INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
I.
READING
Sub-Strand
A. Work
Recognition,
Analysis &
Fluency
Grade 6
Grade 7
Grade 8
Standard:
The student will read with accuracy and
fluency.
Standard:
The student will read with accuracy and fluency.
Standard:
(Standards under this heading may be locally
determined and based on the individual needs of
the student.)
Benchmarks:
1. Read unfamiliar complex and multisyllabic words using advanced phonetic
analysis and structural analysis.
2. Read narrative and expository text with
fluency, accuracy and appropriate pacing.
3. Apply correct word pronunciation and
inflection.
Benchmarks:
1. Read unfamiliar complex and multi-syllabic
words using cueing systems, advanced phonetic
analysis and structural analysis.
2. Read narrative and expository text with fluency,
accuracy and comprehension at an appropriate
silent reading rate.
3. Apply correct word pronunciation and
inflection.
Benchmarks:
1 Read unfamiliar complex and multi-syllabic
words using cueing systems, advanced
phonetic analysis and structural analysis.
2. Read narrative and expository text with
fluency, accuracy and comprehension at an
appropriate silent reading rate.
3. Apply correct word pronunciation and
inflection.
Oral reading using a variety of
fiction/nonfiction content
Introduce and reinforce:
Recognizing/studying words in
the context of fiction (English)
and nonfiction
(Communications)
• Oral reading using a
variety of fiction/nonfiction content
Vocabulary determined by building level decisions
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
I.
READING
Sub-Strand
Grade 6
Grade 7
Grade 8
B. Vocabulary
Expansion
Standard:
The student will understand the meaning of
informational, expository or persuasive texts,
using a variety of strategies and will
demonstrate literal, interpretive, inferential and
evaluative comprehension.
Standard:
The student will use a variety of strategies to expand
reading, listening and speaking vocabularies.
Standard:
The student will use a variety of strategies to expand
reading, listening and speaking vocabularies.
Benchmarks:
1. Acquire, understand and use new
vocabulary through explicit vocabulary
instruction and independent reading.
2. Analyze word structure and use cueing
systems to understand new words.
3. Determine pronunciations, meanings and
alternate word choices through the use of
dictionaries, thesauruses and electronic
tools.
4. Determine the meaning of unknown words
using knowledge of common Greek and
Latin roots, suffixes and prefixes.
5. Recognize and interpret similes,
metaphors, and words with multiple
meanings.
Benchmarks:
1. Acquire, understand and use new vocabulary
through explicit vocabulary instruction and
independent reading.
2. Analyze word structure and use context clues to
understand new words.
3. Recognize and interpret words with multiple
meanings.
4. Recognize the influences of other languages on
the English language.
5. Apply knowledge of Greek and Latin roots,
prefixes and suffixes to understand content area
vocabulary and assist pronunciation.
6. Identify and explain analogies, similes and
metaphors.
7. Determine pronunciation, meanings and
alternate word choices through the use of
dictionaries, thesauruses and electronic tools.
Benchmarks:
1. Acquire, understand and use new vocabulary
through explicit and indirect vocabulary
instruction and independent reading.
2. Determine the meaning of unknown words by
using a dictionary or context clues.
3. Recognize and interpret words with multiple
meanings.
4. Describe the influences of other languages on
the English language.
5. Apply knowledge of Greek and Latin roots,
prefixes and suffixes to understand content area
vocabulary.
6. Determine word meanings by using definition,
restatement, example, comparison or contrast
7. Identify and explain analogies, similes and
metaphors.
8. Apply correct word pronunciation and
inflection.
Review figurative language
(poetry)
Introduce and reinforce:
• New vocabulary
strategies
• Suffixes/ prefixes/roots
• Dictionary/ thesaurus
Figurative language
Suffixes, prefixes, roots, bases
Recognizing/studying words in
the context of fiction (English)
and nonfiction (Communications)
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
I.
READING
Sub-Strand
C.
Comprehension
Grade 6
Grade 7
Grade 8
Standard:
The student will actively engage in the reading
process and read, understand, respond to,
analyze, interpret, evaluate and appreciate a
wide variety of fiction, poetic and nonfiction
texts.
Standard:
The student will understand the meaning of texts,
using a variety of strategies, and will demonstrate
literal, interpretive, inferential and evaluative
comprehension.
Standard:
The student will understand the meaning of texts
using a variety of strategies and will demonstrate
literal, interpretive, inferential and evaluative
comprehension.
