The English Binder
33
THE ENGLISH BINDER
Table of Contents
8/2011
Scope and Sequence Chart
English K
English 1
English 2
English 3
English 4
English 5
English 6
Advanced English 6
English 7
Advanced English 7
English 8
Advanced English 8
Writers’ Roundtable (7-8)
English 9
Advanced English 9
English 10
Advanced English 10
English 11
Advanced Placement English 11
English 12
Advanced Placement English 12
Creative Writing: Poetry
Creative Writing: Prose
Newspaper/Mass Media I & II
Yearbook/Mass Media I & II
Public Speaking: Communication
Public Speaking: Presentation
Graphic Novels as Literature
Curriculum Guide
Kindergarten English
The York County School Division
Curriculum Guide
Subject: K Language Arts
Kindergarten English
Content Outline
Competency
Topic
Unit: 1
Communication Skills
K.1
K.3
Listening
Speaking
Creative Dramatics
Sentences, Words, Syllables
Rhyming Words
Conversation
Discussion
Unit: 2
K.2
K.8
K.4
K.7
Ongoing
Vocabulary Development
Word Usage
Following Directions
Asking and Answering Questions
Discussing Meaningful Words
Developing Vocabulary by Listening to Materials Read Aloud
Unit: 3
Word Study
Rhyme
Words
Syllables
Beginning/Ending Sounds
Blending
Suggested Timeframe
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Segmenting
Uppercase/Lowercase Letter Identification
Consonant/Short Vowel Sound and Letter Correspondence
3
Unit: 4
K.5
K.6
Concepts Of Print
Book Handling
Print Organization
Concept of Word
Ongoing
Unit: 5
K.9
Unit: 6
K.10
Comprehension/Fiction
Identify and Author and Illustrator
Relate Previous Experience to What is Read
Use Pictures to Make Predictions
Begin to Ask Questions About What Is Read
Use Story Language in Discussions and Retellings
Retell Familiar Stories, Using Beginning, Middle, and End
Discuss Characters, Setting, and Events
Comprehension/Nonfiction
Using Pictures to Identify Topic
Using Pictures to Make Predictions
Identifying Text Features Specific to the Topic
Unit: 7
K.11
Suggested Timeframe
Handwriting
Manuscript Letter Formation
Manuscript Number Formation
Pencil Grip
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
4
Unit: 8
K.12
Composition
Beginning Writing
Concepts of Print
Narrative Writing
Informal Writing
Functional Writing
Responses to Literature
Unit: 9
K.13
Ongoing
Technology
Technology for Reading
Technology for Writing
Suggested Timeframe
Suggested Timeframe
Ongoing
5
English Standards of Learning for Virginia Public Schools - January 2010
Kindergarten
The kindergarten student will be immersed in a print-rich environment to develop oral language skills, phonological awareness, print
awareness, vocabulary, comprehension, and an appreciation for literature. The reading of fiction and nonfiction texts will enable
students to develop an awareness of print materials as sources of information and enjoyment. The kindergarten student will have the
opportunity to use words that describe people, places, and events. The student will recognize and print letters of the alphabet, use the
basic phonetic principles of identifying and writing beginning sounds, identify story elements, and communicate ideas through pictures
and writing.
Oral Language
K.1
The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
b) Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems,
rhymes, songs, and stories with repeated word order patterns.
c) Participate in oral generation of language experience narratives.
d) Participate in creative dramatics.
e) Use complete sentences that include subject, verb, and object.
K.2
The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use number words.
c) Use words to describe/name people, places, and things.
d) Use words to describe/name location, size, color, and shape.
e) Use words to describe/name actions.
f) Ask about words not understood.
g) Use vocabulary from other content areas.
6
English Standards of Learning for Virginia Public Schools - January 2010
K.3
The student will build oral communication skills.
a) Express ideas in complete sentences and express needs through direct requests.
b) Begin to initiate conversations.
c) Begin to follow implicit rules for conversation, including taking turns and staying on topic.
d) Listen and speak in informal conversations with peers and adults.
e) Participate in group and partner discussions about various texts and topics.
f) Begin to use voice level, phrasing, and intonation appropriate for various language situations.
g) Follow one- and two-step directions.
h) Begin to ask how and why questions.
K.4
The student will identify, say, segment, and blend various units of speech sounds.
a) Begin to discriminate between spoken sentences, words, and syllables.
b) Identify and produce words that rhyme.
c) Blend and segment multisyllabic words at the syllable level.
d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending sounds.
Reading
K.5
The student will understand how print is organized and read.
a) Hold print materials in the correct position.
b) Identify the front cover, back cover, and title page of a book.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to bottom on a printed page.
e) Match voice with print. (concept of word).
K.6
The student will demonstrate an understanding that print conveys meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide information.
c) Read and explain own writing and drawings.
d) Read his/her name and read fifteen meaningful, concrete words.
English Standards of Learning for Virginia Public Schools - January 2010
K.7
The student will develop an understanding of basic phonetic principles.
7
a) Identify and name the uppercase and lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial consonant diagraph sounds to appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more
than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
K.8
The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
K.9
The student will demonstrate comprehension of fictional texts.
a) Identify what an author does and what an illustrator does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what is read.
e) Use story language in discussions and retellings.
f) Retell familiar stories, using beginning, middle, and end.
g) Discuss characters, setting, and events.
K.10
The student will demonstrate comprehension of nonfiction texts.
a) Use pictures to identify topic and make predictions.
b) Identify text features specific to the topic, such as titles, headings, and pictures.
8
English Standards of Learning for Virginia Public Schools - January 2010
Writing
K.11
The student will print in manuscript.
a) Print uppercase and lowercase letters of the alphabet independently.
b) Print his/her first and last names.
K.12
The student will write to communicate ideas for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.
d) Write left to right and top to bottom.
K.13
The student will use available technology for reading and writing.
9
Curriculum Guide
First Grade English
First Grade English
Content Outline
Competency
Topic
Unit: 1
Communication Skills
1.1
1.2
1.3
Listening
Speaking
Word Usage
Following/Giving Directions
Conversation
Questions and Answers
Unit: 2
1.4
1.6
Unit: 3
1.5
1.7
1.8
Suggested Timeframe
Ongoing
Word Study
Phonemic Awareness
Phonetic Strategies
Word Recognition
Spelling
Suggested Timeframe
Ongoing
Comprehension Strategies
Concepts of Print
Meaning Clues
Language Structure
Self-Correction
Fluency, Accuracy, and Expression
Selection Preview
Suggested Timeframe
Ongoing
Purpose for Reading
Previous Experiences
Predictions
Questions and Answers
Unit: 4
1.9
Unit: 5
1.10
1.11
Unit: 6
1.13
1.14
Unit: 7
1.12
Comprehension/ Fiction
Characters
Setting
Important Events
Retelling Stories and Events
Topic/Main Idea
Suggested Timeframe
Ongoing
Comprehension Of Nonfiction & Simple Reference Materials
Retelling
Topic/Main Idea
Alphabetical Order
Picture Dictionary
Suggested Timeframe
Ongoing
Composition / Technology
Writing Process
Familiar Forms of Writing
Topic Focus
Descriptive Words
Publishing Writing
Suggested Timeframe
Ongoing
Handwriting
Pencil Grip
Manuscript Letter/Number Formation
Spacing
Suggested Timeframe
Ongoing
English Standards of Learning for Virginia Public Schools - January 2010
Grade One
Reading is the priority in first grade. The student will be immersed in a print-rich environment to develop oral language
skills, phonetic skills, vocabulary, comprehension, and an awareness of print materials as sources of information and
enjoyment. The student will use listening and speaking skills to participate in classroom discussions. The student will use
a variety of strategies to read new words and will read familiar selections with fluency and expression. The student will
continue to develop an understanding of character, setting, main idea, and story sequence in a variety of texts. The
student will increase vocabulary and comprehension strategies by reading across the curriculum, with emphasis on
materials that reflect the Standards of Learning in mathematics, science, and history and social science. The student will
also demonstrate comprehension of fiction and nonfiction texts through classroom discussion and will begin to
communicate ideas in writing.
Oral Language
1.1
The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of electronic media and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and reciting short poems,
rhymes, songs, and stories with repeated patterns.
d) Participate in creative dramatics.
e) Express ideas orally in complete sentences.
1.2
The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Begin to ask for clarification and explanation of words and ideas.
c) Use common singular and plural nouns.
d) Use vocabulary from other content areas.
1.3
The student will adapt or change oral language to fit the situation.
a) Initiate conversation with peers and adults.
b) Follow rules for conversation using appropriate voice level in small-group settings.
c) Ask and respond to questions.
d) Follow simple two-step oral directions.
e) Give simple two-step oral directions.
1.4
The student will orally identify, produce, and manipulate various units of speech sounds within words.
a) Create rhyming words.
b) Count phonemes (sounds) in one-syllable words.
c) Blend sounds to make one-syllable words.
d) Segment one-syllable words into individual speech sounds (phonemes).
e) Add or delete phonemes (sounds) to make new words.
English Standards of Learning for Virginia Public Schools - January 2010
Reading
1.5
The student will apply knowledge of how print is organized and read.
a) Read from left to right and from top to bottom.
b) Match spoken words with print.
c) Identify letters, words, sentences, and ending punctuation.
d) Read his/her own writing.
1.6
The student will apply phonetic principles to read and spell.
a) Use beginning and ending consonants to decode and spell single-syllable words.
b) Use two-letter consonant blends to decode and spell single-syllable words.
c) Use beginning consonant digraphs to decode and spell single-syllable words.
d) Use short vowel sounds to decode and spell single-syllable words.
e) Blend beginning, middle, and ending sounds to recognize and read words.
f) Use word patterns to decode unfamiliar words.
g) Read and spell simple two-syllable compound words.
h) Read and spell commonly used sight words.
1.7
The student will use semantic clues and syntax to expand vocabulary when reading.
a) Use words, phrases, and sentences.
b)
c)
d)
e)
f)
Use titles and pictures.
Use information in the story to read words.
Use knowledge of sentence structure.
Use knowledge of story structure.
Reread and self-correct.
1.8
The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
e) Use vocabulary from other content areas.
1.9
The student will read and demonstrate comprehension of a variety of fictional texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the main idea or theme.
i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
1.10
The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Preview the selection.
b) Use prior and background knowledge as context for new learning.
c) Set a purpose for reading.
d) Identify text features such as pictures, headings, charts, and captions.
e) Make and confirm predictions.
f) Ask and answer who, what, where, when, why, and how questions about what is read.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
1.11
The student will use simple reference materials.
a) Use knowledge of alphabetical order by first letter.
b) Use a picture dictionary to find meanings of unfamiliar words.
English Standards of Learning for Virginia Public Schools - January 2010
Writing
1.12
The student will print legibly.
a) Form letters accurately.
b) Space words within sentences.
c) Use the alphabetic code to write unknown words phonetically.
1.13
The student will write to communicate ideas for a variety of purposes.
a) Generate ideas.
b) Focus on one topic.
c) Revise by adding descriptive words when writing about people, places, things, and events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final copies.
f) Use correct spelling for commonly used sight words and phonetically regular words in final copies.
g) Share writing with others.
1.14
The student will use available technology for reading and writing.
Curriculum Guide
Second Grade English
Second Grade English
Content Outline
Competency
Topic
Unit: 1
Communication Skills
2.1
2.2
2.3
Oral Language Structure
Listening and Speaking Vocabularies
Presentations
Group Activities
Unit: 2
2.4
2.5
2.6
2.7
2.8
2.9
Phonetic Strategies
Spelling
Language Structure
Vocabulary
Decoding
Meaning Clues
Language Structure
Story Structure
Selection Preview
Purpose for Reading
Fluency, Accuracy, and Expression
Self-Correction
Predictions
Previous Experience
Questions and Answers
Suggested Timeframe
Ongoing
Reference Materials
Alphabetical Order
Picture Dictionary
Online Resources
Suggested Timeframe
Ongoing
Comprehension Fiction And Nonfiction
Unit: 4
2.10
Ongoing
Word Study
Unit: 3
Suggested Timeframe
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Unit: 5
2.12
2.14
Composition And Technology
Writing Process
Stories
Letters
Simple Explanations
Publish Writing
Unit: 6
2.13
2.11
Grammar
Capitalization
Punctuation
Spelling
Suggested Timeframe
Ongoing
Handwriting
Manuscript Letter Formation
Neatness
Spacing
Cursive Strokes
Suggested Timeframe
Ongoing
Editing
Unit: 7
Subject: Second Grade English
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: Second Grade English
English Standards of Learning for Virginia Public Schools ‐ January 2010 Grade Two
Reading continues to be a priority in second grade. The student will be immersed in an environment filled with fiction and nonfiction texts, which
relate to all areas of the curriculum and interest. The student will expand vocabulary by speaking and listening effectively in classroom discussions,
use a combination of strategies when reading, and read familiar selections with fluency and expression. The student will learn comprehension
strategies for fiction and nonfiction texts. The student will be asked to identify main ideas, to make and confirm predictions, and to formulate
questions about learning in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and
social science. The student will write stories, letters, and simple explanations; apply simple grammatical principles to writing; and locate information
in reference materials.
Oral Language
2.1
The student will demonstrate an understanding of oral language structure.
a) Create oral stories to share with others.
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structures in oral communication.
e) Begin to self-correct errors in language use.
2.2
The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
d) Identify and use synonyms and antonyms.
e) Use vocabulary from other content areas.
2.3
The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.
The York County School Division
Curriculum Guide
b)
c)
d)
e)
f)
2.4
Subject: Second Grade English
Share stories or information orally with an audience.
Participate as a contributor and leader in a group.
Retell information shared by others.
Follow three- and four-step directions.
Give three- and four-step directions.
The student will orally identify, produce, and manipulate various units of speech sounds within words.
a) Count phonemes (sounds) within one-syllable words.
b) Blend sounds to make one-syllable words.
c) Segment one-syllable words into individual speech sounds (phonemes).
d) Add or delete phonemes (sounds) to make words.
e) Blend and segment multisyllabic words at the syllable level.
English Standards of Learning for Virginia Public Schools ‐ January 2010 Reading
2.5
The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
c) Decode regular multisyllabic words.
2.6
The student will use semantic clues and syntax to expand vocabulary when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure and sequence.
d) Reread and self-correct.
2.7
The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
The York County School Division
Curriculum Guide
Subject: Second Grade English
d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
e) Use vocabulary from other content areas.
2.8
The student will read and demonstrate comprehension of fictional texts.
a) Make and confirm predictions.
b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting, and important events in fiction and poetry.
f) Identify the problem and solution.
g) Identify the main idea.
h) Summarize stories and events with beginning, middle, and end in the correct sequence.
i) Draw conclusions based on the text.
j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
2.9
The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
2.10
The student will demonstrate comprehension of information in reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.
The York County School Division
Curriculum Guide
Subject: Second Grade English
English Standards of Learning for Virginia Public Schools ‐ January 2010 Writing
2.11
The student will maintain legible printing and begin to make the transition to cursive.
2.12
The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and expository writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
2.13
The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions and possessives.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight words, including compound words and regular plurals.
i) Use commas in the salutation and closing of a letter.
j) Use verbs and adjectives correctly in sentences.
2.14
The student will use available technology for reading and writing.
