DOCSLIB.ORG

Month IB Unit Assessments and Activities ATL Skills Unit 1 Whole Class Learning Analyze the Text

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Month IB Unit Assessments and Activities ATL Skills Unit 1 Whole Class Learning Analyze the Text Assessed Curriculum Standards and IB Month IB Unit Assessments and Activities ATL Skills Criterion and Strands Anchor Text (Memoir in Verse): from Brown Girl Dreaming by Jacqueline Communication/ ​ ​ ​ Woodson Communication Skills CCSS Standards: Media (Comic Strip): Gallery of Calvin and Hobbes Comics by Bill ● Use a variety of speaking ● Read and analyze how authors ​ ​ ​ Watterson techniques to express their points of view in different types of texts. RL.6.6 Analyze the Text: communicate with a ​ ● Expand Knowledge and use of ● make inferences ● review and clarify variety of audiences ​ ● speculate ● present and discuss ● Use appropriate forms academic and concept vocabulary. ● make a judgment ● answer the essential RL.6.4 of writing for different ● answer the essential question question ● Write a nonfiction narrative in which ● interpret images ● make inferences and purposes and audiences you develop experiences or events ● analyze character support ● Interpret and use ● sequence of events ● speculate using narrative techniques ● draw conclusions effectively modes of effectively. W.6.3 ​ Unit 1 non-verbal ● Conduct research projects of various Whole Analyze Craft and Structure: communication lengths to explore a topic and clarify Class ● Use and interpret a meaning. W.6.7 ● memoir and poetry ​ Learning ● answer the essential question range of ● Correctly use common, proper, and discipline-specific terms possessive nouns in writing and presentations. L.6.1 Conventions: and symbols ​ ● Use word choice, sentence ● Write for different ​ ● noun ● proper noun structures, and tone to develop your ● common noun ● possessive nouns purposes voice in your writing. L.6.3 ● Organize and depict ​ ● Engage in collaborative discussions, information logically ​ Formative: build on the ideas of others, and Performance-Based Assessment Task express your own ideas clearly. Write a Nonfiction Narrative Social Skills/ Collaboration SL.6.1 Prompt: When did you have to use your imagination to find another way Skills ● ​Integrate audio, visuals, and text in to do something? ● Give and receive presentations. SL.6.5 ​ Language Development: Author’s Style: Voice meaningful feedback Public Document: Declaration of the Rights of the Child ​ ​ IB Criterion and Strands: The United Nations General Assembly Self management/ Criterion B: Organizing Magazine Article: Michaela DePrince: The War Orphan Who Became a ​ ​ Reflection Skills ● employ organizational structures Ballerina by William Kremer ​ ● Focus on the process of that serve the context and intention Unit 1 Memoir: from Bad Boy by Walter Dean Myers ​ ​ creating by imitating the ● organize opinions and ideas in a Small Poetry: I Was a Skinny Tomboy Kid by Alma Luz Villanueva ​ ​ ​ work of others coherent and logical manner Group ● Keep a journal to record ● use referencing and formatting tools Learning Analyze the Text: reflections to create a presentation style ● review and clarify ● analyze details suitable to the context and ● present and discuss ● post your work intention. ● answer the essential question ● analyze character Research/ Information Objective C: Producing text ● sequence of events literacy Skills Analyze Craft and Structure: ● Present information in a ● produce texts that demonstrate thought, imagination and sensitivity ● development of ideas ● author’s purpose variety of formats and ● biographical writing ● figurative language: platforms while exploring and considering new ● narrative nonfiction ● symbol ● Evaluate and select perspectives and ideas arising from ● direct quotations ● central symbol personal engagement with the information sources and ● central idea creative process digital tools based on ● make stylistic choices in terms of their appropriateness to Conventions: linguistic, literary and visual devices, specific tasks demonstrating awareness of impact ● pronoun ● reflexive pronoun on an audience ● pronoun case ● intensive pronoun ● nominative (or) subjective ● adjective Research/Media Literacy ● select relevant details and examples case ● adverb skills to develop ideas. ● objective case ● Understand the impact Objective D: Using language ● possessive case ● use appropriate and varied of media vocabulary, sentence structures and representations and Formative: forms of expression modes of presentation Performance-Based Assessment Task ● write and speak in an appropriate Present a Retelling register and style Prompt: Deliver a retelling of the childhood challenges presented in Thinking/ Critical-thinking ● use correct grammar, syntax and either the magazine article, the memoir excerpt, or the poem from this skills punctuation section. ● Gather and organize ● spell (alphabetic languages), write (character languages) and relevant information to pronounce with accuracy ● from Peter Pan by J. M. Barrie formulate an argument ● use appropriate nonverbal ● Oranges by Gary Soto communication techniques ● The Boy Nobody Knew by Faith Ringgold Thinking/ Transfer skills Unit 1 ● Raymond’s Run by Toni Cade Bambara ● Combine knowledge, Individual understanding and skills Learning Summative to create products or Performance-Based Assessment Task solutions Writing to Sources: Nonfiction Narrative Writing Prompt: When did a challenge lead to a triumph? Speaking & Listening Outcome: Recitation Assessed Curriculum Standards and IB Month IB Unit Assessments and Activities ATL Skills Criterion and Strands Anchor Text (Memoir): from My Life With the Chimpanzees by Jane ​ ​ ​ Communication/ Standards: Goodall Communication Skills ● ​Read and analyze the development Anchor Text (Historical Fiction): Hachiko: The True Story of a Loyal Dog Unit 2 ​ ​ ● Use a variety of media to of ideas and language in literature by Pamela S. Turner Whole communicate with a and nonfiction texts, including how Analyze the Text: authors that write in different Class range of audiences genres explain ideas. RL.6.2, RI.6.2 Learning ● analyze first person narrative ● infer key ideas ● Read a variety of sources ​ ● make inferences ● interpret ● Expand Knowledge and use of for information and for ​ ● speculate ● compare and contrast academic and concept vocabulary. ● answer the essential question pleasure RL.6.4, RI.6.4 ● Use a variety of ● ​Write an explanatory essay in which Analyze Craft and Structure: organizers for academic you examine a topic and convey ● author’s purpose ● setting writing tasks ideas, concepts, and information. ● memoir ● conflict ● Structure information in W.6.2 ● ● historical fiction theme summaries, essays and ● Conduct research projects of various reports lengths to explore a topic and clarify meaning. W.6.7 Conventions: ​ ● Ensure that pronouns are in the Self Management/ ● comma ● parentheses proper case. L.6.1.a ● nonessential ● dashes Organization SKills ​ ● nonrestrictive ● irregular plurals ● Engage in collaborative discussions, ● ● element ● capitalization Plan strategies and take build on the ideas of others, and action to achieve express your own ideas clearly. personal and academic SL.6.1 Formative: goals ● Integrate audio, visuals, and text in Performance-Based Assessment Task ● Select and use presentations SL.6.5 Write an Explanatory Essay ​ Prompt: What qualities do Goodall and Turner believe people and technology effectively animals share? and productively IB Criterion and Strands: Language Development: Conventions Criterion A: Analyzing ● identify and explain the content, Poetry: A Blessing by James Wright Self Management/ ​ ​ ​ context, language, structure, Poetry: Predators by Linda Hogan Affective Skills ​ ​ technique and style of text(s) and Essay: Monkey Master by Waldemar Januszczak ​ ​ ● Mindfulness the relationships among texts Short Story: Black Cowboy, Wild Horses by Julius Lester ​ ​ ​ Self Management/ ● justify opinions and ideas, using Reflection Skills examples, explanations and Analyze the Text: ● Consider content terminology ● review and clarify ● analyze simile Criterion B: Organizing ● present and discuss ● interpret quotation ● employ organizational structures ● answer the essential question ● understand figurative Research/ Information ● analyze opinion language Literacy Skills that serve the context and intention ● analyze conflict ● organize opinions and ideas in a Unit 2 ● Collect, record and verify coherent and logical manner Small data ● use referencing and formatting tools Group Analyze Craft and Structure: ● Collect and analyse data to create a presentation style ● ● to identify solutions and Learning elements of poetry: two lines suitable to the context and ● lyric poem ● eight lines make informed decisions ● sound devices ● four lines intention. ● repetition ● six lines Objective C: Producing text ● alliteration ● plot Research/ Media Literacy ● produce texts that demonstrate ● figurative language ● exposition Skills thought, imagination and sensitivity ● simile ● conflict ● tone ● rising action ● Communicate while exploring and considering new ● poetic structures ● climax information and ideas perspectives and ideas arising from ● stanza ● falling action effectively to multiple personal engagement with the ● line ● resolution creative process ● stanza structure audiences using a variety ● select relevant details and examples of media and formats to develop ideas. Conventions: Objective D: Using language ● use appropriate and varied ● verb ● future tense ● action verb ● perfect tense vocabulary, sentence structures and ● linking verb ● present perfect forms of expression ● tense ● past perfect ● write and speak in an appropriate ● past tense
Load more

Recommended publications
  • Table of Contents: Grades
    TEXAS Table of Contents GRADES 6–8 Create Your Story 6 7 8 TEXAS Student Edition TryPearsonTexas.com/LiteracyK-8 6 7 8 TEXAS Student Edition 6 7 8 TEXAS Student Edition is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. TEXA S TEXA S t u d e n t E d i t i o n S LitSam581L694 TEXA S t u d e n t E d i t i o n S 6 7 8 S t u d e n t E d i t i o n PearsonRealize.com 6 7 8 6 7 8 TryPearsonTexas.com/LiteracyK-8 Join the Conversation: 800-527-2701 Twitter.com/PearsonPreK12 Facebook.com/PearsonPreK12 Copyright Pearson Education, Inc., or its affiliates. All rights reserved. SAM: 9781418290467 Get Fresh Ideas for Teaching: Blog.PearsonSchool.com ADV: 9781418290603 TEXAS Table of Contents The Importance of Literature myPerspectives Texas ensures that students read and understand a variety As individuals we are the sum of the stories that we tell ourselves about of complex texts across multiple genres such as poetry, realistic fiction, ourselves—about love, about fear, about life, about longing. We are adventure stories, historical fiction, mysteries, humor, myths, fantasy, drawn to those stories outside of classrooms because those stories tell us science fiction, and short stories. something about ourselves. They affirm something inside of us. They help These texts have been carefully selected to enable students to encounter us learn more about ourselves and others.
    [Show full text]
  • B O O K S & J O U R N a L S F a L L & W I N T E R 2 0
    D U K E UNIVERSITY PRESS BOOKS & JOURNALS FALL & WINTER 2008 contents general interest film & tv studies Screening Sex, Williams 1 Displaced Allegories, Mottahedeh 27 Bound by Law?, Aoki, Boyle, and Jenkins 2 The Cinema of Naruse Mikio, Russell 27 The Ecuador Reader, de la Torre and Striffler 3 Picturing American Modernity, Whissel 28 Twenty Theses on Politics, Dussel 4 Inventing Film Studies, Grieveson and Wasson 28 James Baldwin’s Turkish Decade, Zaborowska 5 Still Moving, Beckman and Ma 29 Territories of Difference, Escobar 6 Designs for an Anthropology of the Contemporary, latin american studies Rabinow, Marcus, Faubion, and Rees 7 Errant Modernism, Gabara 29 Antinomies of Art and Culture, Smith, Enwezor, and Condee 8 The Quality of Home Runs, Carter 30 Unsettled Visions, Machida 9 Cuba, Hearn 30 Big Ears, Rustin and Tucker 10 Domination without Dominance, Lamana 31 Mexican American Mojo, Macías 11 The Circulation of Children, Leinaweaver 31 Fixing Sex, Karkazis 12 Empire and Dissent, Rosen 32 High Stakes, Cattelino 13 Indians and Leftists in the Making of Ecuador’s Modern How to Be French, Weil 14 Indigenous Movements, Becker 32 Nanovision, Milburn 15 The Agrarian Dispute, Dwyer 33 Rural Resistance in the Land of Zapata, Padilla 33 science studies The Indian Militia and Description of the Indies, Vargas Machuca 34 The Mangle in Practice, Pickering and Guzik 16 The Wandering Signifier, Graff Zivin 34 CT Suite, Saunders 16 Human Rights in the Maya Region, Pitarch, Speed, and Leyva Solano 35 anthropology Constructing the Maya, Eiss
