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Oroville Union High School District |
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English Curriculum |
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Language Arts - English 9-Honors |
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Word Analysis, Fluency, & Vocabulary Dev
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Vocabulary
The learner will be able to
acquire and uses vocabulary related to materials read in context.
| Strand |
Scope |
Source |
Activities |
| Vocabulary & Concept Development |
Introduce |
Oroville Union High School District Standard |
Classroom
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Literal & Figurative Meanings
The learner will be able to
identify and use the literal and figurative meanings of words and understand word derivations.
| Strand |
Scope |
Source |
Activities |
| Vocabulary & Concept Development |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.1. CA HSEE Language Arts Blueprint, December 2000, 6 Multiple-Choice Items. |
Classroom
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Denotative & connotative Meanings
The learner will be able to
distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
| Strand |
Scope |
Source |
Activities |
| Vocabulary & Concept Development |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.2. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items. |
Classroom
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Mythology
The learner will be able to
identify Greek, Roman, and Norse mythology and use the knowledge to understand the origins and meanings of new words.
| Strand |
Scope |
Source |
Activities |
| Vocabulary & Concept Development |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.3. |
Classroom
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Context
The learner will be able to
begin to comprehend in context: cliché, colloquialisms, dialect, slang, and nonstandard English.
| Strand |
Scope |
Source |
Activities |
| Vocabulary & Concept Development |
Introduce |
Oroville Union High School District Standard. |
Classroom
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Reading Comprehension (Informational)
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Workplace Documents
The learner will be able to
analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
| Strand |
Scope |
Source |
Activities |
| Structural Features of Info. Materials |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.1. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. |
Classroom
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Bibliography
The learner will be able to
prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.
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| Strand |
Scope |
Source |
Activities |
| Structural Features of Info. Materials |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.2. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Relevant Questions
The learner will be able to
generate relevant questions about readings on issues that can be researched.
| Strand |
Scope |
Source |
Activities |
| Comprehension & Analysis of Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.3. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Synthesize and Paraphrase Ideas
The learner will be able to
synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
| Strand |
Scope |
Source |
Activities |
| Comprehension & Analysis of Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.4. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. |
Classroom
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Extension of Ideas
The learner will be able to
extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
| Strand |
Scope |
Source |
Activities |
| Comprehension & Analysis of Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.5. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. |
Classroom
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Following Technical Directions
The learner will be able to
demonstrate use of sophisticated learning tools by following technical directions.
| Strand |
Scope |
Source |
Activities |
| Comprehension & Analysis of Text |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.6. |
Classroom
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Logic of Functional Documents
The learner will be able to
critique the logic of functional documents (e.g., business letters, memos, minutes, procedural manuals, advanced software programs, or Internet resources) by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.
| Strand |
Scope |
Source |
Activities |
| Expository Critique |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.7. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. |
Classroom
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Biases, Persuasion, & Propaganda
The learner will be able to
identify biases, persuasive strategies, and propaganda techniques in sources.
| Strand |
Scope |
Source |
Activities |
| Expository Critique |
Introduce |
Oroville Union High School District Standards. |
Classroom
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Credibility of Author
The learner will be able to
evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, fact and opinion, and the way in which the author's intent and audience affect the structure and tone of the text.
| Strand |
Scope |
Source |
Activities |
| Expository Critique |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.8. CA HSEE Language Arts Blueprint, December 2000, 7 Multiple-Choice Items. |
Classroom
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Consumer Materials (8th Grade)
The learner will be able to
compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).
| Strand |
Scope |
Source |
Activities |
| Structural Features of Info. Materials |
Master |
CA: English-Language Arts Content Standards, December 1997, Grade Eight, Reading 2.1. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Items. |
Classroom
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Literary Response and Analysis
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Forms of Dramatic Literature
The learner will be able to
articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, soliloquy, monologue, stage directions, and techniques).
| Strand |
Scope |
Source |
Activities |
| Structural Features of Literature |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.1. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Selection of Genre
The learner will be able to
compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.
| Strand |
Scope |
Source |
Activities |
| Structural Features of Literature |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.2. |
Classroom
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Character Traits
The learner will be able to
determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.4. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Methods of Characterization
The learner will be able to
analyze the methods of characterization and the interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, reactions of others, physical description, actions, protagonist, antagonist) and explain the way those interactions affect the plot.
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
Oroville Union High School District Standard in support of CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.3. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Universal Themes and Archetypes
The learner will be able to
compare works that express a universal themes and archetypes and provide evidence to support the ideas expressed in each work (e.g., hero's journey, including quest and initiation).
