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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Language Arts - Grade 12 |
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1.1 Informational Text: Criteria
The learner will be able to
use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs) and identify the rules and expectations about genre that can be manipulated for particular effects or purposes (e.g., combining or altering conventions of different genres, such as presenting news as entertainment; blurring of genres, such as drama-documentaries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Analysis |
Master |
0.5 |
OK: PASS Visual 2.1 & 2.2 |
Classroom
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1.2 Genre: Analyze
The learner will be able to
analyze the characteristics of genres including short story, novel, drama, poetry, and essay.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
Analysis |
Master |
1.0 |
OK: PASS Reading 3.1a |
Classroom
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1.3 Subgenres: Analyze
The learner will be able to
analyze the characteristics of subgenres including allegory, ballad, elegy, ode, parody, pastoral, satire and tragedy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre: Characteristics |
Analysis |
Master |
0.5 |
OK: PASS Reading 3.1b |
Classroom
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1.4 Analyze: Historical Context/Event
The learner will be able to
analyze and evaluate works of literature and the historical context in which they were written and literature from various cultures to broaden cultural awareness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Fiction/Context: Analyze |
Analysis |
Master |
1.0 |
OK: PASS Reading 3.4a & b |
Classroom
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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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3.1 Trait: Analyze/ Narration/Dialogue
The learner will be able to
analyze characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Trait |
Analysis |
Master |
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OK: PASS Reading 3.2c |
Classroom
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3.2 Inferences: Conflict
The learner will be able to
interpret the possible inferences of the historical context on literary works and describe the development of plot and identify conflict and how they are addressed and resolved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Evaluation |
Master |
1.0 |
OK: PASS Reading 2.2a & b |
Classroom
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3.3 Text: Summarize/Paraphrase
The learner will be able to
summarize and paraphrase complex, implicit hierarchic structures in informational texts, including relationships among concepts and details in those structures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Evaluation |
Master |
1.0 |
OK: PASS Reading 2.3c |
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 genres, 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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6.1 Content Area: Greek/Latin/Inference
The learner will be able to
apply knowledge of Greek, Anglo-Saxon, and Latin roots and word parts to draw inferences about new words that have been created in the fields of science and mathematics (gene splicing, genetic engineering).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Content Area |
Application |
Master |
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OK: PASS Reading 1.1 |
Classroom
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6.2 Words: Unfamiliar/Research
The learner will be able to
research unfamiliar words based on characters, themes, or historical events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Words |
Application |
Master |
1.0 |
OK: PASS Reading 1.2 |
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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9.1 Punctuation: Use/Grade Level
The learner will be able to
demonstrate correct use of punctuation and recognize its effect on sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Application, Synthesis |
Master |
1.5 |
OK: PASS Writing 3.2c |
Classroom
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9.2 Mechanics: Use Correct
The learner will be able to
demonstrate correct use of capitals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mechanics |
Application |
Master |
1.0 |
OK: PASS Writing 3.2a |
Classroom
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10.1 Grammar: Confused Words
The learner will be able to
distinguish commonly confused words (e.g., there, their, they're; two, to, too; accept, except; affect, effect).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Analysis |
Master |
1.0 |
OK: PASS Writing 3.1a |
Classroom
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10.2 Verb Tense: Written/Use
The learner will be able to
use correct verb forms and tenses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Application |
Master |
1.5 |
OK: PASS Writing 3.1b |
Classroom
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10.3 Adjective: Superlative/Comparative
The learner will be able to
use and identify superlative and comparative adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Application |
Master |
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OK: PASS Writing 3.1f |
Classroom
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10.4 Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
OK: PASS Writing 3.1c |
Classroom
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10.5 Pronoun: Referent/Writing
The learner will be able to
use pronouns effectively, correct pronoun/antecedent agreement, and clear pronoun reference.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Application |
Master |
1.0 |
OK: PASS Writing 3.1e |
Classroom
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10.6 Fragment/Run-On: Edit
The learner will be able to
edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Analysis |
Master |
1.5 |
OK: PASS Writing 3.3c & d |
Classroom
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10.7 Usage: Plurals/Use
The learner will be able to
use correct formation of plurals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Usage |
Application |
Master |
1.0 |
OK: PASS Writing 3.2b |
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 |
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