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Morgan County School District |
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Morgan County Curriculum 4.1 Middle Sch. |
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Language Arts - Writing-Grade 7 |
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1.1.0 DOK 4 ASSESSED
The learner will be able to
establish and maintain a focused purpose to communicate with an authentic audience by: * Narrowing the topic to create a specific purpose for writing. * Establishing a controlling idea, theme or conclusion about the topic. * Choosing a perspective authentic to the writer. * Analyzing and addressing the needs of the intended audience. * Adhering to the characteristics of the form. * Applying a suitable tone. * Allowing voice to emerge when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Purpose/Audience |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.1.1 Supporting
The learner will be able to
in Reflective Writing: * Evaluate personal progress toward meeting goals in literacy skills. * Analyze and address needs of the intended audience. * Sustain a suitable tone or appropriate voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Purpose/Audience |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.1.0 DOK 4 ASSESSED
The learner will be able to
establish and maintain a focused purpose to communicate with an authentic audience by: * Narrowing the topic to create a specific purpose for writing. * Establishing a controlling idea, theme or conclusion about the topic. * Choosing a perspective authentic to the writer. * Analyzing and addressing the needs of the intended audience. * Adhering to the characteristics of the form. * Applying a suitable tone. * Allowing voice to emerge when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Purpose/Audience |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.1.1 Supporting
The learner will be able to
in Reflective Writing: * Evaluate personal progress toward meeting goals in literacy skills. * Analyze and address needs of the intended audience. * Sustain a suitable tone or appropriate voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Purpose/Audience |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.1.2 Supporting
The learner will be able to
in Personal Expressive Writing: * Communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas. * Apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay). * Create point of view. * Sustain a suitable tone or appropriate voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Purpose/Audience |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.1.2 Supporting
The learner will be able to
in Literary Writing: * Communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary) * Apply characteristics of the selected form (e.g., short story, play/script, poem). * Sustain point of view. * Sustain a suitable tone or appropriate voice. * Apply a fictional perspective in literary writing when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Purpose/Audience |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.1.3 Supporting
The learner will be able to
in Transactive Writing: * Communicate a purpose through informing, persuading, or analyzing. * Develop an effective angle to achieve purpose. * Communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece. * Apply characteristics of the selected form (e.g., letter, feature article, editorial, speech) * Sustain a suitable tone. * Allow voice to emerge when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Purpose/Audience |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.2.0 DOK 4 ASSESSED
The learner will be able to
support main ideas and deepen the audience's understanding of purpose by: * Developing logical, justified, and suitable explanations. * Providing relevant elaboration. * Explaining related connections or reflections. * Applying idea development strategies appropriate to the form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idea Development/Support |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.2.1 Supporting
The learner will be able to
in Reflective Writing: * Develop the connection between literacy skills (reading and writing) and understanding of content knowledge. * Describe own literacy skills, strategies, processes or areas of growth. * Analyze own decisions about literacy goals. * Evaluate own strengths and areas for growth. * Support claims about self.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idea Development/Support |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.2.2 Supporting
The learner will be able to
in Personal Expressive/Literary Writing: * Communicate theme/main idea through use of literary elements appropriate to the genre; -Develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate. -Develop plot/story line appropriate to the form. -Develop an appropriate setting, mood, scene, image, or feeling. * Apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. * Incorporate reflection, insight, and analysis when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idea Development/Support |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
1.2.3 Supporting
The learner will be able to
in Transactive Writing: * Communicate relevant information to clarify and justify a specific purpose. * Develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). * Develop explanations to support the writer's purpose. * Apply research to support ideas with facts and opinions. * Incorporate persuasive techniques (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idea Development/Support |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
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Writing Structure-Grade 7
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2.3.0 DOK 3 ASSESSED
The learner will be able to
create unity and coherence to accomplish the focused purpose by: * Engaging the audience. * Establishing a context for reading when appropriate. * Communicating ideas and support in a meaningful order. * Applying transitions and transitional elements to guide the reader through the piece. * Developing effective closure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
2.3.1 Supporting
The learner will be able to
in Reflective Writing: * Engage the interest of the reader. * Communicate ideas and details in meaningful order. * Apply a variety of transitions or transitional elements between ideas and details to guide the reader. * Apply paragraphing effectively. * Create conclusions effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
2.3.2 Supporting
The learner will be able to
in Personal Expressive/Literary Writing: * Engage the interest of the reader. * Communicate ideas and details in meaningful order. * Apply organizational devices (e.g., foreshadowing, flashback) when appropriate. * Apply a variety of transitions or transitional elements between ideas and details to guide the reader. * Apply paragraphing effectively. * Arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape. * Create conclusions effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
