Bedford County Public Schools 11th Grade Curriculum Map



|COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY |COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY |COMMUNICATING |

|11.1 The student will make informative and persuasive |12.1 The student will make a formal oral presentation in a group| |

|presentations. |or individually. |Speaking |

|a. Gather and organize evidence to support a position. |a. Choose the purpose of the presentation. |a. Use grammatically correct language, including vocabulary |

|b. present evidence clearly and convincingly. |b. Choose vocabulary, language, and tone appropriate to the |appropriate to the topic, audience, and purpose. |

|c. Address counterclaims. |audience, topic, and purpose. |b. Use details, illustrations, statistics, comparisons, and |

|d. Support and defend ideas in public forums. |c. Use details, illustrations, statistics, comparisons, and |analogies to support the presentation. |

|e. use grammatically correct language, including vocabulary |analogies to support the presentation. |c. Present evidence clearly and convincingly. |

|appropriate to the topic, audience, and purpose. |d. Use media, visual literacy, and technology skills to create |d. Use media, visual literacy, and technology skills to create |

|f. Monitor listening and use a variety of active listening |and support the presentation. |and support the presentation. |

|strategies to make evaluations. |e. Use grammatically correct language, including vocabulary | |

|g. Use presentation technology. |appropriate to the topic, audience, and purpose. |Listening |

|h. Collaborate and report on small-group learning activities. |f. Collaborate and report on small group learning activities. |a. Use a variety of listening strategies to analyze |

| |g. Evaluate formal presentations including personal, digital, |relationships among purpose, audience, and content of |

| |visual, textual, and technological |presentations. |

| |h. Use a variety of listening strategies to analyze relationship|b. Monitor listening and use a variety of active listening |

| |among purpose, audience, and content of presentations. |strategies to make evaluations. |

| |i. Critique effectiveness of presentations. |c. Analyze, produce, and examine similarities and differences |

| | |between visual and verbal media messages. |

| | |d. Determine the author’s purpose and intended effect on the |

| | |audience for media messages. |

| | |3. Analyze and interpret others’ presentations. |

| | | |

| | |Collaborating |

| | |a. Participate in, collaborate in, and report on small-group |

| | |learning activities. |

| | |b. Collaborate with others to exchange ideas, develop new |

| | |understandings, make decisions, and solve problems. |

| | |c. Demonstrate the ability to work effectively with diverse |

| | |teams to accomplish a common goal. |

| | | |

|11.2 The student will examine how values and points of view are |12.2 The student will examine how values and points of view are | |

|included or excluded and how media influences beliefs and |included or excluded and how media influences beliefs and |Reading Analysis and Critical Reading |

|behaviors. |behaviors. |a. Analyze two or more texts addressing the same topic to |

|a. Use technology and other information tools to organize and |a. Evaluate sources including advertisements, editorials, blogs,|identify authors’ purpose and determine how authors reach |

|display knowledge in ways others can view, use and assess. |Web sites, and other media for relationships between intent, |similar or different conclusions. |

|b. Use media, visual literacy, and technology skills to create |factual content, and opinion. |b. Draw conclusions and make inferences on explicit and implied |

|products. |b. Determine the author’s purpose and intended effect on the |information using textual support. |

|c. Evaluate sources including advertisements, editorials, blogs,|audience for media messages. |c. Make sense of information gathered from diverse sources by |

|Web sites, and other media for relationships between intent, | |identifying misconceptions, main and supporting ideas, |

|factual content, and opinion. | |conflicting information point of view or bias. |

|d. Determine the author’s purpose and intended effect on the | |d. Evaluate how an author’s specific word choices, syntax, tone,|

|audience for media messages. | |and voice shape the intended meaning of the text, achieve |

| | |specific effects and support the author’s purpose. |

| | |e. Evaluate sources including advertisements, editorials, blogs,|

| | |Web sites, and other media for relationships between intent, |

| | |factual content, and opinion. |

| | |f. Critically evaluate the accuracy, quality, and validity of |

| | |the information |

| | | |

| | |READING |

|READING | |Vocabulary |

|11.3 The student will apply knowledge of word origins, |READING |a. Use structural analysis of roots, affixes, synonyms, |

