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 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 2
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 3
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 4
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 5
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 6
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 7
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 student responds to a variety of texts.
KS RE HS.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE HS.2.1
Indicator 1
The student identifies, analyzes, and evaluates the use of literary devices (e.g., foreshadowing, flashback, irony, figurative language, imagery, symbolism, satire allusion, paradox, dialogue, point of view, overstatement) in a text.
KS RE HS.2.1.5
The teacher discusses the complex literary devices and creates a classroom definition for each. Students choose a piece of literature to use as an example for each literary device to then analyze and study in-depth. After identifying facts and opinions in a persuasive piece, students infer, explain, and record the author's bias and provide evidence of this bias. During a peer editing activity, students identify, discuss and explain each other's points of view and biases in their writing.
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 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 2
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 3
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 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 2
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.
Benchmark 4
The students use standard American English conventions.
KS RE HS.3.8
Indicator 1
The student uses grammar and usage that contribute to clarity and style.
KS RE HS.3.8.2
The teacher allows for peer editing to check for misuse of grammar, clarity, and style. The teacher prepares a rubric for the editing.
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 locates appropriate print and non-print information using text and technical resources, periodicals, and book indices, including databases and Internet.
KS RE HS.4.1.2
The teacher uses and explains glossaries, indexes, tables of content, CD ROM, card catalogue, electronic mail, field trips, interviews.
Indicator 3
The student verifies the accuracy, relevance, and completeness of information.
KS RE HS.4.1.3
The teacher uses inquiry chart, research report. The teacher allows students to use text organizers such as overviews, headings, and graphic features to locate and categorize information.
Indicator 4
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 5
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 6
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 5 Information Retrieval:
The communicator will retrieve information from a variety of appropriate sources.
Benchmark 1
The effective communicator is knowledgeable about available sources.
Indicator 1
The students will identify specialized sources of information, such as databases, professional publications, university libraries, and national experts.
Benchmark 2
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.
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