Wednesday, July 31, 2013
Saturday, July 27, 2013
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Roots and Affixes
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
Dorsey: More words for connotation and denotation:
traffic as a verb, trafficker
6. Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
Back to Language Arts 7: Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
http://cavemanenglish.blogspot.com/search?q=misplaced+modifiers
http://cavemanenglish.blogspot.com/search?q=misplaced+modifiers
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
http://learningediting.pbworks.com/w/page/68026337/Adjectives%3A%20%20Coordinate%20and%20Cummulative
http://www.myenglishpages.com/site_php_files/grammar-lesson-adjectives-placement.php
lp.classzone.com/materials/2041951/LL7T26D06.PDF?ticket=5631657588180992028725640090
This uses Amigo Brothers.
Song of the Trees -- p. 30 column 1 Even the rich brown Mississippi earth was gray.
p. 30, column 1 small kerosene lamp
p. 30, column 2 huge iron-bellied stove
p. 36 column 1 at the bottom [speaking of the Indians who had lived in the forest long ago: "In the cold of winter, when the ground lay frozen, they had sung their frosty ballads of years gone by. Or on a muggy, sweat-drenched day, their leaves had rippled softly, lazily, like restless green fingers strumming at a guitar, echoing their epic tales."
cummulative vs. coordinate adjective --
Sentences for coordinate adjectives:
I don't remember the name of that tall, thin actor with the sparkling blue eyes.
Cool, deep, dark blue water flowed through the rough limestone rocks in the gorge.
http://learningediting.pbworks.com/w/page/68026337/Adjectives%3A%20%20Coordinate%20and%20Cummulative
http://www.myenglishpages.com/site_php_files/grammar-lesson-adjectives-placement.php
lp.classzone.com/materials/2041951/LL7T26D06.PDF?ticket=5631657588180992028725640090
This uses Amigo Brothers.
Song of the Trees -- p. 30 column 1 Even the rich brown Mississippi earth was gray.
p. 30, column 1 small kerosene lamp
p. 30, column 2 huge iron-bellied stove
p. 36 column 1 at the bottom [speaking of the Indians who had lived in the forest long ago: "In the cold of winter, when the ground lay frozen, they had sung their frosty ballads of years gone by. Or on a muggy, sweat-drenched day, their leaves had rippled softly, lazily, like restless green fingers strumming at a guitar, echoing their epic tales."
cummulative vs. coordinate adjective --
| co- | |
| — prefix | |
| 1. | together; joint or jointly; mutual or mutually: coproduction |
| 2. | indicating partnership or equality: cofounder ; copilot |
| 3. | to the same or a similar degree: coextend |
| 4. | (in mathematics and astronomy) of the complement of an angle:cosecant ; codeclination |
[from Latin, reduced form of 
Online Etymology Dictionary, © 2010 Douglas Harper
| |
Sentences for coordinate adjectives:
I don't remember the name of that tall, thin actor with the sparkling blue eyes.
Cool, deep, dark blue water flowed through the rough limestone rocks in the gorge.
College and Career Readiness Anchor Standards for Language
College and Career Readiness Anchor Standards for Language
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Note on range and content
of student language use
To be college and career ready in language, students must have firm control over the conventions of
standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts
and engage in purposeful writing about and conversations around content. They need to become
skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—words, for example,that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as
an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
Back to Language Arts 7: Language
Speaking and Listening: Presentation of Knowledge and Ideas
4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation
5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)
Back to : Language Arts 7: Speaking and Listening
Speaking and Listening: Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
Back to : Language Arts 7: Speaking and Listening
College and Career Readiness Anchor Standards: Speaking and Listening
48 | 6-12 | ENGLISH LANGUAGE ARTS | SPEAKING AND LISTENING
College and Career Readiness Anchor Standards for Speaking and Listening
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Note on range and content of student speaking and listening
To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute
appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate
to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build
on others’ meritorious ideas while expressing their own clearly and persuasively.
Back to Language Arts 7: Speaking and Listening
Friday, July 26, 2013
Narrative
3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Back to Language Arts 7: Writing
Informational/Explanatory
http://learni.st/users/60/boards/1892-writing-informative-texts-common-core-standard-7-w-2
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information
or explanation presented.Argument
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
This is about writing an introduction to an argument essay: http://learni.st/users/60/boards/1878-writing-arguments-common-core-standard-7-w-1
This is about writing an introduction to an argument essay: http://learni.st/users/60/boards/1878-writing-arguments-common-core-standard-7-w-1
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.Here is a student model essay for grades 6-8: http://learni.st/users/60/boards/1878-writing-arguments-common-core-standard-7-w-1 See Sample Argumentative Essay.
