Upload
vuthien
View
216
Download
0
Embed Size (px)
Citation preview
i
School District of the City of St. Charles
Approved by the Board of Education
June 12, 2014
9-12 Communication Arts Curriculum:
College & Career Readiness English I – IV
Advanced English I – II AP Language and Composition AP Literature and Composition
Advanced College Credit Composition Advanced College Credit Intro to Literature
Creative Writing I - II
2
K-6 Communication Arts Curriculum Committee
Lead Facilitator Kim Fitterling, St. Charles West High School, Principal
Co-Facilitator
Ted Happel, St. Charles High School and Saint Charles West High School, Assistant Principal
Committee Members Lori Van Houten, St. Charles West High School, English Department Chair
Donette Goodlett, St. Charles High School, English/Gifted, English Department Chair Lynnette DeVoe, St. Charles High School, English
Jessica Evans, St. Charles High School, Language Arts Tanya Glennon, St. Charles High School, Language Arts
Angela Hockmeyer, St. Charles High/St. Charles West High School, Language Arts/Gifted Gillian Jackson, St. Charles High School, Language Arts, Gifted
Tanya Sanchez, Success Campus, Language Arts Diane Shuey, St. Charles High School, Language Arts
Julie Spies, St. Charles West High School, English Lauren Terbrock, St. Charles West High School, Communication Arts
Nancy Weil, St. Charles West High School, English
3
9-12 Communication Arts Curriculum
TABLE OF CONTENTS
Table of Contents ........................................................................................................................................... 3
Mission Statement .......................................................................................................................................... 4
District Vision ................................................................................................................................................ 4
District Values ............................................................................................................................................... 4
District Goals ................................................................................................................................................. 5
Philosophical Foundations ............................................................................................................................. 6
English Language Arts Rationale/Program Goals ......................................................................................... 7
Communication Arts Scope and Sequence ............................................................................................... 8-10
Curriculum: Course Description, Essential Outcomes, Curriculum Units
College and Career Readiness ................................................................................................................ 11-19
English I .................................................................................................................................................. 20-39
English II ................................................................................................................................................. 40-70
English III ............................................................................................................................................. 71-104
English IV ........................................................................................................................................... 105-125
Advanced English I ............................................................................................................................. 126-144
Advanced English II ........................................................................................................................... 145-163
AP Literature and Composition .......................................................................................................... 164-177
AP Language and Composition .......................................................................................................... 178-188
Advanced College Credit Composition .............................................................................................. 189-198
Advanced College Credit Intro to Literature ...................................................................................... 199-208
Creative Writing I ............................................................................................................................... 209-232
Creative Writing II .............................................................................................................................. 233-257
Appendix .....................................................................................................................................................258
English I Assignments
English II Assignments
English III Assignments
English IV Assignments
Advanced English I Assignments
Advanced English II Assignments
AP Literature & Composition Assignments
AP Language & Composition Assignments
Advanced College Credit Composition Assignments
Advanced College Credit Intro to Literature Assignments
Advanced College Credit SLU Rubric
Show Me Standards
Grades 9-12 Communication Arts CLEs
Grades 6-12 Communication Arts Common Core State Standards
4
District Mission The City of St. Charles School District will REACH, TEACH, and EMPOWER all students by providing a challenging, diverse, and innovative education.
District Vision The City of St. Charles School District will be an educational leader recognized for high performance and academic excellence that prepares students to succeed in an ever-changing global society.
District Values We, the City of St. Charles School District community of students, parents, staff, and patrons, value:
High quality education for all students which includes:
Lifelong learning from early childhood through adult education
Rigorous learning experiences that challenge all students
Instruction that meets the needs of a diverse community
Respect for all
Real world, critical thinking and problem-solving skills to prepare students for the 21st Century
Developing caring, productive, and responsible citizens
Strong engagement of family and community
A safe, secure, and nurturing school environment
Achievement through:
Celebration of individual success
Collaboration with parents and community stakeholders
Exploration, Innovation, and creativity
High quality staff by:
Hiring and retaining highly qualified and invested employees
Providing professional development and collaboration focused on increasing student achievement
Empowering staff to use innovative resources and practices
Informed decisions that are:
Student-centered
Focused on student achievement
Data Driven
Considerate of all points of view
Fiscally responsible
5
District Goals For planning purposes, five overarching goals have been developed. These goals are statements of the key functions of the school district.
1. Student Performance
Develop and enhance the quality educational/instructional programs to improve student performance and enable students to meet their personal, academic, and career goals.
2. Highly qualified staff
Recruit, attract, develop, and retain highly qualified staff to carry out the District’s mission, vision, goals, and objectives.
3. Facilities, Support, and Instructional Resource
Provide and maintain appropriate instructional resources, support services, and functional and safe facilities.
4. Parent and Community Involvement
Promote, facilitate and enhance parent, student, and community involvement in district educational programs.
5. Governance
Govern the district in an efficient and effective manner providing leadership and representation to benefit the students, staff, and patrons of the district.
6
School District Philosophical Foundations Teachers in the School District of the City of St. Charles share in and ascribe to a philosophy that places children at the heart of the educational process. We feel that it is our professional responsibility to strive to be our best at all times and to maximize our efforts by ensuring that the following factors are present in our classrooms and our schools.
1. Learning is developed within the personal, physical, social, and intellectual contexts of the learner.
2. A strong educational program should provide developmental continuity. 3. The successful learner is motivated, strategic, knowledgeable, and interactive. 4. Children learn best when they have real purposes and can make connections to real life. 5. Effective learning is a combination of student exploration and teacher and mentor modeling. 6. Assessment is an ongoing and multidimensional process that is an integral part of instruction. 7. Making reading and writing connections across multiple sources and curricula facilitates
meaning. 8. Literacy for the future means literacy in multiple technologies. 9. Education must respond to society’s diverse population and serve all children. 10. Interactions among students, teachers, parents, and community form the network that supports
learning.
7
English Language Arts Rationale
The rationale for Communication Arts in the St. Charles School District is to provide a solid
foundation for all students in the areas of reading literature and informational texts, writing,
language, and speaking and listening. Through written and discussion-based analysis of texts
and author’s choices, students will become critical thinkers. Differentiating instruction through
Standards Based Grading ensures that each student has mastered the curriculum.
Program Goals Students who complete the English Language Arts curriculum will be prepared to use their
reading and writing skills to think critically about the world they encounter. Students will be
able to: Read and evaluate literature and informational texts with fluency.
Write argumentative, narrative, informative texts with clarity.
Participate in collaborative discussions, and present knowledge and ideas appropriate to task,
purpose, and audience.
Acquire and use academic and domain specific vocabulary that is appropriate to the audience.
Use the conventions of standard English.
