Formal Letter of Complaint Job Application - Excel

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					                      Ecosystems
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                Rock Hill Schools                    English I Middle School
1   2   3   4    5   6   7   8   9   10   11   12   13   14   15   16
                                                    Rock Hill Schools                                             English I Middle School
                           Survivors                    Killer Plagues                Combat Zone             When Music Offends
        Big Idea            Life Issues Nonfiction      Science Nonfiction              Literature            Soc.Studies Nonfiction



                           Informational Text                                                             Informational Text
                                                 Informational Text
                            Newspaper Article,                                                             Letter to the Editor,
                                                   Newspaper Article,              Literary Text Short
                             Magazine Article,                                                              Magazine Article,
                                                   Magazine Article,                   Story, Poetry
                            Life Issues Feature                                                          Social Studies Feature
     ELA Reading                                    Science Article                 Functional Literacy:
                            Functional Literacy:                                                           Article Functional
   Standards 1 and 2                              Functional Literacy:               Editorial Cartoon
                           Calculating a Budget                                                           Literacy: Music Web
                                                    Medicine Label                 (Indicators: EI-1.5,
                            (Indicators: EI-2.1,                                                          Sites (Indicators: EI-
                                                  (Indicators: E1-2.2,                  EI-1.7, EI-1.8)
                            E1-2.2, EI-2.6,                                                                2.2,       EI-2.6, EI-
                                                     EI-2.6, EI-2.8
                                   EI-2.8)                                                                          2.8)




                            Expository                 Narrative                    Literary Response          Expository
ELA Writing Standard 5
                             (Indicator: EI-5.3)        (Indicator: EI-5.2)          (Indicator: EI-1.6)         (Indicator: EI-5.3)

                               Word Study/Writing Process/Research (inquiry questions leading to a thesis, note cards, source cards to include primary and secondary sources, outline, works cited, formal paper with parenthetical citations to include visual and
 Standards 3, 4, and 6                                                                            presentation) Indicators in Standards 3, 4, and 6 will be taught throughout the school year.

                                                  1st 9 weeks                                                    2nd 9 weeks


Students in English 1 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stor
historical fiction, contemporary realistic fiction, young adult novels, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, m
autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.



Students in English 1 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natura
position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals,
speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, productsupport materials, and application forms. They also read directions, schedule
recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Students in English 1 create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. They create narratives (for example, personal essa
memoirs, or narrative poems) that use descriptive language to create tone and mood. They create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive). They cre
persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts). They create technical pieces (fo
example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.
                                                         Rock Hill Schools                                          English I Middle School



