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Jefferson County Schools Language Arts The Tennessee English Language Arts Curriculum Framework for Kindergarten through Grade 12 was adopted by the State Board of Education on December 5, 1996. "The framework includes the Content Strands and Learning Expectations necessary to insure K-12 Tennessee students develop the language skills needed to succeed in school, in the workplace, and in their lives." English 9 The Tennessee End-of-Course Tests for language arts include an English I test. English I is a course that seeks to integrate the standards of reading, writing, viewing and representing, and speaking and listening. Students will work to comprehend and produce a wide variety of texts, including traditional works of literature, practical and persuasive forms of communication that involve speaking and listening skills, and the use of appropriate technology and media forms. The course will emphasize the communication and critical thinking skills that empower students to function effectively in a rapidly changing world. |
| Genres |
| The Genres Unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are science fiction, poetry, drama, British literature, and multicultural literature. |
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Elements: Poem/Recognize
The learner will be able to recognize simile, metaphor, onomatopoeia, alliteration, or personification in a selected portion of a poem.
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Genre: Variety
The learner will be able to read a variety of genres.
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Genre: Variety/Respond
The learner will be able to respond in various ways to different genres.
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Genre: Variety/Interpret
The learner will be able to interpret a variety of genres.
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Drama: Dramatic Irony
The learner will be able to identify dramatic irony in a play.
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| Language Expressions |
| The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. |
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Patterns: Diversity/Respect
The learner will be able to use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language patterns.
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Dialect: Diversity/Respect
The learner will be able to use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language dialects.
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Culture: Diversity/Respect
The learner will be able to use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language.
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Culture: Diversity/Respect
The learner will be able to develop a knowledge and respect for multicultural and ethnic diversity in language.
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Parts of Speech: Correctly/Use
The learner will be able to correctly use parts of speech including subject and verb agreement, noun and pronoun agreement, possessive forms, and comparative and superlative forms of adjectives and adverbs.
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Noun: Edit/Plural/Singular
The learner will be able to edit to correct singular and plural possessive nouns.
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Subject-Verb: Intervening Phrase
The learner will be able to identify the correct use of subject-verb agreement where an intervening phrase is present.
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Pronoun: Indefinite/Use
The learner will be able to correctly use indefinite pronouns.
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Pronoun: Case/Select
The learner will be able to select the correct pronoun case for a sentence in which the pronoun follows "than" in a written work.
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Sentence Structure: Recognize
The learner will be able to recognize correct sentence structure.
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Sentence Structure: Use
The learner will be able to use correct sentence structure.
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Sentence Structure: Double Negative/Edit
The learner will be able to edit written works to eliminate double negatives.
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Sentence Structure: Recognize Errors
The learner will be able to recognize and correct errors in sentence structure.
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Comparative/Superlative: Adverbs/Edit
The learner will be able to edit for correct usage of comparative and superlative adverbs.
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Fragment: Edit
The learner will be able to edit a fragmented sentence.
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Sentence Structure/Fragment/Run-On
The learner will be able to edit run-on sentences by using a comma and coordinating conjunction, subordinate conjunction, or semicolon within a writing sample.
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Sentence Structure/Combine Sentences
The learner will be able to use combined sentences to improve the structure within a passage.
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Sentence Combinations
The learner will be able to utilize various sentence-combining techniques.
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Adjective: Comparative/Superlative/Edit
The learner will be able to edit for the correct use of comparative and superlative adjectives.
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Dialect: Analyze/Present
The learner will be able to present and analyze an excerpt from a literary work containing dialect.
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Usage: Identify/Standard
The learner will be able to identify standard language usage.
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Usage: Demonstrate/Standard
The learner will be able to demonstrate standard language usage.
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Usage: Apply/Writing
The learner will be able to apply appropriate language usage in writing.
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Pronoun: Agreement/Personal
The learner will be able to determine correct pronoun/antecedent agreement for personal pronouns.
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Agreement: Correct/Use
The learner will be able to use correct pronoun and antecedent agreement.
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| Language Mechanics |
| The Language Mechanics Unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works. |
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Quotation Mark: Direct Quote/Use
The learner will be able to correctly use quotation marks to punctuate a direct quote.
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Mechanics: Identify
The learner will be able to identify the correct use of mechanics.
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Mechanics: Standard English
The learner will be able to apply Standard English language mechanics.
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Mechanics: Use Correct
The learner will be able to write using correct mechanics.
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| Listening |
| The Listening Unit includes identifying and distinguishing between sounds and patterns in sounds, constructing meaning from information delivered verbally, and understanding and responding to verbal information. |
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Behaviors: Display Skills
The learner will be able to display listening comprehension skills.
