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sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2

English III Page 2 #0;3 3003.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3

English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre

13 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13

sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

14 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14

in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

20 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20

parody, satire, parable, paradox, symbol, and foreshadowing. #0;3 3003.8.17 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole). #0;3 3003.8.18 Use prior knowledge and explicit study to identify the meaning of biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s Inferno). #0;3 3003.8.19 Identify the meaning of metaphors based on

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sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2

English IV Page 2 #0;3 3005.1.7 Use the origins, history, and evolution of words and concepts to enhance understanding. #0;3 3005.1.8 Demonstrate understanding of foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie

11 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11

sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

16 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16

personification, hyperbole). #0;3 3005.8.18 Use prior knowledge and explicit study to identify the meaning of biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s Inferno). #0;3 3005.8.19 Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that launched a thousand ships, flying too close to the sun).

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0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for

3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3221.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3221.pdf#page=3

0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for

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use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93205.T/E.4

2 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2

use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93205.T/E.4

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Physics

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a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute to improvements in our daily lives. #0;93231.T/E.7 Design a series of multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. SPI 3231.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. SPI 3231.T/E.3 Evaluate the overall benefit to cost ratio of a new

3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3

a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute to improvements in our daily lives. #0;93231.T/E.7 Design a series of multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. SPI 3231.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. SPI 3231.T/E.3 Evaluate the overall benefit to cost ratio of a new

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Tennessee State Board of Education

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improve the quality of life? Course Level Expectations CLE 3220.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3220.T/E.4 Describe the dynamic interplay among

4 0 http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4 www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4

improve the quality of life? Course Level Expectations CLE 3220.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3220.T/E.4 Describe the dynamic interplay among

12 0 http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=12 www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=12

0;93256.Math.4 Determine the frequency, range, mode, median, and mean from a list of data. #0;93256.Math.5 Utilize a graphing calculator or a computer program to enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93256.Math.6 Solve for all variables based on a formula. #0;93256.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) to solve simple vector problems. #0;93256.Math.8 Apply the laws of sine and cosine to solve vector

24 0 http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24 www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24

design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3258.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3258.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. Checks for Understanding (Formative/Summative Assessment) #0;93258. T/E.1 Select appropriate tools to conduct a scientific

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DRAFT

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62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative, ish, ive, itious—pertaining -ant, ac---one who -al—relating to -archy---government -cle—small -ard, art---one who does something to excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or quality of -ferous—bearing, producing -ation—action or

65 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65

62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative, ish, ive, itious—pertaining -ant, ac---one who -al—relating to -archy---government -cle—small -ard, art---one who does something to excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or quality of -ferous—bearing, producing -ation—action or

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Microsoft Word - Content Area Reading Middle School.doc

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78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of

78 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=78 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of

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Scientific Research : Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for Understanding CLE 3295.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE

1 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=1 www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=1

Scientific Research : Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for Understanding CLE 3295.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE

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deductive and inductive arguments. #0;3 3001.5.5 Identify the roles premises play in developing deductive and inductive arguments. #0;3 3001.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument. #0;3 3001.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3001.5.8 Distinguish between evidence which is directly stated and evidence which is implied. #0;3 3001.5.9 Identify false

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=3

English I Page 3 SPI 3001.1.15 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3001.1.16 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad

11 0 http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=11 www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=11

English I Page 11 #0;3 3001.4.11 Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay. #0;3 3001.4.12 Craft a conclusion in which the research question and topic are re-emphasized, the main findings are summarized, and conclusions are drawn. #0;3 3001.4.13 Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy. #0;3 3001.4.14

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deductive and inductive arguments. #0;3 3001.5.5 Identify the roles premises play in developing deductive and inductive arguments. #0;3 3001.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument. #0;3 3001.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3001.5.8 Distinguish between evidence which is directly stated and evidence which is implied. #0;3 3001.5.9 Identify false

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