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.
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 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 2
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.
Benchmark 2
The students use ideas that are well developed, clear and interesting.
KS RE HS.3.3
Indicator 1
The student selects topics that are original and appropriate for the task.
KS RE HS.3.3.1
The teacher allows students to select their own topic for the task.
Benchmark 3
The students use clear and fluent sentences.
KS RE HS.3.7
Indicator 1
The student uses rhythm to emphasize meaning.
KS RE HS.3.7.2
The teacher uses note-taking.
Indicator 2
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.
Indicator 3
The student uses dialogue that is natural.
KS RE HS.3.7.5
The teacher has the students read into a recording device and listen to his/her own work to check for dialogue errors.
Benchmark 4
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 5
The students use a variety of modes of writing for different purposes and audiences.
KS RE HS.3.9
Indicator 1
The student writes descriptive pieces which may include character sketches and descriptions of time, place, occasion, and object.
KS RE HS.3.9.1
The teacher provides sample drafts for students which show a variety of ways in which to write about character, descriptions of time, place, occasion, and objects.
Indicator 2
The student writes narrative pieces (e.g., personal narratives, autobiographies, and short stories).
KS RE HS.3.9.2
The teacher provides student with story map charts to organize ideas.
Indicator 3
The student writes expository pieces (e.g., research and informational writing).
KS RE HS.3.9.3
The teacher encourages summarizing of ideas for informational writing.
The student applies reading and writing skills to demonstrate learning.
KS RE HS.4
Benchmark 1
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.
Students will demonstrate skills in viewing for a variety of purposes.
Benchmark 1
The effective viewer remembers and applies content of visual message.
Indicator 1
The students transfer knowledge from viewing to new contexts.
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