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Morgan County School District |
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Morgan County Curriculum 4.1 High School |
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Language Arts - ACT |
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Objective 1
The learner will be able to
identify and understand the correct use of the future perfect tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 54 week tested: 36. |
Classroom
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Objective 2
The learner will be able to
recognize and edit for inconsistent verb tense within a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 54 week tested: 36. |
Classroom
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Objective 3
The learner will be able to
identify and understand the correct use of past perfect tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 36. |
Classroom
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Objective 4
The learner will be able to
identify and understand the correct use of the present perfect tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 36. |
Classroom
|
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Objective 5
The learner will be able to
identify and understand the correct use of the future tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 54 week tested: 36. |
Classroom
|
|
Objective 6
The learner will be able to
identify and edit for the incorrect use of parallel structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 40 week tested: 36. |
Classroom
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Objective 7
The learner will be able to
identify and understand the correct use of the present tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense: Present |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 36. |
Classroom
|
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Objective 8
The learner will be able to
identify and understand the correct use of past tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense: Past |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 53 week tested: 36. |
Classroom
|
|
Objective 9
The learner will be able to
identify sentences with subject-verb agreement errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 week tested: 36. |
Classroom
|
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Objective 10
The learner will be able to
identify the correct use of subject-verb agreement where an intervening phrase is present.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 week tested: 36. |
Classroom
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Objective 11
The learner will be able to
understand subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 52 week tested: 36. |
Classroom
|
|
Objective 12
The learner will be able to
identify comparative forms of adverbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 36. |
Classroom
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Objective 13
The learner will be able to
identify superlative forms of adverbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 36. |
Classroom
|
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Objective 14
The learner will be able to
identify the adverb in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 55 week tested: 36. |
Classroom
|
|
Objective 15
The learner will be able to
identify sentence errors where a singular indefinite pronoun is presented with a plural pronoun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 48 week tested: 36. |
Classroom
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Objective 16
The learner will be able to
identify sentences with relative pronoun errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 50 week tested: 36. |
Classroom
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Objective 17
The learner will be able to
identify the appropriate pronoun case for a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 50 week tested: 36. |
Classroom
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Objective 18
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Analysis |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 49 week tested: 36. |
Classroom
|
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Objective 19
The learner will be able to
identify phrases within sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 36. |
Classroom
|
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Objective 20
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 36. |
Classroom
|
|
Objective 21
The learner will be able to
identify a misplaced modifier in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Modifier |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 38 week tested: 36. |
Classroom
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Objective 22
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 36. |
Classroom
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Objective 23
The learner will be able to
identify a sentence fragment within an idiomatic expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 36. |
Classroom
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Objective 24
The learner will be able to
identify the phrase which will complete a given dependent clause presented as the beginning clause of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 34 week tested: 36. |
Classroom
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Objective 25
The learner will be able to
edit a run-on sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 36 week tested: 36. |
Classroom
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Objective 26
The learner will be able to
edit a fragmented sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Analysis |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33 week tested: 36. |
Classroom
|
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Objective 27
The learner will be able to
identify the correct way to combine sentences by adding a clause.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Knowledge |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 36. |
Classroom
|
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Objective 28
The learner will be able to
identify the correct way to combine sentences by adding a phrase.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 36. |
Classroom
|
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Objective 29
The learner will be able to
combine an independent clause and a dependent clause to create a complete sentence where the dependent clause must be placed either before or after the independent clause.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 36. |
Classroom
|
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Objective 30
The learner will be able to
identify the adjective in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 55 week tested: 36. |
Classroom
|
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Objective 31
The learner will be able to
identify comparative forms of adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 55 week tested: 36. |
Classroom
|
|
Objective 32
The learner will be able to
identify superlative forms of adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 week tested: 36. |
Classroom
|
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Objective 33
The learner will be able to
understand complex sentence structures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Compound/Complex |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 36. |
Classroom
|
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Objective 34
The learner will be able to
identify clauses within sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Clause |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 32 week tested: 36. |
Classroom
|
|
Objective 35
The learner will be able to
identify parallel construction errors where nouns are presented inconsistently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 40 week tested: 36. |
Classroom
|
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Objective 36
The learner will be able to
identify parallel construction errors where verb tense is inconsistent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Parallel |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 40 week tested: 36. |
Classroom
|
|
Objective 37
The learner will be able to
edit for the correct use of modifiers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Modifier: Edit |
Analysis |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 38 week tested: 36. |
Classroom
|
|
Objective 38
The learner will be able to