8
Scope and Sequence
Grades 9-12
Strand CCSS Standard 9 10 11 12
Reading RL.9-10.1 RL.11-12.1
Literature: Literature Analysis R R R M
RL.9-10.2 RL.11-12.2
Literature: Theme/Central Idea R R R M
RL.9-10.3 Literature: Character Development R R R M
RL.11-12.3 RL.11-12.4 RL.11-12.5
Literature: Author’s Choice R R R M
RL.9-10.4 RL.9-10.5
Literature: Word choice and text structure: text meaning, mood, tone
R R R M
RL.9-10.6 RL.11-12.6
Literature: Point of View or Cultural Perspectives
R R R M
RL.9-10.7 RL.11-12.7
Literature: Compare/Contrast Two Mediums
R R R M
RL.11-12.9 Literature: Literary Interpretation (Early American Texts)
I R R M
RL.9-10.10 RL.11-12.10
Literature: Reading Comprehension at Grade Level
R R R M
RI.9-10.1 RI.9-10.3 RI.9-10.9 RI.9-10.10 RI.11-12.1 RI.11-12.2 RI.11-12.3
Informational Text: Text Analysis R R R M
RI.9-10.2 Informational Text: Theme/Central Idea R R R M
RI.9-10.4 RI.9-10.5 RI.9-10.6 L.9-10.5 RI.11-12.4 RI.11-12.5 RI.11-12.6
Informational Text: Craft & Structure R R R M
9
RI.9-10.7 RI.11-12.7
Informational Text: Compare/Contrast Two Mediums
R R R M
RI.9-10.8 Informational Text: Argument Evaluation
R R R M
RI.11-12.8 RI.11-12.9
Informational Text: Reasoning & Rhetoric of U.S. Documents
I R R M
RL.9-10.10 RL.11-12.10
Literature: Reading Comprehension at Grade Level
R R R M
RI.9-10.10 RI.11-12.10
Informational Text: Reading Comprehension at Grade Level
R R R M
Writing W.9-10.1 W.11-12.1
Argumentation R R R M
W.9-10.2 W.11-12.2
Informative/Explanatory Techniques R R R M
W.9-10.2a W.11-12.2a
Thesis R R R M
W.9-10.3 W.11-12.3
Narrative Techniques M M
W.9-10.4 W11-12.4
Organization R R R M
W. 9-10.5 W.11-12.5
Production & Editing R R R M
W.9-10.6 W 9-10.7 W.9-10.8 W.9-10.9 W.11-12.6 W.11-12.7 W.11-12.8 W.11-12.9
Research: Documentation, Citations R R R M
Language L.9-10.1 L.11-12.1
Sentence Structure R R R M
L.9-10.2 L.11-12.2
Punctuation & Spelling R R R M
L.9-10.3 Language in Context R R R M
10
L.11-12.3
L.9-10.4 L.11-12.4
Vocabulary Acquisition & Use R R R M
L.9-10.5 L11-12.5
Figurative Language and Language Nuances
R R R M
L.9-10.6 L.11-12.6
Academic and Domain Language R R R M
Speaking & Listening
SL.9-10.1 SL.11-12.1
Collaborative Discussion R R R M
SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6 SL.11-12.2 SL.11-12.4 SL.11-12.5 SL.11-12.6
Presentation of Knowledge and Ideas R R R M
SL.9-10.3 SL.11-12.3
Speaker’s Point of View, Reasoning, & Use
R R R M
11
College and Career Readiness
Course Description Essential Understandings
Units of Study
12
College and Career Readiness Course Description
1231 ENGLISH: CAREER COLLEGE READINESS 1232 9/10 (Elective) 1 unit; 9-10; Prerequisite: Permit to enroll NOTE: This course may be repeated for credit. This course is designed for students who are currently enrolled in English 1 and/or
English 2 who may need individualized support and instruction. English: College/Career
Readiness is an opportunity to improve the reading, writing and language skills
necessary to prepare for future course work in English and success in a post-secondary
setting.
1241 ENGLISH: CAREER COLLEGE READINESS 1242 11/12 (Elective) 1 unit; 11-12 Prerequisite: Permit to enroll NOTE: This course may be repeated for credit. This course is designed for students who are currently enrolled in English 3 and/or
English 4 who may need individualized support and instruction. English: College/Career
Readiness is an opportunity to improve the reading, writing and language skills
necessary to prepare for future course work in English and success in a post-secondary
setting.
13
College and Career Readiness
Essential Outcomes
Strand 1: Reading Literature
Topic: Reading Literature
Objective: Students will be able to analyze a text to determine a theme or central idea, characterization, and evidence of explicit as well as implicit information.
Strand 2: Reading Informational Text
Topic: Reading Informational Text
Objective: Students will be able to analyze a text to determine a theme or central idea, text features, and evidence of explicit as well as implicit information.
Strand 3: Writing
Topic: Writing: Process and Production
Objective: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Students will follow a writing process and conduct focused research projects.
Strand 4: Speaking and Listening
Topic: Speaking and Listening
Objective: Students will follow a process for collegial discussions and decision making.
Strand 5: Language
Topic: Language: Conventions of standard English
Objective: Students will be able to produce writing with 80% accuracy with respect to the conventions of formal, standard English.
Topic: Vocabulary Acquisition and Use
Objective: Students will increase their passive vocabulary and make steps toward improving their active vocabulary.
14
CITY OF ST. CHARLES SCHOOL DISTRICT COLLEGE AND CAREER READINESS CURRICULUM
Content Area: English Language Arts
Course Name: College and Career Readiness
Grade: 9-12
Duration of Unit: full year
Unit Title Reading Literature
Learning Objective/ Essential Course Outcome: Students will be able to analyze a text to determine a theme or central idea, characterization, and evidence of explicit as well as implicit information. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Close reading of literary texts
Practice multiple choice questions
Predict how character will behave based on textual evidence
Explain author's use of literary techniques
Evaluation:
Summative assessment with objective and constructed response questions
Learning Activity – Guiding Questions:
Recognize examples of inference, central idea, character traits, literary techniques
Choosing quotations to illustrate above
Completing graphic organizers
Close reading of text
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA7
1.5 1.6 1.9
RL9-12, 10.1 RL9-12, 10.2 RL9-12, 10.3
Resources:
Enrichment Exercises : Choosing artistic form (painting, drawing, sculpture) to represent textual features Correction Exercises: Highlight examples Special Needs: Completing graphic organizers, review, reteach
15
CITY OF ST. CHARLES SCHOOL DISTRICT COLLEGE AND CAREER READINESS CURRICULUM
Content Area: English Language Arts
Course Name: College and Career Readiness
Grade: 9-12
Duration of Unit: full year
Unit Title Reading Informational Text
Learning Objective/ Essential Course Outcome: Students will be able to analyze a text to determine a theme or central idea, text features, and evidence of explicit as well as implicit information. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Draw inferences about a topic and support in writing with references to the text
Orally explain text features Evaluation:
Summative assessment with objective and constructed response questions
Learning Activity – Guiding Questions:
Matching text features to terms
Map structure of text on graphic organizers
Close readings of text
Content Standards
Process Standards
GLEs or CLEs
ELA 3 ELA 7
1.5 1.6 1.9 2.4
RI9-12, 10.1 RI9-12, 10.2 RI9-12, 10.3
Resources: Houghton Mifflin Common Core Assessment
Enrichment Exercises : Springboard to research or additional analysis posing original questions Correction Exercises: Highlight text features, graph text structure, use context clues to determine meaning Special Needs: Review, re-teach, use graphic organizers and visual representations
16
CITY OF ST. CHARLES SCHOOL DISTRICT COLLEGE AND CAREER READINESS CURRICULUM
Content Area: English Language Arts
Course Name: College and Career Readiness
Grade: 9-12
Duration of Unit: full year
Unit Title Writing: Process and Production
Learning Objective/ Essential Course Outcome: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience. Students will follow a writing process and conduct focused research projects. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Graphic organizers to plan and develop an essay
Short writing tasks addressing individual steps in the process
Evaluation:
Multi-paragraph informational essay Learning Activity – Guiding Questions:
Library orientation
Online resources for research and citation
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4 ELA 7
1.1 1.2 1.8 2.1 4.1
W9-12, 10.2A W9-12, 10.2B W9-12, 10.2C
Resources: Houghton Mifflin Common Core Assessment
Enrichment Exercises : Adding textual features such as varied transitions, engaging leads, examples and quotations Correction Exercises: Highlight textual features to expose gaps, review examples and highlight features, fill in graphic organizers to emphasize structure Special Needs: Choosing best topic sentence, choosing best supporting details, graphic organizers, template for writing paragraphs
17
CITY OF ST. CHARLES SCHOOL DISTRICT COLLEGE AND CAREER READINESS CURRICULUM
Content Area: English Language Arts
Course Name: College and Career Readiness
Grade: 9-12
Duration of Unit: full year
Unit Title Speaking and Listening
Learning Objective/ Essential Course Outcome: Students will follow a process for collegial discussions and decision making. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Students will participate in small groups to address a problem collaboratively and generate several possible solutions.