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Behaviors: Diversity/Appreciation
The learner will be able to develop a knowledge and appreciation of diversity in language use, patterns, and dialects of various ethnic groups, geographic areas, and social roles.
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Behaviors: Active Listening
The learner will be able to engage in active listening during different situations.
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Strategies: Analyze/Evaluate
The learner will be able to use listening strategies to analyze and evaluate ideas.
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Feedback: Verbal/Situations/Use
The learner will be able to use suitable verbal feedback in a wide range of situations.
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Feedback: Nonverbal/Situations/Use
The learner will be able to use suitable nonverbal feedback in a wide range of situations.
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Directions: Materials/Procedures/Select
The learner will be able to select materials, procedures, and/or additional information required to complete a task. given oral directions.
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Directions: Follow/Oral
The learner will be able to follow directions given orally.
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Directions: Follow
The learner will be able to listen to and follow directions.
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Processes: Developmentally Appropriate
The learner will be able to demonstrate developmentally appropriate listening skills.
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Presentation: Evaluating
The learner will be able to use critical thinking skills to evaluate presentations.
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Evaluating: Information
The learner will be able to evaluate information delivered by a speaker.
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Critical Listening: Use Skills
The learner will be able to employ the use of critical listening skills.
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Critical Listening: Comprehension
The learner will be able to display critical listening skills that are necessary for understanding.
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Critical Listening: Content/Analyze
The learner will be able to analyze auditory material.
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Critical Listening: Evaluation/Display
The learner will be able to display critical listening skills that are necessary for evaluation.
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Written: Note-Taking
The learner will be able to engage in note-taking while listening to an oral presentation.
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Written: Listening/Skills/Take Notes
The learner will be able to display effective listening skills by taking notes.
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| Media |
| The Media Unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions. |
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Media: Read/View/Write/Create
The learner will be able to apply knowledge of media to view, read, write, communicate and create.
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Media: Handle
The learner will be able to handle media responsibly.
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Media: Technology/Apply/Read/View
The learner will be able to read, apply and view media and/or technology and examine the content and concepts accurately.
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Purposes: Language Arts Processes
The learner will be able to use media sources for language arts processes, such as reading, viewing, writing and creating.
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Print/Nonprint: Research/Organize
The learner will be able to research, organize, interpret, and present information found in print and nonprint media.
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Media Message: Content/Concept
The learner will be able to examine the content and concepts contained in visual media forms.
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Media: Persuasive/Ad/Speech
The learner will be able to distinguish the persuasive devices used in an advertisement or a portion of a speech.
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Media: Portfolio/Design
The learner will be able to design a portfolio using a variety of media sources.
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Media Aids: Communication
The learner will be able to use media sources to communicate what has been learned.
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Media Production: Strategies/Describe
The learner will be able to describe creative strategies applied in the production of print and nonprint media.
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Print/Nonprint: Differences/Identify
The learner will be able to identify the differences between using print and nonprint media forms to communicate.
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Print/Nonprint: Analyze
The learner will be able to analyze the differences between using print and nonprint media forms to communicate.
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Analyze: Influence/Daily Life
The learner will be able to analyze media's influence in daily life.
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Media Presentation: Sources/Describe
The learner will be able to use a variety of media sources to describe information.
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Media Presentation: Sources/Create
The learner will be able to use a variety of media sources to create information.
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Media Presentation: Sources/Display
The learner will be able to use a variety of media sources to display information.
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Media Presentation: Audience/Create
The learner will be able to create media applications for a wide range of audiences.
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Media Presentation: Purpose/Create
The learner will be able to create media applications for a wide range of purposes.
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Multimedia: Create/Use
The learner will be able to use multimedia to create.
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Multimedia: Display/Use
The learner will be able to use multimedia to display information.
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Multimedia: Explain/Use
The learner will be able to use multimedia to explain information.
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Information: Present/Print/Nonprint
The learner will be able to present information found in print and nonprint materials.
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Information: Research/Print/Nonprint
The learner will be able to research information using print and nonprint materials.
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Information: Organize/Print/Nonprint
The learner will be able to organize information found in print and nonprint materials.
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Information: Interpret/Print/Nonprint
The learner will be able to interpret information found in print and nonprint materials.
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Develop: Audience
The learner will be able to consider the audience when developing a media production.
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Develop: Purpose
The learner will be able to consider the purpose when developing a media production.
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Media Production: Create/ Cast
The learner will be able to justify or defend, through expository writing, the casting decisions for a movie version of a literary work.
