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$: English 3 - PC\|MACimages.pcmac.org/Uploads/NewberryCountySchools... · Web viewIn English 3, students refine their knowledge of language through a focused study of American literature$
English 3 OverviewEnglish 3 Overview

In English 3, students refine their knowledge of language through a focused study of American literature. They read and view a variety of informational texts as well as four major types of literary texts—fiction, literary nonfiction, poetry, and drama—both inside and outside of class. Through literary texts, students study the author’s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis and create a variety of responses to texts. English 3 students analyze propaganda techniques and critique how bias is revealed in texts. In addition, students continue to develop and use in their reading, writing, and oral communication a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.

In writing, students produce essays that are coherent and well organized with a thesis and supporting evidence. In implementing the writing process, students compose various types of written works, including narratives and informational (expository/persuasive/argumentative) pieces. They proofread and edit their work for the correct use of the conventions of written Standard American English, and they use revision strategies to improve such elements as voice, content and development, and organization.

Students in English 3 are more sophisticated and self-directed in their learning. In carrying out the research process, they identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. Students must determine the particular type of information they need for a specific topic, and they must know how to locate that information efficiently. Students must also evaluate the validity of their sources. In addition, after incorporating their own ideas with information from other sources, they must clearly distinguish their own ideas from those of others by providing accurate and complete documentation.

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ENGLISH 3Big Idea: READING

Understanding and Using Literary Text

Standard E3-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Essential Question: How do people make meaning of literary print and nonprint text?

Students in English 3 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators:E3-1.1 Compare/contrast ideas within and across literary texts to make

inferences.

E3-1.2 Evaluate the impact of point of view on literary texts.

E3-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E3-1.7 Evaluate an author’s use of genre to convey theme.

E3-1.8 Read independently for extended periods of time for pleasure.

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Understanding and Using Literary Text

Help Page for Standard E3-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

See support documents attached for indicators E3-1.3 and E3-1.5.

Notes:Assessments

See attached support documents for assessment suggestions.

Textbook CorrelationCorrelations for all standards at this level are addressed in the McDougal Littell textbook. Standards are correlated by unit and activities on pages T12 through T16. A comprehensive list of academic standards correlations is located on pages S6 through S10 in the McDougal Littell textbook.

Technology

See attached support documents for technology resources.

South Carolina Department of Education

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Support Document


Indicator E3-1.3: Evaluate devices of figurative language (including extended metaphor, oxymoron, and paradox).



Definition of Revised Bloom’s Verb

Evaluate Make judgments based on criteria and standards. Students might demonstrate their ability to evaluate by explaining the strength or weakness of a particular figurative language device in a specific text in terms of its contribution to the meaning of the overall text.

Explanation of Indicator

Figurative language refers to language that is enriched by word meanings, figures of speech, and sound devices such as simile, metaphor, hyperbole, personification, alliteration, and onomatopoeia. Simile is a stated comparison between two unlike things using the words “like” or “as” (for example, “My love is like a red, red rose”). Metaphor is a device of figurative language that compares two unlike things (for example, “My love is a red, red rose”). An extended metaphor is carried throughout the text (for example, short story, “Where Have You Gone, Charming Billy?” by Tim O’Brien [fear of death]; in As You Like It by William Shakespeare [pastoral allegory-religious overtones]; “Crossing the Bar” by Alfred, Lord Tennyson [acceptance of death]). Onomatopoeia is the use of words whose sounds suggest their meaning such as “rattle,” “murmur,” “buzz,” “sizzle.” Alliteration is the repetition of the initial sounds or stressed syllables in neighboring words (for example, “Here the loud alarum bells—/Brazen bells/What a tale of terror, now, their turbulency tells!” Edgar Allen Poe, “The Bells”). Personification occurs when nonhumans (animals, objects, abstractions) are represented as being human or as having human attributes (for example, “My car was happy to be washed”). Hyperbole is an overstatement, a conscious exaggeration for the purpose of

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making a point (for example, “I’d give my right arm for a piece of chocolate”). Oxymoron places two contradictory words together for a special effect (for example, jumbo shrimp, old news, deafening silence). Paradox is a statement that is true even though it seems to be saying two opposite things (for example, “The less you have the more free you are”).

Instructional Progression of Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for figurative language differ at each grade level.

What do students need to know before they can understand figurative language?

Students need to know the difference between literal and figurative language as well as denotative and connotative meanings of words. This knowledge helps build a background needed for abstract concepts that are the foundation for figurative language.

The teacher can provide a variety of experiences in reading (satires), writing (expository), listening (monologues), and speaking (poetry recitation) that demonstrate to students that they already are familiar with many elements of figurative language.

Begin by reviewing the figurative language that students have been taught in previous grades by having students explain examples from literary text. One way to extend this review is to have students analyze different literary texts (group students and give each group a different type of text) for examples of simile, metaphor, extended metaphor, hyperbole, alliteration, onomatopoeia, and personification, oxymoron, and paradox.

Students in English 3 might continue to struggle with understanding paradox. The definition needs to be studied and analyzed and many examples given before students will be able to recognize one on their own in literary text. The good news is that the word “paradox” itself is often used in the sentence in which the paradox exists (e.g. “He is a paradox; I would not expect him to be a member of that political party.”). There are some examples on the Website http:// www.basicincome.com/bp/egsofparadox.htm although some of them are difficult.

Emily Dickinson's poem "My Life Closed Twice Before its Close" contains a paradox in both the title and the first line. She says:

My life closed twice before its close;

It yet remains to see

If Immortality unveil

A third event to me. . . .

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http://www.basicincome.com/bp/egsofparadox.htm

This statement is paradoxical in that there are separate meanings for the words "closed" and "close.” Dickinson has had experiences in her life which she feels to be equivalent to life's true closing, death itself.

Extended metaphor is another poetic device that stretches students to think as they read and to stay focused on the metaphorical language. One example is A. R. Ammons’s poem "Coming To" which uses a single extended metaphor to summarize the life of that poem's speaker:

Like a steel drum

cast at sea

my days,

banged and dented

by a found shore of

ineradicable realities,

sandsunk, finally, gaping,

rustsunk in

compass grass.

Although the speaker directly tells us none of the literal details of his life, we know from the comparison to the steel drum that his life has been a difficult one of aimless, directionless drifting that is about to reach its end just as the drum has at last randomly washed up on a shore and is beached, rusting away uselessly as it is being buried by the beach sands, ironically surrounded by "compass grass" which suggests that only now in approaching death is its direction at last clear. http://www.everypoet.org/pffa/showthread.php?s=&threadid=14639

Within figurative language, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

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http://www.everypoet.org/pffa/showthread.php?s=&threadid=14639

7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).

8-1.3 Interpret devices of figurative language (including extendedmetaphor, oxymoron, and paradox).

E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).



When teaching figurative language, what connections, links, or ties can be made to other indicators?

Students in English 3 will use figurative language as they interact with other indicators such as


E3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E3-2.7 Evaluate propaganda techniques and rhetorical devices in informational texts.

E3-4 All indicators as the student responds in writing.

E3-5 All indicators as the student respond in writing.

E3-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

Classroom Assessment

Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “evaluate.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to the overall meaning of the text by evaluating the components of the figurative language used in the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to evaluate.

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Students learn the different types of figurative language when they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, evaluating, and using figurative language, then assessment should also focus on these levels of thinking.

For example, students in English 3 could be assessed through performance tasks in which they are asked to evaluate the effectiveness of the use of figurative language in a variety of print and nonprint materials. For example, students could write letters to authors explaining their evaluation of the effectiveness of the figurative language in the text. These letters are also an example of an authentic assessment that could be evaluated by the teacher on the format of the letter as well as the content. In addition, students could keep reflective journals in which they note the figurative language and comment on its effectiveness within the context of the text. These journals could be shared within groups of students to compare and contrast students’ responses.

Another long-term assessment is a reading portfolio designed just to determine students’ knowledge of figurative language in a variety of print and nonprint materials. Students could be guided by directions provided by the teacher such as

Show me that you can identify figurative language.

Show me that you understand the meaning of the figurative language.

Show me that you can analyze figurative language.

Show me that you can interpret figurative language.

Show me that you can evaluate figurative language.

Show me that you can use figurative language in an original piece of writing.

Adapted from Janet Allen in Yellow Brick Roads, page 225

Suggested Instructional Resources

Professional Texts

Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Antinarella, Joe and K. Salbu. Tried and True: Lessons, Strategies, and Activities for Teaching Secondary English. Portsmouth, NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999. ---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

Graves, Donald. Build a Literate Classroom: The Reading/Writing Teacher’s Companion. Portsmouth, NH: Heinemann, 1991.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

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Teaching Literature in High School: The Novel. Urbana, IL: National Council of Teachers of English, 1995.

