The student reads and comprehends text across the curriculum.
KS RE HS.1
Benchmark 1
The student expands vocabulary.
KS RE HS.1.3
Indicator 1
The student identifies, interprets, and analyzes the use of figurative language, including similes, metaphors, idioms, analogies, hyperbole, onomatopoeia, personification, imagery, and symbolism.
KS RE HS.1.3.4
The teacher has students construct posters to illustrate the most common types of relationships expressed in analogies, similes, and metaphors. These posters could include student-generated examples and artwork/illustrations and can be displayed in the classroom as instructional tools.
In World History, the teacher has students write analogies to describe the Byzantine Empire, for example: "If the Byzantine Empire was an animal, it would be a(n)...."
The teacher has the students read a variety of comic books which contain onomatopoeia. the students must identify the words related to onomatopoeia and write them on a paper.
The teacher has students read poetry written by several American poets. Students are instructed to write the words or phrases showing personification. Then students write their own poem using personification showing how they gave human qualities, such as to cry, to sing and to talk to the objects in their poem.
Benchmark 2
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE HS.1.4
Indicator 1
The student identifies characteristics of narrative, expository, technical, and persuasive texts.
KS RE HS.1.4.1
The teacher encourages students to respond to informational reading through varied and appropriate modes such as writings, performances, projects, graphic displays, and available technology.
The teacher provides students with an example of a Venn Diagram. The students work in pairs to complete the Venn Diagram by showing the similarities and differences of characteristics between the two text types. Students can use a semantic web to identify the characteristics of technical and persuasive texts.
Indicator 2
The student understands the purpose of text features (e.g., title, graphs/charts and maps, table of contents, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, footnotes, annotations) and uses such features to locate information in and to gain meaning from appropriate-level texts.
KS RE HS.1.4.2
The teacher writes the different text features onto paper or cardboard disks and puts them into a container. After reading a section from a literature textbook, the teacher divides the students work with a partner. The teacher instructs the students to randomly select a paper or disk with the written text features. The students look in the literature read from the textbook for an example of the text feature which was drawn from the container. The students make a poster explaining the text feature and presents it to the class.
The teacher in social studies, has the students develop a series of maps and/or charts to explain the occurrences and distribution of one distinctive part of a major physical component of Earth's environment (e.g., climate, landforms, erosion, or natural disasters.)
Indicator 3
The student uses prior knowledge, content, and test type features to make, to revise, and to confirm predictions.
KS RE HS.1.4.3
The teacher uses the topic of the text to have students discuss and encourages the students to ask themselves questions about the text as they read. The teacher provides the students with sticky notes to write questions about the text as the text is being read. Once the text has been read, the students write their questions from the sticky notes onto a sheet of paper, then, write their prediction to what will happen next with the text. As the text is being read, students are encouraged to change their predictions. When the text has been read to its entirety, the students will confirm their predictions.
Indicator 4
The student generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text.
KS RE HS.1.4.4
The teacher will pause and reflect.
Indicator 5
The student uses information from the text to make inferences and to draw conclusions.
KS RE HS.1.4.5
The teacher has the students read a narrative text. As the students are reading about a character, the teacher has the students make inferences about the character using the descriptive words which are describing the character. The students arrive at their inferences using a word equation (see-example-below)
Character-Description--+--Prior-Knowledge--=--Inference
(What-are-the-details)----------------(What-the-details-mean-to-you)The teacher encourages the students to draw conclusions using information from the text. The teacher has the students chart piece -of information from the text onto a two-column graphic organizer (see below) and draw conclusions using the information from the text.
Information-From-The-text Conclusion
Friends-are-buying-dresses Going-somewhere-special
Students-decorating-the-gym A-possible-party
Making-reservations-for-dinner A-special-occasionIn World History, the teacher, has the students develop a five-column matrix with the four characteristics of a civilization and add religion. Then down the side, give a row in the matrix to each Middle Eastern ancient civilization: Sumerians, Babylonians, Phoenicians, Assyrians, and Hebrews. The students complete the matrix as a chart of information to show how each group fulfilled the requirements of being deemed a civilization. Students should then draw conclusions about each civilization and the Middle Eastern civilization as a region.
