Download Language Arts Curriculum Guide Template

1 Idaho State Curriculum Guide Language/Writing 11th Grade Go to Writing Process Go to Composition Structure Go to Basic Grammar and Usage Go to Conventions: Capitalization Go to Conventions: Punctuation Go to Conventions: Spelling McRel Alignment State Standards Writing Prompts Correlation Chart ©State of Idaho 2003 In this “Writing Curriculum Guide,” all grammar and usage strategies are embedded into the writing process and literature study. Apply knowledge of conventions / mechanics to all state standard required writing: informative, literary response, critical analysis, persuasion, and research. This guide refers to the 6 Traits of Writing: Content and Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. Strategies will work with all process writing programs. New Vocabulary Capitalization State Standard and Benchmark Composition and Structure Local Curriculum Learning Continuum and other Performance Objectives Grammar and Usage Sample Assessment and Sample Quizzes Writing Composition and the Writing Process 753.01 a 753.01 b Understand and use the writing process. Pre-Writing Skills Learning Continuum Teacher Observable DWA ECA ISAT Minimum Hours Allotted Writing Process Sample Teaching Strategy Sample Resources  Return to Top For Learning: a. Have students create a graphic organizer to explain the writing process stages and the activities of each stage. b. Give students a school or community problem. Ask students to create a writing prompt based on the problem. Have them narrow the topic, give the purpose, and specify the audience and format. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Sample Sequence Punctuation a. Use the metaphor of an artist painting a picture to take students through the writing process steps. Have posters with the process steps around the room. When students are working on writing assignment, ask various students which step of the process they are using. Include class in these discussions. b. Use brainstorming with students to practice narrowing topics from general to specific. Graphic organizers and Inspiration software are good tools for individual brainstorming. Students think up topics; groups or class give examples of writing needs for the topic. What, audiences, purposes, and formats would be necessary for the various writing needs. Six Traits Prompts Webpage 2 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark Local Curriculum Learning Continuum and other Performance Objectives 753.01 a 753.01 b Learning Continuum Understand and use the writing process. Teacher Observable DWA ECA ISAT Drafting and Revising Skills 753.02 a Edit for correctness and clarity 753.05 a Write to critically analyze and evaluate. Use Editing and Proofreading Processes Learning Continuum Teacher Observable DWA ECA ISAT Sample Assessment and Sample Quizzes For Learning: a. Give students a few topics that are relevant to their interests. Time them with a stop watch to see how much they can write on one of the topics without lifting their pencils. b. Give the students a paragraph with random main ideas and relevant and irrelevant ideas. Have them make a paragraph by choosing the main ideas and details that create a good paragraph. Use the same assessment for each 6+1 trait. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 For Learning: a. Provide a paragraph with errors for students to correct. Have students correct a paragraph they have written, using a rubric of correctness and clarity terminology from 6+1. traits b. Write a nomination letter to the “Best Short Story Author” committee. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Sample Resources a. Practice writing about random topics. Use personal topics, picture writing (provide pictures for ideas, movie writing (watch a clip), etc. b. Review and use 6+1 Writing for the “Ideas and Content” trait. Students practice individual and in groups. Cross out ideas which are not main ideas or relevant added details. Use the same process with various original and provided papers to teach, and revise writing according the other 6+1 traits. Good Writing Prompts and Language Usage Helps Web Sites  a. Review the “Conventions” trait from 6+1. Have students create lists of errors to avoid and post on wall. As students finish their writing assignments, have them sentencetize their paragraphs, essays, letters, etc. by clicking on enter twice at the end of every sentence. Print it out and edit for errors. b.. Have students pair up and list errors they have commonly had in writing. In whole group, list errors In “error groups.” What errors might come up in the nomination letter? Sentence-izing Sample Nomination paper prompt 3 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark Local Curriculum Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Writing Composition and Structure 753.03 b Write to inform and explain Appropriate Format Learning Continuum Teacher Observable DWA ECA ISAT Minimum Hours Allotted Sample Teaching Strategy Sample Resources  Return to Top For Learning: Provide paragraphs and or/sentences that are out of out of order. Students organize them, using various organizational patterns. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Sample Sequence ©State of Idaho 2003 a. Use the “Organization” trait from 6+1 to review appropriate organizational formatting for various types of writing. b. Practice organizational patterns, i.e. spatial, chronological, order of importance. C. Have students look for format and organization as they read literature selections. * HS Great Source P. 60 4 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.03 b Write to inform and explain 753.05 c Write to critically analyze and evaluate. 753.04 a Write for literary response and expression. 753.06 a 753.06.b 753.06.c Write to communicate research findings Variety of Formats Local Curriculum Learning Continuum and other Performance Objectives Learning Continuum Teacher Observable DWA ECA ISAT Sample Assessment and Sample Quizzes For Learning: Provide two topics for students. Give two different audiences for each topic. Ask students to list appropriate modes formats for each topic and audience. Respond to a literature selection by writing a paragraph in a specific mode (student or teacher choice) Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy a. Write persuasive, informative, narrative, and expository paragraphs and papers. Refer to the “Voice and Word Choice” traits for practice in choosing appropriate language and style for each format. b. Write obituaries, want ads, resumes, applications, etc. for authors and characters, using biographies, and/or literature. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Refer to word choices and sentences structures in literature selections. b. Write a nomination letter to the “Best Short Story Author” c. Journal response to short stories. Write journal entries as one of the characters would write for a day, moment, etc. committee. Link Sample Resources  *HS Write Source P. 59 Writing Prompts Correlation Chart Have students make up songs to reinforce the concept, .Example 5 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark Local Curriculum Learning Continuum and other Performance Objectives Learning Continuum 753.01 c Understand and use the writing process. Teacher Observable DWA ECA ISAT Appropriate Style and Vocabulary Sample Assessment and Sample Quizzes Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy For Learning: Write a paragraph with parallel structure for a series of words, phrases, and clauses. Use infinitives and participles. a. Refer to “Word Choice and Sentence Fluency” traits for practice ideas for style and vocabulary ideas. During descriptive writing, spend time with effective word choice. Have students web out previously studied vocabulary words with webs of synonyms and antonyms. b Review and emphasize the effective use of parallelism by finding parallelism in famous quotations Practice using infinitives and participles in parallel structure. Sample Resources  Famous Parallel Quotes c. Have students rewrite picture books, changing to more advance vocabulary and sentence structure. 753.04 c Write for literary response and expression Variety of Elements mode Learning Continuum Teacher Observable DWA ECA ISAT For Learning: Provide three short grade-level poems to students. Ask each student to respond to the poem, evaluating it for figurative language, speaker, tone, and theme. List the writing modes and give the purpose of each. *HS Write Source P. 423-440 b. As students read essays (Thoreau, Emerson, Paine,), discuss the mode and purpose of each. 6 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.03 a Write to inform and explain Details Local Curriculum Learning Continuum and other Performance Objectives Learning Continuum Teacher Observable DWA ECA ISAT Sample Assessment and Sample Quizzes For Learning: Have students write paragraphs about the school or city. Ask them to add details that aren’t relevant to the main idea. Trade with a partner and cross out the irrelevant details. Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy a. Practice with “Content and Ideas” trait from 6+1 Write Traits. b. Use difference versions of the same fairly tale to demonstrate necessary and unnecessary details. c. Students evaluate a sports news article for main idea and necessary and unnecessary details. Sample Resources  7 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 b Write and edit for correctness and clarity 753.04 a Write for literary response and expression. Sentence Types Composition (Sentence) Forms Local Curriculum Learning Continuum and other Performance Objectives Learning Continuum Teacher Observable DWA ECA ISAT Sample Assessment and Sample Quizzes For Learning: Have students identify sentence types and forms in a specific literature selection. Have students create sentence types and forms. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Review with a mini lesson on sentence types when discussing types of introductions to nonfiction and analytical papers. (Sentence Fluency Trait) Analyze authors’ use and purpose for selecting certain sentence types Declarative Imperative Interrogative Exclamatory Mini lesson on sentence forms in helping students write topic and thesis sentences in nonfiction and analytical writing. (Sentence Fluency Trait) Analyze authors’ use of sentence types. Have students write sentences, using models of great writers. Students use their own words, but copy the form. Simple Compound Complex Compound complex Sample Resources  8 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark Local Curriculum 753.04 b Write for literary response and expression. 753.05 b Write to analyze. Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Learning Continuum For Learning: Identify phrases and clauses and their purposes and effectiveness in a given paragraph. Teacher Observable DWA ECA ISAT Of Learning: RIT 201-210 (Develop Paragraphs) RIT 211-220 (Develop Paragraphs) RIT 221-230 (Develop Paragraphs) Variety of components Grammar and Usage 753.02 b Write and edit for correctness and clarity 753.06 a Write to communicate research findings Variety of Sentences Produce phrases and clauses in a given prompt and/or own writing. Return to Top Learning Continuum Teacher Observable DWA ECA Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Sample Resources  “Sentence Fluency” trait. Mini lesson on phrases and clauses. When students are writing literary response, analysis, and or nonfiction pieces, review clause and phrase structure purposes. Use literature as models. Phrases Clauses http://www.ncte.org/positions/grammar.shtml For Learning: Provide student with strips of papers with topic, detail, and conclusion sentences. The put them in appropriate order. Mini lessons in “Content and Ideas” and Organization” traits help students identify, select, and revise topic idea sentences, detail sentences, and conclusion sentences. Given a topic, students write a paragraph and label the topic sentence, detail, and conclusion sentences. The “Step Up To Writing” program also provides many strategies. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Topic sentences Conclusion sentences Detail sentences Family Links: “Step Up to Writing” site 9 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 b Write and edit for correctness and clarity. Sentence Structure / Type / Kind 753.02 a Write and edit for correctness and clarity. Subject-verb agreement 753.02 a Write and edit for correctness and clarity. Noun Forms Local Curriculum Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Learning Continuum For Learning: Teacher Observable DWA ECA ISAT Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Learning Continuum Teacher Observable ISAT ECA DWA Learning Continuum Teacher Observable DWA ECA ISAT Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy “Sentence Fluency” Trait Sample Resources  *HS Write Source P. 244 Experiment with long parallel structures in all forms – infinitive, gerunds, clauses, phrases, Refer to appropriate style and vocabulary above. For Learning: List subject verb agreement problems to check for in proof reading. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 For Learning: Revise a paragraph for noun plurals and possessives Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Parallel Gerund introductions “Conventions” and “Sentence Fluency” traits. Have student pairs present Mini Lessons on subject verb agreement problems. Student created PowerPoint presentations are effective. They can link to practices online. “Word Choice” Trait in descriptive writing. Design a prompt which will encourage the use of possessive and plural nouns. (See Prompts) Work in pairs to revise for noun usage. Family Links: 10 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 a Write and edit for correctness and clarity. Pronoun Forms 753.02 a Write and edit for correctness and clarity. Verb Tenses Local Curriculum Learning Continuum and other Performance Objectives Learning Continuum Teacher Observable DWA ECA ISAT Sample Assessment and Sample Quizzes For Learning: Summarize rules for pronoun usage. Write the pronouns rules for younger students and give proper examples. Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy “Word Choice” Trait in all personal and persuasive prompts. Irregular Verb Forms  Persuasive Prompts Good pronoun practices are found on textbook publisher and sites Nominative/objective case Indefinite pronouns Clear Pronoun antecedents Learning Continuum Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 For Learning: Students can change passive voice sentences to active voice. Teacher Observable DWA ECA ISAT Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 “Voice” and “Sentence Fluency” Traits. to identify passive sentences for revision. Sentencetizing example Student show compared meaning of active and passive by drawing pictures. Active and passive picture example Action and passive sentences. 753.02 a Write and edit for correctness and clarity. Sample Resources For Learning: Learning Continuum Students proofread to correct verb forms in writing. Teacher Observable DWA ECA ISAT Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 “Sentence Fluency” and “Conventions” Traits.” Good verb practices are found on textbook publisher Students orally quiz each other on verb forms before revision. 11 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 a Write and edit for correctness and clarity. Adjective Forms 753.02 a Write and edit for correctness and clarity. Adverb Forms, Phrases, and Clauses 753.02 a Write and edit for correctness and clarity. Negative Forms Local Curriculum Learning Continuum and other Performance Objectives Learning Continuum Teacher Observable DWA ECA ISAT Learning Continuum Teacher Observable DWA ECA ISAT Learning Continuum Teacher Observable DWA ECA ISAT Sample Assessment and Sample Quizzes For Learning: Revise writing for correct adjective forms. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 For Learning: Distinguish adverb clauses and phrases from adjectives clauses and phrases. Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy  “Word Choice” and “Sentence Fluency” in comparison and contrast writing. CD and site exercises. Review TV ads, newspaper, grocery product, etc., looking for adjective forms. Reward students who find incorrect use of adjectives. Comparative and superlative form. “Sentence Fluency” Trait. Look for adverb clauses in picture books or add some that could enhance the stories. Discuss why they are adverb phrases and clauses. Of Learning: RIT 201-210 RIT 211-220 Practice adding adverb phrases and clauses to descriptive and expository writing. For Learning: Proof read for correct and double negatives in writing. Review and expose students do nonstandard use of incorrect and double negatives. Provide a list of sentences with both correct and incorrect negative use. Check off the correct sentences. Have students find incorrect usage in songs, etc. (Poetic License). Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Sample Resources Incorrect use – hardly, barely Double negatives Usage workbooks from various publishers. 12 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 a Write and edit for correctness and clarity. Phrases 753.02 a Write and edit for correctness and clarity. Clauses 753.02 a Write and edit for correctness and clarity. Noun / Pronoun Antecedent Local Curriculum Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Learning Continuum For Learning: Lift prepositions from sentences correctly. Teacher Observable DWA ECA ISAT Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Learning Continuum For Learning: Identify dependent and independent clauses. Teacher Observable DWA ECA ISAT Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy  “Sentence Fluency” Trait. Use literature selections to lift prepositional out of sentences. Discuss the purposes of prepositions – why a full sentence remains. Advance prepositional phrases, adverb and adjective phrases and clauses. “Sentence Fluency” Trait.” Good to reinforce introductory clause commas for dependent clauses. Revise writing fragment sentences. Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 For Learning: Learning Continuum Use sentence-izing exercise for proofreading for clauses incorrectly used as sentences. Dependent and independent clauses. Mini Lessons on grammar and usage skills within the American Chronology Study. Of Learning: Teacher Observable DWA ECA ISAT Sample Resources RIT 201-210 Antecedent agreement Noun irregular plural forms American Chronology Study Reference: Prentice Hall Text – American Experience 2000 13 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark Local Curriculum Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes For Learning: 753.02 a Write and edit for correctness and clarity. Subject and Predicate 753.02 a Write and edit for correctness and clarity. Run-ons and Fragments Learning Continuum Beginning Capitalization Minimum Hours Allotted Sample Teaching Strategy “Sentence Fluency” Trait. Mini Lessons on grammar and usage skills within the American Chronology Study. Teacher Observable DWA ECA ISAT For Learning: “Sentence Fluency” Trait. Learning Continuum Mini Lessons on grammar and usage skills within the American Chronology Study. Teacher Observable DWA ECA ISAT Conventions: Capitalization 753.02 a Write and edit for correctness and clarity. Fundamental Rules: Sample Sequence ©State of Idaho 2003  American Chronology Study Reference: Prentice Hall Text – American Experience 2000 American Chronology Study Reference: Prentice Hall Text – American Experience 2000 Return to Top For Learning: Learning Continuum Teacher Observable DWA ISAT ECA Sample Resources Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 “Convention Trait” Mini Lessons on grammar and usage skills within the American Chronology Study. American Chronology Study Reference: Prentice Hall Text – American Experience 2000 14 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 a Write and edit for correctness and clarity. Capitalization: Adjectives & Titles 753.02 a Write and edit for correctness and clarity. Capitalization: Proper Nouns 753.02 a Write and edit for correctness and clarity. Capitalization: Fundamental Rules Local Curriculum Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Learning Continuum For Learning: “Conventions Trait” Teacher Observable DWA ECA ISAT Of Learning: See Test Items in Next Row Mini Lessons on grammar and usage skills within the American Chronology Study. For Learning: “Conventions” Trait Learning Continuum Teacher Observable DWA ISAT ECA Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Learning Continuum For Learning: Teacher Observable DWA ECA ISAT Of Learning: See Other Test Items in this Section of Guide Mini Lessons on grammar and usage skills within the American Chronology Study. “Conventions” Trait Mini Lessons on grammar and usage skills within the American Chronology Study. Sample Resources  American Chronology Study Reference: Prentice Hall Text – American Experience 2000 American Chronology Study Reference: Prentice Hall Text – American Experience 2000 American Chronology Study Reference: Prentice Hall Text – American Experience 2000 15 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark Local Curriculum Learning Continuum and other Performance Objectives Conventions: Punctuation 753.02 a Write and edit for correctness and clarity. Use Appropriate End Punctuation 753.02 a Write and edit for correctness and clarity. Use Commas Appropriately 753.02 a Write and edit for correctness and clarity. Use Apostrophes Sample Assessment and Sample Quizzes Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Sample