CostCo Connections Magazine -- security vs privacy
http://www.costcoconnection.com/connection/201309#pg19
Back to Language Arts 7: Writing
Writing Standards: Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Writing Standards: Research to Build and Present Knowledge
This is about developing a research question. I like the way this presents the idea of selecting one or more roles as the author of the piece: http://learni.st/users/60/boards/1903-conducting-short-research-projects-common-core-standard-7-w-7
roles: http://learni.st/users/60/boards/1903-conducting-short-research-projects-common-core-standard-7-w-7
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
roles: http://learni.st/users/60/boards/1903-conducting-short-research-projects-common-core-standard-7-w-7
7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Link to recent news on using MLA: MLA Update
Link to recent news on using MLA: MLA Update
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Writing Standards: Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
defined in standards 1–3 above.)
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 7 on page 52.)
6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
College and Career Readiness Standards for Writing
College and Career Readiness Anchor Standards for Writing
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Note on range and content of student writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative— to produce complex and nuanced
writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
Language Arts 7: Writing
Informational Text: Range of Reading and Level of Text Complexity
10. . By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Informational Text: Integration and Knowledge of Ideas
7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning
is sound and the evidence is relevant and sufficient to support the claims.
9. Analyze how two or more authors writing about the same topic shape their presentations of key
information by emphasizing different evidence or advancing different interpretations of facts.
Back to Reading Informational Text
Informational Text: Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning and
tone.
tone.
5. Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
6. Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
Back to Reading Informational Text
Informational Text: Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine two or more central ideas in a text and analyze their development over the course
of the text; provide an objective summary of the text.
http://cavemanenglish.blogspot.com/search?q=finding+main+idea
http://cavemanenglish.blogspot.com/search?q=finding+main+idea
3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
Reading Informational Text
Wednesday, July 24, 2013
Reading Standards for Literature: Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in
the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the
range.| Grade Band | Current Lexile Band | "Stretch" Lexile Band* |
| K–1 | N/A | N/A |
| 2–3 | 450L–725L | 420L–820L |
| 4–5 | 645L–845L | 740L–1010L |
| 6–8 | 860L–1010L | 925L–1185L |
| 9-10 | 960L–1115L | 1050L–1335L |
| 11–CCR | 1070L–1220L | 1185L–1385L |
Why the stretch?
Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing.
Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare.
Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references,
and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
Reading Standards for Literature: Integration of Knowledge and Ideas
7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia
version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Country Cousin -- story to cartoon
perspective/angles -- huge cheese --
sound -- Music? speech?
color?
contrast the cousins
city -- "wasteful" vs. licks his fingers
way they wipe their faces
Why the champagne?
Purpose and audience --Humor? Just for children?
out in traffic -- becomes less "realistic" -- horns angles -- close up
Country Cousin -- story to cartoon
perspective/angles -- huge cheese --
sound -- Music? speech?
color?
contrast the cousins
city -- "wasteful" vs. licks his fingers
way they wipe their faces
Why the champagne?
Purpose and audience --Humor? Just for children?
out in traffic -- becomes less "realistic" -- horns angles -- close up
8. (Not applicable to literature)
9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account
of the same period as a means of understanding how authors of fiction use or alter history.
Reading Standards for Literature: Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story or drama.
5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to
its meaning.
Branaugh Henry V
Crispin's Day Speech1: 30:20 -- 1:35:55
a brief soliloquy 1:50:40 - 1:51:33
6. Analyze how an author develops and contrasts the points of view of different characters or
Reading Standards for Literature: Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze its development over the course of the
Theme and Supporting Evidence Vocabulary
explicit
implied
____________________________________________________________
explicit
implied
____________________________________________________________
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
College and Career Readiness Anchor Standards for Reading
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on range and content of student reading
Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing.
Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare.
Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references,
and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
Wednesday, July 10, 2013
Books?
Savvy and the second book Scumble
Cinder and Scarlett and Cress (the last not yet out) Marissa Mayer
http://www.amazon.com/War-Brothers-Graphic-Sharon-McKay/dp/1554514886/ref=sr_1_1?s=books&ie=UTF8&qid=1376448415&sr=1-1&keywords=WAR+BROTHERS%3A+THE+GRAPHIC+NOVEL
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/08/13/putting-books-to-work-war-brothers-the-graphic-novel
http://www.amazon.com/Son-Gun-Anne-Graaf/dp/0802854060/ref=sr_1_1?s=books&ie=UTF8&qid=1376448807&sr=1-1&keywords=SON+OF+A+GUN+by+Anne+de+Graaf
http://www.ted.com/talks/emmanuel_jal_the_music_of_a_war_child.html
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/01/16/putting-books-to-work-joseph-lamberts-annie-sullivan-and-the-trials-of-helen-keller
SMILE by Raina Telgemeier
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/08/14/the-librarians-recommend-graphic-novels
http://www.reading.org/General/Publications/blog/BlogSinglePost/reading-today-online/2013/08/14/great-reads!#.UgwhI2S9Vz5
Rosenthal, Amy Krouse, & Lichtenheld, Tom. (2013). Exclamation mark. New York, NY: Scholastic Press.
