Language Arts Curriculum Guidelines Sixth, Seventh, …...natural death. 8. •Draws conclusions about the style, mood, and meaning of literary text based on the author’s word choice:

Archdiocese of Santa Fe Language Arts/English Curriculum 2011 121

Language Arts Curriculum Guidelines

Sixth, Seventh, Eighth Grade The sixth, seventh, and eighth grade language arts program will promote and foster the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. It will address and promote the student’s ability to comprehend and analyze literary and informational texts of steadily increasing complexity. The student will demonstrate independence, build strong content knowledge, and respond to the varying demands of audience, task, purpose, and discipline. They will be able to comprehend as well as critique, value evidence, use technology and digital media strategically and capably. Finally, students will come to understand other perspectives and cultures, while adhering to a Roman Catholic faith foundation. Archdiocese of Santa Fe Standard 1: Students read with understanding and fluency and read and understand literature

representative of various societies, eras and ideas. NCTE Standard 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the culture of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. NCTE Standard 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of the human experience.


Critical for Mastery in Grades 6-7-8

LEARNING OUTCOMES (What students will be able to do, know, understand and value)

SAMPLE ASSESSMENTS/STRATIGIES (What evidence will demonstrate that students have achieved the Learning Outcome)

BEST PRACTICIES

A. Student reads a wide range of literature from many genres and periods.

1. Explains the similarities and differences of the characteristics of literary forms and genres including poetry, drama, myths, fiction, and non-fiction.

• Read, analyze and construct a model of various works from different genres.

• Create various types of works from different genres.

2. Sees connections across and within

genres.

• Compare Poe’s, short stories with poetry. • Identify repetition in a poem. • Read on one topic from three sources and

draw a three-way Venn Diagram to compare/contrast the information.

3. Reads a wide range of literature from many periods: • Identifies recurring themes, patterns

and symbols found in literature from different eras and cultures.

• Identifies selected authors and illustrators by their styles and themes.

• Explains interactions and conflicts between main and minor characters in literary text, and how the interactions affect the plot.

• Discuss (debate) issues presented with regards to justice and human dignity in historical context.

• Demonstrate through skits or other methods, the causes and resolutions of conflicts.

• Make predications about the consequences of immoral or unjust decisions of characters in novels.

4. Analyzes plot development and elements of a plot diagram as well as conflict, subplots, and parallel episodes to determine how conflicts are resolved.

• (E.g.,) Dragon, Dragon “rising actions” as model.

• Use timeline to highlight main events of conflicts.

5. Understands and identifies types of characterization and character.

• Highlight traits of each, round or flat (static) characters.

• Make a wanted poster to demonstrate


understanding of characters. 6. Relates events, characters, etc. in reading

to his/her own personal experience. • Illustrate how each character is like or

unlike a student.

7. Analyzes the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution.

• Speculate on how problems would be different if setting were different – journal discoveries for future reference and comparisons.

• Analyze how governments have met their responsibility to promote human dignity and human rights from conception to natural death.

8. Draws conclusions about the style, mood, and meaning of literary text based on the author’s word choice: • Identifies word plays such as puns,

hyperboles, etc.

• Comprise a list of words, phrases, idioms, etc. that help draw conclusions on styles and mood.

• Identify repetitions in a poem. What does this repetition add to the emotional force of the poem?

• Substitute other, more familiar words for the author’s regional ones. Has story changed? How?

9. Identifies the types of poetry: lyric, concrete, narrative, haiku, limerick and the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection.

• Develop a portfolio/collection of different poetry types – student generated and published samples.

• Make poetry booklets, oral presentations, PowerPoint, video, etc.

• Make figurative language booklets that include similes, metaphors, personification, irony, alliteration, idioms. etc.

10. Recognizes and identifies the use of specific literary devices such as paradox, irony, surprise ending, foreshadowing, flash back, progressive and digressive time, and suspense.

• Discuss how each literary device contributes to the story, and speculate if the story would lose its character without those devices.


11. Recognizes the structure and elements of texts: • Identifies plot, setting, style, tone and

mood as well as other standard literary elements.

• Analyzes and identifies point of view. • Identifies theme. • Identifies the moral criteria that

govern choices of characters.

• Discuss how each element is vital to the essence of a good story.

• Discuss reliance on nature-stewardship in the care of creation.

• Write a round robin story. • Make a story map that includes literary

elements such as plot, climax, setting, point of view, etc.

Archdiocese of Santa Fe Standard 2: Students apply a wide range of strategies to comprehend, interpret and evaluate

text. NCTE Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). NCTE Standard 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Critical for Mastery in Grades 6-7-8


SAMPLE ASSESSMENTS/ STRATEGIES (What evidence will demonstrate that students have achieved the Learning Outcome)

BEST PRACTICES

A. Student reads for a wide variety of purposes.


1. Establishes and adjusts purpose for reading including discovery, understanding, interpretation, enjoyment and problem solving.