The York County School Division
Curriculum Guide
Subject: Grade 3 English
York County School Division
Curriculum Guide
Third Grade English
Revised: August 2011
The York County School Division
Subject: Grade 3 English
Grade 3 English
Content Outline
Competency
Unit: 1
3.1, 3.2
Topic
Communication Skills
Effective Group Discussion
Oral Presentation
Vocabulary Use
Unit: 2
3.3, 3.4
Ongoing
Word Study
Phonetic Strategies
Spelling
Structural Analysis
Vocabulary
Unit: 3
3.5
Suggested Timeframe
Ongoing
Comprehension of Fiction
Purpose for Reading
Connections and Predictions
Setting, Characters, and Events
Questioning
Main Idea and Author’s Purpose
Conclusions and Summaries
Problem and Solutions
Strategies for Comprehension, Fluency, and Accuracy
Unit: 4
3.6
Suggested Timeframe
Nonfiction
Author’s Purpose
Connections and Context
Text Features and Organization
Asking Questions and Drawing Conclusions
Summaries
Main Idea and Supporting Details
Biographies and Autobiographies
Strategies for Comprehension, Fluency, and Accuracy
Reading for Information
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Unit: 5
3.7
Reference Materials
Graphic Sources
Parts of a Book
Online Resources
Encyclopedia
Atlas
Dictionary, Thesaurus
Reference books
Unit: 6
3.8
Subject: Grade 3 English
Suggested Timeframe
Ongoing
Handwriting
Suggested Timeframe
Writing: Narration, Exposition, Persuasion, Informational
Suggested Timeframe
Letter Formation
Handwriting
Neatness and Legibility
Unit: 7
3.9, 3.11
Writing Process
Descriptive Paragraphs
Creative and Expressive Writing
Nonfiction Writing
Using Resources Appropriately
Unit 8
3.10
Ongoing
Editing
Grammar
Capitalization
Punctuation
Spelling
Unit 9
3.12
Ongoing
Technology
Word Processing
Research
Online Resources
Suggested Timeframe
Suggested Timeframe
Ongoing
The York County School Division
Subject: Grade 3 English
Grade 3 Standards of Learning
Oral Language
3.1
The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
3.2
The student will present brief oral reports using visual media.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
Reading
3.3
The student will apply word-analysis skills when reading.
a) Use knowledge of regular and irregular vowel patterns.
b) Decode regular multisyllabic words.
3.4
The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
f) Use vocabulary from other content areas.
g) Use word reference resources including the glossary, dictionary, and thesaurus.
The York County School Division
Subject: Grade 3 English
3.5
The student will read and demonstrate comprehension of fictional text and poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
e) Identify the author’s purpose.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.
i) Identify the main idea.
j) Identify supporting details.
k) Use reading strategies to monitor comprehension throughout the reading process.
l) Differentiate between fiction and nonfiction.
m) Read with fluency and accuracy.
3.6
The student will continue to read and demonstrate comprehension of nonfiction texts.
a) Identify the author’s purpose.
b) Use prior and background knowledge as context for new learning.
c) Preview and use text features.
d) Ask and answer questions about what is read.
e) Draw conclusions based on text.
f) Summarize major points found in nonfiction texts.
g) Identify the main idea.
h) Identify supporting details.
i) Compare and contrast the characteristics of biographies and autobiographies.
j) Use reading strategies to monitor comprehension throughout the reading process.
k) Identify new information gained from reading.
l) Read with fluency and accuracy.
3.7
The student will demonstrate comprehension of information from a variety of print and electronic resources.
a) Use encyclopedias and other reference books, including online reference materials.
b) Use table of contents, indices, and charts.
The York County School Division
Subject: Grade 3 English
Writing
3.8
The student will write legibly in cursive.
3.9
The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
c) Write a clear topic sentence focusing on the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of information and elaboration according to the type of writing.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information.
3.10
The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Use complete sentences.
b) Use transition words to vary sentence structure.
c) Use the word I in compound subjects.
d) Use past and present verb tense.
e) Use singular possessives.
f) Use commas in a simple series.
g) Use simple abbreviations.
h) Use apostrophes in contractions with pronouns and in possessives.
i) Use the articles a, an, and the correctly.
j) Use correct spelling for frequently used sight words, including irregular plurals.
3.11
The student will write a short report.
a) Construct questions about the topic.
b) Identify appropriate resources.
c) Collect and organize information about the topic into a short report.
d) Understand the difference between plagiarism and using own words.
3.12
The student will use available technology for reading and writing.
The York County School Division
Curriculum Guide
Subject: Grade 4 English
York County School Division
Curriculum Guide
Fourth Grade English
Revised: August 2011
The York County School Division
Subject: Grade 4 English
Grade 4 English
Content Outline
Competency
Unit: 4.1
Topic
Speaking
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



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

Unit: 4.2
Creating and Listening




Unit: 4.3
Use subject-related information and vocabulary.
Listen to and record information.
Organize information.
Use language and style appropriate to the audience, topic, and
purpose.
Media Literacy




Unit: 4.4
Present accurate directions.
Contribute to group discussions.
Seek ideas and opinions of others.
Support opinions.
Use grammatically correct language and specific vocabulary.
Communicate new ideas.
Collaborate with diverse teams.
Work independently.
Present accurate directions.
Differentiate between types of media messages.
Identify characteristics of media messages.
Differentiate between types of media messages.
Identify characteristics of media messages.
Vocabulary
 Use context clues for meaning
 Use knowledge of word parts
 Use knowledge of synonyms, antonyms and homophones
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Subject: Grade 4 English
 Use reference materials
 Develop vocabulary through listening and reading
 Use vocabulary across content areas
Unit: 4.5
Fiction











Author’s Purpose
Main Idea
Supporting Details
Problem/Solution
Relationships Between Text
Sensory Words
Draw Conclusions/Inferences
Predictions
Cause/Effect
Reading Strategies
Fluency/Accuracy
Unit: 4.6
Ongoing
Narrative Nonfiction











Author’s Purpose
Main Idea
Supporting Details
Problem/Solution
Relationships Between Text
Sensory Words
Draw Conclusions/Inferences
Predictions
Cause/Effect
Reading Strategies
Fluency/Accuracy
 Author’s Purpose
 Main Idea
Suggested Timeframe
Ongoing
Poetry
4.7
Suggested Timeframe
Suggested Timeframe
Ongoing
The York County School Division









Unit: 4.8
Supporting Details
Problem/Solution
Relationships Between Text
Sensory Words
Draw Conclusions/Inferences
Predictions
Cause/Effect
Reading Strategies
Fluency/Accuracy
Nonfiction












Unit: 4.9








Subject: Grade 4 English
Text Structures
Questioning
Author’s Purpose
Main Ideas
Supporting details
Drawing Conclusions/Inferences
Cause/Effect
Fact/Opinion
Background Knowledge
New Information
Reading Strategies
Fluency/Accuracy
Suggested Timeframe
Ongoing
Composition
Suggested Timeframe
Identify audience
Focus on topic
Use pre-writing strategy appropriate to purpose of writing
Compose writing on a central topic/main idea
Recognize different modes of writing by the patterns of organization
Write clear topic sentences
Write two or more linked paragraphs
Use transition words
Ongoing
The York County School Division
Subject: Grade 4 English
 Utilize elements of style
Unit: 4.10
Editing








Unit: 4.11
Use subject-verb agreement
Use prepositional phrases
Eliminate double negatives
Use noun-pronoun agreement
Use commas in series, dates, and addresses
Use adjectives and adverbs
Spell high frequency words correctly
Use singular possessives
Research





Construct questions.
Collect information.
Use technology to organize information.
Credit sources.
Understand plagiarism.
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Subject: Grade 4 English
Grade 4 English Standards of Learning
Communication: Speaking, Listening, Media Literacy
4.1 The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.
4.2 The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic, and purpose.
4.3 The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics of various media messages.
Reading
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
The York County School Division
Subject: Grade 4 English
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
a) Explain the author’s purpose.
b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Describe the relationship between text and previously read materials.
g) Identify sensory words.
h) Draw conclusions/make inferences about text.
i) Make, confirm, or revise predictions.
j) Identify cause and effect relationships.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital
texts.
b) Formulate questions that might be answered in the selection.
c) Explain the author’s purpose.
d) Identify the main idea.
e) Summarize supporting details.
f) Draw conclusions and make simple inferences using textual information as support.
g) Distinguish between cause and effect.
h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.
Writing
4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
The York County School Division
Subject: Grade 4 English
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use subject-verb agreement.
b) Include prepositional phrases.
c) Eliminate double negatives.
d) Use noun-pronoun agreement.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including common homophones.
h) Use singular possessives.
Research
4.9 The student will demonstrate comprehension of information resources to research a topic.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to organize, evaluate, and communicate information.
d) Give credit to sources used in research.
e) Understand the difference between plagiarism and using own words.
The York County School Division
Curriculum Guide
Subject: Grade 5 English
York County School Division
Curriculum Guide
Fifth Grade English
Revised June 2011
The York County School Division
Subject: Grade 5 English
Grade 5 English
Content Outline
Competency
Unit: 1
5.1
a)
b)
c)
d)
e)
f)
Unit: 2
5.1
a)
b)
c)
d)
e)
f)
g)
h)
i)
Unit: 3
5.3
a)
b)
Topic
Communications: Skills
Participate in and contribute to discussions across content areas.
Organize information to present in reports of group activities.
Summarize information gathered in group activities.
Communicate new ideas to others.
Demonstrate the ability to collaborate with diverse teams.
Demonstrate the ability to work independently.
Communications: Speaking
Maintain eye contact with listeners.
Use gestures to support, accentuate, and dramatize verbal message.
Use facial expressions to support and dramatize verbal message.
Use posture appropriate for communication setting.
Determine appropriate content for audience.
Organize content sequentially around major ideas.
Summarize main points as they relate to main idea or supporting details.
Incorporate visual media to support the presentation.
Use language and style appropriate to the audience, topic, and purpose.
Media Literacy
Differentiate between auditory, visual, and written media messages.
Identify the characteristics and effectiveness of a variety of media messages.
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Unit: 4
5.4
a)
b)
c)
d)
e)
f)
g)
Unit: 5
5.5
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
Subject: Grade 5 English
Word Study
Use context to clarify meaning of unfamiliar words and phrases.
Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
Identify an author’s use of figurative language.
Use dictionary, glossary, thesaurus, and other word-reference materials.
Develop vocabulary by listening to and reading a variety of texts.
Study word meanings across content areas.
Suggested Timeframe
Ongoing
Comprehension of Fictional Text
Suggested Timeframe
Describe the relationship between text and previously read materials.
Describe character development.
Describe the development of plot and explain the resolution of conflict(s).
Describe the characteristics of free verse, rhymed, and patterned poetry.
Describe how an author’s choice of vocabulary contributes to the author’s style.
Identify and ask questions that clarify various points of view.
Identify main idea.
Summarize supporting details from text.
Draw conclusions and make inferences from text.
Identify cause and effect relationships.
Make, confirm, or revise predictions.
Use reading strategies throughout the reading process to monitor
comprehension.
Read with fluency and accuracy.
Ongoing
The York County School Division
Unit: 6
5.6
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
Unit: 7
5.7
a)
b)
c)
d)
e)
f)
g)
h)
i)
Subject: Grade 5 English
Comprehension of Nonfiction Text
Suggested Timeframe
Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
Use prior knowledge and build additional background knowledge as context for
new learning.
Skim materials to develop a general overview of content and to locate specific
information.
Identify the main idea of nonfiction texts.
Summarize supporting details in nonfiction texts.
Identify structural patterns found in nonfiction.
Locate information to support opinions, predictions, and conclusions.
Identify cause and effect relationships following transition words signaling the
pattern.
Differentiate between fact and opinion.
Identify, compare, and contrast relationships.
Identify new information gained from reading.
Use reading strategies throughout the reading process to monitor
comprehension.
Read with fluency and accuracy.
Ongoing
Writing
Suggested Timeframe
Identify intended audience.
Use a variety of prewriting strategies.
Organize information to convey a central idea.
Write a clear topic sentence focusing on the main idea.
Write multiparagraph compositions.
Use precise and descriptive vocabulary to create tone and voice.
Vary sentence structure by using transition words.
Revise for clarity of content using specific vocabulary and information.
Include supporting details that elaborate the main idea.
Ongoing
The York County School Division
Unit: 8
5.8
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Unit: 9
5.9
a)
b)
c)
d)
e)
f)
g)
Subject: Grade 5 English
Grammar
Use plural possessives.
Use adjective and adverb comparisons.
Identify and use interjections.
Use apostrophes in contractions and possessives.
Use quotation marks with dialogue.
Use commas to indicate interrupters.
Use a hyphen to divide words at the end of a line.
Edit for fragments and run-on sentences.
Eliminate double negatives.
Use correct spelling of commonly used words.
Identify and use conjunctions.
Suggested Timeframe
Ongoing
Research
Suggested Timeframe
Construct questions about a topic.
Collect information from multiple resources including online, print, and media.
Use technology as a tool to research, organize, evaluate, and communicate
information.
Organize information presented on charts, maps, and graphs.
Develop notes that include important concepts, summaries, and identification of
information sources.
Give credit to sources used in research.
Define the meaning and consequences of plagiarism.
Ongoing
The York County School Division
Subject: Grade 5 English
Grade Five
Virginia Standards of Learning 2010
In fifth grade, reading and writing skills continue to support an increased emphasis on content-area learning and utilization of a variety
of resources to locate and read primary sources of information. The student will read texts in all subjects and will acquire information to
answer questions, generate hypotheses, make inferences, support opinions, confirm predictions, compare and contrast relationships,
and formulate conclusions. The student will continue to develop an appreciation for literature by reading a variety of fiction and
nonfiction selections. The student will continue to increase communication skills used in learning activities and create a project using
online, print, and media resources. The student will use oral and written communication skills to describe key concepts and information
contained in the mathematics, science, and history and social science Standards of Learning. In addition, the student will plan, draft,
revise, and edit writings to describe, to entertain, to explain, and to persuade. The student will define the meaning and consequences of
plagiarism.
Communication: Speaking, Listening, Media Literacy
5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present in reports of group activities.
c) Summarize information gathered in group activities.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and dramatize verbal message.
c) Use facial expressions to support and dramatize verbal message.
d) Use posture appropriate for communication setting.
e) Determine appropriate content for audience.
f) Organize content sequentially around major ideas.
g) Summarize main points as they relate to main idea or supporting details.
h) Incorporate visual media to support the presentation.
i) Use language and style appropriate to the audience, topic, and purpose.
