July 31, 2009
®
SABIS Educational Systems
The International Academy of Flint, MI
TERM 1
Journaling/ Essential Questions
Week
Date
Literature Prentice Hall : The British Tradition ISBN 0-13-4340582
4 periods
Studemaintian
porfolio
2009-2010 Pacing Chart:
ENGLISH
Level M/ Grade 11
7 Hours Per Week
Writing
PH The British
*state standards are ongoing
Tradition
2.5 periods
Maintain Portfolio throughout year
Sadlier-Oxford
Vocabulary
Workshop
level E
/multimedia
Exams
.5 period
CE 1.1.4, CE 1.1.8, CE 1.2.2, CE 1.2.3, CE 1.2.4, CE 1.3.1, CE 1.3.2
CE 2.1.8, CE 2.1.9, CE 2.1.10, CE 2.2.2
CE 2.3.1, CE 3.3.4, CE 3.4.1, CE 3.4.2
CE 3.4.3, CE 3.4.4, CE 4.2.1
General
Standards
CE 2.1.4, CE 2.1.5, CE 2.1.6, CE 2.1.7
CE 2.2.1, CE 2.2.2, CE 2.2.3, CE 2.3.1
CE 2.3.2 ,CE 2.3.3, CE 2.3.4 ,CE 2.3.7
CE 3.1.1 ,CE 3.1.2, CE 3.1.3 ,CE 3.1.4
CE 3.1.5 ,CE 3.1.6, CE 3.1.7 ,CE 3.1.8
CE 3.1.9 ,CE 3.1.10, CE 3.2.1 ,CE 3.2.2
CE 3.2.3 ,CE 3.2.4, CE 3.2.5 ,CE 3.3.1
CE 3.3.2 ,CE 3.3.3, CE 3.3.4 ,CE 3.3.5
CE 3.3.6 ,CE 3.4.1, CE 3.4.2 ,CE 4.2.2
CE 4.2.3, CE 4.2.4, CE 4.2.5
Reading
CE 2.1.1, CE 2.1.2
CE 2.1.3, CE 2.1.7
CE 2.3.5, CE 2.3.6
CE 3.4.1, CE 4.1.2
9/7-11*
Unit 1: From Legend to History
(449 A.D-1485)
See the Story of Times, a Graphic
Look at the Period
The Seafarer p: 15
The Wanderer p: 20
Journal
CE 1.1.2, CE 1.2.1, CE 1.2.3, CE 1.3.6
CE 1.4.3, CE 2.1.7, CE 3.1.2
Listening & Speaking
CE 1.1.3, CE 1.2.1, CE 1.2.3, CE 1.3.1
CE 1.3.2, CE 1.3.5, CE 1.3.6, CE 1.3.7
CE 1.3.8, CE 1.3.9, CE 1.5.1, CE 1.5.2
CE 1.5.3, CE 1.5.5, CE 2.1.9, CE 2.1.10
CE 2.1.11, CE 2.1.1, CE 2.3.2, CE 2.3.5
CE 2.3.6, CE 4.1.1, CE 4.1.3, CE 4.1.4
CE 4.2.1, CE 4.2.2, CE 4.2.3, CE 4.2.4
CE 4.2.5
Oral Presentation
CE 1.3.1, CE 1.3.2
CE 1.3.8, CE 1.4.7
CE 1.5.2, CE 1.5.3
Start Learning Log and Interactive note
book—to be used year long
Work on Portfolio throughout year
CE 1.1.1, CE 1.1.2
CE 1.1.3, CE 1.1.4
CE 1.1.5, CE 1.1.6
CE 1.1.7, CE 1.1.8
CE 1.2.1, CE 1.2.2
CE 1.2.3, CE 1.2.4
CE 1.3.1, CE 1.3.2
CE 1.3.3, CE 1.3.4
CE 1.3.5, CE 1.3.6
CE 1.3.7, CE 1.3.8
CE 1.3.9, CE 1.4.2
CE 1.4.3, CE 1.4.4
CE 1.4.5, CE 1.4.6
CE 1.5.1, CE 1.5.2
CE 1.5.3, CE 1.5.4
CE 2.3.8, CE 4.1.1
CE 4.1.4, CE 4.1.5
CE 1.1.7
CE 2.1.3
CE 4.1.1
CE 4.1.2
CE 4.1.5
Research
CE 1.4.1, CE 1.4.7
Class Participation
CE 1.3.7, CE 1.3.8
CE 2.3.7, CE 2.3.8
CE 3.2.4, CE 3.2.5
CE 4.1.3
Writing
Process:
Dramatic
Monologue
CE 1.1.4, CE 1.3.1
CE 3.2.1, CE 3.2.3
CE 3.2.5
S2.2, S2.3, S3.1, S3.2, S3.3
Set reading goals for
the Term
Unit 1
S1.2, S2.3, S3.4
S4.1, S4.2
CE 2.1.7, CE 2.2.1, CE 3.1.8, CE 3.2.2
9/14-18
Anchor text: Beowulf p: 37
CE 2.1.7, CE 2.2.1, CE 3.1.3, CE 3.1.5, CE 3.1.8, CE 3.1.9
Beowulf- animated video
Literature Circle: Murder in the
Cathedral—T.S. Elliot
S1.2, S1.3, S2.3, S3.3., S4.
Press release p 63
Bede-A History of the English Church
and People
CE 2.1.6, CE 3.1.8
9/21-25
Geoffrey Chaucer The Canterbury
TalesThe Nun’s Priest’s Tale p: 111
Lit/Voc
Character description p: 110
p. 129 Write a modern beast fable
p.135 CollegeApplication Essay
CE 1.1.4, CE 1.2.2
CE 1.3.1, CE 1.3.2
Canterbury Tales I (Schlessinger
Media)
CE 2.2.1, CE 3.1.2, CE 3.1.8, CE 3.1.9, CE 3.2.2
Level M- The International Academy of Flint, MI
SABIS® Educational Systems, Inc.
Unit 2
July 31, 2009
9/28-10/2
Sir Gawain and the Green Knight”
p: 142
Sir Thomas Malory Morte d’Arthurp: 156
p.163 Create résumé highlighting Sir Gawain’
skills
Valedictory speech
CE 2.1.7, CE 3.1.5, CE 3.2.2
The Letters of Margaret Paston p: 166
Writing
CE 2.1.6, CE 3.1.8
10/5-9
Folk ballads: Lord Randall,
Get Up and Bar the Door, The Twa
Corbies
Barbara Allan pp. 170-177
p.165 journal: What makes a popular song a
classic?
