Standard 1 – 10th – Language Arts
http://www.uen.org/Lessonplan/LPcourse.cgi?course=4100Students use comprehension strategies before, during, and after reading.
Objective 1
Use comprehension strategies before reading to be prepared to learn with text.
* Establish a purpose prior to reading a text selection.
* Preview the text by skimming and noting key features.
* Activate prior knowledge, including knowledge of content, knowledge of text organization, and knowledge of strategies to use with a given text.
* Build interest or understanding by relating the main topic or theme to prior knowledge.
Objective 2
Use comprehension strategies during reading to actively construct the meaning of text.
* Connect the text to another text, to a situation in life, and/or to an event or issue in the world, where appropriate.
* Create mental images spontaneously and purposefully.
* Determine word meaning through studies of root, prefix, suffix, and inflection.
* Build vocabulary by adding concepts rather than memorizing definitions.
* Generate literal, interpretive, and applied questions during reading.
* Construct meaning in reading by flexibly and consciously using the cueing systems, e.g., graphophonic, semantic, syntactic.
* Make inferences by using prior knowledge and by locating and putting together information from two or more places in the text.
* Identify or construct the main idea and distinguish it from detail in text.
* Monitor own comprehension and apply additional strategies when understanding breaks down, e.g., skip the word or phrase and read on; think of an example; think of a visual image; read ahead; connect information; re-read and clarify information; summarize in own words.
* Form predictions and confirm, revise, or reject them while reading.
Objective 3
Use comprehension strategies after reading to reflect and learn with text.
* Summarize and/or synthesize important information from text.
* Connect the text to another text, to a situation in life, and/or to an event or issue in the world.
* Confirm, revise, or reject predictions from information read.
* Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.
Standard 2
Students read functional, informational, and literary texts from different periods, cultures, and genres.
Objective 1
Demonstrate competency in reading and interpreting FUNCTIONAL text.
* Use comprehension strategies before, during, and after reading a functional text, e.g., directions, instruction manuals, a course syllabus, test instructions.
* Preview the text by skimming and noting key features.
* Scan for relevant information.
* Confirm ongoing meaning by using print and other text features, e.g., graphs, captions, illustrations, models, diagrams, tables.
Objective 2
Demonstrate competency in reading and interpreting INFORMATIONAL text.
* Use comprehension strategies before, during, and after reading informational text, e.g., school textbooks, essays, reference materials, magazines, newspapers.
* Preview the text by skimming and noting key features, e.g., headings, sub headings, other visual information.
* Identify the organization of a text and use to locate, recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.
* Scan for relevant information.
* Determine the accuracy, validity, and reliability of information.
* Use information gained to create and share responses to text.
* Recognize combinations of mode and text organization in a single piece.
Objective 3
Demonstrate competency in reading and interpreting LITERARY text.
* Use comprehension strategies before, during, and after reading a literary text, e.g., myth, essay, poetry, young adult literature, classics.
* Recognize the features of each literary genre to increase understanding and appreciation of literature, e.g., myth, essay, poetry, young adult literature, classics.
* Recognize and interpret the elements of literature, e.g., theme, metaphor, symbolism, types of conflict, dialogue.
* Compare and/or contrast the experiences of various cultures that might be reflected in the literature.
* Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.
Objective 4
Read increasingly demanding texts with fluency and understanding.
* Read widely and consistently, e.g., at least 1_ hours per night from school assignments and recreational interests.
* Adjust reading rate to purpose and text difficulty.
* Create mental images spontaneously and purposefully.
Objective 5
Demonstrate competency in reading self-selected texts.
* Determine when and where to use comprehension strategies before, during, and after reading.
* Read independently for a variety of purposes, e.g., to enjoy, gather information, answer questions, accomplish a task.
* Select and evaluate texts according to personal criteria.
* Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.
Standard 3
Students use comprehension strategies before, during, and after listening.
Objective 1
Use comprehension strategies before listening.
* Establish a purpose for listening, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.
* Activate prior knowledge of speaker and subject matter.
* Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions.
Objective 2
Use comprehension strategies to actively construct meaning from auditory sources.
* Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.
* Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.
* Use strategies to facilitate retention of information, e.g., repeat information, construct mnemonics, take notes.
* Listen critically, e.g., separate facts from opinions.
* Evaluate inferences.
Objective 3
Evaluate and respond after listening to reflect on, consolidate, and extend meaning.
* Summarize key ideas.
* Synthesize information to answer questions, solve problems, communicate ideas.
* Evaluate the usefulness, reliability, and accuracy of information.
