Literature and Terrorism In an age of terror, how does literature help us transcend our reality, lend perspective to our confusion by pulling us into the past and other cultures, and give expression to our anguish and fear through catharsis? They survived it; so can we.
High School Statutory Authority: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills.
Students should read and write on a daily basis. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.
Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. ELL students should use the knowledge of their first language e.
Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.
While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition.
It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
Students understand new vocabulary and use it when reading and writing. Students are expected to: Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery e. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
Students are expected to explain how dramatic conventions e. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
Students understand how to glean and use information in procedural texts and documents. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
Students use elements of the writing process planning, drafting, revising, editing, and publishing to compose text. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
Students are responsible for at least two forms of literary writing. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes: Students understand the function of and use the conventions of academic language when speaking and writing.
Students will continue to apply earlier standards with greater complexity. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
Students ask open-ended research questions and develop a plan for answering them. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
Students clarify research questions and evaluate and synthesize collected information. Students organize and present their ideas and information according to the purpose of the research and their audience.Are you creating a monument, headstone or memorial plaque to mark the death of a loved one?
After selecting the type of cemetery marker and the material from which it should be constructed — e.g. granite, marble or bronze — your next step is to write the epitaph that is to be inscribed or engraved on it.
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Kids Monologues for actors. 3 short monologues for kids more kids monologues coming soon "free as always and with author information if available" Practicing a monologue can be tough. ARABIC [back to top]. ARA Beginning Arabic I 4 cr.
Introduces understanding, speaking, reading, and writing skills, and emphasizes basic Arabic sentence structure. § English Language Arts and Reading, English II (One Credit), Beginning with School Year (a) Introduction.
(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing.
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