Persuasive
letter
p: 179
Unit 3
CE 1.1.4, CE 1.3.1
CE 2.1.5, CE 2.2.1
CE 2.1.6, CE 3.1.8, CE 3.1.9
10/12-16
10/19-23
Unit 2: Celebrating Humanity (14851625)
The Story of the Times p: 198
Edmund Spenser Sonnet 1, Sonnet 26 &
Sonnet 75- p: 209
Sir Phillip Sidney Sonnet 31- p: 212
Sonnet 39Christopher Marlowe The Passionate
Shepherd to his LoveSir Walter Raleigh The Nymph’s Reply
to the Shepherd- p: 217
Introduction to Shakespeare’s Sonnets p:
225
Sonnet 29 p.220
Sonnet 106 p. 221
Sonnet 116 p. 222 Sonnet 130 p. 223
Petrarch: Sonnet 18 & Sonnet 28;
Neruda: Sonnet 69 & Sonnet 89
Lit/Voc
Paraphrase a sonnet p: 215
Review
Prewriting
p.225 Prepare argument for debate about
Shakespeare’s
sonnets
Compare Petrarchan and Shakespearean
sonnets
Comparative Analysis
p.231
CE 1.1.4, CE 1.3.1
CE 1.3.2, CE 2.1.5
CE 3.1.4, CE 3.1.5
CE 3.2.5, CE 3.3.1
Unit 4
CE 3.1.5, CE 3.1.9, CE 3.2.2
10/26-30
Anchor Text: William Shakespeare’s
Macbeth,- pp: 272- 325
Act I + The Real Macbeth
CE 2.2.1, CE 3.1.2, CE 3.1.3, CE 3.1.5, CE 3.1.9, CE 3.2.3
11/2-5*
Macbeth,- pp: 272- 325
Act II & Act III
11/9-13
Macbeth,- pp: 328-345 Act IV & Act V
Encourage students to read Hamlet
and/or King Lear
Level M- The International Academy of Flint, MI
EQ: How can forward thinking help me make
better decisions?
Speech
of
Welcome
p.
292
Keep a Director’s Notebook
EQ: How do I develop a realistic plan for the
future?
Diary Entry p: 326, 363 Read selected scenes
as reader’s theater
Create a storyline diagram
Identify puns in Macbeth
Work on portfolio
Writing Process:
Drama p. 372
CE 1.1.4, CE 1.3.1
CE 3.1.2, CE 3.2.1
CE 3.2.3, CE 3.2.5
Writing
Internet Research: the real Macbeth
S1.4, S1.4, S3.4, S4.2
Unit 5
Video: Macbeth (or
Elizabeth, or
Braveheart)
S1.5, S3.1, S4.1
SABIS® Educational Systems, Inc.
Review
July 31, 2009
11/16-20
11/2325***
Revision
Finals
Level M- The International Academy of Flint, MI
SABIS® Educational Systems, Inc.
July 31, 2009
®
SABIS Educational Systems
The International Academy of Flint, MI
TERM 2
Week
Date
11/30-12/4
Literature Prentice Hall : The British Tradition ISBN 0-13-434058-2
4 periods
Unit 3: Age of Reason: A Turbulent Time
(1625-1798) The Story of Times
John Donne A Valediction Forbidding Mourning,
Holy Sonnet 10, and Meditation 17CE 2.2.1, CE 3.2.2
2009-2010 Pacing Chart:
ENGLISH
Level M/ Grade 11
7 Hours Per Week
Journaling/ Essential Questions
Writing
Studemaintian
Maintain Portfolio throughout year
porfolio
PH The British
Start a learning log to understand the literature
studied this term.
Read the introduction pp382 Take notes about
political and religious unrest
EQ What evidence do I have that I am committed
to learning?
*state standards are
ongoing /multimedia
.5 period
Tradition
2.5 periods
Writing
Process:
Editorial p425
CE 1.1.4, CE 1.3.1
CE 1.3.2, CE 2.1.5
CE 2.2.1
SadlierOxford
Vocabula
ry
Worksho
p
level E
Exams
S2.2, S2.3, S3.1, S3.2,
S3.3
Set
reading
goals for the
Term
Unit 6
S1.2, S2.3, S3.4
S4.1, S4.2
Andrew Marvell To His Coy MistressCE 3.1.5, CE 3.1.9, CE 3.2.2
12/7-9*
Robert Herrick To the Virgins, to Make Much of
TimeJohn Suckling Song- CE 2.2.1, CE 3.2.2
Freeze Tag Vega, New Beginning Chapman CE
In the Xvi century, marriages were essentially
economic, not romantic, affairs. Which is
preferable?
English
Mock
2.2.1, CE 3.1.5
John Milton Sonnet 7 &, Sonnet 19,
CE 3.1.5, CE 3.1.9, CE 3.2.2
12/14-18
Paradise Lost-
Unit 7
CE 2.2.1, CE 3.1.2, CE 3.1.5, CE 3.1.9
Lit/Voc
From Eve’s Apology in Defense of Women
CE 3.1.8, CE 3.2.2
12/2122***
1660-1798: The Restoration and the Eighteen
Century:
History and social concerns, language changes and
literary characteristics.
Samuel Pepys The Diary Daniel Defoe A
Journal of the Plague Year-
Read the introduction to the Restoration and take
notes
EQ How do I build a context for change in my life?
Diary Entry
p.473
CE 1.1.4, CE 1.2.2
CE 1.2.3, CE 1.3.1
CE 3.2.5
CE 2.1.6, CE 3.1.5, CE 3.1.8, CE 3.1.9
1/4-8
Anchor Text: Jonathan Swift Gulliver’s Travels(Ch. I & II)
CE 2.2.1, CE 3.1.3, CE 3.1.5, CE 3.1.8, CE 3.1.9
Alexander Pope The Rape of the Lock
CE 2.2.1, CE 3.1.5, CE 3.1.9, CE 3.2.2
1/11-14*
Unit 4: Rebels and Dreamers (1798-1832) The
Story of Times
Introduction to Frankenstein p579 Discuss the
Level M- The International Academy of Flint, MI
Winter Break
List common generalizations that people make
Satirical Essay
nowadays
p. 485
1.1.4, CE 1.3.1
EQ: When is loyalty to myself more important than CE
CE 1.3.2, CE 3.2.1
CE 3.2.5
loyalty to a friend?
EQ: How will I know when to risk failure for
possible success?
Read the introduction to the Romantic Age and
Term 2
Internet
Research
Read
extra
chapters
of
Gulliver’s
Travels
Gulliver’s
Travels—
mini series
S4.2
SABIS® Educational Systems, Inc.
Unit 8
Short
English
Mock
July 31, 2009
novel—
Letters 1-4 Define gothic novel
1/19-22*
Frankenstein Ch. 1-6
CE 2.2.1, CE 3.1.2, CE 3.1.3, CE 3.1.5, CE 3.1.8, CE 3.1.9
1/25-29
Frankenstein Ch. 7-16
2/1-5
Frankenstein—Ch. 17-24
2/8-12*
Robert Burns To a Mouse,To a Louse, Woo’d and
Married and AWilliam Blake The Lamb, The Tyger, The
Chimney Sweeper, The Infant Sorrow -
take notes
Do horror movies serve a purpose?