Benchmarks:
1. Summarize and paraphrase what is read.
2. Recall and use prior learning and preview
text to prepare for reading.
3. Generate and answer literal, inferential,
interpretive and evaluative questions to
demonstrate understanding about what is
read.
4. Apply a range of monitoring strategies and
self-correction methods.
5. Identify the main idea and supporting
details.
6. Retell significant sequences of events or
ideas.
7. Distinguish fact from opinion and give
examples from text.
8. Identify the author’s purpose (stated or
implied), audience and message.
9. Create outlines, logical notes and
summaries across content areas.
10. Use texts’ structural features, such as
graphics, illustrations, references, notes,
introductions, boldface type and
subheadings across a range of subject areas
to enhance comprehension.
11. Utilize texts’ organizational structures
(narrative, expository, chronological,
compare and contrast) and generate
graphic organizers to organize, recall and
summarize content.
12. Compare and contrast information from
different sources on the same topic.
13. Read and evaluate to determine the
author’s purpose, point of view, audience
and message.
Benchmarks:
1. Comprehend, interpret and evaluate text by
asking and answering questions.
2. Recall and use prior learning and preview text
to prepare for reading.
3. Use knowledge of narrative and expository text
structures and subject specific texts to
summarize content.
4. Make inferences and draw conclusions based on
explicit and implied information from texts.
5. Create outlines, logical notes and summaries
across content areas.
6. Use texts' structural organizers, such as
graphics, illustrations, references, notes,
introductions, boldface type and subheadings to
aid comprehension.
7. Distinguish statements of fact from opinion and
give examples from text.
8. Critically read and evaluate to determine the
author’s purpose, point of view, audience and
message.
9. Follow written directions in technical reading.
10. Scan a passage to determine relevant
information and skim the text to locate specific
information.
11.
Benchmarks:
1. Summarize and paraphrase main idea and
supporting details.
2. Recall and use prior learning and preview
text to prepare for reading.
3. Comprehend, interpret and evaluate
information in a variety of texts using a
combination of strategies before, during and
after reading.
4. Make inferences and draw conclusions based
on explicit and implied information from
texts.
5. Trace the development of an author’s
argument, point of view or perspective.
6. Evaluate the adequacy, accuracy, and
appropriateness of the author’s evidence in a
persuasive text.
7. Use knowledge of narrative and expository
text structures in a variety of content areas to
summarize information.
8. Create outlines, logical notes, and summaries
of text in various content areas.
9. Use texts’ structural organizers, such as
graphics, illustrations, references, notes,
introductions, boldface type and
subheadings, to aid comprehension.
10. Monitor comprehension and use strategies to
clarify understanding of selections.
11. Distinguish fact from opinion in two
selections on the same topic and give
evidence.
12. (review)Follow written directions in
technical reading.
13. Identify and utilize a variety of sources to
compare and contrast information.
14. Critically read and evaluate to determine the
author’s purpose, point of view, audience
and message.
15. Indentify devices used in persuasive text
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
Grade 6
• Learning and using a
variety of
fiction/nonfiction
strategies for before
during and after reading
o Summarizing
o Monitoring
strategies
o Main idea
o Retelling
o Fact vs. opinion
o Outlines and
note-taking
o Text structure
o Making
connections
o Questioning
o Predicting
o Compare/contrast
Inferencing
Grade 7
In English
Focus is on fiction reading
strategies
Grade 8
English
• Fiction Reading
Strategies
• Identification of author’s
purpose
In Communications
Focus is on non-fiction reading
strategies
Communications
• Nonfiction Reading
Strategies
• Identification of author’s
purpose
• Basic Skills Test (BST)
preparation
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
SubStrand
I.
READING
D.
Literature
Grade 6
Standard:
The student will actively engage in the reading process
and read, understand, respond to, analyze, interpret,
evaluate and appreciate a wide variety of fiction, poetic
and nonfiction texts.
Grade 7
Standard:
The student will actively engage in the
reading process and read, understand,
respond to, analyze, interpret, evaluate and
appreciate a wide variety of fiction, poetic
and nonfiction texts.
Grade 8
Standard:
The student will actively engage in the reading process
and read, understand, respond to, analyze, interpret,
evaluate and appreciate a wide variety of fiction, poetic
and nonfiction texts.
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
SubStrand
Grade 6
Grade 7
Grade 8
Benchmarks:
1. Read a variety of high quality, traditional, classical
and contemporary literary works specific to
America, as well as significant works from other
countries.