|derivations, and figurative language to extend vocabulary |12.3 The student will apply knowledge of word origins, |antonyms, and cognates to understand complex words. |

|development in authentic texts. |derivations, and figurative language to extend vocabulary |b. Apply knowledge of word origins, derivations, and figurative |

|a. Use structural analysis of roots, affixes, synonyms, |development in authentic texts. |language to extend vocabulary development in authentic texts. |

|antonyms, and cognates to understand complex words. |a. Use structural analysis of roots, affixes, synonyms, |c. Demonstrate understanding of word relationships and nuances |

|b. Use context, structure, and connotations to determine |antonyms, and cognates to understand complex words. |in word meanings. |

|meanings of words and phrases. |b. Use context, structure, and connotations to determine |d. Discriminate between connotative and denotative meanings and |

|c. Discriminate between connotative and denotative meanings and |meanings of words and phrases. |interpret the connotation. |

|interpret the connotations. |c. Discriminate between connotative and denotative meaning and |e. Use context, structure, and connotations to determine |

|d. Identify the meaning of common idioms. |interpret the connotation. |meanings of words and phrases. |

|e. Indentify literary and classical allusions and figurative |d. Identify the meaning of common idioms, literary and classical|f. Expand general and specialized vocabulary through speaking, |

|language in text. |allusions in text. |reading, and writing. |

|f. Extend general and specialized vocabulary through speaking, |e. Expand general and specialized vocabulary through speaking, | |

|reading, and writing. |reading, and writing. | |

|g. Use knowledge of the evolution, diversity, and effects of |f. Use knowledge of the evolution, diversity, and effects of | |

|language to comprehend and elaborate the meaning of texts. |language to comprehend and elaborate the meaning of texts. | |

| | | |

|11.4 The student will read, comprehend, and analyze | |Literary Reading |

|relationships among American literature, history, and culture. | |a. Read, comprehend, and analyze a variety of literary texts |

|a. Describe contributions of different cultures to the |12.4 The students will read, comprehend, and analyze the |including narratives, narrative nonfiction, poetry, and drama. |

|development of American literature. |development of British literature and literature of other |b. Explain the relationships between and among elements of |

|b. Compare and contrast the development of American literature |cultures. |literature: characters, plot, setting, tone, point of view, and |

|in its historical context. |a. Compare and contrast the development of British literature in|theme. |

|c. Discuss American literature as it reflects traditional and |its historical context. |c. Explain the influence of historical context on the form, |

|contemporary themes, motifs, universal characters, and genres. |b. Recognize major literary forms and their elements. |style, and point of view of a written work. |

|d. Analyze the social or cultural function of American |c. Recognize the characteristics of major chronological eras. | |

|Literature. |d. Relate literary works and authors to major themes and issues | |

|e. Analyze how context and language structures convey and |of their eras. | |

|author’s intent and viewpoint. |e. analyze the social and cultural function of British | |

|f. Explain how the sound of a poem (rhyme, rhythm, onomatopoeia,|literature. | |

|repetition, alliteration, assonance, and parallelism) supports |f. Explain how the sound of a poem (rhyme, rhythm, onomatopoeia,| |

|the subject, mood, and theme. |repetition, alliteration, assonance, and parallelism) supports | |

|g. Explain how imagery and figures of speech appeal to the |the subject, mood, and theme. | |

|reader’s senses and experiences. |g. Compare and contrast traditional and contemporary poems from | |

|h. Explain how an author’s specific word choices, syntax, tone, |many cultures. | |

|and voice support the author’s purpose. |h. Analyze how dramatic conventions including character, scene, | |

|i. Read and analyze a variety of American dramatic selections. |dialogue, and staging contribute to the theme and effect. | |

|j. Analyze the use of literary elements and dramatic conventions|i. Compare and contrast dramatic elements of plays from | |

|including verbal, situational and dramatic irony used in |American, British, and other cultures. | |

