additional access-point activities for british literature
TRANSCRIPT
ADDITIONAL ACCESS-POINT ACTIVITIES FOR BRITISH LITERATURE
Following are additional activities to help teachers meet Florida Access-Point standards.
A note on teaching tools referenced in this document: All Glencoe Literature resources, where applicable, should be understood to be those for British Literature:
• Student Edition refers to Glencoe Literature: British Literature (Student Edition) • Teacher Edition refers to Glencoe Literature: British Literature (Teacher Edition) • Read and Write refers to British Literature Interactive Read and Write:
Approaching Level (Teacher Edition) • Unit Teaching Resources refers to British Literature Writing-Speaking-Reading-
Listening Unit Teaching Resources (Fast Files). The graphic organizers are the same in each unit book and are found at the back.
Note that the Online Student Edition is available at http://www.glencoe.com/ose. StudentWorks Plus is available on CD-ROM and DVD-ROM. The British Literature Teacher Edition, British Literature Read and Write Teacher Edition, and Unit Teaching Resources are available on the TeacherWorks Plus CD-ROM. General note regarding Participatory Access Points: Many of the Florida Language-Arts Access Points for grades 11-12 refer to read-aloud text. One feature of the Online Student Edition and StudentWorks Plus is that almost every selection comes with full-text synced-audio reading support. Students can hear each selection as they read along and see the portion of the text being read highlighted on-screen. The Online Student Edition and StudentWorks Plus also include visual animations of many Literary Elements and Reading Strategies. Students will benefit from these added visual and kinesthetic presentations of essential program information. Page references are the same for both the print and interactive versions of the texts.
Fluency
LA.1112.1.5.Pa.b
The student will identify pictures or symbols paired with words to indicate the
next step in familiar real-world activities. Go over with students one of the following activities:
• A Walk-Through of the Student Edition (pages xlii-xlv), which uses pictures and words to help students understand step-by-step how to use their anthologies to follow a classroom routine.
• Reading and Thinking with Foldables® (Student Edition pages R20-R21), which uses pictures, symbols, and words to help students understand step-by-step how to fold paper to create note-taking organizers.
• Step-by-step instructions for writing travel directions and creating maps (Student Edition page R26. The instructions use both symbols and words.
Assist students in identifying pictures or symbols paired with words to indicate the next step in the activity (for example, the image of a sheet of paper folded twice to show step two in making the first Foldable® on R20).
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Vocabulary Development
LA.1112.1.6.In.f The student will use phonics skills to decode unknown words;
LA.1112.1.6.Su.f The student will use phonics skills to decode unknown words;
Opportunities for teachers to have students use phonics skills to decode unknown words occur frequently in Glencoe Literature, especially in situations where vocabulary instruction already uses oral reading or word pronunciation (for example, Teacher Edition page 112). Oral Reading and Choral Reading are used extensively in Read and Write (see page T15). Phonics can easily be incorporated into the Vocabulary Routine for each lesson (for examples, Read and Write pages 21, 41, and 79). See Appendix (page 23) for more information on incorporating phonics into vocabulary routines.
LA.1112.1.6.Pa.b The student will listen and respond to stories and informational text;
LA.1112.1.6.Pa.c
The student will identify persons, objects, and actions by name or
characteristic;
Opportunities for teachers to have students listen and respond to stories and informational text occur throughout British Literature.
• Full-text synced-audio reading support is available in the Online Student Edition. • Many activities for Approaching Level students in the Teacher Edition involve
teachers or students reading text aloud and all activities can be conducted in this way. (See guidelines for oral, paired, and choral reading in “Strategies for Developing Fluency,” page T15.) Listening to text read aloud helps students at the Participatory level to identify persons, objects, and actions by name or characteristic, and to accomplish other reading-comprehension tasks.
Reading Comprehension
LA.1112.1.7.Su.f The student will identify stories with similar topics or themes by different
authors;
Go over with students orally activities such as those on Teacher Edition pages 34, 46, 58-72, 73-76 or Read and Write pages 1, 45. Assist students in identifying stories with similar topics or themes by different authors. Encourage students to keep a log of such stories using a graphic organizer like the Two-Column Table in Unit Teaching Resources. Students should write topics or themes in the left column and names of stories and their authors in the right column.
LA.1112.1.7.Pa.a The student will identify persons, objects, settings, and events in read-aloud
narrative and informational text;
In conjunction with oral readings of selections (or using the Online Student Edition/StudentWorks Plus audio feature), draw students’ attention to images that provide visual reading support (for example, Student Edition pages 29, 30, 32, 33, 44, 52, 1312-1314). Assist student in orally identifying persons, objects, settings, and events in the selections by name or characteristic.
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LA.1112.1.7.Pa.b The student will respond purposefully to pictures or symbols paired with
words in school and real-world situations;
Build on the activity for LA.1112.1.5.Pa.b (Fluency). Assist students in creating one of the Foldables® on R20-R21 or the map-drawing portion of the activity on R26.
LA.1112.1.7.Pa.c The student will recognize topic and details in read-aloud stories and
informational text used in daily activities in school and real-world situations;
Use oral or choral reading (or the Online Student Edition/StudentWorks Plus synced-audio feature) to help students experience stories and informational text used in daily activities in school and real-world situations. (For the informational texts, you may want to build on the activity for LA.1112.6.1.Su.b.) Encourage students to show their recognition of topics and details through speaking, using visual aids, or even acting out, as appropriate. LA.1112.1.7.Pa.e The student will use resources when necessary to clarify meaning of
pictures, symbols, or words in school and real-world activities.