• Form opinions. • Evaluate evidence. • Use technology, text information sources,

directories, etc.

2. Uses criteria to choose independent reading materials (personal interest, knowledge of authors, genres, or subjects).

• Choose reading materials for purpose-pleasure, information, etc.

• Use Book Bank. • Prepare a dramatic reading of a favorite

piece.

3. Makes connections between prior knowledge and new information.

• Use: Logic and organization. • Class discussions.

4. Adjusts speed, rate and volume to fit purpose.

• Lector at mass, prayer services.

5. Integrates reading strategies such as skimming, scanning, reading ahead, and re-reading.

• Use skills to: o Access information to complete tasks. o Obtain information to substantiate

evidence.

6. Applies reading strategies to all situations: • Paraphrases and summarizes • Makes and verifies predictions • Generates questions about what was

read: o who, what, where, when, why,

how?

• Create: o Study maps. o Thinking maps.

• Identify critical information necessary to assess text.

7. Analyzes information found in maps, charts, tables, graphs, cutaways and overlays.

• Use information to: o Validate. o Explain. o Analyze.

8. Research: • Explores, identifies and analyzes

various types of material from printed matter to and including computer generated or retrieved information.

• Match text for purpose: o Leisure reading material. o Research materials, etc.

B. Student demonstrates literal and


interpretive comprehension skills. 1. Summarizes the information in texts;

• Identifying main ideas, supporting details, and referencing gaps or contradictions.

• Create outlines. • Write summative analysis. • Write a brief summary of a myth, a recent

news story, and a television drama, naming common characters and how each source demonstrates the specific characteristics (like characters, themes, etc.).

2. Compares an original text to a summary to determine the extent to which the summary adequately reflects the main ideas, critical details, and underlying meaning of the original text.

• Cite evidence of information concerning details and underlying meaning.

3. Takes notes on what is read to identify main idea, details, etc.

• Utilize various note taking strategies: o Cornell notes. o Outline format. o Index cards. o Summations.

4. Answers literal, evaluative, and synthesizing questions about text.

• Develop posters. • Create PowerPoint presentations. • Write skits. • Express summations orally and/or in writing.

5. Understands the purpose of and utilizes parts of books and text features: • Title page, chapter titles, headings,

sub headings. • Bibliographies, indices, appendices,

glossaries.

• Locate and utilize the essential parts of a book.

• Identify parts of books in various formats.

6. Understands, utilizes, and analyzes search engines and on-line sources for intended purposes.

• Participates in Online scavenger hunts. • Adds cited information to written work.


7. Interprets details from a variety of functional texts (e.g. warranties, product information, instructional manuals, consumer safety publications) for a specific purpose (e.g., to follow directions, solve problems, perform procedures, answer questions).

• Bring an example of a functional text and determine if it is “user friendly”.

8. Determines what information (e.g., steps in directions, legends, supplies needed, illustrations, diagrams, sequences) is missing from functional texts.

• Create games. • Participate in Jeopardy type presentations.

9. Compares and contrasts different sources of information, including books, magazines, newspapers, and online resources to draw conclusions about a topic.

• Create compare/contrast columns and see what elements are common across all sources of information.

• Analyze Old and New Testament stories; compare/contrast to foundation of various government systems.

10. Compares the treatment, scope and organization of ideas from various texts on the same topic.

• Choose three grade level text books and compare how they address the same topic.

C. Student demonstrates critical thinking skills.

1. Identifies, understands, and analyzes an author’s purpose for writing and explains an author’s argument, perspective or viewpoint in text: • Assesses the adequacy, accuracy, and

appropriateness of an author’s details. • Identifies ways in which authors

organize information. • Discusses the literary techniques

authors use to make text engaging to readers.

• Identifies persuasive techniques such as propaganda editorials,

• Prepare oral reports/written reports to explain an author’s perspective.

• Conduct historical research to support or disprove author’s accuracy, etc.

• Examine political cartoons, propaganda speeches, films, editorials, etc.

• Write summaries/essays. • Examine the use of metaphors in political

cartoons, propaganda speeches, films, and editorials.

• Discuss various ways censorship has been enforced.


editorializing and examples of bias and stereotyping.

• Identifies ways in which an author’s experience affects why, how and what s/he writes.

• Makes critical comparisons across texts, noting author’s style as well as literal and implied content of text.

• Forms conclusions and supports those conclusions with evidence from text.

• Discusses ways in which authors deal with social and political issues.

• Distinguishes between important and unimportant details.

2. Critically analyzes texts and authors: • Classifies and categorizes

information read. • Compares and contrasts elements in

text. • Makes generalizations about and

paraphrases what it read.

• Discuss what was going on in history that influenced an author’s writing.