identify pronoun and noun disagreement in sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun: Agreement |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 48 week tested: 36. |
Classroom
|
|
Objective 39
The learner will be able to
identify and edit for the correct use of colons when preceding a list.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colon |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 66 week tested: 36. |
Classroom
|
|
Objective 40
The learner will be able to
identify and correctly use apostrophes with plural possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 week tested: 36. |
Classroom
|
|
Objective 41
The learner will be able to
identify and correctly use apostrophes with contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 week tested: 36. |
Classroom
|
|
Objective 42
The learner will be able to
identify and correctly use apostrophes with singular possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 68 week tested: 36. |
Classroom
|
|
Objective 43
The learner will be able to
identify the correct use of a comma with items in a series.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 62 week tested: 36. |
Classroom
|
|
Objective 44
The learner will be able to
identify the correct use of a comma to separate an independent clause and a dependent clause.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 63 week tested: 36. |
Classroom
|
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Objective 45
The learner will be able to
identify the correct use of commas to separate phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 64 week tested: 36. |
Classroom
|
|
Objective 46
The learner will be able to
identify the correct use of a comma to separate independent clauses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 63 week tested: 36. |
Classroom
|
|
Objective 47
The learner will be able to
identify the correct use of a comma with a parenthetical expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 64 week tested: 36. |
Classroom
|
|
Objective 48
The learner will be able to
edit sentences for comma splices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Analysis |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 33, p. 36 week tested: 36. |
Classroom
|
|
Objective 49
The learner will be able to
revise a sentence with a comma splice by separating such a sentence into two separate sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Evaluation |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 36. |
Classroom
|
|
Objective 50
The learner will be able to
revise a sentence with a comma splice by adding a conjunction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Evaluation |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 36. |
Classroom
|
|
Objective 51
The learner will be able to
revise a sentence with a comma splice by adding a semicolon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Evaluation |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 35 week tested: 36. |
Classroom
|
|
Objective 52
The learner will be able to
identify the correct use of a colon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colon |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 66 week tested: 36. |
Classroom
|
|
Objective 53
The learner will be able to
identify the correct use of a dash used to indicate an abrupt break in thought.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 67 week tested: 36. |
Classroom
|
|
Objective 54
The learner will be able to
identify the correct use of a dash used to indicate an explanation or afterthought.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 67 week tested: 36. |
Classroom
|
|
Objective 55
The learner will be able to
identify the correct use of a semicolon to separate clauses of a compound sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Semicolon |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 65 week tested: 36. |
Classroom
|
|
Objective 56
The learner will be able to
identify main ideas from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 week tested: 36. |
Classroom
|
|
Objective 57
The learner will be able to
identify redundant information in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 81 week tested: 36. |
Classroom
|
|
Objective 58
The learner will be able to
take notes while reading as a strategy for constructing meaning from text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 36. |
Classroom
|
|
Objective 59
The learner will be able to
scan reading passages for critical words which provide cues to meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 36. |
Classroom
|
|
Objective 60
The learner will be able to
identify the tone of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tone |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 82 week tested: 36. |
Classroom
|
|
|
Study and Research Skills
|
|
|
Objective 61
The learner will be able to
understand how to preview test sections before answering any questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 219 week tested: 36. |
Classroom
|
|
Objective 62
The learner will be able to
approach reading test questions by reading questions, then rereading the appropriate portion of passages, then rereading the test questions and the answer choices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 36. |
Classroom
|
|
Objective 63
The learner will be able to
skim material to preview content.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Skim |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 269 week tested: 36. |
Classroom
|
|
Objective 64
The learner will be able to
identify answer choices that include extremes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 239 week tested: 36. |
Classroom
|
|
Objective 65
The learner will be able to
identify answer choices which switch the order of information, and therefore the meaning, provided in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 233 week tested: 36. |
Classroom
|
|
Objective 66
The learner will be able to
identify answer choices that quote reading passages, but distort the meaning of such quotes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 226 week tested: 36. |
Classroom
|
|
Objective 67
The learner will be able to
eliminate answer choices from a multiple choice test question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 week tested: 36. |
Classroom
|
|
Objective 68
The learner will be able to
analyze answer choices to determine the one which most accurately represents the reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Analysis |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 week tested: 36. |
Classroom
|
|
Objective 69
The learner will be able to
analyze answer choices by eliminating impossible or unlikely answers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Analysis |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 week tested: 36. |
Classroom
|
|
Objective 70
The learner will be able to
analyze answer choices to determine the correct statement, but not necessarily the true statement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Analysis |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 240 week tested: 36. |
Classroom
|
|
Objective 71
The learner will be able to
analyze answer choices by double checking each possible answer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing: Answer Choices |
Analysis |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 221, p. 226 week tested: 36. |
Classroom
|
|
Objective 72
The learner will be able to
edit written works for language conventions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 week tested: 36. |
Classroom
|
|
Objective 73
The learner will be able to
arrange a given series of sentences in sequential and logical order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 79 week tested: 36. |
Classroom
|
|
Objective 74
The learner will be able to
arrange a variety of paragraphs in sequential order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 79 week tested: 36. |
Classroom
|
|
Objective 75
The learner will be able to
use paragraph context to discern the appropriate transitional word to complete a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transition |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 week tested: 36. |
Classroom
|
|
Objective 76
The learner will be able to
use paragraph context to discern the appropriate transitional phrase to complete a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transition |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 week tested: 36. |
Classroom
|
|
Objective 77
The learner will be able to
edit written works for usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Usage |
Analysis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 week tested: 36. |
Classroom
|
|
|