Make available to students and encourage them to use resources when necessary to clarify meaning of pictures, symbols, or words in school and real-world activities. Such resources might include picture dictionaries, illustrated encyclopedias, or audio supports for reading like the synced-audio feature in the Online Student Edition/StudentWorks Plus. Resources in the Student Edition include Literature Online links (throughout), Visual Vocabulary (for example, 528, 541, 544), and images that provide visual support for reading content (for example, Student Edition pages 29, 30, 32, 33, 44, 52, 1312-1314). Students may also use the Visual Glossary and Audio Support Feature in the Glencoe Interactive Vocabulary CD-ROM.
2.1 Literary Analysis: Fiction
LA.1112.2.1.In.d The student will identify universal themes found in works of literature; Go over orally with students one or more of the activities found on Teacher Edition pages 73, 840, and 844, and Read and Write pages 123-126 and 321-334. Have students fill in a graphic organizer like the Two-Column Table in Unit Teaching Resources. Students should write universal themes in the left column and titles of works of literature in the right column.
LA.1112. 2.1.In.j
The student will select a variety of fiction materials and genres based on interest or recommendations to expand the core foundation of knowledge necessary to connect topics and function as a member of a shared culture.
The BookLink K-12 CD-ROM contains a database of over 30,000 titles that can be searched in a variety of ways, including by students’ reading level and area of interest. Use BookLink to create personalized lists of recommended fiction materials and genres from which students can choose.
LA.1112.2.1.Su.e The student will write a literary response that identifies characters, setting, problem/solution, and theme;
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After they have read literature selections, assist students in writing a response that identifies characters, setting, problem and/or solution, and theme. To prepare students to draft their responses, help them fill in a graphic organizer like the one for Supporting Details in Unit Teaching Resources. Students should put the title of the selection below the diagram and fill in the lower three boxes with characters, setting, and the problem dealt with and/or solution offered in the selection. Then help students to write the theme in the top box.
LA.1112.2.1.Pa.a The student will identify characters, objects, actions, and settings in read-aloud literature from various genres (e.g., fiction, poetry, drama);
Use oral, paired, or choral reading (or the Online Student Edition/StudentWorks Plus synced-audio feature) to help students experience a variety of literature selections from various genres, including fiction, poetry, and drama. After their reading, help students briefly summarize the selections, identifying characters, objects, actions, and settings as appropriate.
LA.1112.2.1.Pa.b The student will recognize sounds, symbols, and words that describe people, objects, actions, and feelings in read-aloud literature;
Use oral, paired, or choral reading (or the Online Student Edition/StudentWorks Plus synced-audio feature) to help students experience a variety of literature selections. After their reading of a selection, encourage students to show their recognition of sounds, symbols, and words that describe people, objects, actions, and feelings in the selection. Students can respond through speaking, drawing, acting out, or other appropriate methods.
LA.1112.2.1.Pa.c The student will use pictures, symbols, and words to identify characters, objects, actions, and settings in read-aloud literature;
Use oral, paired, or choral reading (or the Online Student Edition/StudentWorks Plus synced-audio feature) to help students experience a variety of literature selections. After reading, help students identify characters, objects, actions, and settings in selections. Invite students to use in their responses drawings, images included with the selection, images or graphics found through research, spoken words, and written words.
LA.1112.2.1.Pa.d
The student will select fiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to function as a member of a shared culture.
The BookLink K-12 CD-ROM contains a database of over 30,000 titles that can be searched in a variety of ways, including by students’ reading level and area of interest. Use BookLink to create personalized lists of recommended fiction materials and genres from which students can choose.
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LA 1112.2.2 Literary Analysis: Non-Fiction
LA.1112.2.2.Su.b The student will use information from read-aloud nonfiction text to identify the main idea and supporting details;
Use oral, paired, or choral reading (or the Online Student Edition/StudentWorks Plus synced-audio feature) to help students experience a variety of non-fiction literature selections. After their reading, help students fill in a graphic organizer like the one for Supporting Details in Unit Teaching Resources. Students should write the main idea in the top box and list supporting details in the bottom ones.
LA.1112. 2.2.Su.e The student will select a variety of nonfiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to connect topics and function as a member of a shared culture.
The BookLink K-12 CD-ROM contains a database of over 30,000 titles that can be searched in a variety of ways, including by students’ reading level and area of interest. Use BookLink to create personalized lists of recommended fiction materials and genres from which students can choose.
LA.1112. 2.2.Pa.a The student will recognize persons, objects, and actions in read-aloud informational text;
Use oral, paired, or choral reading (or the Online Student Edition synced-audio feature) to help students experience informational texts such as TIME and Perspective articles (for example, Student Edition pages 73-76, 185-187). After their reading, encourage students to show their recognition of persons, objects, and actions named or described in the selections through speaking, drawing, or another appropriate method.
LA.1112. 2.2.Pa.b The student will respond purposefully to pictures or symbols paired with words used to guide classroom, school, and real-world activities;
LA.1112. 2.2.Pa.c The student will identify pictures or symbols paired with words depicting a sequence in familiar activities; and
Go over with students one of the following activities:
• A Walk-Through of the Student Edition (pages xlii-xlv), which uses pictures and words to help students understand how to use their anthologies to follow a classroom routine.