Student Texts

There are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://www.myetv.org/education/streamlinesc/newestvideos.cfm Discovering Language Arts: Fiction (grades 9-12)

http://www.unitedstreaming.com/ Discovering Language Arts: Style, Structure, and Tone (Grades 9-12). Discovery Channel School. 2007.unitedstreaming. 25 July 2007

http://www.itv.myetv.org Conversations with South Carolina Writers. Instructional Television, ETV and SC Department of Education.

http://www.itv.myetv.org The Short Story. Instructional Television, ETV and SC Department of Education.

http://www.itv.myetv.org Shakespeare and His Plays. Instructional Television, ETV and SC Department of Education.

http://www.itv.myetv.org Shakespeare Shorts. Instructional Television, ETV and SC Department of Education.

http://www.itv.myetv.org Voices and Visions. Instructional Television, ETV and SC Department of Education.

http://www.poets.org

http://www.poetryexpress.org

http://www.webenglishteacher.com

http://www.learnnc.org

http://www.learnnc.org/lessons/altaylor142005621

http://www.learnnc.org/lessons/Readwritethink200606212413

http://www.englishcompanion.com

http://www.readwritethink.org

http://www.readwritethink.org/lessons/lesson_view.asp?id=251

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http://www.readwritethink.org/

http://www.englishcompanion.com/

http://www.learnnc.org/lessons/Readwritethink200606212413

http://www.learnnc.org/lessons/altaylor142005621

http://www.learnnc.org/

http://www.webenglishteacher.com/

http://www.poetryexpress.org/

http://www.poets.org/

http://www.itv.myetv.org/





http://www.unitedstreaming.com/

http://www.myetv.org/education/streamlinesc/newestvideos.cfm

http://scasl.pbwiki.com/ELA%20Standards


http://www.litplans.com

http://poetry.allinfo-about.com/

http://www.loc.gov/poetry/180/

http://poetry.eserver.org/

http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm

http://www.ciconline.org/english

http://www.americanwriters.org/

http://www.teachersfirst.com/share/raven/start-fl.html

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/metaphoranalysis.htm

Best Practices

http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

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http://www.teachersfirst.com/share/raven/start-fl.html

http://www.americanwriters.org/


http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm

http://poetry.eserver.org/

http://www.loc.gov/poetry/180/

http://poetry.allinfo-about.com/

http://www.litplans.com/


South Carolina Department of EducationSupport Document


Indicator E3-1.5: Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.




Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.


Author’s craft is the use of specific techniques that an author chooses to relay an intended message. Author’s craft includes tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion. Tone is the writer’s attitude toward a subject, character, or audience conveyed through the choice of words and details. Imagery is language that creates a sensory impression within the reader’s mind; flashback is the technique of disrupting the chronological flow of a narrative by interjecting events that have occurred at an earlier time; foreshadowing is the use of hints or clues to suggest future action; symbolism is the author’s use of an object, person, place, or an event that has both a meaning in itself and stands for something larger than itself; irony is the discrepancy between what one says and what one means, what a character believes and what a reader knows, or between what actually occurs and what one expects to occur; and allusion is a brief reference to a historical, mythological, or literary person, place, thing, or event.

Author’s craft is a broad term for how an author intentionally uses techniques to create meaning and feeling for the reader. For example, to convey tone, an author may

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intentionally use slang when writing the thoughts or dialogue of a teen-aged character or use academic language to represent the thoughts or dialogue of a scholarly character.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the author’s craft differ at each grade level.

What do students need to know before they can understand author’s craft?

Students must understand and know how to identify and interpret tone, imagery, flashback, foreshadowing, symbolism, irony, and allusion.

Students must be able to talk and write independently about these techniques.

Students need to demonstrate their ability to isolate the elements of author’s craft and their effects on meaning.

Within author’s craft, what have students been taught what they will be taught in the future?


3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.

4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.

5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.

6-1.5 Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts.

7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

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When teaching author’s craft, what connections, links, or ties can be made to other indicators?

E3-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron pun, and paradox) on the meaning of literary texts.



E3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions.


E3-2.8 Read independently for extended periods of time to gain information.

E3-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text

E3-3.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include coherent thesis, and use support (for example, definitions and descriptions).

E3-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E3-5.1 Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E3-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E3-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

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E3-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language suitable for the purpose and audience.


E3-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.


Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “analyze.” Students should be challenged to construct meaning from author’s craft and to demonstrate how author’s craft contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text that the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to analyze, break into parts and relate to the whole.

The teacher may provide a passage from American literature, a moving image, painting, or drawing that is particularly humorous, eerie, depressing, or optimistic for students to analyze and to determine how the author’s craft created the intended effect. Through reading the works of professional writers (with a focus on American literature), the students can replicate the author’s craft in their own writing. Students can also demonstrate the use of author’s craft in original pieces.


Professional Texts

Dean, Nancy. Discovering Voice. Gainesville, FL: Maupin House, 2006. ---. Voice Lessons. Gainesville, FL: Maupin House, 2000.

King, Stephen. On Writing. New York: Pocket Books, 2000.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Schaffer, Jane. Teaching Style Analysis to Advanced Placement English Students. San Diego: Jane Schaffer Publications, 2002.

Student Texts

There are many titles that teachers and students may select to better understand author’s craft. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in

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progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials

http://www.AP Central.com

http://www.Web English Teacher.com

http://www.Learnnc.org

http://www.Englishcompanion.com

http://www.Readwritethink.org

http://www.litplans.com


htpp://www.itv.myetv.org

http://www.pbs.org

http://www.scetv.org/education/streamlines/index.cfm

Best Practices


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http://www.pbs.org/


http://www.litplans.com/

http://www.Readwritethink.org/

http://www.Englishcompanion.com/

http://www.Learnnc.org/

http://scasl.pbwiki.com/ELA+Standards


Understanding and Using Informational Texts

Standard E3-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Essential Question: How do people make meaning of informational print and nonprint text?

Students in English 3 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Indicators:E3-2.1 Evaluate theses within and across informational texts. E3-2.2 Compare/contrast information within and across texts to draw conclusions

and make inferences.E3-2.3 Analyze informational texts for author bias (including word choice, the

exclusion and inclusion of particular information, and unsupported opinion).


E3-2.5 Evaluate the impact that text elements have on the meaning of a given informational text.

E3-2.6 Evaluate information from graphic features (for example, charts and graphs) in informational texts.



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Understanding and Using Informational Texts

Help Page for Standard E3-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.See support documents attached for indicators E3-2.2 and E3-2.3.

Notes: Assessments



Technology


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Indicator E3-2.2: Compare/contrast information within and across texts to draw conclusions and make inferences.

Students in English 3 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.



Compare/Contrast Detecting correspondences between two ideas, objects, and the like; students may be asked to draw conclusions and make inferences by examining similarities and differences in informational texts, such as a speech and an essay that address the same topic.


Making inferences is the act or process of drawing a conclusion or making a prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright.

Inferential thinking can be demonstrated by using cloze procedures with portions of informational texts. Begin by creating a simple cloze statement by deleting one word from an informational sentence. Invite students to combine what they know about the syntactic (the grammatical arrangement of words in sentences) and semantic (the study of meaning in language) knowledge of language with their schema (organized knowledge

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that is accessed during reading) and generate possible words that would make sense in the cloze blank. NOTE: It is important that the readers have background knowledge about a text they are to read if they are expected to read inferentially. If they do not have the experience portion of the equation (word clues + experience = inferences) no matter how many words the author utilizes, readers will not be able to think inferentially about the text. http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb%20Smith.doc


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for drawing conclusions and making inferences differ at each grade level.

What do students need to know before they can understand drawing conclusions and making inferences in informational text?

Students should understand the meaning of “reading between the lines” and that sometimes readers have to make educated guesses in order to make meaning from the text. Students should know that these educated guesses should be based on evidence that comes from their prior knowledge, observations, and the text itself.

Students have learned the attributes of informational text by the time they enter English 3: the ability to access data, read critically for information, use supporting visual features such as charts, captions, scale diagrams, tables of contents, glossaries, indexes, maps, photographs, and illustrations.

In English 1 and 2, students learned how to generate and respond to questions that required them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences. For example, questions such as “Think about what will happen if…,” Predict what would be true if…,” What will the result be if…,” What if ____ had happened instead of ____?” “What if this event had taken place _____ instead of _____?” “How would the _____ have changed if the _____ had changed?” stimulated students to think beyond the literal meaning of the text.

Students need to continue to connect the text with their background knowledge and to see that when they read they bring what they already know to comprehension of new text. They need to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For example, when reading, listening, or viewing specific informational texts, one might naturally jump to the conclusion that a person asked for a glass of water because he or she was thirsty. Closer examination of the text might provide clues that this person wanted a glass of water in order to take some medicine or to

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http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb%20Smith.doc

http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb%20Smith.doc

stop coughing or the hiccups. Jumping to a conclusion before considering all the clues or evidence can lead to faulty assumptions.

Making inferences and drawing conclusions require that students read between the lines; go beyond the literal and concrete meaning; and pay attention to details, clues, and evidence when interacting with print and nonprint informational texts.

Prior to English 3, students should have experienced a variety of print and nonprint text that allowed them to compare/contrast inferences and conclusions. For example, a thematic approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme. Students could then compare/contrast inferences and conclusions among these texts.

By the time students reach English 3, they should be able to respond appropriately to this quotation in terms of making inferences and drawing conclusions from print and nonprint informational text: “Authors imply; therefore, readers have to infer.” (http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/inferentialreading.htm)

Within drawing conclusions and making inferences, what have students been taught and what will they be taught in the future?


6-2.2 Analyze informational texts to draw conclusions and make inferences.

7-2.2 Analyze information within and across texts to draw conclusions and make inferences.

8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.




When teaching drawing conclusions and making inferences, what connections, links, or ties can be made to other indicators?

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http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/inferentialreading.htm

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/inferentialreading.htm

E3-1.1 Compare/contrast ideas within and across literary texts to make inferences.