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| Reading Operations |
| The Reading Operations Unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). |
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Strategies: Type/Content
The learner will be able to use reading selection type and content to determine the most appropriate reading strategy.
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Strategies: Reading Skills/Develop
The learner will be able to develop the reading skills needed for word recognition, comprehension, interpretation, evaluation, and appreciation of reading material.
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Strategies: Variety/Develop
The learner will be able to develop a variety of reading strategies.
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Interpretation: Personal/Interact
The learner will be able to develop a personal interpretation by interacting with a text.
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Response: Literature
The learner will be able to respond to literature.
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Comprehension: Display Skills
The learner will be able to display comprehension skills.
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Behaviors: Cultural/Gender/Ethnic
The learner will be able to increase his/her understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.
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Reading Behaviors: Independent
The learner will be able to read independently.
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Sharing: Take Part/Reading
The learner will be able to take part in shared reading.
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Reading Behaviors: Appreciation
The learner will be able to appreciate written texts.
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Main Idea: Identify
The learner will be able to identify main ideas from reading passages.
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Main Idea: Implied
The learner will be able to identify the implied main idea of a given passage.
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Main Idea: Discern
The learner will be able to discern the main idea in reading materials.
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Predict Outcome: Reading Passage
The learner will be able to predict the outcome of a given reading passage.
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Predict Outcome: Information
The learner will be able to make predictions from information in written material.
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Character: Reveal/Recognize
The learner will be able to recognize how the author reveals character.
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Theme: Identify
The learner will be able to identify the theme of a given reading passage.
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Theme: Project/Present
The learner will be able to present an original project which includes the thematic similarities in a variety of genres.
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Theme: Project/Create
The learner will be able to create an original project which includes the thematic similarities in a variety of genres.
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Persuasive: Bias/Recognize
The learner will be able to recognize biases in reading materials.
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Inference: Text
The learner will be able to make inferences from text.
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Inference: Reading Material
The learner will be able to make inferences from reading materials.
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Inference: Passage/Form
The learner will be able to form inferences from a chosen passage.
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Story Elements: Literary/Recognize
The learner will be able to recognize literary elements.
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Story Elements: Recognize/Analyze
The learner will be able to recognize or analyze literary elements.
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Figurative Language: Identify
The learner will be able to identify figurative language in reading materials.
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Figurative Language: Interpret
The learner will be able to interpret figurative language in reading materials.
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Figurative Language: Infer Meaning
The learner will be able to infer meaning from figurative language.
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Figurative Language: Jargon/Dialect
The learner will be able to interpret the meaning of jargon and/or dialect as it is used in a reading passage.
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Point of View: Reading Materials
The learner will be able to recognize the points of view in reading materials.
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Point of View: Discern
The learner will be able to discern the point of view of reading materials.
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Point of View: Author/Interpret
The learner will be able to interpret the point of view of the author.
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Strategies: Literature/Respond
The learner will be able to apply reading strategies to respond to literature.
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Strategies: Apply
The learner will be able to apply reading strategies to monitor comprehension.
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Strategies: Text/Apply
The learner will be able to apply strategies appropriate to the text.
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Strategies: Understanding/Apply
The learner will be able to apply strategies to improve understanding.
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Strategies: Predictions/Apply
The learner will be able to apply strategies to make predictions.
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Purposes: Reading Materials/Recognize
The learner will be able to recognize the purpose of reading materials.
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Purposes: Understanding
The learner will be able to read to increase understanding.
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Purposes: Variety
The learner will be able to read for a variety of purposes.
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Purposes: Visual/Symbol/Produce
The learner will be able to produce visual symbols using a variety of texts.
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Purposes: Verbal/Symbol/Produce
The learner will be able to produce verbal symbols using a variety of texts.
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Purposes: Discern
The learner will be able to discern the purpose for reading.
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Purposes: Visual/Symbol/Examine
The learner will be able to examine visual symbols using a variety of texts.
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Purposes: Verbal/Symbol/Examine
The learner will be able to examine verbal symbols using a variety of texts.
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Plot: Compare/Contrast
The learner will be able to compare and contrast elements of plot.
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Literary Device: Identify
The learner will be able to identify the literary device being used by the author.
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Literary Device: Interpret
The learner will be able to interpret literary devices.
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Interpretation: Ideas/Text
The learner will be able to interpret ideas in text.
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Interpretation: Content
The learner will be able to interpret reading materials.
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Interpretation: Literary Elements
The learner will be able to interpret reading materials using literary elements.
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