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 7th Grade„Grade Level Expectations
“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review Development • Develop increasingly more abstract and interesting ideas for writing that are fresh and original • Create a title that reflects the subject and e...
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“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review Development • Develop increasingly more abstract and interesting ideas for writing that are fresh and original • Create a title that reflects the subject and engages the reader • Use dialogue, description, and narration when appropriate • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and/or illustrate events and characters
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
“New” to 11 th Grade <span class="highlight">from</span> 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review Development • Develop increasingly more abstract and interesting ideas for writing that are fresh and original • Create a title that reflects the subject and engages the reader • Use dialogue, description, and narration when appropriate • Use vivid sensory <span class="highlight">images</span>, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and/or illustrate events and characters
7th Grade„Grade Level Expectations
“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Stories • Journals • Poems • Memoirs • Personal essays Development...
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“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Stories • Journals • Poems • Memoirs • Personal essays Development • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Develop increasingly more abstract and interesting ideas for writing that are fresh and
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=7
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
“New” to 9 th Grade <span class="highlight">from</span> 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Stories • Journals • Poems • Memoirs • Personal essays Development • Use vivid sensory <span class="highlight">images</span>, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Develop increasingly more abstract and interesting ideas for writing that are fresh and
7th Grade„Grade Level Expectations
“New” to 6 th Grade from 5 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Memoirs • Poems, stories, personal essays, journals Development • Develop an...
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“New” to 6 th Grade from 5 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Memoirs • Poems, stories, personal essays, journals Development • Develop an interesting idea for writing • Create title that engages reader and reflects subject • Use dialogue, description, and narration • Use sensory images and figurative language • TBW: use text and prior knowledge to make connections Organization
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade%20GLEs.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade...
“New” to 6 th Grade <span class="highlight">from</span> 5 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Memoirs • Poems, stories, personal essays, journals Development • Develop an interesting idea for writing • Create title that engages reader and reflects subject • Use dialogue, description, and narration • Use sensory <span class="highlight">images</span> and figurative language • TBW: use text and prior knowledge to make connections Organization
7th Grade„Grade Level Expectations
dialogue, description, and narration when appropriate • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Use rhetorical devices (e.g., rhetorical question, repetition,...
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dialogue, description, and narration when appropriate • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate • Use strategies such as humor, non-literal language (e.g., puns, double-meanings) alternative narrative techniques to engage the reader • TBW: combine information from text and prior
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
dialogue, description, and narration when appropriate • Use vivid sensory <span class="highlight">images</span>, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate • Use strategies such as humor, non-literal language (e.g., puns, double-meanings) alternative narrative techniques to engage the reader • TBW: combine information <span class="highlight">from</span> text and prior
Standard Three: Forms of Energy
us how quickly energy is transferred to an object or transferred away from the object. Give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a vehicle is stored in the chemical energy of the fuel. Static friction is th...
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us how quickly energy is transferred to an object or transferred away from the object. Give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a vehicle is stored in the chemical energy of the fuel. Static friction is the force that propels the vehicle, and the power of the vehicle’s engine helps to determine how quickly the vehicle can speed up …. and how quickly its engine uses fuel!). Use examples of mechanical or chemical
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard3.pdf#page=35
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
us how quickly energy is transferred to an object or transferred away <span class="highlight">from</span> the object. Give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a <span class="highlight">vehicle</span> is stored in the chemical energy of the fuel. Static friction is the force that propels the <span class="highlight">vehicle</span>, and the power of the vehicle’s engine helps to determine how quickly the <span class="highlight">vehicle</span> can speed up …. and how quickly its engine uses fuel!). Use examples of mechanical or chemical
Standard Five: Earths Dynamic Systems AS OF 5-9-05
Investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the...
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Investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Examine isobars on weather maps to describe how wind (moving air) travels from a region of high pressure to a region of low pressure. Apply this knowledge to explain the
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Examine isobars on weather maps to describe how wind (moving air) travels <span class="highlight">from</span> a region of high pressure to a region of <span class="highlight">low</span> pressure. Apply this knowledge to explain the
7th Grade„Grade Level Expectations
“New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Memoirs • Poems, stories, personal essays, journals Development • Use figurative language t...
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“New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Memoirs • Poems, stories, personal essays, journals Development • Use figurative language to describe feelings, events, and/or characters when appropriate • Develop an interesting idea for writing • Create a title that engages readers and reflects the subject • Use dialogue, description, and narration • Use sensory images to
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=7
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
“New” to 5 th Grade <span class="highlight">from</span> 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Memoirs • Poems, stories, personal essays, journals Development • Use figurative language to describe feelings, events, and/or characters when appropriate • Develop an interesting idea for writing • Create a title that engages readers and reflects the subject • Use dialogue, description, and narration • Use sensory <span class="highlight">images</span> to
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