READING

GRADES 9 - 12

PLANNED COURSE CURRICULUM GUIDE

I. COURSE DESCRIPTION AND INTENT:

The goal of the high school reading program is to provide students with
experiences, which will enable them to interact with the text to construct
meaning. To construct meaning, students must be able to utilize prior
knowledge, use reading strategies, and adapt to various reading
situations.

II. INSTRUCTIONAL TIME:

Class Periods: Daily
Length of Class Periods (minutes): 85
Length of Course: 1 year
Unit of Credit:
Updated 2007
 PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
PLANNED COURSE ADAPTATIONS/MODIFICATIONS

Introduction
The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services
including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.

These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are
simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain
students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same
students would not succeed.

Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.

 Peer Support  Extended test time

 Cooperative learning among peers  Test read to student by teacher or peer
 Modeling  Oral testing (i.e., student retelling of information)
 Development of Information Organizer  Open book/note test
 Development of Graphic Organizer  Alternate testing (any demonstration of a student's understanding of concepts)
 Development of structured study guides  Retesting
 Student selection of instructional material (i.e., reading, writing, math)  Reduce the number of responses required on tests
 Taped lessons  Use of curriculum based assessment
 Copy notes (peer or teacher)  Vary test format
 Student conferencing  Objectively define mastery as related to each task. Tasks should be learned to
 Combine and vary modes of lesson presentation mastery
 Adjust language level to match the developmental and intellectual levels of students  Reduce or remove distracting stimuli
 Let student practice given examples first. Then assign tasks to be completed.  Use of concrete objects and manipulatives in all stages of instruction and
 Provide opportunity for guided and independent practice in a variety of situations assessment
 Limit number and length of directions  Emphasize important information
 Have students repeat/review directions (i.e., peer to peer, student to teacher)  Allow extra time to complete assignments/projects
 Give feedback that is as immediate, specific, and objective as possible  Limit the number of assigned tasks in the initial stages of learning. As the student's
 Clarify error responses so that students do not make the same errors over and over competency increases, expect the student to complete the same number of tasks as
again the rest of the class
 Reinforce progress towards desired outcomes  Use supplemental materials
 Breakdown complex tasks into smaller, more manageable units  Alternate assignments accepted (i.e., modification to homework assignments)
 Use verbal prompts to elicit desired results  Flexible grouping/individual assistance
 Use manual guidance (i.e., hand over hand) to facilitate correct responses  Seating to accommodate needs
 Computer assisted instruction  Teacher proximity
 Assessment based upon teacher observation of student performance (i.e., daily  Use behavioral management techniques (i.e., contracts, time-out, token system,
charts)
2
work, portfolio, artifacts, projects)

3
 PREFACE

Users and information seekers should familiarize themselves with the purpose and terminology of this
Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:

• PCCG PURPOSE AND INTENT

• PCCG DEFINITIONS

The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and
evaluation of student performance. This sector provides the means to initiate the learning activities to attain the
program goal as identified in the course description and intent.

The standards and outcomes are minimal expectations; further embellishment of the course is discretionary
with the instructor depending upon the capability of the students.

This PCCG is designed as an ACTIVE document capable of technological modification as required.

The instructional delivery of this curriculum is quality controlled through the lesson plan development of the
teacher.

CAROLE GEARY-RISSMILLER
Assistant Superintendent for Curriculum & Instruction
 PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT

The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:

• All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum

• A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The
WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is
evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes]

• Priority student-centered outcomes are identified and attained through suggested learning activities and content
designed to help insure a balanced and comprehensive basic curriculum

• Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and
resources

• Staff development areas for curriculum improvement are provided

• The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual
feature of providing both an administrative document and an instructional guide

• Content and subject format remain flexible and adaptable to modification - an “active” document

• Special Pennsylvania Department of Education [PDE] legislation is identified

• Parents and students are provided with an overview of the instructional program and each course in particular
 PLANNED COURSE CURRICULUM GUIDE (PCCG)
DEFINITIONS
• Course Description and Intent: a brief overview of the course and program goals

• Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level

• Special Notes: emphatic features or highlights and identification of Department of Education mandates found in
the course

• Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of
study that have been identified as appropriate to help the student attain the rigorous standards of a quality
education

• Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes
and standards

• Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and
essential learning (content) a student must attain

• Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the
application of teaching-learning activities and content

• Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through
specified evaluation criteria
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

