|
|
|
Penn-Trafford School District |
|
7-12 LA |
|
Language Arts - Grade 11 |
|
|
Novel: Vocabulary
The learner will be able to
develop vocabulary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Comprehension |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.1.11 E.;F |
Classroom
|
|
Novel: Allusion
The learner will be able to
evaluate allusion in connection to setting and historical figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge, Evaluation |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Vernacular
The learner will be able to
demonstrate a working knowledge of historical context/use of vernacular (1930's- US Depression).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge, Evaluation |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Allusion
The learner will be able to
recognize/understand geographical/cultural allusions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge, Comprehension |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Setting
The learner will be able to
understand author's choice of setting with regard to his personal life and background.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Evaluation |
Master |
2.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Parallelism
The learner will be able to
identify foreshadowing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Comprehension, Application |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Author
The learner will be able to
undersatnd author's background and his relation to Puritanism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge |
Master |
5.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Foreshadowing
The learner will be able to
understand the author's use of foreshadowing and predict further plot developments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Comprehension, Application |
Master |
1.0 |
Penn-Trafford School District |
Classroom
|
|
Novel: Setting
The learner will be able to
analyze contrasts in setting descriptions throughout the novel.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge, Analysis |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Style
The learner will be able to
analyze the style of the novel with reference to significant literary devices such as motif, symbolism, characterization, foreshadowing, color symbolism, sentence structure, vocabulary choices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge, Application |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Character Motivation
The learner will be able to
analyze character change, motivation, and development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge, Evaluation |
Master |
1.5 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Theme
The learner will be able to
identify and analyze development of theme to author's purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Knowledge, Analysis |
Master |
5.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C,E.; F |
Classroom
|
|
Novel: Author's Background
The learner will be able to
understand the author's background and his projection of himself into the novel.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Novel |
Analysis |
Master |
4.0 |
Penn-Trafford School District and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Narration
The learner will be able to
analyze the use of narration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narration |
|
Master |
1.0 |
Penn-Trafford School District(a) and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Title
The learner will be able to
make connections between the source of the novel's title and the events within the novel.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Title |
|
Master |
1.0 |
Penn-Trafford School District(a) and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Parallelism
The learner will be able to
evaluate parellelism among character relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paralelism |
|
Master |
1.0 |
Penn-Trafford School District(a) and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Contrasts
The learner will be able to
analyze contrasts in setting descriptions throughout the novel.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Title |
|
Master |
1.0 |
Penn-Trafford School District(a) and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Choice of Setting
The learner will be able to
understand author's choice of setting with regard to his personal life and background.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narration |
|
Master |
1.0 |
Penn-Trafford School District(a) and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Novel: Historical Significance
The learner will be able to
apply historical significance of setting to the literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narration |
|
Master |
1.0 |
Penn-Trafford School District(a) and PA Standards 1.1.11 D.; G, H/ 1.3.11 A, B.; C.; F |
Classroom
|
|
Read
The learner will be able to
read, analyze, and discuss novels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narration |
Application |
Master |
1.0 |
Penn-Trafford School District(a) 1.1.11 A.; D.; G.; H |
Classroom
|
|
Drama: Literary Forms
The learner will be able to
understand, apply, and analyze literary forms and terms related to drama including exposition, conflict, dramatic questions, complication, climax, resolution, dramatic action, activity, and sub-plot.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge, Comprehension, Application, Analysis |
Master |
0.5 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Character
The learner will be able to
identify and analyze character (protagonist and antagonist) in drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge, Comprehension, Application, Analysis |
Master |
0.5 |
Penn-Trafford School District and PA Standards 1.3.11 B.; D |
Classroom
|
|
Drama: Time Structures
The learner will be able to
recognize time structures used in drama: linear style, flashbacks, and dream sequences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge, Comprehension |
Master |
3.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; D |
Classroom
|
|
Drama: Read
The learner will be able to
read and interpret various plays, specifically in grade 11, The Death of a Salesman and The Crucible and possibly A Raisin in the Sun and The Glass Menagerie.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.3.11 A |
Classroom
|
|
Drama: Writing
The learner will be able to
express understanding of plays through speaking, creative writing, and analytical writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension, Application, Analysis, Synthesis, Evaluation |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.3.11 F |
Classroom
|
|
Drama: Historical Perspective
The learner will be able to
connect historical information with the dramatic presentation of events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge, Comprehension, Application, Analysis |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Stage
The learner will be able to
demonstrate understanding and be able to analyze use of stage directions and dramatic events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge, Comprehension, Application, Analysis |
Master |
0.5 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Character
The learner will be able to
compare and contrast the characters in a variety of types of plays.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Application |
Master |