The York County School Division
Subject: Grade 5 English
5.3 The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics and effectiveness of a variety of media messages.
Reading
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
The York County School Division
Subject: Grade 5 English
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital
texts.
b) Use prior knowledge and build additional background knowledge as context for new learning.
c) Skim materials to develop a general overview of content and to locate specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
Writing
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
The York County School Division
Subject: Grade 5 English
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Research
5.9 The student will find, evaluate, and select appropriate resources for a research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
York County School Division
Curriculum Guide
Grade 6 English
Revised: August 2011
The York County School Division
Curriculum Guide
Subject: English
Grade 6 English
Content Outline
Competency
Topic
Unit: 1
Communication
6.1
6.2
6.3
Small Group Activities
Oral Presentations
Media Literacy
Unit: 2
6.4
6.5
Word Analysis
Context Clues
Figurative Language
Word Reference Materials
Story Elements
Character Traits
Predictions, Conclusions and Inferences
Figurative Language
Author’s Craft
Comprehension Strategies
Poetry
Figurative Language
Imagery and Word Choice
Poetic Forms
Poetic Elements
Suggested Timeframe
Ongoing
Fiction
Unit: 4
6.5
Ongoing
Word Study
Unit: 3
Suggested Timeframe
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Unit: 5
6.6
Unit: 6
6.9
Unit: 7
6.7
6.8
Nonfiction
Text Structures/Features
Predictions, Conclusions and Inferences
Organization and Structure
Comprehension Strategies
Research
Developing a Research Product
Finding and Organizing Sources
Evaluating Sources
Citing Sources
Avoiding Plagiarism
Writing: Narration, Exposition, Persuasion, Informational
Planning and Composing Narration, Exposition, Persuasion, and
Informational Writing
Following the Steps of the Writing Process
Writing Conventions and Grammar
Subject: English
Suggested Timeframe
Ongoing
Suggested Timeframe
2 to 3 weeks
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: English
Grade 6 English
2010 Virginia Standards of Learning
Communication: Speaking, Listening, Media Literacy
6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.
b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.
d) Analyze the effectiveness of participant interactions.
6.2 The student will present, listen critically, and express opinions in oral presentations.
a) Distinguish between fact and opinion.
b) Compare and contrast viewpoints.
c) Present a convincing argument.
d) Paraphrase and summarize what is heard.
e) Use language and vocabulary appropriate to audience, topic, and purpose.
6.3 The student will understand the elements of media literacy.
a) Compare and contrast auditory, visual, and written media messages.
b) Identify the characteristics and effectiveness of a variety of media messages.
c) Craft and publish audience-specific media messages.
Reading
6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
d) Identify and analyze figurative language.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
The York County School Division
Curriculum Guide
Subject: English
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
b) Make, confirm, and revise predictions.
c) Describe how word choice and imagery contribute to the meaning of a text.
d) Describe cause and effect relationships and their impact on plot.
e) Use prior and background knowledge as context for new learning.
f) Use information in the text to draw conclusions and make inferences.
g) Explain how character and plot development are used in a selection to support a central conflict or story line.
h) Identify the main idea.
i) Identify and summarize supporting details.
j) Identify and analyze the author’s use of figurative language.
k) Identify transitional words and phrases that signal an author’s organizational pattern.
l) Use reading strategies to monitor comprehension throughout the reading process.
6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context for new learning.
c) Identify questions to be answered.
d) Make, confirm, or revise predictions.
e) Draw conclusions and make inferences based on explicit and implied information.
f) Differentiate between fact and opinion.
g) Identify main idea.
h) Summarize supporting details.
i) Compare and contrast information about one topic, which may be contained in different selections.
j) Identify the author’s organizational pattern.
k) Identify cause and effect relationships.
l) Use reading strategies to monitor comprehension throughout the reading process.
The York County School Division
Curriculum Guide
Subject: English
Writing
6.7 The student will write narration, description, exposition, and persuasion.
a) Identify audience and purpose.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement if appropriate.
f) Write multiparagraph compositions with elaboration and unity.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
i) Revise sentences for clarity of content including specific vocabulary and information.
j) Use computer technology to plan, draft, revise, edit, and publish writing.
6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph
structure.
b) Use subject-verb agreement with intervening phrases and clauses.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Maintain consistent verb tense across paragraphs.
e) Eliminate double negatives.
f) Use quotation marks with dialogue.
g) Choose adverbs to describe verbs, adjectives, and other adverbs.
h) Use correct spelling for frequently used words.
Research
6.9 The student will find, evaluate, and select appropriate resources for a research product.
a) Collect information from multiple sources including online, print, and media.
b) Evaluate the validity and authenticity of texts.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Cite primary and secondary sources.
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using
information.
York County School Division
Curriculum Guide
Advanced Grade 6 English
Revised: August 2011
The York County School Division
Curriculum Guide
Subject: English
Grade 6 English
Content Outline
Competency
Topic
Unit: 1
Communication
6.1
6.2
6.3
Small Group Activities
Oral Presentations
Media Literacy
Unit: 2
6.4
6.5
Word Analysis
Context Clues
Figurative Language
Word Reference Materials
Story Elements
Character Traits
Predictions, Conclusions and Inferences
Figurative Language
Author’s Craft
Comprehension Strategies
Poetry
Figurative Language
Imagery and Word Choice
Poetic Forms
Poetic Elements
Suggested Timeframe
Ongoing
Fiction
Unit: 4
6.5
Ongoing
Word Study
Unit: 3
Suggested Timeframe
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Unit: 5
6.6
Unit: 6
6.9
Unit: 7
6.7
6.8
Nonfiction
Text Structures/Features
Predictions, Conclusions and Inferences
Organization and Structure
Comprehension Strategies
Research
Developing a Research Product
Finding and Organizing Sources
Evaluating Sources
Citing Sources
Avoiding Plagiarism
Writing: Narration, Exposition, Persuasion, Informational
Planning and Composing Narration, Exposition, Persuasion, and
Informational Writing
Following the Steps of the Writing Process
Writing Conventions and Grammar
Subject: English
Suggested Timeframe
Ongoing
Suggested Timeframe
2 to 3 weeks
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: English
Grade 6 English
2010 Virginia Standards of Learning
Communication: Speaking, Listening, Media Literacy
6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.
b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.
d) Analyze the effectiveness of participant interactions.
6.2 The student will present, listen critically, and express opinions in oral presentations.
a) Distinguish between fact and opinion.
b) Compare and contrast viewpoints.
c) Present a convincing argument.
d) Paraphrase and summarize what is heard.
e) Use language and vocabulary appropriate to audience, topic, and purpose.
6.3 The student will understand the elements of media literacy.
a) Compare and contrast auditory, visual, and written media messages.
b) Identify the characteristics and effectiveness of a variety of media messages.
c) Craft and publish audience-specific media messages.
Reading
6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
d) Identify and analyze figurative language.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
The York County School Division
Curriculum Guide
Subject: English
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
b) Make, confirm, and revise predictions.
c) Describe how word choice and imagery contribute to the meaning of a text.
d) Describe cause and effect relationships and their impact on plot.
e) Use prior and background knowledge as context for new learning.
f) Use information in the text to draw conclusions and make inferences.
g) Explain how character and plot development are used in a selection to support a central conflict or story line.
h) Identify the main idea.
i) Identify and summarize supporting details.
j) Identify and analyze the author’s use of figurative language.
k) Identify transitional words and phrases that signal an author’s organizational pattern.
l) Use reading strategies to monitor comprehension throughout the reading process.
6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context for new learning.
c) Identify questions to be answered.
d) Make, confirm, or revise predictions.
e) Draw conclusions and make inferences based on explicit and implied information.
f) Differentiate between fact and opinion.
g) Identify main idea.
h) Summarize supporting details.
i) Compare and contrast information about one topic, which may be contained in different selections.
j) Identify the author’s organizational pattern.
k) Identify cause and effect relationships.
l) Use reading strategies to monitor comprehension throughout the reading process.
The York County School Division
Curriculum Guide
Subject: English
Writing
6.7 The student will write narration, description, exposition, and persuasion.
a) Identify audience and purpose.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement if appropriate.
f) Write multiparagraph compositions with elaboration and unity.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
i) Revise sentences for clarity of content including specific vocabulary and information.
j) Use computer technology to plan, draft, revise, edit, and publish writing.
6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph
structure.
b) Use subject-verb agreement with intervening phrases and clauses.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Maintain consistent verb tense across paragraphs.
e) Eliminate double negatives.
f) Use quotation marks with dialogue.
g) Choose adverbs to describe verbs, adjectives, and other adverbs.
h) Use correct spelling for frequently used words.
Research
6.9 The student will find, evaluate, and select appropriate resources for a research product.
a) Collect information from multiple sources including online, print, and media.
b) Evaluate the validity and authenticity of texts.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Cite primary and secondary sources.
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using
information.
York County School Division
Curriculum Guide
Grade 7 English
Revised: August 2011
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Grade 7 English
Content Outline
Competency
Topic
Unit: 1
Communication
7.1a
7.1b
7.1c
7.1d
7.1e
Unit: 2
7.2a
7.2b
7.2c
Unit: 3
7.3a
7.3b
7.3c
7.3d
7.3e
Unit: 4
7.4a
7.4b
7.4c
7.4d
7.4e
7.4f
Communicate ideas and information orally
Ask probing questions
Make statements to communicate agreement or tactful disagreement
Use language and style appropriate to audience, topic, and purpose
Use a variety of strategies to listen actively
Oral Presentations
Use verbal communication skills
Use nonverbal communication skills
Compare/contrast a speaker’s verbal and nonverbal messages
Media Messages
Identify persuasive/informative techniques used in non print media
Distinguish between fact and opinion, and between evidence and
inference
Describe how word choice and visual images convey a viewpoint
Compare and contrast the techniques in auditory, visual, and written
media messages
Craft and publish audience-specific media messages
Word Analysis & Vocabulary Development
Identify word origins and derivations
Use roots, cognates, affixes, synonyms, and antonyms to expand
vocabulary
Identify and analyze figurative language
Identify connotations
Use context clues
Extend general and specialized vocabulary
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Unit: 5
Read & Analyze: Fiction, Narrative Nonfiction, Poetry
Suggested Timeframe
7.5a
Ongoing
7.5e
7.5f
7.5g
7.5h
7.5i
7.5j
7.5k
7.5l
Describe the elements of narrative structure including setting, character
development, plot structure, theme, and conflict
Compare and contrast various forms and genres of fictional text
Identify conventional elements and characteristics of a variety of genres
Describe the impact of word choice, imagery, and literary devices
including figurative language
Make, confirm, and revise predictions
Use prior and background knowledge
Make inferences and draw conclusions
Identify the main idea
Summarize text relating supporting details
Identify the author’s organizational pattern
Identify cause and effect
Use reading strategies
Unit: 6
Read & Analyze: a variety of nonfiction texts
Suggested Timeframe
7.5b
7.5c
7.5d
7.6a
7.6b
7.6c
7.6d
7.6e
7.6f
7.6g
7.6h
7.6i
7.6j
7.6k
7.6l
Use prior and background knowledge
Use text structures to aid comprehension
Identify an author’s organizational pattern
Draw conclusions and make inferences
Differentiate between fact and opinion
Identify the source, viewpoint, and purpose of texts
Describe how word choice and language structure convey an author’s
viewpoint
Identify the main idea
Summarize text identifying supporting details
Identify cause and effect
Organize and synthesize information for use in written formats
Use reading strategies
Ongoing
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Unit: 7
Writing: Narration, Exposition, Persuasion, Informational
Suggested Timeframe
7.7a
7.7b
7.7c
7.7d
7.7e
7.7f
Ongoing
7.7k
Identify intended audience
Use a variety of prewriting strategies
Organize writing structure to fit mode or topic
Establish a central idea and organization
Compose a topic sentence or thesis statement
Write multi paragraph compositions with unity elaborating the central
idea
Select vocabulary and information to enhance the central idea, tone, and
voice
Expand and embed ideas by using modifiers, standard coordination, and
subordination in complete sentences
Use clauses and phrases for sentence variety
Revise sentences for clarity of content including specific vocabulary and
information
Use computer technology to plan, draft, revise, edit, and publish writing
Unit: 8
Editing Writing
Suggested Timeframe
7.7g
7.7h
7.7i
7.7j
7.8a
7.8b
7.8c
7.8d
7.8e
7.8f
7.8g
7.8h
Use a variety of graphic organizers, including sentence diagrams, to
analyze and improve sentence formation and paragraph
structure
Choose appropriate adjectives and adverbs to enhance writing
Use pronoun-antecedent agreement to include indefinite pronouns
Use subject-verb agreement with intervening phrases and clauses
Edit for verb tense consistency and point of view
Demonstrate understanding of sentence formation by identifying the
eight parts of speech and their functions in sentences
Use quotation marks with dialogue
Use correct spelling for commonly used words
Ongoing
The York County School Division
Curriculum Guide
Unit: 9
7.9a
7.9b
7.9c
7.9d
7.9e
Research
Collect and organize information from multiple sources including online,
print and media
Evaluate the validity and authenticity of sources
Use technology as a tool to research, organize, evaluate, and
communicate information
Cite primary and secondary sources
Define the meaning and consequences of plagiarism and follow ethical
and legal guidelines for gathering and using
information
Subject: Grade 7 English
Suggested Timeframe
Approximately 4 weeks
The York County School Division
Curriculum Guide
Subject: Grade 7 English
English Grade 7 Standards of Learning
Communication: Speaking, Listening, Media Literacy
7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations.
a) Communicate ideas and information orally in an organized and succinct manner.
b) Ask probing questions to seek elaboration and clarification of ideas.
c) Make statements to communicate agreement or tactful disagreement with others’ ideas.
d) Use language and style appropriate to audience, topic, and purpose.
e) Use a variety of strategies to listen actively.
7.2 The student will identify and demonstrate the relationship between a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for the intended
audience.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures to enhance verbal communication skills.
c) Compare/contrast a speaker’s verbal and nonverbal messages.
7.3 The student will understand the elements of media literacy.
a) Identify persuasive/informative techniques used in nonprint media including television, radio, video, and Internet.
b) Distinguish between fact and opinion, and between evidence and inference.
c) Describe how word choice and visual images convey a viewpoint.
d) Compare and contrast the techniques in auditory, visual, and written media messages.
e) Craft and publish audience-specific media messages.
Reading
7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
c) Identify and analyze figurative language.
d) Identify connotations.
e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
The York County School Division
Curriculum Guide
Subject: Grade 7 English
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
d) Describe the impact of word choice, imagery, and literary devices including figurative language.
e) Make, confirm, and revise predictions.
f) Use prior and background knowledge as a context for new learning.
g) Make inferences and draw conclusions based on the text.
h) Identify the main idea.
i) Summarize text relating supporting details.
j) Identify the author’s organizational pattern.
k) Identify cause and effect relationships.
l) Use reading strategies to monitor comprehension throughout the reading process.
7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Use prior and background knowledge as a context for new learning.
b) Use text structures to aid comprehension.
c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
d) Draw conclusions and make inferences on explicit and implied information.
e) Differentiate between fact and opinion.
f) Identify the source, viewpoint, and purpose of texts.
g) Describe how word choice and language structure convey an author’s viewpoint.
h) Identify the main idea.
i) Summarize text identifying supporting details.
j) Identify cause and effect relationships.
k) Organize and synthesize information for use in written formats.
l) Use reading strategies to monitor comprehension throughout the reading process.
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Writing
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing.
7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and
paragraph structure.
b) Choose appropriate adjectives and adverbs to enhance writing.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Use subject-verb agreement with intervening phrases and clauses.
e) Edit for verb tense consistency and point of view.
f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences.
g) Use quotation marks with dialogue.
h) Use correct spelling for commonly used words.
Research
7.9 The student will apply knowledge of appropriate reference materials to produce a research product.
a) Collect and organize information from multiple sources including online, print and media.
b) Evaluate the validity and authenticity of sources.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Cite primary and secondary sources.
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using
information.
