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Middle School Writing
kirk@trilliumcharterschool.org
Instructor: Kirk Ellis (Waiter, Construction Worker, Cashier…)
Daily 10:30 – 11:30
S2 2010 – 2011 TCS
Course Overview:
This is a language arts class that is focused on improving the fundamentals of writing. There is no greater asset to clear communication than being a competent reader and writer. It is essential that we be able to express ourselves succinctly and eloquently in many different forms and styles of writing. Direct instruction, handouts and worksheets, peer editing and small group work, exams, and projects make up the coursework for the class. We shall focus on personal narrative, fictional narrative, expository and persuasive writing. There will be room for independent projects in poetry, songwriting, editorials, memoir, and more.
You will keep a journal. Through experience I have discovered that this is one of the greatest challenges for a middle school student; to bring a writing workbook to class every day. I shall not keep it for you. I shall not provide other journals when one is lost. This key element is your responsibility. I recommend a backpack with a binder that has sections for organization and that the writing journal is housed in one of these sections and is looked at every day. You will take notes and write on prompts in this journal every class session, and as the class meets daily, the journal should have many pages. It is NOT an online journal, but handwritten.
Several writing texts will be used. Handouts from these sources as well as any direct instruction or mini-lesson type lectures will be fair game for the two exams in class.
Grading Policy:
30% Daily Work and In-Class Prompts:
Journal writing and work every day on class assignments or major projects; note-taking; revision process and peer editing; on-task work for writing class; prompts.
40% Projects:
There will be four major assignments of varying length and complexity (due dates forthcoming) and each is worth 10 points. Must be typed and edited and turned in on the assigned due date, stapled with name on work or no credit will be given.
20% Exams:
There will be two multiple choice and fill in the blank tests that cover handouts, mini-lessons, and small group work.
10% Participation
Upholding the constitution, being on time and on task.
= 100 Points
NOTE: Middle school core values will also be part of the assessment for the class. 75% is required to receive an acceptable grade and 90% or more is required for exemplary.
Food & Drink:
You may eat in class. You may drink in class. Candy, sugary snacks, Arizona Teas and energy drinks are forbidden. They will kill you in time. Associated with this policy is that ALL trash will be cleaned up at the end of every class and any extraneous papers will be recycled. This is applicable to ALL students, even if you did not make the mess. We are all in this together. I will issue one reminder about cleaning up before revoking the privilege to eat and drink in class.
NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people.
Computers & Laptops & Cell Phones:
I love the current state of human-advanced technology, especially our cleverness as evidenced in the advent of laptops and high-tech hand-held devices. Ironically, these can also be tremendous distractions to real interactions and conversation. I consider them to be a crutch (in class at least) that promotes escapism and enables mediocrity.
Consequently, NO laptops are allowed to be open in class without express permission. Also NO texting or cell phone use of any kind is allowed during class. If I see a cell phone being used, it will be confiscated until the end of class OR you will be sent home for violation of our MS policy.
The two computers in my room can only be used with permission. There are also NO hand-held gaming devices allowed.
If you are curious about my right to make such demands, see the Trillium Constitution and Portland Public Schools handbook.
Learning Goals and Standards:
See PPS and Oregon State Standards website for writing core curriculum goals. A separate handout will be provided for reference.
Crossroads – Ancient History
kirk@trilliumcharterschool.org
Instructor: Kirk Ellis
Block A3 12:15 – 1:45
S2 2010-2011 TCS
Course Overview:
This middle school social studies class is a survey and study of various events in ancient history that changed the course of humanity and civilization. It is third in a series/cycle of courses that I offer (see History of the British Isles & Exploration). We shall start with a TOK (theory of knowledge) template to help us discover why we should study history in the first place. We will also look at events in the natural and animal worlds. With so much to cover, we are “limiting” our study to India, Egypt, China, Greece, Rome, the Near East, Europe, and Babylonia and Assyria.
The title of the class, “Crossroads”, implies a branching off or fork in the development of humans on earth. It is curious to discuss why and how human development has taken the paths that it has, and what could the alternative(s) have been. There are certain events worth studying from the advent of language and writing to the shifts in hunting and gathering to agriculture. We shall also explore religions and philosophies that intersected with commerce, travel, war, art and more.
