Tennessee Diploma Project: Tennessee’s Future 9-12 English Standard Awareness

8 Concept Strands  Language: Covers grammar, mechanics, vocabulary, and sentence structure.  Communication: Builds speaking and listening skills, in both formal and informal situations; begins skills of groups and team participation begins at middle grades.  Writing: Includes instruction in generating, drafting, organizing, and proofreading writing in a variety of modes and for a variety of audiences.  Research: Instructs in conducting research, attributing sources appropriately, and evaluating the reliability of resources.

 Logic: Trains students to think reasonably, follow logical trains of thought, avoid faulty reasoning, and weighs evidence.  Informational Text: Emphasizes the methods necessary to comprehend the organizational structures and graphics employed in informational text.  Media: Focuses on the ways in which the functions and techniques of a variety of media contribute to the message they attempt to convey.  Literature: Acquaints students with a wide range of literary types and diverse content, including both the conventions of the literacy genres and the themes and concepts reflecting the human condition.

Standard (Concept Strand) Course Learning Expectations SPI s Checks for Understanding Standard Language  Learning/Course Expectations—set forth the expected outcomes for that strand  Checks for Understanding— delineate the classroom behaviors to be focused on at each grade  State Performance Indicators—indicate the assessment criteria for that specific grade level

Aligning Standards: Looking at the SPI’s

Strategy--Activity Connection Strategy: A Plan for Achieving a Specific Purpose Activities: A Specific Exercise Designed to Complement the Strategy

Standard 1: Language  Sentence Strips Activity

The Importance of Learning Word Parts Once students know the meanings of many roots, prefixes, and suffixes, they can use that knowledge to figure out new words in text where there are no context clues and in analogies when they don’t know the meanings of some of the choices.

Apply Your Knowledge Can you figure out what this word means? pneumoultramicroscopicsilicovolcanoconiosis

Use your knowledge of prefixes and suffixes to break down the word. pneumoultramicroscopicsilicovolcanoconiosis pneumo – air, windsilico – hard stone ultra – beyond the normalvolcano – fire micro – smallconi – dust scopic – to seeosis -- disease

pneumoultramicroscopicsilicovolcanoconiosis This longest word in the dictionary is a term for black lung disease.

Word Sorts (Affixes)  Open Sorts  Closed Sorts  Timed Sorts

Standard 2--Communication  Reader’s Theater—Martin Luther King’s ”I Have A Dream”  I Have a Dream” Speech Readers’ Theater I Have a Dream” Speech Readers’ Theater  I Have A Dream Speech I Have A Dream Speech  I Have A Dream Speech, Dr. Martin Luther King.mpg I Have A Dream Speech, Dr. Martin Luther King  Dr. Martin Luther King, Jr. Dr. Martin Luther King, Jr.

Thesis or Main Point SomebodyWantedButSoThen Person, Characters, country Motivation: The gist of the issue; what somebody is trying to accomplish, achieve, or acquire The problem: what is standing in the way of success, the conflict or opposition How the problem is solved Resolution: the ending or outcome, what eventually happened.

Example Somebody WantedButSoThen CinderellaWanted to go to the ball But her stepmother wouldn’t let her go So her fairy godmother helped her Then she went to the ball, married the prince and lived happily ever after.

“I Have A Dream” Speech  Discussion Cards 1. Write a summary 2. Write a critique 3. Identify parallel structure 4. Identify repetition 5. Identify ways the speaker engages the audience  Paraphrasing Activity

Teamwork Each group will  Give itself a name  Brainstorm 3 to 5 words that mean teamwork  Come up with definition of teamwork—in a sentence or two what does team work mean  Come up with three guidelines for working in groups which will help all groups succeed  Make a poster with team’s name and definition of teamwork.