Resources  Return to Top For Learning: “Conventions” Trait. Learning Continuum Teacher Observable DWA ISAT ECA Of Learning: RIT 201-210 RIT 211-220 Mini Lessons on grammar and usage skills within the American Chronology Study. American Chronology Study Reference: Prentice Hall Text – American Experience 2000 For Learning: “Conventions” Trait. Learning Continuum Teacher Observable DWA ISAT ECA Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Mini Lessons on grammar and usage skills within the American Chronology Study. For Learning: “Conventions.” Trait. Learning Continuum Teacher Observable DWA ISAT ECA Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Mini Lessons on grammar and usage skills within the American Chronology Study. American Chronology Study Reference: Prentice Hall Text – American Experience 2000 American Chronology Study Reference: Prentice Hall Text – American Experience 2000 16 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 a Write and edit for correctness and clarity. Appropriate 753.06 a Marks in Dialogue and Quotations 753.02 a Write and edit for correctness and clarity. Use underlining for titles 753.02 a Write and edit for correctness and clarity. Dependent and Independent Clauses / Comma Usage Local Curriculum Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Learning Continuum For Learning: Teacher Observable DWA, ISAT ECA Of Learning: RIT 201-210 (Enclosing Punctuation) RIT 211-220 (Enclosing Punctuation) Mini Lessons on grammar and usage skills within the American Chronology Study. Learning Continuum For Learning: “Organization (title)” and “Conventions” Trait. Teacher Observable DWA ECA ISAT Of Learning: RIT 211-220 RIT 221-230 Mini Lessons on grammar and usage skills within the American Chronology Study. Learning Continuum For Learning: “Sentence Fluency” and “Conventions” Traits. Teacher Observable DWA ECA ISAT Of Learning: See Test Items Under Commas “Sentence Fluency” and “Conventions” Traits. Mini Lessons on grammar and usage skills within the American Chronology Study. Sample Resources  American Chronology Study Reference: Prentice Hall Text – American Experience 2000 American Chronology Study Reference: Prentice Hall Text – American Experience 2000 American Chronology Study Reference: Prentice Hall Text – American Experience 2000 17 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark Local Curriculum 753.02 a Write and edit for correctness and clarity. Prepositional, Participle and Appositive Phrases / Comma Usage Spelling 753.02 a Write and edit for correctness and clarity. High Frequency Spelling Words Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Learning Continuum For Learning: “Sentence Fluency” and “Conventions” Traits. Teacher Observable DWA ECA ISAT Of Learning: See Test Items Under Commas Mini Lessons on grammar and usage skills within the American Chronology Study. Learning Continuum For Learning: Teacher Observable DWA ISAT ECA Of Learning: RIT 201-210 RIT 211-220 RIT 221-230 Sample Resources  American Chronology Study Reference: Prentice Hall Text – American Experience 2000 Return to Top “Word Choice” Trait. Mini Lessons on grammar and usage skills within the American Chronology Study. American Chronology Study Reference: Prentice Hall Text – American Experience 2000 18 Idaho State Curriculum Guide Language/Writing 11th Grade State Standard and Benchmark 753.02 a Write and edit for correctness and clarity. Spelling: Conventiona l Rules 753.02 a Write and edit for correctness and clarity. Spelling: Application of Rules (prefixes / suffixes) Local Curriculum Learning Continuum and other Performance Objectives Sample Assessment and Sample Quizzes Sample Sequence Minimum Hours Allotted ©State of Idaho 2003 Sample Teaching Strategy Learning Continuum For Learning: Teacher Observable DWA ECA ISAT Of Learning: See Test Items Under High Frequency Words Mini Lessons on grammar and usage skills within the American Chronology Study. Learning Continuum For Learning: Students Create fake words with real meanings from prefixes and suffixes Affixes Study This semester or trimester vocabulary unit scaffolds affixes. Students decode the words using the affixes and meanings provided along with general word knowledge. Teacher Observable DWA ECA ISAT ”Conventions” Trait. Sample Resources  American Chronology Study Reference: Prentice Hall Text – American Experience 2000 10-week affixes study Of Learning: See Test Items Under High Frequency Words *Great Source. Great Source Education Group. 2002. Writing Prompts Correlation Chart Top of Document Non-fiction Writing Prompts for Four Modes, Write Traits, and Language Usage Mini Lessons Expository Mode Explanation: Expository writing asks students to give information, explain something, or define the meaning of something. Expository essays may be developed with facts and statistics, examples, cause and effect, and/or definitions. Usually, the expository essay is unemotional and written in the third person. Topic Audience Format Write Trait(s) Language Usage Mini Lessons 19 Idaho State Curriculum Guide Language/Writing 11th Grade Problem/solution Lack of technology in school. Problem/solution Too little money Compare/contrast two people, characters, insects, states, etc. Cause and Effect A choice that changed something in your life The trench warfare found in several World War II poems School Board Parents Formal thank you letter Proposal Organization Ideas and Content Work Choice Organization Organization Ideas and Content Work Choice Organization Sentence F Conventions Younger students Picture book Appropriate Magazine readers Formal article Sentence F Convention Relatives Christmas newsletter Organization Word Choice Sentence F Gun collectors PowerPoint presentation with explanations and pictures Conventions Word Choice Fluency ©State of Idaho 2003 Business letter format. Main idea and details Commitment Order of importance Problem/solution organization Main idea and details Commitment Order of importance Sentence kinds: declarative, interrogative, imperative, exclamatory Adjective comparison/superlative transitions Adjective comparison/superlative Cause and effect format Show, not tell words Sentence Types: Simple, compound, complex, compound/complex. Compound sentences vs. compound verbs. Subject verb agreement Detailed adjectives Parallel phrases Narrative Mode Explanation: Narrative writing asks students to tell a story or describe a series of events. Narrative essays are almost always arranged in chronological order. Narrative essays may be written as a personal narrative in which the author tells about something experienced. Elementary or middle school event (short moment in time) Become an author and write an event A classmate Informal Paragraph Entire School News editorial Other authors or Sealed Letter to be opened Organization Word Choice Organization Word Choice Transitions Active Voice Transitions Active Voice Organization Transitions 20 Idaho State Curriculum Guide Language/Writing 11th Grade from his or her life in first person. characters. after death. Word Choice Sentence F Conventions ©State of Idaho 2003 Active Voice Intro clauses and phrases Intro commas Persuasive Writing: Explanation: Persuasive writing attempts to convince the reader that a point of view is valid or to persuade the reader to take a specific action. Persuasive essays should be developed around a limited topic that is debatable and meaningful or important. The issue should be one to which students can bring specific evidence and warranted generalization, not just personal opinion or broad generalization. Topic Move to new location Audience Parents Format Informal letter of opinion Potential businesses Pamphlet to promote choice of city or town Nomination for best “American Short Story Writer” Awards Committee Formal Letter Changing school schedule, calendar, or credit requirements School board/ administration Community Patrons Petition Letter to editor Write Trait Ideas and Content Word Choice Idea and Content Organization Word Choice Ideas and Content Sentence F Word Choice Conventions Ideas and Content Sentence F Word Choice Conventions Language Usage Mini Lesson Main idea and details Persuasive words Main idea and details. Introductions and Conclusions Persuasive words Thesis statement Support ideas Compound/complex Transitions Irregular verb tense Tense shift Pronoun/antecedent agreement Thesis statement Support ideas Compound/complex Transitions Irregular verb tense Tense shift Descriptive Mode Definition: Descriptive writing describes an object, place, or person in a way that creates a vivid impression in the reader's mind, enabling the reader to visualize what is being described, and to feel that he/she is very much part of the writer's experience. Topic Highlight an author or literary Audience Yearbook readers Format Yearbook entry Write Trait Ideas and Language Usage Mini Lesson Details 21 Idaho State Curriculum Guide Language/Writing 11th Grade character School or town The trench warfare found in several World War II poems Content Word Choice Conventions Potential businesses Gun collectors Article for “Best of the Best” magazine PowerPoint presentation with explanations and pictures Ideas and Content Word Choice Conventions Word Choice Fluency ©State of Idaho 2003 Figurative language Clause and phrase commas Pronoun/antecedent Details Figurative language Clause and phrase commas Detailed adjectives Parallel phrases 22 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Writing and Language Usage Web Sites Writing Center Helps With Grammar, Writing, etc. http://www.winthrop.edu/wcenter/Handouts.htm Writing Prompts and Worksheets http://mail.bcpl.lib.md.us/~owl/homeschool/HomeschoolingOnTheCheap.Writing.html Writing Prompts http://www.canteach.ca/elementary/theme.htmlWriting Otta Ray’s Head http://home.cogeco.ca/~rayser3/writing.htm Writing Effective Introductions http://www.kcmetro.cc.mo.us/maplewoods/writeplace/writingintros.html Writing for various technical audiences http://www.io.com/~hcexres/tcm1603/acchtml/aud.html English Teachers’ Site http://www.webenglishteacher.com/ Writing Helps http://www.webenglishteacher.com/writing.html Literary Analysis Writing http://www.webenglishteacher.com/litwriting.html Four Nonfiction Writing Activities http://teacher.scholastic.com/lessonrepro/lessonplans/nfictindex.htm Transition, transitions, transitions http://www.virtualsalt.com/transits.htm Writing Assignments and Student Essays http://www.bedfordstmartins.com/hacker/assignments.htm Writing Circles in the Classroom http://ps044.k12.sd.us/writing_circles.htm Reading Writing Guides http://www.iss.stthomas.edu/studyguides/wrtstr.htm ©State of Idaho 23 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Harvard Writing Tools http://www.fas.harvard.edu/~wricntr/html/tools.htm Have students create and share songs as memory clues. Example for modes of