How does he go about creating a human being, and
what does he expect as a result of this creation?
How long does the task take? What happens to
Victor in the process?
How does Victor respond to the actual creation of
life?
What sustains Victor during his pursuit?
Does Mary Shelley's novel conform to what you
take to be the typically romantic view of scientific
endeavor? Why or why not?
What are some "romantic" elements about the
novel?
Unit 10
Frankenste
in-video
EQ: How do I demonstrate that I am open-minded
enough to learn from my experiences?
Comparative
Analysis p.
603
Write an evaluation of one of the poems.
Comparison &
Contrast Paper
p. 609-612
Lit/Voc
Prewriting
Writing
CE 3.1.5, CE 3.1.9, CE 3.2.2 CE 2.2.1, CE 3.1.5, CE 3.1.8
2/16-19*
1798-1832: The Romantic Age: History and
social concerns, literary characteristics
Wm. Wordsworth Lines Composed a Few Miles
Above Tintern Abbey,
The Word is Too Much With Us, London 1802
Samuel Taylor Coleridge The Rime of The Ancient
Mariner, Kubla Khan,
Byron She Walks in Beauty & Don Juan-
CE 1.1.4, CE 1.3.1
CE 1.3.2, CE 2.1.5
CE 3.1.4, CE 3.1.5
CE 3.2.5, CE 3.3.1
CE 3.1.8, CE 3.2.2
2/22-26
Percy Bysshe Shelley Ozymandias, Ode to the
West Wind. Ode to a Skylark
John Keats On First Looking into Chapman’s
Homer,
When I Have Fears that I May Cease to Be, Ode to
a Nightingale, Ode on a Grecian Urn
Define Ode. What subject would be worthy of an
ode?
Finalize selected writing to include in portfolio
Video Script
pp. 699-702
CE 1.1.4, CE 1.2.3
CE 1.3.1, CE 2.1.8
CE 2.1.9
CE 3.1.5, CE 3.1.8, CE 3.1.9, CE 3.2.2, CE 2.1.7
3/1-5
3/8-12
3/15-19
Revision
MME
Finals
Level M- The International Academy of Flint, MI
Term 2
SABIS® Educational Systems, Inc.
Lit/Voc
July 31, 2009
SABIS® Educational Systems
The International Academy of Flint, MI
TERM 3
Literature -
Week
Date
Prentice Hall : The British Tradition ISBN 0-13-434058-2
4 periods
3/15-19
Maintain
Portfolio throughout
Studemaintian
porfolioyear
it 5: Progress and Decline (1833-1901) The Story of Times
Tennyson The Lady of Shalott, Tears, Idle Tears, In
Memoriam A.H.H., “Ulysses”
CE 3.1.2, CE 3.1.9, CE 3.2.2
Robert Browning (dramatic monologue) My Last Duchess,
Life in a Love, Love Among Ruins
Elizabeth Barrett Browning Sonnet 43
Work on Portfolio throughout year
p.767 journal writing
Favorite title
*state standards are ongoing
Tradition
/multimedia
2.5 periods
.5 period
CE 3.2.2
CE 3.1.5, CE 3.1.8, CE 3.1.9, CE 3.2.2
Rudyard Kipling Recessional, The Widow at Windsor
CE 2.2.1, CE 3.1.5, CE 3.1.8, CE 3.1.9, CE 3.2.2
The Illustrated London News London News-Condition of
Ireland
Writing about
an author’s
style,
Analyzing
poetry
CE 1.1.4, CE 1.3.1
CE 2.2.1, CE 3.1.4
CE 3.2.2, CE 3.2.5
Matthew Arnold Dover Beach
3/29-4/1*
Writing
PH The British
SadlierOxford
Vocabulary
Workshop
level E
p.799 #2 Write a proposal
CE 2.1.6, CE 2.2.1
Writing
Process
Cause &
Effect essay
pp. 785-787
CE 1.1.4, ,CE 1.3.1
CE 1.3.2, CE 2.1.5
CE 3.2.5
Charles Dickens from Hard Times
CE 3.1.2, CE 3.1.3, CE 3.1.5, CE 3.1.8, CE 3.1.9
S2.2, S2.3, S3.1, S3.2, S3.3
Set reading goals for
the Term
U. 12
S1.2, S2.3, S3.4
S4.1, S4.2
Literature Circle:
Angela’s Ashes
(Can serve as
anchor text)
Lit/Voc
Spring Break
4/12-16
Thomas Hardy The Darkling Thrush, The Man He Killed, &
Ah, Are You Digging on my Grave
Gerard Manly Hopkins God’s Grandeur and Spring and Fall
A.E. Housman To an Athlete Dying Young & When I Was
One-and Twenty
p. 835 Writing about poetry
EQ How can I generate new ideas
for solving problems?
CE 3.2.2
Unit 6: 1901-Present: A Time of Rapid Change The Story
of Times
Anchor Text: Portrait of an Artist as a Young Man Ch. 1
CE 3.1.3, CE 3.1.5, CE 3.1.9
4/19-23
Exams
END OF TERM 2 EXAMS
Un
3/22-26
Journaling/ Essential Questions
2009-2010 Pacing Chart:
ENGLISH
Level M/ Grade 11
7 Hours Per Week
Elizabeth Bowen The Demon Lover
CE 3.1.2, CE 3.1.3, CE 3.1.5, CE 3.1.9
Wm Butler Yeats When You Are Old “The Second Coming
CE 2.2.1, CE 3.2.2
Writing Process: Parody
p. 868
CE 1.1.4, CE 1.3.1
CE 3.2.1, CE 3.2.5
www.nobelprize.org
Muhammad Yunus’s
2006 Nobel Peace
Prize lecture
(Read of view video
on line)
Write a ghost story
Define stream of consciousness
Portrait: Define epiphany (each
change in Stephen occurs as a
result of an “epiphany”
V. Woolf The Lady in the Looking Glass: A Reflection”
CE 2.2.1, CE 3.1.3
Level M- The International Academy of Flint, MI
Term 3
SABIS® Educational Systems, Inc.
U. 13
July 31, 2009
4/26-30
Anchor Text: Portrait of an Artist as a Young Man Ch. 1continued
T.S. Eliot Preludes Journey of the Magi The Hollow Men
CE 2.2.1, CE 3.1.8, CE 3.2.2
George Orwell Shooting the Elephant
Writing about historical contextimperialism p.947
EQ What are the tradeoffs for
technological advances?