NOTE: See my blog for due dates as they come up and for other update to the syllabus and/or announcements about this class and others. It can be accessed through the school website under middle school staff.
Grading Policy:
As this is a more “traditional” lecture-based class, there will be only three categories of assessment.
30% = Note-taking and active participation:
There will be daily lectures and handouts. Students are expected to read and study this material, and to take notes in a journal or binder as the instructor goes over handouts or information at the board and in small groups. Notebooks will be turned in for review and will act as study guides for the exams.
Students are also expected to work in small groups, uphold the constitution of the school especially in regard to safe, productive and non-disruptive behavior, and to participate in class discussions.
40% = Exams:
There will be four (4) multiple-choice exams worth 10 points each. These will be based on the handouts and lectures and films. Before each exam, a study guide will be made available, but the tests are NOT open note.
30% = Projects:
There will be three projects expected from each student, each worth 10 points. With over eight (8) different cultures, topics and events to choose from, the students will decide upon three for their research and presentation. This can take the form of an essay, power point, art project and more. See instructor for approval.
= 100 Points
NOTE: The middle school core values will also be factored into the grade for each student. As there is a percentage breakdown listed above, it should be noted that 75% is required to get an acceptable grade, and exemplary is 90% or above.
Food & Drink:
You may eat in class. You may drink in class. Candy, sugary snacks, Arizona Teas and energy drinks are forbidden. They will kill you in time. Associated with this policy is that ALL trash will be cleaned up at the end of every class and any extraneous papers will be recycled. This is applicable to ALL students, even if you did not make the mess. We are all in this together. I will issue one reminder about cleaning up before revoking the privilege to eat and drink in class.
NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people.
Computers & Laptops & Cell Phones:
I love the current state of human-advanced technology, especially our cleverness as evidenced in the advent of laptops and high-tech hand-held devices. Ironically, these can also be tremendous distractions to real interactions and conversation. I consider them to be a crutch (in class at least) that promotes escapism and enables mediocrity.
Consequently, NO laptops are allowed to be open in class without express permission. Also NO texting or cell phone use of any kind is allowed during class. If I see a cell phone being used, it will be confiscated until the end of class OR you will be sent home for violation of our MS policy.
The two computers in my room can only be used with permission. There are also NO hand-held gaming devices allowed.
If you are curious about my right to make such demands, see the Trillium Constitution and Portland Public Schools handbook.
Learning Goals and Standards:
NOTE:
PLEASE SEE OREGON STATE STANDARDS CORE CURRICULUM GOALS FOR SOCIAL STUDIES AND READING. A SEPARATE HANDOUT WILL DETAIL THE EXPECTATIONS.
Defense Against the Dark Arts
kirk@trilliumcharterschool.org
Instructor: Lord Jonathan Kirk Ellis (Resident Wizard, Scholar, Scribe, and Dungeon Master)
Term: S2 – 2010/2011 Time: B3 12:15 – 1:45
TCS – An island between Public School and Home
Course Overview:
I shall either die or go insane teaching this class. Fortunately I have a doppelganger, my ghostly counterpart, who will take over in my absence (and who taught a previous section of this same class).
To begin we must ask ourselves what are these “Dark Arts” against which one must defend. That is both a rhetorical and direct question. It is always relevant. Are there Dark Arts? Jean-Paul Sartre, the great existential philosopher, once wrote that hell is other people. While this position might be considered negative, there is some truth in it that will guide our initial discussions about the Dark Arts in this class. Indeed, there are energies, practices, events, root causes, situations, people (yes) and even natural phenomenon that might be considered “evil” or dark. We shall have discussions about these and more, and that will make up the more philosophical element of the class. In fact, each class will begin with a discussion and/or lecture (yes, I shall lecture) or seminar that relates to writing, reading or some other esoteric topic.
I digress. This class is a writing class. You will receive .5 Language Arts credits. I shall grant that credit based on the course expectations that are put forth in this syllabus. The expectations are derived from the state of Oregon's curriculum standards that hold me accountable, as a teacher at an accredited school (i.e. Trillium), for providing the best and most equitable education possible. People wrote these standards with you in mind. The purpose is to prepare you for a future in our society. If you were to satisfy these common core standards the district and the state could then confer upon you, with confidence, a diploma that signifies you have had “access” to literacy training. Please see the end of the syllabus for a detailed list of these standards.