writing: To the tune of “Row, Row, Row your Boat” Expository informs the group, Narrative tells a story Descriptive paints a picture bright. Persuasive convinces them you’re right. Famous Parallelism Quotes It was the best of times, It was the worst of times. Charles Dickins Ask not what your country can do for you, But what you can do for your country. John F. Kennedy To strive, seek, to find, but not to yield. Alford Lord Tennyson (from Ulysses) ©State of Idaho 24 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Persuasive Words and Transitions NEGATIVE PERSUASIVE WORDS travesty farce criminal shameful impossible ridiculous implausible insubstantial inadequate ordinary run-of-the-millinferior misguided unbelievably insignificant laughable unfounded disgusting poor quality second rate POSITIVE PERSUASIVE WORDS crucial paramount imperative superior top incredible above reproach fantastic tremendous monumental urgent must leading number one second to none incomparable extraordinary unparalleled TRANSITIONS more importantly furthermore for this reason moreover in spite of generate as a result although furthermore similarly besides in addition on the other hand as a consequence consequently outgrowth for this reason distinctly ©State of Idaho 25 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 Sentence-izing Cormier also has a very peculiar approach to his writing, which is often called "journalistic prose" or "modern realism." He breaks a lot of conventions of the standard adolescent novel. There are no helpful adults, and there certainly are no happy endings in his books. Teachers can therefore easily contrast them with more conventional examples of the genre, work out the differences between them and the "rules" of teenage fiction that Cormier has "violated." His very unique philosophy of writing is also the reason why many of his books have constantly been criticized by conservative teachers and parents and have had a far stronger impact on young adult literature than their mere number would suggest. Cormier more than any other writer in the field offers a great opportunity to address the workings of censorship, literary criticism and local school politics. Idaho State Standards—9-12 Writing/Language Return to Top 669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS. 01. Languages and Communications. Language, the gateway to learning, provides our most powerful and readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning. 02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists. 751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS – GRADES 9 THROUGH 12, SECTIONS 752 THROUGH 756. The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of application. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning. 26 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 753. WRITING. Standard - The student will: 01. Understand and use the writing process. a. Return to Prewriting Return to Drafting / Revising Return to Prewriting Content Knowledge and Skills: Demonstrate steps of the writing process: - Brainstorm; - Draft; - Revise; - Edit; - Publish. i. b. Write in order to generate, record, and reflect upon ideas. i. Create learning logs, personal learning records, laboratory reports, notes, and journals. c. Evaluate and choose appropriate style and vocabulary for particular audience. i. a. Apply rules and conventions of the following: - Grammar; - Punctuation; - Capitalization; Spelling. i. Write editorial, persuasive essays, workplace documents, and/or business letters. Use the Direct Writing Assessment Scoring Standard, checklist, and/or handbook to guide proofreading. Participate in peer editing process including such skills as the following:  Adverb clauses and phrases.  Using progressive verb forms.  Capitalizing historical periods and events using colons before extended quotations. Return to Drafting / Revising Return to Approprite Style / Vocabulary 02. Write and edit for correctness and clarity. Return to Grammar and Usage Section Return to Capitalization Section Samples of Applications: Participate in writing workshops to share ideas, respond to drafts, and provide constructive feedback. ii. Return to Edit / Proofread Return to Punctuation Section Return to Spelling Section Return to Composition Forms b. Formulate purpose, thesis, relevant support, and focused paragraphs: - Use topic sentences, appropriate word choices and sentence structure, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources; - Choose tone, voice, style, mood, and persona appropriate for different purposes, disciplines, and audiences. i. a. Incorporate facts, data, and processes from technical and non-technical materials into writing. i. Use such resources as newspapers, magazines, manuals, and literary works. b. Choose appropriate format to inform and explain. i. Produce memos, letters, resumes, applications, manuals, instructions, outlines, collaborative reports, pamphlets, graphs, charts, and news articles. Return to Variety of Sentences Return to Sentence Structure / Type / Kind 03. Write to inform and explain. ii. iii. iv. v. Write business documents, personal letters, letters to the editor, and essays. Write thank-you notes. Write an introduction for a speaker. Write a sample eulogy. Write a laboratory or scientific report. Return to Details Return to Appropriate Format Return to Variety of Formats 27 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 04. Write for literary response and expression. a. Compare, contrast, and synthesize ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives. i. Write interpretations of critiques; compare and contrast literary works. b. Formulate a thesis and supporting evidence as appropriate. i. Write an evaluative essay of a favorite book or movie. c. Write and publish original creative works using figurative and descriptive language. i. Produce short stories, essays, poetry, and plays. Incorporate metaphor, simile, personification, alliteration, and imagery. a. Analyze and evaluate for the following: - Purpose; - Ideas; - Style; - Structure; - Effectiveness. i. Use personal, peer, and professional writing, current events, visual and performing arts, advertising, and political/civic discourse. b. Formulate thesis and select appropriate supporting evidence to persuade or inform a specific audience. i. c. Present an effective argument using the principles of persuasion (appeals to authority, logic, or emotion). i. ii. iii. iv. Produce a critique, review, proposal, or editorial. Explain personal perspective related to the arts or another cultural perspective. Defend a personal opinion. Explain a consumer choice. Express a political perspective. Present a solution to a workplace related problem. a. Use and document a variety of technological and informational resources: - Avoid plagiarism through proper paraphrasing, quoting, and citation; - Consider motives, credibility, and perspectives of authors when selecting source materials; - Formulate thesis or focus and relevant support. i. Produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations. Return to Variety of Formats b. Present research findings. i. Write a research paper. Return to Variety of Formats c. Generate clear, concise, and informative technical documents. i. Create reports, memos, brochures, charts, graphics, resumes, proposals, and/or advertising. Return to Variety of Formats Return to Composition Forms Return to Variety of Components Return to Variety of Eleme nts 05. Write to critically analyze and evaluate. Return to Edit / Proofread Return to Variety of Components Return to Variety of Formats 06. Write to gather, synthesize, and communicate research findings. Return to Variety of Formats Return to Variety of Sentences ii. ii. 28 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 Capitalization Adjectives, Titles, Sentence Beginnings Return to Curriculum Guide      Capitalize first word of a quotation Distinguish sentences using quotations that are not capitalized correctly Capitalize the first word in the sentence and the first word of a quotation Capitalize the first word in the sentence, the first word of a quotation, and proper nouns Capitalize the beginning of each sentence in a group of sentences, including quotations within sentences    In a quotation, capitalize only the  first word if the sentence continues past the part identifying the speaker  Compass directions – when to and not to capitalize them Full names, including titles In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker All titles 29 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210  Capitalization: Fundamental Rules Return to Curriculum Guide Fundamental RulesBeginning Capitalization    Return to Curriculum Guide Format: Most of the items in this range require correct identification of more that one capitalization error, either missing capitals or incorrect capitals  Format: Longer passages in many of the items  Generalize rules of when to capitalize the first word: sentences, poems, letter greetings  Differentiate between similar common and proper nouns  Radio and TV station initials  All titles: which words should and should not be capitalized  Compass directions: when they are correctly and incorrectly capitalized Capitalize the first word in the greeting and closing of a letter Capitalize the first word in the sentence Capitalize only the first word in a multi-word greeting or closing RIT 211-220      Format: Most items also call on finer distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother) Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, proper/common nouns, capitalizing multiple sentences in a paragraph All titles: what to capitalize and what not to capitalize Generalize capitalization rules Capitalize only the first word in the greeting and closing of a letter with no proper nouns RIT 221-230     Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, and proper/common nouns Distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother) Generalization of capitalization rules – classifying types of nouns that should be capitalized When to capitalize family relationships 30 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210  Proper Nouns  Return to Curriculum Guide        Full names, including titles and initials Particular places, points of interest, buildings, monuments Teams, organization, government bodies Countries and continents Historical events and eras Companies, stores, products Classes, schools Ships Identify proper nouns RIT 211-220      Countries, nationalities, languages Holidays, special events Places, rivers, parks, bridges, monuments… Artistic groups Buildings, businesses, stores   Return to Curriculum Guide        Combine sentences into paragraph  structure  Look for patterns of organization in a paragraph  Order sentences into a concise paragraph Give directions in a systematic order Use correct business