Evaluation:
Rubric driven assessment of ability to follow group norms and participate in problem solving using a prescribed process
Learning Activity – Guiding Questions:
Collaboratively develop a set of rules governing group interaction
Practice several processes governing collegial discussions and shared tasks
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 6 ELA 7
1.5 1.10 2.3 3.4 4.1
SL9-12, 10.1B SL9-12, 10.1C SL9-12, 10.1D
Resources:
Enrichment Exercises : Teach a concept to small group or class Correction Exercises: Re-teach and review norms, review process Special Needs: Provide visual cues for norm-directed activities, checklists, note takers, peer coaching
18
CITY OF ST. CHARLES SCHOOL DISTRICT COLLEGE AND CAREER READINESS CURRICULUM
Content Area: English Language Arts
Course Name: College and Career Readiness
Grade: 9-12
Duration of Unit: full year
Unit Title Language: Conventions of Standard English
Learning Objective/ Essential Course Outcome: Students will be able to produce writing with 80% accuracy with respect to the conventions of formal, standard English. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Find the errors
Correct the error and explain the rule that governs it
Evaluation:
Accuracy of 80% over a body of evidence of both shorter and longer compositions.
Learning Activity – Guiding Questions:
Grammar exercises
Short written assignments
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4 ELA 7
1.4 1.6 2.2
L9-12, 10.2
Resources: Glencoe Grammar Handbook
Enrichment Exercises : Teach the rule, make a reference poster Correction Exercises: Drill and repeat Special Needs: Visual cues, reference guides, correction in isolation
19
CITY OF ST. CHARLES SCHOOL DISTRICT COLLEGE AND CAREER READINESS CURRICULUM
Content Area: English Language Arts
Course Name: College and Career Readiness
Grade: 9-12
Duration of Unit: full year
Unit Title Vocabulary Acquisition and Use
Learning Objective/ Essential Course Outcome: Students will increase their passive vocabulary and make steps toward improving their active vocabulary. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Shorter quizzes
Using vocabulary in sentences
Non-linguistic representations Evaluation:
Body of vocabulary tests (e.g., multiple choice, fill-in-the-blank, context clues and written response).
Learning Activity – Guiding Questions:
Making pictorial flashcards
Finding words in context
Exploring word families and affixes
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 3 ELA 4 ELA 5 ELA 6 ELA 7
1.2 1.4 1.6 2.3 2.4
L9-12, 10.4A L9-12, 10.4B L9-12, 10.4C
Resources: Marzano Vocabulary for the Common Core
Enrichment Exercises : Word art, posters, vocabulary stories, develop a game Correction Exercises: Repeat, review, games and pictorial representations Special Needs: Flashcards, tactile examples, PowerPoint presentations, video and photograph representations
20
English I
Course Description Essential Outcomes English I Standards
Units of Study
21
English I Course Descriptions
All ninth grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 1, Gifted English 1 or Advanced English 1. 1101 ENGLISH 1 1102 (Communication Arts) 1 unit; 9; Prerequisite: None This course is designed to lay the foundation for successful high school reading and
writing and satisfies the English graduation requirement. English 1 will further the
students’ reading, writing, language, speaking and listening skills. Reading instruction
will utilize literary and informational texts. Writing may include instruction in narrative,
informative, or argumentative techniques, and students will use research to construct
formal essays. The study of language will encompass vocabulary acquisition and use as
well as conventions of standard English. Speaking and listening will include both formal
and informal presentations. Students will be required to take an “End of Course” exam
provided by the State of Missouri at the completion of English 1.
22
English 1 Essential Outcomes
Strand: Language The student will demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
The student will demonstrate command of the conventions of standard Advanced English In
capitalization, punctuation, and spelling in context when writing.
The student will determine or clarify the meaning of unknown and multiple meaning words and
phrases.
Strand: Speaking and Listening The student will be able to present information, findings, and supporting evidence clearly,
concisely, and logically, such that listeners can follow the line of reasoning.
Strand: Writing The student will be able to integrate information into text drawing evidence from literary or
informational texts; include a standard format for citation; write and edit work so that it conforms
to the guidelines in the chosen style manual.
The student will be able to write narratives to develop real or imagined experiences or events
using effective techniques, well-chosen details, and well-structured event sequences.
The student will be able to introduce a topic; organize ideas, concepts, and information.
The student will be able to produce clear and coherent writing in which the development,
organization, and styles, are appropriate to task, purpose, and audience.
The student will be able to write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and support with well-chosen, relevant, and sufficient
details.
Strand: Reading Informational Text The student will be able to cite strong and thorough textual evidence to support analysis for what
the text says explicitly as well as inferences drawn from the grade appropriate informational text.
The student will be able to analyze the author’s point of view or purpose based upon word choice,
ideas, and claim development.
Reading Literature: The student will be able to cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from grade appropriate texts.
The student will be able to analyze how complex characters develop over the course of a text,
interact with other characters, and advance the plot or develop the theme and support with textual
evidence.
The student will be able to determine a theme in literature or a central idea in informational text
and analyze in detail its development throughout the text and justify the theme with specific
details.
23
English I Standards 2014
1. Writing: Textual Evidence
○ Introduce, Cite, Explain
○ MLA citations, Works Cited
2. Writing: Informative Techniques
○ Sufficient paraphrases, quotations, and explanations
○ Formal, objective tone
3. Writing: Organization
○ Thesis, essay/paragraph structure, topic sentences
4. Writing: Narrative Techniques
○ Vivid language with dialogue and description
5. Speaking & Listening
○ Collaborative discussion
○ Advanced and Gifted oral presentation
6. Reading: Literature Analysis
○ Theme, irony, symbolism, foreshadowing, plot structure, allusion
○ Figurative language--metaphor, personification
7. Reading: Character Development
○ How a character develops
○ Speech, Thoughts, Effect on others, Actions, Language
8. Reading: Informational Text
○ Author’s purpose, text features, text organizational patterns
9. Reading: Comprehension of grade level texts
○ Comprehension quizzes
10. Language: Vocabulary Acquisition and Use
○ Guaranteed vocabulary list, practice words in context
11. Language: Conventions of Standard English
○ Capitalization
○ Dialogue punctuation, quotation marks
○ Sentence structure-write simple, compound, and complex sentences and
punctuate correctly
24
1st Semester must assess 9 scales
Reading: Literature Analysis
○ Theme, irony, symbolism, foreshadowing, plot structure
Reading: Character Development
○ How a character develops
○ Speech, Thoughts, Effect on others, Actions, Language
Reading: Informational Text
○ Author’s purpose, text features, text organizational patterns
Reading: Comprehension of grade level texts
○ Comprehension quizzes
Writing: Textual Evidence
○ Introduce, Cite, Explain
○ MLA citation for single literary work
○ Works Cited for single literary work
Writing: Organization
○ Thesis, essay/paragraph structure, topic sentence
Writing: Narrative Techniques
○ Vivid language with dialogue and description
Language: Vocabulary Acquisition and Use
○ Guaranteed vocabulary list, practice words in context
Language: Conventions of Standard English
○ Capitalization
○ Dialogue punctuation, quotation marks
Teachers may choose to assess more as time and student progress allows.