Indicator 6
The student analyzes and evaluates how authors use text structures (e.g., sequence, problem-solution, comparison-contrast, description, cause effect) to achieve their purposes.
KS RE HS.1.4.6
The teacher provides students with models or students create their own graphic organizers to identify and analyze the structures of the texts
_ comparison/contrast - Venn diagram
_ sequence/narration - story map - causal chain
_ cause effect - fish bone
description (categorize details - tree diagram) semantic features analysis Venn diagramIn United States History, the teacher, has the students construct a timeline showing treaties, mutual defense pacts, and other events that led to a rapid escalation of the conflicts that resulted in World War I.
In social studies, the teacher, has students research a current law to establish its purpose and effect or create a law that will solve a problem.
Indicator 7
The student compares and contrasts varying aspects (e.g., character traits and motives, ideas, themes, problem -solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, authors purposes, themes, persuasive techniques, use of literary devices, thoroughness of supporting evidence) in one or more appropriate-level texts.
KS RE HS.1.4.7
The teacher prepares a Venn Diagram. After reading a text, the teacher has the students work in pairs to compare one character to another. Once the Venn Diagram has been completed, the teacher has the students change partners and discuss how the characters' traits made them feel about each character.
In World History, the teacher, has the students read excerpts from Plato's Republic, and compare Plato's ideas to those practiced in the workings of the federal government. Students will complete a 10-minute writing about Plato's contributions to the United States ideal of the democratic republic.
In World History, the teacher, has the students create a jigsaw structure in the classroom to study the world religions of Christianity, Hinduism, Buddhism, Confucianism. Taoism, or Legalism. First, the teacher will assign students to same-subject groups that reaches the religion they choose. The students complete a saturation study of that religion and present the information to the class as a group. Then the students will jigsaw the groups by moving group members to include all 6 religions. The new groups then decides how to present a comparison and contrast of the religions to the class.
Indicator 8
The student explains and analyzes cause-effect relationships in appropriate-level narrative, expository, technical, and persuasive texts.
KS RE HS.1.4.8
The teacher provides students with a cause effect graphic organizer (see below). The teacher encourages the students to determine what the major event/cause of the text is as the text is being read. Once the cause is determined, the teacher encourages the students to reread the text to look for the events/effects that result from the cause.
In social studies, the teacher, has the students create a Venn Diagram comparing and contrasting the rights of a citizen vs. a non-citizen. Students will list and explain the ways people have United States citizenship.
Indicator 9
The student uses paraphrasing and organizational skills to summarize information (stated and implied main ideas, main events, important details, underlying meaning) from appropriate-level narrative, expository, technical, and persuasive texts in logical or sequential order, clearly preserving the author s intent.
KS RE HS.1.4.9The teacher divides the class into two groups and has each group read a different story or novel. Prior to reading, students focus on a few issues that could be compared/contrasted between the two novels or stories. As they read, students keep response logs of their reactions and supporting evidence. After both groups finish, the teacher leads and structures a discussion of the key issues.
In World History, the teacher, has students create a "World at War Scrapbook" which asks students to select 15 events from World War I and World War II for a total of 30 events. A timeline for each World War must be included. For each event selected, students must write a brief paragraph summary of the event. In the first paragraph, the information should include who, what, when, where, why and how. The second paragraph should include the historical significance of the event and why the student chose that particular event.
Indicator 10
The student identifies the topic, main idea(s), supporting details, and theme(s) in appropriate-level texts.
KS RE HS.1.4.10
The teacher encourages students to take summary notes using words which are repeated throughout the text and to list ways the characters (both major and minor) responds to these words in order to assist in determining the theme.
In World History, the teacher, has the students write one sentence summaries for each main idea from the Magna Carta and place them in the left-hand column of a two-column chart. In the right-hand column, students write related ideas from the United States Constitution or the United States Bill of Rights. Students use this information to analyze the Magna Carta as a foundational document of the Constitutional Monarch in England and to analyze how this changed the course of the history of England.