letter structure Define parts of a research paper Define purposes of poetry (i.e. feelings, moods, expressions) Define paragraph by genre Identify parts of the newspaper        Writing Composition and Structure Appropriate Format RIT 221-230 Use standard forms of indentation Review several paragraphs and choose the best organization Determine the pattern of organization in a lengthy passage Full names, professional and family titles Holidays and special events Nationalities, languages, countries, continents Towns, cities, particular geographic locations (___ Valley, Mt. ___) Organizations, clubs, teams, groups Classes, courses Religions 31 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Appropriate Style and Vocabulary Return to Curriculum Guide Composition Forms   Focus on exclamatory sentence structure Choose the best definition for the term “topic sentence” RIT 211-220    Choose best opening paragraph in a narrative piece of writing Use of vocabulary of declarative, imperative, interrogative and exclamatory terms  Write limericks Define composition forms in lengthy passages  Select clear details for paragraph  Edit sentences into multiparagraphs Determine method of organization (i.e. order of events, from examples to main idea, go from main idea to examples) Return to Curriculum Guide Details RIT 221-230 (221-230)  Select sentences that support topic sentences  Select sentences that support conclusion  Identify all four sentence forms within a lengthy paragraph (231-240)  Find the four sentence types within a given paragraph Return to Curriculum Guide Variety of Components  Return to Curriculum Guide (221-230)  Identify topic sentence when it is not the first sentence of the paragraph (231-240)  Edit sentences to create complete paragraphs 32 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 (221-230) Variety of Elements  Return to Curriculum Guide Determine mode by reading a lengthy passage (221-230)  Write in Variety of Formats the persuasive mode Return to Curriculum Guide Grammar and Usage Adjective Form Return to Curriculum Guide     Use comparatives “less, least”  correctly Understand the meaning of  comparative adjectives Identify adjectives used in a  sentence Recognize correctly and incorrectly used comparative forms    (221-230) Recognize that adjectives are words that describe things  Recognize correctly and incorrectly used comparative forms, use tricky Use comparatives “-y, -ier, -iest” context clues to determine correct correctly use Understand that there are names for various parts of speech; identify which word in a sentence is the adjective Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “– tion” (inspiration, inspirational) Understand that comparative –er means to compare two things Understand the correct use of “good” as an adjective, not an adverb 33 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Adverb Form  Return to Curriculum Guide    Clauses  Return to Curriculum Guide RIT 211-220 Understand that adverbs can tell “where, when, or how”; Identify adverbs that tell “when” Use comparative adverbs correctly Understand the meaning of comparative adverbs  Understand the intended meaning of a particular clause    RIT 221-230 Format: Longer sentences, more difficult vocabulary Recognize correct and incorrect use of adverbs, including comparative adverb forms Recognize correct and incorrect comparative adverb forms for words ending in –ly Identify the main clause in a sentence (221-230)  Identify a dependent clause 34 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Irregular Verb Forms   Return to Curriculum Guide Negative Forms Return to Curriculum Guide    Format: Difficulty of vocabulary increases in this RIT range Determine which verb to use in sentences with or without auxiliary verbs RIT 211-220  Recognize the correct use of only  one negative in a sentence: no more than; hasn’t any Recognize that two negatives in a sentence is not Standard English Use “n’t” contractions correctly RIT 221-230 Identify troublesome irregular verbs (lie/lay, sit/set, etc.) (221-230)  Determine which verb to use in a sentence with or without an auxiliary verb  Identify correct form of less commonly used irregular verbs Recognize the correct use of negatives “hardly” and “scarcely” (221-230)  Recognize the correct and incorrect use of negatives “hardly” and “scarcely”  Recognize the correct use of only one negative in a sentence: haven’t anything (231-240)  Recognize the correct and incorrect use of negatives “hardly” and “barely”  Recognize the correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t any; hasn’t he ever; isn’t any; scarcely had we 35 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Noun Forms Return to Curriculum Guide        Recognize the correct plural form of a noun Understand the meaning of a singular possessive noun Recognize the correct irregular plural form of a noun Identify which word is not a plural noun Recognize the correct use of a plural noun in a sentence Distinguish possessive nouns from contractions Recognize a collective noun as being singular, distinguishing it from plural nouns RIT 211-220     Recognize which is not a correct irregular plural noun Identify a plural possessive noun Distinguish plural nouns from singular collective nouns, nouns that end in ‘s’, and possessive nouns Identify a noun that is an idea or a feeling, not just a person, place, or thing RIT 221-230 (221-230)      Understand the meaning of a plural possessive noun Recognize the correct possessive form of a word Distinguish a possessive noun from a plural noun or a noun used as a contraction with ‘s for “is” Recognize the correct irregular plural form of nouns not commonly used (Latin roots like data-datum; open compounds like lady in waiting) Distinguish irregular plurals from words that are not plural (231-240)   Recognize the correct plural spelling of a noun ending in “y” when just an ‘s’ is added Recognize the correct plural forms of irregular and not frequently used plurals 36 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 NounPronoun Antecedent   Return to Curriculum Guide  Phrases Return to Curriculum Guide    RIT 211-220 Identify the noun replaced by a pronoun Replace more than one noun with the correct pronouns, matching gender and type of pronoun: nominative, objective, and possessive Use the correct pronoun in one sentence to match the number and gender in another: them  Vocabulary: prepositional phrase Identify a prepositional phrase Recognize a phrase telling “which”    RIT 221-230 (231-240)  Recognize clear or unclear pronouns-antecedents Recognize what part of the sentence a prepositional phrase modifies Recognize a prepositional phrase used as an adjective Recognize the meaning of a verb phrase (221-230)  Recognize a simple noun phrase  Recognize and identify a prepositional phrase containing ‘in’, ‘toward’, ‘with’, ‘around’, ‘into’ (231-240)  Recognize and identify a prepositional phrase containing ‘within’  Recognize adverb and adjective phrases 37 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Pronoun Forms  Return to Curriculum Guide    Recognize the correct and incorrect use of nominative, objective, possessive, and demonstrative pronouns Use objective pronouns correctly in a complex sentence: Everyone except ___… Recognize correct and incorrect use of “their, they’re, and there” Use reflexive pronouns correctly: themselves RIT 211-220         Run-on Sentences & Fragments   Return to Curriculum Guide Recognize complete and incomplete sentences (first time this term appears) Recognize a group of words as an incomplete sentence or a question  Identify which word in a sentence is the pronoun Recognize the correct and incorrect use of reflexive, nominative, possessive, and objective pronouns Understand the meaning of a pronoun: “all of us” = “we” Use nominative case pronouns correctly Use nominative pronouns correctly in compound subjects Recognize the correct and incorrect use of “I” in a compound subject or in a list Recognize the correct and incorrect use of reflexive pronouns: themselves, itself, herself, ourselves Use indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each, one, either) Identify sentence fragments RIT 221-230 (221-230)  Recognize the correct and incorrect use of nominative and objective case pronouns in complex sentences  Use nominative pronouns followed by a noun correctly: We boys will…  Use nominative pronouns correctly as the first word in a compound subject  Use indefinite pronouns correctly: “___ of the girls is …” (many, some, either, several)  Distinguish “that” used as a pronoun from “that” used as an adjective  Recognize the correct and incorrect use of “who, who’s, and whose” 38 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Sentence Structure/ Type/Kind Return to Curriculum Guide      Identify compound sentences Identify sentence patterns (some articles and possessive pronouns used in short, simple sentences): noun–verb, noun-verb-noun Change the word order and keep the same meaning Add a phrase to form a complete sentence Verbalize what sentence part is needed to form a complete sentence: subject, object, adjective, or subordinate clause RIT 211-220       Subject & Predicate Return to Curriculum Guide  Name the two main parts of a sentence  RIT 221-230 Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verbnoun, noun-verb-verb Identify a sentence as simple or compound Complete sentences correctly with words or phrases Recognize sentences with clear meaning and correct form Name the part of the sentence needed to complete a sentence: adjective to complete the linking verb Recognize complete complex sentences (221-230)  Identify sentence patterns (sentences containing adjectives and helping verbs): noun-verb, noun-verb-noun, noun-linking verb-noun  Determine the correct verb forms or verb phrases to use in compound or complex sentences (231-240)  Identify a complex sentence Identify the subject of a sentence (221-230)  Identify the predicate of a sentence  Identify the part needed to complete a sentence: subject, object, or adjective to complete the linking verb  Verbalize that a predicate contains a verb 39 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Subject/Verb Agreement  Recognize the correct use of subjects or verbs in the following cases: o Singular subject – linking verb o Singular subject – main verb o Plural subject – linking verb o Plural subject – auxiliary verb  Recognize the correct use of subjects or verbs in the following cases: o First person singular subject – main verb o Identify a singular subject by recognizing form of the verb in the predicate  Sentences have more complex syntax and phrasing, more difficult vocabulary Identify sentences that tell past, present, or future  Understand that sentences tell past, present, or future Identify which sentence tells past Return to Curriculum Guide Variety of Sentences