E3-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

Science: Draw conclusions and make inferences and predictions from data, research, and investigation

Social Studies: Draw conclusions and make inferences and predictions from research, biographies, autobiographies, essays, speeches, and letters to the editors


Students should be assessed in the same ways they are taught. For example, in this indicator, the verb is “compare/contrast.” Students should be challenged to construct inferences and conclusions within and among texts. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). For example, in either the learning or the assessing, students should not be given a text from which they are to make a single inference or draw a single conclusion because this does not allow them the opportunity to compare/contrast.

Any written assignment, especially those that address the indicators in Standard 5, can be used to assess students’ understanding of inferences and conclusions within and across texts.

This graphic organizer can be used as an assessment tool for students to demonstrate their understanding of the inferences and conclusions they make from a piece of informational print or nonprint text.

http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/inferencenotes.pdf

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Students in English 3 are expected to demonstrate their ability to work with several print and nonprint informational texts for analyses of inferences and conclusions. Be creative in the texts you choose; use bumper stickers and signs and ask students to write the internal text (the between-the-lines meaning) that comes from the external text (the literal text).

At this level, students should be expected to generate and respond to their own questions. This type of activity would work well when using a political cartoon and magazine article dealing with the same topic so students could compare the inferences and conclusions between the two types of text.


Professional Texts

Atwell, Nancie. The Reading Zone: How to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic, 2007.

Beers, Kylene. When Kids Can’t Read: What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann, 2002.

Christel, Mary T., and Scott Sullivan, eds. Creating Media-Rich Classrooms: New Approaches for Middle and Secondary Teachers. New York: NCTE, 2007.

Gallagher, Kelly. Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland, ME: Stenhouse, 2003.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse, 2002.

Taylor, Rosemarye T. Improving Reading, Writing, and Content Learning for Students in Grades 4-12. Thousand Oaks, CA: Corwin, 2006.

Tovani, Cris. I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers. Portland, ME: Stenhouse, 2000.

Tovani, Cris. Do I Really Have to Teach Reading? Portland, ME: Stenhouse, 2004.

Wilhem, Jeffrey. Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do. New York: Scholastic, 2001.

Student Texts

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There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials






http://www.learnnc.org/lessons/AngiePanelHolthausen3262003436

http://literacynet.org

http://literacynet.org/cnnsf/archives.html

http://www.u-46.org

http://www.u-46.org/dbs/roadmap/files/comprehension/2infotext.pdf

http://www.ascd.org

http://www.ascd.org/authors/ed_lead/el200510_salinger.html

http://findarticles.com

http://findarticles.com/p/articles/mi_m0STR/is_5_113/ai_112088678


http://www.greece.k12.ny.us


http://www.journeytoexcellence.org

http://www.journeytoexcellence.org/practice/instruction/theories/social/reciprocal.phtml

Best Practices


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http://www.journeytoexcellence.org/practice/instruction/theories/social/reciprocal.phtml

http://www.journeytoexcellence.org/


http://www.greece.k12.ny.us/



http://findarticles.com/

http://www.ascd.org/authors/ed_lead/el200510_salinger.html

http://www.ascd.org/

http://www.u-46.org/dbs/roadmap/files/comprehension/2infotext.pdf

http://www.u-46.org/


http://literacynet.org/

http://www.learnnc.org/lessons/AngiePanelHolthausen3262003436










Indicator E3-2.3: Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

Students in English 3 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product),contracts, government documents, business forms instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes, embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Explanation of Revised Bloom’s Verb



Author bias is a personal and largely unreasoned judgment either for or against a particular person, position, or thing; a prejudice. Word choice is the effective use of the words to enhance style, tone, or clarity in writing or speaking. Bias can be favorable or unfavorable; bias can be used to sway an audience.

A student might demonstrate an analysis of author bias by pointing out ideas in a speech that show a political candidate’s ideas in a favorable light by omitting the opposing view of a topic.

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Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the author bias differ at each grade level.

What do students need to know before they can understand author bias?

Students must be able to differentiate between fact and opinion.

Students must be able to identify relevant facts and other types of support for opinions. Relevant facts are clearly applicable to the judgment. Support for opinions includes explanations, examples, anecdotes, statistics, and logical reasons.

Students must be able to identify sufficiently supported opinions.

Students must be able to understand the effect of word choice on a text.

Within author’s bias, what have students been taught and what will they be taught in the future?


3-2.3 Distinguish between facts and opinions in informational texts.

4-2.3 Analyze informational texts to locate and identify facts and opinions.

5-2.3 Analyze a given text to detect author bias (for example, unsupported opinions).

6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions.

7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information).

8-2.3 Analyze informational texts for author bias (for example, word choice and the exclusion and inclusion of particular information).

E1-2.3 Analyze informational texts for indicators of author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E2-2.3 Analyze informational texts for author bias (including, word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E4-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

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When teaching author’ bias, what connections, links, or ties can be made to other indicators and/or content areas?




E-3-1.8 Read independently for extended periods of time for pleasure.

E3-2.1 Evaluate theses within and across informational texts.


E3-2.7 Evaluate identify propaganda techniques and rhetorical devices in informational texts.


E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E3-5.1 Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.




E3-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E3-5.6 Compose effective pieces of writing to respond to prompts in “on-demand” situations.


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In social studies students will read historical speeches, documents, and other non-fiction writings and will need to identify author bias in order to understand the works.


Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “analyze.” Students should be challenged to analyze author bias in a variety of informational texts and to demonstrate how author bias contributes to the overall meaning and effect of the text. When it is time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (texts that the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to analyze.

The teacher may provide examples of print or nonprint informational text from world sources that have bias so that the students can determine how bias impacts the intended message of the piece. The teacher may provide a letter to the editor for students to determine the bias of the piece. Students could examine positively or negatively biased print or nonprint texts and revise them in an unbiased form.


Professional Texts

Considine, David M. and Gail E. Haley. Visual Messages: Integrating Imagery into Instruction. Englewood, CO: Teacher Ideas Press, 1999.

Christel, Mary T. and Scott Sullivan, eds. Lesson Plans for Creating Media-Rich Classrooms. Urbana, IL: National Council of Teachers of English, 2007.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, ME: Stenhouse, 2001.

Student Texts

There are many titles that teachers and students may select to better understand author bias. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent

E3 - 27

reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials

http:// www.frankmbaker.com

http:// www.sctv. org/education/streamlines/index.cfm

http:// www.American rhetoric.com

http:// www.Readwritethink.org

http://www.WebEnglishTeacher.com

Best Practices


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http://www.Readwritethink.org/

http://www.American/

http://www.frankmbaker.com/



Building Vocabulary

Standard E3-3: The student will use word analysis and vocabulary strategies to read fluently.

Essential Question: How does vocabulary help people make meaning of print and non-print text?


Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicators:E3-3.1 Use context clues to determine the meaning of technical terms and other

unfamiliar words.

E3-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

E3-3.3 Explain how American history and culture have influenced the use and development of the English language.

E3-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

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Building VocabularyHelp Page for Standard E3-3: The student will use word analysis and vocabulary strategies to read fluently.

See support documents attached for indicators E3-3.1, E3-3.2, and E3-3.3.

Notes: Assessments



Technology


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Indicator E3-3.1: Use context clues to determine the meaning of technical terms and other unfamiliar words.




Context Clues provide students multiple strategies for understanding the meaning of new and unknown words they may encounter in a text. When a good reader finds unknown or multiple meaning words, they use the words or sentences around it – its context – to predict the word’s meaning. At this point, students are NOT identifying the context clues; they are using them to determine the meaning of unknown or multiple-meaning words and technical terms. The words or sentences around an unknown word or technical term may give an example, a definition, a restatement, or even a comparison/contrast to help the reader generate meaning.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues?

Students need to understand that it is not unusual to encounter words we do not know when reading.

Students need to understand that some words have different meanings, depending on the context in which they are used.

Students need to understand that there are clues in any piece of text that help you figure out what an unfamiliar word means. For instance, if you’re reading an instruction manual on assembling a cabinet, then you can assume that any

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technical terms you come across will either be related to the assembly of the cabinet, possibly tools or parts for the cabinet.

Students need to understand that a reader should consider the context of a passage when interpreting jargon and technical terms

Students need to understand that a reader can interpret context found in one sentence by relating the word to jargon or technical terms found in another sentence.

Within context clues, what have students been taught and what will they be taught in the future?


6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

8-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.




When teaching context clues, what connections, links, or ties can be made to other indicators?

Students in English 1 will use context clues as they interact with other indicators such as:

E3-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

E3-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.

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E3-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)


Students should be taught and assessed using similar methods. In this indicator, the verb is “use;” students should be challenged to construct meaning from using context clues and to demonstrate how that process contributes to the understanding of text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context clue strategies.

Students learn the different types of context clues when they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

An interesting way to assess would be to pair students and give each student in the pair the same text (but each group of pairs would have different texts). Each student in the pair would first write at least four questions about the context clues in the text and the overall meaning of unknown or multiple meaning words. Then the two students would compare their questions. Questions that are similar would be tackled first. Students would come up with a consensus response that reflected both students’ thinking. Questions that are not similar would be dealt with next in the same fashion.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to determine the meaning of unknown and multiple-meaning words.


Professional Texts

Allen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style intoWriter’s Workshop. Portland, ME: Stenhouse, 2005.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999 ---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

Duffy, Gerald G. Explaining Reading: A Resource for Teaching Concepts, Skills, andStrategies. New York, NY: The Guildford Press, 2003.