• Reading and Thinking with Foldables® (Student Edition pages R20-R21), which uses pictures, symbols, and words to help students understand how to fold paper to create note-taking organizers.
• Step-by-step instructions for writing travel directions and creating maps (Student Edition page R26). The instructions use both symbols and words.
Assist students in identifying pictures or symbols paired with words to guide these activities (for example, the images of folded sheets of paper to show the steps in making the first Foldable® on R20). Then help students create one of the Foldables® on R20-R21 or the map-drawing portion of the activity on R26.
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LA.1112.1.7.Pa.d The student will select nonfiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to function as a member of a shared culture.
The BookLink K-12 CD-ROM contains a database of over 30,000 titles that can be searched in a variety of ways, including by students’ reading level and area of interest. Use BookLink to create personalized lists of recommended fiction materials and genres from which students can choose.
LA 1112.3.1 Writing Process: Pre-Writing
Pre-Writing Standard: The student will use prewriting strategies to generate ideas and
formulate a plan.
LA.1112.3.1.Su.c
The student will prewrite by using graphic organizers, charts, or outlines to
arrange main ideas and relevant supporting details into a logical
sequence. Assist students in preparing to draft a writing assignment by filling in a graphic organizer, chart, or outline to arrange main ideas and relevant supporting details into a logical sequence. For example, conduct the Mission-Statement Writing Link assignment on Read and Write page 17. Assist students in completing the Who, What, When, Where, Why organizer using five sticky notes for each category. Coach students as necessary to help them understand the kind of information that each category calls for. Then help students arrange the sticky notes in a logical sequence for presenting their mission statement. (Other graphic organizers for other writing assignments are available in Unit Teaching Resources.)
LA.1112.3.1.Pa.a The student will select information about a real-world topic for
communication. Assist students in choosing a topic about which they would like to communicate. Help students volunteer three items of information related to that topic. Students may volunteer their ideas orally or through drawing, acting out, or another appropriate method.
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LA 1112.3.2 Writing Process: Drafting
Drafting Standard: The student will write a draft appropriate to the topic, audience, and
purpose.
LA.1112.3.2.Pa.a The student will draft a product that communicates information about a real-
world topic using pictures, symbols, or words. Have students draft a product about the real-world topic they identified in connection with Access Point LA.1112.3.1.Pa.a. Students may complete this task using words, pictures, or symbols. For example, if a student wants to communicate information about how money is used to buy lunch or school supplies, he or she might indicate the concept of money by writing the word money, drawing a picture of some coins or bills, or making a dollar sign. As you discuss with each student his or her ideas, you might fill in on the board or using an overhead projector a graphic organizer like the Three-Column Grid in Unit Teaching Resources. In the first column enter an item of information. In the second column note whether the information consists of pictures, symbols, or words. Use the third column to help students order the information sequentially or in order of importance using numerals. LA 1112.3.3 Writing Process: Revising
Revising Standard: The student will revise and refine the draft for clarity and
effectiveness.
LA.1112.3.3.In.b The student will revise the draft by improving connections between main ideas
and details by using transitional words, phrases, or sentences to clarify
meaning and modifying details as needed to communicate the purpose;
LA.1112.3.3.In.c The student will revise the draft by rearranging or changing words and
sentences to clarify meaning or add interest using resources and reference
materials to select vocabulary; and
LA.1112.3.3.In.d The student will revise the draft by using tools and strategies (e.g., checklists,
rubrics dictionary, teacher review, peer review) to improve writing.
Help students identify a draft of a writing assignment that they will revise, for example, the reflective essay assignment from the Writing Workshop on pages 846-853. Have students do one or more of the following to improve their drafts.
1. Find one place in the draft where they can strengthen the connection between the main idea and a supporting detail by using a transition word, phrase, or sentence to clarify meaning. Click on the following link for examples: http://www.teachervision.fen.com/writing-composition/vocabulary/1780.html
Source: TeacherVision
2. Find one place in the draft where they can change a detail to communicate better their essay’s purpose (for instance, by choosing a better example or clarifying how an example relates to the main idea).
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3. Find one place in the draft where they can change the order of words or sentences to make the essay clearer or more interesting.
4. Find one place in the draft where they can substitute new words or sentences to make the essay clearer or more interesting. (Students should use a dictionary, thesaurus, or a reference work connected to the topic of their essays to select new vocabulary.)
5. Make one improvement in the draft based on a teacher or peer review of their essay or on a checklist like the one on page 852 of the Student Edition.
LA.1112.3.3.Su.
b
The student will revise the draft by improving connections between main idea
and details;
Extend the Writing Link assignment on description in Read and Write, page 273. Have students compose a sentence in writing or orally that describes the central impression they want their descriptions to convey. Then ask students to review their descriptive details, examples, and figurative language in light of the sentence they have written. Students should identify three improvements they can make in their drafts based on this review.
LA.1112.3.3.Pa.
a
The student will revise a draft product that communicates about a real-world
topic when necessary by changing or rearranging pictures, symbols, or words.
Have students continue to work with the product they drafted in connection with Access Points LA.1112.3.1.Pa.a and LA.1112.3.2.Pa.a. Ask students to think again about the problem they identified and the possible solutions they came up with. Invite students to talk through their drafts, explaining how their solutions apply to the problem they want to address. Have students decide whether they need to change or rearrange some of the pictures, symbols, or words they used, coaching students as necessary. Record their responses on the board or using an overhead projector.