• Engage in presentations, posters, group discussion to demonstrate understanding.

3. Identifies the implicit and explicit main idea.

• Engage in group discussion.

4. Differentiates between subjective and objective points of view, and how they affect the overall body of a work.

• Discuss how subjective/objective points of view differ depending on fiction, non-fiction, journalism, etc.

5. Predicts or hypothesizes, as appropriate, from information in the text by citing examples that may be in various sections of the text.

• Use examples from text to support prediction/hypothesis, etc.

6. Analyzes examples of cause and effect. • Create examples from media, literature and other subject areas.

7. Recognizes the difference between fact and opinion.

• Provide real-life, personal examples to demonstrate fact and opinion.


8. Interprets metaphors, similes and other literary devices to understand new uses of words and phrases in texts, prose and poetry.

• Discuss how metaphors and similes can have multiple interpretations.

9. Interprets how mood or meaning is conveyed through word choice, figurative language and syntax.

• Develop examples of mood; compile a list of words, phrases, etc. that would convey such a mood.

10. Applies reading strategies to taking tests. • Take timed reading tests using various strategies.

11. Analyzes and/or evaluates social issues in texts in light of Catholic tradition.

• Analyze a current event in light of Catholic teachings.

D. Student develops phonological awareness, word recognition, and word analysis skills.

1. Uses knowledge of symbols and acronyms to identify whole words.

• Provide list of common acronyms, symbols, etc.

2. Determines the meanings and pronunciations of unknown words by using multiple resources (dictionaries, glossaries, technology, and textual features such as definitional footnotes and sidebars).

• Given a list of unknown words, use resources to determine meaning and pronunciation.

3. Applies knowledge of connotation and denotation to determine the meaning of words.

• Provide examples of both older and more modern words and their connotation and denotation.

4. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of complex words.

• Use Latin & Greek roots as a basis for understanding word meanings.

5. Recognizes and uses words from other languages that have been adopted into the English language

• Provide a list of words derived from romance languages.

6. Uses context to identify the intended meaning of unfamiliar words (e.g. definition, example, restatement, synonym, and/or contrast).

• Analyze sentences for context clues.


7. Uses context to identify the meaning of words with multiple meanings (e.g. definition, example, restatement, or contrast).

• Use Latin & Greek roots as a basis for understanding word meanings.

E. Student expands vocabulary by using a variety of methods.

1. Learns, defines, and uses vocabulary appropriate to grade level and across subject areas.

• Create vocabulary games. • Maintain a word bank for review

opportunities, etc.

2. Applies enriched vocabulary in all presentation work.

• Include vocabulary, idioms, etc. in writing samples.

Archdiocese of Santa Fe Standard 3: Students demonstrate competence in the skills and strategies of the writing process

and write to communicate for a variety of purposes. NCTE Standard 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with difference audiences for a variety of purposes. NCTE Standard 4. Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences for different purposes. NCTE Standard 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


Critical for Mastery in Grades 6-7-8


SAMPLE ASSESSMENTS/STRATEGIES (What evidence will demonstrate that students have achieved the Learning Outcome)

BEST PRACTICES

A. Students will use process writing to vary writing according to purpose and audience.

1. Pre-write: • Chooses form and topic. • Identifies purpose and audience. • Gathers information, orders details

chronologically, in order of importance, and logically.

• Demonstrates ability to seek, gather, and evaluate information.

• Orders details logically, chronologically, and in order of importance.

• Select a topic. • Brainstorm. • Think/reflect. • Talk/remember. • Jot ideas/draw. • Observe/view. • Write a R.A.F.T.S

(i.e., role, audience, format, topic, strong verbs).

2. Writes Draft: • Organizes information in an outline

format. • Writes effective introduction. • Supports introduction with

information grouped into related paragraphs which include topic sentences and supporting details.

• Follows a logical sequence. • Uses precise language, sensory

details, colorful modifiers and style as appropriate to audience and purpose.

• Uses transitional words and phrases where appropriate.

• Uses simple, compound and complex sentences.

• Use Six Trait model to prepare an effective draft.


• Uses all parts of speech and grammar correctly.

• Writes a concluding paragraph. 3. Revises/Edits Draft:

• Evaluates draft. • Conferences/shares with

peers/teacher. • Corrects mechanics, spelling, usage,

etc. • Uses resources to produce more

effective vocabulary. • Evaluates to determine if thoughts are

complete and clear. • Rearranges information for clarity of

central idea. • Writes revisions.

• Use Six Trait Model to revise and edit draft.

4. Publish: • Shares work with others. • Reflects on the writing process.

• Use Six Trait rubric to evaluate “product” prior to publication.

• Make journal entries to assess and evaluate writing piece.

• Follow a format appropriate to the purpose, using techniques such as electronic resources, principles of design, and graphics to enhance the final product.