Standard 4
Students listen in functional, informational, and literary situations.
Objective 1
Demonstrate competency in listening to and interpreting FUNCTIONAL materials.
* Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.
* Listen for relevant information.
* Confirm ongoing meaning, e.g., ask questions, summarize, predict.
Objective 2
Demonstrate competency in listening to and interpreting INFORMATIONAL materials.
* Use comprehension strategies before, during, and after listening to informational materials, e.g., school lectures, community forums, media messages.
* Identify the organization of information heard and use it to recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.
* Determine the accuracy, validity, and reliability of information.
* Use information gained to create and share responses to auditory materials.
* Recognize combinations of different modes and organizations in a single piece.
Objective 3
Demonstrate competency in listening to and interpreting LITERARY materials.
* Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.
* Recognize and interpret the auditory elements of literature, e.g., sentence fluency, rhythm, rhyme, alliteration.
* Compare and/or contrast the experiences of various cultures that might be reflected in the literature.
* Connect the literary presentation to another text, to a situation in life, and/or to an event or issue in the world, where appropriate.
* Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.
Standard 5
Students use comprehension strategies before, during, and after viewing.
Objective 1
Use comprehension strategies before viewing to be prepared to learn from visual materials.
* Establish a purpose for viewing, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.
* Activate prior knowledge, e.g., knowledge of media, knowledge of subject.
* Focus both visual and auditory attention.
Objective 2
Use comprehension strategies during viewing to actively construct meaning from visual materials. .
* Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.
* Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.
* Use strategies according to the organizational pattern to help increase retention of information, e.g., repeat information, construct mnemonics, take notes.
* Listen and view critically, e.g., separate fact from opinion.
* Evaluate inferences.
* Distinguish reality from the constructed representation of reality, e.g., television, the Internet, drama, movie.
Objective 3
Evaluate and respond after viewing to reflect on, consolidate, and extend meaning.
* Summarize key ideas.
* Synthesize information to clarify thoughts, communicate ideas, and solve problems.
* Offer feedback.
* Evaluate the usefulness, reliability, and accuracy of information.
Standard 7
Students use composing strategies before writing
Objective 1
Establish a purpose for writing.
* Write to learn.
* Write to express an opinion.
* Write to convey information.
* Write to express creativity.
* Write to persuade.
* Write to record experiences.
* Write to give instructions and directions.
Objective 2
Select a topic.
* Establish a main idea or identify a central theme for writing.
* Generate ideas for a topic.
* Narrow topic according to purpose and audience.
Objective 3
Analyze the intended audience.
* Identify audience attributes.
* Identify format to address topic and purpose according audience needs, e.g., poem, letter, memo, lab report, directions, essay, journal entry, play, short story, memoir, information, test answers, directions.
* Select ideas according to purpose and topic to meet audience needs.
Objective 4
Activate prior knowledge.
* Mentally review prior knowledge of topic.
* Use prior knowledge of and experience with the topic to organize ideas.
* Build interest or understanding by relating prior knowledge to the topic.
Objective 5
Identify, select, and prioritize ideas and supporting evidence.
* Determine purpose and need for information.
* Identify, select, and prioritize potential information sources, e.g., dictionaries, interviews, journals, books, magazines, the Internet, E-mail, CD ROMs, films, audio-visual media, appendices, indices, glossaries, and tables of contents.
* Use information problem-solving skills, i.e., The Big Six: task definition, information-seeking strategies, location and access, use of information, synthesis, evaluation.
* Evaluate, interpret, organize, and synthesize information.
* Use technology to manage information efficiently and effectively.
* Use resources ethically, e.g., observe copyright laws, use correct citation.
Standard 8
Students use composing strategies to construct a written draft.
Objective 1
Establish a main idea or identify a central theme for writing.
* Create a relational organization of ideas, e.g., web, map, outline, database.
* Generate the main idea or central theme.
* Generate sub-ideas or sub-themes, e.g., sub headings, chapter titles, paragraph breaks, story elements.
* Determine an organizational pattern that fits the main idea or central theme, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.
Objective 2
Elaborate main ideas and supporting ideas through the use of detail.
* Generate examples.
* Use statistics, graphs, and tables.
* Supplement ideas with graphics, e.g., illustrations and photos, hypertext.
Objective 3
Generate additional ideas as needed.
* Connect prior knowledge and new information to expand understanding of topic.
* Review organization of information.
* Seek additional information sources.
Objective 4
Elicit feedback during composing.
* Use an analytical process to monitor composing, e.g., ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.