Standard 1 Indicators:
E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.
E1-1.2 Analyze the impact of point of view on literary texts.
E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).
E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text.
E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.
E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory. presentations, discussions, media productions, and the visual and performing arts).
E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).
E1-1.8 Read independently for extended periods of time for pleasure.
Standard 2 Indicators:
E1-2.1 Compare/contrast theses within and across informational texts.
E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.
E1-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).
E1-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).
E1-2.5 Analyze the impact that text elements have on the meaning of a giveninformational text.
E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.
E1-2.7Analyze propaganda techniques in informational texts.
E1-2.8 Read independently for extended periods of time to gain information.
Standard 3 Indicators:
E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.
E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.
E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
Standard 4 Indicators:
E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
E1-4.2 Use complete sentences in a variety of types (including simple,
compound, complex, and compoundcomplex).
E1-4.3 Create multipleparagraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).
E1-4.4Use grammatical conventions of written Standard American English,
Including
· subject verb agreement                                             · pronoun case
· pronoun antecedent agreement                                       · formation of comparative and superlative adjectives
· agreement of nouns and their modifiers                             and adverbs
· verb formation                                                     · idiomatic usage
(See Instructional Appendix: Composite Writing Matrix.)
E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. (See Instructional Appendix: Composite Writing Matrix.)
Standard 5 Indicators:
E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.
E1-5.2 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.
E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).
E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).
E1-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.
Standard 6 Indicators:
E1-6.1 Clarify and refine a research topic.
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.
E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of intext citations) to properly credit the work of others.
E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.
E1-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.
E1-6.7 Use a variety of print and electronic reference materials.
E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).
E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).
E1-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.
Standard 6 Indicators:
E1-6.1 Clarify and refine a research topic.
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.
                                                         Rock Hill Schools                                            English I Middle School
E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of intext citations) to properly credit the work of others.
E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.
E1-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.
E1-6.7 Use a variety of print and electronic reference materials.
E1-6.8 Design and carry out research projects by selecting a topic,constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.
                                         Rock Hill Schools                             English I Middle School
17   18   19   20   21   22   23   24   25   26   27   28   29   30   31   32   33   34 35 36
                                                                                Rock Hill Schools                                              English I Middle School
                       In the Money                  Amigo Brothers          Your Brain Exposed Crime, Punishment                 The Front Lines of
                      Life Issues Nonfiction           Literature             Science Nonfiction & Teens                          Justice Nonfiction
                                                                                                            Soc. Stud. Nonfiction   and Literature
                                                                                                                 Literary Text
                                                                                             Informational
                                                                                                                 Biographical
                                                                                           Text Newspaper
                                                                                                                Sketch, Poetry
                      Informational Text                            Informational Text        Article, Social
                                                 Literary Text                                                  Informational
                       Newspaper Article,                            Newspaper Article,       Studies Text
                                                  Short Story                                                   Text Historical
                     Magazine Article, Life                           Magazine Article,       Literary Text
                                                   Functional                                                     Documents
                      Skill Feature Article                         Encyclopedia Article Personal Narrative
                                                 Literacy: Book                                                    Functional
                       Functional Literacy:                         Functional Literacy:       Functional
                                                     Review                                                     Literacy: Voter
                         Sales Receipt                                  Medical Form          Literacy: Job
                                              (Indicators: EI-1.4,                                                Registration
                     (Indicators: EI-2.2, EI-                        (Indicators: EI-2.2,      Application
                                              EI-1.6,       EI-1.6)                                            Form (Indicator:
                            2.5, EI-2.6)                                EI-2.5, EI-2.6)   (Indicators: EI-2.1,
                                                                                                               EI-1.1, EI-1.7,
                                                                                          EI-2.2, EI-2.6,
                                                                                                               EI-2.1, EI-2.2,
                                                                                                  EI-1.1)
                                                                                                                       EI-2.6)
                                                                             Narrative                                                 Personal
                     Persuasive                     Literature Critique                                      Descriptive
                                                                                  (Indicator: EI-                                      Narrative
                       (Indicator: EI-5.4)          (Indicator: EI-5.3)                                   (Indicator: EI-5.3)
                                                                                      5.2)                                         (Indicator: EI-5.2)

source cards to include primary and secondary sources, outline, works cited, formal paper with parenthetical citations to include visual and/or oral
ators in Standards 3, 4, and 6 will be taught throughout the school year.

9 weeks                                                  3rd 9 weeks                                                 4th 9 weeks


d drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories,
tires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs,
tive poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.



g types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history),
or, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals,
 orms, instruction manuals, productsupport materials, and application forms. They also read directions, schedules, and
 other forms of nonprint informational texts.


 int) that use language appropriate for the specific audience. They create narratives (for example, personal essays,
scriptions for use in other modes of written works (for example, narrative, expository, and persuasive). They create
d thesis and use support (for example, facts, statistics, and firsthand accounts). They create technical pieces (for
 propriate for the purpose and audience.
                                                                               Rock Hill Schools   English I Middle School




m, irony, and allusion) on the meaning of literary texts.
entations, discussions, media productions, and the visual and performing arts).




ation, and unsupported opinions).
 nd auditory presentations, discussions, and media productions).




d Latin Roots and Affixes.)

 Affixes.)




 use support (for example, definitions and descriptions).




 Composite Writing Matrix.)
eviously taught. (See Instructional Appendix: Composite Writing Matrix.)

or the specific audience.
reate tone and mood.

is and use support (for example, facts, statistics, and firsthand accounts).
 ise language appropriate for the purpose and audience.


 ormation gathered from a variety of research sources.
se of intext citations) to properly credit the work of others.

dience and purpose.
sentations.
is and use support (for example, facts, statistics, and firsthand accounts).
 ise language appropriate for the purpose and audience.


 ormation gathered from a variety of research sources.
se of intext citations) to properly credit the work of others.                 Rock Hill Schools   English I Middle School
dience and purpose.
sentations.

valuating credibility, and organizing information.
Rock Hill Schools   English I Middle School
Rock Hill Schools   English I Middle School

				
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