• Display and/or share writing with others. • Contribute to a writing

portfolio/collection.

B. Demonstrates an understanding of language structures and conventions.


1. Nouns: • Identifies and explains use of nouns

(compound, collective, plurals, abstract).

• Uses correct subject verb agreement. • Applies correct plural and possessive

forms.

• ID Match. • Sentence diagramming. • Sentence structure. • Games (i.e., Parts of Speech Bingo). • Skits – student generated. • Newspaper – pick out proper nouns,

adjectives, articles, etc. • Photography/Internet: o Pictures of nouns. o Abstract nouns, etc. o Create photo book for lower grades to

be used in creative writing applications.

2. Pronouns: • Writes with accuracy using pronoun

case (nominative, objective, possessive).

• Identifies and correctly uses indefinite, interrogative, demonstrative, and relative pronouns.

• Identifies and correctly uses pronouns and antecedents.

• ID Match. • Sentence diagramming. • Games (i.e., Parts of Speech Bingo). • Newspaper – pick out proper nouns,

pronouns, adjectives, articles, etc. • Sentence structure.

3. Verbs: • Identifies and correctly uses regular

and irregular verbs. • Recognizes the principal parts of and

conjugates simple, perfect and progressive tenses.

• Identifies and describes the function of: o action and being verbs o linking verbs o helping verbs o main verbs o transitive and intransitive verbs


adjectives, articles, etc. • Sentence structure. • Verb find in newspaper (sports page).


o regular and irregular verbs o active and passive voice o simple and perfect tenses related to verbs

4. Verbals: • Identifies and uses correctly:

o infinitives o infinitive phrases o gerunds o gerund phrases

• ID Match. • Sentence diagramming. • Sentence structure. • Games (i.e., Parts of Speech Bingo). • Newspaper – pick out proper nouns,

adjectives, articles, etc.

5. Adjectives and Adverbs: • Uses adjectives and adverbs

effectively to improve and enhance writing.

• Recognizes and appropriately uses: o Adjectives used as definite and

indefinite articles o Nouns and pronouns used as

adjectives. o Interrogative adjectives.

• Recognizes words that are modified by adjectives and adverbs.

• Distinguishes between: o Adjectives and adverbs. o Adjectival and adverbial clauses

and phrases.


adjectives, articles, etc. • Sentence structure.

6. Prepositions and Prepositional Phrases: • Identifies and uses prepositions and

prepositional phrases to improve and enhance writing.

• Knows the difference between a preposition and an adverb.

• ID Match. • Sentence diagramming. • Games (i.e., Parts of Speech Bingo). • Newspaper – pick out proper nouns.,

adjectives, articles, etc. • Sentence structure.

7. Conjunctions: • Identifies and uses conjunctions in

• ID Match. • Sentence diagramming.


sentences and clauses to effectively connect ideas.

• Recognizes and uses coordinating, subordinate and correlative conjunctions effectively.

• Games (i.e., Parts of Speech Bingo). • Sentence structure. • Newspaper – pick out proper nouns,


8. Interjections: • Identifies, describes and uses

interjections correctly in sentences.

• ID match. • Sentence diagramming. • Games (i.e., Parts of Speech Bingo). • Newspaper – pick out proper nouns,


9. Articles: • Identifies and uses definite and

indefinite articles.

• Play the No Article Talk Game. • Write an “Articles” Essay.

C. Understands the cumulative structures of sentences and paragraphs.

1. Identifies and uses clauses correctly: • Distinguishes between phrases and

clauses. • Distinguishes between phrases that

modify and clauses that modify. • Within sentences and clauses

identifies: o Predicates o Modifiers o Direct and indirect objects

• Linking verbs and linking verb compliments.

• Focus on the goals of using

• Color code clauses and conjunctions.

standard grammar, usage and punctuation to enhance and clarify written and oral communication.

• Use technology to enhance and exemplify correct usage of sentence structure, paragraph construction, etc.

• Students are encouraged and guided through exercises in finding and correcting errors in a variety of media.

• Participates in peer editing and cooperative learning teams.

2. Combines independent and dependent clauses to form compound sentences and/or complex sentences. Expands sentences by combining clauses, phrases, etc. and varies sentence length and structure in paragraphs.


• Use technology to enhance and exemplify correct usage of sentence structure,



paragraph construction, etc. • Students are encouraged and guided

through exercises in finding and correcting errors in a variety of media

• Participates in peer editing and cooperative learning teams

• Given a formula for sentence structure (e.g., compound sentence = 1 independent clause + conjunction + 1 independent clause) and prompt for sentence types.

3. Avoids sentence fragments and run-ons. • Focus on the goals of using

• Use of technology to enhance and exemplify correct usage of sentence structure, paragraph construction, etc.