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Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student Texts

There are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://www.brighthub.com/education/k-12/articles/6323.aspx

http://faculty.une.edu/cas/gchstman/seven/#language



http://www.learnnc.org/lp/pages/3971

http://www.webenglishteacher.com

http://www.englishcompanion.com


http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan

http://li.dpu.ac.th/lihp082/austin/contact/Eng%20for%20MBA/Context%20Clues.doc

http://www.emints.org/ethemes/resources/S00001821.shtml

http://www.internet4classrooms.com/lang_mid.htm

http://www.allinfoaboutreading.com/?p=90

http://www.csupomona.edu/~lrc/crsp/handouts/context_clues.html

http://www.myteacherpages.com/webpages/RGunnar/files/Open%20Boat%20Context%20Exercise.pdf

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http://www.csupomona.edu/~lrc/crsp/handouts/context_clues.html

http://www.allinfoaboutreading.com/?p=90

http://www.internet4classrooms.com/lang_mid.htm

http://www.emints.org/ethemes/resources/S00001821.shtml

http://li.dpu.ac.th/lihp082/austin/contact/Eng%20for%20MBA/Context%20Clues.doc

http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan




http://www.learnnc.org/lp/pages/3971



http://faculty.une.edu/cas/gchstman/seven/#language





Indicator E3-3.2: Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)




In order to analyze, students break information into parts and explore understandings and relationships. In English language arts, students may analyze words by examining roots and affixes to determine their meaning. For example, students may analyze the word capitalism. After identifying the root capit- and the affix –ism, students can determine the meaning of the word and its relationship to the concept being studied.

Explanation of the Indicator

Nearly 75 percent of the English language is derived from Greek and Latin roots. A study of these roots and affixes offers an effective tool for teachers to nurture students’ vocabulary development. A study of Greek and Latin roots and affixes provides students with an understanding of word parts so that they can determine the meaning of unfamiliar words. Etymology fosters an interest in how words and their meanings are developed. Instruction should begin fostering an interest in word exploration. The study of words should not be done merely by having students memorize lists of words. Rather, teachers should immerse students in rich oral and written language that promotes effective word study. Students must apply their knowledge of words and see connections to the world. The purpose of vocabulary instruction is to make students stronger readers and writers.

Academic texts have a large number of words that come from Greek and Latin roots. Learning new words in content areas often involves learning new concepts. Understanding key content vocabulary is a building block for understanding more advanced concepts.


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The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of Greek and Latin roots and affixes differ at each grade level.

What do students need to know before they can understand Greek and Latin roots and affixes?

Students must have knowledge of word structure such as base words and affixes.

Students understand that prefixes, bases, and suffixes have meaning. When joined together, they create new words.

Students should understand that prefixes come at the beginning, bases come in the middle, and suffixes come at the end of words.

Students should begin to understand that meanings of words are often grounded in history.

Within the study of Greek and Latin roots and affixes, what have students previously studied and what will they learn in the future?

The words in bold indicate changes from grade to grade.

6-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.



E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.




When teaching Greek and Latin roots and affixes, what connections, links, or ties can be made to other indicators?

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Deliberate attempts were made to list root and affixes at grade levels where connections can be made to other content areas.

English Language Arts


E2-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).


E2-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories.


E2-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).




E2-3.4 Spell new words using Greek and Latin roots and affixes.

E2-4.2 Use compound sentences in a variety of types (including simple, compound, complex, and compound-complex.

E2-4.4 Use grammatical conventions of written Standard American English, including

subject-verb agreement,

pronoun-antecedent agreement,

agreement of nouns and their modifiers,

verb formation,

pronoun case,

formation of comparative and superlative adjectives and adverbs, and

idiomatic usage.

(See Instructional Appendix: Composite Writing Matrix.)

E2-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.

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E2-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources.

E2-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.


Social Studies

GS-1.1 Explain the influence of Athenian government and philosophy on other civilizations including the importance of Plato’s Republic and the concepts of participatory government, citizenship, freedom, and justice. (H, P)

GS-1.2 Summarize the essential characteristics of Roman civilization and explain their impact today, including the influence of other civilizations on Rome’s development, the changes to Rome’s political system over time, the economic structure of Roman trade and labor, and factors contributing to the decline of the empire. (H, G, P, E)

GS-1.3 Explain the rise and growth of Christianity during the classical era, including patterns of expansion across continents, the effects of diffusion on religious beliefs and traditions, and the influence of Christianity on culture and politics. (H, G)

GS-2.1 Explain the influence of the Byzantine Empire, including the role the Empire played in preserving Hellenistic (Greek) and learning. (H, G, P, E)

GS-2.5 Summarize the functions of feudalism and manorialism in medieval Europe, including the creation of nation-states as feudal institutions helped monarchies to centralize power and the evolution of the relationship between the secular states and Roman Catholic Church. (P, H)

GS-3.1 Compare the impact of the Renaissance and the Reformation on life in Europe, including changes in the status of women, the revolution in art and architecture, the causes and effects of divisions in religious affiliation, and the presence of social oppression and conflict. (H, P)

GS-3.3 Summarize the origins and contributions of the scientific revolution. (H)

GS-3.4 Explain the ways that Enlightenment ideas spread through Europe and their effect on European society, including the role of academies, salons, and publishing; the connection between the Enlightenment and the scientific revolution; and the political and

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cultural influence of thinkers such as John Locke, Voltaire, Jean-Jacques Rousseau, and Baron de Montesquieu. (H, G, P)

GS-4.2 Explain the economic and cultural impact of European involvement on other continents during the era of European expansion. (H, G, P, E)

USHC-2.1 Summarize the early development of representative government and political rights in the American colonies, including the influence of the British political system, the rule of law and the conflict between the colonial legislatures and the royal governors. (P, H)

USHC-2.5 Analyze underlying political philosophies, the fundamental principles, and the purposes of the United States Constitution and the Bill of Rights, including the ideas behind the separation of powers and the system of checks and balances and the influence of the Magna Carta, the English Bill of Rights, and the colonial charters. (P, H)

USHC-5.1 Summarize developments in business and industry, including the ascent of new industries, the rise of corporations through monopolies and corporate mergers, the role of industrial leaders such as John D. Rockefeller and Andrew Carnegie, the influence of business ideologies, and the increasing availability of consumer goods and the rising standard of living. (E, H)

USHC-5.3 Explain the transformation of America from an agrarian to an industrial economy, including the effects of mechanized farming, the role of American farmers in facing economic problems, and the rise of the Populist movement. (H, E, P)

USHC-6.1 Analyze the development of American expansionism, including the change from isolationism to intervention, the rationales for imperialism based on Social Darwinism and expanding capitalism, and domestic tensions. (H, G, E)

USG-1.4 Compare the characteristics and the advantages and disadvantages of confederal, federal, and unitary systems, including how power is distributed, shared, and limited in these systems. (P)

USG-2.1 Summarize the basic principles of American democracy including popular sovereignty, the rule of law, the balance of power, the separation of powers, limited government, federalism, and representative government as expressed in the Declaration of Independence, the Federalist Papers, the Constitution, and the Bill of Rights. (P, H)

USG-2.2 Explain philosophical influences on the development of American government, including the philosophy and practices of the Greeks and the Romans; the ideals of the Judeo-Christian tradition; and the ideas of such European thinkers as John Locke, Charles de

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Montesquieu, Thomas Hobbes, Niccolò Machiavelli, and Jean-Jacques Rousseau. (P, H)

Science

PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

PS-2.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.

PS-2.6 Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy).

PS-2.7 Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have.

PS-3.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

PS-3.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

PS-4.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat—that is, exothermic or endothermic reactions).

PS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object.

PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves).

PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.

PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics).

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B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).

B-2.3 Compare the structures and organelles of prokaryotic and eukaryotic cells.

B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.

B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)—namely, adenine, the sugar ribose, and three phosphate groups—and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).

B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.

B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).

C-2.5 Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus.

C-3.2 Interpret the names and formulas for ionic and covalent compounds.

C-4.3 Analyze the energy changes (endothermic or exothermic) associated with chemical reactions.

C-6.11 Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge).

P-2.1 Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition.

P-2.10 Explain the relationships among speed, velocity, acceleration, and force in rotational systems.

P-5.1 Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed).

P-5.3 Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference).

P-8.3 Predict the resulting isotope of a given alpha, beta, or gamma emission.

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P-8.4 Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture).

P-10.1 Summarize the first and second laws of thermodynamics.

P-10.3 Exemplify the concept of entropy.

P-10.7 Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems.

ES-3.3 Summarize theory of plate tectonics (including the role of convection currents, the action at plate boundaries, and the scientific evidence for the theory).

ES-3.5 Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.

ES-3.6 Explain how the dynamic nature of the rock cycle accounts for the interrelationships among igneous, sedimentary, and metamorphic rocks.

ES-4.2 Summarize the changes in Earth’s atmosphere over geologic time (including the importance of photosynthesizing organisms to the atmosphere).


Students should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their knowledge of words. If vocabulary instruction is to be rich and authentic then the way in which we assess vocabulary must change. Ideally, teachers will observe students using vocabulary strategies in authentic contexts (i.e. reading conferences related to independent, shared or guided reading) to unlock the meaning of unfamiliar words.