25
2nd Semester must assess 8 scales
Reading: Literature Analysis
○ Theme, irony, allusion, Figurative language--metaphor, personification
Reading: Comprehension of grade level texts
○ Comprehension quizzes
Writing: Textual Evidence
○ Introduce, Cite, Explain
○ MLA citation for multiple works
○ Works Cited for multiple works
Writing: Organization
○ Thesis, essay/paragraph structure, topic sentence
Writing: Informative Techniques
○ Sufficient paraphrases, quotations, and explanations
○ Formal, objective tone
Speaking & Listening
○ Collaborative discussion
○ Advanced and Gifted oral presentation
Language: Vocabulary Acquisition and Use
○ Guaranteed vocabulary list, practice words in context
Language: Conventions of Standard English
○ Sentence structure-write simple, compound, and complex sentences and
punctuate correctly
26
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I
Grade: 9 Duration of Unit:
Unit Title: Language: Sentence Structure
Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Peer assessment
Error identification and correction Evaluation:
Essay
Research paper
Narrative essay Learning Activity – Guiding Questions:
Sentence type identification
Verb charts
Sentence creation
Error identification and correction
Content Standards
Process Standards
GLEs or CLEs
ELA 1 1.6 2.2
L.9-10.1
Resources: Grammar and Composition Handbook
Enrichment Exercises: ACT practice questions Correction Exercises: error identification from student samples Special Needs: highlight features
27
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I
Grade: 9 Duration of Unit:
Unit Title: Language: Punctuation and Spelling
Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard Advanced English In capitalization, punctuation, and spelling in context when writing. A+ Objective (High School Only):
Primary Text: : Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Error identification and correction Evaluation:
Essay summative
Research paper
Multiple choice assessment Learning Activity – Guiding Questions:
Error identification and correction
Online grammar sites (No Red Ink)
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.6 2.2
L.9-10.2
Resources Grammar and Composition Handbook
Enrichment Exercises: ACT practice questions Correction Exercises: error identification from student samples Special Needs: highlight features
28
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS
ENGLISH 1 CURRICULUM Content Area: English Language Arts
Course Name: English I
Grade: 9 Duration of Unit:
Unit Title: Language: Vocabulary Acquisition and Use
Learning Objective/ Essential Course Outcome: The student will determine or clarify the meaning of unknown and multiple meaning words and phrases. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Matching/multiple choice
Paragraph use Evaluation:
Literature assessments Learning Activity – Guiding Questions:
Context clue activities
Crossword puzzles
Synonyms
Marzano chart
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 7
1.5 2.2
L.9-10.4
Resources: ACT vocabulary lists
Enrichment Exercises: vocabulary stories Correction Exercises: matching activities, fill-in blank from word bank, pictorial representation Special Needs: break down words to syllables and word families, repetition
29
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I
Grade: 9 Duration of Unit:
Unit Title: Speaking and Listening: Presentation of Knowledge and Ideas
Learning Objective/ Essential Course Outcome: The student will be able to present information, findings, and supporting evidence clearly, concisely, and logically, such that listeners can follow the line of reasoning. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Present sonnet translations
Collaborative presentation Evaluation:
Oral presentation Learning Activity – Guiding Questions:
Class discussions
Act out Shakespeare
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 6
1.5 1.8 2.1 2.3 2.4 2.5 2.7
SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6
Resources: Model videos, Shakespeare Set Free
Enrichment Exercises: improvisational speeches, collaborative discussion Correction Exercises: small group presentations leading to stand-alone presentations Special Needs: pair share
30
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I
Grade: 9 Duration of Unit:
Unit Title: Writing: Textual Evidence and Citations
Learning Objective/ Essential Course Outcome: The student will be able to integrate information into text drawing evidence from literary or informational texts; include a standard format for citation; write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Multiple choice (choose the correct citation)
Error identification and correction
Collaborative presentation with citations Evaluation: Research paper Learning Activity – Guiding Questions:
ICE strategy
Error identification and correction
Content Standards
Process Standards
GLEs or CLEs
ELA 4 1.1 1.2 1.7 4.4
W.9-10.8 W.9-10.9 L.9-10.3
Resources: Easybib
Enrichment Exercises: using MLA Handbook for special situations Correction Exercises: error correction, multiple choice, use in research papers Special Needs: graphic organizers (break down parts), review, repeat
31
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I Grade: 9 Duration of Unit:
Unit Title: Writing: Narrative Techniques
Learning Objective/ Essential Course Outcome: The student will be able to write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Peer response
Collaborative narrative Evaluation:
Personal narrative Learning Activity – Guiding Questions:
Collaborative narrative
Sensory details
Plot chart
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.3
Resources: Biographies
Enrichment Exercises: partner share, peer evaluation, adding details Correction Exercises: tell it, then write it Special Needs: evaluating sample essays, practice new parts, review, repeat, highlight features
32
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I Grade: 9 Duration of Unit:
Unit Title: Writing: Thesis
Learning Objective/ Essential Course Outcome: The student will be able to introduce a topic; organize ideas, concepts, and information. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Collaborative thesis development Evaluation:
Research paper
Essays Learning Activity – Guiding Questions:
Teacher modeling
Debates
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.2a
Resources: Model essays
Enrichment Exercises: identify anchor statements, write a lead Correction Exercises: comparing differences, revising, categorize types Special Needs: find and highlight features
33
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I Grade: 9 Duration of Unit:
Unit Title: Writing: Organization
Learning Objective/ Essential Course Outcome: The student will be able to produce clear and coherent writing in which the development, organization, and styles, are appropriate to task, purpose, and audience. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practice paragraphs Evaluation:
Research paper
Essays Learning Activity – Guiding Questions:
Organization maps
Transition creation
Cut and paste sample details/paragraphs
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.4
Resources: Nonfiction texts
Enrichment Exercises: peer evaluation Correction Exercises: graphic organizers Special Needs: find and highlight features
34
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I Grade: 9 Duration of Unit:
Unit Title: Writing: Informative/Explanatory Techniques
Learning Objective/ Essential Course Outcome: The student will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and support with well-chosen, relevant, and sufficient details. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Collaborative presentation
Peer evaluation Evaluation:
Research paper
Oral presentation Learning Activity – Guiding Questions:
Paraphrasing and summarizing
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.2
Resources: Nonfiction texts
Enrichment Exercises: create a visual component to relate to student-generated text Correction Exercises: graphic organizers, research techniques, library orientation Special Needs: template for writing paragraphs, sample topic sentences, order details
35
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English 1
Grade: 9 Duration of Unit:
Unit Title: Reading Informational Text: Text Analysis
Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis for what the text says explicitly as well as inferences drawn from the grade appropriate informational text. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practice multiple choice questions Evaluation:
Nonfiction summative Learning Activity – Guiding Questions:
Summarizing and paraphrasing
Analyzing charts and graphs
Content Standards
Process Standards
GLEs or CLEs
ELA 3 ELA 7
1.6 1.9 2.3 2.4
RI.9-10.1 RI.9-10.9 RI.9-10.10
Resources: Nonfiction texts
Enrichment Exercises: locate wording to highlight audience, purpose, tone Correction Exercises: 5w chart, KWL, WIN strategy, find and locate information, comprehension test Special Needs: find and highlight data, Venn diagrams to compare, contrast content
36
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English I
Grade: 9 Duration of Unit:
Unit Title: Reading Literature: Literature Analysis
Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from grade appropriate texts. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Plot chart