• Students are encouraged and guided through exercises in finding and correcting errors in a variety of media


4. Avoids double negatives. • Focus on the goals of using






5. Avoids common usage problems: • affect/effect. • accept/except, etc.






D. Student uses punctuation and capitalization to communicate clearly.

1. Uses periods, question marks and exclamation marks correctively with declarative, interrogative, exclamatory and imperative sentences.

• Student-to-student/teacher conferences applying a conventions rubric to work.

2. Uses commas correctly in a variety of situations: series, introductory words, phrases and clauses, compound sentences, nonessential phrases and clauses, dates, geographical places, etc.


3. Uses semicolons correctly to join independent clauses and in sentences where additional commas would cause confusion.


4. Uses colons correctly as introductory devices.


5. Uses quotation marks correctly. • Student-to-student/teacher conferences applying a conventions rubric to work.

6. Writes dialogue correctly. • Student-to-student/teacher conferences applying a conventions rubric to work.

7. Uses quotations, underlining and italics correctly in bodies of work.



E. Student demonstrates proficiency in various writing applications. Students will write in a variety of formats including, but not limited to: correspondence, narrative, personal narrative, persuasive, descriptive, expository, and compare/contrast essays.

1. Distinguishes between friendly and business correspondence: • Identifies and includes parts of the

letter, purpose and audience of letters. • Uses correct format. • Conveys ideas clearly. • States problems. • Makes requests. • Uses appropriate greeting and

closing.

• Write letters for various purposes to: o Companies o Editors o Authors o Government o Family members o Friends o Community leaders

• Write informational and or congratulatory emails.

• Connect to Social Studies: As a Confederate soldier, write a letter to your spouse expressing your feelings about what you see on the battlefield.

2. Narrative: • Demonstrates understanding that a

narrative essay, as a form of storytelling, can range from short anecdotes to longer accounts.

• Accesses outside sources when necessary to further plot development.

• Writes a narrative account that develops plot, character, setting, theme, major and minor conflicts, point of view, and climax.

• Includes flashbacks and flashforwards when appropriate.

• Respond to prompts. • Demonstrate flow, organization and

clarity thought and focus. • Write a R.A.F.T.S narrative account. • Demonstrate ability to write a narrative

essay that includes the components in 3.2.

3. Personal Narrative: (autobiographical in • Connect personal experiences.


nature) • Writes narratives in which s/he:

o Engages and orients the reader by establishing a context and point of view and purposefully organizes a sequence of events with reference to personal experiences.

o Develops narrative elements (e.g. setting, conflict, complex characters) with relevant and specific sensory details.

o Uses a variety of techniques to convey sequence, shift from one time frame or setting to another and/or show the relationships among events or experiences.

o Chooses words and phrases to develop the events, experiences, and ideas precisely and to create mood.

o Provides a satisfying conclusion that follows from the events, experiences and/or ideas.

• Write factual pieces based on reading and experience, etc.

• Design a web page to accompany a school or parish website to add student work.

• Create a comic strip to portray a humorous personal event.

• Share writing with others.

4. Persuasive: • Constructs a writing piece that

includes persuasive language. • Demonstrates understanding of the

persuasive format by writing a piece that includes facts, a sharing of values, convincing data and compelling arguments and conclusions.

• Write a persuasive essay that presents both sides of an issue and logically defends student’s point of view.

• Write a persuasive essay that defines and presents arguments based on Catholic teachings regarding a moral issue.

5. Descriptive: • Demonstrates an understanding that

• Write a descriptive essay that creates an image based on sensory language.


the goal of descriptive writing is to capture “the dominant impression” a thing or person makes.

6. Expository: • Demonstrates understanding of

expository writing by including the eight basic steps of the expository essay.

• Demonstrate understanding of expository writing by analyzing a book or movie that includes all structural mandates of correct writing.

• Publish collaborative projects: o Newsletter o Media Presentation

7. Compare and contrast essay: • Demonstrates understanding of the

distinct concepts of a “Compare and Contrast” essay.

• Demonstrates the separate distinctions of Compare and Contrast by showing comparison as the finding of similarities in different things and contrast as finding differences in things.

• Write an essay that clearly defines the elements to be compared and/or contrasted and that analyzes data, similarities and/or differences.

• Share writing with others.

F. Student demonstrates knowledge of the various types and elements of poetry.

1. Identifies various types of poetry (lyric, narrative, concrete, haiku, sonnet, free verse, onomatopoeia, limerick, etc.)

• Make a poetry book and includes examples of poetry types under heading listed in file.

2. Identifies and applies figurative language (simile, metaphor, personification, onomatopoeia, etc.).

• Using a variety of poems (including student written) identify figurative language.

3. Identifies and applies sensory language (alliteration, assonace, repetition).

• Using a variety of poems (including student written) identify sensory language.