CE 2.1.6, CE 2.2.1
5/3-7
Anchor Text: Portrait of an Artist as a Young Man Ch. 2-3
Doris Lessing No Witchcraft for Sale
D.H. Lawrence The Rocking-Horse Winner
CE 3.1.2, CE 3.1.3, CE 3.1.5, CE 3.1.9
5/10-14
Graham Greene A Shocking Incident
CE 3.1.2, CE 3.1.3, CE 3.1.5, CE 3.1.9,
Joyce—“Araby”(the boy is Stephen Dedalus)
Term Paper on
one of the
theme from
Portrait
CE 1.1.4, CE 1.3.1
CE 1.3.2, CE 1.4.1
CE 1.4.7, CE 3.2.5
Portrait: Describe style of the
novel( a mixture of omniscient
narrator
and
stream
of
consciousness)
EQ Which decisions I make today
will affect me for my entire life?
p.1013 jot down some unwritten
cultural rules Explore theme of
paralysis in Araby and Portrait
Informational Texts:
Read GandhiDefending
Nonviolent
resistance Speech
p. 975
& Churchill-War
Time Speech p.972
U. 14
Prewriting
Writing
Review exercises
How-to-Essay
pp.1027-29
Lit/Voc
U. 15
CE 1.1.4, CE 1.2.1
CE 1.3.1, CE 1.3.2
CE 2.3.1, CE 2.3.3
CE 2.2.1, CE 3.1.2, CE 3.1.3, CE 3.1.9
5/17-21
Anchor Text: Portrait of an Artist as a Young Man Ch. 3-4
Explore how Joyce was influenced by Isben’s and French
realism
5/24-28
Wrap up
6/1-4*
Revision
6/7-11
Revision
6/14-18
Finals
Level M- The International Academy of Flint, MI
p.1065#2
Stream-of
–
Consciousness
Compare the boy Araby and
Portrait
Explore the following themes:
growth, alienation
EQ: Where will I find wisdom?
Make final selections and write a
letter to introduce portfolio and
reason for selection of each piece
Term 3
Video-Portrait of an
Artist as a Young
Man
Lit/Voc
Writing
SABIS® Educational Systems, Inc.
July 31, 2009
MI Code
CE 1.1.1
CE 1.1.2
CE 1.1.3
CE 1.1.4
CE 1.1.5
CE 1.1.6
CE 1.1.7
CE 1.1.8
CE 1.2.1
CE 1.2.2
MI Standard
Demonstrate flexibility in using independent and
collaborative strategies for planning, drafting, revising, and
editing complex texts.
Know and use a variety of prewriting strategies to generate,
focus, and organize ideas (e.g., free writing,
clustering/mapping, talking with others, brainstorming,
outlining, developing graphic organizers, taking notes,
summarizing, paraphrasing).
Select and use language that is appropriate (e.g., formal,
informal, literary, or technical) for the purpose, audience, and
context of the text, speech, or visual representation (e.g.,
letter to editor, proposal, poem, or digital story).
Compose drafts that convey an impression, express an
opinion, raise a question, argue a position, explore a topic,
tell a story, or serve another purpose, while simultaneously
considering the constraints and possibilities (e.g., structure,
language, use of conventions of grammar, usage, and
mechanics) of the selected form or genre.
Revise drafts to more fully and/or precisely convey
meaning—drawing on response from others, self-reflection,
and reading one’s own work with the eye of a reader; then
refine the text— deleting and/or reorganizing ideas, and
addressing potential readers’ questions.
Reorganize sentence elements as needed and choose
grammatical and stylistic options that provide sentence
variety, fluency, and flow.
Edit for style, tone, and word choice (specificity, variety,
accuracy, appropriateness, conciseness) and for conventions
of grammar, usage and mechanics that are appropriate for
audience.
Proofread to check spelling, layout, and font; and prepare
selected pieces for a public audience.
Write, speak, and use images and graphs to understand and
discover complex ideas.
Write, speak, and visually represent to develop selfawareness and insight (e.g., diary, journal writing, portfolio
Level M- The International Academy of Flint, MI
Writing
MI Literature
Writing General Standard (ongoing)
Writing General Standard (ongoing), Writing Journal
General Standard (ongoing)
Listening and Speaking General
Standard
Writing General Standard (ongoing)
Writing Process: Dramatic Monologue, College
Application Essay, Persuasive Letter, Comparative
Analysis, Writing Process: Drama , Writing Process:
Editorial, Diary Entry, Satirical Essay, Comparison and
Contrast Paper, Video Script, Writing about an Author's
Style, Analyzing Poetry, Writing Process: Cause and
Effect Essay, Writing Process: Parody, Term Paper,
How-to-Essay, Writing Portfolio (ongoing), Writing
General Standard (ongoing)
Writing General Standard (ongoing)
Writing General Standard (ongoing)
Writing General Standard (ongoing)
Vocabulary General Standard
Writing Portfolio (ongoing), Writing General Standard
(ongoing)
How-to-Essay, Writing General Standard (ongoing),
Listening and Speaking General
Writing Journal General Standard (ongoing)
Standard
College Application Essay, Diary Entry, Writing
Portfolio (ongoing), Writing General Standard (ongoing)
Term 3
SABIS® Educational Systems, Inc.
July 31, 2009
self-assessment).
CE 1.2.3
CE 1.2.4
CE 1.3.1
CE 1.3.2
CE 1.3.3
CE 1.3.4
CE 1.3.5
CE 1.3.6
Write, speak, and create artistic representations to express
personal experience and perspective (e.g., personal narrative,
poetry, imaginative writing, slam poetry, blogs, webpages).
Assess strengths, weaknesses, and development as a writer by
examining a collection of own writing.
Diary Entry, Video Script, Analyzing Poetry, Writing
Portfolio (ongoing), Writing General Standard
(ongoing), Writing Journal General Standard (ongoing)
Writing Portfolio (ongoing), Writing General Standard
(ongoing)
Writing Process: Dramatic Monologue, College
Compose written, spoken, and/or multimedia compositions in
Application Essay, Persuasive Letter, Comparative
a range of genres (e.g., personal narrative, biography, poem,
Analysis, Writing Process: Drama , Writing Process:
fiction, drama, creative nonfiction, summary, literary analysis
Editorial, Diary Entry, Satirical Essay, Comparison and
essay, research report, or work-related text): pieces that serve
Contrast Paper, Video Script, Writing about an Author's
a variety of purposes (e.g., expressive, informative, creative,
Style, Analyzing Poetry, Writing Process: Cause and
and persuasive) and that use a variety of organizational
Effect Essay, Writing Process: Parody, Term Paper,
patterns (e.g., autobiography, free verse, dialogue,
How-to-Essay, Writing Portfolio (ongoing), Writing
comparison/contrast, definition, or cause and effect).