|American literature. | | |

|k. Generate and respond logically to literal, inferential, | | |

|evaluative, synthesizing, and critical thinking questions | | |

|before, during, and after reading texts. | | |

|11.5 The student will read and analyze a variety of nonfiction | | |

|texts. | | |

|a. Use information from texts to clarify understanding of | | |

|concepts. | | |

|b. Read and follow directions to complete an application for |12.5 The student will read and analyze a variety of nonfiction | |

|college admission, for a scholarship, or for employment. |texts. |Nonfiction Reading |

|c. Generalize ideas from selections to make predictions about |a. Generate and respond logically to literal, inferential, |a. Read and analyze a variety of nonfiction texts. |

|other texts. |evaluative, synthesizing, and critical thinking questions |b. Use reading strategies throughout the reading process to |

|d. Draw conclusions and make inferences on explicit and implied |before, during, and after reading texts. |monitor comprehension. |

|information using textual support. |b. Analyze and synthesize information in order to solve |c. Identify author’s main idea and purpose. |

|e. Analyze two or more texts addressing the same topic to |problems, answer questions, and generate new knowledge. |d. Summarize text relating supporting details. |

|identify author’s purpose and determine how authors reach |c. Analyze two or more texts addressing the same topic to |e. Use knowledge of the evolution, diversity, and effects of |

|similar or different conclusions. |identify authors’ purpose and determine how authors reach |language to comprehend and elaborate the meaning of texts. |

|f. Identify false premises in persuasive writing. |similar or different conclusions. |f. Interpret and use data and information in maps, charts, |

|g. Recognize and analyze use of ambiguity, contradiction, |d. Recognize and analyze use of ambiguity, contradiction, |graphs, timelines, tables, and diagrams. |

|paradox, irony, overstatement, and understatement in text. |paradox, irony, overstatement, and understatement in text. | |

|h. Generate and respond logically to literal, inferential, |e. Identify false premises in persuasive writing. | |

|evaluative, synthesizing, and critical thinking questions |f. Draw conclusions and make inferences on explicit and implied | |

|before, during, and after reading texts. |information using textual support. | |

| | | |

|WRITING | | |

|11.6 The student will write in a variety of forms, with an | | |

|emphasis on persuasion. | | |

|a. Generate, gather, plan, and organize ideas for writing to | | |

|address a specific audience and purpose. |WRITING | |

|b. Produce arguments in writing developing a thesis that |12.6 The student will develop expository and informational, | |

|demonstrates knowledgeable judgments, addresses counterclaims, |analyses, and persuasive/argumentative writings. | |

|and provides effective conclusions. |a. Generate, gather, and organize ideas for writing to address a| |

|c. Organize ideas in a sustained and logical manner. |specific audience and purpose. |WRITING |

|d. Clarify and defend position with precise and relevant |b. Produce arguments in writing that develop a thesis to |Composing |

|evidence elaborating ideas clearly and accurately. |demonstrate knowledgeable judgments, address counterclaims, and |a. Write clear and varied sentences, clarifying ideas with |

|e. Adapt content, vocabulary, voice, and tone to audience, |provide effective conclusions. |precise and relevant evidence. |

|purpose, and situation. |c. Clarify and defend a position with precise and relevant |b. Arrange paragraphs into a logical progression. |

|f. Revise writing for clarity of content, accuracy and depth of |evidence. |c. Clarify and defend a position with precise and relevant |

|information. |d. Adapt content, vocabulary, voice, and tone to audience, |evidence. |

|g. Use computer technology to plan, draft, revise, edit, and |purpose, and situation. |d. Draw evidence from literary or informational texts to support|

|publish writing. |3. Use a variety of rhetorical strategies to accomplish a |analysis, reflection, and research. |

|h. Write and revise correspondence to a standard acceptable both|specific purpose. |e. Generate, gather, plan, and organize ideas for writing to |

|in the workplace and in postsecondary education. |f. Create arguments free of errors in logic and externally |address a specific audience and purpose. |

