SOUTH CAROLINA STANDARDS SUPPORT SYSTEM INSTRUCTIONAL GUIDE by Av5DDcA

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									   SOUTH CAROLINA STANDARDS SUPPORT SYSTEM CURRICULUM PROJECT INSTRUCTIONAL GUIDE

Beginning:                              Third Nine Weeks                              Ending:

Content Area: English 1
Standard (s): E1-1 The student will read and comprehend a variety of literary texts in print and
                      nonprint formats.
               E1-2 The student will read and comprehend a variety of informational texts in print and
                      nonprint formats.
               E1-3 The student will use word analysis and vocabulary strategies to read fluently.
               E1-4 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.
               E1-5 The student will write for a variety of purposes and audiences.
               E1-6 The student will access and use information from a variety of sources.

                                 Recommended
      Indicators        Time       Resources       Instructional Strategies/       Assessment Strategies/
                         line                               Activities                    Sample Items
Previously studied     9      Framing Best     All references to the following   All references to the following
indicators will        weeks Practice, Romeo   pages are found in the Framing    pages are found in the
continue to be part of        and Juliet       Best Practice unit, Romeo and     Framing Best Practice unit,
the teaching and                               Juliet, and to standards and      Romeo and Juliet, and to
learning process.                              indicators for this nine weeks:   standards and indicators for
                                                                                 this nine weeks:
E1-1.7 Compare and                             Page 1, Read Alouds (1.7, 2.5,
contrast literary texts                        2.6)
from various genres (for                                                         Page 50, 54-55
example, poetry,                               Page 4, Guiding Readers 1 (1.6,
drama, novels, and                             1.7, 1.8, 5.3, 6.2)
short stories).


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Instructional Guide, Romeo and Juliet
E1-2.5 Analyze the                                  Page 15, Guiding Readers 2 (1.6, Formative Strategies:
impact that text                                    4.1, 4.5, 6.2, 6.8)                 Teacher-created questions
elements have on the                                                                    Student-created questions
meaning of a given                                  Pages 28-29, Guiding Readers 3 Exit and entrance slips
informational text.                                 (1.6, 1.7, 1.8, 4.1, 5.3)           Quick writes
                                                                                        Tests: Multiple Choice and
E1-2.6 Analyze                                      Page 35, Guiding Readers 4 (1.6, Essay
information from                                    1.7, 4.1, 4.3, 5.3, 6.2)            Debates
graphic features (for                                                                   Role playing
example, charts and                                 Page 42, Guiding Readers 5 (1.6, Journals and learning logs
graphs) in informational                            1.7, 1.8, 4.1, 5.3, 6.2)            Portfolios
texts.                                                                                  Creative writing
                                                    NOTE: Pages that are not            Student-teacher conferences
E1-4.1 Organize written                             included in the above list may
works using prewriting                              also be used to engage students Summative Strategies:
techniques, discussions,                            in the learning process.            Video and audio productions
graphic organizers,                                                                     Multimedia research projects
models, and outlines.                                                                   Compositions
                                The Language of See Appendix A.                         Tests
E1-4.2 Use complete             Literature (2002),                                      WebQuests
sentences in a variety of       McDougal Littell                                        Speeches
types (including simple,                                                                Portfolios
compound, complex,              The Elements of     See Appendix B.                     Creative writing
and compound-                   Literature, Third
complex).                       Course (2000),
                                Holt, Rinehart, and
E1-4.3 Create multiple-         Winston                                                 As much as possible,
paragraph compositions                              Instructional strategies/activities students should be
that have an                                        for the research project are        assessed using cold text
introduction and a                                  located at:                         (text they have not yet
conclusion, include a                               http://janetpbj.wikispaces.com/R studied or read).
coherent thesis, and use                            omeoJulietResearch

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support (for example,           Romeo and Juliet Support Documents found on         The verb in each indicator
definitions and                 Research Project http://www.ed.sc.gov/agency/off drives the learning and the
descriptions).                  Sample:             ices/cso/standards/ela:         assessment. Students
                                http://janetpbj.wik                                 should be assessed in the
E1-4.4 Use                      ispaces.com/Rome Instructional Appendixes:          same ways they are
grammatical                     oJulietResearch     http://www.ed.sc.gov/agency/off taught.
conventions of written                              ices/cso/standards/ela/document
Standard American                                   s/ELAStandards2008.pdf
English (See
Instructional Appendix:
Composite Writing
Matrix for list).

E1-4.5 Revise writing
to improve clarity, tone,
voice, content, and the
development of ideas.

E1-4.6 Edit written
pieces for correct use of
Standard American
English, including the
reinforcement of the
mechanics previously
taught.

E1-5.3 Create
descriptions for use in
other modes of written
works (for example,
narrative, expository,
and persuasive).

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E1-6.2 Use direct
quotations,
paraphrasing, or
summaries to
incorporate into written,
oral, auditory, or visual
works the information
gathered from a variety
of research sources.

E1-6.6 Select
appropriate graphics, in
print or electronic form,
to support written
works, oral
presentations, and
visual presentations.

E1-6.8 Design and
carry out research
projects by selecting a
topic, constructing
inquiry questions,
accessing resources,
evaluating credibility,
and organizing
information.
These indicators will be part of the teacher’s instructional plans throughout the year:

E1-1.6 Create responses to literary texts through a variety of methods.
E1-1.8 Read independently for extended periods of time for pleasure.

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E1-2.4 Create responses to informational texts through a variety of methods.
E1-2.8 Read independently for extended periods of time to gain information.




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