2.3.3 Supporting
The learner will be able to
in Transactive Writing: * Establish a context for reading. * Apply the accepted format of the genre. * Develop an appropriate text structure (e.g., cause/effect. problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose. * Arrange ideas and details in a logical, meaningful order by using a variety of transistions or transitional elements between ideas and details. * Apply paragraphing effectively. * Incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate. * Create conclusions effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
2.4.0 DOK 3 ASSESSED
The learner will be able to
create effective sentences by: *Applying a variety of structures and lengths. * Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
2.4.1 Supporting
The learner will be able to
in Reflective Writing: * Develop sentences of various structures and lengths throughout the piece. * Develop complete sentences or apply unconventional structures when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
2.4.2 Supporting
The learner will be able to
in Personal Expressive/Literary Writing: * Develop sentences of various structures and lengths throughout the piece. * Develop complete sentences or apply unconventional structures for an intentional effect when appropriate. * Arrange poetic language in meaningful order. * Apply poetic line breaks effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
2.4.3 Supporting
The learner will be able to
in Transactive Writing: * Develop complete, concise sentences or apply unconventional structures when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
3.5.0 DOK 2 ASSESSED
The learner will be able to
exemplify effectively language choices by: * Applying correct grammar and usage. * Applying concise use of language. * Incorporating strong verbs, precise nouns, concrete details, and sensory details. * Applying language appropriate to the content, purpose, and audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
3.5.1 Supporting
The learner will be able to
in Reflective Writing: * Adhere to standard guidelines for grammar and usage or apply nonstandard for effect. * Apply language concisely. * Incorporate language appropriate to the content, purpose, and audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
3.5.2 Supporting
The learner will be able to
in Personal Expressive/Literary Writing: * Adhere to standard guidelines for grammar and usage or apply nonstandard for effect. * Incorporate language based on economy, precision, richness, or impact on the reader. * Develop ideas through descriptive or figurative language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
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3.5.3 Supporting
The learner will be able to
in Transactive Writing: * Adhere to standard guidelines for usage and grammar. * Apply precise word choice. * Incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
3.6.0 DOK 2 ASSESSED
The learner will be able to
communicate clearly by: * Applying correct spelling. * Applying correct punctuation. * Applying correct capitalization. * Incorporating acceptable departure from standard correctness to enhance meaning when appropriate. *Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Correctness |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.7.0 Supporting
The learner will be able to
* Connecting to content knowledge. * Connecting with prior learning and experience. * Initiating an authentic reason to write. * Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Focusing |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.8.0 Supporting
The learner will be able to
* Selecting/narrowing topic. * Establishing a purpose and central/controlling idea or focus. * Identifying and analyzing the audience. * Determining the most appropriate form to meet the needs of purpose and audience. * Generating ideas (e.g., reading, journaling, mapping, webbing, note taking, interviewing, researching, writing-to-learn activities). * Organizing Ideas - examining other models of good writing, and appropriate text structures to match purpose and organize information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.9.0 Supporting
The learner will be able to
* Writing draft(s) for an intended audience. * Developing topic, elaborating ideas, exploring sentence variety and language use. * Organizing writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.0 Supporting
The learner will be able to
* Reflecting to determine where to add, delete, rearrange, define/redefine, or elaborate content. * Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine, or elaborate content. * Checking for accuracy of content. * Considering voice, tone, style, intended audience, coherence, transitions. * Comparing with rubric criteria and anchor papers/models. * Considering effectiveness of language usage and sentences to communicate ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising (Content/Ideas) |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.4 Supporting
The learner will be able to
narrow topic for selected writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Idea Development |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.5 Supporting
The learner will be able to
identify and compose a topic sentence of a paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Idea Development |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.6 Supporting
The learner will be able to
select appropriate supporting details.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Idea Development |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.7 Supporting
The learner will be able to
identify extraneous/irrelevant materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Idea Development |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.8 Supporting
The learner will be able to
correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Organization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.9 Supporting
The learner will be able to
apply the most effective transitions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Organization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.10 Supporting
The learner will be able to
develop effective introductions and closures for writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Organization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.11 Supporting
The learner will be able to
eliminate redundant words and phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Word Choice |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.10.12 Supporting
The learner will be able to
choose the most specific word for use in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising Skills - Word Choice |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.0 Supporting
The learner will be able to