General Standard (ongoing)
Compose written and spoken essays or work-related text that
demonstrate logical thinking and the development of ideas
College Application Essay, Comparative Analysis,
for academic, creative, and personal purposes: essays that
Writing Process: Editorial, Satirical Essay, Comparison
convey the author’s message by using an engaging
and Contrast Paper, Writing Process: Cause and Effect
introduction (with a clear thesis as appropriate), well
Essay, Term Paper, How-to-Essay, Writing Portfolio
constructed paragraphs, transition sentences, and a powerful (ongoing), Writing General Standard (ongoing)
conclusion.
Compose essays with well-crafted and varied sentences
demonstrating a precise, flexible, and creative use of
Writing General Standard (ongoing)
language.
Develop and extend a thesis, argument, or exploration of a
topic by analyzing differing perspectives and employing a
structure that effectively conveys the ideas in writing (e.g.
resolve inconsistencies in logic; use a range of strategies to
Writing General Standard (ongoing)
persuade, clarify, and defend a position with precise and
relevant evidence; anticipate and address concerns and
counterclaims; provide a clear and effective conclusion).
From the outset, identify and assess audience expectations
and needs; consider the rhetorical effects of style, form, and
Writing General Standard (ongoing)
content based on that assessment; and adapt communication
strategies appropriately and effectively.
Use speaking, writing, and visual presentations to appeal to
audiences of different social, economic, and cultural
Writing General Standard (ongoing), Writing Journal
backgrounds and experiences (e.g., include explanations and
General Standard (ongoing)
definitions according to the audience’s background, age, or
knowledge of the topic; adjust formality of style; consider
Level M- The International Academy of Flint, MI
Term 3
Listening and Speaking General
Standard
Listening and Speaking General
Standard, Oral Presentation
Listening and Speaking General
Standard, Oral Presentation
Listening and Speaking General
Standard
Listening and Speaking General
Standard
SABIS® Educational Systems, Inc.
July 31, 2009
interests of potential readers).
CE 1.3.7
CE 1.3.8
CE 1.3.9
CE 1.4.1
CE 1.4.2
CE 1.4.3
CE 1.4.4
CE 1.4.5
CE 1.4.6
CE 1.4.7
Participate collaboratively and productively in groups (e.g.,
response groups, work teams, discussion groups, and
committees)—fulfilling roles and responsibilities, posing
relevant questions, giving and following instructions,
acknowledging and building on ideas and contributions of
others to answer questions or to solve problems, and offering
dissent courteously.
Evaluate own and others’ effectiveness in group discussions
and formal presentations (e.g., considering accuracy,
relevance, clarity, and delivery; types of arguments used; and
relationships among purpose, audience, and content).
Use the formal, stylistic, content, and mechanical
conventions of a variety of genres in speaking, writing, and
multimedia presentations.
Identify, explore, and refine topics and questions appropriate
for research.
Develop a system for gathering, organizing, paraphrasing,
and summarizing information; select, evaluate, synthesize,
and use multiple primary and secondary (print and electronic)
resources.
Develop and refine a position, claim, thesis, or hypothesis
that will be explored and supported by analyzing different
perspectives, resolving inconsistencies, and writing about
those differences in a structure appropriate for the audience
(e.g., argumentative essay that avoids inconsistencies in logic
and develops a single thesis; exploratory essay that explains
differences and similarities and raises additional questions).
Interpret, synthesize, and evaluate information/findings in
various print sources and media (e.g., fact and opinion,
comprehensiveness of the evidence, bias, varied perspectives,
motives and credibility of the author, date of publication) to
draw conclusions and implications.
Develop organizational structures appropriate to the purpose
and message, and use transitions that produce a sequential or
logical flow of ideas.
Use appropriate conventions of textual citation in different
contexts (e.g., different academic disciplines and workplace
writing situations).
Recognize the role of research, including student research, as
a contribution to collective knowledge, selecting an
Level M- The International Academy of Flint, MI
Writing General Standard (ongoing), Classroom
Participation (ongoing)
Listening and Speaking General
Standard
Writing General Standard (ongoing), Classroom
Participation (ongoing)
Listening and Speaking General
Standard, Oral Presentation
Writing General Standard (ongoing)
Listening and Speaking General
Standard
Term Paper, Research Project General Standard
(ongoing)
Writing General Standard (ongoing)
Writing General Standard (ongoing), Writing Journal
General Standard (ongoing)
Writing General Standard (ongoing)
Writing General Standard (ongoing)
Writing General Standard (ongoing)
Term Paper, Research Project General Standard
(ongoing)
Term 3
Oral Presentation
SABIS® Educational Systems, Inc.
July 31, 2009
CE 1.5.1
CE 1.5.2
CE 1.5.3
CE 1.5.4
CE 1.5.5
CE 2.1.1
CE 2.1.2
CE 2.1.3
appropriate method or genre through which research findings
will be shared and evaluated, keeping in mind the needs of
the prospective audience. (e.g., presentations, online sharing,
written products such as a research report, a research brief, a
multi-genre report, I-Search, literary analysis, news article).
Use writing, speaking, and visual expression to develop
powerful, creative and critical messages.
Prepare spoken and multimedia presentations that effectively
address audiences by careful use of voice, pacing, gestures,
eye contact, visual aids, audio and video technology.
Select format and tone based on the desired effect and
audience, using effective written and spoken language,
sound, and/or visual representations (e.g., focus, transitions,
facts, detail and evidence to support judgments, skillful use of
rhetorical devices, and a coherent conclusion).
Use technology tools (e.g, word processing, presentation and
multimedia software) to produce polished written and
multimedia work (e.g., literary and expository works,
proposals, business presentations, advertisements).
Respond to and use feedback to strengthen written and
multimedia presentations (e.g., clarify and defend ideas,
expand on a topic, use logical arguments, modify
organization, evaluate effectiveness of images, set goals for
future presentations).
Use a variety of pre-reading and previewing strategies (e.g.,
acknowledge own prior knowledge, make connections,
generate questions, make predictions, scan a text for a
particular purpose or audience, analyze text structure and
features) to make conscious choices about how to approach
the reading based on purpose, genre, level of difficulty, text
demands and features.
Make supported inferences and draw conclusions based on
informational print and multimedia features (e.g., prefaces,
appendices, marginal notes, illustrations, bibliographies,
author’s pages, footnotes, diagrams, tables, charts, maps,
timelines, graphs, and other visual and special effects) and
explain how authors and speakers use them to infer the
organization of text and enhance understanding, convey
meaning, and inspire or mislead audiences.
Determine the meaning of unfamiliar words, specialized
vocabulary, figurative language, idiomatic expressions, and
Level M- The International Academy of Flint, MI
Writing General Standard (ongoing)
Listening and Speaking General
Standard
Writing General Standard (ongoing)
Listening and Speaking General
Standard, Oral Presentation
Writing General Standard (ongoing)
Listening and Speaking General
Standard, Oral Presentation
Writing General Standard (ongoing)
Listening and Speaking General
Standard
Reading General Standard
Reading General Standard
Reading General Standard, Vocabulary
General Standard
Term 3
SABIS® Educational Systems, Inc.
