analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures,

and historically important speeches influence the reader, evoke emotions, and create meaning.[6A] October 2014 English III Reading / Comprehension of Literary Text / Sensory Language. Students understand, make inferences and draw

conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.[7] October 2014 English III analyze the meaning of classical, mythological, and

biblical allusions in words, phrases, passages, and literary works.[7A] October 2014 English III Reading / Comprehension of Informational Text / Culture and History. Students analyze, make inferences and

draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. [8] October 2014 English III analyze how the style, tone,

and diction of a text advance the author's purpose and perspective or stance.[8A] October 2014 English III Reading / Comprehension of Informational Text / Expository Text.

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.[9] October 2014 English III summarize a text in a manner

that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion.[9A] October 2014 English III distinguish between inductive and

deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported.[9B] October 2014 English III make and defend subtle

inferences and complex conclusions about the ideas in text and their organizational patterns.[9C] October 2014 English III synthesize ideas and make logical connections (e.g., thematic links,

author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.[9D] October 2014 English III Reading / Comprehension of

Informational Text / Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.[10] October 2014 English III

evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts. [10A] October 2014 English III analyze historical and

contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.[10B] October 2014 English III Reading / Comprehension of

Informational Text / Procedural Texts. Students understand how to glean and use information in procedural texts and documents.[11] October 2014 English III evaluate the logic of the

sequence of information presented in text (e.g., product support material, contracts).[11A] October 2014 English III translate (from text to graphic or from graphic to text) complex

factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. [11B] October 2014 English III Reading / Media Literacy.

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students[12] October 2014 English III evaluate how messages

presented in media reflect social and cultural views in ways different from traditional texts;[12A] October 2014 English III evaluate the interactions of different techniques (e.g., layout,

pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;[12B] October 2014 English III evaluate the objectivity of coverage of the same event

in various types of media; and[12C] October 2014 English III evaluate changes in formality and tone across various media for different

audiences and purposes. [12D] October 2014 English III Writing / Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and

ideas. Students are responsible for at least two forms of literary writing.[14] October 2014 English III write an engaging story with a welldeveloped conflict and resolution, complex and non-stereotypical characters, a range of literary strategies

(e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone.[14A] October 2014 English III write a poem that reflects an awareness of poetic

conventions and traditions within different forms (e.g., sonnets, ballads, free verse). [14B] October 2014 English III write a script with an explicit or implicit theme,

using a variety of literary techniques.[14C] October 2014 English III Writing / Expository and Procedural Texts. Students write expository and procedural or work-related

texts to communicate ideas and information to specific audiences for specific purposes.[15] October 2014 English III write an analytical essay of sufficient length that includes[15A]

October 2014 English III write an analytical essay of sufficient length that includes effective introductory and concluding paragraphs and a variety of sentence structures.

[15Ai] October 2014 English III write an analytical essay of sufficient length that includes rhetorical devices, and transitions between paragraphs.[15Aii]

October 2014 English III write an analytical essay of sufficient length that includes a clear thesis statement or controlling idea.[15Aiii] October 2014

English III write an analytical essay of sufficient length that includes a clear organizational schema for conveying ideas.[15Aiv] October 2014

English III write an analytical essay of sufficient length that includes relevant and substantial evidence and well-chosen details.[15Av] October 2014 English III

write an analytical essay of sufficient length that includes information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources.[15Avi] October 2014

English III write procedural or workrelated documents (e.g., rsums, proposals, college applications, operation manuals) that include[15B] October 2014 English III

write procedural or work-related documents (e.g., rsums, proposals, college applications, operation manuals) that include a clearly stated purpose combined with a well-supported viewpoint on the topic.[15Bi] October 2014 English III

write procedural or work-related documents (e.g., rsums, proposals, college applications, operation manuals) that include appropriate formatting structures (e.g., headings, graphics, white space).[15Bii] October 2014

