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The Power of Words
Teacher's Reference Material
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Program Terminology
These terms are listed in the "Terms to Define" section of the Student Guide:
* character
* dialogue
* diary
* film animation
* historical research
* inspiration
* journal
* limerick
* Muse
* novel
* pc (politically correct)
* plot
* poem
* screen play
* structure
Integration Guidelines
The program content and the pre- and post-explorations guides address the following disciplines and topics:
Writing Process
* definitions and experiences of the writing process
* different approaches to writing in the different genres
* recognition of the power of words and the importance of diction
* the value of daily journal writing and free writing
* methods for structuring writing
* the value of scheduling writing and maintaining the discipline of writing daily
Literature
* literary genres and their characteristics
* structures of literary works
* selected modern writers of poetry, fiction, drama, and exposition
* literary allusions
Gender and Race in Literature
* selected contemporary African American women writers
* selected contemporary Asian American women writers
* the roles of gender and race in the writing materials and achievement of contemporary women writers
Psychology
* the creative process
* personality traits and motivation
* personal values and concepts of success
* the relationship between childhood play and creativity
History and Politics
* the research and writing process in history
* primary and secondary resources in historical research
* allusions to World War II and the Lewis and Clark Expedition
* the relationship between politics and language
* women in politics: role expectations, stereotypes, achievement
Media and Technology
* approaches to film writing
* approaches to film making
* the effects of technology on book publication and use
* the electronic book technology
Correlation to National Standards
(The following abbreviated Standards for Grades 6-12 are from Content Knowledge: the Mid-Continent Regional Educational Laboratory, A Compendium of Standards and Benchmarks for K-12 Education, Language Arts by John S. Kendall and Robert J. Marzano. These standards statements are a synthesis of several sources, including the general statements of NCTE/IRA and the more specific statements of Texas: English Language Arts and Reading and Commonwealth of Virginia: Standards of Learning.)
Standard 1: Demonstrates competence in the general skills and strategies of the writing process
* Prewriting: Uses a variety of prewriting strategies
* Evaluates own and others' writing
* Writes expository compositions
* Writes fictional, biographical, autobiographical, and observational narrative compositions
* Writes reflective compositions
* Writes in response to literature
Standard 4: Gathers and uses information for research purposes
* Gathers data for research topics from interviews
* Uses a variety of resource materials to gather information for research topics
Standard 5: Demonstrates competence in the general skills and strategies of the reading process
* Recognizes the effectiveness of writing techniques in accomplishing an author's purpose
* Understands influences on a reader's response to a text (e.g., personal values, perspectives, and experiences)
* Identifies and analyzes the philosophical assumptions and basic beliefs underlying an author's work
Standard 6: Demonstrates competence in the general skills and strategies for reading a variety of literary texts
* Knows the defining characteristics of a variety of literary forms and genres
* Identifies specific questions of personal importance and seeks to answer them through literature
* Recognizes complex elements of plot (e.g., cause-and-effect relationships, conflicts, resolutions)
* Recognizes devices used to develop characters in literary texts (e.g., character traits, motivations, changes, and stereotypes)
* Makes connections among literary works based on theme (e.g., universal themes in literature of different cultures, major themes in American literature)
* Understands the effects of complex literary devices and techniques on the overall quality of a work (e.g., tone, irony, mood, figurative language, allusion, diction, dialogue, symbolism, point of view, style)
* Understands historical and cultural influences on literary works
* Makes abstract connections between his or her own life and the characters, events, motives, and causes of conflict in texts
* Relates personal response to the text with that seemingly intended by the author
Standard 8: Demonstrates competence in speaking and listening as tools for learning
* Identifies strategies used by speakers in oral presentations
* Listens to and understands the impact of nonprint media on media consumers
* Identifies the ways in which language differs across a variety of social situations
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