Yet, I digress again! I have a different goal. It is not mutually exclusive from the aforementioned expectations. It is a lofty goal beyond the scope of these district guidelines. My goal is to teach you to empower yourself with language. How do we fight ignorance, intolerance and darkness in this world; a darkness that harkens back to the 10th century C.E.? You may become a semanticist! Linguist! Etymologist! Thaumaturgist! Rhetorician! Sage! Magi! You may yet be able to explain the inexplicable! To command both word and phrase! Control speech! To see and know what opposites have in common! You might even pass a test...
Now, since I am most likely already insane the chances are greater that during the next sixteen weeks I shall die or be imprisoned by some highly powerful sorcerer. In preparation for this event I have taken the liberty of including my last will and testament. Here it is:
You all get nothing! Ha Ha Ha! I bequeath all personal wealth and possessions to my spouse and children.
Signed,
Lord Jonathan Kirk Ellis
Now the Grading Policy:
20% = Daily In-Class Writing
Writing prompts and worksheets: That's right! There will be twenty of these (valued at 1 point each). They must be done IN CLASS when assigned. One scroll of parchment per assignment written with your quill is sufficient. NO TYPING. Quality penmanship is a virtue! See standards at end of syllabus for bulleted skills.
30% = Essays
There will be three essays assigned: You will choose a topic from a list that is generated from our class discussions and my lectures. If you cannot chose from the list or offer a topic for approval one will be assigned. Each piece of writing will be 5 scrolls (pages) of parchment or longer (10 points each). The final version must be single-spaced and 12-point font Times New Roman. A rough draft, written with your quill will be attached to you final typed and edited version (APA format for references, MLA for citations). See also standards at end of syllabus for bulleted skills. The due dates are as follows:
Tuesday, March 15th
Thursday, April 21st
Thursday, June 2nd
30% = Presentation of Optimal Proficiency (P.O.O.P) Exams
There will be three exams: Each exam is worth 10 points. These will be based on in-class lectures, handouts, readings, overhead projections, prestidigitation, field trips, guest speakers, lessons, and seminar discussions. You will have a wand (or rod or staff) to use while taking the test, along with your quill. See standards for note-taking and study skills.
20% = Participation
Every class begins with a mini-lesson or lecture on a writing or literature or philosophy topic: Attending, being on time to class (and yes, I am aware that the class meets right after lunch), upholding the constitution of the school at ALL times, coming to class prepared to work and organized; these are required components of class. Points will be deducted as students are often tardy, reticent with their input, disrespectful of the class, of myself or of others, and if they miss 3 or more classes. Trillium standards and social maturity standards apply. IF THERE IS TEAHER-DETERMINED SIGNIFICANT DISRUPTION TO THE LEARNING ENVIRONMENT STUDENTS WILL BE ASKED TO LEAVE CLASS OR SCHOOL. IT WILL BE THE STUDENT AND THEIR FAMILY’S RESPONSIBILITY TO MAKE UP THE WORK.
NOTE: There is a possible individual project option with instructor approval that can make up for (up to) 10% of the grade. See me for details.
= 100 Points
100 A+
99 – 90 A
89 – 80 B
79 – 70 C
69 – 60 D
59 – below F
NOTE: Universities DO NOT accept “D” grades as sufficient. It may be enough to get credit for graduating high school, but you must get “C” or better to pursue a 4-year college. Aim high!
NOTE: Grades have nothing to do with whether you are a quality human being. By nature, you are perfect, albeit blind to that perfection by degree. Such paradoxes and ironies will be at the core of this class's curriculum.
Food & Drink:
You may eat in class. You may drink in class. Candy, sugary snacks, Arizona Teas and energy drinks are forbidden. They will kill you in time. Associated with this policy is that ALL trash will be cleaned up at the end of every class and any extraneous papers will be recycled. This is applicable to ALL students, even if you did not make the mess. We are all in this together. I will issue one reminder about cleaning up before revoking the privilege to eat and drink in class.
NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people.
Computers & Laptops & Cell Phones:
I love the current state of human-advanced technology, especially our cleverness as evidenced in the advent of laptops and high-tech hand-held devices. Ironically, these can also be tremendous distractions to real interactions and conversation. I consider them to be dark magic and a crutch (in class at least) that promotes escapism and enables mediocrity. Consequently, NO laptops are allowed to be open in class without express permission.