| |supported. |f. Produce arguments in writing developing a thesis that |

| |g. Revise writing for clarity of content, depth of information |demonstrates knowledgeable judgments, addresses counterclaims, |

| |and technique of presentation. |and provides effective conclusions. |

| |h. Use computer technology top plan, draft, revise, edit, and |g. Analyze, evaluate, synthesize, and organize information from |

| |publish writing. |a variety of sources to produce a research product. |

| | |h. Synthesize information to support the thesis and present |

| | |information in a logical manner. |

|11.7 The student will self-and peer-edit writing for correct | |i. Develop narrative, expository, and persuasive writings for a |

|grammar, capitalization, punctuation, spelling, sentence | |variety of audiences and purposes. |

|structure, and paragraphing. | |j. Develop a variety of writing to persuade, interpret, analyze,|

|a. Use a style manual, such as that of the Modern Language | |and evaluate with an emphasis on exposition and analysis. |

|Association (MLA) or the American Psychological Association | |k. Write routinely over extended times frames (time for |

|(APA), to apply rules for punctuation and formatting of direct | |research, reflection, and revision) and shorter times frames ( a|

|quotations. |12.7 The student will write, revise, and edit writing. |single sitting or a day or two) for a range of tasks, purposes, |

|b. Use verbals and verbal phrases to achieve sentence |a. Edit, proofread, and prepare writing for intended audience |and audiences. |

|conciseness and variety. |and purpose. | |

|c. Distinguish between active and passive voice. |b. Apply grammatical conventions to edit writing for correct use|Revision and Editing |

|d. Differentiate between in-text citations and works cited on |of language, spelling, punctuation, and capitalization |a. Write and revise correspondence to a standard acceptable both|

|the bibliography page. |c. Use a style manual, such as that of the Modern Language |in the workplace and in postsecondary education. |

|e. Adjust sentence and paragraph structures for a variety of |Association (MLA) or the American Psychological Association |b. Revise writing for clarity on content, depth of information |

|purposes and audiences. |(APA), to apply rules for punctuation and formatting of direct |and technique of presentation. |

|f. Proofread and edit writing for intended audience and purpose.|quotations. |c. Self- and peer-edit writing for correct grammar, |

| | |capitalization, punctuation, spelling, sentence structure, and |

|RESEARCH | |paragraphing. |

|11.8 The student will analyze, evaluate, synthesize, and | |d. apply grammatical conventions to edit writing for correct use|

|organize information from a variety of sources to produce a | |of language, spelling, punctuation, and capitalization. |

|research product. | |e. Use computer technology to plan, draft, revise, edit, and |

|a. Use technology as a tool to research, organize, evaluate, and| |publish writing. |

|communicate information. |RESEARCH | |

|b. Narrow a topic and develop a plan for research. |12.8 The student will write documented research papers. | |

|c. Collect information to support a thesis. |a. Use technology as a tool to research, organize, evaluate, and| |

|d. Critically evaluate quality, accuracy, and validity of |communicate information. |Documentation and Ethics |

|information. |b. Frame, analyze, and synthesize information to solve problems,|a. Cite sources for both quoted and paraphrased ideas using a |

|e. Make sense of information gathered from diverse sources by |answer questions, and generate new knowledge. |standard method of documentation, such as that of the Modern |

|identifying misconceptions, main and supporting ideas, |c. Critically evaluate the accuracy, quality, and validity of |Language Association (MLA) or the American Psychological |

|conflicting information, point of view or bias. |the information. |Association (APA). |

|f. Synthesize and present information in a logical sequence. |d. Synthesize information to support the thesis and present |b. Define the meaning and consequences of plagiarism and follow |

|g. Cite sources for both quoted and paraphrased ideas using a |information in a logical manner. |ethical and legal guidelines for gathering and using |

|standard method of documentation, such as that of the Modern |e. Cite sources for both quoted and paraphrased ideas using a |information. |

|Language Association (MLA) or the American Psychological |standard method of documentation, such as that of the Modern | |

|Association (APA). |Language Association (MLA) or the American Psychological | |

|h. Revise writing for clarity of content, accuracy, and depth of|Association (APA). | |

