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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Language Arts - Grade 12: Second Semester |
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1.5 Analyze: Archetypal/Characters
The learner will be able to
compare works that express the recurrence of archetypal (universal modes or patterns) characters, settings, and themes in literature and provide evidence to support the ideas expressed in each work and analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| World Literature: Analyze |
Analysis |
Master |
2.0 |
OK: PASS Reading 3.4c & d |
Classroom
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1.6 Functional Text: Documents/Examine
The learner will be able to
examine the structure and format of informational and literary documents and explain how authors apply these features to accomplish their purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functional Text |
Analysis |
Master |
1.5 |
OK: PASS Reading 2.4b |
Classroom
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1.7 Functional Text: Rhetorical/Use
The learner will be able to
investigate both the features and the rhetorical (communication) devices of different types of public documents, such as policy statements, speeches, or debates, and the ways in which authors use those features and devices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functional Text |
Analysis |
Master |
1.0 |
OK: PASS Reading 2.4a |
Classroom
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3.4 Construct Meaning: Variety/Texts
The learner will be able to
use study strategies such as note taking, outlining, and using study-guide questions to better understand texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning |
Application |
Master |
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OK: PASS Reading 2.1c |
Classroom
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3.5 Main Idea: Minor/Detail/Determine
The learner will be able to
determine the main idea and supporting details by producing summaries of text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
1.0 |
OK: PASS Reading 2.3a |
Classroom
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3.6 Theme: Affect/Support
The learner will be able to
evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes |
Analysis |
Master |
1.5 |
OK: PASS Reading 3.2a |
Classroom
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3.7 Inference: Generalizations/Support
The learner will be able to
use text features and elements to support inferences and generalizations about information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Application |
Master |
1.0 |
OK: PASS Reading 2.3b |
Classroom
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3.8 Compare/Contrast: Text Features
The learner will be able to
compare and contrast elements of text such as themes, conflicts, and allusions both within and across text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Analysis |
Master |
1.0 |
OK: PASS Reading 2.3d |
Classroom
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3.9 Organization: Aid/Understanding
The learner will be able to
use organizational strategies as an aid to comprehend increasingly difficult content material (e.g., compare/contrast, cause/effect, problem/solution, sequential order).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Application |
Master |
1.0 |
OK: PASS Reading 4.1c |
Classroom
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3.10 Figurative Language: Identify
The learner will be able to
identify and explain figurative language including analogy, hyperbole, metaphor, personification and simile, sound devices including alliteration and rhyme, and analyze the melodies of literary language, including its use of evocative words, rhythms and rhymes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device |
Comprehension |
Master |
0.5 |
OK: PASS Reading 3.3a, b & c |
Classroom
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3.11 Response: Influence/Explore
The learner will be able to
identify influences on a reader's response to a text (e.g., personal experience and values; perspectives shaped by age, gender, class, or nationality).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
Analysis |
Master |
1.0 |
OK: PASS Reading 2.2c |
Classroom
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3.12 Response: Language/Clarity/Explain
The learner will be able to
analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: General |
Comprehension |
Master |
1.0 |
OK: PASS Reading 2.4c |
Classroom
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3.13 Argument: Assertions/Evidence
The learner will be able to
make reasonable assertions about authors' arguments by using elements of the text to defend and clarify interpretations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Argument |
Analysis |
Master |
0.5 |
OK: PASS Reading 2.2d |
Classroom
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3.14 Reading: Comprehension
The learner will be able to
identify the structures and format of various informational documents and explain how authors use the features to achieve their purpose, explain specific devices an author uses to accomplish purpose (persuasive techniques, style, literary forms or genre, portrayal of themes, language), construct images such as graphic organizers based on text descriptions and text structures, and read silently with comprehension for a sustained period of time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Evaluation |
Master |
1.0 |
OK: PASS Reading 2.1a, b, d, & e |
Classroom
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3.15 Archetypes/Credibility: Analyze
The learner will be able to
analyze the way in which authors have used archetypes (universal modes or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings and evaluate the credibility of information sources, including how the writer's motivation may affect that credibility.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing |
Analysis |
Master |
1.0 |
OK: PASS Reading 2.4d & e |
Classroom
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3.16 Analyze: Irony/Tone/Mood/Style
The learner will be able to
analyze the way in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical (communication) or aesthetic (artistic) purposes or both.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing |
Analysis |
Master |
1.0 |
OK: PASS Reading 3.2b |
Classroom
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3.17 Literary: Devices/Techniques
The learner will be able to
evaluate the significance of various literary devices and techniques, including imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of symbols to represent an idea or theme), and explain their appeal.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device |
Evaluation |
Master |
1.0 |
OK: PASS Reading 3.2d |
Classroom
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3.18 Author: Purpose/Time/Sequence
The learner will be able to
evaluate the author's purpose and the development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Evaluation |
Master |
1.0 |
OK: PASS Reading 3.2e |
Classroom
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Study and Research Skills
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5.1 Sources: Complexities
The learner will be able to
identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, field studies, speeches, journals, technical documents, or Internet sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference |
Knowledge |
Master |
1.0 |
OK: PASS Reading 4.2d |
Classroom
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5.2 Skim: Scan/Information
The learner will be able to
skim text for an overall impression and scan text for particular information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Skim |
Application |
Master |
1.5 |
OK: PASS Reading 4.1b |
Classroom
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5.3 Research Skills: Studies/Synthesize
The learner will be able to
synthesize information from multiple sources to draw conclusions that go beyond those found in any of the individual studies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Synthesis |