Irony chart Evaluation:
Plot chart summative
Short story summative
Literary elements summative
Romeo and Juliet summative Learning Activity – Guiding Questions:
Review games
Map
Crossword puzzles
Analyzing quotations
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 7
1.5 4.1
RL9-10.1 RL9-10.10
Resources: Short stories, novels, plays
Enrichment Exercises: act out scenes, provide visual representation of story characters and events Correction Exercises: locate events on a story map, find textual evidence for character traits, motivations Special Needs: order events, graphic organizers to locate given quotations and list character traits
37
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English 1
Grade: 9 Duration of Unit:
Unit Title: Reading Literature: Complex Character Development
Learning Objective/ Essential Course Outcome: The student will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme and support with textual evidence. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
STEAL chart Evaluation:
Short story summative
Novel summative
Romeo and Juliet summative Learning Activity – Guiding Questions:
Character trait identification
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 7
1.5 4.1
RL.9-10.3
Resources: Short stories, novels, plays
Enrichment Exercises: compare, contrast characters; write letter as the character to author or another character or to the reader Correction Exercises: find textual evidence for character traits and motivations, create "scrapbook" of visual elements, quotations, etc. to represent character Special Needs: use visual representations of character traits on a graphic organizer
38
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English 1
Grade: 9 Duration of Unit:
Unit Title: Reading Literature: Theme/Central Idea
Learning Objective/ Essential Course Outcome: The student will be able to determine a theme in literature or a central idea in informational text and analyze in detail its development throughout the text and justify the theme with specific details. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Theme tracker Evaluation:
Short story summative
Novel summative
Romeo and Juliet summative Learning Activity – Guiding Questions:
Theme tracker
Scene summary
Venn diagram
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 7
1.5 4.1
RL.9-10.2 RI.9-10.2
Resources: Short stories, novels, plays
Enrichment Exercises: analyze how author's language choices give theme, tone, structure Correction Exercises: Venn diagram to compare two themes; trace theme with graphic organizer to sort quotations and examples Special Needs: find and highlight theme features from a selection
39
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: English 1
Grade: 9 Duration of Unit:
Unit Title: Reading Information Text: Craft and Structure
Learning Objective/ Essential Course Outcome: The student will be able to analyze the author’s point of view or purpose based upon word choice, ideas, and claim development. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Craft and structure chart
Compare and contrast 2 articles/essays Evaluation:
Nonfiction narrative summative
Essay summative Learning Activity – Guiding Questions:
Hook activity
Teacher modeling-analyzing craft an structure elements
Content Standards
Process Standards
GLEs or CLEs
ELA 3 ELA 7
1.6 1.9 2.3 2.4
RI.9-10.4 RI.9-10.5 RI.9-10.6 L.9-10.5
Resources: Nonfiction texts
Enrichment Exercises: analyze organizational patterns of speeches and historical documents Correction Exercises: order pieces of text, find topic sentences and match to related text Special Needs: place sections under appropriate headings, graphic organizer of text features
40
English II
Course Description English II Essential Outcomes
Units of Study
41
English II Course Description
All tenth grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 2, Gifted English 2, or Advanced English 2. 1201 ENGLISH 2 1202 (Communication Arts) 1 unit; 10; Prerequisite: None This course satisfies the graduation requirement and consists of instruction in world literature, writing, word study, research, and speaking/listening. Literature will include selections of fiction, nonfiction, poetry, drama and mythology. The emphasis will be on the analysis and evaluation of text. Strategies for improving comprehension of fiction and nonfiction texts will be stressed. Key writing concepts include study of stylistic devices, multiple modes of discourse, and evaluation of argumentation. Students will produce analytical, expository, and persuasive essays and a research paper. Students will evaluate various types of media. Students will continue to strengthen their vocabulary. This course will contain formal and informal speaking and listening opportunities. Students will be required to take an “End of Course” exam provided by the State of Missouri at the completion of English 2.
42
-English Two Essential Outcomes
Strand: Reading
Topic: Reading Comprehension (RL.9-10.10 and RI.9-10.10)
Strand: Reading Literature
Topic: Theme/Central Idea (RL.9-10.2 and RI.9-10.2) (Also used in English
One)(Semester One and Two)
Topic: Literature Analysis (RL.9-10.1 and RL.9-10.10) (Also used in English
one)(Semester One and Two)
Topic: Word choice and text structure: impact on text meaning, mood,
and tone (RL.9-10.4-5)
Topic: Cultural Perspectives (RL.9-10.6).
Topic: Compare and Contrast Two (RL.9-10.7)
Strand: Reading Informational Text
Topic: Informational Text Analysis (RI.9-10.3)
Topic: Argument Evaluation (RI.9-10.8)
Strand: Writing
Topic: Persuasion (W.9-10.1)(Semester Two)
Topic: Organization (W.9-10.4) (Also used in English One)(Semester One
and Two)
Topic: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)
(Also used in English One)(Semester One and Two)
Strand: Speaking and Listening
Topic: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and
SL.9-10.6) (Also used in English One)(Semester One and Two) (Also
integrate sources into this for English Two)
Strand: Language
Topic: Sentence Structure (L.9-10.1) (Also used in English One)(Semester
One and Two)
Topic: Punctuation and Spelling (L.9-10.2) (Also used in English
One)(Semester One and Two)
Topic: Vocabulary Acquisition and Use (L.9-10.4) (Also used in English
Two)(Semester One and Two)
43
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Writing: Argumentation
Learning Objective/ Essential Course Outcome:
Evaluate the argument and specific claims in a text by assessing the validity, relevancy, and
sufficiency of the reasoning. (W.9-10.1) A+ Objective (High School Only):
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading nonfiction texts
Evaluate legitimate sources
Research multiple sources to gather support
Practice responses Evaluation:
Research paper – Argument Paper
Written responses
To Kill a Mockingbird argument analysis over trial
Learning Activity – Guiding Questions:
How do I structure logical arguments using relevant evidence?
How do I anticipate the knowledge and bias of the audience?
How do I use evidence to support my claims?
Research viewpoints
Evaluate viewpoints
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 3 ELA 4 ELA 6
Goal 1.5 Goal 1.6 Goal 1.8 Goal 2.1 Goal 2.2 Goal 2.7 Goal 3.1 Goal 3.5 Goal 4.5
W.9-10.1
44
Resources: Grammar text, internet sources
Enrichment Exercises : Evaluate sample essays Correction Exercises: Use peer groups to evaluate essay Special Needs: Work closely with teacher to evaluate understanding
45
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Reading informational text: Argument evaluation
Learning Objective/ Essential Course Outcome:
Evaluate the argument and specific claims in a text by assessing the validity, relevancy, and
sufficiency of the reasoning. (RI. 9-10.8) A+ Objective (High School Only):
Primary Text: Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading nonfiction texts
Evaluate legitimate sources
Research multiple sources to gather support
Practice responses Evaluation:
Research paper – Argument Paper
Written responses
Class discussion Learning Activity – Guiding Questions:
How do I structure logical arguments using relevant evidence?
How do I anticipate the knowledge and bias of the audience?
How do I use evidence to support my claims?
Content Standards
Process Standards
GLES OR CLES
ELA 3
Goal 1.5 Goal 1.6 Goal 2.6
W.9-10.1
Resources: Primary text and online sources
46
Enrichment Exercises : locate individual sources based on interests Correction Exercises: work with peers to locate and evaluate sources Special Needs: work with small groups with teacher direction to locate and evaluate sources
47
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Reading Literature: Compare and Contrast Two Mediums
Learning Objective/ Essential Course Outcome:
Analyze the representation of a subject or key scene in two different mediums through
comparison and contrast. (RL.9-10.7) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading multiple formats of a text or viewing multiple formats of a text
Practice literary responses Evaluation:
Compare Contrast Evaluation
Written responses
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How can I evaluate the differences between depictions of a text to determine author’s various choices?