Teamwork--Maze  Volunteers

Day 2 Eighth Grade Final Test in 1895 Remember when grandparents and great-grandparents stated that they only had an 8th grade education? Well, check this out. Could any of us have passed the 8th grade in 1895? This is the eighth-grade final exam from 1895 in Salina, Kansas, USA. It was taken from the original document on file at the Smokey Valley Genealogical Society and Library in Salina, and reprinted by the Salina Journal.

8th Grade Final Exam: Salina, KS-1895 Grammar (Time, one hour) 1. Give nine rules for the use of capital letters. 2. Name the parts of speech and define those that have no modifications. 3. Define verse, stanza and paragraph 4. What are the principal parts of a verb? Give principal parts of "lie”,"play," and "run." 5. Define case; illustrate each case. 6. What is punctuation? Give rules for principal marks of punctuation Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

Arithmetic (Time, 1 hour 15 minutes) 1.Name and define the Fundamental Rules of Arithmetic. 2.A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold? 3.If a load of wheat weighs 3,942 lbs., what is it worth at 50cts/bushel, deducting 1,050 lbs. for tare? 4.District No 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals? 5.Find the cost of 6,720 lbs. coal at $6.00 per ton.

Arithmetic (Time, 1 hour 15 minutes) 6.Find the interest of $ for 8 months and 18 days at 7 percent. 7.What is the cost of 40 boards 12 inches wide and 16 ft. long at $20 per metre? 8.Find bank discount on $300 for 90 days (no grace) at 10 percent. 9.What is the cost of a square farm at $15 per acre, the distance of which is 640 rods? 10.Write a Bank Check, a Promissory Note, and a Receipt.

U. S. History (Time, 45 minutes) 1.Give the epochs into which U.S. History is divided. 2.Give an account of the discovery of America by Columbus. 3.Relate the causes and results of the Revolutionary War. 4.Show the territorial growth of the United States. 5.Tell what you can of the history of Kansas. 6.Describe three of the most prominent battles of the Rebellion. 7.Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe? 8.Name events connected with the following dates: 1607, 1620, 1800, 1849, 1865.

Orthography (Time, one hour) [ Do we even know what this is??] 1.What is meant by the following: alphabet, phonetic, orthography, etymology, syllabication 2.What are elementary sounds? How classified? 3.What are the following, and give examples of each: trigraph, subvocals, diphthong, cognate letters, linguals 4.Give four substitutes for caret 'u.' (HUH?) 5.Give two rules for spelling words with final 'e.' Name two exceptions under each rule.

Orthography (Time, one hour) [ Do we even know what this is??] 6.Give two uses of silent letters in spelling. Illustrate each. 7.Define the following prefixes and use in connection with a word: bi, dis-mis, pre, semi, post, non, inter, mono, sup. 8.Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: card, ball, mercy, sir, odd, cell, rise, blood, fare, last. 9.Use the following correctly in sentences: cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays. 10.Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.

Geography (Time, one hour) 1.What is climate? Upon what does climate depend? 2.How do you account for the extremes of climate in Kansas ? 3.Of what use are rivers? Of what use is the ocean? 4.Describe the mountains of North America 5.Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fernandez, Aspinwall and Orinoco.

Geography (Time, one hour) 6.Name and locate the principal trade centers of the U.S. 7.Name all the republics of Europe and give the capital of each. 8.Why is the Atlantic Coast colder than the Pacific in the same latitude? 9.Describe the process by which the water of the ocean returns to the sources of rivers. 10.Describe the movements of the earth. Give the inclination of the earth.

Standard 3--Writing RAFT Strategy  Forces students to process information rather than simply repeat facts.  Encourages creative thinking and motivates students to reflect in unusual ways about concepts they have read.  Forces students to process information, rather than merely regurgitate factual answers to questions.  Uses the powerful ties between reading and writing to assist student understanding of content area text.  Allows both teachers and students to take a more creative approach to reviewing and assessing understanding of subject matter.