4. Composes both structured and free verse poetry that includes the elements of F. 1-3.

• Write structured and free verse. • Participate in poetry contests for

publication and school sponsored. • Poet-tree: located in hall of school to add


poetry to periodically: o Thematic. o Monthly. o Top honors placement etc.

• Given a photograph, choose an object or action depicted. Describe by using hyperbole. Read to a partner and have him/her tell how you have exaggerated.

G. Student demonstrates familiarity with drama.

1. Reads, understands and discusses stage directions as well as dialogue while reading a play. • Works with others to write, revise,

edit and publish skits, plays or other dramatic performance based productions.

• Read, Write and/or Design: o Short dramatic dialogues o Plays. o Radio plays. o Talk shows. o Scripts. o Stage directions. o Props. o Characterizations.

H. Student uses writing skills appropriate to the audience, situation and purpose and in increasingly sophisticated ways.

1. Writes informational/explanatory texts in which s/he: • Introduces and establishes a topic that

provides a sense of what is to follow and organizes information appropriate to the purpose, using strategies such as definition, classification, comparison/contrast, and cause/effect.

• Develops a topic with relevant and accurate facts, definitions, concrete details, quotations, or other information and examples.

• Analyze books, movies, informational narrative, how-to, etc.

• Include all structural mandates of correct writing parameters.

• Write and publish collaborative projects: o Newsletters. o Media presentations. o Collective works. o Web pages. o Instructions for a given topic.


• Uses appropriate links and varied sentence structures to create cohesion and clarify ideas.

• Uses precise language and sustains an objective style appropriate for a reader seeking information.

• Provides a conclusion that follows logically from the information or explanation presented.

Archdiocese of Santa Fe Standard 4: Students use a variety of informational and technological resources to acquire,

assess and communicate information. NCTE Standard 7. Students conduct research on issues and interests by generating ideas and questions and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. NCTE Standard 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Critical for Mastery in Grades 6-7-8



BEST PRACTICES

A. Student demonstrates research techniques. 1. Formulates a topic and develops research

plan. • Develop multimedia projects in any

subject area.


2. Utilizes print and electronic reference sources (Library, dictionary, websites) to gather relevant information, evaluate ideas, and formulate hypotheses when applicable.

• Develop PowerPoint presentations using a variety of reference sources.

• Write skits/performance based applications.

• Evaluate digital resources to determine the credibility of the author, publisher and/or online resource and the timeliness and accuracy of the content.

3. Includes and correctly formats a bibliography (both print and electronic sources).

• Science research paper • Student-centered documentary, newscast,

etc. • Follow rubric and/or style guide for

correct format.

B. Student demonstrates the use of informational sources including visual sources.

1. Evaluates evidence and source of information.

• Evaluate sources to determine the credibility of the author, publisher and/or online resource and the timeliness and accuracy of the content.

2. Distinguishes between primary and secondary sources providing samples of each (e.g., eyewitness and/or historical sources).

• Present samples of primary and secondary sources.

• Bible search for primary and secondary sources.

3. Organizes information in a systematic way to support central ideas.

• Presentations which utilize digital media and/or incorporate visual aids such as charts, maps, diagrams, etc.

4. Integrates quotes and citations. • Use quotes and citations effectively in oral, written and PowerPoint presentations.

5. Understands and avoids plagiarism. • Advocate and practice safe, legal, ethical and responsible use of resources.

• Student is able to define plagiarism in his/her own words.


C. Student demonstrates the use of technological resources.

1. Uses technology to carry out the fundamentals of the writing process from brainstorming to publication.

• Use technology to write, produce and present TV commercials, newscasts, situation comedies, etc.

2. Uses technology to format presentations and create visual aids.

• Use of PowerPoint and/or Keynote.

3. Explores form tools, digital cameras, etc. to enhance and improve written words.

• Student-selected photography to inspire creative writing.

• Download photos to illustrate research and presentations.

4. Uses technology to increase comprehension, locate information and collect data: • Uses telecommunication to

collaborate with and learn from others (students, teachers, etc.).

• Evaluates electronic and text information sources and makes decisions about the accuracy of each.

• Following an Internet search on a teacher selected topic, read five sources to determine accuracy and bias.

D. Student communicates his/her discoveries. 1. Researches a topic and writes and delivers

a research-based presentation. • Plan and present a report using two or

more visual media.

2. Uses technology to strengthen presentation.

• Incorporate a variety of appropriate technology into presentation.

Archdiocese of Santa Fe Standard 5: Students demonstrate competence in speaking, listening and viewing as tools

for learning and effective communication. NCTE Standard 4. Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences for different purposes.


NCTE Standard 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Critical for Mastery in Grades 6- 7-8



BEST PRACTICES

A. Student demonstrates listening skills. 1. Listens respectively and attentively to

adults and peers when they are speaking, reading, sharing ideas or information.