How is a theme represented differently between two different mediums?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 5
Goal 1.5 Goal 1.6
RL.9-10.7
48
Resources: Primary text, internet and multimedia sources
Enrichment Exercises : Seek out a variety of media representations of source material Correction Exercises: Use a specific character or scene to locate a variety of media representations Special Needs: Work in small teacher directed groups to seek out a variety of media representations of source material
49
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Reading Literature: Cultural Perspective
Learning Objective/ Essential Course Outcome:
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature. (RL.9-10.6) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading various cultural texts
Quizzes
Practice literary responses Evaluation:
Research attributes of various cultures to be able to analyze how it is used within literature
Written responses
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How do cultural differences effect or reflect literary choices?
How does the culture effect the character’s choices within their society?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3 ELA 7
Goal 1.5 Goal 1.6 Goal 1.9
RL.9-10.6
50
Resources: Primary text and online resources, novels
Enrichment Exercises : Seek out multi-cultural literature based on personal interest Correction Exercises: work with primary source material in conjunction with classroom literature Special Needs: complete close read activity on source material in teacher directed small groups
51
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Reading Informational Text: Informational Text Analysis
Learning Objective/ Essential Course Outcome:
Analyze the structure of an informational text through how the author organizes the points, uses
rhetorical devices, and develops connections between ideas. (RI.9-10.3)
A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading nonfiction texts
Evaluate a speech (ex. Julius Caesar’s funeral speeches)
Evaluate rhetorical devices
Practice responses Evaluation:
Research paper – notes over sources for term paper
Written responses
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How can I delineate and evaluate an argument?
How can I determine relevancy of evidence supporting an argument within a text?
Content Standards
Process Standards
GLES OR CLES
ELA 3
Goal 1.5 Goal 1.6 Goal 3.4
RL.9-10.3
52
Resources: Primary text and online resources
Enrichment Exercises : seek out and analyze the rhetorical strategies of historical speeches Correction Exercises: work in small groups with teacher assigned historical speeches Special Needs: complete a close read with teacher assigned speech
53
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Speaking and listening: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and SL.9-10.6)
Learning Objective/ Essential Course Outcome:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.
Make strategic use of digital media in presentations.
Adapt speech and language to a variety of contexts. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Small group informal discussion
Incorporating digital media into the presentations
Evaluation:
Group or Independent presentations over classroom assignments
Small group presentations
Incorporating digital media into the presentations
Learning Activity – Guiding Questions:
How do I present information, findings, and evidence so that audience can logically follow the line of reasoning?
How do I make strategic of digital literacy in presentations?
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 5 ELA 6
Goal 2.1
SL.9-10.4 SL.9-10.5 SL.9-10.6
54
Mythology Presentation
Presentation of Research
Resources:
Enrichment Exercises : More student driven results Correction Exercises: Observe peers as well as example videos from Youtube Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)
55
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Reading: Comprehension
Learning Objective/ Essential Course Outcome:
By the end of grade 10, read and comprehend nonfiction, literature, including stories, dramas,
and poems, at the high end of the grades 9-10 text complexity, independently and proficiently. (RL.9-10.10 and RI.9-10.10) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read documents such as US seminal documents, classics of American Literature, Shakespeare, and a wide and dee2p reading of literature and literary nonfiction
Quizzes
Practice literary responses
Pre-ap style question
Independent reading at or above their level
Evaluation:
Literary Analysis paper or responses
Reading quizzes
Class discussion Learning Activity – Guiding Questions:
What is the author trying to convey?
How can we determine meaning within an author’s text?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5 RL.9-10.10 RI.9-10.10
56
Resources: Primary text and novels
Enrichment Exercises : Socratic seminar Correction Exercises: work with peers on pre-ap style questions Special Needs: work in teacher directed small groups discussions
57
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Language: Sentence Structure (L.9-10.1)
Learning Objective/ Essential Course Outcome:
• use parallel structure
• uses compound, complex, and compound-complex sentence structures effectively and vary sentence structure
A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Using various texts to locate examples
Practicing writing sentence structures
EOC sample and ACT practice type questions
Evaluation:
Sentence structure within an essay
Write individual sentence that incorporate the various structures
Identifying and explaining the usage within textual pieces
Learning Activity – Guiding Questions:
How do I use parallel structure in formal writing to show emphasis on important ideas?
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 2.6
L.9-10.1
58
How do I use various sentence structures to add variety to my writing?
Direct instruction on different structures
Resources: Primary text and online resources
Enrichment Exercises : Identifying in current readings or personal work Correction Exercises: Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)
59
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Writing: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)
Learning Objective/ Essential Course Outcome:
Integrate information into the text drawing evidence from literary or informational texts.
Include a standard format for citation to maintain the flow of ideas and avoid plagiarism.
Write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Working with librarian
Know how to create MLA citations using MLA guides and Owl at Purdue
Evaluation:
Research paper
Citations within other assignments Learning Activity – Guiding Questions:
How can I access reliable research material?
How do I avoid plagiarism?
How do I cite sources using a standard format?
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 3 ELA 4
Goal 1.7
W.9-10.8 W.9-10.9 L.9-10.3
60
Resources: Primary text and Grammar & Composition text
Enrichment Exercises : Locate documents and incorporate MLA style citations Correction Exercises: Work with teacher on corrections Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)
61
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Reading Literature: theme
Learning Objective/ Essential Course Outcome:
Determine a theme in literature or a central idea in informational text and analyze in detail its
development throughout the text and justify the theme with specific details. (RL.9-10.2 and RI.9-
10.2) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read documents such as US Seminole documents, classics of American Literature, Shakespeare, and a wide and deep reading of literature and literary nonfiction
Quizzes
Practice literary responses Evaluation:
Literary Analysis paper or responses
Theme Tracker – Determine and track
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How can I determine the meaning intended by the author?
How can I evaluate how an author extends a theme throughout a piece?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5 Goal 1.6
RL.9-10.2 RI.9-10.2
62
How is theme reflected through character behavior and elements of plot?
Resources: Primary text, internet sources and novels
Enrichment Exercises : determine a theme and track throughout a source Correction Exercises: work with peers to track teacher determined theme Special Needs: work with small teacher directed groups to track the theme of a text
63
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Writing: Organization (W.9-10.4)
Learning Objective/ Essential Course Outcome:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Graphic organizers
Outlines
Evaluate textual examples for structural choices
Evaluation:
Any essay within the class
Written responses
Learning Activity – Guiding Questions:
How do I decide the organization style for a piece of writing?
Cut up sample essays for students to arrange in proper order
Utilize graphic organizer for writing
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 3 ELA 4
Goal 1.6 Goal 1.8
W.9-10.4
64
Resources: Primary text or online resources
Enrichment Exercises : Student selects best choice of organizational patterns Correction Exercises: Use graphic organizers Special Needs: Use teacher provided graphic organizers
65
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade: 10 Duration of Unit:
Unit Title: Reading Literature: Literature Analysis
Learning Objective/ Essential Course Outcome: Analyze the use of literary elements and explain how they enhance the meaning of the text
A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10 +
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Analyze textual literary elements such as: character, plot, conflict, setting mood, point of view, irony, sensory details, figurative language and sound devices
Use text to determine use of element
Practice responses
Class discussion and activities Evaluation:
Literary analysis paper
Summative assessment Learning Activity – Guiding Questions:
How can I use evidence from the text to support my analysis
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1
66
How does an author’s purpose become clear through his use of literary techniques?
Resources: Primary text, online sources or novel
Enrichment Exercises : locate and analyze literary elements throughout assigned piece Correction Exercises: analyze teacher assigned literary elements Special Needs: Work in teacher directed small groups to analyze specific literary elements
67
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Language: Punctuation and Spelling (L.9-10.2)
Learning Objective/ Essential Course Outcome:
Use a semicolon to link two or more closely related independent clauses or in conjunctive adverbial clauses
Use a colon to introduce a list or quotation
Spell grade-appropriate words correctly in writing A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Using various texts to locate examples
Practicing writing sentences that use this punctuation
EOC sample and ACT practice type questions
Evaluation:
Correct usage within essays
Write individual sentence that incorporate the colon, semi-colon, and spelling words
Summative Assessment
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 2.6
L.9-10.2
68
Learning Activity – Guiding Questions:
How do I use a semi-colon or colon appropriately within my writing?