Indicator 11
The student analyzes and evaluates how an author's style (e.g., word choice, sentence structure) and use of literary devices (e.g., foreshadowing, flashback, irony, symbolism, tone, mood, satire, imagery, point of view, allusion, overstatement, paradox) work together to achieve his or her purpose for writing text.
KS RE HS.1.4.11
The teacher plays a variety of appropriate music for the students to listen (e.g., classical, contemporary instrumental, rock, and etc.). After listening to each set of music, the teacher has the students answer questions (e.g., Did the music have a lot of rests?, What kinds of words did the writer use? How did the music make you feel? Did the music contain repeated words or phrases?) Once the students have completed the task, the teacher reads a passage to the students. Before reading, the teacher encourages the students to make note of any repeated words or phrases, and to keep track of the length and complexity of the words and sentences. After reading the entire passage, the teacher asks the students to indicate how the passage made them feel. Then the teacher explains to the students that the author's purpose for writing is revealed through various modes (e.g., through his/her choice or words, through his/her choice of simple or complex words and-sentence length, and through how the passage made the listener feel while hearing or reading the text).
Indicator 12
The student establishes purposes for both assigned and self-selected reading, e.g., to be informed, to follow directions, and to solve problems).
KS RE HS.1.4.12
The teacher encourages students to evaluate his/her own responses to reading for evidence of growth in insight, clarity, and support.
The teacher provides students with various excerpts or examples of different text type samples. On wall chart paper, the teacher writes 4 categories which author's write using the phrases: To be informed. To follow directions. To be entertained. To solve problems. Each student reads his/her excerpt or describes the sample and the rest of the classmates decide in which category the text belongs. The teacher then explains to the students that authors write for a specific purpose.
Indicator 13
The teacher follows directions presented in technical text.
KS RE HS.1.4.13
The teacher has the students negotiate, clarify, and defend opinions in large and small discussion groups.
Indicator 14
The student identifies the author's position in a persuasive text, describes techniques the author uses to support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion), and evaluates the effectiveness of these techniques and the credibility of the information provided.
KS RE HS.1.4.14
The teacher challenges the text.
Indicator 15
The student distinguishes between fact and opinion, and recognizes propaganda e.g., advertising, media, politics, warfare), bias, and stereotypes in various types of appropriate-level texts.
KS RE HS.1.4.15
The teacher explains a fact and opinion chart.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE HS.3
Benchmark 1
The students use a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE HS.3.2
Indicator 1
The student generates ideas by using strategies, which may include recalling, brainstorming, free writing, outlining, and clustering.
KS RE HS.3.2.1
The teacher allows time for brainstorming ideas and topics.
Indicator 2
The student writes successive versions after rereading, adding new information and reorganizing for sequence.
KS RE HS.3.2.2
The teacher encourages the generating of new information through reading various materials.
Indicator 3
The student proofreads and edits (self and peers) revisions for grammar, spelling, usage and format.
KS RE HS.3.2.3
The teacher allows time for peer review of works.
Indicator 4
The student uses a style manual such as Modern Language Association (MLA), American Psychological Association (APA), or other acceptable style manuals.
KS RE HS.3.2.4
The teacher models the completion of task using a style manual approach.
Indicator 5
The student publishes a legible final copy.
KS RE HS.3.2.5
The teacher assures that students complete a final draft on the computer.
Benchmark 2
The students will use organization that enhances the reader's understanding.
KS RE HS.3.4
Indicator 1
The student writes a cohesive piece that is appropriate for a specific type of writing with a clear introduction that draws in the reader, supports main ideas and details and contains a conclusion.
KS RE HS.3.4.1
The teacher has the students work in class on a "round robin" theme where students have the opportunity to write an introduction, supporting paragraphs, and a conclusion using someone else's theme. Students must complete all three parts of a writing project which is then shared with the class.
Indicator 2
The student uses transitions to connect ideas within the between paragraphs.