2. Identify and describe the characteristics of various
genres.
3. Identify and describe the relationships among
elements of fiction including setting, character, plot,
conflict/resolution, theme and tone.
4. Analyze characters through identifying thoughts,
words, actions and narrator’s description.
5. Describe how figurative language (such as simile
and metaphor) and literary devices contribute to the
meaning of a text.
6. Relate a given literary work to historical events
(place, time and custom).
7. Describe how meaning is conveyed in poetry
through the author’s stylistic choices.
8. Respond to literature using ideas and details from
the text to support reactions and make literary
connections.
9. Read from and respond to a variety of fiction, poetic
and nonfiction texts of increasing complexity for
personal enjoyment.
Benchmarks:
1. Read a variety of high-quality,
traditional, classical, and contemporary
literary works specific to America, as
well as significant works from other
countries.
2. Identify and analyze various genres and
sub-genres as forms with distinct
characteristics and purposes.
3. Identify and analyze the relationships
among elements of fiction including
setting, character, plot,
conflict/resolution, theme, and tone.
4. Identify and analyze the effect of
characters’ traits on the plot and
resolution of the conflict.
5. Analyze how figurative language and
literary devices contribute to the
meaning of a text.
6. Identify and discuss the effect of the
speaker and recognize the difference
between first and third person point of
view.
7. Relate a given literary work to
historical events (place, time and
custom)(Teach)
8.
Explain how form and stylistic devices
convey the meaning of a poem.
9. Identify and understand recurring
themes across literary works, citing
evidence from the texts.
10. Respond to literature using ideas and
details from the text to support
reactions and make literary
connections.
11. Read from and respond to a variety of
fiction, poetic and nonfiction texts of
increasing complexity for personal
enjoyment.
Benchmarks:
1. Read a variety of high quality, traditional, classical
and contemporary literary works specific to
America, as well as significant works from other
countries.
2. Analyze and evaluate the relationships among
elements of fiction.
3. Analyze a character’s traits, emotions or motivation
and give supporting evidence from the text.
4. Analyze and evaluate how figurative language and
literary devices contribute to the meaning of a text.
5. Contrast points of view (such as first and third
person, limited and omniscient, subjective and
objective) in narrative texts and explain how they
affect the overall theme of the works.
6. Relate a given literary work to historical events
(place, time and custom). (Review)
7. Respond to and analyze the effects of sound, form,
figurative language and graphics in order to uncover
meaning in poetry.
8. Identify and understand recurring themes across
literary works, citing evidence from texts.
9. Identify and analyze structural elements particular to
dramatic literature.
10. Compare and evaluate recurring themes across
literary works and historic eras.
11. Respond to literature using ideas and details from
the text to support reactions and make literary
connections.
12. Read from and respond to a variety of fiction, poetic
and nonfiction texts of increasing complexity for
personal enjoyment.
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
SubStrand
• Genres of Literature
o Biographies
o Informational
o Realistic fiction
o Mysteries
• Elements of Fiction
Poetry Survey Introduction
Grade 8
Grade 7
Grade 6
In English
In English
Genres
• Adventure
• Historical Fiction
• Realistic Fiction
• Poetry
• Drama
Genres
• Science Fiction
• Fantasy
• Realistic Fiction
Poetry Survey
Introduce/reinforce/extend
• Elements of Fiction
• Analysis and Interpretation of
Poetry (Survey)
• Analysis and Interpretation of
Literature
• Independent Reading
Dedicated Texts
Christmas Carol
Anne Frank
Anthology Contents
Civil War and WWII Novels
Dedicated Texts
Pigman
Outsiders
The Giver
Flowers for Algernon
Reinforce and extend
• Elements of Fiction
Independent Reading
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
II
WRITING
A. Types of
Writing
Grade 7
Grade 8
Standard:
The student will create informative,
expressive and persuasive writing.
Standard:
The student will create informative, expressive
and persuasive writing.
Standard:
The student will create informative, expressive,
and persuasive writing.
Benchmarks:
1. Write frequently in a variety of forms,
including but not limited to the following:
poems, stories, plays, essays, journals, letters,
directions, editorials, business
communications and reports. By the end of
grade 8, the student will have written in all of
the forms listed.
Benchmarks:
1. Write frequently in a variety of forms,
including but not limited to the following:
poetry, stories, essays, editorials, letters,
directions and research reports. By the end
of grade 8, the student will have written in
all the forms listed.