    [Show full text]
  • Fromtheeditors ...1 Feminist Visions
    The University of Wisconsin System *$ A OUARTERLY OF WOMEN'S STUDIES RESOURCES O TABLE OF CONTENTS FROMTHEEDITORS .................................1 BOOK REVIEWS * EATING DISORDERS AND FEMINISM ............................. 1 by Nita Mary McKinley Consuming Passions: Feminist Approaches to Weight Preoccupation and Eating Disorders, ed. by Catrina Brown and Karin Jasper; Feminist Perspectives on Eating Disorders ed. by Patricia Fallon et al.; From Fasting Saints to Anorexic Girls: The History of Self-Starvation by Walter Vandereycken and Ron van Deth; and A Hunger So Wide and So Deep: American Women Speak Out on Eating Problems by Becky W. Thompson. * RELEASING THE WOMAN WITHIN: THE POETRY OF SEVEN WOMEN OF COLOR . .4 by Gay Davidson-Zielske The Last Generation by Chem'e Moraga; Loose Woman by Sandra Cisneros; Releasing Serpents by Bernice Zamora; Planet, with Mother May I? by Alma Luz Villanueva; Now Poof She is Gone by Wendy Rose; Bear Bones & Feathers by Louise Halfe; and Bird Language by Diana Rivera. * WOMEN WRITERS: LIFE IN LITERATURE ..........................8 by Audrey Roberts Women's Work: An Anthology of American Literature, ed. by Barbara Perkins et al.; If1Had a Hammer: Women's Work in Poetry, Fiction, and Photographs, ed. by Sandra Martz; Women's Voices: Visions and Perspectives, ed. by Pat C. Hoy et al.; Chloe Plus Olivia, An Anthology of Lesbian Literature from the Seventeenth Century to the Present, ed. by Lillian Faderman; The Norton Book of Women's Lives, ed. by Phyllis Rose; and Growing Up Female: Stories by Women Writersfrom the American Mosaic, ed. by Susan Cahill. FEMINIST VISIONS ................................. 11 EXCERPTS FROM "MAKING HISTORY: JULIE DASH" by Patricia Mellencamp Continued on next page ARCHIVES OF WOMEN IN SCIENCE AND ENGINEERING ...........14 by Tanya L.
    [Show full text]
  • American Book Awards 2004
    BEFORE COLUMBUS FOUNDATION PRESENTS THE AMERICAN BOOK AWARDS 2004 America was intended to be a place where freedom from discrimination was the means by which equality was achieved. Today, American culture THE is the most diverse ever on the face of this earth. Recognizing literary excel- lence demands a panoramic perspective. A narrow view strictly to the mainstream ignores all the tributaries that feed it. American literature is AMERICAN not one tradition but all traditions. From those who have been here for thousands of years to the most recent immigrants, we are all contributing to American culture. We are all being translated into a new language. BOOK Everyone should know by now that Columbus did not “discover” America. Rather, we are all still discovering America—and we must continue to do AWARDS so. The Before Columbus Foundation was founded in 1976 as a nonprofit educational and service organization dedicated to the promotion and dissemination of contemporary American multicultural literature. The goals of BCF are to provide recognition and a wider audience for the wealth of cultural and ethnic diversity that constitutes American writing. BCF has always employed the term “multicultural” not as a description of an aspect of American literature, but as a definition of all American litera- ture. BCF believes that the ingredients of America’s so-called “melting pot” are not only distinct, but integral to the unique constitution of American Culture—the whole comprises the parts. In 1978, the Board of Directors of BCF (authors, editors, and publishers representing the multicultural diversity of American Literature) decided that one of its programs should be a book award that would, for the first time, respect and honor excellence in American literature without restric- tion or bias with regard to race, sex, creed, cultural origin, size of press or ad budget, or even genre.