LA 1112.3.4 Writing Process: Editing for Language Conventions
Editing for
Language
Conventions Standard: The student will edit and correct the draft for standard language
conventions. LA.1112.3.4.In.a The student will edit for correct use of spelling of high frequency words and
phonetically regular words using spelling rules, orthographic patterns, and
knowledge of common root words, prefixes, and suffixes;
Evaluate a selected student draft for errors in spelling high-frequency and phonetically regular words.
• For errors in the spelling of high frequency words, have students look the word up in a dictionary or find the word on a word list such as the Student Edition “Glossary” (R64-R80) or “Academic Word List” (pages R81-R83). Then have students correct the misspelled words in their drafts.
• For spelling errors that violate spelling rules or orthographic patterns, find the relevant rule or pattern on Student Edition pages R57-R59 or another resource. Go over this information with the students. Then have students correct the misspelled words in their drafts.
• For spelling errors in words containing common root words, prefixes, and suffixes, assist students in breaking down the words into their parts and reviewing the
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spelling of each part. Then have students correct the misspelled words in their drafts.
LA.1112.3.4.In.b The student will edit for correct use of capitalization, including proper nouns
and titles, the pronoun “I,” days of the week and months of the year, initial word
in sentences, and titles of books;
Evaluate a selected student draft for errors in capitalization. Make a note of relevant information on Student Edition page R53 under “Capitalization.” Go over this information with the students. Alternatively, have students look each incorrectly written word up in a dictionary. Then have students write the words correctly in their drafts. LA.1112.3.4.Su.
a
The student will edit for correct use of spelling of phonetically regular and high
frequency words using a word bank, dictionary, or other resource as necessary;
Evaluate a selected student draft for errors in spelling phonetically regular and high frequency words. Help students look each misspelled word up in a word bank such as the Student Edition “Glossary” (R64-R80) or “Academic Word List” (pages R81-R83) or in a dictionary or other resource. Then help students correct the misspelled words in their drafts.
LA.1112.3.4.Su.
d
The student will edit for correct use of singular and plural nouns; and
Evaluate a selected student draft for errors in the use of singular and plural nouns. Make a note of relevant information on Student Edition page R57 (“Forming Plurals”) and R48 (“Lack of Subject-Verb Agreement”). Go over this information with students. Then help students make the needed corrections in their drafts. LA.1112.3.4.Pa.
a
The student will revise a draft product that communicates about a real-world
topic when necessary by changing or rearranging pictures, symbols, or words.
Note: this Access Point and the related activity are identical to LA.1112.3.3.Pa.a.
Have students continue to work with the product they drafted in connection with Access Points LA.1112.3.1.Pa.a and LA.1112.3.2.Pa.a. Ask students to think again about the problem they identified and the possible solutions they came up with. Invite students to talk through their drafts, explaining how their solutions apply to the problem they want to address. Have students decide whether they need to change or rearrange some of the pictures, symbols, or words they used, coaching students as necessary. Record their responses on the board or using an overhead projector. LA 1112.3.5 Writing Process: Publishing Publishing Standard: The student will write a final product for the intended audience.
LA.1112.3.5.In.a The student will prepare writing in a format appropriate for the purpose and
audience;
Go over with students the differences in format between different types of functional writing (Student Edition, R22-R27). Have students pick one of the types and draft a similar
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document of their own, using the example in the book as a model. If possible, have students use real-world information to complete their drafts. LA.1112.3.5.In.b The student will use required spacing and margins to indicate paragraphs and
other key features of text and include graphics or illustrations as needed to
enhance writing; and
Go over with students the material on the formatting of writing for different purposes (Student Edition, R30). Have students follow the guidelines under “Format” to format a draft of an essay they are completing for another assignment. If possible, show students the commands used in a standard word-processing program such as Word to
• Choose a type font • Choose a type size • Double-space body copy • Set margins • Create a header with page numbers and the student’s name • Insert graphics or illustrations from files • Insert page breaks to put graphics or illustrations on their own page
LA.1112.3.5.Su.
b
The student will use required spacing and margins and include graphics or
illustrations as needed; and
Have students format a draft of an essay they are completing for another assignment, using double spacing and one-inch margins on all sides of a page. Students should include at least one graphic or illustration that makes the draft more effective. If possible, show students the commands used in a standard word-processing program such as Word to
• Double-space body copy • Set margins • Insert graphics or illustrations from files
LA.1112.3.5.Su.
c
The student will share writing with the intended audience.
Invite students to select one of their writing products to share with its intended audience. For example, if they have drafted a letter to an editor or school official concerning a real-world issue, encourage them to send the letter. A reflective essay might be something they would present to their classmates, either orally or in written form. A journal entry or quickwrite might be appropriate to present just to the teacher. Whatever form a student’s publication takes, assist the student in making sure that the format, topic, and mode of expression are appropriate for the intended audience. LA 1112.4.1 Writing Applications: Creative
Creative Standard: The student develops and demonstrates creative writing.
