Grade-Level ODE Model lesson
Plans
READING/WRITING
Grade Ten
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Putting
Writing Skills To Work: Writing Business Letters of Request — Grade Ten Type: ODE Model Lesson Plans Description: Students will reinforce their knowledge of the format and elements of business letters by writing a request letter. A review of effective letter writing will be provided prior to an independent assignment. This lesson is designed to encourage students to craft letters exhibiting an effective writing style and an awareness of audience and purpose. Ohio Standards Connection: Primary Standards, Benchmarks, and Indicators: Standard: Writing Process Benchmark: A. Formulate writing ideas, and identify a topic appropriate to the purpose and audience. Indicator: 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Indicator: 4. Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience. Standard: Writing Applications Benchmark: C. Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text and include appropriate details and exclude extraneous details and inconsistencies. Indicator: 3. Write business letters, letters to the editor and job applications that: address audience needs, stated purpose and context in a clear and efficient manner; follow the conventional style appropriate to the text using proper technical terms; include appropriate facts and details; exclude extraneous details and inconsistencies; and provide a sense of closure to the writing. Secondary Standards, Benchmarks and Indicators: Standard: Writing Process Benchmark D. Edit to improve sentence fluency, grammar and usage. Indicator: 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. Benchmark E. Apply tools to judge the quality of writing. Indicator: 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Standard: Writing Conventions Benchmark A. Use correct spelling conventions. Indicator: 1. Use correct spelling conventions. Benchmark B. Use correct punctuation and capitalization. Indicator: 2. Use correct capitalization and punctuation. |
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Irony, Conflict, and
Symbolism in Literary Text — Grade
10 Type: ODE Model Lesson Plans Description: Students will read one short story that includes clear and compelling examples of conflict, irony and symbolism. Students will create a chart depicting contradictions between a character’s actions, desires and words. This chart will then be used to write responses to literature about the interactions of the characters, the pacing of the plot and the use of literary techniques to set meaning and develop tone. Ohio Standards Connection: Primary Standards, Benchmarks, and Indicators: Standard: Reading Applications: Literary Text Benchmark: A. Analyze interactions between characters in literary text and how the interactions affect the plot. Indicator: 1. Compare and contrast an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. Benchmark: F. Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone. Indicator: 7. Recognize how irony is used in a literary text. Secondary Standards, Benchmarks and Indicators: Standard: Reading Applications: Literary Text Benchmark C. Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text. Indicator: 3. Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text. Standard: Writing Applications Benchmark A. Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language. Indicator: 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. These designated indicators call for demonstration of a task or skill that readily lends itself to teacher observation. Benchmark B. Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge. Indicator: 2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. |
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Oral Presentation
Using Descriptive Details and Visual Displays — Grade10 Type: ODE Model Lesson Plans Description: Students will give a presentation to the class that describes an eventor experience in which they participated. Students will learn to use descriptivelanguage and to convey relevant information through speech and visual aids. Ohio Standards Connection: Primary Standards, Benchmarks, and Indicators: Standard: Communications: Oral and Visual Benchmark: G. Give presentations using a variety of delivery methods, visual displays and technology. Indicator: 9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. |
| Please visit the ODE web site at this link: http://ims.ode.state.oh.us/ODE/IMS/Search/QuickJumpResults.asp?st=1&la=en&col=lp&col=ai&col=research&col=resources&col=tools&col=units&qt=contentarea:er,contentarea:ew|%20grade:10 for 49 lessons related to the November 2002 Sampler and Spring 2003 OGT Assessments. |
| All of the
information on this site is available in pdf and/or Word
format at the Ohio Department of Education
Web Site at http://www.ode.state.oh.us/
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