Benchmarks:
1. Write frequently in a variety of forms,
including but not limited to the following:
poetry, stories, essays, editorials, letters,
directions and research reports. By the
end of grade 8, student will have written in
all forms listed.
Grade 6
•
•
•
•
•
•
Personal Narrative
Research
Stories
Essays
Poetry
Journals
Grandparent Essay
Paragraph structure
• Essays
o Descriptive
o Personal narrative
• Technical writing
• Research
• Poetry
• Stories
Character development
Script Writing (in Comm.)
English
• Reinforce and extend –
poetry
• Introduce – persuasive
techniques and essay
Communications
• Reinforce – short
answer/paragraph/essay
Introduce – writing opinions
Business Letter
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
Grade 6
II.
WRITING
B. Elements
of
Composition
Standard:
The student will engage in a writing
process, with attention to context,
organization, focus, quality of ideas and a
purpose.
Benchmarks:
1. Create multiple paragraph
compositions that state, maintain and
use details in a logical order to support
a main idea.
2. Create narratives that develop settings,
people/characters, dialogue, and
conflicts using descriptive, concrete
language to engage audiences.
3. Create informative reports, including
gathering material, formulating ideas
based on gathered material, organizing
information, and editing for logical
progression.
4. Employ composing processes to
develop writing, including:
a. pre-writing – planning strategies
such as brainstorming, journaling,
sketching, listing, outlining and
determining audience, purpose and
focus.
b. drafting – organizing, supporting
and putting ideas into sentences and
paragraphs;
c. revising – improving the quality of
content, organization, sentence
structure and word choice.
d. editing – correcting errors in
spelling and grammar;
e. publishing – producing a document
and sharing the writing with the
audience.
5. Consider the intended audience when
composing text.
Grade 7
Grade 8
Standard:
The student will engage in a writing process
with attention to context, organization, focus,
quality of ideas and a purpose.
Standard:
The student will engage in a writing process
with attention to context, organization, focus,
quality of ideas and a purpose.
Benchmarks:
1. Create multiple paragraph compositions
that state, maintain and use details in a
logical order to support a main idea.
2. Create narratives that develop settings,
people/characters, dialogue, and conflicts
using descriptive, concrete language to
engage audiences.
3. Create informative reports, including
gathering material, formulating ideas based
on gathered material, organizing
information and editing for logical
progression.
4. Use composing processes to develop
writing, including:
a. prewriting – planning strategies, ideas,
focus;
b. drafting – including strategies for
avoiding writer’s block;
c. revising – to improve quality of content,
organization, sentence structure, voice,
tone and word choice;
d. editing – to correct errors in writing;
e. publishing.
5. Consider the intended audience when
composing text.
Benchmarks;
1. Create multiple paragraph compositions
that state, maintain and use details in a
logical order to support a main idea.
2. Create narratives that develop settings,
people/characters, dialogue, and conflicts
using descriptive, concrete language to
engage audiences.
3. Create informative reports, including
gathering material, formulating ideas
based on gathered material, organizing
information and editing for logical
progression.
4. Create reports that employ word
processing and formatting using diagrams
or definitions of terms to inform
audiences.
5. Formulate a position or opinion and
provide supporting arguments and
evidence for that position.
6. Use composing processes to develop
writing, including:
a. prewriting – planning strategies, ideas,
focus;
b. drafting – including strategies for
avoiding writer’s block;
c. revising – to improve quality of content,
organization, sentence structure, voice,
tone and word choice;
d. editing – to correct errors in writing;
e. publishing.
7. Consider the intended audience when
composing text.
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
Grade 7
Grade 6
• Reinforce the writing
process
Reinforce the writing process
Sentence structure and variety
• Six traits
o Ideas
o Organization
o Voice
o Sentence Fluency
o Word Choice
o Conventions
• Sentence Structure
Paragraph Structure
Topic sentences
Grade 8
English and Communications
• Reinforce the writing
process
o Emphasis on
revising and editing
for publishing
Multiparagraph
Transitions
• Six traits
o Ideas
o Organization
o Voice
o Sentence Fluency
o Word Choice
o Conventions
Reinforce sentence structure and
variety
• Six traits
o Ideas
o Organization
o Voice
o Sentence Fluency
o Word Choice
o Conventions
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
II
WRITING
Sub-Strand
C. Spelling,
Grammar,
and Usage
Grade 6
Grade 7
Grade 8
Standard:
The student will apply standard English
conventions when writing. (Use of
standard English conventions is necessary
to help a writer convey meaning to the
reader. Spelling, grammar, and usage may
be taught as a separate unit as well as
integrated into teaching writing
processes.)