Assigning vocabulary words for students to match or complete the definitions does not provide the level of instruction required by this indicator. Students could be assigned an unfamiliar passage containing words derived from the Greek and/or Latin root s and affixes they have studied. As part of an assessment of the understanding of the passage, students could explain how they derived the meaning of unfamiliar words. There is no benefit from having students assessed using a piece of text that has already been discussed. That would be assessing remembering, rather than their ability to analyze words.

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Professional Texts

Allen, Janet. Words, Words, Words. Portland, ME: Stenhouse, 1999. ---. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ: Merrill, 2000.

Beck, Isabelle, Margaret McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Gilford, 2002.

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Newton, Rick and Evangeline Newton. A Little Latin and A Lot of English. Adolescent Literacy In Perspective. The Ohio Resource Center, 2005.

Rasinski, Tim, Nancy Padak, Rick Newton, and Evangeline Newton. Building Vocabulary from Word Roots. Huntington Beach, CA: Beach City Press,

2007.

Student Texts

There are many titles that teachers and students may select to better understand Greek and Latin roots. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

http://www.quia.com/jg/65969.html Baize, Sarah R. “Greek & Latin Roots

Skills.”Quia Corportation. 10 June 2008.

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html “Common

Latin and Greek Roots and Terms.” 10 June 2008

http://english.glendale.cc.ca.us/roots.dict.html Doyle, Dennis. “Dictionary of Greek

& Latin Roots”. Glendale College English Lab/Learning Center Pages. June 10, 2008

http://www.prefixsuffix.com/ “English Language Roots: Word Prefixes, Suffixes

& Syllables.” 2008. PrefixSuffix.com. June 10, 2008

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http://www.prefixsuffix.com/

http://english.glendale.cc.ca.us/roots.dict.html

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html

http://www.quia.com/jg/65969.html


http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html

“Greek and Latin Roots.” Mattson Middle School. 10 June 2008.

http://www.factmonster.com/ipka/A0907017.html ”Latin and Greek

Word Elements.” Pearson Education. 2007. 10 June. 2008

http://www.class.uidaho.edu/luschnig/EWO/4.htm Luschnig, C. A. E.

“Adjective Forming Suffixes.” 2003. University of Idaho. June 10, 2008

http://students.washington.edu/nwk/clas205/suffixes.html Kohagen, Nathan.

“Class 205 Autumn 2004 Notes – suffixes.” 2004. University of Washington.

June 10, 2008

http://urbandreams.ousd.k12.ca.us/lessonplans/hyperverbicopia/contents.html

O’Sullivan, R. “Digital Hyperverbicopia.” Oakland Unified School District.

June 10, 2008

http://www.espindle.org/roots.html#up “Word Roots... Your Quick

Reference.” eSpindle Learning. 2005. 10 June 2008

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http://www.espindle.org/roots.html#up

http://urbandreams.ousd.k12.ca.us/lessonplans/hyperverbicopia/contents.html

http://students.washington.edu/nwk/clas205/suffixes.html

http://www.class.uidaho.edu/luschnig/EWO/4.htm

http://www.factmonster.com/ipka/A0907017.html

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html



Indicator E3-3.3: Explain how American history and culture have influenced the use and development of the English language.

The teacher should continue to address earlier indicators as they apply to more difficult texts. Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all inclusive documents.


Explain To make clear or understandable, to state reasons for (e.g. classify, describe, discuss, identify, locate, paraphrase).

In order to demonstrate the ability to explain how American culture and history influenced the use and development of the English language students might gather from a text (oral, written, or audio-visual) a set of words, use context clues to determine possible meanings, trace the word origins, then be prepared to discuss the historic or cultural elements that brought those words into the language and/or gave them the meaning employed in the text.


American English is a constantly evolving language, acquiring words from varied sources and changing the uses and/or connotations of existing words as a result of new contexts or new word applications prompted by slang.

American history, wars, and experiences have contributed many words and phrases to spoken and written English. For example, the ultimate judgment of legality is whether or not something is “constitutional,” in reference to The United States Constitution which serves as the rudder of American juris prudence. The word “unalienable” appears, perhaps for the first time, in The Declaration of Independence as part of Jefferson’s argument in favor of the inherent rights of man. “Underground Railroad,” far from describing the subway, refers to a heroic effort to rescue escaped slaves. “Holocaust” now refers to any government-supported genocide and not just to that visited on the Jews and other peoples by Nazi Germany.

“The Melting Pot” – another commonly accepted, coined term – is nowhere more apparent than in our language. “Squash” and “tobacco” come from Native American languages; “ghoul” and “massage” from Arabic; “typhoon” from Chinese; “brick,

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“pinky,” and “yacht” from Dutch; “antique,” “canteen,” and “fiancé” from French; “kindergarten” from German; “sabbatical” from Hebrew; “karaoke” from Japanese; and “cigar” from Spanish. Names for specific foods came into the language from various sources. “Yam,” for example, came, along with the crop, from Africa. As the exploration and settlement of North America continued, places took on the Native American names they already had (e.g. Minnesota and Kentucky), were named in honor of ruling parties (e.g. Virginia and South Carolina), or were re-named in honor of places left behind (e.g. New York and New Hampshire). Regional dialects reflected not only the pronunciation of words but also the inclusion of words from the countries from which immigrants came. Whether students carry books to school in a “backpack, bookbag, knapsack, packsack, rucksack, satchel, or schoolbag” probably depends upon the group that settled the area in which they or their parents grew up.

As American culture evolves, so does American English. Connotations change as words become part of colloquialisms (uses of words in everyday speech). Words like “bad” that once referred to something negative take on the connotation of “cool” or “hip” as in “He has a bad car.” Technology has also changed the meanings of existing words such as “web” which once referred to something created by spiders and “net,” which has become shorthand for “internet.” Cultural influences like television, film, and popular music add words and word uses to the language as well. Thus, “to gaslight” someone means, as a result of the film, to attempt to convince someone that he or she is insane; “laid back” refers to a personality trait rather than to a posture; “grunge” and “rap” name styles of music rather than, respectively, judgments of cleanliness or the action one might take with a hammer.

Other words continue to come into the language through a linguistic process called back formation (creating a new word by removing an affix from an already existing word). Thus, we may use verbs such as “to vacuum clean” coined from the object name, “vacuum cleaner” and “to orientate” (rather than “to orient”) coined from the noun “orientation.” Verbs such as “texting,” “IM’ing,” and “blogging” have entered spoken and written language to refer to technologic processes along with nouns like “wiki” and adverbs that express a previously unknown place such as “on-line.” Similarly, acronyms (a word formed from the initial letters of words in a set phrase or series of words) have added to the language terms that have meanings that collectively express the words they represent. Who today knows that “laser” stands for “Lightwave Amplification by Stimulated Emission of Radiation” or that “radar” stands for “Radio Detecting and Ranging?”

Metonymy (a figure of speech that consists of the use of the name of one object or concept for that of another to which it is related) changes the use of existing words. Thus, expressions such as “Washington supports the bill” and “Wall Street behaved irresponsibly” carry for Americans meanings far beyond the physical addresses they name. Synecdoche (a figure of speech in which part is used for a whole or a whole for a part) also brings new words into the language. Trademark names such as Xerox and Kleenex become representative of the processes or products with which they are connected. “To Xerox,” then, means in American English “to make a copy of” and “to facebook” means to communicate with another via a specific website.

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To meet the requirements of this indicator students should understand that American English is ever-changing and that the forces that affect its growth (among them, changing connotations; contact with other languages; and the linguistic impact of metaphor, including the related processes metonymy and synecdoche, simile, idiom, allusion, and analogy) determine that dictionaries capture word meanings at the moment of publication but cannot preserve those meanings or prevent changes in the language. The student’s ability to recognize the plasticity of American English will enhance his ability to understand the impact of the language’s constant change on the texts produced by and about our culture.


This indicator exists as part of a chain of applications of connotation and denotation. Each grade level will see an increase of textual difficulty and a differing focus of the central concept.

What do students need to know before they can explain how American history and culture have influenced the use and development of the English language?

Students need to be able to compare (note similarities in) and contrast (note differences between) words.

Students need to know that relationships among word meanings (including synonyms, antonyms, and homonyms) affect how readers think about an idea.

Students need to know the difference between the literal meaning of a word (denotation) and the implied meaning of a word (connotation).

Students need to know that both euphemisms and idioms use word connotations to create meanings beyond the literal and that such constructions affect the reader’s experience with a text.

Students need to be able to interpret devices of figurative language.

Students need to use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

Students need to understand that cultural, historical, and societal implications impact word connotations and denotations.

Within connotation, what have students been taught and what will they be taught in the future?


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1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms).

2-3.4 Identify idioms in context.

2-3.5 Recognize synonyms, antonyms, and homonyms in context.

3-3.3 Interpret the meaning of idioms encountered in texts.

3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

4-3.3 Interpret the meaning of idioms encountered in texts.

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.


6-3.4 Distinguish between the denotation and the connotation of a given word.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.


8-3.4 Interpret the connotations of words to understand the meaning of a given text.


E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text.


E4-3.3 Explain how British history and culture have influenced the use and development of the English language.

When teaching connotations, what connections, links, or ties can be made to other indicators?

Students in English 3 will use connotations as they interact with other indicators such as:


E3-1.2 Evaluate the impact of point of view on literary texts.

E3-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

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E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery,… symbolism, motif, irony, and allusion) on the meaning of literary texts.

E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing



E3-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions)


E3-4 All indicators as students respond in writing.