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LA.1112.4.1.Su.
a
The student will write a narrative about real or imagined events that includes a
main idea, descriptive details, characters, sequence of events, and setting;
Have students narrate a sequence of events in which they gained knowledge through experience. (This activity is modeled on the Approaching Level activity for the poetry of William Blake, Teacher Edition, p. 715.) Ask: What did you know at the beginning? What did you know while you were learning? What did you know at the end once you had learned something new? After students have answered these questions, assist students in filling in a Cluster Graphic Organizer like the one in Unit Teaching Resources. Students should put their main idea in the center oval and their ideas for descriptive details, characters, sequence of events, and setting in the surrounding ovals. Then help students use their Cluster Graphic Organizer to draft their narratives. LA.1112.4.1.Pa.
a
The student will communicate information that tells about persons, objects, and
events according to the audience and purpose; and
Have students describe an experience that helped them to learn something new. Help them think about this experience by asking: What did you know at the beginning? What did you know while you were learning? What did you know at the end once you had learned something new? Prompt students to develop their descriptions by asking what persons, objects, and events were involved in the experience. LA.1112.4.1.Pa.
b
The student will recognize patterns and images in familiar poetry, dialogue,
songs, and rhymes.
Read aloud to students familiar poetry, dialogue, songs, and rhymes from the British Literary tradition (see suggested list below). After students have listened to each text once or twice, read it aloud slowly again and have students show their recognition of metrical patterns by clapping along or signaling when they hear a rhyme. Then have students describe orally or draw images from the text. Following is a partial list of texts in the Student Edition suitable for this activity:
• Prologue to The Canterbury Tales, lines 1-18 (page 102) • The witch’s chant in Macbeth (lines 1-36, pages 361-362) • Psalm 23 (413) • “Song: To Celia” (441) • “Auld Lang Syne” (693) • “She Walks in Beauty” (800) • “Sonnet 43” (899) • “In My Life” (902) • “Jabberwocky” (915)
LA 1112.4.2 Writing Applications: Informative
Informative Standard: The student develops and demonstrates technical writing that
provides information related to real-world tasks.
LA.1112.4.2.In.c The student will write expository paragraphs that contain a topic sentence,
supporting details, and relevant information;
Build on an expository writing assignment (for example, Read and Write, pages 75, 96, 140, or 248). Have students limit their drafts to one paragraph. Before drafting or during
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revision, have students fill out a Supporting Details Graphic Organizer like the one in Unit Teaching Resources. Students should write their topic sentence in the top box of the organizer and list supporting details and other relevant information in the smaller boxes beneath.
LA.1112.4.2.In.d The student will write a formal letter using a conventional business letter format
(e.g., heading, salutations, body, closing, signature) and address an envelope;
Go over with students the elements of a formal letter (Student Edition, R22). Have students draft a formal letter of their own using the format shown in the model for heading, salutation, body, closing, and signature. Make sure students understand that while the letter should be typed using a computer, the signature should be added by hand using a black pen.
LA.1112.4.2.Su.
c
The student will write an expository paragraph that includes a topic sentence,
supporting details, and relevant information about the topic;
Build this activity on an expository writing assignment (for example, Read and Write pages 75, 96, 140, or 248). Have students limit their drafts to one paragraph. Before they begin drafting, assist students in filling out a Supporting Details Graphic Organizer like the one in Unit Teaching Resources. Help students formulate a topic sentence in the top box of the organizer and help them brainstorm supporting details and other relevant information in the smaller boxes beneath. LA.1112.4.2.Su.
d
The student will compose a friendly or formal letter and address an envelope
using resources (e.g., model or template, dictionary, adult assistance);
Go over with students the elements of a letter (Student Edition, R22). Assist students in drafting a friendly or formal letter of their own using the format shown in the model. (You could also have students begin with a letter template like those available in a standard word processing program like Word or on the Internet.) Point out that a friendly letter often differs from a formal letter in the following ways:
• There is usually no subject line (�). • The salutation is more informal and friendly (for example, “Dear Melissa” instead
of Dear Ms. Reyes”). • The salutation is followed by a comma instead of a colon (“Dear Melissa,”). • The closing is more informal and friendly (for example, “Your friend,” or “All the
best,” instead of “Sincerely,”). Assist students in addressing an envelope for the letter by copying the name and address of the recipient onto the front of the envelope, centered. Help them write their own name and address in the upper left corner of the envelope.
LA.1112.4.2.Su.
e
The student will write functional text for real-world situations (e.g., lists,
reminder notes, telephone messages);
Explain to students that writing is often used for a variety of practical purposes in real-world situations. For example, someone might make a list of things to buy on a grocery- shopping trip, write a note to serve as a reminder to do a chore or meet a friend, or take a message from someone calling on the phone to give to another person. Help students brainstorm ways they might use writing for practical purposes such as these. Then have students
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choose one of the purposes and practice writing a text for it. If possible, have students use the text to accomplish a real-world task, such as making a list of the things they need to do that day.
LA.1112.4.2.Pa.
b
The student will communicate information about activities and tasks in a real-
world situation;
LA.1112.4.2.Pa.
c
The student will communicate a message or invitation to the intended person
or group in a real-world situation;
LA.1112.4.2.Pa.
d
The student will express preferences and choices for activities; and
Lead students in a planning discussion for a class party or some other group activity. Depending on their individual needs, allow students to participate in the discussion through drawing or acting out their ideas. Solicit ideas for fun activities that students could do at the party. Once you have a list, ask students which activities they would prefer to do. Have them list their choices in order, if possible. Then solicit ideas for tasks that would need to be accomplished to prepare for the party (starting with the planning meeting, which students are doing now). Once the party or activity is planned, have students create invitations for the class as a whole, other classes, or individuals, as appropriate. As with the discussion, allow students to create invitations orally, through drawing, or by acting out as well as through writing. Conclude the planning meeting by having students communicate the invitations they have created to the intended person or group. LA.1112.4.2.Pa.
e
The student will communicate preferences for possible career or adult
activities.