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.5. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items. |
Classroom
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Development of Plot and Setting
The learner will be able to
analyze and trace an author's development of plot and setting, including the use of complex literary devices (e.g., exposition, rising action, conflict, climax, resolution/denouement, foreshadowing, flashbacks).
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.6. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Literary Devices
The learner will be able to
recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, allusion, paradox, and symbolism, and explain their appeal.
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.7. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Ambiguity
The learner will be able to
interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.8. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Voice, Persona, and Point of View
The learner will be able to
explain how voice, persona, and point of view affect characterization and the tone, plot, and credibility of a text.
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.9. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Function of Dialoque
The learner will be able to
identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.10. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Types of Poetry
The learner will be able to
recognize types of poetry (e.g., free verse, narrative, rhymed verse, meter, stanza, ballad, epic) and poetic devices (e.g., alliteration, onomatopoeia, hyperbole, imagery, metaphor, simile, personification, and rhyme scheme).
| Strand |
Scope |
Source |
Activities |
| Analysis of Grade-Level-Appropriate Text |
Introduce |
Oroville Union High School District Standard. |
Classroom
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Style
The learner will be able to
evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (aesthetic approach).
| Strand |
Scope |
Source |
Activities |
| Literary Criticism |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.11. |
Classroom
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Themes and Issues
The learner will be able to
analyze the way in which a work of literature is related to the themes and issues of its historical period and the author's background (historical approach).
| Strand |
Scope |
Source |
Activities |
| Literary Criticism |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.12. |
Classroom
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Analysis of Literature (8th Grade)
The learner will be able to
analyze a work of literature, showing how it reflects heritage, traditions, attitudes, and beliefs of its author (Biographical Approach).
| Strand |
Scope |
Source |
Activities |
| Literary Criticism |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Eight, Reading 3.7. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items. |
Classroom
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Coherent Thesis
The learner will be able to
establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone, sequence, and focus throughout the piece of writing.
| Strand |
Scope |
Source |
Activities |
| Organization and Focus |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.1. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Unity and Coherence
The learner will be able to
maintain unity and coherence in paragraphing.
a. Develop clearly focused topic sentences and supporting evidence that connect to the main thesis.
b. Begin to conclude body paragraphs with clincher sentences that connect to the controlling idea.
c. Create effect transitions between paragraphs.
d. Recognize and exclude irrelevant details and opinions.
e. Link quoted material to surrounding text.
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| Strand |
Scope |
Source |
Activities |
| Organization and Focus |
Master |
Oroville Union High School District(a) Standard; Supports Calirfornia Public Schools Lanuage Arts Content Standard 1.2. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. |
Classroom
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Research Questions and Methods
The learner will be able to
use clear research questions and suitable research methods (e.g., library, electronic media, and personal interview) to elicit and present evidence from primary and secondary sources.
| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.3. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. |
Classroom
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Plagiarism
The learner will be able to
recognize the term and concept of plagiarism.
a. Avoid plagiarism by properly crediting the words and ideas of others.
b. Distinguish between paraphrasing, summarizing, and quoting the work of others.
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| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Introduce |
Oroville Union High School District Standard. |
Classroom
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Main Ideas
The learner will be able to
develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.4. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. |
Classroom
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Paraphrase and Summary
The learner will be able to
paraphrase and/or summarize from another writer's work (e.g. quotations, chapters, news articles).
| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Introduce |
Oroville Union High School District Standard. |
Classroom
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Synthesis
The learner will be able to
synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).
| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.5. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. |
Classroom
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Quotations and Citations
The learner will be able to
integrate quotations and citations into a written text while maintaining the flow of ideas.
| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.6. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. |
Classroom
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Appropriate Conventions
The learner will be able to
use appropriate conventions for documentation in the text, notes, and bibliographies adhering to the Modern Language Association Handbook.
| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.7. |
Classroom
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Publishing Software
The learner will be able to
design and publish documents by using advanced publishing software and graphic programs.
| Strand |
Scope |
Source |
Activities |
| Research and Technology |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.8. |
Classroom
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Writing Revisions
The learner will be able to
revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, voice, and formality of the context.
| Strand |
Scope |
Source |
Activities |
| Evaluation and Revision |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.9. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items. |
Classroom
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Writing Techniques
The learner will be able to
use techniques that maintain style appropriate to audience and give writing power and impact (e.g., figurative language, effective syntax).
a. Begin introductions with attention getters (e.g., quotations, startling statements, definitions, rhetorical questions).
b. Write a closing that includes one or more of the following: a dramatic impact, application of thesis to lives of readers, a logical conclusion.
c. Avoid use of "there is/there are" sentence beginnings.
d. Combine simple sentences into compound, complex, and compound-complex.
e. Vary sentence patterns (e.g., beginnings, arrangement of parts) by imitating models.
f. Use action verbs and the active rather than the passive voice.
g. Limit use of second person pronouns to informal writing.
h. Maintain consistent point of view.
i. Limit use of colloquial expressions to informal writing.
j. Write out abbreviations, contractions, numbers of one or two words, and the numbers at the beginnings of sentences in formal writing.
k. Maintain consistent verb tense.
l. Use appropriate synonyms to avoid using the same word or phrases repeatedly.