English III write procedural or work-related documents (e.g., rsums, proposals, college applications, operation manuals) that include relevant questions that engage readers and consider their needs. [15Biii] October 2014

English III write procedural or work-related documents (e.g., rsums, proposals, college applications, operation manuals) that include accurate technical information in accessible language.[15Biv] October 2014

English III write procedural or work-related documents (e.g., rsums, proposals, college applications, operation manuals) that include appropriate organizational structures supported by facts and details (documented if appropriate).[15Bv]

October 2014 English III write an interpretation of an expository or a literary text that[15C] October 2014

English III write an interpretation of an expository or a literary text that advances a clear thesis statement.[15Ci] October 2014 English III

write an interpretation of an expository or a literary text that addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text.[15Cii] October 2014 English III

write an interpretation of an expository or a literary text that analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices. [15Ciii] October 2014 English III

write an interpretation of an expository or a literary text that identifies and analyzes the ambiguities, nuances, and complexities within the text. [15Civ] October 2014 English III

write an interpretation of an expository or a literary text that anticipates and responds to readers' questions or contradictory information. [15Cv] October 2014 English III

produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.[15D] October 2014

English III Writing / Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. [16] October 2014

English III a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and / or expressions of commonly accepted beliefs.[16A] October 2014

English III accurate and honest representation of divergent views (i.e., in the author's own words and not out of context).[16B] October 2014

English III an organizing structure appropriate to the purpose, audience, and context.[16C] October 2014 English III

information on the complete range of relevant perspectives.[16D] October 2014 English III demonstrated consideration of the validity and reliability

of all primary and secondary sources used. [16E] October 2014 English III language attentively crafted to move a disinterested or opposed audience, using specific rhetorical

devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).[16F] October 2014 English III Oral and Written Conventions / Conventions. Students understand the function of and use the conventions of

academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.[17] October 2014 English III use and understand the function of different types of

clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases).[17A] October 2014 English III use a variety of correctly structured sentences (e.g., compound, complex,

compound-complex).[17B] October 2014 English III Oral and Written Conventions / Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization

and punctuation conventions in their compositions.[18] October 2014 English III correctly and consistently use conventions of punctuation and capitalization.[18A]

October 2014 English III correctly and consistently use conventions of punctuation and capitalization.[18A]

October 2014 English III Oral and Written Conventions/Spelling. Students spell correctly.[19] October 2014

English III spell correctly, including using various resources to determine and check correct spellings.[19A] October 2014 English III

Research / Research Plan. Students ask open-ended research questions and develop a plan for answering them.[20] October 2014 English III

brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic.[20A] October 2014 English III

formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.[20B] October 2014 English III Research / Gathering Sources.

Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.[21] October 2014 English III follow the research plan to gather

evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source.[21A] October 2014 English III

systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps / timelines, and separate factual data from complex inferences.[21B] October 2014 English III

paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.[21C] October 2014

English III Research / Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.[22] October 2014 English III

modify the major research question as necessary to refocus the research plan. [22A] October 2014 English III

differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument.[22B] October 2014 English III

critique the research process at each step to implement changes as the need occurs and is identified.[22C] October 2014 English III Research / Organizing and

Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.[23] October 2014 English III provides an analysis that

supports and develops personal opinions, as opposed to simply restating existing information.[23A] October 2014 English III uses a variety of formats and rhetorical strategies to

argue for the thesis.[23B] October 2014 English III develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and

perspectives while anticipating and refuting counter-arguments.[23C] October 2014 English III uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document

sources and format written materials.[23D] October 2014 English III is of sufficient length and complexity to address the topic.[23E]

October 2014 English III Listening and Speaking / Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity.[25]

October 2014 English III give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful

gestures, and conventions of language to communicate ideas effectively.[25A] October 2014 English III Listening and Speaking / Teamwork. Students work productively with others in teams. Students will continue

to apply earlier standards with greater complexity.[26] October 2014 English III participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful

questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.[26A] October 2014 English III

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