    [Show full text]
  • TABLE of CONTENTS GRADES 6–12 OPEN a WORLD of IDEAS It Is Important to Understand That Learning Is Different in the 21St Century Than It Was in the 20Th Century
    TABLE OF CONTENTS GRADES 6–12 OPEN A WORLD OF IDEAS It is important to understand that learning is different in the 21st century than it was in the 20th century. For many of us educated in the 20th century, our learning modalities are closer to Gutenberg than Zuckerberg! Learning changes as technologies change. We’re moving from what would have been a receptive learning ecology to an interactive and productive one. The 21st century is about producing knowledge. It’s a century where students need to develop unique and powerful voices plurally and consider the following questions: How do I speak to different audiences? How do I understand the rhetorical situation? How do I know what my audience needs to hear from me? How do I meet them where they are? There’s not just one generic academic voice; there are multiple voices. It’s also about learning to consider and engage diverse perspectives. —Dr. Ernest Morrell, myPerspectives Author ERNEST MORRELL, Ph.D., Coyle Professor and the Literacy Education Director at the University of Notre Dame 2 TABLE OF CONTENTS myPerspectives ensures that students read and understand a variety of complex texts across multiple genres such as poetry, myths, realistic fiction, historical fiction, speeches, dramas, literary criticism, letters, speeches, articles, short stories, and more. These varied texts allow students to encounter new perspectives, rethink ideas, and deepen their knowledge of contemporary, traditional, and classic literature. STUDENT EDITION UNITS Grade 6 . .. 6 Grade 7 . .. 9 Grade 8 . 13 Grade 9 . 16 Grade 10 . .. 21 American Literature . 26 British and World Literature .
    [Show full text]
  • Translation of Gloria Anzaldúa's
    UCC Library and UCC researchers have made this item openly available. Please let us know how this has helped you. Thanks! Title Chicana poetics: genre and style in Gloria Anzaldúa and Lorna Dee Cervantes Author(s) Alexander, Donna Maria Publication date 2015 Original citation Alexander, D. M. 2015. Chicana poetics: genre and style in Gloria Anzaldúa and Lorna Dee Cervantes. PhD Thesis, University College Cork. Type of publication Doctoral thesis Rights © 2015, Donna Maria Alexander. http://creativecommons.org/licenses/by-nc-nd/3.0/ Embargo information Please note that Chapters 1-4 and the Conclusion (pp.23-265) and Works Cited (pp.275-297) are unavailable due to a restriction requested by the author. Embargo lift date 10000-01-01 Item downloaded http://hdl.handle.net/10468/2089 from Downloaded on 2021-09-30T23:31:03Z Chicana Poetics: Genre and Style in Gloria Anzaldúa and Lorna Dee Cervantes Donna Maria Alexander MA Dissertation Submitted for the Degree of Doctor of Philosophy to the National University of Ireland, University College Cork Under the Supervision of Dr Lee Jenkins Professor Nuala Finnegan School of English Department of Spanish, Portuguese and Latin American Studies Head of School: Professor Claire Connolly Head of Department: Dr Helena Buffery January 2015 Abstract This thesis conducts a formal study of the poetry of Gloria Anzaldúa and Lorna Dee Cervantes, placing their work in dialogue with genre and style. These two Chicana poets are exemplary of politicised experimentation with poetics, underpinned by a keen awareness of the rich history of form, genre and style. In the work of each poet, two poetic modes are examined: one traditional, and one experimental.