3.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Character Foils/Explain
The learner will be able to
explain the use of character foils in drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Characteristics
The learner will be able to
understand the characteristics of major types of American drama and the history of American drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
1.5 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Characteristics/Explain
The learner will be able to
explain the important characteristics of drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
2.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Climax/Explain
The learner will be able to
explain the climax of a drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
0.5 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Plot
The learner will be able to
define, identify and analyze the elements of plot: inciting, rising action, turning point, conflict, falling action/denouement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension, Analysis |
Master |
0.5 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Conventions
The learner will be able to
describe the conventions used by playwrights to produce dramatic American productions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
2.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Cultures
The learner will be able to
discuss prevalent archetypes found in plays across several cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
2.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Cultures
The learner will be able to
compare and contrast the dramatic elements of plays from various cultures and understand the influence of Europeaan drama on American drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Analysis |
Master |
3.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D |
Classroom
|
|
Drama: Dialogue
The learner will be able to
compare and contrast the ways in which dialogue can enhance the theme of a play.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Analysis |
Master |
3.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D, E.; F |
Classroom
|
|
Drama: Dramatic Irony
The learner will be able to
identify dramatic irony in a play.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge |
Master |
1.5 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Evaluate
The learner will be able to
evaluate a dramatic selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Evaluation |
Master |
2.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Post Modernism
The learner will be able to
define, identify and analyze the post modernism era.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension, Analysis |
Master |
3.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Regionalism
The learner will be able to
define, identify and analyze how regionalism impacts drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension, Analysis |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: History
The learner will be able to
understand the history of drama (including the playwrights and major periods).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
2.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Irony/Dramatic
The learner will be able to
explain the use of dramatic irony in a play.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
3.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Irony/Verbal
The learner will be able to
explain the use of verbal irony in a play.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
3.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Dramatic Monologue
The learner will be able to
explain and analyze the use of monologue.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension, Analysis |
Master |
1.0 |
Penn-Trafford School District and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Drama: Conflict
The learner will be able to
define, identify and analyze internal and external conflict in drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plots |
Application, Analysis |
Master |
1.0 |
Penn-Trafford School District(a) and PA Standards 1.3.11 B.; C.; D.; F |
Classroom
|
|
Discussion: Contribute/Summarize
The learner will be able to
contribute ideas, thoughts, and opinions to a discussion and provide information in the context of a discussion. As well, the learner will be able to summarize what he/she has learned from a discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
|
Master |
|
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
Classroom
|
| |
Instructional Resources |
| |
| … |
MLA Style Manual, 5th edition, Text [Textbook] |
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Vocal Characteristic: Clarity/Speed
The learner will be able to
communicate using clear speech, at a speed which is appropriate for the student's age and purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic |
|
Master |
|
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
Classroom
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Discussion: Focus
The learner will be able to
actively participate in small and large group discussions focusing on a topic or theme.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Comprehension |
Master |
1.5 |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
Classroom
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Vocal Characteristics
The learner will be able to
adjust volume and stress on words for emphasis, speak with appropriate flow of words, use varied inflections to communicate with others, and use appropriate meter when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic |
Application |
Master |
0.5 |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
Classroom
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Sentence Structure: Variety/Use
The learner will be able to
use a variety of sentences (simple, compound, complex) when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
1.0 |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; C |
Classroom
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Formal: Speaking Skills/Appropriate
The learner will be able to
use speaking skills appropriate to formal speaking situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Formal |
Application |
Master |
1.0 |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; C |
Classroom
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Debate: Informal
The learner will be able to
organize and participate in informal debates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Debate: Participation |
Knowledge |
Master |
1.0 |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
Classroom
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Evaluator: Discussion/Others
The learner will be able to
use established criteria to evaluate others during a discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluator |
Evaluation |
Master |
3.0 |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11, E |
Classroom
|
| |
Unit Instructional Resources |
| |
| … |
Writer's Craft, Grade 11, McDougall Littell, 1998, Speech Chapter [Textbook] |
| … |
Writer's Inc., Write Source, 2001, Speech Chapter [Textbook] |
| … |
Teacher generated materials, Weekly lesson and unit plans [Textbook] |
|
|
Audience: Adjust Pace
The learner will be able to
adjust speaking pace according to audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Audience |
Application |
Master |
0.5 |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
Classroom
|
| |