• Lecture. • Mass. • Discussions/debates. • Model a mock peer-mediation session. • Mock trials (e.g., Putting Judas or Cain on

trial).

2. Takes the views of others into account and when warranted, modifies their own views in light of evidence presented.

• Use facts and/or personal experience to respectfully present viewpoints.

• Listens attentively and respectfully • Teacher/student generated “listening”

rubric.

3. Interprets and responds to questions and evaluates responses both as interviewer and interviewee.

• Mock interviews. • Individual and group presentations. • Talk shows. • Debates.

4. Restates and executes complex oral instructions.

• Explains assignment back to teacher or peer tutor and implements instructions into action.

• Sophisticated version of “Simon Says”.

5. Listens to and takes notes on lecture material.

• Check notebooks or lecture notes. • Restate main ideas. • Write summations.


• Information webs/web tutorials, media lessons, etc.

6. Listens and responds to narratives, poems, nonfiction, and age appropriate music.

• Poetry Slams. • Listen to music to analyze lyrics, rhyme,

etc. • Compare Christian Rock to ‘G’ version of

contemporary rock.

7. Draws logical inferences from presentations and visual media.

• Participates in discussion questions and analysis and/or summative exercises.

• Debates (listen to and participate in).

8. Interprets the speaker’s purpose in presentations and visual media (e.g., to inform, entertain, persuade).

• Analyzes sports casts, public service announcements, commercials, music, etc.

9. Explains a speaker’s purpose and/or point of view.

• Political speeches. • Talk show monologues.

10. Identifies and explains the persuasive techniques (bandwagon, testimonial, glittering generalities, emotional, word repetition and bait and switch) used in presentations and media messages.

• Analyze commercials, political speeches and newscasts to determine bias and identify persuasive techniques.

• Graph/web results. • Create commercials (possibly with

jingles).

11. Uses language nuances to identify how language is used in regions and cultures.

• Listen to a variety of dialects and identify country/region of origin.

• Compare how language is used across cultures and time periods.

• Analyze monologues, historical skits, etc .

12. Analyzes negative elements in persuasive forms of communication.

• Identify: o Mud sling o Stereotyping o Bias o Aggression being disguised as humor o Abrasive communication o Pain = humor

• View shows and identify negative


elements in persuasive communication: o “The View” o Talk shows o Reality shows

B. Student uses language and speaking skills appropriate to the audience, situation and purpose.

1. Demonstrates an understanding of the rules of the English language.

• Watch effective speakers (MLK, JFK, etc.).

• Deliver formal speeches, debates, etc. • Demonstrate command of formal English

when indicated and appropriate.

2. Speaks Standard English while respecting culturally diverse language patterns.

• Identify Standard and non-Standard English when listening to historical speeches.

• Identify regional and global language patterns (e.g., Britain, Australian).

3. Adjusts volume, phrasing, enunciation, voice modulation, and inflection to stress important ideas and impact audience response.

• Create a political stamp speech. • Listen to and emulate vocal presentations

for phrasing, etc. • Listen to a variety of literature audio

selections to compare/contrast speech patterns.

• Watch effective speakers (MLK, JFK, etc.).

• Compare US speakers to other English language speakers.

4. Varies language choice as appropriate to the context of the speech.

• Debate on various topics relevant to grade level.

• Use emotional words, phrases, humor, etc. in speaking.

• Adapt speech to a variety of contexts and communication tasks.

5. Utilizes information gathered from a • Write support statements with sources,


variety of sources when presenting main ideas, supporting details, examples and descriptions.

statistics, quotes, etc. • Include an effective introduction and

conclusion. • Use a consistent organizational structure. • Use visual materials effectively. • Draw information from multiple sources. • Identify and credit sources used.

6. Presents claims and findings with relevant and specific descriptions, facts and examples and uses appropriate eye contact, adequate volume and clear pronunciation.

• Create surveys. • Use internet to back up statements,

claims, data. • Speeches, debates, reports, etc. • Demonstrates understanding of the topic

through ideas and logical sequences. • Use eye contact, adequate volume and

clear pronunciation (based on rubric).

7. Delivers a well-prepared, organized speech (i.e. persuasive, expository, demonstrative) and effectively conveys the message through verbal and nonverbal communication (i.e. eye contact, gestures).

• Demonstrate articulation, audibility, phrasing, etc.

• Use appropriate body language. • Deliver formal and informal descriptive

presentations using relevant information and details.

8. Prepares and delivers an oral report in the content areas that conveys information making use of verbal and nonverbal communication (i.e. intonation, phrasing).

• Use words, phrases, idioms, gestures pertaining to the topic presented.

9. Effectively uses vocabulary and logical organization to share ideas, information and opinions (preferences/interests) and supports with well-rounded information.

• Check for correct vocabulary usage. • Makes sure opinions are based on facts.