    [Show full text]
  • Chicano Literature: Expanding the Bare of American Literature, Bibliography and Resources
    DOCUMENT RESUME ED 392 056 CS .215 221 AUTHOR Gonzalez-T., Cesar A.; Salgado, Jose TITLE Chicano Literature: Expanding the Bare of American Literature, Bibliography and Resources. PUB DATE 10 Nov 95 NOTE 18p.; Paper presented at the National Conference of the Community Colleges Humanities Association (Washington, DC, November 9-11, 1995). PUB TYPE Information Analyses (070) Reference Materials Bibliographies (131) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Bibliographies; *Cultural Context; Higher Education; *Literary History; *Mexican American Literature; United States History IDENTIFIERS *Chicar Literature; Chicano Studies; *Leal (Luis); Lomeli \Francisco A); Mexican American Studies ABSTRACT This paper has 2 parts:(1) an overview of the history and chronology of Chicano literature; and (2) a review of bibliographies of Chicano literature. Chicano literature can be divided into pre-Chicano literature (1535-1959) and contemporary Chicano literature (1959 to the present). Colonial literature is that written between 1542 and the Mexican declaration of independence from Spain in 1810--this literature includes "relaciones," that is, accounts of explorations, histories, dramas, poetry, and writings of a religious nature. Luis Leal, the dean of Chicano studies, designates the period of breaking away from Spain (1810) and the United States takeover (1848) as that of moving "toward literary autonomy." Up to the 1950s, Chicano literature remained an "in-house" phenomenon, ignored by the mainstream. The 1960s was a period of uprising, described by Francisco Lomeli as the "breaking of social barriers." A.major group of writers in the late 1970s became known as "the isolated generation of 1975"--characterized by their moving in disparate and innovative ways.
    [Show full text]
  • Literary Terms Handbook
    REFERENCE SECTION Author Files . R1 Foldables . R8 Literary Terms Handbook . .R10 Writing Handbook . .R17 The Writing Process . .R17 Writing Modes . R20 Research Report Writing . .R21 Business Writing . R25 Using a Computer for Writing . R27 Language Handbook . R28 Troubleshooter . R28 Troublesome Words . R33 Mechanics . R36 Spelling . R43 Listening, Speaking, and Viewing Handbook . R45 Study and Test-Taking Skills Handbook . R49 Glossary/Glosario . R54 Index of Skills . R70 Index of Authors and Titles . R77 Index of Art and Artists . R79 Acknowledgments . .R81 AUTHOR FILES Maya Angelou (1928– ) • was originally named Marguerite; Maya is the Avi (1937– ) name her brother called her as a child • his grandmother, an aunt, and his parents were • at the age of three, was sent to live with her writers; two uncles were painters and another grandmother who ran the only black-owned a composer general store in the town of Stamps, Arkansas • late in his school career, it was discovered that • has been a professor at Wake Forest University he has dysgraphia, an impairment that causes for more than twenty years him to reverse letters or misspell words • speaks French, Spanish, Italian, Arabic, and Fanti • his twin sister gave him the name “Avi” when (a language of southern Ghana) fluently they were both about a year old Quote: “Everybody has ideas. The vital question is, what do you do with them?” Ray Bradbury (1920– ) Toni Cade Bambara (1939–1995) • does not like technology even though he writes • studied acting and mime in Italy and France about