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| Strand |
Scope |
Source |
Activities |
| Evaluation and Revision |
Introduce |
Oroville Union High School District Standard. |
Classroom
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Writing Applications (Genres)
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Biographical Narratives
The learner will be able to
write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents and specific places
c. Describe with concrete sensory details the sights, sounds, and smells of the scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the character's feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, showing not telling, shifting perspectives, and sensory details.
f. Incorporates effective narrative techniques such as point of view, character development and motivation, and realistic dialogue.
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| Strand |
Scope |
Source |
Activities |
| Writing Strategies of Grades 9 and 10 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 2.1. CA HSEE Language Arts Blueprint, December 2000, Essay Item. |
Classroom
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Responses to Literature
The learner will be able to
write responses to literature (e.g., character analysis assessing traits):
a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
b. Support important ideas or viewpoints through accurate and detailed references to the text or other works.
c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created.
d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
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| Strand |
Scope |
Source |
Activities |
| Writing Strategies of Grades 9 and 10 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 2.2. CA HSEE Language Arts Blueprint, December 2000, Essay Item. |
Classroom
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Expository Compositions
The learner will be able to
write expository compositions (e.g., interpretive, evaluative, speculation about causes and effects, and research reports):
a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.
e. Anticipate and address readers' potential misunderstandings, biases, and expectations.
f. Use technical terms and notations accurately.
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| Strand |
Scope |
Source |
Activities |
| Writing Strategies of Grades 9 and 10 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 2.3. CA HSEE Language Arts Blueprint, December 2000, Essay Item. |
Classroom
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Persuasive Compositions
The learner will be able to
write persuasive compositions (e.g., controversial issue):
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
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| Strand |
Scope |
Source |
Activities |
| Writing Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 2.4. CA HSEE Language Arts Blueprint, December 2000, Essay Item. |
Classroom
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Dramatic Scenes
The learner will be able to
write dramatic scenes with conflict and dialogue (e.g., historical or literary adaptations which may include altering the setting or language of a drama).
| Strand |
Scope |
Source |
Activities |
| Writing Strategies of Grades 9 and 10 |
Introduce |
Oroville Union High School District Standard. |
Classroom
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Business Letter
The learner will be able to
write business letters:
a. Provide clear and purposeful information and address the intended audience appropriately;
b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interest of, the recipients;
c. Highlight central ideas or images;
d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents' readability and impact
.
| Strand |
Scope |
Source |
Activities |
| Writing Strategies of Grades 9 and 10 |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 2.5. CA HSEE Language Arts Blueprint, December 2000, Essay Item. |
Classroom
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Technical Documents
The learner will be able to
write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).
d. Anticipate readers' problems, mistakes, and misunderstandings.
e. Trace a technical process used in a content area.
f. Complete various forms (e.g., standardized test forms, school and job applications).
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| Strand |
Scope |
Source |
Activities |
| Writing Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 2.6. |
Classroom
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Written and Oral Eng. Lang. Conventions
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Clauses, Phases, and Punctuation
The learner will be able to
identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).
a. Edit for run-ons, comma splices, and sentence fragments.
b. Use semicolons and colons when needed between independent clauses and to clarify meaning in lists.
c. Proofread for correct spelling and comma usage.
a lot alright/all right
have (not "of") you're/your
there/their/they're it's/its
too/to/two well/good
try to (not "and") said/says
rise/raise goes/went
affect/effect amount/number
among/between past/passed
can/may less/fewer
accept/except
d. Use capitals, underlining, italics, and quotation marks appropriately in titles.
e. Use consistent verb tense through a piece of writing.
f. Proofread for missing or unclear pronoun antecedents and pronoun/antecedent agreement.
g. Proofread for subject/verb agreement.
h. Use nominative and objective pronouns correctly.
i. Avoid misplaced or dangling modifiers
.