York County School Division
Curriculum Guide
Advanced Grade 7 English
Revised: August 2011
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Grade 7 English
Content Outline
Competency
Topic
Unit: 1
Communication
7.1a
7.1b
7.1c
7.1d
7.1e
Unit: 2
7.2a
7.2b
7.2c
Unit: 3
7.3a
7.3b
7.3c
7.3d
7.3e
Unit: 4
7.4a
7.4b
7.4c
7.4d
7.4e
7.4f
Communicate ideas and information orally
Ask probing questions
Make statements to communicate agreement or tactful disagreement
Use language and style appropriate to audience, topic, and purpose
Use a variety of strategies to listen actively
Oral Presentations
Use verbal communication skills
Use nonverbal communication skills
Compare/contrast a speaker’s verbal and nonverbal messages
Media Messages
Identify persuasive/informative techniques used in non print media
Distinguish between fact and opinion, and between evidence and
inference
Describe how word choice and visual images convey a viewpoint
Compare and contrast the techniques in auditory, visual, and written
media messages
Craft and publish audience-specific media messages
Word Analysis & Vocabulary Development
Identify word origins and derivations
Use roots, cognates, affixes, synonyms, and antonyms to expand
vocabulary
Identify and analyze figurative language
Identify connotations
Use context clues
Extend general and specialized vocabulary
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Unit: 5
Read & Analyze: Fiction, Narrative Nonfiction, Poetry
Suggested Timeframe
7.5a
Ongoing
7.5e
7.5f
7.5g
7.5h
7.5i
7.5j
7.5k
7.5l
Describe the elements of narrative structure including setting, character
development, plot structure, theme, and conflict
Compare and contrast various forms and genres of fictional text
Identify conventional elements and characteristics of a variety of genres
Describe the impact of word choice, imagery, and literary devices
including figurative language
Make, confirm, and revise predictions
Use prior and background knowledge
Make inferences and draw conclusions
Identify the main idea
Summarize text relating supporting details
Identify the author’s organizational pattern
Identify cause and effect
Use reading strategies
Unit: 6
Read & Analyze: a variety of nonfiction texts
Suggested Timeframe
7.5b
7.5c
7.5d
7.6a
7.6b
7.6c
7.6d
7.6e
7.6f
7.6g
7.6h
7.6i
7.6j
7.6k
7.6l
Use prior and background knowledge
Use text structures to aid comprehension
Identify an author’s organizational pattern
Draw conclusions and make inferences
Differentiate between fact and opinion
Identify the source, viewpoint, and purpose of texts
Describe how word choice and language structure convey an author’s
viewpoint
Identify the main idea
Summarize text identifying supporting details
Identify cause and effect
Organize and synthesize information for use in written formats
Use reading strategies
Ongoing
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Unit: 7
Writing: Narration, Exposition, Persuasion, Informational
Suggested Timeframe
7.7a
7.7b
7.7c
7.7d
7.7e
7.7f
Ongoing
7.7k
Identify intended audience
Use a variety of prewriting strategies
Organize writing structure to fit mode or topic
Establish a central idea and organization
Compose a topic sentence or thesis statement
Write multi paragraph compositions with unity elaborating the central
idea
Select vocabulary and information to enhance the central idea, tone, and
voice
Expand and embed ideas by using modifiers, standard coordination, and
subordination in complete sentences
Use clauses and phrases for sentence variety
Revise sentences for clarity of content including specific vocabulary and
information
Use computer technology to plan, draft, revise, edit, and publish writing
Unit: 8
Editing Writing
Suggested Timeframe
7.7g
7.7h
7.7i
7.7j
7.8a
7.8b
7.8c
7.8d
7.8e
7.8f
7.8g
7.8h
Use a variety of graphic organizers, including sentence diagrams, to
analyze and improve sentence formation and paragraph
structure
Choose appropriate adjectives and adverbs to enhance writing
Use pronoun-antecedent agreement to include indefinite pronouns
Use subject-verb agreement with intervening phrases and clauses
Edit for verb tense consistency and point of view
Demonstrate understanding of sentence formation by identifying the
eight parts of speech and their functions in sentences
Use quotation marks with dialogue
Use correct spelling for commonly used words
Ongoing
The York County School Division
Curriculum Guide
Unit: 9
7.9a
7.9b
7.9c
7.9d
7.9e
Research
Collect and organize information from multiple sources including online,
print and media
Evaluate the validity and authenticity of sources
Use technology as a tool to research, organize, evaluate, and
communicate information
Cite primary and secondary sources
Define the meaning and consequences of plagiarism and follow ethical
and legal guidelines for gathering and using
information
Subject: Grade 7 English
Suggested Timeframe
Approximately 4 weeks
The York County School Division
Curriculum Guide
Subject: Grade 7 English
English Grade 7 Standards of Learning
Communication: Speaking, Listening, Media Literacy
7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations.
a) Communicate ideas and information orally in an organized and succinct manner.
b) Ask probing questions to seek elaboration and clarification of ideas.
c) Make statements to communicate agreement or tactful disagreement with others’ ideas.
d) Use language and style appropriate to audience, topic, and purpose.
e) Use a variety of strategies to listen actively.
7.2 The student will identify and demonstrate the relationship between a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for the intended
audience.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures to enhance verbal communication skills.
c) Compare/contrast a speaker’s verbal and nonverbal messages.
7.3 The student will understand the elements of media literacy.
a) Identify persuasive/informative techniques used in nonprint media including television, radio, video, and Internet.
b) Distinguish between fact and opinion, and between evidence and inference.
c) Describe how word choice and visual images convey a viewpoint.
d) Compare and contrast the techniques in auditory, visual, and written media messages.
e) Craft and publish audience-specific media messages.
Reading
7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
c) Identify and analyze figurative language.
d) Identify connotations.
e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
The York County School Division
Curriculum Guide
Subject: Grade 7 English
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
d) Describe the impact of word choice, imagery, and literary devices including figurative language.
e) Make, confirm, and revise predictions.
f) Use prior and background knowledge as a context for new learning.
g) Make inferences and draw conclusions based on the text.
h) Identify the main idea.
i) Summarize text relating supporting details.
j) Identify the author’s organizational pattern.
k) Identify cause and effect relationships.
l) Use reading strategies to monitor comprehension throughout the reading process.
7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Use prior and background knowledge as a context for new learning.
b) Use text structures to aid comprehension.
c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
d) Draw conclusions and make inferences on explicit and implied information.
e) Differentiate between fact and opinion.
f) Identify the source, viewpoint, and purpose of texts.
g) Describe how word choice and language structure convey an author’s viewpoint.
h) Identify the main idea.
i) Summarize text identifying supporting details.
j) Identify cause and effect relationships.
k) Organize and synthesize information for use in written formats.
l) Use reading strategies to monitor comprehension throughout the reading process.
The York County School Division
Curriculum Guide
Subject: Grade 7 English
Writing
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing.
7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and
paragraph structure.
b) Choose appropriate adjectives and adverbs to enhance writing.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Use subject-verb agreement with intervening phrases and clauses.
e) Edit for verb tense consistency and point of view.
f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences.
g) Use quotation marks with dialogue.
h) Use correct spelling for commonly used words.
Research
7.9 The student will apply knowledge of appropriate reference materials to produce a research product.
a) Collect and organize information from multiple sources including online, print and media.
b) Evaluate the validity and authenticity of sources.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Cite primary and secondary sources.
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using
information.
York County School Division
Curriculum Guide
Grade 8 English
Revised: August 2011
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Grade 8 English Content Outline
Competency
Unit: 1
8.1
a)
b)
c)
d)
Unit: 2
8.2
a)
b)
c)
d)
e)
f)
g)
h)
Unit: 3
8.3
a)
b)
c)
d)
Unit: 4
8.4
a)
b)
c)
d)
e)
f)
Topic
Interviewing
Prepare and ask questions
Note responses
Compile and publish
Evaluate effectiveness
Suggested Timeframe
Ongoing
Oral Presentations
Appropriate topic and purpose
Appropriate vocabulary and tone
Appropriate verbal and nonverbal skills
Respond to questions and comments
Standard English and informal language
Critique oral presentations
Collaborative work
Active listening
Media Messages
Persuasive/informational technique
Values and viewpoints
Products
Sources
Word Analysis & Vocabulary Development
Figurative Language
Vocabulary: context, structure, connotation
Vocabulary: roots, affixes, cognates, synonyms, antonyms
Reference materials: dictionaries, thesauruses, glossaries
Connotative and denotative meanings
General & specialized vocabulary
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Unit: 5
8.5
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
Unit: 6
8.6
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Read & Analyze: Fiction, Narrative Nonfiction, Poetry
Symbols and figurative language
Inferences and conclusions
Author’s use of literary elements
Author’s use of genre specific elements
Author’s use of word choice, dialogue, form, rhyme, rhythm, and voice
Author’s style
Viewpoints
Main idea
Supporting details
Author’s organizational pattern
Cause and effect
Prior and background knowledge
Reading strategies
Read & Analyze: Nonfiction Texts
Background knowledge and text structure
Inferences and conclusions
Author’s qualifications, viewpoint, and impact
Author’s use of text structure and word choice
Relevant and accurate details
Fact and opinion
Main idea
Supporting details
Author’s organizational pattern
Cause and effect
Use information in written and oral formats
Reading strategies
Subject: Grade 8 English
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Unit: 7
8.7
a)
b)
c)
d)
e)
f)
g)
h)
Unit: 8
8.8
a)
b)
c)
d)
e)
f)
g)
Unit: 9
8.9
a)
b)
c)
d)
e)
f)
g)
Writing: Narration, Exposition, Persuasion, Informational
Intended audience
Prewriting strategies
Thesis statement vs. topic sentence
Elaborative details
Specific vocabulary and information
Interview quotations
Revision
Publishing using technology
Editing Writing
Graphic organizers
Varied sentence structures
Correct pronoun usage
Consistent verb tense
Comparative and superlative degrees
Punctuating dialogue and direct quotations
Spelling
Research
Synthesize information from multiple sources
Validity and authenticity of texts
Technology as a tool
Evaluating information
Citing sources
Publish and respond
Plagiarism and ethical/legal guidelines
Subject: Grade 8 English
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Grade 8 English Standards of Learning
Communication: Speaking, Listening, Media Literacy
8.1 The student will use interviewing techniques to gain information.
a) Prepare and ask relevant questions for the interview.
b) Make notes of responses.
c) Compile, accurately report, and publish responses.
d) Evaluate the effectiveness of the interview.
8.2 The student will develop and deliver oral presentations in groups and individually.
a) Choose topic and purpose appropriate to the audience.
b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.
c) Use appropriate verbal and nonverbal presentation skills.
d) Respond to audience questions and comments.
e) Differentiate between standard English and informal language.
f) Critique oral presentations.
g) Assume shared responsibility for collaborative work.
h) Use a variety of strategies to listen actively.
8.3 The student will analyze, develop, and produce creative or informational media messages.
a) Evaluate the persuasive/informational technique being used in nonprint media including television, radio, video, and
Internet.
b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and
interpretations.
c) Use media and visual literacy skills to create products that express new understandings.
d) Evaluate sources for relationships between intent and factual content.
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Reading
8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within
authentic texts.
a) Identify and analyze an author’s use of figurative language.
b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and
phrases.
c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical
vocabulary.
d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of
words.
e) Discriminate between connotative and denotative meanings and interpret the connotation.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.
a) Explain the use of symbols and figurative language.
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning.
d) Understand the author’s use of conventional elements and characteristics within a variety of genres.
e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.
f) Compare and contrast authors’ styles.
g) Identify and ask questions that clarify various viewpoints.
h) Identify the main idea.
i) Summarize text relating supporting details.
j) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
k) Identify cause and effect relationships.
l) Use prior and background knowledge as a context for new learning.
m) Use reading strategies to monitor comprehension throughout the reading process.
The York County School Division
Curriculum Guide
Subject: Grade 8 English
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
a) Draw on background knowledge and knowledge of text structure to understand selections.
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
c) Analyze the author’s qualifications, viewpoint, and impact.
d) Analyze the author’s use of text structure and word choice.
e) Analyze details for relevance and accuracy.
f) Differentiate between fact and opinion.
g) Identify the main idea.
h) Summarize the text identifying supporting details.
i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
j) Identify cause and effect relationships.
k) Evaluate, organize, and synthesize information for use in written and oral formats.
l) Use reading strategies to monitor comprehension throughout the reading process.
Writing
8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.
a) Identify intended audience.
b) Use prewriting strategies to generate and organize ideas.
c) Distinguish between a thesis statement and a topic sentence.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
f) Use interview quotations as evidence.
g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and
paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Research
8.9 The student will apply knowledge of appropriate reference materials to produce a research product.
a) Collect and synthesize information from multiple sources including online, print and media.
b) Evaluate the validity and authenticity of texts.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, point of view or bias.
e) Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association
(APA) style.
f) Publish findings and respond to feedback.
g) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using
information.
York County School Division
Curriculum Guide
Advanced Grade 8 English
Revised: August 2011
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Grade 8 English Content Outline
Competency
Unit: 1
8.1
a)
b)
c)
d)
Unit: 2
8.2
a)
b)
c)
d)
e)
f)
g)
h)
Unit: 3
8.3
a)
b)
c)
d)
Unit: 4
8.4
a)
b)
c)
d)
e)
f)
Topic
Interviewing
Prepare and ask questions
Note responses
Compile and publish
Evaluate effectiveness
Suggested Timeframe
Ongoing
Oral Presentations
Appropriate topic and purpose
Appropriate vocabulary and tone
Appropriate verbal and nonverbal skills
Respond to questions and comments
Standard English and informal language
Critique oral presentations
Collaborative work
Active listening
Media Messages
Persuasive/informational technique
Values and viewpoints
Products
Sources
Word Analysis & Vocabulary Development
Figurative Language
Vocabulary: context, structure, connotation
Vocabulary: roots, affixes, cognates, synonyms, antonyms
Reference materials: dictionaries, thesauruses, glossaries
Connotative and denotative meanings
General & specialized vocabulary
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Unit: 5
8.5
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
Unit: 6
8.6
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Read & Analyze: Fiction, Narrative Nonfiction, Poetry
Symbols and figurative language
Inferences and conclusions
Author’s use of literary elements
Author’s use of genre specific elements
Author’s use of word choice, dialogue, form, rhyme, rhythm, and voice
Author’s style
Viewpoints
Main idea
Supporting details
Author’s organizational pattern
Cause and effect
Prior and background knowledge
Reading strategies
Read & Analyze: Nonfiction Texts
Background knowledge and text structure
Inferences and conclusions
Author’s qualifications, viewpoint, and impact
Author’s use of text structure and word choice
Relevant and accurate details
Fact and opinion
Main idea
Supporting details
Author’s organizational pattern
Cause and effect
Use information in written and oral formats
Reading strategies
Subject: Grade 8 English
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Unit: 7
8.7
a)
b)
c)
d)
e)
f)
g)
h)
Unit: 8
8.8
a)
b)
c)
d)
e)
f)
g)
Unit: 9
8.9
a)
b)
c)
d)
e)
f)
g)
Writing: Narration, Exposition, Persuasion, Informational
Intended audience
Prewriting strategies
Thesis statement vs. topic sentence
Elaborative details
Specific vocabulary and information
Interview quotations
Revision
Publishing using technology
Editing Writing
Graphic organizers
Varied sentence structures
Correct pronoun usage
Consistent verb tense
Comparative and superlative degrees
Punctuating dialogue and direct quotations
Spelling
Research
Synthesize information from multiple sources
Validity and authenticity of texts
Technology as a tool
Evaluating information
Citing sources
Publish and respond
Plagiarism and ethical/legal guidelines
Subject: Grade 8 English
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Grade 8 English Standards of Learning
Communication: Speaking, Listening, Media Literacy
8.1 The student will use interviewing techniques to gain information.
a) Prepare and ask relevant questions for the interview.
b) Make notes of responses.
c) Compile, accurately report, and publish responses.
d) Evaluate the effectiveness of the interview.