29 RAFT Strategy Topic Who or what is this writing about? Format What is the best way to present this writing? Audience Who will be reading this writing? Role What is the role of the writer?

RoleAudienceFormatTopic MechanicTeenagerInstructionsHow to change a tire CigaretteHuman HeartPoemEffects of smoking on cardiac system ApostropheStudentsOpen letterComplaint about its misuse Lawyer in “The Bet” selfDiary entryDays in solitary confinement TeacherSchool boardPersuasive memo Why there should be a dress code

Create sample prompts using the RAFT

Standard 4--Research  Grab bag—Primary or Secondary Source? Primary source—Physical evidence or eyewitness testimony Secondary source—Lawyer’s final summation  Validity of Sources

Computer Activities  Visit State Website  Collaborative Writing (Paper Plates)  Editing  Citation Machine

 Roll-A-Question (Videos)  Mind Benders (Using logic and reasoning)

Bloom’s Taxonomy  Remembering  Understanding  Applying  Analysing  Evaluating  Creating

Standard 6—Informational Text 5 W’s & H  Who  What  When  Where  How  Why

Square fruit stuns Japanese shoppers (BBC News website, June 15, 2001) Japan has again shown off one of its greatest innovations – square watermelons. For years consumers struggled to fit the large round fruit in their refrigerators. And then there was the problem of trying to cut the fruit when it kept rolling around. But 20 years ago a forward-thinking farmer on Japan’s south- western island of Shikoku solved the problem. The farmer, from Zentsuji in Kagawa prefecture, came up with the idea of making a cube-shaped watermelon which could easily be packed and stored.

Square fruit stuns Japanese shoppers (BBC News website, June 15, 2001) To make it happen, farmers grew the melons in glass boxes and the fruit then naturally assumed the same shape. Today the cuboid watermelons are hand-picked and shipped all over Japan. But the fruit on sale in a selection of department stores and upmarket supermarkets, appeals mainly to the wealthy and fashion- conscious of Tokyo and Osaka, Japan’s two major cities.

Square fruit stuns Japanese shoppers (BBC News website, June 15, 2001) Each melon sells for 10,000 yen, equivalent to about $83. It is almost double, or even triple, that of a normal watermelon. “I can’t buy it, it is too expensive,” said a woman browsing at a department store in the southern city of Takamatsu.

Square fruit stuns Japanese shoppers (BBC News website, June 15, 2001)  Write a summary of the article using the information on your hand.  Condense the summary to 10 or less words.

Walter Stuka Gibsonville, NC

Informational Text  Preview Checklist  T-Chart

Making Inferences  A mother put this sign on her teenaged son’s door: Enter at your own risk. An unknown bacteria is said to be growing in this room.  In the football team’s locker room: I am your coach, not your mother.  Bumper sticker on a highway patrolman’s car: Don’t slow down on my account. But if you don’t, it will probably hurt your account.  Bumper sticker on a teenager’s car: A floorboard? There’s carpet on the floorboard?  At the library: Check it out—really!

Standard 7-Media

Standard 8--Literature  Playing With Words  Magic Squares  Dominoes  Find Someone Who Knows

Character Map  “My Father is a Simple Man” Character’s Name THOUGHTS ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___ ACTIONS ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ __ APPEARANCE ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ __ WHAT OTHER CHARACTERS SAY ABOUT HIM OR HER ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ __ WORDS ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ __

Allusions Three categories  Historical  Literary  Classical

To what do these refer?  You need Spiderman to help you out of this mess.  There’s no place like home.  Make my day.  Honest Abe  If it rains much more, we will need an ark.  Jim and Susan are a pair of star-crossed lovers.

More…  For many immigrants America is the Promised Land.  He has caused the anger of Zeus.  Going to the doctor was a trip to Hades.  Don’t be afraid! There’s nothing to fear but fear itself.  The mighty Devil struck out.  When I fell in love, it was the best of times; it was the worst of time.

Do you Recognize the allusion?