Return to Curriculum Guide RIT 211-220   RIT 221-230 (221-230)  Recognize the correct use of subjects or verbs in the following cases: o Complex subject (“one of the __s”, “all of the __s”) – linking verb o “There” – linking verb – plural noun o Indefinite pronoun – linking verb 40 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Verb Tenses  Return to Curriculum Guide     Understand the tense and meaning of verbs, replace with similar verbs of the same tense and meaning Determine the correct verb tense to use in a sentence Determine the correct verb form to use in a sentence: irregular verbs, verbs used with auxiliary verbs Identify present tense verbs Determine the correct verb phrase to use in a sentence RIT 211-220        Determine the correct verb form to (221-230) use in a sentence  Recognize sentences in which the subject of the sentence is the Identify the verb form not used “doer” of the action correctly in a sentence Recognize verbs that have the same form for both present and past tense Understand that there are names for various parts of speech; identify which word in a sentence is the verb Determine which verb to use in a sentence in which the auxiliary verb is separated from the main verb Understand the meaning of a complex verb phrase Determine which verb form is correctly used in a complex sentence Punctuation Appropriate Marks in Dialogue Return to Curriculum Guide   Use quotations in titles Use parentheses around nonessential phrases   RIT 221-230 Use quotations in quoted material Use single quotation inside quotation marks 41 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Dependent and Independent Clauses/ Comma Usage  Use commas between two main clauses in a complex sentence  Use commas after participial phrases in a lengthy paragraph  Use apostrophes in possessive plurals Use apostrophes with helping verb and “not” RIT 211-220  RIT 221-230 Use commas between two main clauses in a compound complex sentence Return to Curriculum Guide Prepositional, Participle and Appositive PhrasesComma Usage (231-240)  Use commas around dependant clauses in compound, complex sentences Return to Curriculum Guide Use Apostrophes Return to Curriculum Guide   Use apostrophes for subject and helping verb contractions (221-230)  Use apostrophes for plural possessives in a compound sentence 42 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Use Appropriate End Punctuation Return to Curriculum Guide Use Commas Appropriately      Return to Curriculum Guide   Use Underlining in Titles Return to Curriculum Guide Spelling RIT 211-220 RIT 221-230 Identify different meanings of the same sentence when end punctuation is changed Identify incorrect end punctuation Identify periods when given a paragraph  Use commas after a direct address in an imperative sentence Use commas after participial phrases in a lengthy paragraph Use commas in non-essential parenthetical phrases Use commas around interrupting phrases contained within the sentence   Use commas in a direct quotation Use commas around non-essential phrases (221-230)  Use commas to separate adverbial introductory clauses in a complex sentence   Underline movie titles Underline magazine titles    Identify correct punctuation in a 16-20 word compound sentence Use correct punctuation when sentence ends with an abbreviation Identify correct punctuation in a 57 sentence paragraph Underline play titles 43 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Accuracy and HighFrequency Words  Format: Generally more difficult, commonly misspelled words  Recognize correctly and incorrectly applied basic spelling rules when adding endings or affixes Recognize when to double final consonant before adding ending RIT 211-220 RIT 221-230 Return to Curriculum Guide Application of Rules (prefixessuffixes)  Return to Curriculum Guide Conventional Rules Return to Curriculum Guide   Distinguish the correct spelling of a  word from incorrect versions Identify which word is or is not spelled correctly Writing Process Troublesome spelling patterns:  -ance/-ence  ei/ie  -ary/-ery  plural form of words ending in “o”   Tricky, troublesome words Distinguish which homograph is not correctly used 44 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Drafting and  Use participial phrases in correct word order Revising  Use of figurative speech in context Skills  Return to Curriculum Guide        Editing and Proofreading Processes Return to Curriculum Guide      Select the best title for a piece of work Use precise language Correct use of transitional expressions Use vivid descriptors Use adverbial clauses in complex sentences Avoid run-on sentences Use sentence variety Use correct word order when using adjective phrases Use capitals in magazine, newspaper, essay and titles Use commas in letter closure Punctuate introductory dependant clauses Capitalize inside addresses Punctuate non-essential parenthetical phrases with commas RIT 211-220              RIT 221-230 Revise syntax for correct order Use subject-verb agreement Use a variety of sentences from simple to complex Use infinitive phrases to denote emphasis Use subordinating clauses Edit for misplaced modifiers Combine sentences to make compound and complex Use parts of a news story for complete description of an event Write strong conclusions (221-230)  Use exaggeration to make statement  Use adverbial clauses  Ask leading questions  Use gerund phrases (231-240)  Use metaphors as a figure of speech Use commas in a series of participial phrases Use strong topic sentences with strong verbs Use capitals in a letter closure Use abbreviations in appropriate places (221-230)    Use complex sentence order in paragraph Use verb phrases Use exaggerated figures of speech for emphasis (231-240)     Identify strong adverbs Identify indefinite pronouns Use metaphors for emphasis Conjugate irregular verbs correctly 45 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 ISAT “Sub-Goal” RIT 201-210 Pre-Writing Skills Return to Curriculum Guide     Choose formal or informal language Select purpose of paragraph Choose syntax that illustrates point of view Outline expository mode RIT 211-220     Create comprehensive outlines Use compound sentence selection Outline verbiage for imaginative stories Categorize using main topic as guideline RIT 221-230 (221-230)       Select words based on main topic Outline a complex topic selection Choose appropriate words for a selection Evaluate possible point of views (i.e. personification) Choose vivid descriptors Select method for brainstorming 46 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 Capitalization ISAT “Sub-Goal” New Vocabulary RIT 161-170  Return to Top capital letter, capitalized, underlined, sentence, missing words RIT 171-180  RIT 191-200  direct quotation, proper noun, place, phrase, address, magazine pronoun, name RIT 181-190  RIT 201-210  closing, book title, paragraph greeting, letter, title, note, list RIT 211-220  No new vocabulary above last RIT band. 47 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 Composition and Structure ISAT “SubGoal” New Vocabulary RIT 161-170  Return to Top   RIT 171-180 poem, letter, story, ad, statement,  command, question, exclamation, style, sentence, rhyme, book, paragraph RIT 191-200 title, information, review, author’s purpose, narration, persuasion, sequence, composition RIT 221-230 descriptive writing, incomplete sentence  missing word, first, ending, last, greeting, describe RIT 181-190  topic sentence, best order, correct order, chronological order, parts of a letter, passage, complete sentence, main idea RIT 211-220  limerick, formal essay, drama, declarative sentence, imperative sentence, interrogative sentence, tone, mood, pattern of organization RIT 201-210 exclamatory sentence, encyclopedia, supporting detail RIT 231-240 48 Idaho State Curriculum Guide Language/Writing 11th Grade Grammar and Usage RIT 161-170 ISAT “SubGoal” New Vocabulary  Return to Top underlined, missing word, more than one, complete sentence, Standard English, pronoun, correct RIT 171-180  RIT 191-200  simple sentence, comparative forms, suffix noun phrase, dependent clause, possessive noun, conjunction RIT 181-190  subject, predicate, incomplete sentence, run-on sentence, phrase, verb, plural, question, paragraph, singular, action word, verb phrase, clause RIT 211-220  modifies, main clause, plural possessive, irregular verb, simple sentence, compound sentence, complex sentence, compoundcomplex sentence RIT 201-210  RIT 221-230  noun, past tense, wrong, word order fragment, compound sentence, prepositional phrase, present tense, adjective, nonstandard English, linking verb, adverb, possessive, dependent clause RIT 231-240  adverb phrase, adjective phrase, pronoun’s antecedent ©State of Idaho 2003 49 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 Punctuation ISAT “Sub-Goal” New Vocabulary RIT 161-170  RIT 171-180 comma, contraction, punctuate,  right mark, sentence Return to Top RIT 191-200  quotation marks, possession, address, phrase, salutation, colon, semicolon plural possessive  RIT 201-210  RIT 221-230  punctuation mark, exclamation point, question mark, apostrophe, period RIT 181-190 parentheses, hyphen, rough draft RIT 231-240  letter, ownership RIT 211-220  possessive noun 50 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 Writing Process ISAT “Sub-Goal” New Vocabulary RIT 161-170  Return to Top RIT 171-180  sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order underlined, phrase, describe, story, question mark, incomplete sentence, topics, main topic, outline, complete sentence RIT 181-190 comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog  RIT 191-200  comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing RIT 201-210  RIT 221-230  nonparallel construction, sentence fragment, faulty tense change, irony, exaggeration, fragment  run-on sentence, formal and informal language, composition, simile, subheading, detail, sub-detail, style, figure of speech, suffix, capitalization, caret (editing mark), research report, apostrophe RIT 231-240 RIT 211-220  tone, summary, synonym, personification, metaphor, fantasy, complex sentence, rough draft, personal narrative 51 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Sample Test Items Basic Grammar and Usage RIT 201-210 Return Return Return Return Return Return Return Return Return Return Return Return Return Basic Grammar and Usage RIT 211-220 Return Return Return Return Return Return Return Return Return Return Return Return ©State of Idaho 52 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Basic Grammar and Usage RIT 221-240 Return Return Return Return Return Return Return Return Return Return Capitalization RIT 201-210 Return Return Capitalization RIT 211-220 Return Return Capitalization RIT 221-240 Return Return Composing and Writing Process RIT 201-210 Return Return Return Return ©State of Idaho 53 