8.2 The student will develop and deliver oral presentations in groups and individually.
a) Choose topic and purpose appropriate to the audience.
b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.
c) Use appropriate verbal and nonverbal presentation skills.
d) Respond to audience questions and comments.
e) Differentiate between standard English and informal language.
f) Critique oral presentations.
g) Assume shared responsibility for collaborative work.
h) Use a variety of strategies to listen actively.
8.3 The student will analyze, develop, and produce creative or informational media messages.
a) Evaluate the persuasive/informational technique being used in nonprint media including television, radio, video, and
Internet.
b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and
interpretations.
c) Use media and visual literacy skills to create products that express new understandings.
d) Evaluate sources for relationships between intent and factual content.
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Reading
8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within
authentic texts.
a) Identify and analyze an author’s use of figurative language.
b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and
phrases.
c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical
vocabulary.
d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of
words.
e) Discriminate between connotative and denotative meanings and interpret the connotation.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.
a) Explain the use of symbols and figurative language.
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning.
d) Understand the author’s use of conventional elements and characteristics within a variety of genres.
e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.
f) Compare and contrast authors’ styles.
g) Identify and ask questions that clarify various viewpoints.
h) Identify the main idea.
i) Summarize text relating supporting details.
j) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
k) Identify cause and effect relationships.
l) Use prior and background knowledge as a context for new learning.
m) Use reading strategies to monitor comprehension throughout the reading process.
The York County School Division
Curriculum Guide
Subject: Grade 8 English
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
a) Draw on background knowledge and knowledge of text structure to understand selections.
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
c) Analyze the author’s qualifications, viewpoint, and impact.
d) Analyze the author’s use of text structure and word choice.
e) Analyze details for relevance and accuracy.
f) Differentiate between fact and opinion.
g) Identify the main idea.
h) Summarize the text identifying supporting details.
i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
j) Identify cause and effect relationships.
k) Evaluate, organize, and synthesize information for use in written and oral formats.
l) Use reading strategies to monitor comprehension throughout the reading process.
Writing
8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.
a) Identify intended audience.
b) Use prewriting strategies to generate and organize ideas.
c) Distinguish between a thesis statement and a topic sentence.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
f) Use interview quotations as evidence.
g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and
paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.
The York County School Division
Curriculum Guide
Subject: Grade 8 English
Research
8.9 The student will apply knowledge of appropriate reference materials to produce a research product.
a) Collect and synthesize information from multiple sources including online, print and media.
b) Evaluate the validity and authenticity of texts.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, point of view or bias.
e) Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association
(APA) style.
f) Publish findings and respond to feedback.
g) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using
information.
Curriculum Guide
Writers’ Roundtable (7-8)
7/03
Writersí Roundtable (7-8)
Content Outline
Topic
SOLs
Suggested
Time Frame
I.
HOT OFF THE PRESS
A. Journalistic Writing
B. Persuasive Writing
7.1, 7.3, 7.6,
7.7, 7.8, 7.9,
8.1, 8.3, 8.6,
8.7, 8.8
6 Weeks
II.
WHATíS THE STORY
A. Writing a Narrative
B. Crafting the Short Story
7.8, 7.9, 8.7,
8.8
6 Weeks
III.
THE TRUTH, THE WHOLE TRUTH
A. Expository Writing
B. Technical Writing
7.1, 7.6, 7.8,
7.9, 8.1, 8.6,
8.7, 8.8
6 Weeks
The York County School Division
Curriculum Guide
Grade 9 English
York County School Division
Curriculum Guide
Grade 9 English
Revised: June 2012
The York County School Division
Subject: Grade 9 English
Grade 9 English
Content Outline
Competency
Unit: 1
9.1
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Unit: 2
9.2
a)
b)
c)
d)
e)
Unit: 3
9.3
a)
b)
c)
d)
e)
f)
g)
Topic
Oral Presentations
Include definitions
Use relevant details
Illustrate main ideas
Use grammatically correct language
Verbal and nonverbal techniques
Evaluate impact and purpose
Credit information sources
Respond to questions
Give and follow spoken directions
Listen actively
Summarize and evaluate information
Assume shared responsibility for collaborative work
Media Messages
Analyze and interpret special effects
Determine purpose and effect of media messages
Cause and effect relationships
Evaluate sources: intent vs. factual content
Monitor, analyze, and use multiple streams of simultaneous information
Word Analysis and Vocabulary Development
Use structural analysis to understand complex words
Determine meaning of words and phrases
Connotation vs. denotation
Identify meaning of common idioms
Identify allusions and figurative language
Extend general and specialized vocabulary
Use knowledge of language
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Unit: 4
9.4
a)
b)
c)
d)
e)
f)
g)
h)
i)
k)
l)
m)
Unit: 5
9.5
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Unit: 6
9.6
a)
b)
c)
d)
e)
f)
Read and Analyze: Narratives, Narrative Nonfiction, Poetry, & Drama
Identify main idea and purpose
Summarize
Identify characteristics that distinguish literary forms
Use literary terms to describe and analyze
Explain relationships between and among elements of literature
Compare and contrast the use of literary devices
Analyze the cultural or social function of a literary text
Relationship between author’s style and literary effect
Influence of historical context on form
Analyze author’s word choices and syntax
Make predictions, inferences, draw conclusions, and connect prior knowledge
Use reading strategies
Read and Analyze: Nonfiction Texts
Intended purpose and main idea
Summarize
Text structures
Expository, technical, and persuasive texts
Identify a position/argument to be confirmed, disproved, or modified
Evaluate clarity and accuracy
Analyze and synthesize information
Explicit and implied information
Differentiate between fact and opinion
Use source information in presentations
Use reading strategies
Writing: Narrative, Expository, and Persuasive
Generate, gather, and organize ideas
Plan and organize
Communicate clear purpose through use of thesis statement
Write clear, varied sentences using specific vocabulary and information
Elaborate ideas
Arrange paragraphs logically
Subject: Grade 9 English
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
g)
h)
i)
Unit: 7
9.7
a)
b)
c)
d)
e)
f)
Unit: 8
9.8
a)
b)
c)
d)
e)
f)
g)
h)
Subject: Grade 9 English
Use transitions
Revise for clarity of content, accuracy, and depth of information
Use computer technology to complete the writing process
Writing: Editing
Use and apply rules for parts of a sentence
Parallel structures
Appositives and clauses
Commas and semicolons
Active vs. passive voice
Proofread and edit for intended audience and purpose
Research
Use technology as a tool to organize, evaluate, and communicate information
Narrow focus
Find, evaluate, and select appropriate sources
Verify validity and accuracy of information
Make sense of gathered information
Credit sources
Cite sources using a standard method of documentation
Plagiarism
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Subject: Grade 9 English
Grade 9 English
Virginia Standards of Learning 2010
The ninth-grade student will make planned oral presentations independently and in small groups. Knowledge of the impact that
informative/persuasive techniques in media messages make on public opinion will be introduced. The student will continue development of
vocabulary, with attention to connotations, idioms, and allusions. Knowledge of literary terms and genres will be applied in the student’s own writing
and in the analysis of literature. The student will be introduced to significant literary texts. Increased requirements for research and reporting in all
subjects will be supported by the use of print, electronic databases, online resources, and other media. Students will cite sources of information
using a standard method of documentation. The student will distinguish between reliable and questionable sources of information. Writing will
encompass narrative, expository, and persuasive forms for a variety of purposes and audiences. The student will demonstrate correct use of
language, spelling, and mechanics by applying grammatical conventions in writing and speaking.
Communication: Speaking, Listening, Media Literacy
9.1
The student will make planned oral presentations independently and in small groups.
a) Include definitions to increase clarity.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
g) Credit information sources.
h) Give impromptu responses to questions about presentation.
i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2
The student will produce, analyze, and evaluate auditory, visual, and written media messages.
a) Analyze and interpret special effects used in media messages including television, film, and Internet.
b) Determine the purpose of the media message and its effect on the audience.
c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.
d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content.
e) Monitor, analyze, and use multiple streams of simultaneous information.
The York County School Division
Subject: Grade 9 English
Reading
9.3
The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
9.4
The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.
a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s
emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the author’s style and literary effect.
i) Explain the influence of historical context on the form, style, and point of view of a written work.
j) Compare and contrast author’s use of literary elements within a variety of genres.
k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.
9.5
The student will read and analyze a variety of nonfiction texts.
a) Recognize an author’s intended purpose for writing and identify the main idea.
b) Summarize text relating supporting details.
c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts.
d) Identify characteristics of expository, technical, and persuasive texts.
e) Identify a position/argument to be confirmed, disproved, or modified.
f) Evaluate clarity and accuracy of information.
g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task.
h) Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
The York County School Division
Subject: Grade 9 English
i) Differentiate between fact and opinion.
j) Organize and synthesize information from sources for use in written and oral presentations.
k) Use reading strategies to monitor comprehension throughout the reading process.
Writing
9.6
The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes.
a) Generate, gather, and organize ideas for writing.
b) Plan and organize writing to address a specific audience and purpose.
c) Communicate clearly the purpose of the writing using a thesis statement where appropriate.
d) Write clear, varied sentences using specific vocabulary and information.
e) Elaborate ideas clearly through word choice and vivid description.
f) Arrange paragraphs into a logical progression.
g) Use transitions between paragraphs and ideas.
h) Revise writing for clarity of content, accuracy and depth of information.
i) Use computer technology to plan, draft, revise, edit, and publish writing.
9.7
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective,
and coordinating conjunctions.
b) Use parallel structures across sentences and paragraphs.
c) Use appositives, main clauses, and subordinate clauses.
d) Use commas and semicolons to distinguish and divide main and subordinate clauses.
e) Distinguish between active and passive voice.
f) Proofread and edit writing for intended audience and purpose.
Research
9.8
The student will use print, electronic databases, online resources, and other media to access information to create a research product.
a) Use technology as a tool for research to organize, evaluate, and communicate information.
b) Narrow the focus of a search.
c) Find, evaluate, and select appropriate sources to access information and answer questions.
d) Verify the validity and accuracy of all information.
e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting
information, point of view or bias.
f) Credit the sources of quoted, paraphrased, and summarized ideas.
The York County School Division
Subject: Grade 9 English
g) Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or the
American Psychological Association (APA).
h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
Curriculum Guide
Advanced Ninth Grade
English
7/05
Advanced Ninth Grade English
Content Outline
Topic
SOLs
Suggested
Time Frame
I.
COMMUNICATION SKILLS
A. Presentation Techniques
B. Dramatic Readings
C. Presentation Critiques
D. Oral Reports
9.1, 9.2
10 Blocks/
20 Single Periods/
Ongoing
II.
WRITING
A. Writing Process
B. Narrative Writing
C. Informational Writing
D. Expository Writing
E. Correct Use of Language
9.6, 9.7
20 Blocks/
40 Single Periods/
Ongoing
III.
RESEARCH
A. Plagiarism
B. MLA Documentation and Format
C. Print, Electronic Database, and Online Sources
D. Source Evaluation
E. Research Document
9.8, 9.9
13 Blocks/
26 Single Periods/
Ongoing
IV.
INFORMATIONAL AND NONFICTION MATERIALS
A. Reading Strategies
B. Position/Argument
C. Information Evaluation and Synthesis
D. Vocabulary
E. Instructions
9.4
12 Blocks/
24 Single Periods/
Ongoing
LITERATURE
A. Reading Strategies
B. Format, Text Structure, and Main Idea
C. Literary Forms
D. Relationships Between/Among Elements of Literature
E. Author’s Style/Literary Effect
F. Figurative Language
G. Historical Context
9.3
23 Blocks/
46 Single Periods
V.
Topic
VI.
Suggested
Time Frame
SOLs
DRAMA
A. Staging and Scripting
B. One-Act and Full-Length Plays
C. Character, Setting, Plot
D. Stage Directions
Reporting Categories
9.5
12 Blocks/
24 Single Periods
EOC Reading Test / Blueprint Summary Table (July 2005)
Number of
Grade 9 SOL
Grade 10 SOL
Items
Use word analysis strategies and
information resources.
12
Demonstrate comprehension of printed
materials.
38
9.4 e
9.8 a-b
9.9 d
9.3 a-e
9.3 g
9.4 a-d
9.4 f
9.5 c
9.3 f
9.5 a-b
9.8 c
9.9 a-c
SOL Excluded from This Test
Total Number of Operational Items
Field Test Items *
Total Number of Items
Grade 11 SOL
10.4 b
10.11 a-d
11.4 c
11.10 a-d
10.3 a-c
10.3 e
10.4 a
10.4 c
10.6 a
10.3 d
10.3 f
10.5 a-c
10.6 b
10.11 e-f
11.3 c-d
11.4 b
11.4 d-e
11.6 a-c
11.3 a-b
11.4 a
11.5 a-c
11.10 e-j
50
10
60
* These field test items will not be used to compute students’ scores on the test.
Reporting
Categories
EOC Writing Test / Blueprint Summary Table (July 2005)
Multiple-Choice
Direct-Writing
Grade 9
Grade 10
Component:
Component: Number
SOL
SOL
Number of Items
of Possible Score
Points
Plan, compose, and
revise in a variety of
forms for a variety of
purposes.
Edit for correct use of
language,
capitalization,
punctuation, and
spelling.
SOL Excluded from
This Test
16
Composing: 8
Total Number of
Operational Items
Field Test Items *
Total Number of Items
30
24
14
44
24
9.6 a-h
10.7 a-f
11.7 a-b
11.7 d-h
11.9 a-d
9.7 a-d
10.8 b
11.8 b
None
10.8 a
10.8 c
10.9 a-c
10.10 a-b
11.7 c
11.8 a
11.8 c
11.9 e
Written Expression: 8
14
Usage & Mechanics: 8
Grade 11
SOL
* These field test items will not be used to compute students’ scores on the test.
Ninth Grade English
Virginia Standards of Learning
Oral Language
9.1
The student will plan, present, and critique
dramatic readings of literary selections.
a) Choose a literary form for presentation, such as a poem, monologue, scene
from a play, or story.
b) Adapt presentation techniques to fit literary form.
c) Use verbal and nonverbal techniques
for presentation.
d) Evaluate impact of presentation.
9.2
The student will make planned oral presentations.
a) Include definitions to increase clarity.
b) Use relevant details to support main
ideas.
c) Illustrate main ideas through anecdotes
and examples.
d) Cite information sources.
e) Make impromptu responses to questions about presentation.
f) Use grammatically correct language,
including vocabulary appropriate to the
topic, audience, and purpose.
Reading Analysis
9.3
The student will read and analyze a variety
of literature.
a) Identify format, text structure, and main
idea.
b) Identify the characteristics that distinguish literary forms.
c) Use literary terms in describing and
analyzing selections.
d) Explain the relationships between and
among elements of literature: characters, plot, setting, tone, point of view,
and theme.
e) Explain the relationship between the
author’s style and literary effect.
f) Describe the use of images and sounds
to elicit the reader’s emotions.
g) Explain the influence of historical con-
text on the form, style, and point of view
of a written work.
9.4
The student will read and analyze a variety
of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction
materials, including journals, essays,
speeches, biographies, and autobiographies.
a) Identify a position/argument to be confirmed, disproved, or modified.
b) Evaluate clarity and accuracy of information.
c) Synthesize information from sources
and apply it in written and oral presentations.
d) Identify questions not answered by a
selected text.
e) Extend general and specialized vocabulary through speaking, reading, and
writing.
f) Read and follow instructions to complete an assigned project or task.