|information. |f. Revise writing for clarity, depth of information, and | |

|i. Edit writing for grammatically correct use of language, |technique of presentation. | |

|spelling, punctuation, capitalization, and sentence/paragraph |g. Edit writing for language, spelling, punctuation, | |

|structure. |capitalization, syntax, and paragraphing as appropriate for | |

|j. Define the meaning consequences of plagiarism and follow |standard English. | |

|ethical and legal guidelines for gathering and using |h. Define the meaning and consequences of plagiarism and follow | |

|information. |ethical and legal guidelines for gathering and using | |

| |information. | |

|READING |Anglo Saxon 12.4 |Renaissance 12.4 |Restoration 12.4 |Victorian 12.4 |

| |↔ Beowulf Part one |One Shakespeare Play |↔ A Modest Proposal |↑ The Lady of Shalott |

|↑Above Grade |↑ Beowulf Part two |↓ Macbeth |↓Don Quixote |↑ Ulysses |

|Level |↔ Gilgamesh |↔ Othello |↑ from A Vindication of the Rights of |↔ My Last Duchess |

|↔ At Grade |↑Book 22 from The Iliad |↑ Hamlet |Woman |↓ Scenes from a Modern Marriage |

|Level | | | |↔ The Mark of the Beast |

|↓Below Grade |Middle Ages 12.4 |↔ Sonnets |Romantic 12.4 |↔ The Bet |

|Level |↔ Ballads |↑ A Valediction Forbidding Mourning |↓ A Poison Tree |↓ The Jewels |

| |↔ The Canterbury Tales | |↔ The Tyger, The Lamb, The Chimney | |

| |↓ from The Third Voyage of Sinbad the |Independent Reading |Sweeper poems |Modern 12.4 |

|Link to VDOE |Sailor from The Thousand and One Nights |Suggested Titles |↔ The Rime of the Ancient Mariner |↓ On the Bottom from Survival in Auschwitz |

| | |Reading Activities |↔ Ozymandias |↔ Araby |

| |Non-Fiction 12.5 | |↑ Ode to a Nightingale |↔The Rocking-Horse Winner |

| |Incorporate analysis of non-fiction |Non-Fiction 12.5 | | |

| |texts and media, such as current events |Incorporate analysis of non-fiction texts|Independent Reading |Independent Reading |

| |or pieces that relate thematically to |and media, such as current events or |Suggested Titles |Suggested Titles |

| |fiction texts |pieces that relate thematically to |Reading Activities |Reading Activities |

| |NBC Learn (excellent resource) |fiction texts | | |

| | |NBC Learn (excellent resource) |Non-Fiction 12.5 |Non-Fiction 12.5 |

| |Oral Report | |Incorporate analysis of non-fiction texts|Incorporate analysis of non-fiction texts |

| | | |and media, such as current events or |and media, such as current events or pieces |

| |Independent Reading |New Skills |pieces that relate thematically to |that relate thematically to fiction texts |

| |Each nine weeks students need to read 50|Include Base Skills |fiction texts |NBC Learn (excellent resource) |

| |to 75 pages independently outside of |Define dramatic conventions |NBC Learn (excellent resource) | |

| |assigned class work. See Suggested |Compare and contrast character | | |

| |Titles for potential material and |development in a play to characterization|New Skills |New Skills |

| |Reading Activities for ideas to assess |in other literary forms |Include Base Skills |Include Base Skills |

| |students’ completion and comprehension |Explain use of aside, soliloquies, and |Identify and Analyze persuasive |Analyze and apply information contained in |

| |of the material. |monologues |techniques |informational materials |

| | |Drama Terms: |Define rhetorical strategies |Skim informational sources for information |

| |Base Skills |Plot |Identify organizational structure to |Compare and contrast informational texts |

| |Read and comprehend text |Drama |uncover persuasive devices |Interpret and use data and information in |

| |Identify universal themes prevalent in |Tragedy |Study tone and mood and the literary |maps, charts, graphs, etc. |