Lead students in a discussion of careers they might choose or activities they might like to pursue in their adult lives. Depending on their individual needs, allow students to participate in the discussion through writing, drawing, or acting out their ideas as well as orally. Help students connect the discussion to written communication by recording their ideas using the board or an overhead projector.
LA 1112.4.2 Writing Applications: Persuasive
Persuasive Standard: The student develops and demonstrates persuasive writing that is
used for the purpose of influencing the reader.
LA.1112.4.3.In.a The student will select a favorite topic or activity and write persuasive text (e.g.,
advertisement, sentences, paragraph) that includes detailed evidence to
support why the topic or activity is important.
Invite students to pick a favorite topic or activity and write a one-paragraph advertisement about it. Before drafting, have them fill out a Supporting Details Graphic Organizer like the one in Unit Teaching Resources. Students should name or describe their favorite topic or activity in the top box of the organizer and list supporting evidence for why the topic or activity is important in the smaller boxes beneath. Remind students to include specific details in their evidence. Then have students use their graphic organizers to draft their ads. LA.1112.4.3.Su.
a
The student will select a favorite topic or activity and write persuasive text (e.g.,
advertisement, poster, message) that shows why the topic or activity is
important.
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Invite students pick a favorite topic or activity and create a poster advertisement for it. Their posters should include writing as well as other elements. Before beginning, have students fill out a Supporting Details Graphic Organizer like the one in Unit Teaching Resources. Students should name or describe their favorite topic or activity in the top box of the organizer and list in the smaller boxes beneath reasons why the topic or activity is important. Then have students use their graphic organizers to create their posters. LA.1112.4.3.Pa.
a
The student will communicate preferences or feelings about familiar persons,
objects, or actions in a variety of daily activities in real-world situations.
Lead students in a discussion of activities and situations they participate in daily (for example, traveling to and from school, going to class, playing sports or other forms of recreation, doing chores at home). Depending on their individual needs, allow students to participate in the discussion through writing, drawing, or acting out their ideas as well as orally. Help students connect the discussion to written communication by recording their ideas on the board or using an overhead projector.
LA 1112.5.2 Communication: Listening and Speaking
Listening and
Speaking
Standard: The student effectively applies listening and speaking strategies.
LA.1112.5.2.In.a The student will use effective listening skills and behaviors for a variety of
purposes and demonstrate understanding by asking and answering relevant
questions about oral presentations;
LA.1112.5.2.In.b The student will apply oral communication skills in interviews with familiar
persons, brief presentations, and other real-world situations;
Before they listen to oral presentations by students, teachers, or expert speakers, go over with students guidelines for listening and responding (for example, Student Edition page 655, Teacher Edition page 217). Ask students to apply these skills and behaviors as they listen and respond. Encourage students to show their understanding of the presentation by asking the speaker relevant questions about the presentation. After the presentation, have students interview each other about it, asking each other to summarize the content and give his or her reaction to the presentation. Students can then individually summarize and/or elaborate on the presentation for the whole class, another group of students or adults, or at home.
LA.1112.5.2.Su.
a
The student will use effective listening skills and behaviors for a specified
purpose and demonstrate understanding by answering relevant questions
about oral presentations;
LA.1112.5.2.Su.
b
The student will apply oral communication skills in interviews with familiar
persons and other real-world situations;
Before they listen to oral presentations by students, teachers, or expert speakers, go over with students guidelines for listening and responding (for example, Student Edition page 655). Ask students to apply these skills and behaviors as they listen and respond. After the presentation, have students interview each other about it, asking each other to summarize the content and give his or her reaction to the presentation. Students can then individually
p. 15
summarize the presentation for the whole class, another group of students or adults, or at home. LA.1112.5.2.Su.
c
The student will locate and use information in familiar sources for oral
presentations for specific occasions;
Invite students to pick a favorite topic or activity. (You may want to link this activity with the one for Access Point LA.1112.4.3.Su.a.) Assist students in locating information about the topic or activity in familiar sources such as the Internet, magazines, informational brochures, encyclopedias, or knowledgeable persons. Then have students fill out a Supporting Details Graphic Organizer like the one in the Unit Teaching Resources. Students should name or describe their favorite topic or activity in the top box of the organizer and list in the smaller boxes beneath items of information about the topic or activity. Then have students use their graphic organizers to deliver a brief, informal oral presentation about the topic or activity. LA.1112.5.2.Su.
d
The student will adjust conversational language to match requirements of real-
world settings;
Lead students in a discussion of the differences in the way they usually or ideally talk in these real-world settings:
• A job interview • A meeting with the school principal • A conversation in the hallway with a fellow student • At home
Assist students in identifying differences in style (formal or relaxed), tone (respectful, enthusiastic, cheerful, joking, challenging), word-choice (elevated vocabulary or slang), and mode of expression (Standard English, colloquial or street talk, a dialect spoken in the family). Help students identify which types of conversational language go best with each setting (for example, a person would probably want to use standard English for a job interview, but colloquial English with friends at school). For this activity you may want to use a graphic organizer like the Three-Column Grid in Unit Teaching Resources, with specific real-world settings as the column headings and specific elements of conversational language such as tone and word-choice as the row headings. After the discussion, have students practice adjusting their conversational language to match the requirements of the real-word settings they find themselves in. Students can monitor their progress by recording their efforts in a journal for a three-day period. LA.1112.5.2.Su.
e
The student will organize ideas and give informal oral presentations about real-
world situations using appropriate eye contact, body language, and gestures.
