Eight Grade Writing Curriculum Map

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Eight Grade Writing Curriculum Map

  1. 1. 8th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PREWRITINGS1C1PO1 Prewriting strategies Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material or other sources).S1C1PO2 Purpose for Writing Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.S1C1PO3 Audience Determine the intended audience of a writing piece.S1C1PO4 Central idea of writing Establish a central idea appropriate to the type of writing.S1C1PO5 Organizational strategies Use organizational strategies (e.g., outlines, charts, tables, graphs, Venn Diagrams, webs, story map, plot pyramid) to plan writing.S1C1PO6 Writing records Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.S1C1PO7 Time management Use time management strategies, when appropriate, to produce a writing product within a set time period. DRAFTINGS1C2PO1 Prewriting plan Use a prewriting plan to develop a draft with main idea(s) and supporting details.S1C2PO2 Organized writing Organize writing into a logical sequence that is clear to the audience. REVISINGS1C3PO1 Six traits Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.S1C3PO3 Irrelevant and/or redundant information in Delete irrelevant and/or redundant information from the draft to more effectively accomplish writing the purpose. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -1- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  2. 2. 8th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard REVISING Words, sentences and paragraphs to clarify Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writingS1C3PO4 style. meaningS1C3PO5 Transitional words, phrases and Add transitional words, phrases and/or sentences to clarify meaning or enhance the writing style. Sentence structures Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentenceS1C3PO6 fluency in the draft.S1C3PO7 Refinement tools and strategies Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.S1C3PO8 Resources and reference materials Use resources and reference materials to select more precise vocabulary. EDITINGS1C4PO1 Punctuation, spelling, grammar and usage Identify punctuation, spelling, and grammar and usage errors in the draft. errorsS1C4PO2 Resources Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.S1C4PO3 Proofreading marks Editing tools and strategies Apply proofreading marks to indicate errors in conventions.S1C4PO4 Tools and strategies to edit Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -2- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  3. 3. 8th Grade Writing Curriculum Map Isaac School District No. 5 AZ PREAMBLEStandard Knowledge Skills PUBLISHINGS1C5PO1 Writing presentation Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.S1C5PO2 Margins and spacing Use margins and spacing to enhance the final product. Graphics for final product Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.S1C5PO3 Legible handwriting Write legibly.S1C5PO4 WRITING CONVENTIONS Use apostrophes to punctuate:S2C6PO6 Apostrophes a. contractions b. singular possessives c. plural possessivesS2C6PO7 High frequency words Spell high frequency words correctly.S2C6PO8 Spelling patterns Use common spelling patterns/generalizations to spell words correctly.S2C6PO9 Homonyms Use homonyms correctly in context.S2C6PO13 Simple, compound, and complex sentences Use subject/verb agreement in simple, compound, and complex sentences. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -3- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  4. 4. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Writing and Personal NarrativesCluster: 1Big Ideas/Enduring Understandings Essential Question(s) Why is it important to reflect on your own writing skills?Narrative writing includes plot, developed characters, setting, dialogue andfigurative language. How can being a good writer help you in other academic areas?Good writers use the writing process as they write. What are the benefits of including the six traits in your writing?Good writers incorporate all six traits in their writing pieces. Essential Learning Key Summative AZ Standard Knowledge Skills Vocabulary Assessment Narrative writing Write a narrative that includes:S3C1PO1 Narrative Writing a. an engaging plot based on imagined or real ideas, observations, or memories of an event or Six Traits experience Plot b. effectively developed characters c. a clearly described setting Characters d. dialogue, as appropriate Setting e. figurative language, or descriptive words and phrases to enhance style and tone Dialogue Details Provide content and selected details that are well-suited to FigurativeS2C1PO2 audience and purpose. LanguageS2C2PO2 Beginnings Develop a strong beginning or introduction that draws in Reflect the reader. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -4- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  5. 5. 