9.5
The student will read dramatic selections.
a) Identify the two basic parts of drama:
staging and scripting.
b) Compare and contrast the elements of
character, setting, and plot in one-act
plays and full-length plays.
c) Describe how stage directions help the
reader understand a play’s setting,
mood, characters, plot, and theme.
Writing
9.6
The student will develop narrative, expository, and informational writings to inform,
explain, analyze, or entertain.
a) Generate, gather, and organize ideas
for writing.
b) Plan and organize writing to address a
specific audience and purpose.
c) Communicate clearly the purpose of the
writing.
d) Write clear, varied sentences.
e) Use specific vocabulary and information.
f) Arrange paragraphs into a logical progression.
g) Revise writing for clarity.
h) Proofread and prepare final product for
intended audience and purpose.
9.7
The student will edit writing for correct
grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use and apply rules for the parts of a
sentence, including subject/verb, direct/
indirect object, and predicate nominative/predicate adjective.
b) Use parallel structures across sentences and paragraphs.
c) Use appositives, main clauses, and
subordinate clauses.
d) Use commas and semicolons to distinguish and divide main and subordinate
clauses.
9.8
The student will credit the sources of both
quoted and paraphrased ideas.
a) Define the meaning and consequences
of plagiarism.
b) Distinguish one’s own ideas from information created or discovered by others.
c) Use a style sheet, such as that of the
Modern Language Association (MLA)
or the American Psychological Association (APA), for citing sources.
Research
9.9
The student will use print, electronic databases, and online resources to access information.
a) Identify key terms specific to research
tools and processes.
b) Narrow the focus of a search.
c) Scan and select resources.
d) Distinguish between reliable and questionable Internet sources and apply
responsible use of technology.
The York County School Division
Curriculum Guide
Subject: English 10
York County School Division
Curriculum Guide
English 10
Revised: August 2011
The York County School Division
Curriculum Guide
Citations
Analyzing Purpose
Proofreading and Editing
Grade 10 English
Content Outline
1
Unit: 6
10.1
10.6
Communication
Research
Speaking Information
Accessing
Listening
Organization
of Research Product
Media Literacy
Presentation
of Research Product
Unit: 2
10.2
Reading – Literature Study
Prose
Poetry
Drama
Unit: 3
10.3
Organization and Structure
Audience and Purpose
Finding and Using Information
Conclusions and Inferences
Writing - Composition
Persuasion
Interpretation
Analysis
Evaluation
Unit: 5
10.5
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Reading – Nonfiction
Unit: 4
10.4
Subject: English 10
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Writing – Style and Mechanics
Grammar and Punctuation
MLA and APA formatting
Suggested Timeframe
Ongoing
The York County School Division
Curriculum Guide
Subject: English 10
English 10
Virginia Standards of Learning
Communication: Speaking, Listening, Media Literacy
10.1
10.2
The student will participate in, collaborate in, and report on small-group learning activities.
a) Assume responsibility for specific group tasks.
b) Collaborate in the preparation or summary of the group activity.
c) Include all group members in oral presentation.
d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
g) Access, critically evaluate, and use information accurately to solve problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations.
k) Evaluate effectiveness of group process in preparation and delivery of oral reports.
The student will analyze, produce, and examine similarities and differences between visual and verbal media
messages.
a) Use media, visual literacy, and technology skills to create products.
b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships
between intent, factual content, and opinion.
c) Determine the author’s purpose and intended effect on the audience for media messages.
d) Identify the tools and techniques used to achieve the intended focus.
Reading
10.3
The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
The York County School Division
Curriculum Guide
Subject: English 10
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of
texts.
10.4
The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
c) Explain similarities and differences of techniques and literary forms represented in the literature of different
cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the
text, achieve specific effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a
message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.
10.5
The student will read, interpret, analyze, and evaluate nonfiction texts.
a) Identify text organization and structure.
b) Recognize an author’s intended audience and purpose for writing.
c) Skim manuals or informational sources to locate information.
d) Compare and contrast informational texts.
e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
f) Draw conclusions and make inferences on explicit and implied information using
textual support as evidence.
g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
h) Use reading strategies throughout the reading process to monitor comprehension.
The York County School Division
Curriculum Guide
Subject: English 10
Writing
10.6
The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on
exposition and analysis.
a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.
b) Synthesize information to support the thesis.
c) Elaborate ideas clearly through word choice and vivid description.
d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence.
e) Organize ideas into a logical sequence using transitions.
f) Revise writing for clarity of content, accuracy, and depth of information.
g) Use computer technology to plan, draft, revise, edit, and publish writing.
10.7
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
a) Distinguish between active and passive voice.
b) Apply rules governing use of the colon.
c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological
Association (APA), to apply rules for punctuation and formatting of direct quotations.
d) Differentiate between in-text citations and works cited on the bibliography page.
e) Analyze the writing of others.
f) Describe how the author accomplishes the intended purpose of a piece of writing.
g) Suggest how writing might be improved.
h) Proofread and edit final product for intended audience and purpose.
Research
10.8
The student will collect, evaluate, organize, and present information to create a research product.
a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
b) Develop the central idea or focus.
c) Verify the accuracy, validity, and usefulness of information.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting
ideas, conflicting information, point of view or bias.
e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as
that of the Modern Language Association (MLA) or the American Psychological Association (APA).
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and
using information.
Curriculum Guide
Advanced Tenth Grade
English
7/05
Advanced Tenth Grade English
Content Outline
Topic
SOLs
Suggested
Time Frame
I.
ORAL LANGUAGE
A. Group Process
B. Group Presentation
C. Presentations Critiques
D. Correct Use of Language
10.1, 10.2
8 Blocks/
16 Single Periods/
Ongoing
II.
WRITING
A. Writing Process
B. Correct Use of Language
C. Expository Writing
D. Peer/Professional Writing Critique
E. Idea Analysis and Evaluation
10.7, 10.8,
10.9, 10.10
14 Blocks/
28 Single Periods/
Ongoing
10.10
10 Blocks/
20 Single Periods/
Ongoing
10.4
10 Blocks/
20 Single Periods/
Ongoing
10.3
24 Blocks/
48 Single Periods/
Ongoing
10.5
12 Blocks/
24 Single Periods/
Ongoing
III.
IV.
RESEARCH
A. Organization
B. Central Idea
C. Information Evaluation
D. MLA Documentation and Format
E. Documented Paper
F. Technology Use
INFORMATION MATERIALS
A. Information Analysis and Application
B. Skimming for Information
C. Product Information Comparison/Contrast
V.
LITERATURE STUDY/PROSE
A. Text Structure
B. Comprehension
C. Themes
D. Archetypes
E. Multicultural Literature
F. Critical Perspectives
VI.
LITERATURE STUDY/POETRY
A. Rhythm, Rhyme, Sound
B. Poetic Techniques
C. Interpreting/Paraphrasing
Topic
VII.
Suggested
Time Frame
SOLs
10.6
LITERATURE STUDY/DRAMA
A. Character Development
B. Dramatic Conventions
C. Critiques
Reporting Categories
12 Blocks
24 Single/Periods/
Ongoing
EOC Reading Test / Blueprint Summary Table (July 2005)
Number of
Grade 9 SOL
Grade 10 SOL
Items
Use word analysis strategies and
information resources.
12
Demonstrate comprehension of printed
materials.
38
9.4 e
9.8 a-b
9.9 d
9.3 a-e
9.3 g
9.4 a-d
9.4 f
9.5 c
9.3 f
9.5 a-b
9.8 c
9.9 a-c
SOL Excluded from This Test
Total Number of Operational Items
Field Test Items *
Total Number of Items
Grade 11 SOL
10.4 b
10.11 a-d
11.4 c
11.10 a-d
10.3 a-c
10.3 e
10.4 a
10.4 c
10.6 a
10.3 d
10.3 f
10.5 a-c
10.6 b
10.11 e-f
11.3 c-d
11.4 b
11.4 d-e
11.6 a-c
11.3 a-b
11.4 a
11.5 a-c
11.10 e-j
50
10
60
* These field test items will not be used to compute students’ scores on the test.
Reporting
Categories
EOC Writing Test / Blueprint Summary Table (July 2005)
Multiple-Choice
Direct-Writing
Grade 9
Grade 10
Component:
Component: Number
SOL
SOL
Number of Items
of Possible Score
Points
Plan, compose, and
revise in a variety of
forms for a variety of
purposes.
Edit for correct use of
language,
capitalization,
punctuation, and
spelling.
SOL Excluded from
This Test
16
Composing: 8
Total Number of
Operational Items
Field Test Items *
Total Number of Items
30
24
14
44
24
9.6 a-h
10.7 a-f
11.7 a-b
11.7 d-h
11.9 a-d
9.7 a-d
10.8 b
11.8 b
None
10.8 a
10.8 c
10.9 a-c
10.10 a-b
11.7 c
11.8 a
11.8 c
11.9 e
Written Expression: 8
14
Usage & Mechanics: 8
Grade 11
SOL
* These field test items will not be used to compute students’ scores on the test.
Advanced Tenth Grade English
Virginia Standards of Learning
Oral Language
10.1 The student will participate in and report
on small-group learning activities.
a) Assume responsibility for specific group
tasks.
b) Participate in the preparation of an outline or summary of the group activity.
c) Include all group members in oral presentation.
d) Use grammatically correct language,
including vocabulary appropriate to the
topic, audience, and purpose.
10.2
10.5
The student will read and analyze a variety
of poetry.
a) Compare and contrast the use of
rhyme, rhythm, and sound to convey a
message.
b) Compare and contrast the ways in
which poets use techniques to evoke
emotion in the reader.
c) Interpret and paraphrase the meaning
of selected poems.
10.6
The student will read and critique dramatic
selections.
a) Explain the use of asides, soliloquies,
and monologues in the development of
a single character.
b) Compare and contrast character development in a play to characterization
in other literary forms.
The student will critique oral reports of
small-group learning activities.
a) Evaluate one’s own role in preparation
and delivery of oral reports.
b) Evaluate effectiveness of group process in preparation and delivery of oral
reports.
Reading Analysis
10.3 The student will read, comprehend, and
critique literary works.
a) Identify text organization and structure.
b) Identify main and supporting ideas.
c) Make predictions, draw inferences, and
connect prior knowledge to support
reading comprehension.
d) Explain similarities and differences of
techniques and literary forms represented in the literature of different cultures and eras.
e) Identify universal themes prevalent in
the literature of different cultures.
f) Examine a literary selection from several critical perspectives.
10.4
applications, and forms, to complete
specific tasks.
b) Skim manuals or informational sources
to locate information.
c) Compare and contrast product information contained in advertisements with
that found in instruction manuals and
warranties.
The student will read and interpret informational materials.
a) Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and
other informational sources, including
labels, warnings, manuals, directions,
Writing
10.7 The student will develop a variety of writing, with an emphasis on exposition.
a) Generate, gather, plan, and organize
ideas for writing.
b) Elaborate ideas clearly through word
choice and vivid description.
c) Write clear, varied sentences.
d) Organize ideas into a logical sequence.
e) Revise writing for clarity of content and
presentation.
f) Proofread and prepare final product for
intended audience and purpose.
10.8
The student will edit writing for correct
grammar, capitalization, punctuation, spell-
ing, sentence structure, and paragraphing.
a) Use a style manual, such as that of the
Modern Language Association (MLA)
or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.
b) Apply rules governing use of the colon.
c) Distinguish between active and passive
voice.
10.9
The student will critique professional and
peer writing.
a) Analyze the writing of others.
b) Describe how the author accomplishes
the intended purpose of a writing.
c) Suggest how writing might be improved.
10.10 The student will use writing to interpret,
analyze, and evaluate ideas.
a) Explain concepts contained in literature
and other disciplines.
b) Translate concepts into simpler or more
easily understood terms.
Research
10.11 The student will collect, evaluate, organize,
and present information.
a) Organize information from a variety of
sources.
b) Develop the central idea or focus.
c) Verify the accuracy and usefulness of
information.
d) Credit sources for both quoted and
paraphrased ideas.
e) Present information in an appropriate
format, such as an oral presentation,
written report, or visual product.
f) Use technology to access information,
organize ideas, and develop writing.
The York County School Division
Subject: English 11
Curriculum Guide
York County School Division
Curriculum Guide
Eleventh Grade English
Revised July 2011
The York County School Division
Subject: English 11
Curriculum Guide
Grade 11 English
Content Outline
Unit: 1
11.1
Informative and Persuasive Presentations
Evidence to Support a Position
Appropriate Language to Deliver a Claim
Addressing Counter Claims and Defending Ideas
Oral Presentation Delivery Skills
Presentation Technology
Presentation Analysis/Evaluation
Working Cooperatively and Reporting on Learning
Unit: 2
11.2
Media Literacy
Presentation Technology
New Media Skills and Products
Media Consumption and Evaluation
Media Intent and Effect
Unit: 3
11.3
Word, Language, and Vocabulary Study
Roots, Affixes, Synonyms, and Antonyms
Context and Structural Clues to Meaning
Connotation and Denotation
Allusions and Figurative Language
Extending Vocabulary
Unit: 4
11.4
American Literature, History, and Culture
Cultural Contributions
Historical Context
Themes, Motifs, Universal Characters, and Genres
Author’s Intent and Viewpoint
Poetry and Poetic Conventions
Imagery and Figures of Speech
Word Choice, Syntax, Tone, and Voice
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Subject: English 11
Curriculum Guide
Drama and Dramatic Conventions
Unit: 5
11.5
Nonfiction
Reading for Understanding
Applications for College, Scholarships, and Employment
Generalizing and Making Predictions
Inferences and Implied Information
Author’s Purpose and False Premises
Unit: 6
11.6
Writing: Persuasion
Audience and Purpose
Thesis Development
Writing Process
Defense of Position
Clarity, Voice, and Tone
Active and Passive Voice
Revision and Editing
Production of Final Product Using Technology
Unit: 7
11.7
Writing: Style and Mechanics
MLA and APA formatting
Verbals and Verbal Phrases
Active and Passive Voice
Citations
Addressing Purpose and Audience
Proofreading and Editing
Unit: 8
11.8
Research
Source Evaluation
Collection, Organization, and Synthesis of Information
MLA and APA Citation
Plagiarism
Editing and Revision
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
Subject: English 11
Curriculum Guide
English Standards of Learning for Grade Eleven
Communication: Speaking, Listening, Media Literacy
11.1 The student will make informative and persuasive presentations.
a) Gather and organize evidence to support a position.
b) Present evidence clearly and convincingly.
c) Address counterclaims.
d) Support and defend ideas in public forums.
e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
f) Monitor listening and use a variety of active listening strategies to make evaluations.
g) Use presentation technology.
h) Collaborate and report on small-group learning activities.
11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess.
b) Use media, visual literacy, and technology skills to create products.
c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent,
factual content, and opinion.
d) Determine the author’s purpose and intended effect on the audience for media messages.
Reading
11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in
authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.
a) Describe contributions of different cultures to the development of American literature.
The York County School Division
Subject: English 11
Curriculum Guide
b) Compare and contrast the development of American literature in its historical context.
c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
d) Analyze the social or cultural function of American literature.
e) Analyze how context and language structures convey an author’s intent and viewpoint.
f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports
the subject, mood, and theme.
g) Explain how imagery and figures of speech appeal to the reader’s senses and experience.
h) Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose.
i) Read and analyze a variety of American dramatic selections.
j) Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in
American literature.
k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during,
and after reading texts.