Also NO texting or cell phone use of any kind is allowed during class. If I see a cell phone being used, it will be confiscated until the end of class - they too are dark magic. The two computers in my room can only be used with permission.
There are also NO hand-held gaming devices allowed. This is evil on par with the Eye and Hand of Vecna, the Lich Mage.
If you are curious about my right to make such demands, see the Trillium Constitution and Portland Public Schools handbook. Also, I am ancient, and so like an old dragon who knows nothing but pain my tolerance is low for any sort of upstart n'er-do-well who enters my lair and demands access to these aforementioned cultural ephemera as if they are a right!
NOTE: I am not a Luddite and I do not romanticize archaism. I support the clear interchange of thoughts, opinions, or information by speech, writing, or signs.
Supplies:
You will have this syllabus in a pocket folder. There will be 20 sheets of parchment in the folder as well for your 20 writing prompts. You will be issued a ONE quill (so please take care of it). Bring ALL of this to class every day. Pencils and any further organizational tools are your responsibility.
Learning Goals & Standards:
In part, or in totality, we shall approach the following benchmarks (i.e. State Writing Standards) in this class. You will at the least have an opportunity to work on proficiency in all of these areas:
Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across
the subject areas.
EL.HS.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making
lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.
EL.HS.WR.02 Discuss ideas for writing with classmates, teachers, and other writers, and
develop drafts alone and collaboratively.
EL.HS.WR.03 Identify audience and purpose.
EL.HS.WR.04 Choose the form of writing that best suits the intended purpose--personal letter,
letter to the editor, review, poem, report, or narrative.
EL.HS.WR.05 Use the writing process--prewriting, drafting, revising, editing, and publishing
successive versions.
EL.HS.WR.06 Focus on a central idea, excluding loosely related, extraneous, and repetitious
information.
EL.HS.WR.07 Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.
EL.HS.WR.08 Revise drafts to improve the logic and coherence of the organization and
controlling idea, the precision of word choice, and the tone--by taking into consideration the
audience, purpose, and formality of the context.
EL.HS.WR.09 Edit and proofread one's own writing, as well as that of others, using the writing
conventions, and, for example, an editing checklist or list of rules with specific examples of
corrections of specific errors.
Writing: Communicate supported ideas across the subject areas, including relevant
examples, facts, anecdotes, and details appropriate to audience and purpose that
engage reader interest ; organize information in clear sequence, making
connections and transitions among ideas, sentences, and paragraphs ; and use
precise words and fluent sentence structures that support meaning.
EL.HS.WR.10 Establish a coherent and clearly supported thesis that engages the reader, conveys a
clear and distinctive perspective on the subject, maintains a consistent tone and focus throughout the
piece of writing, and ends with a well supported conclusion.
EL.HS.WR.11 Create an organizational structure that logically and effectively presents information
using transitional elements that unify paragraphs and the work as a whole.
EL.HS.WR.12 Use precise language, action verbs, sensory details, and appropriate modifiers.
EL.HS.WR.13 Demonstrate an understanding of sentence construction--including parallel structure and
subordination--to achieve clarity of meaning, vary sentence types, and enhance flow and rhythm.
Conventions: Spelling: Demonstrate knowledge of spelling, grammar, punctuation,
capitalization, and penmanship across the subject areas.
EL.HS.WR.14 Produce writing that shows accurate spelling.
Conventions: Grammar: Demonstrate knowledge of spelling, grammar, punctuation,
capitalization, and penmanship across the subject areas.
EL.HS.WR.15 Show control of clauses, including main and subordinate, and phrases, including gerund, infinitive, and participial.
EL.HS.WR.16 Understand and use proper placement of modifiers.
EL.HS.WR.17 Demonstrate an understanding of proper English usage, including the consistent use of
verb tenses and forms.
Conventions: Punctuation: Demonstrate knowledge of spelling, grammar,
punctuation, capitalization, and penmanship across the subject areas.
EL.HS.WR.18 Use conventions of punctuation correctly, including semicolons, colons, ellipses,
hyphens and dashes.
EL.HS.WR.19 Use correct capitalization.