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 ©State of Idaho 54 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Composing and Writing Process RIT 211-220 Return Return Return Composing and Writing Process RIT 221-230 Return Return Return Composition Structure RIT 201-210 Return Return Return Return Composition Structure RIT 211-220 Return Return Return Return Composition Structure RIT 221-240 Return Return Return Return ©State of Idaho 55 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Punctuation RIT 201-210 Return Return Return Return Punctuation RIT 211-220 Return Return Return Punctuation RIT 221-240 Return Return Return Return Return ©State of Idaho 56 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Vocabulary Lists and Words created by Judy Beesley 1990 Vocabulary One 1. -or, -ar, -er, -ist = one who or thing that 9. arch = ruler, chief, ancient 2. –able, -ful = able to, can do 10. pre = before, in front of 3. –ous, –ful = full of, having 11. -less = lacking or without 4. ology = study of, science of, theory 12. –ice, ize, -ify –ate = make 5. auto, aut, ego = self 13. re = back, again 6. bio = life 14. pro = in favor, for 7. mono = one 15. un, non = not 8. anti = against, opposite 1. baker 31. autosuggestion 61. homeless 2. actor 32. autocrat 62. tasteless 3. fighter 33. authorize 63. useless 4. humorist 34. automatic 64. attractive 5. detector 35. biology 65. attentive 6. tractor 36. biochemical 66. slenderize 7. teacher 37. biosphere 67. publicize 8. accompanist 38. biotype 68. simplify 9. calendar 39. biophysics 69. beautify 10. enjoyable 40. biologist 70. remake 11. horrible 41. monogram 71. resell 12. miserable 42. monograph 72. rebuild 13. desirable 43. monorail 73. regain 14. divisible 44. monotone 74. redistribute 15. usable 45. monotype 75. pro-American 16. ridiculous 46. monosyllable 76. pro-nuclear 17. dangerous 47. antifreeze 77. pronoun 18. glamorous 48. antiwar 78. program 19. famous 49. antibody 79. unintentional 20. cancerous 50. antiaircraft 80. unrelated 21. murderous 51. anticlockwise 81. unnatural 22. glorious 52. antitrust 82. nonsense 23. geology 53. archaeology 83. nonpreparation 24. zoology 54. triarch 84. preexist 25. mineralogy 55. archduke 85. selective 26. bacteriology 56. archfriend 86. criticize 27. criminology 57. archenemy 87. memorize 28. climatology 58. archaic 88. reassemble ©State of Idaho 57 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 29. automobile 30. autobiography 59. 60. precaution prehistoric 89. proverb 90. proinsulin Vocabulary Two 9. mis, mal = wrong, bad, hate 10. aqua, hydro = water 11. graph, gram, script = written 12. phobia = fear of 13. –ance, -ence ,-tion ,-sion,-ion,-ness, -ment, -age, -ity, -tude, = state of (the above are all noun endings) 14. meter, metr = measure 15. dent, don’t = teeth 16. hemi, deni, semi = half 1. 4. 7. 10. 13. 16. 19. 22. 25. 28. 31. 34. 37. 40. 43. 46. 49. 52. 55. 58. 61. 64. 67. 70. 73. 76. 79. misguide misunderstand mistrial maladjusted malfunction hydrophobia hydrometer aquaduct aquaplane biography autobiography monogram kilogram claustrophobia acrophobia girl-phobia monophobia attendance dependence reaction conclusion kindness contentment resentment servitude courage breakage 2. 5. 8. 11. 14. 17. 20. 23. 26. 29. 32. 35. 38. 41. 44. 47. 50. 53. 56. 59. 62. 65. 68. 71. 74. 77. 80. 10. 10. 11. 12. 13. 14. 15. 16. chrono = time cent = hundred tele = distance vis, vid = see geo = earth, soil, ground photo = light tra, trans = across, through, over ic, al, ent, ant = relating to relation mischaracterize optometry chronometer speedometer kilometer millimeter dentist dentition dentiphone orthodontist dentate dentiform hemisphere semicircle demigod hemisect semideaf demisemi semiformal chronogram chronologist chronograph chronological chronophotograph centimeter cent 3. 6. 9. 12. 15. 18. 21. 24. 27. 30. 33. 36. 39. 42. 45. 48. 51. 54. 57. 60. 63. 66. 69. 72. 75. 78. 81. telephone telegram telegrapher television telelectric telemeter visage visual visualize vision video geography geology geothermal geometer geologist photograph photocopier photoelectric photology photometer transartic transatlantic transcribe transcurrent transplant universal ©State of Idaho 58 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 82. 85. 88. postage timidity 30. equality 83. 86. 89. centennial century centenarian 84. 87. 90. dental confident triumphant Vocabulary Three 1. tele = distance 2. port = carry 3. 4. 5. 6. phone = sound vers = turn ver = true, genuine jug, junc = join 7. card, cour, cord = heart 8. miss, mitt = send 9. opus, oper = work 10. sect, sec, cise = cut 11. cycle = wheel, circle 1. annual 4. credence 7. anniversary 10. biennial 13. annuary 16. concord 19. conjunction 22. commission 25. cooperate 28. thermal 31. commitment 34. diverge 37. dissect 40. cyclone 43. bicycle 46. cyclograph 49. section 52. sector 55. concise 58. chromatic 61. chromophotograph 12. 13. shout 14. 15. 16. 17. within 18. 19. 2. clamorous 5. microscope 8. microbiology 11. microfilm 14. porter 17. portable 20. portance 23. abbess 26. creditor 29. confirm 32. thermometer 35. universal 38. transportation 41. transmigrate 44. junction 47. jugular 50. juggernaut 53. teleautogram 56. telethon 59. multiversity 62. multicompany chrom = color dict, claim, clam = say, declare, cule, ling, cle, micro = very small scope = observe, look, watch suf, sug, sup, sub = under, below inter, intra = between, among, cred = believe ab = from, off 3. transcredental 6. polyarchy 9. polygamist 12. noncredible 15. 18. 21. 24. 27. 30. 33. 36. 39. 42. 45. 48. 51. 54. 57. 60. 63. ©State of Idaho 59 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 64. diction 67. claim 65. unicycle 68. miser 66. 69. Vocabulary four 1. peri-, -ambi,-amphi = around, both 3. dorm,hypno = sleep 5. luc, lum, lun, lus = lighit 7. cide = kill 9. bi-, bin-, bis- =two, twice 11. poly, multi = many 13. syl, sym, syn = with, together, along with 15. stereo = solid 1. 4. 7. 10. 13. 16. 19. 22. 25. 28. 31. 34. 37. 40. 43. 46. 49. 52. 55. 58. 61. 64. 67. 70. 73. 76. perimeter periscope ambilateral amphibian amphichromatic aphitheatir dormant dorm dormition dormouse hypnotist hypnotization hypnology hypnotherapy luster luminous lunar lucent luminist lusterless autocide patricide pesticide insecticide (not cut) homicide raticide 2. 5. 8. 11. 14. 17. 20. 23. 26. 29. 32. 35. 38. 41. 44. 47. 50. 53. 56. 59. 62. 65. 68. 71. 74. 77. 2. 4. 6. 8. 10. 12. 14. binuclear bismarine biometry polychromatic polygraph multicolored polyarchy multiped multijet symmetry sympathize symphony synchronize syntax synarchy stereophonic stereograph sterometry stereotype stereochrome matriarch matricidal matrilineage paternal paternity patriarch matra, matric = mother pater, part = father flect, flex = bend mori, mort = death cour, card, cord = heart mar, mari, mer = sea nym = name 3. 6. 9. 12. 15. 18. 21. 24. 27. 30. 33. 36. 39. 42. 45. 48. 51. 54. 57. 60. 63. 66. 69. 72. 75. 78. reflection flexible flexograph flexuous Mors mortal mortcloth mortify mortician mortuary cardial cardiogram cardiologist phonocardiograph cherry cordial courage courteous court mariner marine marimeter mermaid merman acronym synonym pseudonym ©State of Idaho 60 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 79. 82. 85. 88. bicycle 28. biannual 29.binocular 30.bifocals 80. 83. 86. 89. patricidal patrilineage patrology reflect 81. 84. 87. 90. homonym intercardial monophobia postmortem Vocabulary Five 1. 2. 3. 4. 5. 6. 7. 8. 1. 4. 7. 10. 13. 16. 19. 22. 25. 28. 31. 34. 37. 40. 43. 46. 49. 52. 55. 58. 61. 64. 67. 70. 73. demo, demos = people fum = smoke loc, -ory, -ary = place grat, crac = pleasing soph = wisdom anim = life, mind, dpirit corp, corper = body –crat, -cracy, -crat, -cracy, dyn dynamo = rule, power demography epidemic demology demonstrate demophobia fume fumigate fumigator fumous fumatory location local locator localize interlocate gracious grateful gratify gratuity congratulations gratulant sophist sophistical sophisticated sophomore 2. 5. 8. 11. 14. 17. 20. 23. 26. 29. 32. 35. 38. 41. 44. 47. 50. 53. 56. 59. 62. 65. 68. 71. 74. 9. gamy = marriage 10. path = feeling, disease 11. junc, jug, = join 12. pan, omni = all 13. later = side 14. hemo, hema = blood 15. bene, bon = good 16. sub = sunder, below animator corporation corpse corporate corpulant corps de ballet incorporate democracy autocrat matriarch democratic dynamite dynameter dynamoelectric dynamograph monogamy polygamy polygamist gamyphobia polygamous pathologist sympathy telepathy psychopath pathology 3. 6. 9. 12. 15. 18. 21. 24. 27. 30. 33. 36. 39. 42. 45. 48. 51. 54. 57. 60. 63. 66. 69. 72. 75. conjunction conjunctive conjugal subaudible submission subaquatic subgroup subscription submarine panorama pandemic omniscient omnipotent omnivorous lateral ambilateral bilateral polylateral trilateral interlateral hemorrhage hemophiliac hemostat hematic hematocrit ©State of Idaho 61 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 76. 79. 82. 85. 88. sophistication animal 28. animate 29. animation 30. microanimal 77. 80. 83. 86. 89. dormitory reformatory laboratory anti-democratic dictionary 78. 81. 84. 87. 90. hemogastric benefit benediction bonus benefactor Vocabulary Six 1. post = behind, 3. ped, pod = foot or child 5. leg, jus, jur = law 7. vert, vers = turn 9. 5. pend, pen = hang 11. 6. ocul = eye 13. 7. fac, fact, fic, fact = make 15. 8. contra, counter = against, opposite 13. posthumously 16. postpaid 19. postmillennial 22. postscript 25. postpone 28. postmortem 31. pedal 34. pediatrician 37. amphiped 40. podiatry 43. podium 46. peddler 49. pediarchy 52. legacy 55. legal 58. legalize 61. juror 64. legislative 67. jurisdiction 70. extrovert 73. vertical 76. vertigo 2. 4. 6. 8. 10. 12. 14. 16. man, manu = by had 10. cap = to tale, to hold 11. derm =skin 12. rupt, frag, frac = break aud = hear 14. sci, scien = know, knowledge 15. crypt = hidden 14. monocle 17. binocular 20. ocular 23. oculist 26. oculomotor 29. fiction 32. factory 35. confection 38. fictionize 41. counteract 44. counterattack 47. counterdemonstrate 50. counterclockwise 53. contradict 56. contraband 59. contralateral 62. manufacture 65. manual 68. manuscript 71. mano 74. manmade 77. capture 15. eruption 18. interrupt 21. interruption 24. interrupter 27. fragment 30. fracture 33. fraction 36. fragile 39. audible 42. audition 45. audio- visuals 48. audiometry 51. audience 54. audiophilliac 57. auditorium 60. science 63. scientize 66. scientist 69. scientific 72. science fiction 75. conscience 78. subconscious 62 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 79. introvert 82. version 85. pendant 88. penance 91. pendulum 94. pending 97. dependence 100. 30. independence 80. captivate 83. capacity 86. capacious 89. dermatologist 92. dermototherapy 95. epidermis 98. epidermization 101. rupture Vocabulary Seven 1. 3. 5. 7. 9. 11. 13. 