Benchmarks:
1. Compose complete sentences when
writing.
2. Edit writing for correct spelling and
sentence clarity.
3. Apply grammar conventions correctly
in writing, including:
a. consistent verb tense,
a. subject and verb agreement with
simple and compound subjects,
b. nominative case,
c. objective and possessive pronouns,
d. subject and verb agreement when
interrupted by a phrase.
4. Apply punctuation conventions
correctly in writing, including:
a. apostrophes,
a. semi-colon,
b. capitalization of proper nouns,
c. abbreviations,
d. sentence beginnings and first words
in quotes,
e. commas (after opening words, in
compound sentences, and after
subordinating conjunctions),
f. quotation marks (to identify
dialogue).
Standard:
The student will apply standard English
conventions when writing. (Use of standard
English conventions is necessary to help a
writer convey meaning to the reader. Spelling,
grammar, and usage may be taught as a
separate unit as well as integrated into
teaching writing processes.)
Standard:
The student will apply standard English
conventions when writing. (Use of standard
English conventions is necessary to help a
writer convey meaning to the reader. Spelling,
grammar, and usage may be taught as a
separate unit as well as integrating into
teaching writing processes.)
Benchmarks:
1. Compose complete sentences when
writing.
2. Edit writing for correct spelling and
sentence clarity.
3. Apply grammar conventions correctly in
writing, including:
a. consistent verb tense;
a. subject and verb agreement with simple
and compound subject;
b. nominative, reflexive, objective, and
possessive pronouns,
pronoun/antecedent agreement;
c. subject and verb agreement when
interrupted by the phrase.
4. Apply punctuation conventions correctly in
writing, including:
a. apostrophes;
a. semi-colon;
b. capitalization of proper nouns;
c. abbreviations;
d. sentence beginnings and first words in
quotes;
e. commas (in compound sentences, and
after subordinating conjunctions, noun
of address, and non-essential clauses);
f. quotation marks (to identify dialogue).
Benchmarks:
1. Compose complete sentences when
writing.
2. Edit writing for correct spelling and
sentence quality.
3. Apply grammar conventions correctly in
writing, including:
a. consistent verb tense,
a. adjectives and adverbs,
b. subject and verb agreement with simple
and compound subjects,
c. nominative, reflexive, objective and
possessive pronouns,
d. pronoun/antecedent agreement,
e. subject and verb agreement when
interrupted by a phrase,
f. active/passive voice,
g. subjective mood.
4. Apply punctuation conventions correctly
in writing, including:
a. apostrophes,
a. semi-colon,
b. capitalization of proper nouns,
c. commas (compound sentences, and after
subordinating conjunctions, nouns of
address, non-essential clauses),
d. quotation marks.
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
Grade 7
Grade 6
Spelling
Reinforce 8 parts of speech
Grammar
• 8 parts of speech,
• Capitalization,
• Punctuation,
o quotation marks
o commas
Spelling
Grade 8
Reinforce writing complete
sentences
Reinforce 8 parts of speech
Introduce
• consistent verb tense
• Subject and verb
agreement with simple and
compound subjects
• Using pronouns properly
• Pronoun/antededent
agreement
Active/passive voice
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
II
WRITING
Sub-Strand
D. Research
Grade 6
Grade 7
Grade 8
Standard:
The student will locate and use information
in reference materials.
Benchmarks:
1. Gather and synthesize information
from a variety of sources, including
electronic and print.
2. Clarify and understanding of text by
creating outlines, logical notes and
summaries across content areas.
3. Cite sources for both quoted and
paraphrased information in a
bibliography when writing a research
report.
4. Define plagiarism and avoid its use.
Standard:
The student will locate and use information in
reference materials.
Benchmarks:
2. Formulate questions and collect and assess
relevant information to address these
questions.
3. Cite sources for quoted and paraphrased
information in a bibliography when writing
a research report.
4. Gather and organize information from a
variety of sources, including electronic and
print.
5. Define plagiarism, its consequences and
avoid its use.
Standard:
The student will locate and use information in
reference materials.
Benchmarks:
1. Formulate questions, collect, organize and
synthesize relevant information from a
variety of sources, including print and
electronic media.
2. Define plagiarism, its consequences and
avoid its use.