July 31, 2009
CE 2.1.4
CE 2.1.5
CE 2.1.6
CE 2.1.7
CE 2.1.8
CE 2.1.9
CE 2.1.10
CE 2.1.11
CE 2.1.12
technical meanings of terms through context clues, word
roots and affixes, and the use of appropriate resource
materials such as print and electronic dictionaries.
Identify and evaluate the primary focus, logical argument,
structure, and style of a text or speech and the ways in which
these elements support or confound meaning or purpose.
Analyze and evaluate the components of multiple
Persuasive Letter, Comparative Analysis, Writing
organizational patterns (e.g., compare/contrast, cause/effect, Process: Editorial, Comparison and Contrast Paper,
problem/solution, fact/opinion, theory/evidence).
Writing Process: Cause and Effect Essay
Recognize the defining characteristics of informational texts,
speeches, and multimedia presentations (e.g., documentaries
and research presentations) and elements of expository texts
(e.g., thesis, supporting ideas, and statistical evidence);
critically examine the argumentation and conclusions of
multiple informational texts.
Demonstrate understanding of written, spoken, or visual
information by restating, paraphrasing, summarizing,
critiquing, or composing a personal response; distinguish
between a summary and a critique.
Writing Journal General Standard (ongoing)
Recognize the conventions of visual and multimedia
presentations (e.g., lighting, camera angle, special effects,
Video Script
color, and soundtrack) and how they carry or influence
messages.
Examine the intersections and distinctions between visual
(media images, painting, film, and graphic arts) and verbal
Video Script
communication.
Listen to and view speeches, presentations, and multimedia
works to identify and respond thoughtfully to key ideas,
significant details, logical organization, fact and opinion, and
propaganda.
Demonstrate appropriate social skills of audience, group
discussion, or work team behavior by listening attentively
and with civility to the ideas of others, gaining the floor in
respectful ways, posing appropriate questions, and tolerating
ambiguity and lack of consensus.
Use a variety of strategies to enhance listening
comprehension (e.g., monitor message for clarity and
understanding, ask relevant questions, provide verbal and
Level M- The International Academy of Flint, MI
Term 3
Literature General Standard
Literature General Standard
A History of the English Church and
People, The Letters of Margaret Paston ,
The Diary, A Journal of the Plague
Year, Condition of Ireland, Shooting the
Elephant , Literature General Standard
The Seafarer , Beowulf, Sir Gawain and
the Green Knight, Morte d’Arthur, On
First Looking into Chapman’s Homer,
When I Have Fears that I May Cease to
Be, Ode to a Nightingale, Ode on a
Grecian Urn, Literature General
Standard, Reading General Standard
Literature Journal Standard
Literature Journal Standard, Listening
and Speaking General Standard
Literature Journal Standard, Listening
and Speaking General Standard
Listening and Speaking General
Standard
Listening and Speaking General
Standard
SABIS® Educational Systems, Inc.
July 31, 2009
nonverbal feedback, notice cues such as change of pace or
emphasis that indicate a new point is about to be made; and
take notes to organize essential information).
CE 2.2.1
CE 2.2.2
CE 2.2.3
CE 2.3.1
CE 2.3.2
CE 2.3.3
CE 2.3.4
CE 2.3.5
Recognize literary and persuasive strategies as ways by
which authors convey ideas and readers make meaning (e.g.,
Persuasive Letter, Writing Process: Editorial, Writing
imagery, irony, satire, parody, propaganda,
about an Author's Style
overstatement/understatement, omission, and multiple points
of view).
Examine the ways in which prior knowledge and personal
experience affect the understanding of written, spoken, or
multimedia text.
Interpret the meaning of written, spoken, and visual texts by
drawing on different cultural, theoretical, and critical
perspectives.
Read, listen to, and view diverse texts for multiple purposes
such as learning complex procedures, making work-place
How-to-Essay
decisions, or pursuing in-depth studies.
Read, view, and/or listen independently to a variety of
fiction, nonfiction, and multimedia genres based on student
interest and curiosity.
Critically read and interpret instructions for a variety of tasks
(e.g., completing assignments, using software, writing
How-to-Essay
college and job applications).
Critically interpret primary and secondary research-related
documents (e.g., historical and government documents,
newspapers, critical and technical articles, and subjectspecific books).
Engage in self-assessment as a reader, listener, and viewer,
while monitoring comprehension and using a variety of
strategies to overcome difficulties when constructing and
Level M- The International Academy of Flint, MI
Term 3
The Seafarer , The Wanderer , Beowulf,
The Nun’s Priest’s Tale , Get Up and
Bar the Door, Macbeth, A Valediction
Forbidding Mourning, Holy Sonnet 10,
Meditation 17, To the Virgins, to Make
Much of Time, Song, Freeze Tag , New
Beginning , From Paradise Lost,
Gulliver’s Travels, The Rape of the
Lock , Frankenstein, The Lamb, The
Tyger, The Chimney Sweeper, The
Infant Sorrow, The Widow at Windsor,
Condition of Ireland, The Second
Coming , The Lady in the Looking
Glass: A Reflection, Preludes , Shooting
the Elephant , Araby, Literature General
Standard
Literature General Standard, Literature
Journal Standard
Literature General Standard
Literature General Standard, Literature
Journal Standard
Literature General Standard, Listening
and Speaking General Standard
Literature General Standard
Literature General Standard
Listening and Speaking General
Standard, Reading General Standard
SABIS® Educational Systems, Inc.
July 31, 2009
conveying meaning.
CE 2.3.6
CE 2.3.7
CE 2.3.8
CE 3.1.1
Reflect on personal understanding of reading, listening, and
viewing; set personal learning goals; and take responsibility
for personal growth.
Participate as an active member of a reading, listening, and
viewing community, collaboratively selecting materials to
read or events to view and enjoy (e.g., book talks, literature
circles, film clubs).
Develop and apply personal, shared, and academic criteria to
evaluate own and others’ oral, written, and visual texts.
Interpret literary language (e.g., imagery, allusions,
symbolism, metaphor) while reading literary and expository
works.
CE 3.1.2
Demonstrate an understanding of literary characterization,
character development, the function of major and minor
characters, motives and causes for action, and moral
dilemmas that characters encounter by describing their
function in specific works.
CE 3.1.3
Recognize a variety of plot structures and elements (e.g.,
story within a story, rising action, foreshadowing, flash
backs, cause-and-effect relationships, conflicts, resolutions)
and describe their impact on the reader in specific literary
works.