Build this activity on the one for Access Point LA.1112.5.2.Su.c. Encourage students in their presentations to use appropriate eye contact, body language, and gestures. Help students identify appropriate and inappropriate physical behaviors by modeling or asking students to model them (for example, looking down during a presentation versus looking the audience in the eye, slouching versus standing up straight). During individual presentations, encourage students in the audience to observe the speaker’s physical behaviors and offer him or her feedback when the presentation is over.
LA.1112.5.2.Pa.a The student will listen and demonstrate understanding of
information in real-world situations;
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LA.1112.5.2.Pa.b The student will communicate information and requests in
familiar activities in real-world situations; and
LA.1112.5.2.Pa.c The student will communicate information and preferences to a
variety of individuals in real-world situations.
Conduct a session with students preparing them to use listening and speaking skills to participate in real-world situations:
1. Begin by brainstorming with students real-world situations in which good listening and speaking skills would be required. (Examples might include traveling to and from school, purchasing school supplies, and discussing assignments or other information with teachers or fellow students.)
2. Help students identify kinds of information they would need to listen to and understand (for example, the correct bus, the time the bus arrives, when school starts, the price of books or pens, what a teacher wants done in an assignment, when the assignment is due).
3. Help students identify information or requests they would need to communicate (for example, requesting a ticket, asking the price of a book, asking when an assignment is due, explaining to a teacher any special needs the students might have in carrying out an assignment).
4. Help students identify individuals they might need to communicate with in real-world situations (for example, a ticket agent, a bus driver, a store clerk, a teacher or social worker).
5. Invite students to talk about any real-world situations in which they are experiencing difficulty communicating, and coach them in appropriate ways to respond.
6. Ask students to apply these skills and record the results in a journal for a three-day period. Use students’ journals to repeat step 5, as needed.
LA 1112.6.1 Information and Media Literacy: Informational Text
Informational
Text Standard: The student comprehends the wide array of informational text that
is part of our day to day experiences. LA.1112.6.1.In.c The student will create a personal job aid (e.g., checklist, pictured directions,
step-by-step procedures).
Have students create a personal job aid to help them perform an important daily activity.
1. Invite students to contribute important daily activities that can be challenging for them or for other people they know.
2. Help students brainstorm ideas for informational texts that would be helpful in carrying out these tasks (for example, step-by-step instructions, pictured directions, checklists).
3. Have students choose an activity they would like help with and a type of informational text they think would be helpful in carrying out that activity and create a personal job aid to use.
LA.1112.6.1.Su.a The student will identify information in text features (e.g., title, illustrations,
graphics, table of contents, headings various text styles, simple charts and
maps, glossary);
Go over with students one or more of the functional documents on Student Edition pages R22-R27. Point out text features that draw attention to certain kinds of information. For example, the title of the technical document on page R27–“Instructions for Connecting
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DVD Player to HDTV”–explains what the document is about and what the reader can expect to learn from it. This title is printed in the largest and boldest type of any in the document. Assist students in identifying and explaining other text features and the information they contain. LA.1112.6.1.Su.b The student will use easy-to-read consumer, workplace, or other real-world
documents or manuals for consumer, workplace, and real-world tasks; and
Conduct with students a session of applied reading comprehension using easy-to-read consumer, workplace, or other real-word documents or manuals for consumer, workplace, and real-world tasks (for example, setting a digital clock, operating a VCR, assembling a bookshelf, using a calculator, or replacing batteries). Assist students in using the texts to actually accomplish the tasks. You will need to plan this activity in advance to make sure you have the necessary documents and materials. LA.1112.6.1.Su.c The student will create a personal job aid (e.g., pictured directions).
Assist students in creating a personal job aid to help them perform a daily activity.
1. Help students brainstorm daily activities they find challenging. 2. Model for students the creation of a personal job aid for carrying out an activity,
such as pictured directions or a pictured checklist. Be sure to show students that the pictures need not be works of art; they can be simple icons or symbols (for example, two parallel lines with smaller lines crossing at right angles–like a section of track–could indicate a train).
3. Assist students in choosing an activity they would like help with and in creating a personal job aid of their own.
LA 1112.6.2 Information and Media Literacy: Research Process
Research
Process Standard: The student uses a systematic process for collecting, processing,
and presenting information. LA.1112.6.2.In.c
The student will write a report that includes a main idea and relevant details in an
organized sequence that supports the topic, with direct quotations, a
concluding statement, and a list of sources used;
Build this activity on a research assignment such as those found on Teacher Edition pages 49, 229, and 871. Have students write a report on the topic that includes a main idea and relevant details in an organized sequence. Before drafting, students should fill out a graphic organizer like the one for Sequence in Unit Teaching Resources. They should put their main idea in the first box and organize three relevant details in the most logical sequence for the topic in boxes 2-4. Student’s reports should include
• At least one direct quotation • A concluding statement • A list of sources used
LA.1112.6.2.In.d
The student will identify and use legal and ethical practices for the use of
information in media and other sources in compliance with the law.