E3-5 All indicators as students respond in writing.


Students should be taught and assessed using similar methods. In this indicator, the verb is “explain;” students should be challenged to determine the meaning of a word from context, to draw conclusions about the origin of that meaning, and to summarize or paraphrase those conclusions. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In neither the learning nor the assessing should students be asked to copy etymologies from the dictionary because that activity does not allow them the opportunity to explain the process of word acquisition and shifts in meaning.

Students gain an understanding of word origins and different types of implied meanings when they are encouraged to see the connections among history, culture, and language. If students have the opportunity to conduct research about word origins and to read and write with an expectation of understanding, analyzing, interpreting, explaining, and using unique and multiple-meaning words, then assessment should also focus on these levels of thinking.

Students in English 3 respond well to showing what they know. To facilitate a demonstrated understanding of the fluidity of the English language, teachers might provide a list of words whose meanings have changed in the past hundred years as a result of cultural or historic influences, challenging students to add to the list. Student pairs might choose one of those words, use print or on-line resources to research the word, and construct a flow-chart to demonstrate how the word joined our language and the factors that affected changes in its meaning. For independent demonstration students might take a multiple-meaning word or a word that has come into the language since

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America’s settlement, research its history, and share a summary of that history with the class, providing documentation of information sources.

To facilitate a complete understanding of how American history and culture have influenced the use and development of the English language, teachers may need to define such terms as back formation, metonymy and synecdoche as well as to draw attention to the impact on our language of connotation, metaphor, simile, analogy, allusion, and idiom. Teachers will also need to collaborate with social studies/history teachers to activate prior knowledge about the history and culture of the United States.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can interpret word origins and recognize the impact of implied meanings on a given text.


Professional Texts


Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999. ---. Reading Reminders. Portsmouth, NH: Heinemann, 2000. ---, Illuminating Texts. Portsmouth, NH: Heinemann, 2001.

Harmon, William and Hugh Holman. A Handbook to Literature, Ninth Edition. Upper Saddle River, NH: Prentice Hall, 2003.

Keene, Ellin Oliver and Susan Zimmerman. Mosaic of Thought. Portsmouth, NH: Heinemann, 2007.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000. ---, Differentiating Reading Instruction. New York: Scholastic, 2008.

Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books, 2004.

Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana, IL: National Council of Teachers of English, 1988.

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Student Texts

There are many titles that teachers and students may select to better understand connotations. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://teachingtoday.glencoe.com/lessonplans/connotation-in-propaganda


http://www2.scholastic.com/browse/lessonplan.jsp?id=389

http ://www.readwritethink.org


http://www.write101.com/lethamcritique.htm

http://www.instructorweb.com/lesson/connotationdenotation.asp

http ://www.webenglishteacher.com

http ://www.englishcompanion.com

http ://www.ciconline.org/english

http ://www.scetc.org/education/streamlinesc/index.cfm

http://www.field-trips.org/tours/

http ://www.scetc.org

http ://www.scetv.org/programs_a_to_z/index.cfm#w

http ://efl.htmlplanet.com/words_from_otherlingos.htm

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http://efl.htmlplanet.com/words_from_otherlingos.htm

http://www.scetv.org/programs_a_to_z/index.cfm#w

http://www.scetc.org/

http://www.field-trips.org/tours/

http://www.scetc.org/education/streamlinesc/index.cfm




http://www.instructorweb.com/lesson/connotationdenotation.asp

http://www.write101.com/lethamcritique.htm



http://www2.scholastic.com/browse/lessonplan.jsp?id=389


http://teachingtoday.glencoe.com/lessonplans/connotation-in-propaganda


ENGLISH 3Big Idea: Writing

Developing Written Communications

Standard E3-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.

Essential Question: How do people create meaning through written communication?



By the beginning of high school, students should have mastered the concepts listed below. Review and/or reteaching may be necessary.

Conventions of Grammar Mechanics of EditingParts of Speechnouns (common and proper nouns, singular and plural nouns, collective nouns, agreement of nouns and their modifiers)

pronouns (personal pronouns, nominative and objective-case pronouns, pronoun-antecedent agreement, indefinite pronouns, pronoun case)

verbs (past, present, and future verb tenses; past participles of commonly misused verbs; subject-verb agreement; consistent verb tenses; verb formation)

adverbs (adverbs of time, place, manner, and degree; irregular adverbs; formation of comparative and superlative adverbs)

adjectives (comparative and superlative

Capitalizationfirst word of a sentence; the names of people; the pronoun I; proper nouns; the initials of a person’s name; courtesy titles (for example, Mr. and Ms.); days of the week; months of the year; titles of books, poems, and songs; geographic names; holidays; historical and special events; titles of works of art; titles of publications; brand names; proper adjectives; names of organizations; names of ethnic and national groups; names of established religions and languages

Punctuationend punctuation (periods, exclamation points, question marks)

commas (to enclose appositives; to separate items in a series; in dates, addresses, and greetings and closings in letters; in

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adjectives, proper adjectives, irregular comparative and superlative adjectives, formation of comparative and superlative adjectives)

conjunctions (and, but, or, because, since, yet, until, although, while, neither, nor)

prepositions and prepositional phrases

interjections

Usage subject-verb

agreement subject-verb and

pronoun-antecedent agreement with collective nouns

main and subordinate clauses

idiomatic usage placement of modifiers shifts in construction

compound sentences; between main clauses; to separate introductory clauses and long introductory phrases from the main body of sentences)

periods in abbreviations

apostrophes (contractions, possessive nouns)

quotation marks (to show dialogue, in direct quotations, to indicate titles of short pieces within longer pieces, underlining or italics of titles of separately published works)

colons

hyphens

semicolons

ellipses

parentheses

Spelling(high-frequency words; three- and four-letter short-vowel words; words that do not fit regular spelling patterns; basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns; misused homonyms; commonly confused words; words that have blends; contractions; compound words; words with orthographic patterns; words with suffixes and prefixes; multisyllabic words; commonly confused words; double consonant patterns; irregular vowel patterns in multisyllabic words; and words with Greek and Latin roots and affixes)

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Indicators:E3-4.1 Organize written works using prewriting techniques, discussions, graphic

organizers, models, and outlines.

E3-4.2 Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex).


E3-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning including




verb formation,

pronoun case,

formation of comparative or superlative adjectives and adverbs, and

idiomatic usage.


E3-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

E3-4.6 Edit written pieces for the correct mechanics and usage of written Standard American English including

internal and end of sentence punctuation,

commas to indicate appositives,

word placement to avoid ambiguity,

appropriate coordination and subordination,

relationship between and among clauses,

placement of modifiers, and

shifts in construction.


E3 - 54

ENGLISH 3Big Idea: Writing

Developing Written CommunicationsHelp Page for Standard E3-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.

No support documents attached.

Notes:

Assessments


Technology

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ENGLISH 3Big Idea: WRITING

Producing Written Communications in a Variety of Forms

Standard E3-5: The student will write for a variety of purposes and audiences.

Essential Question: How do people create meaning for a variety of purposes and audiences through written communication?


Indicators:E3-5.1 Create informational pieces (for example, resumes, memos, letters of

request, inquiry, or complaint) that use language appropriate for the specific audience.




E3-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E3-5.6 Compose effective pieces of writing to respond to prompts in “on-demand” situations.

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ENGLISH 3Big Idea: WRITING

Producing Written Communications in a Variety of Forms

Help Page for Standard E3-5: The student will write for a variety of purposes and audiences.


Notes: Assessments



Technology


South Carolina Department of Education

E3 - 57

Support Document


Indicator E3-5.1: Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.



Create Put elements together to form a coherent or functional whole


Creating informational pieces of writing requires a different approach to composing. This type of writing is more authentic, is about knowledge that the writer has to share, gives information to explain realities or ideas, has a purpose that is related to a real-life situation, and is written for a specific audience. For example, students might create brochures on topics they are researching or on topics related to a unit of study or a piece of literature. Informational writing often relies on prompts of who, what, when, where, and how, provides facts and details, and develops those details rather than depending on general references. For example, in English 3, an informational writing assignment might ask students to create a survey as part of a research project, write an article for a newspaper created by the class, compose a business letter requesting information, or complete a job application.


The level of difficulty of the writing increases at each grade level. Additionally, some areas of focus for informational writing differ at each grade level.

What do students need to know before they can understand informational writing?

• Students need to understand the process of writing.

• Students need to understand the difference between informational and creative writing.

• Students need to know the characteristics of informational writing. Regardless of the type of information the writer is

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sharing, the writing should (a) engage the reader by establishing a context, creating a speaker’s voice, and developing reader interest; (b) provide a central question about an issue or situation which becomes the thesis; (c) create an organizing structure appropriate to the purpose, audience, and context; (d) include appropriate facts and details; (e) exclude unnecessary details and inappropriate information; (f) use a variety of strategies, such as describing or analyzing the subject, narrating a relevant anecdote, providing examples; (g) draw from more than one source of information, such as books, newspapers, speakers; and (h) provide a sense of closure to the writing.

• Informational writing has a variety of purposes, audiences, perspectives, and structures (for example, pamphlets, diagrams, biographies).

• Informational writing is explanatory, based on reality, and relies on knowledge, facts, and details.

Within informational writing, what have students been taught and what will they be taught in the future?


K-5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.

1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example, directions and instructions) to inform a specific audience.

3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).

4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.

5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience.

6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience.