3. Cite sources for both quoted and
paraphrased information in a bibliography
when writing a research report.
• Introduce one research
project tied to content
area or house theme
(note: end product need not be
a “research paper,” but can be
a power point, brochure, etc.
Direct instruction in research with
multiple sources and media with
bibliography and written final
product.
Introduce persuasion
Research - Formal
Research - Formal
Research - Informal/intro
Debate
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
II
WRITING
Sub-Strand
E.
Handwriting
& Word
Processing
Grade 6
Grade 7
Grade 8
Standard:
The student will write legibly and
demonstrate effective keyboarding skills.
Standard:
The student will write legibly and demonstrate
effective keyboarding skills.
Standard:
The student will write legibly and demonstrate
effective keyboarding skills.
Benchmarks:
1. Write legibly in cursive.
2. Format handwritten and wordprocessed documents correctly.
Benchmarks:
1. Write legibly using cursive.
2. Format word-processing documents to
present information in an organized,
readable format, integrating graphics,
illustrations and bulleting as needed.
Benchmarks:
1. Write legibly using cursive.
2. Format word-processed texts to present
information in an organized, readable
format, integrating graphics, illustrations
and bulleting as needed.
Format documents
Formatting of documents
Reinforce formatting documents
Multi-media presentations
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
III
SPEAKI
NG,
LISTENI
NG &
VIEWIN
G
SubStrand
A.
Speaking
&
Listening
Grade 6
Standard:
The student will demonstrate
understanding and communicate
effectively through listening and
speaking.
Benchmarks:
1. Participate in and follow agreedupon rules for conversation and
formal discussions in large and
small groups.
2. Know and apply listening rules
and expectations for formal
settings and demonstrate
comprehension.
3. Actively listen and comprehend
messages.
Grade 7
Grade 8
Standard:
The student will demonstrate understanding and
communicate effectively through listening and
speaking.
Standard:
The student will demonstrate understanding and
communicate effectively through listening and
speaking.
Benchmarks:
1. Participate in and follow agreed-upon rules for
conversation and formal discussions in large and
small groups.
• Identify group roles
• Understand the basics of group dynamics
• Apply group problem solving
2. Know and apply listening rules for formal
settings.
• Apply various modes of listening
• Describe the barriers to good listening
• Identify and record main ideas and key
concepts
• Summarize the content of a message
• Paraphrase key ideas
• Draw conclusions
• Apply the rules of audience etiquette to real
situations
• Evaluate a spoken message
3. Apply assessment criteria to self-evaluate oral
presentations.
4. Distinguish between speaker’s opinion and
verifiable facts and analyze the credibility of the
presentation.
5. Follow a speaker’s presentation and represent it in
notes.
Benchmarks:
1. Participate in and follow agreed-upon rules
for conversation and formal discussions in
large and small groups.
• Describe the characteristics of groups
• List steps in problem solving
• Describe the duties of a leader and
leadership styles
• Describe small-group speaking and
listening responsibilities
• Evaluate small-group process
2. Actively listen and comprehend messages.
3. Apply self-assessment criteria to prepare and
give oral presentations.
4. Distinguish between speaker’s opinion and
verifiable facts and analyze the credibility of
the presentation.
• Analyze persuasive messages
• Recognize bailed and reliable sources
5. Follow a speaker’s presentation and
represent it in notes.
• Refine paraphrasing and note-taking
techniques
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
SubStrand
Grade 6
Grade 7
Grade 8
Benchmarks:
4. Apply assessment criteria to selfevaluate oral presentations.
5. Distinguish between a speaker’s
opinion and verifiable facts.
6. Orally communicate information,
opinions and ideas effectively to
different audiences for a variety
of purposes.
7. Perform expressive oral readings
of prose, poetry or drama.
Benchmarks:
6. Orally communicate information, opinions, and
ideas effectively to different audiences for a
variety of purposes.
(7th grade will take an informative focus)
• Identify the audience
• Select and narrow a topic
• Apply steps to building a speech
• Use library skills and current technology to
acquire information
• Apply interviewing skills to gather
information
• Interpret visual presentations of data (i.e.,
tables, charts, drawing, graphs)
• Write a formal introduction (adaptable)
o Attention-getter
o Motivation
o Assertion
o Preview
• Use transitions to tie main ideas together
• Use a variety of methods to support the main
ideas
• Apply outlining techniques
• Write a formal conclusion (adaptable)
o Summary/Review
o Action
o Clincher
• Write a standard bibliography
• Incorporate various forms of technology
within a presentation
7. Adjust delivery and language in oral presentations
for the intended audiences and purposes.