* Checking for correctness with self, teacher or peer(s): -Language usage -Sentence structure -Spelling -Capitalization -Punctuation -Documentation of sources * Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing (Conventions & Mechanics) |
Synthesis |
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.13 Supporting
The learner will be able to
apply knowledge of subject/verb agreement with both singular and plural subjects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Language Usage |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.14 Supporting
The learner will be able to
apply knowledge of present, past, and future verb tenses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Language Usage |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.15 Supporting
The learner will be able to
apply knowledge of comparative and superlative forms of adjectives and adverbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Language Usage |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.16 Supporting
The learner will be able to
apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/there/they're), pronoun references, and double negatives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Language Usage |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.17 Supporting
The learner will be able to
apply knowledge of idiomatic expressions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Language Usage |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.18 Supporting
The learner will be able to
correct run-on and awkward sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.19 Supporting
The learner will be able to
correct sentence fragments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.20 Supporting
The learner will be able to
combine short choppy sentences effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.21 Supporting
The learner will be able to
combine simple sentences by using subordination and coordination.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.22 Supporting
The learner will be able to
correct sentences with misplaced and/or dangling modifiers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Sentence Structure |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.23 Supporting
The learner will be able to
apply knowledge of spelling patterns, generalizations, and rules to commonly used words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Spelling |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.24 Supporting
The learner will be able to
apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Spelling |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.25 Supporting
The learner will be able to
apply knowledge of spelling patterns, generalizations, and rules to contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Spelling |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.26 Supporting
The learner will be able to
apply knowledge of spelling patterns, generalizations, and rules to change verb endings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Spelling |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.27 Supporting
The learner will be able to
capitalize proper nouns (e.g., names, days, months).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - capitalization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.28 Supporting
The learner will be able to
capitalize the beginning of sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - capitalization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.29 Supporting
The learner will be able to
capitalize the pronoun "I".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - capitalization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.30 Supporting
The learner will be able to
capitalize proper adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - capitalization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.31 Supporting
The learner will be able to
capitalize the first word in a quote when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - capitalization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.32 Supporting
The learner will be able to
capitalize the first word and every succeeding main word in a title.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - capitalization |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.33 Supporting
The learner will be able to
correctly punctuate declarative, exclamatory, interrogative, and imperative sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.34 Supporting
The learner will be able to
use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.35 Supporting
The learner will be able to
correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.36 Supporting
The learner will be able to
correctly apply the rules of punctuation for apostrophes in possessives and contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.37 Supporting
The learner will be able to
correctly apply the rules of punctuation for periods and abbreviations and acronyms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.38 Supporting
The learner will be able to
correctly apply the rules of punctuation for semi-colons in items in a series and combined sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.39 Supporting
The learner will be able to
correctly apply the rules of punctuation for colons in introducing a list and writing the business letter greeting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.40 Supporting
The learner will be able to
correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Punctuation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.11.41 Processing
The learner will be able to
document use of sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing Skills - Documentation |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.12.0 Supporting
The learner will be able to
* Sharing final piece with intended audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
4.13.0 Supporting
The learner will be able to
reflecting upon: -Progress, growth, and goals as a writer -Literacy skills -Who or what has influenced progress and growth -Approaches used when composing (e.g., free-writing, mental composing, research, drawing, webbing).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reflecting |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
3.1.1 Supporting
The learner will be able to
explain and give examples of wants and needs that influence consumer decisions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
3.1.2 DOK 3 ASSESSED
The learner will be able to
explain factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate product and services based on these factors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
3.1.3 DOK 2 ASSESSED
The learner will be able to
describe various factors that influence consumer decisions such as peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans endorsement/testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
|
|