| |the literature of different cultures |Tragic hero |devices used to develop them |Draw conclusions and make inferences using |

| |Compare and contrast poetic devices |Tragic flaw |Compare and contrast romantic poetry from|textual support as evidence |

| |Compare and contrast literature from |Stage directions |the time period across cultural |Solve problems, answer questions, generate |

| |different cultures |Iambic pentameter |interpretations of romantic values |new knowledge |

| |Connect prior knowledge |Blank verse |Develop an understanding of satire, its | |

| |Explain similarities and differences in |Soliloquy |uses, limitations, and effective examples| |

| |literary forms, historical context on |Monologue |across time and cultures | |

| |form, style, and point of view |Aside |Examine parodies and use them to review | |

| |Evaluate diction, syntax, tone, voice |Pun |prior conventions of previously studied | |

| |for intended meaning, effect and purpose|Foreshadowing |literary styles | |

| |Extend vocabulary |Archaic words | | |

| |Use knowledge to comprehend text |Character | | |

| |Poetry terms |Foil | | |

| | |Audience | | |

| | |Turning point | | |

|WRITING |Research/Analysis Writing: 12.5, 12.6, |Persuasive/Argumentative Writing 12.2, |Technical/Expository Writing 12.6, 12.7, |Creative Writing 12.7 |

| |12.7, 12.8 |12.5, 12.6, 12.7 |12.8 |Creative writing should incorporate |

|Link to VDOE |Allow 2 – 3 weeks to complete a research|Persuasive and argument writing should |Technical and expository writing should |narrative and descriptive writing |

| |project. |incorporate research and MLA skills |incorporate research and MLA skills |Students will use textual analysis skills |

| | | | |learned previously to create their own text |

| |Writing Activities and Rubrics |Aid Government teachers in the completion|Writing Activities and Rubrics | |

| | |of the Senior Economic Project | | |

| |Base Skills: | |New Skills: |Writing Activities and Rubrics |

| |Generate, gather and organize ideas for |Writing Activities and Rubrics |Include base skills | |

| |writing | |Construct sound writing with evidence |New Skills: |

| |Consider audience and purpose when |New Skills: |based details within small writing |Continue developing base skills |

| |planning for writing |Include base skills |constraints (college entrance essays, job|Evaluation of creative writing |

| |Elaborate ideas and details clearly and |Persuade |application essays, job application | |

| |accurately. |Determine appropriate audience for |letters, scholarship essays, etc) | |

| |Organize ideas to present information |persuasive writing |Identify and use acceptable style and | |

| |effectively |Fact versus opinion |format for real world writing (resumes, | |

| |Revise writing for depth of information |Logical, ethical and emotional appeal |emails, memos, professional letters, | |

| |and technique of presentation |Issue |etc.) | |

| |Apply grammatical conventions to edit |Bias | | |

| |writing for correct use of language, |Evidence | | |

| |spelling, punctuation, and |Logic and fallacies | | |

| |capitalization. |Construct an argument with substantiated | | |

| |Proofread final copy and prepare |evidence and acknowledgement of | | |

| |document for publication or submission |dissenting opinion | | |

| |Develop variety of writings | | | |

| |Interpret | | | |

| |Analyze | | | |

| |Compare/contrast | | | |

| |Describe intended purpose | | | |

| |Use technology as a tool | | | |

| |Research, organize, evaluate, | | | |

| |synthesize, & communicate information | | | |

| |Verify the accuracy, validity, & | | | |

| |usefulness of information | | | |

| |Gather information from diverse sources | | | |

| |Identify misconceptions, main and | | | |

| |supporting ideas, point of view, bias | | | |

| |MLA or APA format | | | |

| |Documentation & Citing | | | |

| |Annotated Bibliography | | | |

| |Cite/credit sources (MLA/APA) | | | |

| |Integrating quotations | | | |

| |Summary/paraphrase | | | |

| |Evaluating sources | | | |

| |Define plagiarism | | | |

| |Understand consequences of plagiarism | | | |

| |Present information | | | |

|COMMUNICATION |Research Presentation 12.1 |Oral Debates 12.1, 12.2 |Collaboration Project 12.1 |Collaboration Project 12.1 |