15. gon, gonia = angle bi, di, dy = two tri = three quad, quat, quat, tetra = four 5. quint, penta = five 6. hexa, sex = six 7. sept, hepta, seven 8. octa = eight 1. 4. 7. 10. 13. 16. 19. 22. 25. 28. 31. 34. 37. 40. 43. 46. 49. 52. 55. dyarchy bicycle bicentenary biannual dichromatic bisect trilateral triangle tripod triennial trigamy trisection quarter quatrocentist quadrennial quadruped quad-runner tetrameter * tetragram 2. 5. 8. 11. 14. 17. 20. 23. 26. 29. 32. 35. 38. 41. 44. 47. 50. 53. 56. 2. 4. 6. 8. 10. 12. 14. 16. hexapod septennium septisyllabler heptameter * heptahydrated heptangular septuplet octarchy octachord octameter * octopod octave novena November nonagon decimal decade decameter decagon non, nov = nine 10. deca = ten : deci = 1/10 11. mil, kilo = thousand 12. therapy = treatment epu = upon , among 14. phil, phila, philo = love 15. log, logo = word 16. alt, acro = high 3. 6. 9. 12. 15. 18. 21. 24. 27. 30. 33. 36. 39. 42. 45. 48. 51. 54. 57. physiotherapy hydratherapy contratherapy therapeutic therapist epigram epiderm epidemic epicardium epinym epilogue philosophy Philomath hemophiliac philanthropic philanthropist logic epilogist philologue 81. conscientious 84. cryptology 87. cryptonym 90. cryptography 93. cryptobiotic 96. cryptogram 99. cryptologist 102. benecrytoloc (fake) 63 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 58. 61. 64. 67. 70. 73. 76. 79. 82. 85. 88. quintuplet quintic quintet pentameter * pentarchy Pentagon sexcentenary sexennial sextuplet hexameter * 30.hexgram 59. 62. 65. 68. 71. 74. 77. 80. 83. 86. 89. decathlon decennial decimeter decigram kilometer kilogram kiloton million milliped millisecond millennium 60. 63. 66. 69. 72. 75. 78. 81. 84. 87. 90. logograph logbook logographer altimeter Alta altigraph acrophobia acronym acropolis althorn Make up your own * relating to the metrical feet in a line of poetry Vocabulary Eight 1. 3. dia = through, apart, across mov, nou = new 5. 7. 9. 11. migra = change, move equa, equi = equal 5. nega = deny 6. psych = mind, spirit 13. 15. 7. retro = behind, back 8. termin = end, limit 1. 4. 7. 10. 13. 16. 19. 22. 25. 28. 31. 34. diagram dialogue diachronic diameter diathermic diametric nova novel novelize nouvelle novice novelist 2. 5. 8. 11. 14. 17. 20. 23. 26. 29. 32. 35. 2. toxi = poison 4. ortho, rect, recti = straight, night, correct 6. doc, dog, dox = teach, opinion 8. oss, ostao = bone 10. hyper = over, beyond, excessive 12. homo, anthrop = man (homo = same) 14. extra, ultra = outside, beyond 16. psychology psychiatrist psychodynamic psychometey psychopath psychotherapy retroactive retrocardiac retrofire retroflection terminate terminal 3. 6. 9. 12. 15. 18. 21. 24. 27. 30. 33. 36. orthodox dogma doctor document doctorate doxology osteology osteotomist osteopath hyperextend hyperactive hypertherm ©State of Idaho 64 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 37. 40. 43. 46. 49. 52. 55. 58. 61. 64. 67. 70. 73. 76. 79. 82. 85. 88. migrate migration immigrant emigrate migratory locust countermigration equation equality equalization equator “The Equalizer” equilateral equimolecular negative negation negator negatron 30. negligence 38. 41. 44. 47. 50. 53. 56. 59. 62. 65. 68. 71. 74. 77. 80. 83. 86. 89. termination terminator terminal leave toxic toxicology toxiphobia intoxication antitoxic orthogon orthographic orthographist orthopedics orthodontist orthoptic rectangle negatron indirect direction 39. 42. 45. 48. 51. 54. 57. 60. 63. 66. 69. 72. 75. 78. 81. 84. 87. 90. hypermeter hyperopia hypersonics homochromous homonym homology homophone anthropic philanthropic anthropology anthropathic anthropometry extralateral extraocular extravert ultramicrommeter ultrasonic ultrademocratic Vocabulary Nine 1. 3. 5. degree 7. 9. 11. 13. 15. urb, polis, polit = city vac = empty gress, gred, grad = step, walk 2. 4. 6. flu, fluc, flux = flowing foli = leaf puls, pel = drive, push, throw gen = kind of, race 5. scope = observe, kook, watch 6. biblio = book 7. aster, astro = rtar 8. naut, naus = ship, sailor 8. 10. 12. 14. 16. morph = shape, form carn = flesh, meat osis = condition caust, caut = burn greg = gather, collect, flock 1. 4. 7. 10. 13. 16. 19. 22. 25. 28. urban suburban political policeman urbanization vacate vacation vacant vacuum vacuation 2. 5. 8. 11. 14. 17. 20. 23. 26. 29. Bible biblioteque biblliophobia bibliophile bibliotherapy astrology astrometry astrography asterisk asteriate 3. 6. 9. 12. 15. 18. 21. 24. 27. 30. fluxuous nauseous propel expel pellet pulse pulsate propeller pulsar morphology ©State of Idaho 65 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 31. 34. 37. 40. 43. 46. 49. 52. 55. 58. 61. 64. 67. 70. 73. 76. 79. 82. 85. 88. evacuate vacuous progress retrogress graduate gradual grade graduation general genealogy genre generation gender generic microscope telescope periscope cycloscope radarscope 30. bibliography 32. 35. 38. 41. 44. 47. 50. 53. 56. 59. 62. 65. 68. 71. 74. 77. 80. 83. 86. 89. nautical nausea aquanaut astronaut cosmonaut nautilus fluctuate fluent fluxmeter aquaflu flue foliate foliage foliaceous extrafoliaceous congress cosmopolitan stethoscope hydrascope influx 33. 36. 39. 42. 45. 48. 51. 54. 57. 60. 63. 66. 69. 72. 75. 78. 81. 84. 87. 90. morphology morphologist morphogentic morphophonology carnify carnivorous reincarnation carnage carneous carnival halitosis trichinosis neurosis osteoporosis mononucleosis cauterize cauterant congregation gregarious congregate The Final Vocabulary 17. pneum = breath 18. duc, duct = lead 19. –cule, -icle, -ling = very small 20. arma, arms = weapions 5. athle, athlo = contest 6. dis, dys = not, take away 7. fug = flee 8. chiro = hand 1. 4. 7. 10. 13. 16. 19. pneumatology pneumatometer pneumectomy pneumodynamics pneumograph pneumonia conduct 2. 5. 8. 11. 14. 17. 20. 11. 10. 11. 12. 13. 14. 15. 16. –ism = doctrine, system cryo = cold opus, oper = wouk agri, agro = soul, field struct = build veri, ver = true, genuine vor = devour, eat iso = alike, equal anthropomorphic antiatheletic athletic triathlon biathlon decathlon disarmament 3. 6. 9. 12. 15. 18. 21. antiarchism opus (music) operation operable cooperate operator opuscule (art) ©State of Idaho 66 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 22. 25. 28. 31. 34. 37. 40. 43. 46. 49. 52. 55. 58. 61. 64. 67. 70. 73. 76. 79. 82. 85. 88. misconduct induction conductor duct aquaduct fumiduct molecule icicle duckling popsicle product chili-con-carne hatchling gosling pneumo shot introduction astromorph armadillo army armory disarm armament 23. 26. 29. 32. 35. 38. 41. 44. 47. 50. 53. 56. 59. 62. 65. 68. 71. 74. 77. 80. 83. 86. 89. discord disclamation discreditation disjunction dysgenics dyspathy fugitive refugee fugacious fugue (music) chriograph chiropractor chiropodist cryobiology cryogenics cryohydrate cryometer cryoscope cryotherapy doctrinism heroism naturalism materialism Vocabulary Lists and Words created by Judy Beesley 1990 24. agriculturalist 27. agriculturalist 30. agrobiology 33. agrology 36. structure 39. construct 42. reconstruction 45. verify 48. verifiability 51. verism 54. veritable 57. verdict 60. devour 63. carnivorous 66. herbivorous 69. voracious 72. omnivorous 75. isoperimeter 78. isogonic 81. isometry 84. isomorphic 87. isogeothermal 90. pneumonoultramicroscopicsilicovolcanoconiosis ©State of Idaho 67 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 Author Nomination Paper This paper is a “higher level thinking” paper. You are getting inside the author’s brain and analyzing what his purpose is with the element you have chosen. From the short stories we read or watched, write an essay explaining what the author has done well with up to three elements of this story . (Approx. 2 pages) You may write on the following: setting, characterization, tone, foreshadowing, word choice, figurative language, and theme. Use three quotes including page numbers in this paper. Your paper must have an introductory paragraph, introducing the author, the short story, and your chosen elements. In the next paragraphs, give support for each area, beginning with a good “What” focus statement. Then support with “How” he does it, which includes lead-in statements, quotes and your comments. Then end with “Why” he does what he does. Use a few author verbs throughout, but don’t overdo these or make them phony. Stay in present tense when referring to the story. Do not retell the story; refer to events and make comments. Your comments are the glue which ties all the ideas and quotes together. You are getting inside the author’s brain and analyzing what his purpose is with the element you have chosen. Finally, end with a brief closing paragraph, making two or three positive comments about the story or author’s ability. “The Cask of Amontillado” “The Sound of Thunder” “The Lottery” “Bernice Bobs Her Hair” ______________________________________(Story) (Elements) ___________________ ___________________ _____________________ Quotes Quotes Quotes ___________________ ____________________ _____________________ __________________ ____________________ _____________________ 68 Idaho State Curriculum Guide Language/Writing 11th Grade ©State of Idaho 2003 American Chronology Study Including Write Traits and Mini Language Usage Lessons American Roots - Up to 1700 P. 44: “The Interesting Narrative of the Life of Olauda Equiano ” Must Teach: Traits of the Time Period - author’s background Active/Passive Voice Autobiography Content/Ideas Test Prep Workshop p.33, and 43 Puritan Period - 1700 - 1750 P. 98: “Sinners In the Hands of an Angry God” Must Teach: Traits of the Time Period - author’s background Figurative Language Action, Linking Verbs Organization Paraphrasing/ Test Prep. Workshop, p. 89 and 97 Patriot Period - 1750-1800 P. 144-45: “The Crisis” Must Teach: Traits of the Time Period - author’s background Essay Parallelism Voice Test Prep. Workshop, p. 139 and 149 Romantic Period - 1800 - 1850 P. 375-376: “Walden” Must Teach: Traits of the Time Period - author’s background Transcendentalism (in your own words) Diction (Word Choice), figurative language Author’s Attitude, Perspective, Philosophy (see his background) 69 Idaho State Curriculum Guide Language/Writing 11th Grade 2003 Test Prep Workshop, p. 363 and 373 Regionalism _ 1850 - 1900 P. 592 “The Story of an Hour” Must Teach: Traits of the Time Period - author’s background Irony Appositives Test Prep Workshop, p. 592 and 599 Realism - 1900 - 1950 (Choice of P. 601, 607, 608, 609 - Choose one or two) Must Teach: Traits of the Time Period - author’s background Speaker Themes Syntax (arrangement of words) Test Prep. Workshop, p. 605 and 613 Modern - 1950 - Present P. 920: “Traveling Through the Dark: Must Teach: Traits of the Time Period - author’s background Themes Subject-Verb Agreement Adjectives - Adverbs, p. 925 Test Prep Workshop, p. 913 and 925 ©State of Idaho

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