• Use effective delivery skills
o Volume
o Eye contact
o Articulation
o Rate
o Poise
o Gestures
• Understand the elements of vocal and facial
expression
8. Perform expressive oral readings of prose, poetry
or drama.
Benchmarks:
6. Orally communicate information, opinions
and ideas effectively to different audiences,
adjusting delivery and language for intended
audience and purpose.
• Review parts of the speech
• Refine delivery skills
• Review methods of speech preparation
and organization
• Integrate technology into at least one
presentation
Persuasive Speaking
• Use language that clarifies, persuades
or inspires with respect to audience
• Define persuation and persuasive
speaking
• Explain the difference between speaking
to inform and speaking to persuade
• List and describe basic human needs
• Describe ways to make yourself
believable
• Identify various types of reasoning
• Recognize examples of faulty reasoning
• Create and evaluate a persuasive speech
Debate
• Define debate, refutation, and rebuttal
• Describe the values of debate
• Distinguish between the affirmative and
negative sides
• Explain types of debate propositions
• Describe ways to create arguments
• Describe and use debate formats
8. Participate effectively in group meetings.
(move to go with standard #1)
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Strand
SubStrand
Grade 6
Grade 8
Grade 7
8. Perform expressive oral readings of prose, poetry
or drama.
• Express understanding of literature through
oral interpretation, dramatic reading, choral
reading, reader’s theatre, storytelling, etc.
9. Self-Concept and interpersonal communication
• Understand components of self-concept
• Recognize and appropriately communicate
emotions
• Identify the role of nonverbal communication
within relationships
• Recognize components of body language
• Interpret the meaning of body language
• Recognize components of healthy
relationships
• Know how to interact and communicate
appropriately with people in different settings
• Recognize (apply?) basic techniques of
conflict resolution
SubStrand
• Bookshares
Audience/Listening “rules”
(etiquette)
Non-fiction reading
Small group process
Group Problem Solving
Conflict resolution/team building
Listening
Oral presentations with informative
focus
Delivery skills
Creative expression
Communications
•
•
•
•
Debate
Multi-mode presentation
Persuasion
Opinion
Group Process
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
III
SPEAKING,
LISTENING
& VIEWING
Sub-Strand
B. Media
Literacy
Grade 6
Standard:
The student will critically analyze
information found in electronic and print
media, and will use a variety of these
sources to learn about a topic and represent
ideas.
Grade 7
Standard:
The student will critically analyze information
found in electronic and print media, and will
use a variety of these sources to learn about a
topic and represent ideas.
Grade 8
Standard:
The student will critically analyze
information found in electronic and print
media, and will use a variety of these sources
to learn about a topic and represent ideas.
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
Grade 6
Grade 7
Grade 8
Benchmarks:
1. Identify distinctions in how
information is presented in print and
non-print materials.
2. Evaluate the accuracy and credibility
of information found on Internet sites.
Benchmarks:
1. Identify distinctions in how information is
presented in print and non-print materials.
2. Evaluate the accuracy and credibility of
information found on Internet sites.
Question: Should #1 be part of the 8th grade
critical reading and viewing? What is the
difference between analyzing presentation of
media and using media for research? Since 7th
grade focus is informative does this benchmark
fit?
Benchmarks:
1. Evaluate the accuracy and credibility of
information found on Internet sites.
2. Make informed evaluations about
television, radio, film productions,
newspapers and magazines with regard
to quality of production, accuracy of
information, bias, propaganda, purpose,
message and audience.
• Develop an understanding of the
history of cinema; genres and
characteristics.
• Analyze film: the effects of sound,
lighting, camera angles, color and
framing.
• Analyze movies for their elements of
fiction including plot and
characters.
• Develop an understanding of
television.
• Explore the history of TV.
• Analyze target audience’s TV
viewing habits and possible effects.
• Examine types of programming
• Understand lot devices, characters
and stereotypes and violence.
• Analyze effects of sound and
visuals.
• Explore the history of mass media
and analyze its effects on society.
3. Critically analyze the messages and
points of view employed in different
media, including advertising, news
programs, web sites, and documentaries.
• Develop an understanding of
advertising.
• Explore types of ads (TV,
billboards, radio, internet, and ads at
large.)
• Analyze different ad techniques in
creating own ads.