CE 3.1.4
Analyze characteristics of specific works and authors (e.g.,
voice, mood, time sequence, author vs. narrator, stated vs.
implied author, intended audience and purpose, irony,
parody, satire, propaganda, use of archetypes and symbols)
and identify basic beliefs, perspectives, and philosophical
assumptions underlying an author’s work.
CE 3.1.5
Comparatively analyze two or more literary or expository
texts, comparing how and why similar themes are treated
differently, by different authors, in different types of text, in
different historical periods, and/or from different cultural
perspectives.
Level M- The International Academy of Flint, MI
Listening and Speaking General
Standard, Reading General Standard
Classroom Participation (ongoing)
Literature General Standard
Writing General Standard (ongoing), Classroom
Participation (ongoing)
Analyzing Poetry
Literature General Standard
Writing Process: Drama , Writing Journal General
Standard (ongoing)
The Nun’s Priest’s Tale , Macbeth,
From Paradise Lost, Frankenstein, The
Lady of Shalott, Ulysses, From Hard
Times, The Demon Lover , The
Rocking-Horse Winner, A Shocking
Accident, Araby, Literature General
Standard
Beowulf, Morte d’Arthur, Macbeth,
Gulliver’s Travels, Frankenstein, From
Hard Times, Portrait of an Artist as a
Young Man , The Demon Lover , The
Lady in the Looking Glass: A
Reflection, No Witchcraft for Sale , The
Rocking-Horse Winner, A Shocking
Accident, Araby, Literature General
Standard
Comparative Analysis, Comparison and Contrast Paper,
Writing about an Author's Style, Analyzing Poetry
Literature General Standard
Comparative Analysis, Comparison and Contrast Paper
Beowulf, Sir Gawain and the Green
Knight, Morte d’Arthur, Sonnets
(Spenser), Sonnets (Sidney), Sonnets
(Shakespeare), Macbeth, To His Coy
Mistress, Freeze Tag , New Beginning ,
Sonnets (Milton), From Paradise Lost,
Term 3
SABIS® Educational Systems, Inc.
July 31, 2009
The Diary , A Journal of the Plague
Year, Gulliver’s Travels, The Rape of
the Lock , Frankenstein, To a Mouse,
To a Louse, Woo’d and Married and A,
The Lamb, The Tyger, The Chimney
Sweeper, The Infant Sorrow,
Ozymandias, Ode to the West Wind, To
a Skylark, On First Looking into
Chapman’s Homer, When I Have Fears
that I May Cease to Be, Ode to a
Nightingale, Ode on a Grecian Urn,
Dover Beach, Recessional, The Widow
at Windsor, From Hard Times, Portrait
of an Artist as a Young Man , The
Demon Lover , The Rocking-Horse
Winner, A Shocking Accident,
Literature General Standard
CE 3.1.6
CE 3.1.7
Examine differing and diverse interpretations of literary and
expository works and explain how and why interpretation
may vary from reader to reader.
Analyze and evaluate the portrayal of various groups,
societies, and cultures in literature and other texts.
CE 3.1.8
Demonstrate an understanding of historical, political,
cultural, and philosophical themes and questions raised by
literary and expository works.
CE 3.1.9
Analyze how the tensions among characters, communities,
themes, and issues in literature and other texts reflect human
Level M- The International Academy of Flint, MI
Literature General Standard
Literature General Standard
The Seafarer , The Wanderer , Beowulf,
A History of the English Church and
People, The Nun’s Priest’s Tale , The
Letters of Margaret Paston , From Eve’s
Apology in Defense of Women, The
Diary , A Journal of the Plague Year,
Gulliver’s Travels, Frankenstein, The
Chimney Sweeper, Lines Composed a
Few Miles Above Tintern Abbey, The
Word is Too Much With Us, London
1802 , Ozymandias, Ode to the West
Wind, To a Skylark, Dover Beach,
Recessional, The Widow at Windsor,
From Hard Times, Preludes , Journey of
the Magi , The Hollow Men , No
Witchcraft for Sale , Literature General
Standard
Beowulf, The Nun’s Priest’s Tale ,
Barbara Allan , Sonnets (Spenser),
Term 3
SABIS® Educational Systems, Inc.
July 31, 2009
experience.
CE 3.1.10
CE 3.2.1
CE 3.2.2
Sonnets (Sidney), Sonnets
(Shakespeare), Macbeth, To His Coy
Mistress, Sonnets (Milton), From
Paradise Lost, The Diary , A Journal of
the Plague Year, Gulliver’s Travels, The
Rape of the Lock , Frankenstein, To a
Mouse, To a Louse, Woo’d and Married
and A, The Chimney Sweeper, The
Infant Sorrow, Ozymandias, Ode to the
West Wind, To a Skylark, On First
Looking into Chapman’s Homer, When
I Have Fears that I May Cease to Be,
Ode to a Nightingale, Ode on a Grecian
Urn, The Lady of Shalott, Ulysses, My
Last Duchess, Dover Beach,
Recessional, The Widow at Windsor,
From Hard Times, Portrait of an Artist
as a Young Man , The Demon Lover ,
The Rocking-Horse Winner, A
Shocking Accident, Araby, Literature
General Standard
Demonstrate an understanding of the connections between
literary and expository works, themes, and historical and
Literature General Standard
contemporary contexts.
Recognize a variety of literary genres and forms (e.g., poetry,
drama, novels, short stories, autobiographies, biographies,
Writing Process: Dramatic Monologue, Writing Process:
multi-genre texts, satire, parody, allegory) and demonstrate
Drama , Satirical Essay, Analyzing Poetry, Writing
Literature General Standard
an understanding of the way in which genre and form
Process: Parody
influence meaning.
The Seafarer , The Wanderer , The
Nun’s Priest’s Tale , Sir Gawain and the
Green Knight, Lord Randall, Get Up
and Bar the Door, The Twa Corbies ,
Barbara Allan , Sonnets (Spenser),
Identify different types of poetry (e.g., epic, lyric, sonnet, free
Sonnets (Sidney), The Passionate
verse) and explain how specific features (e.g., figurative
Writing about an Author's Style, Analyzing Poetry
Shepherd to his Love, The Nymph’s
language, imagery, rhythm, alliteration, etc.) influence
Reply to the Shepherd, Sonnets
meaning.
(Shakespeare), Sonnets (Petrarch),
Sonnets (Neruda), A Valediction
Forbidding Mourning, Holy Sonnet 10,
Meditation 17, To His Coy Mistress, To
the Virgins, to Make Much of Time,
Level M- The International Academy of Flint, MI
Term 3
SABIS® Educational Systems, Inc.