Subject Title: READING

Discipline/Grade Level: GRADES 9 - 12

UNIT LESSON OUTCOME: 1

The learner will be able to read independently.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications 1.1 X 1.2 1.3 1.4 1.5 1.6 X 1.7 1.8 X

Mathematics 2.1 2.2 2.3 2.4 X 2.5 2.6 X 2.7 X 2.8 X 2.9 2.10 2.11

Science & Technology 3.1 X 3.2 3.3 3.4 X 3.5 3.6 3.7 3.8 3.9

Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9

Civics & Government 5.1 X 5.2 5.3 X 5.4 X

Economics 6.1 6.2 6.3 6.4 6.5

Geography 7.1 7.2 7.3 7.4

History 8.1 8.2 8.3 8.4

Arts & Humanities 9.1 X 9.2 9.3 X 9.4

Health, Safety & PE 10.1 10.2 10.3 10.4 10.5

Family & Consumer Science 11.1 11.2 11.3 11.4

Career Education & Work X X

 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT
OUTCOMES/STANDARD
STANDARD 1 - Learning to Read
Independently
• Before reading, locate and select
resources for a specific purpose.
• Analyze and interpret the structure
of informational materials and
explain how authors use these to
achieve their purposes.
• During reading, apply context clues
and strategies to understand the
meaning of words. Use these words
to communicate effectively.
• Identify, describe, evaluate, and
synthesize the essential ideas in text.
Assess these reading strategies that
were most effective in learning.
• Understand the meaning and
application of key vocabulary across
subject areas.
• After reading, demonstrate
understanding and interpretation of
both fiction and nonfiction text,
including public documents.
• Make, and support
with evidence, assertions about
text.
• Compare and contrast
text using themes, settings,
characters, and ideas.
• Make extensions to
CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
• Model, guide and practice locating • Standardized tests and quizzes  Board approved texts.
resources for a specific purpose. • Teacher-made tests and quizzes  Newspaper
• Utilize the Big Six • Teacher, peer, and self-evaluation  Magazines
model to locate resources. • Teacher observations  Content Area Reading 9-11 Rubric
• Participate in SSR. • Teacher and peer response on from Partnering for Student Success
• Create graphic selected work p. 65-67.
organizer such as Venn • Class participation  Dictionary
diagram, concept map, etc. • Homework assignments  Tape player
• Connect current media • Daily preparation for class  Reference books
selected topic. • Projects  Cook books
• Establish group of • Portfolio  Library
questions for students to answer
• Learning log  Electronic library
after reading.
• Journal entries  Internet
• Internet search.
• Oral and written reports  Spell check (thesaurus)
• Course specific
• Class discussion  Computer programs
documents applicable to lesson.
• Anecdotal notes  Read field guides
• Library research.
• Labs  Map reading
• Read current science
article. • Board work  Machine manuals
• Use machine manuals • Study guides
to aid in set up of equipment. • Worksheets
• Paraphrase or restate • Rubric
including writing what they • Power Point presentation
read. • Student evaluation of debates
• Model how to analyze and interpret • Create a chart and interpret
the structure of information • Xwords
materials. • Correct set up of machines
• Demonstrate how the structure led
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
related ideas, topics or
information.
• Assess the validity of
document based on context.
• Evaluate the strategies
of the author.
• Critique public
documents to identify strategies
common in public discourse.
• Demonstrate fluency and
comprehension in reading.
• Read familiar
materials aloud with accuracy.
• Self-correct mistakes.
• Use appropriate
rhythm, flow, meter, and
pronunciation.
• Read a variety of
genres and types of text. Make
extensions to related ideas,
topics or information.
to achieving the author's purpose.
• Model use of Pattern Guide (Olson
& Longnion).
• Read and analyze brochures, college
guides, newspaper editorials,
pamphlets, etc.
• Respond to prompts regarding
literature.
• Read/respond to teacher-selected
materials.
• Read and analyze.
• Create outlines.
• Create an informational pamphlet.
• Write and illustrate a book for
children.
• Graphs, tables, charts.
• Understand the symbols used in the
layout of the text.
• Model, guide and practice how to
use context clues.
• Ask students to explain how context
clues signal meaning.
• Explain and illustrate the cloze
procedure.
• Provide lists of content-based
words.
• Provide lists and practice root
words.
• Provide guided practice in use of
specific words.
• Generate chart of examples.
• Generate list of cognates.
• Provide vocabulary games.
• Analyze stock market fluctuations.
• Crossword puzzle of key terms.
• Practice test of relevant vocabulary.
• Definitions lists.
• Create a vocabulary list of
unfamiliar terms or words.
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Recognize key mathematical words.