3.
Using libraray/media sources
• Obtain information through a variety of
media
• Record research information properly
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
Grade 6
Introduce library usage
Grade 7
Using library resources
Grade 8
Understand how different aspects of
advertising affect the target
audience, pertaining to visuals
(color, lighting, and framing) and
sound.
• Identify the intended ad message(s)
and explore how ad messages
impact the target audience.
• Create ads using techniques learned.
• In groups, create an ad campaign
considering budget and target
audience.
4. Analyze, evaluate and evaluate the
strategies employed in news broadcasts,
documentaries and web sites related to
clarity, accuracy, effectiveness, bias,
propaganda and relevance of facts.
5. Evaluate the content and effect of
persuasive techniques used in print and
broadcast media
• Critically read non-fiction materials
successfully with a focus on
newspapers and magazines.
• Develop an understanding of
newspapers.
• Explore the history of newspapers.
• Examine strategies of reading and
writing various types of articles:
news, sports, features, and
editorials.
• Identify parts of a magazine
• Explore advertising issues.
• Practice reading strategies.
• Evaluate content and effect of
persuasive techniques used in
broadcast media.
•
Communications
• Introduce advertising
• Reinforce media literacy
• Introduce media
consumerism
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
IV
ARTISTIC
INTERPR
ETATION
Sub-Strand
C. Theater
Grade 6
Grade 7
Grade 8
STANDARD: The student will understand
and use the artistic process to analyze and
interpret a variety of works
STANDARD: The student will understand and
use the artistic process to analyze and interpret a
variety of works
STANDARD: The student will understand
and use the artistic process to analyze and
interpret a variety of works.
BENCHMARKS:
1. Watch a live performance. (class,
school or professional performance)
1. Understand how the following components of
theatre are used to convey meaning:
•Setting
•Plot
•Theme
•Character analysis (age, personality traits, etc.)
•Unique language (dialects, slang phrases of the
time period, etc.)
•Forms (definitions of tragedy, comedy, farce,
melodrama)
2. Explain the cultural and historical context of a
dramatic piece.
3. Using the elements listed in Benchmark 1,
critique a live performance. (class, school or
professional performance)
BENCHMARKS:
1. Understand how the following
components of theater are used to convey
meaning: Elements including:
•Setting
•Plot
•Theme
•Character analysis (age, personality traits,
etc.)
•Unique language (dialects, slang phrases
of the time period, etc.)
•Forms (definitions of tragedy, comedy,
farce, melodrama)
2. Explain the cultural and historical
context of a dramatic piece.
INDEPENDENT SCHOOL DISTRICT 196 --- MIDDLE SCHOOL LANGUAGE ARTS CURRICULUM FRAMEWORK --- SPRING 2005
Strand
Sub-Strand
IV
ARTISTIC
INTERPR
ETATION
C. Theater
Grade 6
Grade 7
Grade 8
STANDARD: The student will understand and
use artistic processes to create and perform a
dramatic piece.
STANDARD: The student will
understand and use artistic processes to
create and perform a dramatic piece.
BENCHMARKS:
1. Incorporate the following components of
theater, including:
•Setting
•Plot
•Theme
•Character analysis (age, personality traits, etc.)
•Unique language (dialect, slang phrases of the
time period, etc.)
•Forms (definitions of tragedy, comedy, farce,
melodrama)
2. Utilize technical skills to enhance the
performance of the dramatic piece.
•Scenery
•Props
3. Analyze audience and occasion in creating and
performing of a dramatic piece.
4. Express and communicate ideas by performing
in a variety of situations (i.e. scripts, skits).
5. Use improvisation to generate ideas for
performance (i.e. impromptu speeches)
6. Use audience feedback to justify and/or revise
artistic choices made during creation and
performance of a dramatic piece.
BENCHMARKS:
1. Incorporate the following components
of theater, including:
•Setting
•Plot
•Theme
•Character analysis (age, personality traits,
etc.)
•Unique language (dialects, slang phrases
of the time period, etc.)
•Forms (definitions of tragedy, comedy,
farce, melodrama)
2. Utilize technical skills to appeal to the
target audience, including:
•Scenery
•Props
•Camera work
3. Analyze audience and occasion in
creating and performing of a dramatic
piece.
4. Review and refine technical skills by
performing in a variety of situations (i.e.
scripts, storyboards).
5. Use audience feedback to justify and/or
revise artistic choices made during
creation and performance of a dramatic
piece.