    [Show full text]
  • 55 LATINO Rons
    55 LATINO rons (DIT(D U VICTOR HERNANDEZ CRUZ L E R 0 Y V . Q U I N T A N A AND VIRGIL S UA R E Z PERSEA BOOKS New York Contents Introduction xi Francisco X. Alarcon Shame 3 L.A. Prayer 4 Julia Alvarez Storm Windows 5 Dusting 5 Homecoming 6 Jimmy Santiago Baca from Poem VI 9 horn Poem XXIII 10 Sandra M. Castillo Leavings 12 Abuelo Leopoldo Sneaks a Bite of Cream Cheese 13 For El Nino on His Arrival in The United States 14 Adrian Castro Pulling the Muse from the Drum 15 Herald of Cocos (I) 17 Rosemary Catacalos Morning Geography 20 Women Talk of Flowers at Dusk 21 Lorna Dee Cervantes The Poet Is Served Her Papers 23 Blue Full Moon in Witch 24 From the Cables of Genocide 24 Judith Ortiz Cofer The Latin Deli: An Ars Poetica 26 The Medium's Burden 27 My Grandfather's Hat 28 Lucha Corpi On Being Alone: Berkeley, 1969 30 Rehearsals for the Wreck 31 Victor Hernandez Cruz from Mesa Blanca 32 Mesa Blanca 33 Time Zones 35 Silvia Curbelo Photograph from Berlin 39 Summer Storm 40 Witness 41 Martin Espada The Lover of a Subversive Is Also a Subversive 43 Coca-Cola and Coco Frio 44 La Tumba de Buenaventura Roig 45 Sandra Maria Esteves Who Is Going to Tell Mel 48 Oshun's Love Poem 51 Ocha 52 Gustavo Perez Firmat Nobody Knows My Name 54 Ghost Writing 54 Bilingual Blues 55 Diana Garcia La Curandera • _ 57 When Living Was a Labor Camp Called Montgomery 58 Guy Garcia Day of the Dead 60 Red Line 61 Lourdes Gil Outline for a Cuban Folk-Dance 62 Prague, 1924 63 Magdalena Gomez Mestiza Legacy 65 Telling 67 It Happens While Presidents Play Golf 70 VI Ray Gonzalez The Recurring Dream of the Snakes as a Gift for My Aching Shoulder 73 Howl .
    [Show full text]
  • Savvas English Language Arts and Reading Grade 6 Quality Review
    Savvas Grade 6 English Language Arts and Reading Program Summary Section 1. English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) Alignment Grade TEKS Student % TEKS Teacher % ELPS Student % ELPS Teacher % Grade 6 100.00% 100.00% 100.00% 100.00% Grade 7 100.00% 100.00% 100.00% 100.00% Grade 8 100.00% 100.00% 100.00% 100.00% Section 2. Texts ● The sixth-, seventh-, and eighth-grade materials include high-quality texts across a variety of text types and genres as required by the TEKS. ● The materials describe their approach to text complexity as a blend of quantitative and qualitative analyses resulting in a grade-band categorization of texts. The sixth-, seventh-, and eighth-grade materials include a variety of text types and genres across content as required by the TEKS. Texts are appropriately challenging and are at an appropriate level of complexity to support students at their grade level. Section 3. Literacy Practices and Text Interactions ● The materials provide students the opportunity to analyze and integrate knowledge, ideas, themes, and connections within and across texts using clear and concise information and well-defended text-supported claims through coherently sequenced questions and activities. ● The materials provide students the opportunity to analyze the language, key ideas, details, craft, and structure of individual texts. ● The materials provide opportunities for students to build their academic vocabulary across the course of the year. ● The materials include a plan to support and hold students accountable in independent reading. ● The materials provide students the opportunity to develop composition skills across multiple text types for varied purposes and audiences.
