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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 8 |
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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
|
|
1.1.2 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). * Sustain 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
|
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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
|
|
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
|
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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
|
|
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Writing Conventions (15%)
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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
|
|
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 DOK 2 ASSESSED
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 DOK 2 ASSESSED
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 DOK 2 ASSESSED
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 DOK 2 ASSESSED
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 DOK 2 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 2 ASSESSED
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 DOK 2 ASSESSED
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 DOK 2 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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 DOK 1 ASSESSED
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
|
|
|