10. Summarizes events, indicated predictions, draws conclusions, shows cause and effect when making presentations.

• Oral book reports • Story summaries • Article summaries

11. Enhances and supports important aspects of oral presentations with visuals and/or

• Use survey results, data, graphs, etc. • Make posters.


media displays. • Develop PowerPoint presentations. 12. Engages in debates both formal and

informal. • Discussions - current events, student or

teacher selected topics. • Shows understanding of debate etiquette.

13. Communicates respectfully with adults and peers using proper social amenities.

• Group work. • Use words in groups that promote

cooperation i.e., “I understand where you are going with that point; maybe we could explore this too”.

14. Asks appropriate questions for clarification and understanding.

• Ask follow up questions to speeches, debates presentations.

15. Recites prayers, scriptural passages and literary passages from memory.

• Choral or individual.

C. Student applies speaking skills in increasingly sophisticated ways.

1. Adapts speech to a variety of contexts and communicative tasks, demonstrating a command of formal English when indicated or appropriate.

• Speech may include humor, seriousness, a flair for the dramatic, etc.

2. Delivers formal and informal descriptive presentations recalling an event or personal experience that conveys relevant information and descriptive details.

• Family History – presentation of a family member who has left a memorable impression.

D. Student uses a variety of visual media to communicate with others.

1. Uses technology to format presentations and create visual aids.

• Download photos to illustrate topics in a report, bibliography, etc.

2. Plans, and presents a report using two or more visual media.

• DVD, YouTube, PowerPoint, etc .

3. Plans, develops and produces a visual presentation using a variety of media.

• Develop PowerPoint presentations. • Use of computer generated additions,

watermarks, etc. • Maneuver material into position for

presentation.


• Add music to presentation. • Add photos to presentation. • Use digital visuals for emphasis.

Archdiocese of Santa Fe Standard 6: Students use language, literature and media to develop an understanding of and

respect for diversity of cultures and people. NCTE Standard 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles. Critical for Mastery in Grades 6-7-8



BEST PRACTICES

A. Student uses language, literature and media to demonstrate awareness of a variety of cultures.

1. Recognizes and applies knowledge of the historical and cultural aspects of American, British and world literature.

• Participate in real life public speaking opportunities.

• Show examples of how America and Britain are two separate countries united by a common language.

2. Describes the historical and cultural aspects found in cross-cultural works of literature.

• Take excerpts of various pieces of writing and find words and phrases that have transcended time (e.g., Canterbury Tales).

3. Identifies common structures and stylistic elements in the Bible, literature, folklore, and myths from a variety of cultures.

• Develop compare and contrast charts. • Histograms. • Discuss oral traditions and inherent

message misinterpretations.


4. Compares the lives and experiences of people in church history to present day individuals who have similar goals or challenges.

• Take part in class discussions in all areas of the curriculum.

• During Lent use stories from newspapers that exemplify the Stations of the Cross (e.g., a person goes into rehab – Jesus falls a second time).

Archdiocese of Santa Fe Standard 7: Students develop an awareness of their own roles within different literacy

communities. NCTE Standard 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.



BEST PRACTICES

1. Initiates and engages actively in group discussions on grade level topics, texts, and issues being studied in class through the use of appropriate questions and courteous conversation.

• Current events discussions. • Analysis of literature, poetry, etc. • Teacher keeps formal/informal record of

participation. • Joins debate team, etc.

2. Cooperates with peers to set clear goals and deadlines.

• Group or partner projects. • Check to ensure deadlines are met.

3. Participates in dramatic activities such as: role play, improvisation, reader’s theater, poetry, recitation, oral reports, storytelling, drama, choral reading or speaking, panels and debates.

• Present opportunities for students to engage in different modes of oral communication in a variety of literary communities.


Archdiocese of Santa Fe Standard 8: Students read, write and listen to learn about God’s world and to participate fully in parish and school community life.

Archdiocese of Santa Fe Standard 9: Students use a variety of mediums and methods to communicate and celebrate

God’s word and to pray. Archdiocese of Santa Fe Standard 10: Students demonstrate an understanding of the personal choices and moral

consequences in literature and apply these to their own lives. Archdiocese of Santa Fe Standards 8, 9 and 10 are to be woven throughout the entire Language Arts Curriculum. NCTE Standard 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Students whose first language is not English should be provided with ample opportunities for developing their English through conversations with others and use their knowledge of written language structure in their first language to write competently in English. Students should be engaged in a variety of lessons and activities that develop English Language Arts competency across all curriculum areas. Students should not be separated from the general education classroom. Families of these students may need to seek outside resources to assist these learners.

Documents

Language Arts Curriculum Guidelines Sixth, Seventh, …...natural death. 8. •Draws conclusions about the style, mood, and meaning of literary text based on the author’s word choice: