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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Language Arts - Grade 8 |
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Genre: Various/Read
The learner will be able to
read various grade level appropriate narrative and expository texts, including classic and contemporary literature, poetry, magazines and newspapers, reference sources, and on-line information.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
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Genre: Literary Works/Connect
The learner will be able to
form connections among literary works.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
|
Poetry: Purpose/Characteristics
The learner will be able to
understand and describe the relationship between the purposes and characteristics of a variety of forms of poetry, including ballads, lyrics, epics, couplets, odes, elegies, and sonnets.
| Strand |
Bloom's |
Scope |
Source |
| Poetry: Sound/Form |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.1 |
|
Literature: Historical/Cultural/Enrich
The learner will be able to
read and respond to historically or culturally significant works of literature that mirror and enrich his/her studies in history and social sciences.
| Strand |
Bloom's |
Scope |
Source |
| Literature |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
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Author: Heritage/Effect/Examine
The learner will be able to
examine how a literary work reflects the heritage of its author.
| Strand |
Bloom's |
Scope |
Source |
| Author |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.7 |
|
Author: Beliefs/Effect/Examine
The learner will be able to
examine how a literary work reflects the beliefs of its author.
| Strand |
Bloom's |
Scope |
Source |
| Author |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.7 |
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Author: Attitude/Analyze
The learner will be able to
analyze how an author's attitude is reflected in his/her work.
| Strand |
Bloom's |
Scope |
Source |
| Author |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.7 |
|
Author: Traditions/Analyze
The learner will be able to
analyze how an author's traditions are reflected in his/her work.
| Strand |
Bloom's |
Scope |
Source |
| Author |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.7 |
|
Analyze: Proposition/Support
The learner will be able to
analyze the structure of informational materials for proposition-and-support patterns.
| Strand |
Bloom's |
Scope |
Source |
| Informational Text: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.3 |
|
Figurative Language: Comparisons/Analyze
The learner will be able to
analyze a variety of comparisons to make inferences about the literal and figurative meaning of phrases.
| Strand |
Bloom's |
Scope |
Source |
| Figurative Language |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
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Verb: Action/Speaking
The learner will be able to
use action verbs correctly when speaking.
| Strand |
Bloom's |
Scope |
Source |
| Verb |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
|
Idiom: Analyze
The learner will be able to
analyze idioms to make inferences about the literal and figurative meaning of phrases.
| Strand |
Bloom's |
Scope |
Source |
| Idiom |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
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Parallel Structure: Recognize
The learner will be able to
recognize parallel structure.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure: Parallel |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.2 |
|
Parallel Structure: Juxtaposed/Apply
The learner will be able to
apply parallel structure when including items juxtaposed for emphasis in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure: Parallel |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.2 |
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Parallel Structure: List/Series
The learner will be able to
use parallel structure correctly with lists or series.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure: Parallel |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.2 |
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Punctuation: Correct
The learner will be able to
use correct punctuation.
| Strand |
Bloom's |
Scope |
Source |
| Punctuation |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.5 |
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Applications |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.6 |
|
Paraphrasing: Speaker's Purpose
The learner will be able to
paraphrase a speaker's purpose.
| Strand |
Bloom's |
Scope |
Source |
| Paraphrasing/Restating |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.1 |
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Questions: Content
The learner will be able to
ask questions about the content of auditory material.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.1 |
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Questions: Delivery
The learner will be able to
ask questions about the delivery of auditory material.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.1 |
|
Questions: Attitude/Speaker
The learner will be able to
ask questions regarding the speaker's attitude toward the subject of his/her speech.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.1 |
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Evaluating: Credibility/Bias/Agenda
The learner will be able to
evaluate a speaker's credibility, noting inclusion of hidden agendas or bias.
| Strand |
Bloom's |
Scope |
Source |
| Evaluating |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.8 |
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Presentation: Interpretation/Word Choice
The learner will be able to
analyze oral interpretations of literature for word choice.
| Strand |
Bloom's |
Scope |
Source |
| Presentation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.7 |
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Presentation: Interpretation/Delivery
The learner will be able to
analyze oral interpretations of literature for delivery.
| Strand |
Bloom's |
Scope |
Source |
| Presentation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.7 |
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Presentation: Literary/Analyze
The learner will be able to
analyze an oral interpretation of literature delivered in a presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.7 |
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Presentation: Interpretation/Affect
The learner will be able to
analyze how oral interpretations of literature affect the listener.
| Strand |
Bloom's |
Scope |
Source |
| Presentation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.7 |
|
Point of View: Paraphrase
The learner will be able to
paraphrase a speaker's point of view.
| Strand |
Bloom's |
Scope |
Source |
| Point of View |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.1 |
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Critical Thinking: Describe/Connect
The learner will be able to
apply knowledge of text structure, organization, and purpose to describe and connect the basic ideas, arguments, and perspectives of the text.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
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Main Idea: Clarify
The learner will be able to
clarify main ideas in reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
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Compare: Summary/Details
The learner will be able to
compare a written work to a summary of the text for the inclusion of significant details.
| Strand |
Bloom's |
Scope |
Source |
| Compare/Contrast |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
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Compare: Summary/Main Idea/Original
The learner will be able to
compare summaries to the original works to check for inclusion of main ideas.
| Strand |
Bloom's |
Scope |
Source |
| Compare/Contrast |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
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Compare: Summary/Underlying Meaning
The learner will be able to
make comparisons between a written work and a summary of the text to determine how well the underlying meaning of the work is conveyed in the summary.
| Strand |
Bloom's |
Scope |
Source |
| Compare/Contrast |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
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Compare/Contrast: Reading Materials
The learner will be able to
compare and contrast the treatment, amount of coverage, or organization of ideas between reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Compare/Contrast |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.3 |
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Plot: Structure/Evaluate
The learner will be able to
evaluate a plot's structure.
| Strand |
Bloom's |
Scope |
Source |
| Plot |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.2 |
|
Plot: Development/Evaluate
The learner will be able to
evaluate a plot's development.
| Strand |
Bloom's |
Scope |
Source |
| Plot |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.2 |
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Literary Device: Style/Recognize
The learner will be able to
recognize important literary devices that define a writer's particular style.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.6 |
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Interpretation: Literary Elements
The learner will be able to
interpret reading materials using literary elements.
| Strand |
Bloom's |
Scope |
Source |
| Interpretation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.6 |
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Structure: Patterns/Evaluate
The learner will be able to
evaluate the structural patterns of reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Structure |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.6 |
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Reading Behaviors: Grade Level/Read
The learner will be able to
understand grade level appropriate materials.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
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Reading Behaviors: Grade Level/Read
The learner will be able to
read grade level appropriate materials.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
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Evaluating: Logical Reasoning
The learner will be able to
evaluate logical reasoning in reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Evaluating |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.6 |
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Evaluating: Consistency
The learner will be able to
evaluate reading materials for consistency.
| Strand |
Bloom's |
Scope |
Source |
| Evaluating |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.6 |
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Conflict: Evaluate
The learner will be able to
evaluate how conflicts are or are not addressed and resolved within a text.
| Strand |
Bloom's |
Scope |
Source |
| Conflict |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.2 |
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Compare/Contrast: Reaction
The learner will be able to
compare and contrast reactions of characters from different historical periods facing the same conflicts.
| Strand |
Bloom's |
Scope |
Source |
| Character: Compare/Contrast |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.3 |
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Motive: Compare/Contrast/Motivation
The learner will be able to
compare and contrast motivations of characters from different historical periods facing the same conflicts.
| Strand |
Bloom's |
Scope |
Source |
| Character: Motive |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.3 |
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Written: Reading/Write
The learner will be able to
write responses to literary selections that demonstrate careful reading.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: Written |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.2 |
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Analyze: Relevance
The learner will be able to
analyze the relevance of setting (time and place) to the meaning of a story.
| Strand |
Bloom's |
Scope |
Source |
| Setting: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.4 |
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Analyze: Relevance/Mood
The learner will be able to
analyze the relevance of setting (time and place) to the mood of a story.
| Strand |
Bloom's |
Scope |
Source |
| Setting: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.4 |
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Analyze: Relevance/Tone
The learner will be able to
analyze the relevance of setting (time and place) to the tone of a story.
| Strand |
Bloom's |
Scope |
Source |
| Setting: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.4 |
|
Recurring: Traditional/Recognize
The learner will be able to
recognize recurring themes among traditional texts.
| Strand |
Bloom's |
Scope |
Source |
| Themes: Recurring |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
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Recurring: Contemporary/Recognize
The learner will be able to
recognize recurring themes among contemporary texts.
| Strand |
Bloom's |
Scope |
Source |
| Themes: Recurring |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
|
Recurring: Traditional/Examine
The learner will be able to
examine recurring themes among traditional texts.
| Strand |
Bloom's |
Scope |
Source |
| Themes: Recurring |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
|
Recurring: Contemporary/Examine
The learner will be able to
examine recurring themes among contemporary texts.
| Strand |
Bloom's |
Scope |
Source |
| Themes: Recurring |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
|
Drama: Poetry/Drama/Speech/Recite
The learner will be able to
recite poetry, dramatic soliloquies, or segments of speeches, making use of tone, voice modulation, and body movement to enhance meaning.
| Strand |
Bloom's |
Scope |
Source |
| Drama |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.14 |
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Persuasion: Tone/Deliver
The learner will be able to
use a reasonable tone throughout the delivery of persuasive presentations.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.13 |
|
Persuasion: Audience/Anticipate/Address
The learner will be able to
anticipate and effectively address audience concerns and counter arguments through the use of details, reasons, examples, and other elements.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.13 |
|
Persuasion: Support/Variety/Include
The learner will be able to
include a variety of support for arguments in a persuasive presentation, including detailed evidence, examples, reasoning, and persuasive language.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.13 |
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Strategies: Outline
The learner will be able to
develop an outline based on a chosen organizational pattern, including components such as an introduction, conclusion, transitions, previews, summaries, and the main body of the speech.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.3 |
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General: Presentation/Deliver/Evaluate
The learner will be able to
assess oral communication and deliver organized, formal presentations that are focussed and coherent, convey clear ideas, relate to the audience's background and interests, and use traditional strategies, including narration, exposition, persuasion, and description, while applying Standard English conventions.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
|
General: Feedback/Apply/Adjust
The learner will be able to
apply both verbal and nonverbal audience feedback to reconsider and adjust the organization and/or rearrange words and sentences for clarity of meaning.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.6 |
|
Response: Connect/Text/Techniques
The learner will be able to
provide an oral response to literature that makes connections between the author's techniques and text references.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.11 |
|
Response: Assessment/Support
The learner will be able to
support his/her assessment of literature through references to the text, other works and authors, or personal knowledge.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.11 |
|
Narrative: Techniques/Descriptive/Apply
The learner will be able to
apply narrative and descriptive techniques to support his/her presentation, including the use of relevant dialogue, precise actions, physical descriptions, background descriptions, and comparing or contrasting characters.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.10 |
|
Research: Quotations/Incorporate
The learner will be able to
deliver a research presentation that incorporates significant ideas, concepts, and/or quotations from a variety of reference materials.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
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Modifier: Use/Speaking
The learner will be able to
correctly use modifiers when speaking.
| Strand |
Bloom's |
Scope |
Source |
| Modifier |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
|
Persuasion: Thesis
The learner will be able to
define a thesis in a persuasive presentation.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.13 |
|
Language Conventions: Precise/Apply
The learner will be able to
apply precise language when speaking.
| Strand |
Bloom's |
Scope |
Source |
| Language Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
|
Grammar: Speech
The learner will be able to
use correct grammar in a speech.
| Strand |
Bloom's |
Scope |
Source |
| Language Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
|
Speech: Voice/Message/Relate
The learner will be able to
relate the message of the speech, voice modulation, expression, tone, and vocabulary to the purpose and audience.
| Strand |
Bloom's |
Scope |
Source |
| Speech |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.2 |
|
Word Choice: Use Effective/Presentation
The learner will be able to
use effective word choice in an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Word Choice |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
|
Modifier: Colorful
The learner will be able to
use colorful modifiers when speaking.
| Strand |
Bloom's |
Scope |
Source |
| Modifier |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
|
Subject-Verb Agreement: Active Voice
The learner will be able to
use the active rather than passive voice to give a spirited presentation.
| Strand |
Bloom's |
Scope |
Source |
| Subject-Verb Agreement |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
|
Expressive: Sensory Detail
The learner will be able to
use sensory details when speaking.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Expressive |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
|
Response: Literary Effects
The learner will be able to
support his/her conclusions about the effects of literature on its audience in an oral response.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.11 |
|
Response: Interpret
The learner will be able to
provide oral responses to literature which interpret the text.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.11 |
|
Response: Demonstrates Insight
The learner will be able to
provide oral responses to literature which demonstrate insight into the text.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.11 |
|
Narrative: Detail/Event/Include
The learner will be able to
include effective details to describe an event, situation, or incident.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.10 |
|
Narrative: Situation/Importance
The learner will be able to
state the importance of the situation described when delivering a narrative presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.10 |
|
Research: Thesis/Define
The learner will be able to
define a thesis when delivering a research presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
|
Research: Sources/Various/Use
The learner will be able to
use various sources when preparing a research presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
|
Research: Chart/Use
The learner will be able to
use charts to present information in an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
|
Research: Map/Use
The learner will be able to
use maps to present information in an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
|
Research: Graph/Use
The learner will be able to
use graphs to present information in an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
|
Research: Perspective/Paraphrase
The learner will be able to
deliver a research presentation that paraphrases and summarizes important perspectives on the subject.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
|
Research: Fact/Opinion/Distinguish
The learner will be able to
distinguish fact from opinion in persuasive presentations.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.13 |
|
Research: Sources/Differentiate
The learner will be able to
differentiate the nature and value of various sources.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Research |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
|
Enunciate: Appropriate
The learner will be able to
use appropriate enunciation when giving oral presentations.
| Strand |
Bloom's |
Scope |
Source |
| Pronunciation: Enunciate |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
|
Pace: Appropriate/Content
The learner will be able to
apply pacing that is appropriate to the content of an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Vocal Characteristic: Pace |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
|
Spelling: Write/Correct
The learner will be able to
write using correct spelling.
| Strand |
Bloom's |
Scope |
Source |
| Spelling Applications |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.7 |
|
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Study and Research Skills
|
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|
Public Information: Situation/Describe
The learner will be able to
use information from various public documents to describe a situation or decision.
| Strand |
Bloom's |
Scope |
Source |
| Public Information |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.5 |
|
Public Information: Solve Problems
The learner will be able to
use public documents to solve problems.
| Strand |
Bloom's |
Scope |
Source |
| Public Information |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.5 |
|
Research Technology: Multi-step/Search
The learner will be able to
use computer networks for multi-step searches.
| Strand |
Bloom's |
Scope |
Source |
| Research Technology |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.4 |
|
Research Technology: Search/Plan
The learner will be able to
use computer networks to plan multi-step informational searches.
| Strand |
Bloom's |
Scope |
Source |
| Research Technology |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.4 |
|
Consumer Materials: Situation/Describe
The learner will be able to
use information from various consumer materials to describe a situation or decision.
| Strand |
Bloom's |
Scope |
Source |
| Public Information: Consumer |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.5 |
|
Consumer Materials: Use/Solve Problems
The learner will be able to
use consumer brochures to solve problems.
| Strand |
Bloom's |
Scope |
Source |
| Public Information: Consumer |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.5 |
|
Consumer Materials: Compare/Contrast
The learner will be able to
compare and contrast the structure and elements of consumer materials to obtain meaning.
| Strand |
Bloom's |
Scope |
Source |
| Public Information: Consumer |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.1 |
|
Software: Spreadsheet/Create
The learner will be able to
create spreadsheets to organize information and prepare reports.
| Strand |
Bloom's |
Scope |
Source |
| Software: General |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.6 |
|
Desktop Publishing: Multi-Page/Design
The learner will be able to
devise multi-page documents through the use of publishing software.
| Strand |
Bloom's |
Scope |
Source |
| Software: Desktop Publishing |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.6 |
|
Desktop Publishing: Multi-Page/Produce
The learner will be able to
produce multi-page documents through the use of publishing software.
| Strand |
Bloom's |
Scope |
Source |
| Software: Desktop Publishing |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.6 |
|
Database: Information/Organize/Create
The learner will be able to
create databases to organize information and prepare reports.
| Strand |
Bloom's |
Scope |
Source |
| Software: Database |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.6 |
|
Evaluating: Technique/Various
The learner will be able to
evaluate how various visual techniques are used to communicate information.
| Strand |
Bloom's |
Scope |
Source |
| Evaluating |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.9 |
|
Evaluating: Image/Impression/Opinion
The learner will be able to
evaluate the different techniques visual image makers use to affect impression and opinion.
| Strand |
Bloom's |
Scope |
Source |
| Evaluating |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.9 |
|
Interpretation: Technique/Various
The learner will be able to
interpret how various visual techniques are used to communicate information.
| Strand |
Bloom's |
Scope |
Source |
| Interpretation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.9 |
|
Interpretation: Impression/Opinion
The learner will be able to
interpret how various visual techniques affect impressions and opinions.
| Strand |
Bloom's |
Scope |
Source |
| Interpretation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.9 |
|
Context: Meaning/Verify
The learner will be able to
use contextual understanding to verify word meaning, even when meaning is not explicit, by using definitions, restatement, examples, comparison, or contrast.
| Strand |
Bloom's |
Scope |
Source |
| Context |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.3 |
|
Strategies: Word Parts/Apply
The learner will be able to
apply an understanding of word parts, word relationships, and context clues to determine the meaning of specialized vocabulary and understand grade-level vocabulary words.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
|
Word Origin: Events/Meaning/Comprehend
The learner will be able to
comprehend the impact of historical events on word meaning.
| Strand |
Bloom's |
Scope |
Source |
| Word Origin |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.2 |
|
Word Origin: Event/Expansion/Comprehend
The learner will be able to
comprehend the impact of historical events on vocabulary expansion.
| Strand |
Bloom's |
Scope |
Source |
| Word Origin |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.2 |
|
Essay: Clear/Coherent/Focused
The learner will be able to
write essays that are clear, coherent, and focused, progressing through the stages of the writing process, and proofread, edit, and revise written text.
| Strand |
Bloom's |
Scope |
Source |
| Essay/Composition |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4 |
|
Response: Interpretation/Understanding
The learner will be able to
show insight into his/her interpretations when writing responses to literature.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.2 |
|
Response: Connect/Text/Techniques
The learner will be able to
write a response to literature that make connections between the author's techniques and text references.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.2 |
|
Response: Literary Effects
The learner will be able to
support his/her conclusions about the effects of literature on its audience in a written response.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.2 |
|
Genre: Narrative/Descriptive/Techniques
The learner will be able to
compose biographies, autobiographies, and short stories using narrative and descriptive techniques, including relevant dialogue, precise action, physical description, background information, and comparison or contrast of characters.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.1 |
|
Genre: Expository/Narrative/Descriptive
The learner will be able to
compose expository, persuasive, descriptive, and narrative texts of 750 to 1000 words.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
|
Genre: Event/Detail/Include
The learner will be able to
compose biographies, autobiographies, and short stories that include an incident, event, or situation described with effective details.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.1 |
|
Genre: Subject/Importance/Attitude/Show
The learner will be able to
compose biographies, autobiographies, and short stories that show the importance of, or the author's attitude toward the subject.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.1 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.7 |
|
Technical: Systems/Recognize Describe
The learner will be able to
create technical documents that recognize a sequence of activities needed to design a system, operate a tool, or describe the bylaws of an organization's constitution or guidelines.
| Strand |
Bloom's |
Scope |
Source |
| Technical |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
|
Clarity: Meaning/Assess/Review/Revise
The learner will be able to
review, assess, and revise writing for meaning and clarity.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content/Clarity |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.7 |
|
Conclusion: Coherent
The learner will be able to
write coherent conclusions.
| Strand |
Bloom's |
Scope |
Source |
| Introduction/Conclusion |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
|
Conclusion: Support
The learner will be able to
write conclusions that are well supported.
| Strand |
Bloom's |
Scope |
Source |
| Introduction/Conclusion |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
|
Prewriting: Discussing
The learner will be able to
use discussion to generate ideas for writing.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4, 8.4.1 |
|
Prewriting: List/Notebook/Maintain
The learner will be able to
maintain a list or notebook of ideas for writing.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.1 |
|
Prewriting: Graphic Organizers
The learner will be able to
use graphic organizers to prepare to draft writing.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4, 8.4.1 |
|
Prewriting: Lists
The learner will be able to
create lists as a prewriting strategy.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4 |
|
Edit: Own/Peers/Checklist/Errors
The learner will be able to
edit and proofread own writing and peers' writing using a checklist with examples of corrections for common errors.
| Strand |
Bloom's |
Scope |
Source |
| Editing |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.8 |
|
Essay: Message/Clear
The learner will be able to
write essays that include a clear message.
| Strand |
Bloom's |
Scope |
Source |
| Essay/Composition |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
|
Essay: Thesis/Clear
The learner will be able to
write essays that include a clear thesis.