| Strand |
Scope |
Source |
Activities |
| Grammar and Mechanics of Writing |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Written and Oral English Language Conventions 1.1 and 1.3. CA HSEE Language Arts Blueprint, December 2000, 8 (4 Each) Multiple-Choice Items. |
Classroom
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Sentence Construction
The learner will be able to
understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency or verb tenses).
| Strand |
Scope |
Source |
Activities |
| Grammar and Mechanics of Writing |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Written and Oral English Language Conventions 1.2. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items. |
Classroom
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Legible Writing
The learner will be able to
produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
| Strand |
Scope |
Source |
Activities |
| Manuscript Form |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Written and Oral English Language Conventions 1.4. |
Classroom
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Manuscript Requirements
The learner will be able to
reflect appropriate manuscript requirements, including title page, presentation, pagination, spacing and margins, and integration or source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.
| Strand |
Scope |
Source |
Activities |
| Manuscript Form |
Master |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Written and Oral English Language Conventions 1.5. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. |
Classroom
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Listening and Speaking Strategies
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Focus on the Message
The learner will be able to
focus on the speaker's message.
a. Maintain attention.
b. Ask relevant and clarifying questions.
c. Begin to summarize verbal information.
.
| Strand |
Scope |
Source |
Activities |
| Listening and Comprehension |
Introduce |
Oroville Union High School District Standard. |
Classroom
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Note Taking
The learner will be able to
take accurate, organized notes during lectures and discussions.
a. Identify verbal clues that signify the importance of ideas:
· Inflection, tone, volume, significant pauses.
· Repetition.
· Key words and phrases.
b. Take notes using a variety of methods.
· Formal outline
· Informal outline
c. Distinguish between main and subordinate ideas.
.
| Strand |
Scope |
Source |
Activities |
| Listening and Comprehension |
Introduce |
Oroville Union High School District Standard. |
Classroom
|
|
Respectful Behavior
The learner will be able to
behave in a respectful manner.
a. Use appropriate body language: eye contact, posture, gestures, and facial expressions.
b. Maintain quiet, non-distracting demeanor
c. Exhibit appropriate, supportive responses (e.g., applause, nodding, laughter).
.
| Strand |
Scope |
Source |
Activities |
| Listening and Comprehension |
Introduce |
Oroville Union High School District Standard. |
Classroom
|
|
Oral Directions
The learner will be able to
follow oral directions.
a. Follow simple oral directions in the correct sequence.
b. Ask clarifying questions when directions are not understood.
.
| Strand |
Scope |
Source |
Activities |
| Listening and Comprehension |
Introduce |
Oroville Union High School District Standard. |
Classroom
|
|
Judgements
The learner will be able to
formulate judgements about the ideas under discussion and support those judgements with convincing evidence.
| Strand |
Scope |
Source |
Activities |
| Listening and Comprehension |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.1. |
Classroom
|
|
Comparison and Contrast
The learner will be able to
compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, on-line information) cover the same event.
| Strand |
Scope |
Source |
Activities |
| Listening and Comprehension |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.2. |
Classroom
|
|
Exchange of Ideas
The learner will be able to
engage critically and constructively in an exchange of ideas.
a. Participate actively in discussions
b. Facilitate group discussions.
c. Refrain from making uninformed comments.
d. Listen to others and wait for a suitable time to add comments or insights.
e. Build on comments of others in stead of offering tangential ideas.
f. Argue with ideas presented instead of personally attacking the speaker or the person being discussed.
g. Restate another's point of view to clarify understanding.
h. Ask relevant questions.
i. Discover multiple viewpoints and, if necessary to reach consensus, negotiate to find common ground.
.
| Strand |
Scope |
Source |
Activities |
| Discussion |
Introduce |
Oroville Union High School District Standard. |
Classroom
|
|
Logical Organization
The learner will be able to
choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade by soliciting agreement/action or to unite audiences behind a common belief or cause.
| Strand |
Scope |
Source |
Activities |
| Organization and Delivery of Oral Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.3. |
Classroom
|
|
Introduction and Conclusion
The learner will be able to
choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).
| Strand |
Scope |
Source |
Activities |
| Organization and Delivery of Oral Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.4. |
Classroom
|
|
Classical Speech Forms
The learner will be able to
recognize and use elements of classical speech forms (e.g., introduction, first and second transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
| Strand |
Scope |
Source |
Activities |
| Organization and Delivery of Oral Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.5. |
Classroom
|
|
Thesis Statement
The learner will be able to
present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.
| Strand |
Scope |
Source |
Activities |
| Organization and Delivery of Oral Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.6. |
Classroom
|
|
Visual Aides
The learner will be able to
use props, visual aides, graphs, and electronic media to enhance the appeal and accuracy of presentations.