| |In conjunction with research paper, |In conjunction with |In small groups, students will present to|In small groups, students will present to |

|Link to VDOE |students will conduct a formal |persuasive/argumentative writing, |the class their analysis/research on a |the class their analysis/research on a |

| |presentation detailing the content found|students will participate in a debate on |teacher chosen topic or text. For |teacher chosen topic or text. For example: |

| |from research. |opposing topics. |example: |Students will read a new short story and |

| | | |Students will read a new short story and |present to the class |

| |Skills: |Skills: |present to the class |Students will be given a controversial issue|

| |Use grammatically correct language, |Base skills |Students will be given a controversial |and will present on opposing sides |

| |including vocabulary appropriate to the |Participate in, collaborate in, and |issue and will present on opposing sides | |

| |topic, audience, and purpose. |report on small group learning | |Skills: |

| |Use details, illustrations, statistics, |activities. |Skills: |Continue developing previous skills |

| |comparisons, and analogies to support |Collaborate with others to exchange |Continue developing previous skills | |

| |the presentation. |ideas, develop new understandings, make | | |

| |Present evidence clearly and |decisions, and solve | | |

| |convincingly. |problems. | | |

| |Use media, visual literacy, and |Demonstrate the ability to work | | |

| |technology skills to create and support |effectively with diverse teams to | | |

| |the presentation. |accomplish a common goal. | | |

| |Evaluation of effectiveness of speaker | | | |

| |in conveying purpose and content | | | |

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|TECHNOLOGY |Incorporate one new technology tool each nine weeks. (Not all technology available at each school). See ITRTs for lesson ideas and assistance. Click here for other |

| |ideas for technology and web tools. |

| | |

|Internet Safety: |Suggested Activities: |

|Digital Life 101 | |

|1st Nine Weeks |iPod Touch/iPads |

|2nd Nine Weeks |Vocabulary and grammar activities |

|3rd Nine Weeks |Drama – Act by act study guides of select works |

|4th Nine Weeks |Collage activities |

| |Voice Memo: Collaborative Story building |

| |Audiobooks |

| |News articles and current events |

| |Analysis of tone, mood, and theme through music |

| |Podcasts |

| |Apps for Educators |

| | |

| |SmartBoard |

| |Interactive lessons |

| |Review games |

| |Proofreading and editing |

| |Pre-made SmartBoard Lessons |

| | |

| |Senteo/CPS Response Clickers |

| |Multiple choice quizzes, tests, practice |

| |Class polling |

| |Class assessments |

| |Review games |

| |Newer models – open response (short answer) questions |

| | |

| |Flip Cameras/Digital Cameras |

| |Class commercials |

| |Video projects |

| |Digital photography lessons |

| |Digital storytelling |

| | |

| |Laptop Cart (PCs and Macs Available) |

| |In class writing and research |

| |Windows Movie Maker and iMovie – video projects |

| |Student created Podcasts |

| |Photostory and iPhoto – student created photo books |

| | |

| |Mobi Slate/Airliner Tablet |

| |Proofreading and editing |

| |Scanning meter in poetry |

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| |GPS Units |

| |Interactive lessons for kinesthetic learners |

| |Geocaching lessons |

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| |Web 2.0 Tools |

| |Glogster – Student Created Digital Posters |

| |Wall Wisher – Collaborative digital bulletin board |

| |Type with Me – Students can type on the same document from different computers in real time |

| |Bubbl - Digital brainstorming |

| |Livebinders – Organization of online resources (a digital three ring binder) |

| |Wordle and Tagxedo – Student created “word clouds” |

| |60 Second Recap – anticipatory and review activities for literature – lead into student created recaps |

| |Make Beliefs Comix – Student created comic strips |

| |StoryBird – Art Inspired Digital Storytelling |

| |Prezi – Student created presentations |

| |Voki – Online avatar and movie creator |

| |XtraNormal – Online movie creator |

| |Wikis |

| |Blogs |

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