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8-5.1 Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E2-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E4-5.1 Create clear and concise career-oriented and technical writings (for example, memos, business letters, résumés, technical reports, and information analyses).

When teaching informational writing, what connections, links, or ties can be made to other indicators and/or content areas?



E3-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).



E3-2.6 Evaluate information from graphic features (for example, charts and graphs) in informational texts.



E3-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E3-4.2 Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex).

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E3-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning including




verb formation,

pronoun case,

formation of comparative or superlative adjectives and adverbs, and

idiomatic usage.


E3-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

E3-4.6 Edit written pieces for the correct mechanics and usage of written Standard American English including





relationship between and among clauses,




E3-6.1 Clarify and refine a research topic.

E3-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E3-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.


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E3-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E3-6.7 Use a variety of print and electronic reference materials.



Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “create.” Therefore, students should be required to create a variety of informational writing throughout the year. Classroom assessment should be based on the domains and descriptors found on the South Carolina Extended Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.


Professional Texts

Calkins, Lucy and Pessah, Laurie. (2003). Nonfiction Writing: Procedures andReports. Portsmouth, New Hampshire: Heinemann.

Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, New Hampshire: Heinemann.

Gallagher, Kelly. (2006). Teaching Adolescent Writers. Portland, ME: Stenhouse.

Koehler, Susan. (2007). Crafting Expository Papers. Gainesville, FL: Maupin House Publishing.

Portalupi, Joann and Fletcher, Ralph. (2001). Nonfiction Craft Lessons: Teaching Informational Writing K-8. Portland, Maine: Stenhouse Publishers.

Student Texts

There are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

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and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials


http://www.readwritethink.org/lessons/lesson_viewasp?id=398



http://www.teachersfirst.com

http://www.webenglishteacher.com/expwriting.html

http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross

http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html

This is an excellent site with actual student writing rated as low, medium, and high, with comments from the reader of the writing.

http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-%20Unit%202%20Informational%20Writing.pdf?p=6CC6799F8C1371F68773D2636631F3434099A192773C357B05E6F1F2C0A2A969&Type=D

http://wgu.educommons.net/liberal-arts/rhetorical-and-critical-writing-after-11-1-2008/a61.html

http://archive.metrostate.edu/writingcenter/clues/inform.html

For additional Internet sources, use the following search terms:

• Informational writing

• Expository writing

Instructional Matrices

http://ed.sc.gov/agency/offices/matrices

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http://ed.sc.gov/agency/offices/matrices

http://archive.metrostate.edu/writingcenter/clues/inform.html






http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html

http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross

http://www.webenglishteacher.com/expwriting.html

http://www.teachersfirst.com/








Indicator E3-5.1: Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).



Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure


Persuasive writing is a form of writing whose purpose is to convince or to prove or refute a point of view or issue.

Reading and writing are intimately related. The material that students read will influence their writing, so they must be immersed in the kinds of texts they are asked to create. As students read persuasive texts and note the techniques used by authors, they can incorporate those same techniques in their own writing.

In preparation for writing their own editorials, essays, and speeches, students in English 3 should study numerous examples of these genres. They should study speeches in both written and oral formats. They should analyze how various authors handle the important elements of persuasive writing and compare effective and ineffective examples. Research skills are required as students gather concrete evidence to support their positions in persuasive writing. Students will need a familiarity with interview techniques in order to incorporate firsthand accounts, and they may need help in using statistical data as well.


As students progress through the grade levels, the writing topics and the sophistication of the compositions will become more challenging to the learner. Additionally, areas of focus for creating persuasive writing will differ at some grade levels.

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What do students need to know before they can create persuasive writing?

One of the most complex and challenging projects that students will face is that of writing persuasive papers. To be successful, students must draw upon prior learning in the areas of reading, writing, and research.

Skills that students will draw upon include:

• reading informational texts

• discerning cause and effect

• drawing conclusions

• making inferences

• writing for various purposes and audiences

• awareness of author’s craft

• central idea, thesis, supporting evidence and how these

elements work together

• importance of adequate supporting evidence

• discriminating between fact and opinion

• awareness of author’s bias

• evaluating resource material for reliability and validity

• creating a logical argument

• comparing differences among several types of persuasive writings

• all aspects of Standard 4: pre-writing, organizing ideas,

using sentence variety, structuring sentences effectively,

correctness of grammar and mechanics, revising, and editing

Within persuasive writing, what have students been taught and what will they be taught in the future?


6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience.

7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.

8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence.

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E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

When teaching persuasive writing, what connections, links, or ties can be made to other indicators and/or content areas?

Students in English 3 demonstrate their knowledge of persuasive writing skills through the application of the following indicators:


E3-2.7 Analyze propaganda techniques and rhetorical devices in informational texts

E3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. (all indicators)


E3-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Cross-Curricular Connections

Social Studies

Students draw conclusions, interpret and analyze texts, and create persuasive writing.

Students analyze and create propaganda.

Math

Students study statistics and probability.

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Students interpret data and statistics.

Science

Students interpret data and statistics.


Students should be taught and assessed using similar methods. Therefore, students should be assessed on their ability to apply the persuasive writing skills they have been taught. This can be accomplished in a variety of ways, including reading and analyzing various types of persuasive writing, propaganda techniques, and advertisements. Students should have direct instruction on persuasive writing skills and be given numerous opportunities to create pieces of persuasive writing.

Strategies to assist students with creating persuasive writing and which can be used as either formative and/or summative assessments include:

Creating a variety of types of persuasive writing

Writing editorials, essays, and speeches

Determining qualities of excellence in editorials, essays, and speeches

Developing charts specifying the traits of a variety of types of persuasive writing

Designing rubrics for evaluating various types of persuasive writing

Evaluating pieces of professionally-produced persuasive writing (cold texts)

Showing results of teacher-evaluated pieces of student- produced persuasive writing using the Extended Response Rubric


Professional Texts


Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, NH: Boynton/Cook, 1998.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum, and the Profession. Portsmouth, NH: Heinemann, 1999.

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Culham, Ruth. 6+1 Traits of Writing: The Complete Guide Grades 3 and Up. NY, NY: Scholastic, 2003

Daniels, Harvey and Steven Zemelman. Subjects Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann, 2004.

Feathers, Karen M. Informational Texts: Reading and Learning. Toronto: Pippin, 2004.

Fletcher, Ralph and Joann Portalupi. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse, 2001.

Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Portland, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudvis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for Your Writing Workshop. Portsmouth, NH: Heinemann, 2002.

Ray, Katie Wood. The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts). Urbana, IL: NCTE Publication, 2001

Student Texts

There are many titles that teachers and students may select to better understand persuasive writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:

http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials



http://www.lpb.org

http://www.lpb.org/education/classroom/itv/litlearn/

http://www.readingquest.org

http://www.readingquest.org/strat/

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http://www.readingquest.org/strat/

http://www.readingquest.org/

http://www.lpb.org/education/classroom/itv/litlearn/

http://www.lpb.org/




http://scholastic.com

http://scholastic.com/newszone/

http://timeforkids.com

http://timeforkids.com/TFK/

http://www.scetc.org


http://www.ciconline.org


http://www.carolhurst.com

http://www.carolhurst.com/titles/6th.html

http://literacynet.org


http://www.iclasses.org

http://www.iclasses.org/assets/literature/index.cfm

http://www.unitedstreaming.com

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http://www.iclasses.org/assets/literature/index.cfm

http://www.iclasses.org/


http://literacynet.org/

http://www.carolhurst.com/titles/6th.html

http://www.carolhurst.com/


http://www.ciconline.org/


http://www.scetc.org/

http://timeforkids.com/TFK/

http://timeforkids.com/

http://scholastic.com/newszone/

http://scholastic.com/

ENGLISH 3Big Idea: RESEARCHING

Applying the Skills of Inquiry and Oral Communication

Standard E3-6: The student will access and information from a variety of sources.

Essential Question: How do people discover meaning through inquiry and communication?


Indicators:E3-6.1 Clarify and refine a research topic.





E3-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.



ENGLISH 3

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Big Idea: RESEARCHINGApplying the Skills of Inquiry and Oral Communication

Help Page for Standard E3-6: The student will access and information from a variety of sources.


Notes: Assessments



Technology


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Standard E3-6: The student will access and use information from a variety of sources.

Indicator E3-6.1: Clarify and refine a research topic.



Clarify Changing from one form of representation to another

For example, students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question that the student requires information to answer.


A research topic is the subject matter that requires the student to access and use information. Students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question the student requires information to answer.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for clarifying and refining a research topic (such as subject matter) differ at each grade level.

What do students need to know before they can understand clarifying and researching a topic?

Students need to know how to generate how and why questions to clarify the research topic.

Students need to know how to generate a topic for inquiry.

Students should be familiar with clarifying and refining a research topic. However, some students may need additional instruction and practice with developing questions to narrow and focus a research topic.

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Students need to know how to paraphrase (state in their own words) the research topic to demonstrate full understanding of the research problem.

Students may also need additional assistance with formulating questioning that leads them beyond basic how and why questions to questions that require higher order thinking skills.

Within clarifying and refining a research topic, what have students been taught and what will they be taught in the future?


6-6.1 Clarify and refine a research topic.







When teaching clarifying and refining a research topic, what connections, links, or ties can be made to other indicators and/or content areas?




E.3-1.6 Create responses to literary texts through a variety of methods such as written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts.