Conventions: Handwriting: Demonstrate knowledge of spelling, grammar,
punctuation, capitalization, and penmanship across the subject areas.
EL.HS.WR.20 Write legibly.
Writing Modes: Write narrative, expository, and persuasive texts, using a variety of
written forms―including journals, essays, short stories, poems, research reports,
research papers, business and technical writing―to express ideas appropriate to
audience and purpose across the subject areas.
Personal Narrative
Fictional Narrative
Expository
Persuasive
Writing Applications: Narrative Writing: Write narrative, expository, and persuasive
texts, using a variety of written forms―including journals, essays, short stories,
poems, research reports, research papers, business and technical writing―to
express ideas appropriate to audience and purpose across the subject areas.
*Suggested word length: High School, 500-1,500 words.
EL.HS.WR.21 Write biographical or autobiographical narratives or short stories:
Relate a sequence of events, and communicate the significance of the events to the audience.
Locate scenes and incidents in specific places.
Describe with concrete sensory details the sights, sounds, and smells of a scene and the
specific actions, movements, gestures, and feelings of the characters; use interior monologue
to depict the characters' feelings.
Pace the presentation of actions to accommodate changes in time and mood.
Make effective use of descriptions of appearance, images, shifting perspectives, and sensory
details.
Writing Applications: Expository Writing: Response to Literary Text (4-HS): Write
narrative, expository, and persuasive texts, using a variety of written
forms―including journals, essays, short stories, poems, research reports, research
papers, business and technical writing―to express ideas appropriate to audience
and purpose across the subject areas. *Suggested word length: High School, 500-
1,500 words.
EL.HS.WR.22 Write responses to literature:
Demonstrate an understanding of the significant ideas of literary works.
Support important ideas and viewpoints through accurate and detailed references to the text or
to other works.
Demonstrate an awareness of the author's use of stylistic devices and an appreciation of the
effects created.
Identify and analyze the impact of perceived ambiguities, nuances, and complexities within the
text.
Writing Applications: Expository Writing: Research Reports/ Multi-media
Presentations (4-HS): Write narrative, expository, and persuasive texts, using a
variety of written forms―including journals, essays, short stories, poems, research
reports, research papers, business and technical writing―to express ideas
appropriate to audience and purpose across the subject areas. *Suggested word
length: High School, 500-1,500 words.
EL.HS.WR.23 Write analytical essays and research reports:
Gather evidence in support of a thesis, including information on all relevant perspectives.
Convey information and ideas from primary and secondary sources accurately and coherently.
Make distinctions between the relative value and significance of specific data, facts, and ideas.
Include visual aids by employing appropriate technology to organize and record information on
charts, maps, and graphs.
Anticipate and address readers' potential misunderstandings, biases, and expectations.
Use technical terms and notations accurately.
Document sources.
Writing Applications: Persuasive Writing (4-HS): Write narrative, expository, and
persuasive texts, using a variety of written forms―including journals, essays, short
stories, poems, research reports, research papers, business and technical
writing―to express ideas appropriate to audience and purpose across the subject
areas. *Suggested word length: High School, 500-1,500 words.
EL.HS.WR.24 Write persuasive compositions:
Structure ideas and arguments in a sustained and logical fashion.
Use specific rhetorical (communication) devices to support assertions, such as appealing to
logic through reasoning; appealing to emotion or ethical beliefs; or relating a personal
anecdote, case study, or analogy.
Clarify and defend positions with precise and relevant evidence, including facts, expert
opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
Address readers' concerns, counter-claims, biases, and expectations.
Graphic and Pulp
kirk@trilliumcharterschool.org
Instructor: Mr. Kirk Ellis, Esq. (Author, Necromancer, Genius)
S2 - 2010/2011
TCS – An island between public school and home
Course Overview:
This class was taught 5 years ago under a different title (“Getting Graphic”), but much of the same curriculum is involved. There are two “tracks” that students can pursue: the study and creation of graphic novels and/or the study and creation of pulp fiction. The graphic novel has a rich history steeped in politics, science and technology, literature, art, and psychology.
There will be lectures and guest speakers in an attempt to contextualize this great tradition. Students will be able to create their own “graphic project” once examples are studied. Also, we have the privilege to continue our partnership with Dark Horse Comics this term. They are one of the foremost publishers of comics, graphic novels, books and more, not only in the Northwest but also in the whole United States.