How do I spell grade level appropriate words?
Resources: primary text and Grammar and Composition Handbook
Enrichment Exercises : Identifying in current readings or personal work Correction Exercises: Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)
69
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2
Grade:10 Duration of Unit:
Unit Title: Language
Learning Objective/ Essential Course Outcome: Vocabulary Acquisition and Use (L.9-10.4) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Using various texts to develop vocabulary
Word of the week activity
EOC sample and ACT practice type questions
Evaluation:
Correct usage of vocabulary within essays
Grade level appropriate vocabulary quizzes
Learning Activity – Guiding Questions:
How do I develop a higher level vocabulary?
How do I indentify word meaning with context clues?
Use cloze read strategies
Use “who has, I have” game
Word of the week
Work with word parts (prefix, suffix)
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 2.6
L.9-10.4
70
Resources: Primary text, online sources, Grammar and Composition Handbook
Enrichment Exercises : Students will create their own individual word list from in class readings Correction Exercises: Teacher will assign list of commonly misspelled words Special Needs: teacher will use pre-made word list in conjunction with special education teacher
71
English III
Course Description English III Essential Outcomes
Units of Study
72
English III Course Description
All eleventh grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 3, Gifted English 3, Advanced Placement Language and Composition, or Advanced Placement Literature and Composition. 1301 English 3 1302 (Communication Arts) 1 unit; 11; Prerequisite: None English 3 continues to expand and reinforce the students’ skills of analysis and
evaluation of literature, writing, word study, research, and speaking and listening.
Reading nonfiction, fiction, drama, and poetry the students will examine key concepts
including thorough knowledge of the writing process, organizational structure, meaning
and aesthetic impact, and grammatical conventions. Students will use multiple
interpretations of written works to evaluate each version compared to the primary
source. Students will gather and integrate research; develop a variety of written and
oral techniques appropriate to task, purpose, and audience; and support claims while
using effective evidence.
73
English 3 Essential Outcomes (Objectives)
Strand: Reading Literature
Key Ideas & Details
Topic: Author’s Choices (analyze impact of setting, plot structure,
characterization, multiple themes in a text) RL.11-12, 1-3
Craft & Structure
Topic: Literary Language (contextual, figurative and connotative) RL.11-12.4
Integration of Knowledge & Ideas
Topic: Literary Interpretation (Early American Texts) RL.11-12.9
Range of Reading and Level of Text Complexity
Topic: Reading Comprehension at Grade Level (fiction and non-fiction, with
scaffolding at high end) RI and RL.11-12.10
Strand: Reading Informational Text
Craft & Structure
Topic: Word Meaning (author’s use of technical and key words) RI.11-12.4
Topic: Author’s Point of View & Purpose RI.11-12.6
Integration of Knowledge & Ideas
Topic: Reasoning & Rhetoric of U.S. Documents RI.11-12.8-9
Strand: Writing
Topic: Argument W.11-12.1
Topic: Informative/Explanatory W.11-12.2
Topic: Production, Organization, and Editing W.11-12.4-5
Topic: Research-gather, assess, integrate W.11-12.8-9
Strand: Speaking and Listening
Topic: Collaborative Discussion SL.11-12.1
Topic: Presentation of Ideas SL.11-12.2
Strand: Language
Topic: Grammar and Punctuation— L.11-12.1-2
Topic: Vocabulary Acquisition and Use L.11-12. 4 & 6
74
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Writing: Argument (11-12.1)
Learning Objective/ Essential Course Outcome/Standard: Student will write arguments to support claims while using and citing effective evidence and maintaining a formal tone. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Assess texts with both pro and con arguments
Using brainstorming and outlining techniques to create organization
Evaluation:
Argument Essay
Uses MLA citations Learning Activity – Guiding Questions:
Evaluate argumentative models as examples
Analyze text features of argumentative writing
Use of Socratic seminar to discuss the features
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 1.1 Goal 1.2 Goal 1.4 Goal 1.6 Goal 1.7 Goal 3.1
W.11-12.1
75
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises : Student does independent research and incorporates additional evidence from sources. They model other writer’s style when writing their argumentative essay. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Student may revise current essay or attempt a new essay after reteaching. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
76
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Reading Informational Text (Author’s Point of View and Purpose) (RI.11-12.6)
Learning Objective/ Essential Course Outcome/Standard: Student will determine an author’s point of view or purpose in a text, specifically analyzing for effectiveness of rhetoric and style. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active listening to famous speeches
Journals/dialectical journals
Graphic Organizers
Evaluation:
Analyze specific speeches (such as “Gettysburg Address”, Patrick Henry’s speech, “Declaration of Independence”) for their use of rhetorical devices
Write their own declaration or speech using effective rhetorical devices
Learning Activity – Guiding Questions:
Reading the speeches and locating examples of rhetorical devices (parallelism, rhetorical questions, repetition, alliteration)
Write their own declaration or speech utilizing rhetorical devices
Content Standards
Process Standards
GLES OR CLES
ELA 3 ELA 5 ELA 7
Goal 1.5 Goal 1.6 Goal 1.7 Goal 2.3
RI.11-12.6
77
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises : Students modeling a specific speech or declaration. They do their research to find more current speeches to analyze or model. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Student will write their speech with a more current or personal topic while demonstrating their connection and understanding of rhetorical devices. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
78
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title Reading Literature: Author’s Choices (RL.11-12.1-3
Learning Objective/ Essential Course Outcome/Standard: Student will analyze the impact of the author’s choices regarding elements of a story or drama. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature
Practice writing responses
Use of graphic organizers to evaluate author’s choices
Evaluation:
Literary analysis paper or responses
Presentations or projects on literary elements demonstrated by the author
Annotating texts during active reading
Learning Activity – Guiding Questions:
How do I evaluate author’s choices in regards to setting, plot structure, and characterization?
How do I evaluate the usage of multiple themes within a text?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 5
Goal 1.5 Goal 1.6
RL.11-12.1-3
79
How do those themes build off of each other or connect to author’s choices?
How do historical and author’s biographical events influence the author’s choices within a text?
Students will read various examples of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature
Students will learn specific literary elements and analyze them within pieces.
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises : Students will utilize other works by same author to see how literary elements are used consistently within his or her writing. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will choose a similar author of the same time period for supplemental evaluation. Scaffold reading levels on the reading material. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
80
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title Speaking and Listening (Collaborative Discussion) (SL.11-12.1)
Learning Objective/ Essential Course Outcome/Standard: Student will initiate and participate in a range of collaborative discussions, building on other’s ideas and expressing their own clearly and persuasively. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Small group discussions
Class debates Evaluation:
Verbal Assessment
Class discussions
Class debates
Written critique with supportive examples from the speech
Learning Activity – Guiding Questions:
Small/Large group discussions with student facilitators
Structured debates utilizing previous research and investigation
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 5 ELA 7
Goal 1.5 Goal 1.7 Goal 2.2 Goal 2.4 Goal 2.5 Goal 3.5 Goal 3.6
SL.11-12.1
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises : Students could bring outside examples from real world situations (board meeting, city council meetings, etc.). Students will lead a class discussion of a concept.
81
Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will participate in a small group discussion that is teacher led. Students will write their responses if they have trouble verbalizing in class. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
82
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Writing (Informative/Explanatory Writing) W.11-12.2
Learning Objective/ Essential Course Outcome/Standard: Student will write informative/explanatory texts which examine and accurately convey complex ideas, concepts, and information. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Students will synthesize information in his or her own words.