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E3-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E3-4.6 Use the conventions of Standard American English to clarify and enhance meaning including





relationship between/among clauses,



E3-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources.




Science

PS-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

B-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

C-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

P-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

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ES-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

Social Studies Literacy Elements

F Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments?

T Plan and organize a geographic research project (e.g., specify a problem, pose a research question or hypothesis, identify data sources)

Classroom Assessments

Students should be taught and assessed using similar methods. This indicator addresses one part, and a critical part, of a larger whole in which students will ultimately participate. At this grade level, students should be assessed based upon that what the indicator is asking of them, in this case clarifying and refining a topic for research. The topics students choose to inquire about should become more complex, therefore the need to clarify and refine becomes more important. Students must learn and expand upon the foundational components of the research process before demonstrating their knowledge of the total process in later grades.

Because the research topic is the foundation upon which the student builds the overall research project, the teacher should assess the student’s research topic for clarity and refinement and prompt the student as needed to revise the topic before proceeding with research. Conferencing with the student as well as providing specific written feedback is an excellent way to assess this indicator.

Students might also keep a research journal or log. The student should spend a few minutes each day to reflect on his list of topics and the types of questions and the search strategies needed to gather the most relevant information. The journal or log serves as both a self-assessment mechanism as well as a tool for use for assessing classroom performance.


Professional Texts

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7-12. Worthington, OH: Linworth Publishing Co., 2002.

Hackman, Mary H. Library Information Skills and the High School English Program. 2nd ed. Englewood, CO: Libraries Unlimited, Inc., 1999.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for Parents, Teachers, Librarians, and Others Who Care About Computer-Using Young People. Worthington, OH: Linworth Publishing Co., 2003.

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Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME: Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose, CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15 Models for Teaching and Learning in Information-Rich and Technology-Rich Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American Library Association, 2001.

Stanley, Deborah B. Practical Steps to the Research Process for High School. Englewood, CO: Libraries Unlimited, Inc., 1999.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters. Chicago: American Library Association, 2003.

Volkman, John D. Cruising Through Research: Library Skills for Young Adults. Englewood, CO: Libraries Unlimited, 1998.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research: Topic Guidelines for Finding Information on Current Issues. Englewood, CO: Libraries Unlimited, 2001.

Student Texts

There are many titles that teachers and students may select to better understand clarifying and refining a research topic. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

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Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School Library Media Services, South Carolina Department of Education. 9 Sept 2007. http://martha.alewine.googlepages.com/thesimplefour

“Changing the Questions.” Springfield Township High School. 6 Sept 2007 http://www.sdst.org/shs/library/questions.html

“Detailed Explanation of an "Essential Question".” Bellingham Public Schools. 6 Sept 2007. http://wwwgen.bham.wednet.edu/probsol2.htm

Discovering Language Arts: Research Skills (Grades 9-12). 2007. United Learning. ETV StreamlineSC. 12 June 2008

http://www.scetv.org/education/streamlinesc/index.cfm

“Information Studies: K-12.” Ontario Library Association. 6 Sept 2007. http://www.accessola.com/action/positions/info_studies/html/

Jansen, Barbara A. “Questioning Strategies.” 2006. St. Andrews Episcopal School. 6 Sept 2007. http://library.sasaustin.org/questioning.php

McKenzie, Jamie. “Framing Essential Questions.” Sept. 1996. From Now On.Org. 6 Sept 2007 http://www.fno.org/sept96/questions.html

Whelan, Debra Lau. "Making Research Count." School Library Journal (Nov. 2002). 9 Sept. 2007 http://www.schoollibraryjournal.com/index.asp?layout=article

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http://www.schoollibraryjournal.com/index.asp?layout=article

http://www.fno.org/sept96/questions.html

http://library.sasaustin.org/questioning.php

http://www.accessola.com/action/positions/info_studies/html/

http://www.scetv.org/education/streamlinesc/index.cfm

http://wwwgen.bham.wednet.edu/probsol2.htm

http://www.sdst.org/shs/library/questions.html

http://martha.alewine.googlepages.com/thesimplefour


Standard E3-6: The student will access and use information from a variety of sources.

Indicator E3-6.7: Use a variety of print and electronic reference materials.



Use Applying a procedure to an unfamiliar task


Students will use an effective search strategy to locate reference sources and information within those sources to meet the requirements of the research project.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for accessing and using information from a variety of sources differ at each grade level.

What do students need to know before they can understand how to access and use information from a variety of sources?

Students need to be aware of the benefits and disadvantages of the various types of print and electronic reference materials so that they can select the most appropriate reference material(s) for the information needed. English 3 students should be able to determine the best sources of information to meet their information needs.

Students should be familiar with a variety of electronic reference sources as well as many types of print sources. Students may also include personal interviews and communications, audio recordings, and audiovisual recordings as part of their strategy for locating information.

Students should be familiar with all locations and sources for assistance in locating information sources, including the library media center, electronic pathfinders, and search engines.

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Students should be able to evaluate all information sources using criteria such as currency, authority, accuracy, relevancy, objectivity, and purpose of publication.

Within accessing and using information from a variety of sources, what have students been taught and what will they be taught in the future?


3-6.2 :

Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.

4-6.2 and 5-6.2:

Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

6-6.7, 7-6.7, 8-6.7, E1-6.7, E2-6.7, E3-6.7, and E4-6.7:

Use a variety of print and electronic reference materials.

When teaching using a variety of print and electronic reference materials, what connections, links, or ties can be made to other indicators and/or content areas?



E3-2.3 Analyze informational texts for author bias (including, word choice, the exclusion and inclusion of particular information, and unsupported opinion). [For example, when doing a compare/contrast research project, students will evaluate the methods the author of the information sources used to support his/her opinion]



E3-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes (see Instructional Appendix: Greek and Latin Roots and Affixes).


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E3-3.4 Spell new words using Greek and Latin roots and affixes (see Instructional Appendix: Greek and Latin Roots and Affixes).



E3-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral presentations and visual presentations.

Science

PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.

B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.

C-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology.

P-1.5 Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

ES-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

Social Studies Literacy Elements

L Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts.

O Consider multiple perspectives of documents and stories.

O Locate, gather, and process information from a variety of primary and secondary sources including maps.

O Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems.

S Interpret and synthesize information obtained from a variety of sources—graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.

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Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “use.” As this indicator addresses one part of an overall approach to research, the student’s ability to use a variety of print and electronic reference materials should only be assessed as part of the overall research process and not in isolation. Students should be evaluated on their rationale for selecting a particular source. Each source should be evaluated for a variety of criteria including currency, authority, relevancy, accuracy, objectivity, and purpose of publication.

One criterion in a scoring rubric for a research assignment might evaluate the variety of print and electronic reference materials cited to the topic or overall project. However, because the reference materials used by the student provide the information needed to address the topic or inquiry, the teacher should offer some ongoing evaluation of the student’s use of reference materials as a part of the research process. For example, the teacher might prompt the student to vary the types of print and electronic sources and to select those materials most likely to provide the information most appropriate for the research project. Conferencing with the student or written feedback from the teacher would be a good means of assessing this indicator during the research.

An additional form of assessment might be a research journal/log. Students would reflect on their use of sources each day and note their success and frustrations with each type of source. This journal would be both a self-assessment for students and an assessment for the classroom performance. A research log would help the teacher identify issues with plagiarism prior to the final evaluation.


Professional TextsBuzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7-12. Worthington, OH: Linworth Publishing Co., 2002.

Hackman, Mary H. Library Information Skills and the High School English Program. 2nd ed. Englewood, CO: Libraries Unlimited, Inc., 1999.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for Parents, Teachers, Librarians, and Others Who Care About Computer-Using Young People. Worthington, OH: Linworth Publishing Co., 2003.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME: Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose, CA: Hi Willow Research and Publishing, 2002.

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Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15 Models for Teaching and Learning in Information-Rich and Technology-Rich Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American Library Association, 2001.

Stanley, Deborah B. Practical Steps to the Research Process for High School. Englewood, CO: Libraries Unlimited, Inc., 1999.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters. Chicago: American Library Association, 2003.

Volkman, John D. Cruising Through Research: Library Skills for Young Adults. Englewood, CO: Libraries Unlimited, 1998.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research: Topic Guidelines for Finding Information on Current Issues. Englewood, CO: Libraries Unlimited, 2001.

Student TextsThere are many titles that teachers and students may select to better understand using a variety of print and electronic reference materials. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint MaterialsAlewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School Library Media Services, South Carolina Department of Education. 9 Sept 2007. http://martha.alewine.googlepages.com/thesimplefour.

“Choose the Best Search for Your Information Need.” 21 July 2007. NoodleTools Inc. 09 Sept 2007. http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html.

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http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html

http://martha.alewine.googlepages.com/thesimplefour


“Evaluating Sources of Information.” 2004. Purdue University. 09 Sept 2007. http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html.

NetFiles #301: Research Applications. United Learning. 2000. unitedstreaming. 11 September 2007. http://www.unitedstreaming.com/.

Schrock, Kathy. “Critical Evaluation Surveys and Resources.” 2007. Discovery Education. 09 Sept 2007.

http://school.discoveryeducation.com/schrockguide/eval.html.

Smith, Alistair. “Evaluation of Information Sources.” 19 Oct 2006. Victoria University of Wellington. 09 Sept 2007.

http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm.

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http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm

http://school.discoveryeducation.com/schrockguide/eval.html


http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html

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