KS RE HS.3.4.2
The teacher has the students brainstorm a list of transition words which will work well in the writing and makes sure the student uses these word in the task.
Indicator 3
The student uses sequence that is logical and effective within each paragraph as well as within the entire written piece.
KS RE HS.3.4.3
The teacher encourages student to read and reread their draft to assure a logical flow of information has been created. Students then peer read and critique.
Benchmark 3
The students use effective word choice.
KS RE HS.3.6
Indicator 1
The student chooses words that are specific, accurate, and easy to understand.
KS RE HS.3.6.1
The teacher has the students make a cluster of words to be used in the writing.
Indicator 2
The student uses language that is appropriate for the type of writing and for the audience.
KS RE HS.3.6.2
The teacher has the students brainstorm which words will be appropriate for the targeted audience.
Indicator 3
The student uses cliché's and jargon sparingly, only for effect.
KS RE HS.3.6.4
The teacher makes sure students use appropriate words for the writing task which target the desired audience.
Benchmark 4
The students use clear and fluent sentences.
KS RE HS.3.7
Indicator 1
The student uses fragments only for style.
KS RE HS.3.7.4
The teacher checks the draft with the students to assure fragments have been used appropriately.
Benchmark 5
The students use standard American English conventions.
KS RE HS.3.8
Indicator 1
The student edits to polish for publication.
KS RE HS.3.8.5
The teacher encourage students to edit a final draft before publishing.
Benchmark 6
The students use a variety of modes of writing for different purposes and audiences.
KS RE HS.3.9
Indicator 1
The student writes technical pieces (e.g., business letters, charts, graphs, technical reports, manuals, and technical descriptions).
KS RE HS.3.9.5
The teacher provides students with sample resume letters. Students use their information from their personal school experiences (e.g., G.P.A., courses taken, and extracurricular activities) to compose a resume letter on their own.
The student applies reading and writing skills to demonstrate learning.
KS RE HS.4
Benchmark 1
The student uses effective research practices.
KS RE HS.4.1
Indicator 1
The student generates relevant, investigating, and researchable questions in order to create a thesis/hypothesis. Uses knowledge, comprehension, application, analysis, synthesis, and evaluation levels of questioning.
KS RE HS.4.1.1
The teacher allows students to work in pairs to revise questions for a thesis.
Indicator 2
The student analyzes the complexities and discrepancies in information and systematically organizes relevant information to support central ideas, concepts, and themes.
KS RE HS.4.1.4
The teacher uses and explains formal note-taking, outlining, graphic organizers.
Indicator 3
The student analyzes, organizes, and converts information into different forms such as charts, graphs, and drawings.
KS RE HS.4.1.6
The teacher uses graphic organizers.
Indicator 4
The student documents sources of information using standard format.
KS RE HS.4.1.7
The teacher provides students with a model of documents with source of information.
Indicator 5
The student uses a manual or form such as Modern Language Association (MLA or American Psychological Association (APA).
KS RE HS.4.1.8
The teacher provides models using the MLA or the APA style.
Benchmark 2
The student uses ethical research practices.
KS RE HS.4.2
Indicator 1
The student analyzes and understands implications and consequences of plagiarism (e.g., ethical, legal, professional).
KS RE HS.4.2.1
The teacher assigns students a task to write about penalties for plagiarism.
Indicator 2
The student cites references for all sources of information including summarized and paraphrased ideas from other authors.
KS RE HS.4.2.3
The teacher provides students with models for summarizing and paraphrasing references cited.
Standard 4 Information Retrieval:
The communicator will retrieve information from a variety of appropriate sources.
Benchmark 1
The effective communicator uses sources from a variety of media and formats.
Indicator 1
The students use appropriate sources from electronic, print, and expert categories of information for purposes, audiences, occasions, and contexts.
Benchmark 2
The effective communicator collects, sorts, and selects sources and information.
Indicator 1
The students select best information for purposes, audiences, occasions, and contexts.
USD
250 Home Page
General info:
Vicki Horton
Tech info:
Rick Duling
Webmaster:
Noah Grotheer
©
Pittsburg Public Schools