July 31, 2009
Song, Sonnets (Milton), From Eve’s
Apology in Defense of Women, The
Rape of the Lock , To a Mouse, To a
Louse, Woo’d and Married and A, The
Lamb, The Tyger, The Chimney
Sweeper, The Infant Sorrow, Lines
Composed a Few Miles Above Tintern
Abbey, The Word is Too Much With
Us, London 1802 , The Rime of The
Ancient Mariner, Kubla Khan, She
Walks in Beauty , Don Juan,
Ozymandias, Ode to the West Wind, To
a Skylark, On First Looking into
Chapman’s Homer, When I Have Fears
that I May Cease to Be, Ode to a
Nightingale, Ode on a Grecian Urn, The
Lady of Shalott, Tears, Idle Tears, In
Memoriam A.H.H, Ulysses, My Last
Duchess, Life in a Love, Love Among
Ruins, Sonnet 43, Dover Beach,
Recessional, The Widow at Windsor,
The Darkling Thrush, The Man He
Killed, Ah, Are You Digging on my
Grave, God’s Grandeur , Spring and
Fall, To an Athlete Dying Young ,
When I Was One-and Twenty, When
You Are Old , The Second Coming ,
Preludes , Journey of the Magi , The
Hollow Men , Literature General
Standard
CE 3.2.3
CE 3.2.4
CE 3.2.5
Identify how elements of dramatic literature (e.g., dramatic
irony, soliloquy, stage direction, and dialogue) illuminate the
meaning of the text.
Respond by participating actively and appropriately in small
and large group discussions about literature (e.g., posing
questions, listening to others, contributing ideas, reflecting on
and revising initial responses).
Respond to literature in a variety of ways (e.g., dramatic
interpretation, reader’s theatre, literature circles, illustration,
writing in a character’s voice, engaging in social action,
writing an analytic essay) providing examples of how texts
affect their lives, connect them with the contemporary world,
Level M- The International Academy of Flint, MI
Writing Process: Dramatic Monologue, Writing Process:
Macbeth, Literature General Standard
Drama
Classroom Participation (ongoing)
Literature General Standard
Writing Process: Dramatic Monologue, Comparative
Analysis, Writing Process: Drama , Diary Entry, Satirical
Essay, Comparison and Contrast Paper, Writing about an Literature General Standard
Author's Style, Analyzing Poetry, Writing Process:
Cause and Effect Essay, Writing Process: Parody, Term
Term 3
SABIS® Educational Systems, Inc.
July 31, 2009
and communicate across time.
CE 3.3.1
CE 3.3.2
CE 3.3.3
CE 3.3.4
CE 3.3.5
CE 3.3.6
CE 3.4.1
CE 3.4.2
CE 3.4.3
CE 3.4.4
CE 4.1.1
Paper, Classroom Participation (ongoing)
Explore the relationships among individual works, authors,
and literary movements in English and American literature
(e.g., Romanticism, Puritanism, the Harlem Renaissance,
Comparative Analysis, Comparison and Contrast Paper
Postcolonial), and consider the historical, cultural, and
societal contexts in which works were produced.
Read and analyze classic and contemporary works of
literature (American, British, world) representing a variety of
genres and traditions and consider their significance in their
own time period as well as how they may be relevant to
contemporary society.
Draw on a variety of critical perspectives to respond to and
analyze works of literature (e.g., religious, biographical,
feminist, multicultural, political).
Demonstrate knowledge of American minority literature and
the contributions of minority writers.
Demonstrate familiarity with world literature, including
authors beyond American and British literary traditions.
Critically examine standards of literary judgment (e.g.,
aesthetic value, quality of writing, literary merit, social
significance) and questions regarding the inclusion and/or
exclusion of literary works in the curriculum (e.g., canon
formation, “classic” vs. “popular” texts, traditional vs. nontraditional literature, the place of literature by women and/or
minority writers).
Use methods of close and contextualized reading and viewing
to examine, interpret, and evaluate print and visual media and
other works from popular culture.
Understand that media and popular texts are produced within
a social context and have economic, political, social, and
aesthetic purposes.
Understand the ways people use media in their personal and
public lives.
Understand how the commercial and political purposes of
producers and publishers influence not only the nature of
advertisements and the selection of media content, but the
slant of news articles in newspapers, magazines, and the
visual media.
Use sentence structures and vocabulary effectively within
different modes (oral and written, formal and informal) and Writing General Standard (ongoing)
for various rhetorical purposes.
Level M- The International Academy of Flint, MI
Term 3
Literature General Standard
Literature General Standard
Literature General Standard
Literature General Standard, Literature
Journal Standard
Literature General Standard
Literature General Standard
Literature General Standard, Literature
Journal Standard, Reading General
Standard
Literature General Standard, Literature
Journal Standard
Literature Journal Standard
Literature Journal Standard
Listening and Speaking General
Standard, Vocabulary General Standard
SABIS® Educational Systems, Inc.
July 31, 2009
CE 4.1.2
CE 4.1.3
CE 4.1.4
CE 4.1.5
CE 4.2.1
CE 4.2.2
CE 4.2.3
CE 4.2.4
CE 4.2.5
Use resources to determine word meanings, pronunciations,
and word etymologies (e.g., context, print and electronic
dictionaries, thesauruses, glossaries, and others).
Use a range of linguistic applications and styles for
accomplishing different rhetorical purposes (e.g., persuading
others to change opinions, conducting business transactions, Classroom Participation (ongoing)
speaking in a public forum, discussing issues informally with
peers).
Control standard English structures in a variety of contexts
(e.g., formal speaking, academic prose, business, and public Writing General Standard (ongoing)
writing) using language carefully and precisely.
Demonstrate use of conventions of grammar, usage, and
mechanics in written texts, including parts of speech,
Writing General Standard (ongoing)
sentence structure and variety, spelling, capitalization, and
punctuation.
Understand how languages and dialects are used to
communicate effectively in different roles, under different
circumstances, and among speakers of different speech
communities (e.g., ethnic communities, social groups,
professional organizations).
Understand the implications and potential consequences of
language use (e.g., appropriate professional speech; sexist,
racist, homophobic language).
Recognize and appreciate language variety, understand that
all dialects are rule-governed, and respect the linguistic
differences of other speech communities.
Understand the appropriate uses and implications of casual or
informal versus professional language; understand, as well,
the implications of language designed to control others and
the detrimental effects of its use on targeted individuals or
groups (e.g., propaganda, homophobic language, and racial,
ethnic, or gender epithets).
Recognize language bias in one’s community, school,
textbooks, the public press, and in one’s own use of
language.
Level M- The International Academy of Flint, MI
Term 3
Reading General Standard, Vocabulary
General Standard
Listening and Speaking General
Standard
Listening and Speaking General
Standard
Vocabulary General Standard
Literature Journal Standard, Listening
and Speaking General Standard
Literature General Standard, Listening
and Speaking General Standard
Literature General Standard, Listening
and Speaking General Standard
Literature General Standard, Listening
and Speaking General Standard
Literature General Standard, Listening
and Speaking General Standard
SABIS® Educational Systems, Inc.