11.5 The student will read and analyze a variety of nonfiction texts.
a) Use information from texts to clarify understanding of concepts.
b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment.
c) Generalize ideas from selections to make predictions about other texts.
d) Draw conclusions and make inferences on explicit and implied information using
textual support.
e) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or
different conclusions.
f) Identify false premises in persuasive writing.
g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
h) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during,
and after reading texts.
Writing
11.6 The student will write in a variety of forms, with an emphasis on persuasion.
a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.
b) Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and
provides effective conclusions.
c) Organize ideas in a sustained and logical manner.
d) Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately.
The York County School Division
Subject: English 11
Curriculum Guide
e) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
f) Revise writing for clarity of content, accuracy and depth of information.
g) Use computer technology to plan, draft, revise, edit, and publish writing.
h) Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education.
11.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association
(APA), to apply rules for punctuation and formatting of direct quotations.
b) Use verbals and verbal phrases to achieve sentence conciseness and variety.
c) Distinguish between active and passive voice.
d) Differentiate between in-text citations and works cited on the bibliography page.
e) Adjust sentence and paragraph structures for a variety of purposes and audiences.
f) Proofread and edit writing for intended audience and purpose.
Research
11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product.
a) Use technology as a tool to research, organize, evaluate, and communicate information.
b) Narrow a topic and develop a plan for research.
c) Collect information to support a thesis.
d) Critically evaluate quality, accuracy, and validity of information.
e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,
conflicting information, point of view or bias.
f) Synthesize and present information in a logical sequence.
g) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern
Language Association (MLA) or the American Psychological Association (APA).
h) Revise writing for clarity of content, accuracy, and depth of information.
i) Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure.
j) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using
information.
Curriculum Guide
Advanced Placement Eleventh Grade
English
12/08
AP English 11: Language and Composition
Content Outline
Topic
SOLs
Suggested Time
Frame
I. ORAL LANGUAGE
A. Informative Presentations
B. Persuasive Presentations
C. Oral Presentation Delivery Skills
D. Presentation Analysis
E. Rhetorical Strategies and Analysis
11.1, 11.2
3 blocks/
6 single periods/
Ongoing
II. WRITING
A. Writing Process
B. Persuasive Writing
C. Expository Writing
D. Narrative/Descriptive Essays
E. Literary Analysis
F. Stylistic Analysis
G. Personal/Business Correspondence
H. Correct Use of Language
I. Use of Technology
11.7, 11.8,
11.9
30 blocks/
60 single periods/
Ongoing
III. RESEARCH
A. Documented Research Project
B. MLA Documentation
C. Topic Selection
D. Analysis and Evaluation of Sources
E. Thesis Development
F. Synthesis of Information
G. Logical sequence
H. Correct Use of Language
I. Technology Use
J. Informational Materials
11.8, 11.9,
11.10
10 blocks/
20 single periods/
Ongoing
11.3
25 blocks/
50 single blocks/
Ongoing
11.5, 11.6
8 blocks/
16 single periods/
Ongoing
IV. LITERATURE STUDY/PROSE
A. Nonfiction
B. Fiction
C. Cultural Heritage
D. Themes, Motifs, Characters, and Genres
E. Author’s Intent in Essays, Speeches, Critical
Reviews
V. LITERATURE STUDY/POETRY AND DRAMA
A. Poetic Elements
B. Poetic Techniques
C. Analysis of Classic and Contemporary Poetry
D. Dramatic Conventions and Devices
E. Verbal, Situational, and Dramatic Irony
12/08
Topic
SOLs
Suggested Time
Frame
VI. AP TEST PREPARATION
A. Timed Writing
B. Error Analysis
C. Anchor Paper Analysis
D. Critical Reading
11.1, 11.10
8 blocks/
16 single periods/
Ongoing
VII. SUPPLEMENTAL STUDY (AFTER AP AND SOL
TESTS)
A. Interdisciplinary Study
B. Poetry Process Journals
C. Film Analysis/Script Adaptations
D. Writing Processes
E. Final Exam Preparation as Needed
11.1, 11.10
6 blocks/
12 single periods/
Ongoing
Advanced Eleventh Grade English
Virginia Standards of Learning
Oral Language
11.1 The student will make informative and persuasive presentations.
a) Gather and organize evidence to support a position.
b) Present evidence clearly and convincingly.
c) Support and defend ideas in public forums.
d) Use grammatically correct language,
including vocabulary appropriate to the
topic, audience, and purpose.
11.2
11.5
The student will read and critique a variety
of poetry.
a) Analyze the poetic elements of contemporary and traditional poems.
b) Identify the poetic elements and techniques that are most appealing and that
make poetry enjoyable.
c) Compare and contrast the works of
contemporary and past American poets.
11.6
The student will read and critique a variety
of dramatic selections.
a) Describe the dramatic conventions or
devices used by playwrights to present
ideas.
b) Compare and evaluate adaptations and
interpretations of a script for stage, film,
or television.
c) Explain the use of verbal, situational,
and dramatic irony.
The student will analyze and evaluate informative and persuasive presentations.
a) Critique the accuracy, relevance, and
organization of evidence.
b) Critique the clarity and effectiveness of
delivery.
Reading Analysis
11.3 The student will read and analyze relationships among American literature, history,
and culture.
a) Describe contributions of different cultures to the development of American
literature.
b) Compare and contrast the development
of American literature in its historical
context.
c) Discuss American literature as it reflects
traditional and contemporary themes,
motifs, universal characters, and
genres.
d) Describe how use of context and language structures conveys an author’s
intent and viewpoint in contemporary
and historical essays, speeches, and
critical reviews.
11.4
b) Read and follow directions to complete
an application for college admission, for
a scholarship, or for employment.
c) Apply concepts and use vocabulary in
informational and technical materials to
complete a task.
d) Generalize ideas from selections to
make predictions about other texts.
e) Analyze information from a text to draw
conclusions.
The student will read and analyze a variety
of informational materials.
a) Use information from texts to clarify or
refine understanding of academic concepts.
Writing
11.7 The student will write in a variety of forms,
with an emphasis on persuasion.
a) Generate, gather, plan, and organize
ideas for writing.
b) Develop a focus for writing.
c) Evaluate and cite applicable information.
d) Organize ideas in a logical manner.
e) Elaborate ideas clearly and accurately.
f) Adapt content, vocabulary, voice, and
tone to audience, purpose, and situa-
tion.
g) Revise writing for accuracy and depth of
information.
h) Proofread final copy and prepare document for intended audience and purpose.
11.8
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a style manual, such as that of the
Modern Language Association (MLA) or
the American Psychological Association
(APA), for producing research projects.
b) Use verbals and verbal phrases to achieve
sentence conciseness and variety.
c) Adjust sentence and paragraph structures
for a variety of purposes and audiences.
11.9
The student will write, revise, and edit personal, professional, and informational correspondence to a standard acceptable in the
workplace and higher education.
a) Apply a variety of planning strategies to
generate and organize ideas.
b) Organize information to support purpose
and form of writing.
c) Present information in a logical manner.
d) Revise writing for clarity.
e) Use technology to access information, organize ideas, and develop writing.
Research
11.10 The student will analyze, evaluate, synthesize,
and organize information from a variety of
sources to produce a research product.
a) Narrow a topic.
b) Develop a plan for research.
c) Collect information to support a thesis.
d) Evaluate quality and accuracy of information.
e) Synthesize information in a logical sequence.
f) Document sources of information, using a
style sheet, such as that of the Modern
Language Association (MLA) or the American Psychological Association (APA).
g) Edit writing for clarity of content and effect.
h) Edit copy for grammatically correct use of
language, spelling, punctuation, and
capitalization.
i) Proofread final copy and prepare
document for publication or submission.
j) Use technology to access information, organize ideas, and develop
writing.
The York County School Division
Curriculum Guide
Subject: Grade 12 English
York County School Division
Curriculum Guide
Grade 12 English
Revised: June 2012
The York County School Division
Subject: Grade 12 English
Grade 12 English
Content Outline
Competency
Unit: 1
12.1
a)
b)
c)
d)
e)
f)
g)
h)
i)
Unit: 2
12.2
a)
b)
Unit: 3
12.3
a)
b)
c)
d)
e)
f)
Unit: 4
9.4
a)
b)
c)
d)
e)
f)
Topic
Oral Presentations
Purpose
Vocabulary, language, and tone
Support through details, illustrations, etc.
Use media, visual literacy, and technology skills
Use grammatically correct language and appropriate vocabulary
Small group learning activities
Evaluate formal presentations
Use learning strategies to analyze presentations
Critique effectiveness of presentations
Suggested Timeframe
Ongoing
Media Messages
Suggested Timeframe
Evaluate sources for relationships between intent, factual content, and opinion
Determine the author’s purpose and intended effect on the audience
Ongoing
Word Analysis & Vocabulary Development
Suggested Timeframe
Use structural analysis to understand complex words
Determine meaning of words and phrases
Connotation vs. denotation
Identify meaning of common idioms and allusions
Extend general and specialized vocabulary
Use knowledge of language
Read & Analyze: British Literature and World Literature
Compare and contrast the development of British literature in its historical
context
Recognize major literary forms and their elements
Recognize the characteristics of major chronological eras
Relate works and authors to themes and issues of their eras
Social and cultural function of British literature
Sound devices
Ongoing
Suggested Timeframe
Ongoing
The York County School Division
g)
h)
i)
Unit: 5
12.5
a)
b)
c)
d)
e)
f)
Unit: 6
12.6
a)
b)
c)
d)
e)
f)
g)
h)
Subject: Grade 12 English
Compare and contrast traditional and contemporary poetry
Dramatic conventions
Compare and contrast dramatic elements of plays across cultures
Read & Analyze: Nonfiction Texts
Generate and respond to a wide variety of questions before, during, and after
reading texts
Analyze and synthesize information for a variety of purposes
Compare and contrast different authors’ texts on the same topic
Recognize and analyze use of ambiguity, contradiction, paradox, irony,
overstatement, and understatement
Identify false premises in persuasive writing
Draw conclusions and make inferences using textual support
Suggested Timeframe
Ongoing
Writing: Expository, Analyses, & Persuasive/Argumentative
Suggested Timeframe
Generate, gather, and organize ideas
Produce arguments that develop a thesis, address counterclaims, and provide
effective conclusions
Clarify and a defend a position with evidence
Adapt content, vocabulary, voice, and tone to audience, purpose, and situation
Use a variety of rhetorical devices
Create arguments free of errors in logic and externally supported
Revise for clarity of content, depth of information, and technique of
presentation
Use computer technology to complete the writing process
Ongoing
The York County School Division
Unit: 7
12.7
a)
b)
c)
Unit: 8
12.8
a)
b)
c)
d)
e)
f)
g)
h)
Appendix
Subject: Grade 12 English
Writing: Editing
Suggested Timeframe
Edit, proofread, and prepare writing for intended audience and purpose
Edit writing for correct use of language, spelling, punctuation, and capitalization
Use a style manual to apply rules of punctuation and formatting of direct
quotations
Ongoing
Research
Suggested Timeframe
Use technology as a tool to organize, evaluate, and communicate information
Frame, analyze, and synthesize information for a variety of purposes
Evaluate information for accuracy, quality, and validity
Synthesize information to support a thesis and organize logically
Cite sources using a standard method of documentation
Revise for clarity, depth of information, and technique of presentation
Edit for grammatical errors
Plagiarism
Suggested Unit Breakdown, Reading Selections, and Activities: This
optional resource is a convenient listing of topics, resources, and activities
organized chronologically.
Ongoing
The York County School Division
Subject: Grade 12 English
Grade 12 English
Virginia Standards of Learning 2010
The twelfth-grade student will use organizational skills and both verbal and nonverbal presentation skills to plan and deliver an effective oral
presentation, choosing language and tone appropriate to the audience and purpose. Students will use technology and understanding of media to
create, organize, and display knowledge in ways others can access, view, and use. The student will expand general and specialized vocabulary
through speaking, listening, reading, and viewing. The student will analyze British literature and literature of other cultures, recognizing major literary
forms and their elements. Using nonfiction texts, students will analyze and synthesize information to solve problems. Writing will include the
production of informational, expository, and persuasive/argumentative papers, logically organized demonstrating knowledgeable judgments, and
effective conclusions. The student will also produce a well-documented major research product, by locating, evaluating, synthesizing, and
documenting information following ethical and legal guidelines. The student will demonstrate advanced knowledge of grammatical conventions
through writing, editing, and speaking.
Communication: Speaking, Listening, Media Literacy
12.1
The student will make a formal oral presentation in a group or individually.
a) Choose the purpose of the presentation.
b) Choose vocabulary, language, and tone appropriate to the audience, topic, and purpose.
c) Use details, illustrations, statistics, comparisons, and analogies to support the presentation.
d) Use media, visual literacy, and technology skills to create and support the presentation.
e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
f) Collaborate and report on small group learning activities.
g) Evaluate formal presentations including personal, digital, visual, textual, and technological.
h) Use a variety of listening strategies to analyze relationships among purpose, audience, and content of presentations.
i) Critique effectiveness of presentations.
12.2
The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
a) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual
content, and opinion.
b) Determine the author’s purpose and intended effect on the audience for media messages.
Reading
12.3
The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic
texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
The York County School Division
Subject: Grade 12 English
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Identify the meaning of common idioms, literary and classical allusions in text.
e) Expand general and specialized vocabulary through speaking, reading, and writing.
f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
12.4
The student will read, comprehend, and analyze the development of British literature and literature of other cultures.
a) Compare and contrast the development of British literature in its historical context.
b) Recognize major literary forms and their elements.
c) Recognize the characteristics of major chronological eras.
d) Relate literary works and authors to major themes and issues of their eras.
e) Analyze the social and cultural function of British literature.
f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the
subject, mood, and theme.
g) Compare and contrast traditional and contemporary poems from many cultures.
h) Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect.
i) Compare and contrast dramatic elements of plays from American, British, and other cultures.
12.5
The student will read and analyze a variety of nonfiction texts.
a) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and
after reading texts.
b) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
c) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or
different conclusions.
d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
e) Identify false premises in persuasive writing.
f) Draw conclusions and make inferences on explicit and implied information using textual support.
Writing
12.6
The student will develop expository and informational, analyses, and persuasive/argumentative writings.
a) Generate, gather, and organize ideas for writing to address a specific audience and purpose.
b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide
effective conclusions.
c) Clarify and defend a position with precise and relevant evidence.
d) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
e) Use a variety of rhetorical strategies to accomplish a specific purpose.
f) Create arguments free of errors in logic and externally supported.
g) Revise writing for clarity of content, depth of information and technique of presentation.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
The York County School Division
12.7
Subject: Grade 12 English
The student will write, revise, and edit writing.
a) Edit, proofread, and prepare writing for intended audience and purpose.
b) Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization.
c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to
apply rules for punctuation and formatting of direct quotations.
Research
12.8
The student will write documented research papers.
a) Use technology as a tool to research, organize, evaluate, and communicate information.
b) Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
c) Critically evaluate the accuracy, quality, and validity of the information.
d) Synthesize information to support the thesis and present information in a logical manner.
e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern
Language Association (MLA) or the American Psychological Association (APA).
f) Revise writing for clarity, depth of information, and technique of presentation.
g) Edit writing for language, spelling, punctuation, capitalization, syntax, and paragraphing as appropriate for standard English.
h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
Curriculum Guide
Advanced Placement
Twelfth Grade English
7/04
Advanced Placement Twelfth Grade English
Content Outline
Topic
I.
