Standard 1 Reading:

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 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.

Benchmark 2

The student comprehends a variety of texts (narrative, expository, technical, and persuasive).

KS RE HS.1.4

Indicator 1

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 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-occasion

In 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 diagram

In 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 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 5

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 6

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.

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Standard 2 Literature:

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 and describes different types of characters (e.g., protagonist, antagonist, round, flat, static, dynamic) and analyzes the development of characters.

KS RE HS.2.1.1

The teacher creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use a ready reference. Just prior to reading a novel, students receive a format for a critical a review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of the review as they appear:
•plot-synopsis in present tense focusing on the main events and identifying the climatic scene, •characterization-protagonist/antagonist •static vs. dynamic character •flat vs. round character •reasons for classifications •how characters are revealed •setting-description and analysis of it adds to the meaning,
•structure-identify and explain the narrative pattern(s) and conflict(s) •literary considerations-identification and explanation with examples of symbolism, foreshadowing, etc. as they apply to the novel. •theme primary and secondary, explicit and implicit, and •evaluation-reactions and opinions concerning the novel with justifications/explanations.

Students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.

Indicator 2

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 3

The student analyzes and evaluates how the author uses various plot elements e.g., conflict, crisis/turning moment, climax, resolution, rising action, falling action subplots, parallel episodes) to advance the plot and make connections between events.

KS RE HS.2.1.3

The teacher uses QAR.

Indicator 4

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.

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