DeCristofano, Carolyn Cinami. (2012). A black hole is not a hole. Illus by Michael Carroll. Watertown, MA: Charlesbridge Publishing, Inc.
The author teaches middle school boys.
http://www.hbook.com/2013/08/choosing-books/horn-book-magazine/disturbing-or-not-young-adult-fiction/
"The reading I was most passionate about wasn’t validated as 'legitimate' reading by the adults in my life."
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/08/15/in-other-words-meeting-readers-where-they-are
Cinder and Scarlett and Cress (the last not yet out) Marissa Mayer
http://www.amazon.com/War-Brothers-Graphic-Sharon-McKay/dp/1554514886/ref=sr_1_1?s=books&ie=UTF8&qid=1376448415&sr=1-1&keywords=WAR+BROTHERS%3A+THE+GRAPHIC+NOVEL
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/08/13/putting-books-to-work-war-brothers-the-graphic-novel
http://www.amazon.com/Son-Gun-Anne-Graaf/dp/0802854060/ref=sr_1_1?s=books&ie=UTF8&qid=1376448807&sr=1-1&keywords=SON+OF+A+GUN+by+Anne+de+Graaf
http://www.ted.com/talks/emmanuel_jal_the_music_of_a_war_child.html
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/01/16/putting-books-to-work-joseph-lamberts-annie-sullivan-and-the-trials-of-helen-keller
SMILE by Raina Telgemeier
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/08/14/the-librarians-recommend-graphic-novels
http://www.reading.org/General/Publications/blog/BlogSinglePost/reading-today-online/2013/08/14/great-reads!#.UgwhI2S9Vz5
Rosenthal, Amy Krouse, & Lichtenheld, Tom. (2013). Exclamation mark. New York, NY: Scholastic Press.
DeCristofano, Carolyn Cinami. (2012). A black hole is not a hole. Illus by Michael Carroll. Watertown, MA: Charlesbridge Publishing, Inc.
The author teaches middle school boys.
http://www.hbook.com/2013/08/choosing-books/horn-book-magazine/disturbing-or-not-young-adult-fiction/
"The reading I was most passionate about wasn’t validated as 'legitimate' reading by the adults in my life."
http://www.reading.org/general/Publications/blog/engage/engage-single-post/engage/2013/08/15/in-other-words-meeting-readers-where-they-are
Sunday, July 7, 2013
Monday, July 1, 2013
MLA Update
MLA Style Update from Write Source
The Modern Language Association (MLA) is involved with the study and teaching of language and literature. MLA documentation style is used in many research papers, especially in middle and high schools. Check your Write Source text for details.
Note: In April of 2009, the Modern Language Association released a seventh edition of the MLA Handbook, in which they made a few important changes to MLA documentation style. The most significant change are as follow:
Underlining is no longer recommended to represent italics. Use italics instead.
Within the list of works cited, all entries must be identified by medium: Print, Web, DVD, CD-ROM, PDF file, and so on. List the appropriate medium(s) at the end of each entry. In the case of a Web source, the date of access follows the word “Web.”
Online sources no longer require a URL listing. (Exception: If the writer judges that a reader will be unable to locate the source otherwise, a URL may be included as previously.)
All journal entries should list both volume and issue number, to aid in locating them once archived.
The Modern Language Association (MLA) is involved with the study and teaching of language and literature. MLA documentation style is used in many research papers, especially in middle and high schools. Check your Write Source text for details.
Note: In April of 2009, the Modern Language Association released a seventh edition of the MLA Handbook, in which they made a few important changes to MLA documentation style. The most significant change are as follow:
Underlining is no longer recommended to represent italics. Use italics instead.
Within the list of works cited, all entries must be identified by medium: Print, Web, DVD, CD-ROM, PDF file, and so on. List the appropriate medium(s) at the end of each entry. In the case of a Web source, the date of access follows the word “Web.”
Online sources no longer require a URL listing. (Exception: If the writer judges that a reader will be unable to locate the source otherwise, a URL may be included as previously.)
All journal entries should list both volume and issue number, to aid in locating them once archived.
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