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Correlations to North Carolinas Standard Course of Study The

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					Correlations to North Carolina's Standard Course of Study

The following are among the many goals and objectives covered by reading and
discussing Taffy of Torpedo Junction and through use of the instructional material that
supports the story.

English Language Arts, Grades K-5
Goal 1: The learner will apply enabling strategies and skills to read and write.
   1.04 Increase sight vocabulary, reading vocabulary and writing vocabulary through
        word study, discussion and other. (word study in study guide and graphic
        organizers)

Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard,
and viewed.
   2.02 Interact with the text before, during and after reading, listening or viewing.
         (graphic organizer, The History in Historical Fiction)
   2.03 Read a variety of texts, including fiction (historical fiction), non-fiction
        (newspaper activity with each chapter and in follow-up of each graphic
        organizer; also photos, maps, historical accounts in photos and in graphic
        organizers and background sections of study guide), and other.
   2.04 Identify and interpret elements of fiction and nonfiction and support by
         referencing the text to determine the author's use of figurative language and
         other. (word study and characterization in study guide and graphic
         organizers)
   2.05 Draw conclusions, make generalizations, and gather support by referencing the
        text. (thinking skills in study guide and graphic organizers)

Goal 3: The learner will make connections through the use of oral language, written
language, and media and technology.
    3.01 Respond to fiction, nonfiction and other using interpretive, critical and
         evaluative processes.(thinking skills in study guide and graphic organizers)
    3.02 Identify and discuss similarities and differences in events and characters within
         and across selections and support them by referencing the text. (graphic
        organizers)
    3.05 Compare and contrast printed and visual information (newspaper activities
        with chapters and graphic organizers; also photos, maps and stories related
        to World War II)
    3.06 Conduct research for assigned and self-selected projects. (Web sites with
        background on WWII and information about "hoi toide" brogue of Outer
        Banks and the book and its author, along with additional Web sites at end of
        the study guide and in follow-up sections of three graphic organizers)

English Language Arts, Grades 6-12
Goal 1: The learner will use language to express individual perspectives through analysis
of personal, social, cultural, and historical issues.
1.01 Narrate a personal account which connects events to self/society. (graphic
organizers, see follow up in Community Life, the Mysterious Snyder House, History
in Historical Fiction and Text to Self, Text to World; also in study guide, more
teaching ideas, #2)

Goal 2: The learner will use and evaluate information from a variety of resources.
2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by:
monitoring comprehension for understanding of what is read, heard and/or viewed and
drawing inferences and/or conclusions. (graphic organizer, follow up in The History
in Historical Fiction: also background section in study guide; more teaching ideas, #
3 and 4)
    • recognizing the characteristics of informational materials. (graphic organizer,
       5Ws and H; in study guide, more teaching ideas, #5)
    • making connections to related topics/information. (graphic organizers; also
       background section in study guide and more teaching ideas #4)

Goal 3: The learner will continue to refine the understanding and use of argument.
3.03 Evaluate and create arguments that persuade by arranging details, reasons, and
examples effectively and persuasively and recognizing and/or creating an organizing
structure appropriate to purpose, audience, and context. (in study guide, more teaching
ideas, # 5D.)

Goal 4: The learner will continue to refine critical thinking skills and create criteria to
evaluate print and non-print materials.
4.01 Analyze the purpose of the author or creator and the impact of that purpose by:

   •   monitoring comprehension for understanding of what is read, heard, and/or
       viewed. (in study guide, word study and thinking skills)
   •   evaluating the effects of author's craft on the reader/viewer/listener. (graphic
       organizer, A Matter of Speaking)

Goal 5: The learner will respond to various literary genres using interpretive and
evaluative processes.
5.01 Increase fluency, comprehension, and insight through a meaningful and
comprehensive literacy program by:

   •   analyzing the effects of elements such as plot, theme, characterization, style,
       mood, and tone. (graphic organizers, four dealing with characterization and
       one on plot)
   •   discussing the effects of such literary devices as figurative language, dialogue,
       flashback, allusion, irony, and symbolism. (graphic organizers, one titled A
       Matter of Speaking and one titled Words and Expressions; also word study
       in study guide)
   •   analyzing and evaluating themes and central ideas in literature and other texts in
       relation to personal and societal issues. (graphic organizers, The History in
       Historical Fiction and Text to Self, Text to World)
   •   analyzing and evaluating the relationships between and among characters, ideas,
       concepts, and/or experiences. (graphic organizers, Major and Minor
       Characters; also in study guide, thinking skills, #1-3)

5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry)
through:
    • reading a variety of literature and other text (Taffy of Torpedo Junction as
       example of historical fiction; also Web sites that provide information on
       Outer Banks "brogue", WWII and the author of the book; also photos and
       maps of region)

Goal 6: The learner will apply conventions of grammar and language usage.