8th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO6 Endings Create an ending that provides a sense of resolution or Content Areas closure. Academic AreasS2C3PO2 Voice Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and Engaging application. ObservationsS2C4PO1 Word choice Use accurate, specific, powerful words that effectively convey the intended message. Well-suited ResolutionS2C5PO2 Sentence fluency Create sentences that flow together and sound natural when read aloud. Originality Sincerity LivelinessS2C5PO4 Dialogue Use effective and natural dialogue when appropriate. HumorS2C6PO1 Capital Letters Intended message Use capital letters correctly for: a. proper nouns Convey • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast) b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (book, story, poem, play, song) d. titles e. abbreviations f. proper adjectives PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -5- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  6. 6. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expository Writing and SummariesCluster: 2Big Ideas/Enduring Understandings Essential Question(s) How does redundant or irrelevant information affect a summary?Summaries include a topic sentence, supporting details, and relevantinformation. What are the essential elements of a summary?A summary is a form of expository writing. Why are these elements necessary when writing a summary?A well written summary contains only relevant details. When writing a summary, what should the writer first be able to do?Summaries are a synopsis, a shorter version of an original, and written in yourown words. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO2 Summary Write a summary based on the information gathered that Summary • Topic sentence include(s): Topic Sentence • Details a. a topic sentence Supporting Details b. supporting details c. relevant information RelevantS1C3PO2 Details Add details to the draft to more effectively accomplish the Irrelevant purpose. Redundant Perspective PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -6- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  7. 7. 8th Grade Writing Curriculum Map Isaac School District No. 5S2C1PO1 Ideas and Details Use clear, focused ideas and details to support the topic. Originality Identity HumorS2C1PO4 Ideas and Details Include ideas and details that show original perspective. Sincerity Liveliness*S2C5PO2 Sentence Fluency Create sentences that flow together and sound natural when Effectiveness read aloud. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -7- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  8. 8. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Functional Writing:Cluster: 3Big Ideas/Enduring Understandings Essential Question(s)Functional text is an integral part of our daily lives. What are different types of functional text? Why is it important to be able to interpret specific information in functionalThere are different types of functional text. text?Graphic features help the reader better understand functional text. How do graphic elements (such as illustrations, graphs, charts, maps,Friendly letters and business letters differ in structure, content, and audience. diagrams, and graphic organizers) provide information for the reader?The purpose of including a return address, as well as a recipient’s address, on How does the audience of a formal letter differ from that of a friendly letter?an envelope. Why is punctuation important in letter writing? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO1 Functional text Write a variety of functional texts. (e.g., directions, recipes, Functional text procedures, rubrics, labels, posters, graphs/tables). DirectionsS3C3PO3 Friendly Letter Write a friendly letter that includes a: Labels a. heading Formal Letter b. salutation Audience c. body Format d. closing Correspondence e. signature Return address S3C3PO4 Formal Letter, Business Write a formal letter that follows a conventional business Recipient letter format. ColonsS2C2PO1 Organization Use a structure that fits the type or writing (e.g., letter format, Salutations narrative, play, essay). PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -8- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  9. 9. 8th Grade Writing Curriculum Map Isaac School District No. 5S3C3PO5 Envelope, Address Address an envelope for correspondence that includes: Awareness a. an appropriate return address Style b. an appropriate recipient address EnhanceS2C3PO1 Audience Show awareness of the audience through word choice, style, Clauses and an appropriate connection with, or distance from, the Interrupters audience. AppositivesS2C4PO2 Word Choice Use words that consistently support style and type of writing. Friendly letterS1C3PO3 Irrelevant and/or redundant Delete irrelevant and/or redundant information from the draft Heading information in writing to more effectively accomplish the purpose. ClosingS2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance Signature the flow of the writing. IrrelevantS2C6PO2 Commas Redundant Use commas to correctly punctuate: a. items in a series Functional text b. greetings and closings of letters c. introductory words and clauses d. direct address e. interrupters f. compound sentences g. appositives h. dialogueS2C6PO5 Colons Use colons to punctuate business letter salutations. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -9- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  10. 10. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expressive WritingCluster: 4Big Ideas/Enduring Understandings Essential Question(s) How can you generate ideas for expressive writing?Poetry is an outlet for expressing one’s emotions and feelings. What is the purpose in using figurative language in writing?There are a variety of expressive forms of writing. How can expressive writing also be considered as entertainment? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment S3C1PO2 Poetry, Skit, Figurative Write in a variety of expressive forms(e.g.. poetry, skit) that, Expressive Language, Rhythm, according to mode, employ: Skit Characterization, Plot a. figurative language b. rhythm Employ c. dialogue Figurative d. characterization Language e. plot Rhythm f. appropriate format CharacterizationS1C1PO1 Prewriting Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material or other Dialogue sources). PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 10 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  11. 11. 8th Grade Writing Curriculum Map Isaac School District No. 5S2C4PO3 Word choice Use vocabulary that is original, varied, and natural.S2C4PO4 Literal/Figurative Language Use literal and figurative language where appropriate to purpose.S2C6PO3 Quotation Marks Use quotation marks to punctuate: a. dialogue b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sourcesS2C6PO12 Parts of Speech Use the following parts of speech correctly in simple sentences: a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjectionsS2C6PO4 Italics in Writing Use italics (in typed copy) and underlining (in handwriting) to indicate titles of longer works (e.g., books, plays, magazines, movies, TV series). PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 11 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  12. 12. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Narrative WritingCluster: 5Big Ideas/Enduring Understandings Essential Question(s) How might a clearly described setting be important when writing a narrative?Narrative writing includes plot, developed characters, setting, dialogue andfigurative language. Why do authors use dialogue in their writing?Good writers use the writing process as they write. What types of things capture your attention when you begin reading a story?Dialogue can enhance the plot of a written story. What are the benefits of including the six traits in your writing? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO1 Narrative Writing Write a narrative that includes: Narratives a. an engaging plot based on imagined or real ideas, Engaging observations, or memories of an event or Dialogue experience b. effectively developed characters Figurative c. a clearly described setting Language d. dialogue, as appropriate Literal Language e. figurative language, or descriptive words and Original phrases to enhance style and tone*S2C1PO2 Ideas Provide content and selected details that are well-suited to audience and purpose.S2C3PO3 Voice Use language appropriate for the topic and purpose. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 12 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  13. 13. 8th Grade Writing Curriculum Map Isaac School District No. 5*S2C4PO4 Literal/Figurative Language Use literal and figurative language where appropriate to Perspective purpose. Resolution Quotation Marks*S2C5PO4 Dialogue Use effective and natural dialogue when appropriate. Short Works PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 13 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  14. 14. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive TextCluster: 6Big Ideas/Enduring Understandings Essential Question(s)The purpose of a persuasive text is to change or alter the viewpoint of the How does word choice impact persuasive text?reader to agree with the author’s perspective. What are some persuasive techniques a writer can employ?An argument must be formulated and defended. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment S3C4PO1 Persuasive Text Write persuasive text (e.g., essay, paragraph, written Persuasive Text communications) that: Evidence a. establishes and develops a controlling idea b. supports arguments with detailed evidence Persuasive c. includes persuasive techniques Techniques d. excludes irrelevant information Arguments e. attributes sources of information when appropriate Attributes PerspectiveS1C1PO2 Purpose Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing Controlling Idea piece. ExcludeS1C1PO3 Audience Determine the intended audience of a writing piece. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 14 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  15. 15. 8th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO3 Details Place details appropriately to support the main idea.*S2C3PO3 Voice Use language appropriate for the topic and purpose.*S2C4PO1 Word Choice Use accurate, specific, powerful words that effectively convey the intended message. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 15 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  16. 16. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Expository Writing and EssaysCluster: 7Big Ideas/Enduring Understandings Essential Question(s) What can a writer to do draw in the attention of the reader?Explanatory essays include a thesis statement, details, introduction, body, andconclusion. How can the use of organizational strategies help you in planning an explanatory essay?An Explanatory essay is a form of expository writing. What is the purpose of using transition words within an essay?It is essential to choose an appropriate topic and support it with a substantialamount of details. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO3 Explanatory Essay Write an explanatory essay that includes: Explanatory a. a thesis statement Thesis b. supporting details c. introductory, body, and concluding paragraphs Introductory ConcludingS1C1PO4 Central Idea Establish a central idea appropriate to the type of writing. Transitional EnhanceS1C1PO5 Organizational Strategies Use organizational strategies (e.g., outlines, charts, tables, Exploration graphs, Venn Diagrams, webs, story map, plot pyramid) to Simple Sentences plan writing.S2C1PO3 Ideas Develop a sufficient explanation or exploration of the topic. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 16 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  17. 17. 8th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO4 Transitions Include effective transitions among all elements (sentences, paragraphs, ideas).S2C2PO5 Paragraphs Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology).S2C5PO1 Simple, compound and complex Write simple, compound, and complex sentences. sentencesS2C6PO10 Conventions Use resources to spell correctly. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 17 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  18. 18. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3 (Post AIMS)Unit Name and Description: ResearchCluster: 8Big Ideas/Enduring Understandings Essential Question(s) Why are time management skills necessary when completing a researchA research report has a similar organizational structure as an explanatory paper?essay. What organizational structure will be used when writing a research paper?The appropriate way to cite and list sources used so that plagiarism is notcommitted. Why should you include a list of sources in a research report?A research report consists of a summary of relevant information taken from How can you determine if a source is reliable?several reliable sources. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment S3C6PO2 Report Write an informational report that includes: Relevant a. a focused topic Concluding b. appropriate facts and relevant details Sources c. a logical sequence Paraphrasing d. a concluding statement Central Idea e. a list of sources used ExpertsS3C6 PO1 Summary Write a summary of information from sources (e.g., encyclopedias, websites, experts) that includes: Convey a. paraphrasing to convey ideas and details from Logical the source b. main idea(s) and relevant details PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 18 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  19. 19. 8th Grade Writing Curriculum Map Isaac School District No. 5*S2C2PO1 Organization Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).S2C6PO11 Paragraph Breaks Use paragraph breaks to indicate an organizational structure.S3C2PO1 Writing Records/Information Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 19 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  20. 20. 8th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 8th Grade Performance ObjectivesUnit Name and Description: Literary ResponseCluster: 9Big Ideas/Enduring Understandings Essential Question(s)A response paper is a critical evaluation and/or intellectual personal response What must a literary response include?to a piece of writing. How does a literary response foster better reading?A literary response includes a careful examination of the use of literarydevices, characters, plot, and theme and how they help to convey the overallmeaning of the work. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment S3C5PO1 Response to Literature Write a response to literature that: Literary Response a. presents several clear ideas Inferences b. supports inferences and conclusions with examples from the text, personal experience, Conclusions references to other works, or reference to non- Non-print media print media Logical c. relates own ideas to supporting details in a clear Adequate and logical manner d. provides support adequate to the literary Convey selection (e.g. short poem vs. novel) Originality Sincerity*S1C1PO1 Prewriting Generate ideas through a variety of activities (e.g., prior Liveliness knowledge, discussion with others, printed material or other sources). Perspective Academic PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 20 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010
  21. 21. 8th Grade Writing Curriculum Map Isaac School District No. 5*S2C3PO2 Voice Convey a sense of identity through originality, sincerity, Discourse liveliness, or humor appropriate to the topic and application.*S2C1PO1 Ideas Use clear, focused ideas and details to support the topic.*S2C1PO4 Ideas Include ideas and details that show original perspective.S2C3PO4 Voice Choose appropriate voice (e.g., formal, informal, academic discourse) for the application. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 21 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-15-2010

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