    [Show full text]
  • Literatura CHICANA, 1965-1995 an ANTHOLOGY in SPANISH, ENGLISH, and CALO
    LiTERATURA CHICANA, 1965-1995 AN ANTHOLOGY IN SPANISH, ENGLISH, AND CALO EDITED BY MANUEL DE JESUS HERNANDEZ-GUTI£RREZ AND DAVID WILLIAM FOSTER GARLAND PUBLISHING, INC. NEW YORK AND LONDON 1997 fNDICE DE MATERIAS Manuel de Jesus Hernandez-Gutie"rrez, "Prefacio: Tres d6cadas de literature chicana contemporanea" ix "Preface: Three Decades of Contemporary Chicana/o Literature" xix Felipe G. Castro and Edward Escobar, "Presentacidn: Chicana/o Litera- ture: A Generational Tapestry of Colors" xxix Acknowledgments xxxi Ensayo/Essay Francisco H. Vazquez, "Chicanology: A Postmodern Analysis of Meshicano Discourse" (1992) 3 Ysidro Ram6n Macfas, "The Evolution of the Mind" (1969) 38 Octavio Ignacio Romano-V, "The Historical and Intellectual Presence of Mexican Americans" (1969) 47 Richard Rodriguez, "Prologue: Middle-Class Pastoral" (1981), from Hunger of Memory 62 Cherrfe Moraga, "La Guera" (1981) 66 Gloria Anzaldua, "La conciencia de la mestiza: Towards a New Consciousness" (1987) 75 Jose" Antonio Burciaga, "Pendejismo" (1993) 90 Cordelia Candelaria, "Letting La Llorona Go, or, Re/reading History's 'Tender Mercies'" (1993) 93 Cuento/Short Story Jorge Ulica, "Do You Speak Pocho...?" (1924) 101 Mario Suarez, "El Hoyo" (1947) 104 Tomas Rivera, "Las salamandras" (1974) 107 Estela Portillo Trambley, "The Paris Gown" (1975; 1993) 110 Rolando R. Hinojosa-Smith, "Feliz cumpleaflos, E.U.A." (1979) 120 Alejandro Murguia, "A Long Walk" (1980; 1996) 123 Jim Sagel, "La junta" (1980) 130 vi LITERATURA CHICANA / CHICANA/O LITERATURE Alberto Alvaro Rfos, "Then They'd Watch Comedies" (1984) Helena Maria Viramontes, "The Moths" (1985) Gary Soto, "Looking for Work" (1985) Beverly Silva, "The Cat" (1986) Miguel Me"ndez-M., "Huachusey" (1986) Gloria Velasquez, "Fugitive" (1987) Ricardo Aguilar Melantzon, "Cumplir mi justa condena..." (1987) Sabine Ulibarri, "El conejo pionero" (1988) Sergio Elizondo, "Coyote emplumado" (1988) Poesfa/Poetry An6nimo, "Corrido de Joaqufn Murrieta" Q.1850?) Andnimo, "Corrido de Gregorio Cortez" (^,1901?) Jesiis Maria H.
    [Show full text]
  • Chicanonautica: Altermundos: Latinoid Culture Goes Speculative
    La Bloga: Chicanonautica: Altermundos: Latinoid Culture Goes Speculative La Bloga Las Blogueras Los Blogueros Click to email a writer. Denver CO • Pasadena CA • The San Fernando Valley CA • Eagle Rock CA • Lincoln NE • Glendale AZ • Santa Barbara CA • Lincoln Heights CA • Kansas City MO • Santa Monica CA La Bloga Archive Thursday, April 27, 2017 Authors ▼ 2017 (90) A.E. Roman ► May 2017 (2) Aaron A. Abeyta ▼ April 2017 (21) Chicanonautica: Altermundos: Latinoid Culture Goes Aaron Michael Morales More New Non-Fiction Abelardo Lalo Delgado (Plus) Speculative Abraham Rodriguez, Jr. Chicanonautica: Altermundos: Aldo Alvarez Latinoid Culture by Ernest Hogan Alejandro Morales Goes... Look out, world! Here's a manifestation of La Cultura that will give Alex Espinosa Premio Campoy-Ada a obras de literatura the President's absurd performance art, the design contest for the Alex Segura infantil y... Border Wall, and the Mother of All Bombs some serious Alfredo Véa Reflecting on NHCC. competition: Altermundos: Latin@ Speculative Literature, Film, Alicia Gaspar de Alba Bless Me, Ultima and PopularCulture edited by Cathryn Josefina Merla-Watson and Opera Sets Da... Alisa Valdes B.V. Olguín. It's got a cover that riffs on a classic Jesús Helguera Alma Flor Ada Tia Chucha's 12th painting, making it into sexy space opera. The UCLA Chicano Annual Celebrating Alma Luz Villanueva Words Festiva... Studies Research Center calls it “The first collection engaging Alvaro Huerta Don't You Love Good Chicana/o and Latina/o speculative cultural production.” And it's over 500 pages. News! Amelia M.L. Montes Américo Paredes Remembering: The You can even order it from Target for a 32% discount.
    [Show full text]