| Strand |
Scope |
Source |
Activities |
| Organization and Delivery of Oral Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.7. |
Classroom
|
|
Note Cards
The learner will be able to
use concise note cards for fluent delivery.
| Strand |
Scope |
Source |
Activities |
| Organization and Delivery of Oral Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.8. |
Classroom
|
|
Audience
The learner will be able to
analyze the occasion and interest of the audience and choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact, volume, pace) for presentations.
| Strand |
Scope |
Source |
Activities |
| Organization and Delivery of Oral Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.9. |
Classroom
|
|
Verbal Expression Critique
The learner will be able to
evaluate verbal expression critically.
a. Distinguish between fact and opinion.
b. Interpret what is said and what is implied.
c. Recognize related concepts.
d. Judge the adequacy of the data that supports conclusions.
e. Listen to and evaluate constructive criticism and attempt to improve performance.
.
| Strand |
Scope |
Source |
Activities |
| Analysis/Evaluation of Oral/Media Com. |
Introduce |
Oroville Union High School District Standard. |
Classroom
|
|
Historical Speeches
The learner will be able to
analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address,"
and Martin Luther King, JR's "I Have a Dream") to find the rhetorical devices and features
that make them memorable.
.
| Strand |
Scope |
Source |
Activities |
| Analysis/Evaluation of Oral/Media Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.10. |
Classroom
|
|
Mood and Tone
The learner will be able to
assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
| Strand |
Scope |
Source |
Activities |
| Analysis/Evaluation of Oral/Media Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.11. |
Classroom
|
|
Effectiveness of Speaker
The learner will be able to
evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.
| Strand |
Scope |
Source |
Activities |
| Analysis/Evaluation of Oral/Media Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.12. |
Classroom
|
|
Types of Arguments
The learner will be able to
analyze the types of arguments used by a speaker, including argumentation by causation, analogy, authority, emotion, and logic.
| Strand |
Scope |
Source |
Activities |
| Analysis/Evaluation of Oral/Media Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.13. |
Classroom
|
|
Aesthetic Effects
The learner will be able to
identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).
| Strand |
Scope |
Source |
Activities |
| Analysis/Evaluation of Oral/Media Com. |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 1.14. |
Classroom
|
|
|
Speaking Applications (Genres)
|
|
|
Narrative Presentations
The learner will be able to
deliver narrative presentations:
a. Narrate a sequence of events and convey their significance to the audience.
b. Locate scenes and incidents in specific places.
c. Describe the concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters.
d. Pace the presentation of actions to accommodate time or mood changes.
.
| Strand |
Scope |
Source |
Activities |
| Speaking Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 2.1. |
Classroom
|
|
Expository Presentations
The learner will be able to
deliver expository presentations:
a. Marshall evidence in support of a thesis and related claims, including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas.
d. Include visual aides by including appropriate technology to organize and display information on charts, maps, and graphs.
e. Anticipate and address the listeners' potential misunderstandings, biases, and expectations.
f. Use technical terms and notations accurately.
.
| Strand |
Scope |
Source |
Activities |
| Speaking Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 2.2. |
Classroom
|
|
Interviewing Techniques
The learner will be able to
apply appropriate interviewing techniques:
a. Prepare and ask relevant questions.
b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
.
| Strand |
Scope |
Source |
Activities |
| Speaking Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 2.3. |
Classroom
|
|
Judgement on Significant Ideas
The learner will be able to
advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages (e.g., make and support warranted assertions about the text).
a. Support important ideas and viewpoints through accurate and detailed references to the text or to other works.
b. Demonstrate awareness of the author's use of stylistic devices and appreciation of the effects created.
c. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
.
| Strand |
Scope |
Source |
Activities |
| Speaking Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 2.4. |
Classroom
|
|
Persuasive Arguments
The learner will be able to
deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects):
a. Structure ideas and arguments in a coherent, logical fashion.
b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning: by appeal to emotion or ethical belief: by use of personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
d. Anticipate and address the listener's concerns and counterarguments.
.
| Strand |
Scope |
Source |
Activities |
| Speaking Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 2.5. |
Classroom
|
|
Descriptive Presentations
The learner will be able to
deliver descriptive presentations.
a. Establish clearly the speaker's point of view on the subject of the presentation.
b. Establish clearly the speaker's relationship with that subject (e.g., dispassionate observation, personal involvement).
c. Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details.
.
| Strand |
Scope |
Source |
Activities |
| Speaking Strategies of Grades 9 and 10 |
Introduce |
CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Listening and Speaking 2.6. |
Classroom
|
|
|
