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Curriculum Framework: Communication/Critical Thinking
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LISTENING |
SPEAKING |
VIEWING |
READING |
WRITING |
REFERENCE |
| 9th |
Evaluate the quality of presentations and discussions in a variety of situations. |
Conceive, develop, organize, and present information based upon a synthesis of outside sources in a persuasive or expository format. |
Identify the critical components that create a films message. |
Identify and analyze literary elements and techniques in a variety of literature. |
Create, plan and draft expository, descriptive and narrative writing samples. |
High school students refine and apply the research skills learned at the previous levels to write a variety of research papers across content area. |
1. Listening/Speaking:
- Oral presentation including peer evaluation at an instructional level.
2. Viewing:
- Create literature documentation for all viewing. The documentation may occur in a variety of methods including card files, literature documentation forms, response journals, charts, mapping, graphic organizers, tests and /or compositions, etc.
- Create a book/film or a film/film comparison at an instructional level.
- Pass objective tests and /or create projects for the required films to check comprehension.
3. Reading:
- Create literature documentation for all reading. The documentation may occur in a variety of methods including card files, literature documentation forms, response journals, charts, mapping, graphic organizers, tests and /or compositions, etc.
- Write one analytical response to a novel at a meets standard level
- Write one analytical response for the choice category at a meets standard level.
- Pre- and post-test scores from the Stanford Diagnostic Reading Test will be recorded on the communications check-list.
- Write reading response journals.
- Pass objective tests and /or create projects for the required literature to check comprehension.
- Routinely schedule sustained silent reading as an activity and an assessment of reading improvement.
4. Writing:
- Write one analytical response to a novel at a meets standard level.
- Write one analytical response for the choice category at a meets standard level.
- Write an expository paper at an instructional level.
- Write a narrative that includes description at an instructional level.
- Include scores from the Persuasive Student Writing Sample which may meet standard with a score of 3 or better on both the primary and secondary trait.
- Write an I-Search or Problem/solution essay at an instructional level. Research components: bibliography, works cited, title page, ask department
- Write reading response journals.
- Use Oral Language series to review and assess secondary traits.
- Peer edit writing assignments as part of the writing and revision process.
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