ORAL LANGUAGE
A. Formal Oral Presentations
B. Presentation Analysis/Evaluation
II.
SOLs
Suggested
Time Frame
12.1, 12.2
6 Blocks/
12 Single Periods/
Ongoing
WRITING
A. Writing Process
B. Expository Writing
C. Informational Writing
D. Correct Use of Language
12.7
14 Blocks/
28 Single Periods/
Ongoing
III.
RESEARCH
A. Ethics of Research
B. Information Evaluation
C. Information Synthesis
D. Document Organization
E. Citations (MLA Style)
F. Document Revision/Editing
G. Document Format (MLA Style)
H. Technology Use
12.8
12 Blocks/
24 Single Periods/
Ongoing
IV.
INFORMATIONAL MATERIALS
A. Formats
B. Vocabulary
C. Product Evaluation
D. Quality of Materials
12.4
8 Blocks/
16 Single Periods/
Ongoing
V.
LITERATURE STUDY/PROSE
A. Major Literary Forms and Elements
B. Characteristics of Chronological Eras
C. Major Themes and Issues
12.3
18 Blocks/
36 Single Periods/
Ongoing
VI.
LITERATURE STUDY/POETRY
A. Tone and Voice
B. Sound Devices
C. Imagery
D. Figures of Speech
E. Comparison/Contrast of Poetry By Culture
12.5
10 Blocks/
20 Single Periods/
Ongoing
Topic
SOLs
Suggested
Time Frame
12.6
14 Blocks/
28 Single Periods/
Ongoing
PREPARATION FOR THE AP EXAM
A. Prose Analysis
B. Poetry Analysis
C. Drama Analysis
D. Timed Writings
E. Analysis of Sample AP Exams
12.1, 12.3,
12.5, 12.6,
12.7
Ongoing
SUPPLEMENTARY STUDY (AFTER AP EXAM)
A. Literature Study
B. Film Analysis
C. Writing
12.1, 12.2,
12.3, 12.5,
12.6, 12.7
8 Blocks/
16 Single Periods
VII.
LITERATURE STUDY/DRAMA
A. Conflict, Plot, Climax, Setting
B. Character, Scene, Dialogue, Staging
C. Elements of Plays
D. Comparison/Contrast of Drama by Culture
VIII.
IX.
Advanced PlacementTwelfth Grade English
Virginia Standards of Learning
Oral Language
12.1 The student will make a 5 to 10 minute
formal oral presentation.
a) Choose the purpose of the presentation: to defend a position, to entertain
an audience, or to explain information.
b) Use a well-structured narrative or logical argument.
c) Use details, illustrations, statistics, comparisons, and analogies to support purposes.
d) Use visual aids or technology to support presentation.
e) Use grammatically correct language,
including vocabulary appropriate to the
topic, audience, and purpose.
12.2
The student will evaluate formal presentations.
a) Critique relationships among purpose,
audience, and content of presentations.
b) Critique effectiveness of presentations.
Reading Analysis
12.3 The student will read and analyze the development of British literature and literature of other cultures.
a) Recognize major literary forms and their
elements.
b) Recognize the characteristics of major
chronological eras.
c) Relate literary works and authors to
major themes and issues of their eras.
12.4
The student will read and analyze a variety
of informational materials, including electronic resources.
a) Identify formats common to new publications and information resources.
b) Recognize and apply specialized informational vocabulary.
c) Evaluate a product based on analysis
of the accompanying warranty and instruction manual.
d) Evaluate the quality of informational and
technical materials.
12.5
The student will read and critique a variety
of poetry.
a) Explain how the choice of words in a
poem creates tone and voice.
b) Explain how the sound of a poem
(rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject and
mood.
c) Explain how imagery and figures of
speech (personification, simile, metaphor) appeal to the reader’s senses and
experience.
d) Compare and contrast traditional and
contemporary works of poets from
many cultures.
12.6
The student will read and critique dramatic
selections from a variety of authors.
a) Describe the conflict, plot, climax, and
setting.
b) Compare and contrast ways in which
character, scene, dialogue, and staging contribute to the theme and the dramatic effect.
c) Identify the most effective elements of
selected plays.
d) Compare and contrast dramatic elements of plays from American, British,
and other cultures.
Writing
12.7 The student will develop expository and
informational writings.
a) Generate, gather, and organize ideas
for writing.
b) Consider audience and purpose when
planning for writing.
c) Write analytically about literary, informational, and visual materials.
d) Elaborate ideas clearly and accurately.
e) Revise writing for depth of information
and technique of presentation.
f) Apply grammatical conventions to edit
writing for correct use of language, spelling, punctuation, and capitalization.
g) Proofread final copy and prepare document for publication or submission.
Research
12.8 The student will write documented research
papers.
a) Identify and understand the ethical issues of research and documentation.
b) Evaluate the accuracy and usefulness
of information.
c) Synthesize information to support the
thesis.
d) Present information in a logical manner.
e) Cite sources of information, using a
standard method of documentation,
such as that of the Modern Language
Association (MLA) or the American
Psychological Association (APA).
f) Edit copies for correct use of language,
spelling, punctuation, and capitalization.
g) Proofread final copy and prepare document for publication or submission.
Curriculum Guide
Creative Writing: Poetry
5/00
Creative Writing: Poetry
Content Outline
Topic
SOLs
Suggested
Time Frame
I.
POETIC TECHNIQUES
A. Figurative Language
B. Sound Devices
E 9.6, 10.9
15 Blocks/
30 Single Periods/
Ongoing
II.
TYPES OF POETRY
A. Lyric
B. Narrative
E 9.6, 10.9
4 Blocks/
8 Single Periods/
Ongoing
III.
POETRY STYLES
A. Traditional Forms
B. Structured Poetry
E 9.6, 10.9
20 Blocks/
40 Single Periods/
Ongoing
IV.
TONE
A. Serious
B. Comic
E 9.6, 11.7
3 Blocks/
6 Single Periods/
Ongoing
V.
ALLUSION
A. Classical
B. Modern
E 9.6, 10.9
3 Blocks/
6 Single Periods/
Ongoing
Curriculum Guide
Creative Writing: Prose
5/00
Creative Writing: Prose
Content Outline
Topic
SOLs
Suggested
Time Frame
I.
SHORT STORY
A. Story Design
B. Elements
9.6, 10.7
15 Blocks/
30 Single Periods/
Ongoing
II.
ESSAY
A. Essay Styles
B. Persuasive Techniques
9.6, 11.7
15 Blocks/
30 Single Periods/
Ongoing
III.
DRAMATIC SCRIPT
A. Parody
B. Serious
C. Situation Comedy
10.7
15 Blocks/
30 Single Periods/
Ongoing
Curriculum Guide
Newspaper/Mass Media I & II
6/03
Newspaper/Mass Media I & II
Content Outline
Topic
SOLs
Suggested
Time Frame
J.1, J.2, J.8,
J.9, J.13,
J.17
15 Blocks/
30 Single Periods/
Ongoing
J.3, J.16
15 Blocks/
30 Single Periods/
Ongoing
I.
JOURNALISTIC THEORY
A. Types of Articles
B. Headlines and Captions
C. Proofreading and Editing
D. Use of Symbols
E. History of Journalism
F. Journalistic Styles
II.
DESIGN TECHNIQUES
A. Layout Design
B. Use of Computers
III.
CONTENT DEVELOPMENT
A. Research
B. Material Selection
C. Interview Techniques
J.1, J.4, J.6,
J.7, J.16,
J.17
16 Blocks/
32 Single Periods/
Ongoing
IV.
PHOTOGRAPHY
A. Elements of Photography
B. Uses of Photography
J.10
10 Blocks/
20 Single Periods/
Ongoing
V.
EVALUATION OF JOURNALISTIC PRODUCTS
A. Professional Writings
B. Student Writings
J.5, J.12
10 Blocks/
20 Single Periods/
Ongoing
VI.
BUSINESS MANAGEMENT PROCEDURES
A. Budget Planning
B. Accounting
C. Office Management
D. Advertising
E. Bulk Mailing
F. Use of Computers
J.11, J.16
10 Blocks/
20 Single Periods/
Ongoing
VII.
APPLICATION OF JOURNALISTIC SKILLS
A. Transfer of Skills
B. Application of Journalistic Skills in Final Product
J.14, J.15
14 Blocks/
28 Single Periods/
Ongoing
Curriculum Guide
Yearbook/Mass Media I & II
6/03
Yearbook/Mass Media I & II
Content Outline
Topic
I.
YEARBOOK THEORY
A. Audience
B. Function
C. Deadlines
II.
SOLs
Suggested
Time Frame
J.4, J.12
5 Blocks/
10 Single Periods/
Ongoing
THEME DEVELOPMENT
A. Thematic Application
B. Theme Presentation Package
J.4
10 Blocks/
20 Single Periods/
Ongoing
III.
PLANNING FOR PRODUCTION
A. Staff Manual
B. Determining Coverage/Ladder
C. Ethics/Legal Guidelines
J.4, J.5, J.13
10 Blocks/
30 Single Periods/
Ongoing
IV.
DESIGN TECHNIQUES
A. Design
B. Layout
C. Technology
J.3, J.5, J.15,
J.16
10 Blocks/
20 Single Periods/
Ongoing
V.
REPORTING
A. Developing Angle
B. Interviewing
C. Research
J.1, J.6, J.7
10 Blocks/
20 Single Periods/
Ongoing
VI.
THE WRITTEN MESSAGE
A. Body Copy
B. Headlines
C. Captions
J.1, J.5, J.6,
J.8, J.9, J.10,
J.12, J.17
10 Blocks/
20 Single Periods/
Ongoing
VII.
PHOTOGRAPHY
A. Composition
B. Cropping
C. Placement
J.5, J.10
3 Blocks/
6 Single Periods/
Ongoing
VIII.
MARKETING
A. Budget
B. Ad Sales
C. Book Sales
D. Fund-raising
J.11
3 Blocks/
6 Single Periods/
Ongoing
Curriculum Guide
Public Speaking:
Communication
5/00
Public Speaking: Communication
Content Outline
Topic
SOLs
Suggested
Time Frame
I.
COMMUNICATION THEORY
A. Ethics and Responsibility
B. Confidence Building
C. Listening Skills
OC.1
6 Blocks/
12 Single Periods
II.
RESEARCH
A. Source Exploration
B. Planning/Organization
C. Research Integration
OC.2
3 Blocks/
6 Single Periods
III.
ORGANIZATION
A. Parts of the Speech
B. Organizational Patterns
OC.3
2 Blocks/
4 Single Periods
IV.
EFFECTIVE LANGUAGE AND DELIVERY
A. Accuracy of Language
B. Spoken and Written Word
C. Figures of Speech and Sound Devices
D. Delivery Techniques
E. Using Voice, Body, Face to Improve Delivery
OC.4, OC.6,
OC.7, OC.9
5 Blocks/
10 Single Periods
V.
NONVERBAL COMMUNICATION
A. Verbal and Nonverbal Communication
B. Multicultural Messages
C. Body Language to Reinforce Ideas
OC.5
2 Blocks/
4 Single Periods
VI.
INTERVIEW PROCESS
A. Interview Preparation
B. Interview Experience
C. Job/College Interviews
OC.8
8 Blocks/
16 Single Periods
VII.
GROUP DISCUSSIONS
A. Why Work Together?
B. Types of Groups
C. Factors for Group Success
OC.8
2 Blocks/
4 Single Periods
Topic
SOLs
Suggested
Time Frame
VIII.
INFORMATIVE PRESENTATIONS
A. Informative Speeches
B. Creating a Thesis
C. Speech Preparation
D. Audio and Visual Aids
E. Speech Delivery
OC.8, OC.9
6 Blocks/
12 Single Periods
IX.
PERSUASIVE PRESENTATIONS
A. Aristotle’s Three Appeals
B. Audience Analysis
C. Appealing to the Audience
OC.8, OC.9
6 Blocks/
12 Single Periods
X.
EVALUATION OF ORAL PRESENTATIONS
A. Self Evaluation
B. Peer Critique
OC.10
5 Blocks/
10 Single Periods/
Ongoing
Curriculum Guide
Public Speaking:
Presentation
5/00
Public Speaking: Presentation
Content Outline
Topic
SOLs
Suggested
Time Frame
I.
SPECIAL OCCASION SPEECH
A. Courtesy
B. Ceremonial
C. Contest
D. Impromptu
OC.4, OC.8,
OC.9
3 Blocks/
6 Single Periods
II.
POWERPOINT PRESENTATION
A. Appropriate Settings for PowerPoint Use
B. Using a Computer
C. Delivery
OC.4, OC.8,
OC.9
5 Blocks/
10 Single Periods
III.
DEBATE
A. Theory
B. Lincoln-Douglas Debate Format
C. Policy
OC.3, OC.4,
OC.6, OC.7,
OC.8, OC.9
8 Blocks/
16 Single Periods
IV.
POETIC INTERPRETATION
A. Meter
B. Rhythm
C. Imagery
OC.8, OC.9
6 Blocks/
12 Single Periods
V.
PROSE INTERPRETATION
A. Timing
B. Material Development
OC.8, OC.9
7 Blocks/
14 Single Periods
VI.
RADIO
A. World of Radio
B. Careers in Radio
C. Production Techniques
OC.8, OC.9
7 Blocks/
14 Single Periods
VII.
TELEVISION
A. World of Television
B. Production Techniques
C. Delivery Techniques
OC.8, OC.9
7 Blocks/
14 Single Periods
VIII.
LEADERSHIP
A. Meaning of Leadership
B. Leadership Strategies
OC.1, OC.7,
OC.8
2 Blocks/
4 Single Periods
The York County School Division
Curriculum Guide
Subject: Graphic Novels
York County School Division
Curriculum Guide
Graphic Novels as Literature
August 2011
The York County School Division
Subject: Graphic Novels
Graphic Novels as Literature
Content Outline
Topic
Unit: 1
a)
b)
c)
Unit: 2
a)
b)
c)
d)
Unit: 3
Introduction to Graphic Novels
Basic graphic novel vocabulary terms
Graphic novel reading techniques
Reading partnerships found in graphic novels
Hero/Anti-hero
The hero
The anti-hero
Compare and contrast
The great debate
Suggested Timeframe
5-6 blocks
Suggested Timeframe
4 blocks
Murder/Mystery
a)
b)
c)
d)
Unit: 4
History of the murder/mystery
The art and science of deductive reasoning
Making inferences
Working together to achieve a common goal
a)
b)
c)
Unit: 5
What is science fiction?
Making inferences about character
Choose your own ending!
a)
b)
c)
Evaluating media sources
Political cartoons/biased viewpoints
Iran during the Islamic Revolution
Science Fiction
Non-Fiction/Historical
Suggested Timeframe
4-6 blocks
Suggested Timeframe
5-6 blocks
Suggested Timeframe
8 blocks
The York County School Division
Fantasy
Subject: Graphic Novels
Suggested Timeframe
Unit: 6
a)
b)
c)
d)
e)
What is fantasy?
Author as pure story-teller
The concept of allegory: Hobbits, Goblins, and Nazis
The hero’s journey
Tolkien and the written/spoken word
Unit: 7
a)
b)
c)
d)
Dystopian Society
Utopias and dystopias
The future as seen from 1950
The Influence of television and media
Censorship
Unit: 8
a)
b)
c)
d)
Manga
The Asian invasion
Traits specific to Manga
West vs. East
Persuasive argument
6-8 blocks
Suggested Timeframe
6-9 blocks
Suggested Timeframe
4-8 blocks