• Emphasize correct math
terminology.
• Model, guide and practice
• Identifying essential
ideas in text.
• Describing essential
ideas in text.
• Generating chart of
examples.
• Evaluating and
synthesizing essential ideas.
• Listing headings and
subheadings prior to reading.
• Assessing learning
strategies' effectiveness.
• Utilizing before,
during, and after content area
reading rubric.
• Create concept web.
• Brainstorm.
• Hands-on
demonstration of
process/procedures.
• Proofread documents.
• Outlines.
• Create reading outline.
• Flash cards.
• Follow instruction or
technical manuals.
• Model, guide and practice subject-
area vocabulary.
• Students create lists of essential
vocabulary.
• Individual students present and
defend lists of essential vocabulary.
• Groups brainstorm and develop
vocabulary lists.
• Groups create vocabulary
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

assessment.
• Generate list of cognates.
• Utilize essential vocabulary in
classroom setting.
• Cooperative group work.
• Flashcard review/I have who has.
• Crossword puzzle.
• Apply vocabulary in a sentence.
• Individual students complete
crossword puzzles, which
incorporate vocabulary.
• Model, guide and practice
• Supporting assertions
about text.
• Use of themes,
settings, characters, and ideas
to compare and contrast text.
• Extending related
ideas, topics, or information.
• Assessing the
document's validity through
using a validity rubric
1. What was the author's
purpose?
2. Is it logical?
3. Does it use support
facts?
4. Are the facts true?
5. Age appropriate
• Evaluating author's
strategies.
• Identifying strategies
in public documents by using
web evaluation guides.
• Role-play.
• Evaluate research on
products/services (consumer
reports)
• Create a plan of work
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

for recipes used in the cooking

lab.
• Read and follow
instructions in a financial
management simulation packet.
• Read and follow
instructions to create a project.
• Evaluate court cases.
• Evaluate stock market
fluctuations.
• Proofread documents.
• Analyze
editorials/commentaries to
identify the political bias of
author (liberal/conservative).
• Analyze historical
documents to find expression of
core political principles.
• Create a story about an
animal.
• Interpretation of
technical instructions.
• Model, guide and practice
• Reading a variety of
materials aloud
1. Self-correct
2. Demonstrate rhythm
3. Show fluency
4. Demonstrate meter
5. Demonstrate correct
pronunciation
• Using an extended
anticipation guide, discuss and
compare guide and results.
• Read in groups in
round-robin format.
• Prepare cue cards or
note cards for an oral
presentation.
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Proofread.
• Read selected
historical speeches (I have a
Dream speech) (Iron Curtain
speech).
• Summarize current
events.
• Reading aloud, oral
presentation.

Correctives:
• Peer tutoring
• Cooperative learning
• Concept webs
• Study guides
• Draw pictures from reading to
visualize author's intent
• Echo reading

Extensions:
• Independent projects
• Vocabulary games
• Student developed rubrics
• Challenge vocabulary
• Self-generated documents
• Reader's Theatre
• Oral reading contest
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

Subject Title: READING

Discipline/Grade Level: GRADES 9 - 12

UNIT LESSON OUTCOME: 2

The learner will read texts critically.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications 1.1 1.2 X 1.3 1.4 1.5 1.6 1.7 1.8

Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11

Science & Technology 3.1 X 3.2 X 3.3 3.4 3.5 3.6 3.7 3.8 3.9

Environment & Ecology 4.1 4.2 X 4.3 X 4.4 4.5 4.6 4.7 X 4.8 4.9

Civics & Government 5.1 X 5.2 5.3 X 5.4 X

Economics 6.1 6.2 6.3 6.4 6.5

Geography 7.1 7.2 7.3 7.4

History 8.1 8.2 8.3 8.4

Arts & Humanities 9.1 9.2 X 9.3 X 9.4 X

Health, Safety & PE 10.1 10.2 10.3 10.4 10.5

Family & Consumer Science 11.1 11.2 11.3 11.4

Career Education & Work

 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT
OUTCOMES/STANDARD
STANDARD 2 - Reading Critically
• Read and understand essential content
of information texts and documents in
all academic areas.
• Differentiate fact from
opinion across a variety of texts
by using complete and accurate
information, coherent arguments
and points of view.
• Distinguish between
essential and nonessential
information across a variety of
resources
• Identifying the use of
proper references or authorities.
• Identifying propaganda
techniques where present.
• Use teacher and student
established criteria for making
decisions and drawing
conclusions.
• Evaluate text
organization and content to
determine the author's purpose
and effectiveness according to
the author's theses, accuracy,
thoroughness, logic, and
reasoning.
• Use and understand a variety of media
in evaluating the quality of material
produced.
• Select appropriate
CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
• Model, guide and practice • Standardized tests and quizzes  Board approved texts.
• Differentiating of fact • Teacher-made tests and quizzes  Newspaper
and opinion 1) Venn, 2) T- • Teacher, peer, and self-evaluation  Magazines
Chart (p. 24 PSSA Kit). • Teacher observations  Content Area Reading 9-11 Rubric
• Differentiating of • Teacher and peer response on from Partnering for Student Success
essential and nonessential selected work p. 65-67.
information. • Class participation  Dictionary
• Use of proper • Homework assignments  Tape player
references and authorities. • Daily preparation for class  Reference books
• Identifying • Projects  Cook books
propaganda techniques. • Portfolio  Library
• Making and utilizing • Learning log  Electronic library
criteria or decision-making and
• Journal entries  Internet
drawing conclusions.
• Oral and written reports  Spell check (thesaurus)
• Evaluating text
• Class discussion  Computer programs
organization and content using
• Author's purpose • Anecdotal notes  Read field guides
• Effectiveness • Labs  Map reading
• Author's theses • Board work  Machine manuals
• Logic • Study guides
• Reasoning • Worksheets
• Rubric
• Accuracy
• Thoroughness • Power Point presentation
• Plot outline • Student evaluation of debates
• Evaluating web • Create a chart and interpret
documents using appropriate • Xwords
criteria. • Correct set up of machines
• Class file folders
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
electronic media for research and
evaluate the quality of the
information received.
• Explain how the
techniques used in electronic
media modify traditional forms
of discourse for different
purposes.
• Use, design, and
develop media to demonstrate
understanding (e.g., a major
writer or literary period or
movement).
• Produce work in at least one literary
genre that follows the conventions of
the genre.
• Role-playing.
• Read, analyze
majority/minority Supreme
Court decisions and legal fact
patterns.
• Evaluate propaganda.
• Eliminate extraneous
information from word
problems.
• Sequencing of read
information.
• Model, guide and practice
• Selecting appropriate
media.
• Evaluating the quality
of information.
• Comparing the
effectiveness of electronic
media techniques regarding
traditional discourse.
• Using media to
demonstrate comprehension.
• Have students present
material they have produced for
critical inquiry.
• Have students bring in
material to critically read.
• Use media to identify
bias in information.
• Debate.
• Model, guide and practice
• Producing a literary
genre work.
• Create an original
short story, poem, and play.
• Compare/contrast
report.
• Write historical diary.
• Colonial newspapers.
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Observation journals.
• Dialogs.
• Autobiography of an
animal or plant.

Correctives:
• Peer tutoring.
• Additional modeling
• Cooperative learning

Extensions:
• Write own plays/ poems.
• Debates
• Editorials
• Student develop rubrics
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

Subject Title: READING

Discipline/Grade Level: GRADES 9 - 12

UNIT LESSON OUTCOME: 3

The learner will read, analyze, and interpret texts and print.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications 1.1 X 1.2 X 1.3 X 1.4 1.5 1.6 1.7 1.8

Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11

Science & Technology 3.1 3.2 X 3.3 3.4 3.5 3.6 3.7 3.8 3.9

Environment & Ecology 4.1 4.2 4.3 X 4.4 4.5 4.6 4.7 X 4.8 4.9

Civics & Government 5.1 X 5.2 X 5.3 X 5.4 X

Economics 6.1 6.2 6.3 6.4 6.5

Geography 7.1 7.2 7.3 7.4

History 8.1 8.2 8.3 8.4

Arts & Humanities 9.1 9.2 X 9.3 X 9.4 X

Health, Safety & PE 10.1 10.2 10.3 10.4 10.5

Family & Consumer Science 11.1 11.2 X 11.3 11.4

Career Education & Work X

 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT
OUTCOMES/STANDARD
STANDARD 3 - Reading,
Analyzing, and Interpreting
Literature
• Read and understand works of
literature.
• Analyze the relationships, uses and
effectiveness of literary elements used
by one or more authors in similar
genres including characterizations,
setting, plot, theme, point of view,
tone, and style.
• Analyze the effectiveness, in terms of
literary quality, of the author's use of
literary devices.
• Sound techniques (e.g.,
rhyme, rhythm, meter, and
alliteration).
• Figurative language
(e.g. personification, simile,
metaphor, hyperbole, irony,
satire).
• Literary structures (e.g.,
foreshadowing, flashbacks,
progressive and digressive time).
• Analyze and evaluate in poetry the
appropriateness of diction and
figurative language (e.g., irony,
understatement, overstatement, and
paradox).
• Analyze how a scriptwriter's use of
words creates tone and mood, how
choice of words advances the theme
or purpose of the work.
CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
• Model, guide and practice • Standardized tests and quizzes  Board approved texts.
• Completing a story • Teacher-made tests and quizzes  Newspaper
map before, during and after • Teacher, peer, and self-evaluation  Magazines
reading. • Teacher observations  Content Area Reading 9-11 Rubric
• Completing a story • Teacher and peer response on from Partnering for Student Success
frame. selected work p. 65-67.
• Completing a Q- • Class participation  Dictionary
Matrix. • Homework assignments  Tape player
• Completing a retelling • Daily preparation for class  Reference books
guide. • Projects  Cook books
• Presenting music, • Portfolio  Library
visual arts, and historical events • Learning log  Electronic library
from a time period.
• Journal entries  Internet
• Creating a pre-reading
• Oral and written reports  Spell check (thesaurus)
purpose.
• Class discussion  Computer programs
• Predicting what the
literature will be about. • Anecdotal notes  Read field guides
• Creating a list of pre- • Labs  Map reading
reading predictions. • Board work  Machine manuals
• Creating think sheets. • Study guides
• Worksheets
• Creating anticipation
• Rubric
guides.
• Power Point presentation
• Summarizing group
writing. • Student evaluation of debates
• Using the PSSA • Create a chart and interpret
Reading Connection strategies • X-words
(p.75) for question-answer • Correct set up of machines
relationships.
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Read and respond to nonfiction and • "Right there" strategy

fiction including poetry and drama. • "Think and search"
strategy
• "On my own" strategy
• "Writer and me"
strategy
• Multimedia
presentation.
• Read appropriate
historical novels.
• Reading newspaper
articles.
• Model, guide and practice
• Analyzing literary
elements 1) characterization, 2)
setting, 3) plot, 4) theme, 5) point
of view, 6) tone, and 7) style.
• Using a prediction tree
model.
• Debate - point of view.
• Model, guide and practice
• Utilizing sound
techniques: 1) reflectiveness, 2)
rhyme, 3) rhythm, 4) meter, and
5) alliteration tongue twisters.
• Using figurative
language: 1) personification, 2)
similie, 3) metaphor, 4)
hyperbole, 5) irony and 6) satire.
• Utilizing literary
structures: 1) sub-objective, 2)
foreshadowing, 3) flashback, 4)
progressive time and 5)
digressive time.
• Utilizing literary
structures of 1) rhyme scheme, 2)
syllable count, 3) key capital
words, and 4) uncapitalized
words.
• Trial about steroid use
(ethics).
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Model, guide and practice

• Analyzing and
evaluating irony in poetry
regarding appropriate diction.
• Analyzing and
evaluating understatement in
poetry regarding appropriate
diction structures.
• Analyzing and
evaluating overstatement and
paradox in poetry regarding
appropriate diction.
• Analyzing proper
verbal communication (speech).
• Analyzing stock
market.
• Analyzing law cases.
• Model, guide and practice
• Analyzing tone and
mood in a script by highlighting
theme and purpose.
• Interviews.
• Develop and produce
script for video production
assignment.
• Model, guide and practice
• Reading and responding
to fiction and nonfiction 1)
dramatize scenes, 2) role-play, 3)
write book reports, 4) maintain
reading journal, 5) participate in
book shares, 6) create question
cubes, 7) critique books, 8) draw
artistic representation of mental
images during reading, and 9)
utilize Linda Mood-Bell rubric to
visualize and analyze literature.

Correctives:
• Peer tutoring
• Cooperative learning
 LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.

• Study guides
• Concept webs
• Draw pictures from reading to
visualize meaning from texts and print

Extensions:
• Student developed rubrics
• Independent projects
• Reader's Theatre
• Dramatizations