Build this activity on a research assignment such as those found on Teacher Edition pages 709, 745, and 999. Go over with students guidelines for legal and ethical practices for the use of information in media and other sources in compliance with the law, for example,
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Student Edition pages R32 (“Evaluating Your Sources”), R33 (“Avoiding Plagiarism”), R34 (“Using Material Without Plagiarizing”), and R63 (“Ethical Reasoning and Propaganda”). Have students use the guidelines in their research assignments. LA.1112.6.2.Su.
a
The student will select a topic and use a predetermined search plan to locate
information in references or other sources;
LA.1112.6.2.Su.
b
The student will locate information (e.g., digital or print texts, charts,
photographs) to answer search questions and determine whether content in
informational materials is accurate;
LA.1112.6.2.Su.
c
The student will write a report that includes a title, main idea and organized
details, relevant illustrations and graphics, a closing statement, and a list of
sources used; and
LA.1112.6.2.Su.
d
The student will follow ethical practices when using media and other sources
for information.
Build this activity on one of the Approaching Level research assignments in the Teacher Edition (for example, pages 49, 229, 709, 745, 871, or 999) or have students select a topic based on their interests. Assist students in developing a search plan to locate information about their topics. The plan should include
• A list of questions to be answered in the search • A list of possible sources of information (for example, the Internet, books or articles
on the topic, reference works) • Guidelines for evaluating the accuracy of content in informational materials (such as
those given on Student Edition page R32) • Guidelines for following ethical practices when using media and other sources of
information such as those given on Student Edition pages R33 (“Avoiding Plagiarism”) and R34 (“Using Material Without Plagiarizing”).
Assist students in using their search plans to locate information on their topics. Then help them write a report on the topic. The report should include
• A title • A main idea • Details organized around the main idea • Relevant illustrations and graphics • A closing statement • A list of sources used
Before they begin drafting, assist students in filling in a graphic organizer like the one for Supporting Details in Unit Teaching Resources. LA.1112.6.2.Pa.
a
The student will select a topic of interest to explore;
LA.1112.6.2.Pa.
b
The student will use teacher-recommended sources to obtain information
about the topic and seek assistance to clarify meaning of pictures, symbols, or
words;
LA.1112.6.2.Pa.
d
The student will identify sources of information used in communication.
Help students identify a topic of interest to them that they would like to explore. Work with each student individually to develop a short list of sources from which he or she can obtain
p. 19
information about the topic (for example, audio books, the Internet, illustrated reference works, magazines). Invite students to seek assistance from you, another adult, or fellow students to clarify the meaning of pictures, symbols, or words they find in the sources. Encourage students to record relevant information from their sources using words, symbols, or images. Invite students to report on their findings orally, identifying the sources of information they used. LA 1112.6.3 Information and Media Literacy: Media Literacy Media Literacy Standard: The student develops and demonstrates an understanding of media
literacy as a life skill that is integral to informed decision making.
LA.1112.6.3.In.a The student will identify persuasive techniques in mass media and determine if
media messages are from reliable sources;
Before students begin the Media Workshop (Student Edition, pages 1326-1331), have them review the Media Workshop DVD. Then go over with students the information about persuasive techniques in mass media (Student Edition pages 1326-1327). Have students find three examples of persuasive techniques in three different mass media, such as print advertising, billboards, radio, television, or the Internet. Ask students to present their findings, identifying the persuasive techniques used and explaining why the media messages are or are not from reliable sources. LA.1112.6.3.In.b The student will use media with graphics, sound, or color to communicate
information on a topic; and
Walk students through the Student Media Toolkit (available on the Media Workshop DVD and the Online Student Edition). Then have them create their own media messages using graphics, sound, and/or color to communicate information on a topic. LA.1112.6.3.In.c The student will select print and nonprint media to use in oral presentations.
In conjunction with the Multimedia Presentation Workshop or another oral presentation assignment, go over with students orally the Writing Practice on page 480 of the Teacher Edition. Then have students complete the practice. LA.1112.6.3.Su.
a
The student will recognize persuasive techniques in mass media and identify
information that is obviously not correct;
Walk students through the Media Workshop DVD. Then go over with them the information about persuasive techniques in mass media (Student Edition pages 1326-1327). Help students find two examples of persuasive techniques in two different mass media, such as magazine, billboards, radio, television, or the Internet. Ask students to present their findings, indicating where persuasive techniques are used and identifying information that is obviously not correct. LA.1112.6.3.Su.
b
The student will use media with graphics to communicate information;
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Walk students through the Student Media Toolkit (available on the Media Workshop DVD and the Online Student Edition). Then help them create their own media messages to communicate information. LA.1112.6.3.Su.
c
The student will select print and nonprint media to use in an oral presentation.
In conjunction with an oral presentation assignment, go over with students orally the Writing Practice on page 480 of the Teacher Edition. Then assist students in completing the practice. LA.1112.6.3.Pa.a The student will recognize persuasive information presented in
mass media;
Walk students through the Student Media Toolkit (available on the Media Workshop DVD and the Online Student Edition). Pause to discuss any questions they might have. Then go over with them orally the information about persuasive techniques in mass media (Student Edition, pages 1326-1327). Help students find two examples of persuasive information presented in mass media. LA.1112.6.3.Pa.b The student will use media to obtain information; and
LA.1112.6.3.Pa.c The student will use print or nonprint media to communicate
information.
Go over with students orally different types of media that are used to communicate information, such as newspapers, magazines, billboards, radio, television, or the Internet. Help students identify a topic they would like to find information about and assist them in finding information about it in at least two different media types. Then have students present this information in a small group using the media messages they have found to assist them in communicating it.
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Appendix