| Strand |
Bloom's |
Scope |
Source |
| Essay/Composition |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
|
Response: Judgement/Support
The learner will be able to
make judgments in responses to literature that are supported through references to the text, other works, other authors, or personal knowledge.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.2 |
|
Persuasive: Thesis/Concrete
The learner will be able to
include a thesis statement with a concrete appeal in his/her persuasive composition.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.4 |
|
Persuasive: Thesis/Knowledgeable
The learner will be able to
include a thesis statement with a knowledgeable appeal in his/her persuasive composition.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.4 |
|
Sentence Content: Correct/Type/Choose
The learner will be able to
choose correct sentence types for a lively, effective writing style.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
|
Sentence Content: Structure/Variety/Use
The learner will be able to
write using a variety of sentence structures to create a lively, effective writing style.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
|
Sentence Content: Opening/Choose
The learner will be able to
choose correct sentence openings for a lively, effective writing style.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
|
Sentence Content: Opening/Variety/Use
The learner will be able to
write using a variety of sentence openings to create a lively, effective writing style.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
|
Sentence Content: Subordinate/Coordinate
The learner will be able to
apply subordinate and coordinate phrases, and noun phrases that function as adjectives to clearly relate ideas in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.3 |
|
Research Paper: Thesis/Establish
The learner will be able to
establish a thesis in his/her research report.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Research Paper: Bibliography/Include
The learner will be able to
include a bibliography with his/her research paper.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Research Paper: Sources/Use
The learner will be able to
use significant ideas, concepts, and direct quotations from important informative sources, including print reference materials and the Internet, when writing research reports.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Research Paper: Summarize/Include
The learner will be able to
appropriately paraphrase and summarize all points of view on the research topic.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Research Paper: Chart/Map/Graph/Table
The learner will be able to
write research papers that contain charts, maps, tables, and graphs to organize and display information.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Research Paper: Primary/Secondary
The learner will be able to
use various primary and secondary sources, distinguishing the value and nature of each when writing research reports.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Research Paper: Balance
The learner will be able to
write a research paper that is balanced between original ideas and researched information.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.5 |
|
Purposes: Understand
The learner will be able to
understand the purpose of writing.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
|
Diction: Standard English/Apply
The learner will be able to
apply principles of Standard English in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Diction |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 6 |
|
Literary Device: Conclusion/Thesis
The learner will be able to
write a thesis or conclusion that is supported with analogies, paraphrasing, quotations, expert opinions, and similar literary devices.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.3 |
|
Literary Device: Use/Relationship
The learner will be able to
develop relationships among ideas by using literary devices.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.3 |
|
Edit: Grammar
The learner will be able to
edit written works for appropriate grammar.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.4 |
|
Revise: Organization of Ideas
The learner will be able to
revise writing to improve the organization of ideas.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.9 |
|
Revise: Point of View
The learner will be able to
revise writing for a consistent point of view.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.9 |
|
Revise: Transitions/Paragraphs/Ideas
The learner will be able to
revise writing to improve transitions between paragraphs, ideas, and passages.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.9 |
|
Audience: Awareness/Demonstrate
The learner will be able to
demonstrate an awareness of audience.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
|
Audience: Write/Specific
The learner will be able to
create written materials for specific audiences.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.7 |
|
Tone: Audience
The learner will be able to
write using the appropriate tone for the intended audience.
| Strand |
Bloom's |
Scope |
Source |
| Tone |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.7 |
|
Technical: Factors/Variables/Include
The learner will be able to
create technical documents that include factors and variables that need to be considered.
| Strand |
Bloom's |
Scope |
Source |
| Technical |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
|
Technical: Heading/Understanding
The learner will be able to
use headings to increase reader understanding of his/her technical documents.
| Strand |
Bloom's |
Scope |
Source |
| Technical |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
|
Technical: Font/Understanding/Increase
The learner will be able to
use font changes to increase reader understanding of his/her technical documents.
| Strand |
Bloom's |
Scope |
Source |
| Technical |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
|
Technical: Format
The learner will be able to
format a technical document in order to increase reader understanding.
| Strand |
Bloom's |
Scope |
Source |
| Technical |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
|
Technical: Compose
The learner will be able to
compose technical writings.
| Strand |
Bloom's |
Scope |
Source |
| Technical |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
|
Audience: Style/Choose
The learner will be able to
choose an appropriate writing style for a given audience.
| Strand |
Bloom's |
Scope |
Source |
| Style: Audience |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.7 |
|
Technique: Evidence/Example/Reasoning
The learner will be able to
use descriptive evidence, examples, and reasoning to support powerful arguments and emotional appeals.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive: Technique |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.4 |
|
Technique: Reader/Address
The learner will be able to
predict and answer reader questions and counter-arguments using details, reasoning, and examples that are arranged effectively.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive: Technique |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.4 |
|
Sources: Footnotes/Include
The learner will be able to
write a research paper which includes footnotes of sources.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper: Sources |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Word Choice: Improve
The learner will be able to
revise writing to improve word choices.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Word Choice |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.9 |
|
Word: Variety/Interesting
The learner will be able to
use a variety of words to make writing interesting.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.6 |
|
Word: Variety/Precise
The learner will be able to
use a variety of words to make writing more precise.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.6 |
|
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