The student reads and comprehends text across the curriculum.
KS RE HS.1
Benchmark 1
The student reads fluently.
KS RE HS.1.2
Indicator 1
The student adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.
KS RE HS.1.2.1
The teacher reads or retells a piece from their portfolios concentrating on natural speech rhythm.
Benchmark 2
The student expands vocabulary.
KS RE HS.1.3
Indicator 1
The student determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison and contrast, cause and effect) from sentences or paragraphs.
KS RE HS.1.3.1
The teacher gives students a list of words to look for as they read (or has students generate their own lists by searching for words which they are unfamiliar). Students record the predicted meaning. As a class, students discuss and compare the possible interpretations based on the clues. Discussion should lead students toward determining the real meaning and which context clue method is utilized.
Indicator 2
The student determines meaning of words through structural analysis, using knowledge of Greek, Latin and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics and social studies.
KS RE HS.1.3.3
The teacher has students investigate word origins as an aid to understanding meanings, derivations and spellings, as well as influences on the English language.
The teacher gives the students a list of words (at a higher grade level) which contain a root word, a prefix or two prefixes, and a suffix or two suffixes. The students highlight the prefix with a colored highlighter and highlight the suffix with a different colored highlighter. The students write the prefix or prefixes and its definition onto the page, write the suffix or suffixes and its definition, then write the definition of the root word. Once this process is completed the student writes an interpretation of the word using the clues from the base word, prefix(es) and suffix(es).
Indicator 3
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.
Indicator 4
The student discriminates between connotative and denotative meanings and interprets the connotative power of words.
KS RE HS.1.3.5
The teacher after reviewing denotations and connotations and reading political/historical persuasive speeches or documents, students select words they find difficult or that need a clear definition to understand the full meaning of the selection, discover and record the denotation of the word, and generate and record possible connotations for those words that could be emotionally charged. The students compare and discuss.
The teacher, in social studies, has the students compile a list of places, building, songs, poetry, prose, etc. that serve as symbols which identify, unify, or divide a group of people. Students make a T-chart with the emotions encountered when dealing with the different symbols. Students explain their choices and discuss the T-chart with the class.
Benchmark 3
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE HS.1.4
Indicator 1
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 2
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 3
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 4
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 5
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 6
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 7
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 8
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 analyzes the historical, social, and cultural context aspects of setting and their influence on characters and events in the story or literary text.
KS RE HS.2.1.2
The teacher uses a chart graph to show the elements of style, theme, plot, setting, and characters. Then students discuss inferences and draw conclusions about the story.
Indicator 2
The student analyzes themes, tone, and the author's point-of-view across a variety of literary works and genres using textual evidence and considering audience and purpose.
KS RE HS.2.1.4
The teacher uses a graphic organizer.
Indicator 3
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.
Benchmark 2
The student understands the significance of literature and its contributions to various cultures.
KS RE HS.2.2
Indicator 1
The student recognizes ways that literature from different cultures presents similar themes differently across genres.
KS RE HS.2.2.1
The teacher explains note-taking and highlighting.
Indicator 2
The student compares and contrasts works of literature that deal with similar topics and problems.
KS RE HS.2.2.2
The teacher reads and follows written instructions and directions.
In social studies, the teacher has students compare and contrast ways in which Europeans and America Indians developed economic interdependence. Students will research each groups' economic interdependence development.
In United States History, the teacher has the students analyze the Declaration of Independence and the Bill of Rights and who how the application of concepts from these documents have changed over the last 200 years.
The teacher encourages students to compare and contrast media using art forms.
The teacher explains and uses interpretation charts, questioning, and theme synthesis.
Indicator 3
The student evaluates distinctive and shared characteristics of cultures through a variety of texts.
KS RE HS.2.2.3
The teacher uses sticky notes.
In World History, the teacher, has students work in cooperative structures to develop the game, :Who Am I?" by researching and writing descriptions focusing on contributions) on 3" x 5" index cards for each of the great philosophers, and other important individuals from Greek civilizations. Each group will have 10 people to describe. Then groups will exchange decks of cards and play the game. One point is awarded for each correct response to the writing on the card. Once all the groups have practiced with all the conducted cards, conduct a whole class discussion of what information was chosen for the cards and the significance of the individual's contributions.
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