Pulp fiction is a collection of genres that has its roots in supernatural fiction and literature from the 19th century. In the twentieth century, styles have included westerns, detective fiction, romance, thrillers, science fiction, fantasy, mystery, and more. Now, in the twenty-first century, the page moves quickly to screen and reality blends more seamlessly with fiction.
Readings will be provided and students will be expected to analyze and reflect on the representations of the various genres and write their own example as well. Emphasis will be placed on several authors including (but not limited to): Edgar Allan Poe, Arthur Conan Doyle, Edgar Rice Burroughs and H.P. Lovecraft. In the graphic novel arena study will include Will Eisner, Brian Michael Bendis, Neil Gaiman, Alan Moore and Michael Lloyd, Katsuhiro Otomo and more.
NOTE: By taking this class you may earn .5 Language Arts credit. IF you are interested in splitting that credit with .25 Art & Elective credit, please see me at the beginning of the term. Otherwise, I will assume that you are signed up for the writing and literature elements of the class.
Grading Policy:
- 30% Daily Genre Study & Workshop: Each day I shall present a topic for discussion or review an assigned reading. This is the literacy and seminar section of the class. Notes should be taken in preparation for the exams. On days where there is nothing to discuss (i.e. when a reading is currently assigned but not finished) there will be in-class workshop time to create your masterpiece.
- 30% Project: Your masterpiece. This is either a piece of pulp fiction that emulates the style and grandeur of the genre or takes it to some new brave place. It must be a minimum of 10 typed pages (single spaced, 12pt font, Times New Roman or similar). If it is a graphic novel (or “comic book” style piece) that it must be 18 pages or more (with cover and at least one splash piece). Details and due dates will be handled on a separate sheet as the semester progresses.
- 20% Exams (10 points each): Two exams will cover material studied and discussed in class.
- 20% Attendance and Participation: It is required that you attend when we have a guest speaker. This is a great privilege and opportunity. They will be on the calendar ahead of time so you will know when to expect them. Also, any material that they cover may be on the exams. It is also expected that you show up on time, uphold the school constitution, work productively and on-task for this class, and engage in discussion.
= 100 POINTS
100 A+
99 - 90 A
89 – 80 B
79 – 70 C
69 – 60 D
59 - F
Food & Drink:
You may eat in class. You may drink in class. Candy, sugary snacks, Arizona Teas and energy drinks are forbidden. They will kill you in time. Associated with this policy is that ALL trash will be cleaned up at the end of every class and any extraneous papers will be recycled. This is applicable to ALL students, even if you did not make the mess. We are all in this together! I will issue one reminder about cleaning up before revoking the privilege to eat and drink in class.
NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people. There will be no funny business on the couch.
Computers & Laptops & Cell Phones:
I love the current state of human-advanced technology, especially our cleverness as evidenced in the advent of laptops and high tech hand-held devices. Ironically, these can also be tremendous distractions to real interactions and conversation. Consequently, NO laptops are allowed to be open in class without express permission. Also NO text messaging or cell phone use of any kind is allowed during class. If I see a cell phone being used, it will be confiscated until the end of class. The two computers in my room can only be used with permission. There are also NO hand-held gaming devices allowed.
NOTE: I am not a Luddite and I do not romanticize archaism. I support the clear interchange of thoughts, opinions, or information by speech, writing, or signs.
Learning Goals & Core Curriculum Standards:
The following state standard areas are the condensed core curriculum expectations for literature and reading. Writing standards and art will be presented separately, but still go into the assessment of student work in this class.
NOTE: Proficiency in each bulleted area is expected, but a modified rubric for each student will most likely be arranged.
Literature
- Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity
- Demonstrate general understanding of grade-level literary text
- Develop an interpretation of grade-level literary text.
· Examine content and structure of grade-level literary text.
Reading
- Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.
- Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own (*) applying comprehension strategies as needed.
- * Suggested grade-level target for reading on own: HS, 1,500,000 words annually.
- Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.
- Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.
- Demonstrate general understanding of grade-level informational text across the subject areas.
- Develop an interpretation of grade-level informational text across the subject areas.
- Examine content and structure of grade-level informational text across the subject areas.