6.01 Model an understanding of conventional written and spoken expression by:

   •   determining the meaning of unfamiliar vocabulary words using context clues, a
       dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes,
       suffixes) of words. (graphic organizers, Words and Expressions and
       Compound Words, part one and two; also in study guide, word study)
   •   evaluating the use and power of dialects in standard/nonstandard English usage.
       (graphic organizer, A Matter of Speaking; also Web site on Outer Banks
       brogue)


The curriculum focuses on different levels of thinking explained by North Carolina's
Thinking and Reasoning Chart.

Social Studies
First Grade, Goal 1: The learner will analyze how individuals, families, and groups are
similar and different. (graphic organizer, Getting Acquainted with Taffy and Gramps
describes Taffy, in study guide, chapter 2, #1)

First Grade, Goal 3: The learner will recognize and understand the concept of change in
various settings. AND
Second Grade, Goal 4: The learner will exhibit an understanding of change in
communities over time. (in study guide, more teaching ideas #4; also photos on Web
site)

First Grade, Goal 4: The learner will explain different celebrated holidays and special
days in communities. AND
Second Grade, Goal 3: The learner will analyze how individuals, families, and
communities are alike and different. AND
Fourth Grade, Goal 5: The learner will examine the impact of various cultural groups on
North Carolina. (in study guide, chapter 7, background section; also photos about
"Old Christmas")
First Grade, Goal 7 and Second Grade, Goal 8 AND Third Grade, Goal 6: The learner
will recognize how technology is used at home, school, and in the community. AND
Fourth Grade, Goal 7: The learner will recognize how technology influences change
within North Carolina. (in study guide, chapter 5, background section)

Second Grade, Goal 5: The learner will understand the relationship between people and
geography in various communities. AND
Third Grade, Goal 4: The learner will explain geographic concepts and the relationship
between people and geography in real life situations. AND
Goal 1: The learner will apply the five themes of geography to North Carolina and its
people. (in study guide, chapter 1, background section and thinking skills, #1; also
photos and maps on Web site)

Third Grade, Goal 1: The learner will characterize qualities of good citizenship by
identifying people who made a difference in the community and other social
environments. (graphic organizer, A Closer Look at Character; also in study guide,
chapter 7, thinking skills, #4; also chapter 9, #1 and #2; also more teaching ideas,
#1)

Fourth Grade, Goal 4: The learner will analyze social and political institutions in North
Carolina such as government, education, religion, and family and how they structure
society, influence behavior, and respond to human needs. (in study guide, chapter 4 and
6, background; also chapter 5, thinking skills, #1)

Fifth Grade, Goal 4: The learner will trace key developments in United States history and
describe their impact on the land and people of the nation and its neighboring countries.
(in study guide, chapter 8, words, background and thinking skills; also, chapter 2, 3,
5, 7, 9, 13, background section; also Web site, background on WWII)

Eighth Grade, Goal 6: The learner will analyze the immediate and long-term effects of
the Great Depression and World War II on North Carolina. (in study guide, chapter 8,
words, background and thinking skills; also, chapter 2, 3, 5, 7, 9, 13, background
section; also on Web site, background on WWII)

The social studies skills include:
   •   Reading and vocabulary building (graphic organizers, Words and Expressions
       and Compound Words; also in study guide, word study)
   •   Using research to gather, synthesize, and report AND

   •   Analyzing, interpreting, creating and using resources (The History in Historical
       Fiction; also in study guide, thinking skills, #3 and more teaching ideas, #4
       and Web sites; also Web sites on WWII, book and author and brogue)
   •   Incorporating technologies (Web sites)

Art Education
   •   If the story is read aloud or performed, Taffy of Torpedo Junction meets goals in
       Theatre Arts, Art Education.
   •   To meet goals under Music, identify and play music popular during 1941 and
       1942. Radio was an important source of communication during that time.
   •   View and analyze the photos of the Outer Banks featured on the Web site, to meet
       goals under Visual Arts. Also, draw scenes from Taffy of Torpedo Junction to
       meet goals in the Visual Arts.

Science

   •   To meet goals in Science, focus on the plant life described in the story. Also, view
       photos posted on the Web site that show the land and its vegetation.

				
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posted:4/29/2010
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