* Seek feedback from peers, teachers, and family members.
* Use an analytical process to provide feedback to peers, e.g., ideas, organization, voice, word choice, sentence fluency, conventions.
Standard 9
Students revise and edit to improve a written draft.
Objective 1
Use revision strategies to improve a written draft.
* Re-examine audience and purpose and adjust draft.
* Evaluate own and others' writing according to an analytic assessment, e.g., the writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.
* Use reference books for revision, e.g., thesaurus, different kinds of dictionaries, student handbook, atlas, encyclopedia, almanac.
* Elicit feedback on writing according to an analytic assessment, e.g., the writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.
Objective 2
Edit text to conform to the conventions of standard English that include capitalization, punctuation, usage, and correct spelling.
* Identify and correct errors in usage, e.g., run-on sentences, unnecessary fragments, incorrect adverb usage, incorrect pronoun antecedent agreement, incorrect subject-verb agreement, incorrect subject-verb agreement with collective noun, misplaced modifiers, incorrect use of present and past tenses.
* Identify and correct errors in capitalization, e.g., lower case with common nouns, capitalization of proper adjectives.
* Identify and correct errors in punctuation, e.g., unnecessary commas, comma with introductory element, beginning and ending in direct quotation, commas with parenthetical expressions.
* Identify and correct misspellings of words in the context of sentences.
* Evaluate own and others' writing according to standard language usage.
* Elicit feedback on standard language usage from peers, teachers, family members, and others.
Objective 3
Participate in post-writing strategies to make writing public.
* Prepare finished products for publication, e.g., for school assignments in language arts and other content courses, on electronic bulletin boards, for public display, in school and commercial publications
* Share with peers, teachers, family members, and others.
Standard 5 – 10th – Social Studies
http://www.uen.org/Lessonplan/LPcourse.cgi?course=6100
Students will understand the diverse nature of Utah’s peoples and cultures.
Objective 1
Assess the cultural diversity of Utah.
* Recognize the unique lifestyles of various cultural or ethnic groups in the local community.
* Explain the role of immigration in changing Utah society.
* Research the ways people maintain and preserve cultural identity; e.g., language, custom, holidays, tradition.
* Explain the issues immigrants encounter in adapting to life in Utah.
Objective 2
Investigate the contributions of Utah’s religious and ethnic groups, including Native American Indians.
* Identify Utah’s religious and ethnic groups.
* Explain the reasons Utah’s religious and ethnic groups settled in Utah.
* Explain the benefits each ethnic and religious group adds to Utah’s society.
* Investigate how Utah’s religious and ethnic groups adapt and interact.
Objective 3
Assess the diverse cultural and recreational opportunities available in Utah.
* Examine Utah arts opportunities in the areas of dance, music, theater, and visual arts.
* Investigate recreational opportunities in Utah.
Standard 1 – 10th – Social Studies - Anthropology
http://www.uen.org/Lessonplan/LPcourse.cgi?course=6310Students will demonstrate through individual and group processes a variety of critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.
Objective 1
Develop observation skills to foster inquiry in social studies.
Example
* Make lists of a variety of human customs; e.g., types of food, types of body decoration, different family types.
* Recognize the differences in the four sub-disciplines of anthropology and be able to sort information according to each sub-discipline.
* Analyze magazine and newspaper articles to broaden awareness of unfamiliar customs and
Standard 2 – 10th – Visual Art - Foundations
http://www.uen.org/Lessonplan/LPcourse.cgi?course=1100Students will find meaning by analyzing, criticizing, and evaluating works of art.
Objective 1
Critique works of art.
* Describe artworks according to use of art elements and principles.
* Examine the functions of art.
* Interpret works of art.
Objective 2
Evaluate works of art.
* Learn how to use aesthetic approaches to compare and discuss works of art.
* Evaluate works of art based on how they were created, effective use of the art elements and principles, fulfillment of functions, and expressive qualities.
Standard 4 – 10th – Visual Arts - Foundations
http://www.uen.org/Lessonplan/LPcourse.cgi?course=1100Students will find meaning in works of art through settings and other modes of learning.
Objective 1
Align works of art according to history, geography, and personal experience.
* Use visual characteristics to group artworks into historical, social, and cultural contexts; e.g., cubist views
* Use visual characteristics to group artworks into historical, social, and cultural contexts; e.g., cubist views of the Egyptians, tenebrism of the Baroque.
* Analyze the impact of culture on works of art.
* Evaluate own relationship with artworks from various periods in history.