Master |
2.0 |
OK: PASS Reading 4.2c |
Classroom
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5.4 Organize: Reports/Summaries
The learner will be able to
compile written ideas and information into reports, summaries, or other formats and draw conclusions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills: Organize |
Application |
Master |
1.0 |
OK: PASS Reading 4.2f |
Classroom
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5.5 Information: Paraphrase/Credibility
The learner will be able to
summarize, paraphrase, and/or quote relevant information and determine the author's viewpoint to evaluate source credibility and reliability.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpret |
Evaluation |
Master |
1.0 |
OK: PASS Reading 4.2a & b |
Classroom
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5.6 Presentations: Develop
The learner will be able to
develop presentations by using clear research questions and creative and critical research strategies, such as field studies, oral histories, interviews, experiments, and Internet sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference |
Synthesis |
Master |
1.0 |
OK: PASS Reading 4.2e |
Classroom
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6.3 Analogy: Comparisons/Relationships
The learner will be able to
analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
Analysis |
Master |
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OK: PASS Reading 1.3 |
Classroom
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6.4 Analyze: Meaning/Context
The learner will be able to
rely on context to determine meaning of words and phrases such as figurative language, connotations and denotations of words, analogies, idioms, and technical vocabulary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Analyze |
Analysis |
Master |
1.0 |
OK: PASS Reading 1.4 |
Classroom
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8.1 Conventions: Use/Active Voice
The learner will be able to
distinguish active and passive voice and use parallel structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Composing: Language Conventions |
Application |
Master |
2.0 |
OK: PASS Writing 3.1d & 3.3a |
Classroom
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10.8 Edit: Written Works/Dangling
The learner will be able to
correct dangling and misplaced modifiers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Modifier: Edit |
Analysis |
Master |
0.5 |
OK: PASS Writing 3.3b |
Classroom
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12.1 Media: Effect/Reality
The learner will be able to
use the effects of media on constructing his/her own perception of reality and use a variety of forms and technologies such as videos, photographs, and Web sites to communicate specific messages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
Application |
Master |
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OK: PASS Visual 3.1 & 3.2 |
Classroom
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12.2 Visual Media: Interpret
The learner will be able to
use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesize material viewed, refer to images or information in visual media to support point of view) and demonstrate how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interest).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
Application |
Master |
1.0 |
OK: PASS Visual 1.1 & 1.2 |
Classroom
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13.6 Creative: Visual/Musical/Sound
The learner will be able to
evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create a presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Creative |
Evaluation |
Master |
0.5 |
OK: PASS Oral 2.5 |
Classroom
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14.6 Composition: Ideas/Paragraphs
The learner will be able to
develop multiple drafts both alone and collaboratively to categorize ideas organizing them into paragraphs, and blending paragraphs into larger text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
Evaluation |
Master |
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OK: PASS Writing 1.1b |
Classroom
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14.7 Response: Imagery/Theme/Examine
The learner will be able to
write responses to literature that demonstrate a comprehensive understanding of the significant ideas in works or passages, analyze the use of imagery, language, universal themes, and unique aspects of the text, support important ideas and viewpoints through accurate and detailed reference to the text or to other works, demonstrate an understanding of author's style and an appreciation of the effects created, and identify and assess the impact of ambiguities, nuances, and complexities within the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Responses |
Application |
Master |
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OK: PASS Writing 2.4a, b, c, d, & e |
Classroom
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14.8 Strategies: Discourse/Elements
The learner will be able to
deomonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form when completing narrative expository, persuasive, or descriptive writing assignments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
Comprehension |
Master |
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OK: PASS Writing 1.2 |
Classroom
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14.9 Research Paper: Documented/MLA
The learner will be able to
write documented papers incorporating the techniques of Modern Language Association (MLA) or similar parenthetical styles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Paper |
Application |
Master |
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OK: PASS Writing 2.6 |
Classroom
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14.10 Edit: Organization/Content
The learner will be able to
proofread writing for appropriateness of organization, content, and style.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
Analysis |
Master |
0.5 |
OK: PASS Writing 1.1d |
Classroom
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14.11 Evaluating Writing: Own/Others
The learner will be able to
evaluate own writing and others' writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating Writing |
Evaluation |
Master |
2.0 |
OK: PASS Writing 1.6 |
Classroom
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14.12 Rhetorical Devices: Use
The learner will be able to
enhance meaning by using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for actions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Devices |
Synthesis |
Master |
1.0 |
OK: PASS Writing 1.3 |
Classroom
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14.13 Point of View/Style: Use
The learner will be able to
use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Devices |
Application |
Master |
1.0 |
OK: PASS Writing 1.4 |
Classroom
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14.14 Ideas/Arguments: Structure
The learner will be able to
structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Analysis |
Master |
1.0 |
OK: PASS Writing 1.5 |
Classroom
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14.15 Writing: Style/Voice
The learner will be able to
further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and of writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing as a Process |
Application |
Master |
1.0 |
OK: PASS Writing 1.7 |
Classroom
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14.16 Write: Historical Investigations
The learner will be able to
write historical investigations that use exposition, narration, description, argumentation, analyze several historical records, explain the perceived reason or reasons for the similarities and differences in historical records, include information from all relevant perspectives, and include a formal bibliography.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Style |
Evaluation |
Master |
1.0 |
OK: PASS Writing 2.2a, b, c, d, & e |
Classroom
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