Journals
Practice explanatory writings
Write objective summaries Evaluation:
Informative/explanatory essay
Constructed response answers demonstrating knowledge of the prompt and material
Student will summarize informative sources while maintaining the meaning of the original text.
Learning Activity – Guiding Questions:
Read and annotate informative texts
Evaluate texts in small group discussion
Students will break down information into manageable chunks to aid in clear understanding.
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 1.1 Goal 1.2 Goal 1.8 Goal 2.1 Goal 3.1
W.11-12.2
83
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises : Students will do additional outside research beyond the class text to deepen understanding. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold reading level of texts. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
84
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Reading Literature: Literary Interpretation (RL.11-12.7)
Learning Objective/ Essential Course Outcome/Standard: Student will analyze multiple interpretations of a work, evaluating how each version interprets the original. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Compare and contrasts documents
Practice writing responses using specific terminology
Use of graphic organizers to identify common structures within in texts
Evaluation:
Create a declaration emulating the original documents
Comprehension questions
Literary analysis responses to reading with supporting details
Learning Activity – Guiding Questions:
Students will have to read an original piece and then have another medium to make a comparison.
Annotate for specific differences and similarities between texts
Use a variety of graphic organizers to aid in comprehension
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3 ELA 7
Goal 1.5 Goal 1.6 Goal 1.7 Goal 1.9 Goal 4.2 Goal 4.3
RL.11-12.7
85
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises: Students will discover additional examples of the original and subsequent variations in same or different mediums. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will break down the process into step by step analysis of only similarities and then only differences. After this, students will blend together. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
86
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Reading Literature: Literary Language (RL.11-12.4)
Learning Objective/ Essential Course Outcome/Standard: Student will determine the use of words and phrases and their impact on meaning and tone in a work. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read texts for connotative meaning
Identify the use of figurative language
Practice writing responses using contextual support
Use of graphic organizers to evaluate contextual, figurative, and connotative meaning
Practice ACT questions Evaluation:
Literary analysis responses to reading with supporting details
ACT type summative questions
Identify author’s word choice and phrases to show how it contributes to tone of text – written response
Learning Activity – Guiding Questions:
Students will keep a journal recording specific words and phrases from the texts.
Content Standards
Process Standards
GLES OR CLES
ELA 2
Goal 1.5 Goal 1.6
RL.11-12.4
87
Students will create a graphic organizer to record specific words and phrases from the texts.
Read text and participate in small group discussions
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises : Students will imitate a writer’s word and phrase choice in order to create a similar tone in their own piece. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will break down the process into analyzing word choice first and then identifying phrases that contribute to the author’s tone. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
88
89
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Speaking and Listening (Presentation of Ideas) (SL.11-12.4)
Learning Objective/ Essential Course Outcome/Standard: Student will present information, findings, and supporting evidence conveying a clear and distinct perspective, appropriate to purpose, audience, and task. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Small group discussions
Class debates
Follow rubric for formal presentation of findings
Evaluation:
Clear communication skills utilized to demonstrate information within a presentation
Socratic Seminar
Class discussions
Class Projects Learning Activity – Guiding Questions:
Practice presentation in front of peers
Identification of formative benchmarks that lead to final presentation
Discussion of rubric expectations
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 6 ELA 7
Goal 1.5 Goal 1.7 Goal 1.8 Goal 2.1 Goal 2.2 Goal 2.3 Goal 2.4 Goal 2.7 Goal 4.1 Goal 4.6
SL.11-12.4
90
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises: Students will participate in student led discussion groups to identify alternative and opposing perspectives; to note benchmarks and rubric requirements; to practice presentations; and to focus presentations. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will identify weaknesses and receive direction to strengthen presentations. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
91
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Writing (Production, Organization and Editing) W.11-12.4
Learning Objective/ Essential Course Outcome/Standard: Student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Outlines
Self and Peer Editing
Brainstorming and Graphic Organizers
Evaluation:
Organizational structure within essay writings
Organizational patterns within presentations
Focus on task, purpose, and audience is clear and consistent throughout
Learning Activity – Guiding Questions:
Develop thesis statements and appropriate topic sentences and transitions between ideas
Create an organized outline for the structure of the assessment
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 1.1 Goal 1.6 Goal 1.8 Goal 2.1 Goal 2.2
W.11-12.4
92
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises: Students will model more advanced transitions and coherence within their writing. Students will peer critique each other’s work to revise organization structures. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will identify weaknesses and receive direction to strengthen organizational structures. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
93
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Reading Literature: Reading Comprehension (RL.11-12.10 and RI.11-12.10)
Learning Objective/ Essential Course Outcome/Standard: Student will read and comprehend stories, dramas and poems and literary nonfiction at Grade 11 level. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read appropriate grade level texts
Quizzes to monitor comprehensions
Class discussions
Use of graphic organizers or journals to track comprehension
Evaluation:
Reading quizzes
Written response that utilizes textual evidence for support
Reader response journals Learning Activity – Guiding Questions:
Small group discussions
Reading appropriate grade level texts
Constructed response to text related questions
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5
RL.11-12.10 RI.11-12.10
94
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercise : Students will read material above grade level and demonstrate understanding of the material. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold the reading level of text choices. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
95
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Unit Title: Reading Informational Text (Reasoning and Rhetoric of U.S. Documents) (RI.11-12.8-9)
Learning Objective/ Essential Course Outcome/Standard: Student will analyze 17
th-, 18
th-, and 19
th-century foundational and seminal U.S. documents and
evaluate the premises, purposes, and arguments for theme and rhetorical features. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Graphic Organizers
Take notes to monitor comprehension as students read
Evaluation:
Written responses demonstrating understanding the purpose of U.S. documents
Project replicating features of U.S. documents
Compare and contrast essays of U.S. documents
Learning Activity – Guiding Questions:
Small group evaluation of U.S. documents
Read various foundational and seminal U.S. documents
Analyze use of theme and rhetorical features for student understanding
Content Standards
Process Standards
GLES OR CLES
ELA 3 ELA 5 ELA 7
Goal 1.5 Goal 1.6 Goal 1.7 Goal 1.9 Goal 1.10 Goal 4.2 Goal 4.3
RI.11-12.8-9
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
96
Enrichment Exercises: Students will read comparable material from other countries and compare and contrast with U.S. documents. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold the reading level of text choices. Teacher guided reading notes could be utilized. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
97
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Strand Writing (Research) W.11-12.8-9
Learning Objective/ Essential Course Outcome/Standard: Student will gather and integrate relevant information from multiple sources, using advanced searches, and avoiding plagiarism. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Research paper project
Reading various types of texts
Evaluating research information and sources
Organizing research information Evaluation:
Essay writings
Research paper
Constructed response
Literary analysis papers or responses
Learning Activity – Guiding Questions:
Students will research various sources and integrate information into the essay.
Teacher will provide direct instruction on citation formats and resources.
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 2 ELA 3 ELA 4 ELA 5
Goal 1.1 Goal 1.2 Goal 1.4 Goal 1.5 Goal 1.6 Goal 1.7 Goal 1.8 Goal 2.1 Goal 2.7 Goal 3.1 Goal 4.1
W.11-12.8-9
98
Students will demonstrate an understanding of plagiarism and how to avoid it.
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises: Students will consult a wider variety of source material and utilize primary sources within their essays. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold the reading level of text choices used for research. Break down research process into smaller chunks in order to complete the task. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
99
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Strand Language (Sentence Structure) (L.11-12.1)
Learning Objective/ Essential Course Outcome/Standard: Student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Daily Oral and Written Language Practice
ACT practice questions
Quizzes Evaluation:
Written responses
Essays
Presentations
Class Projects
ACT type questions Learning Activity – Guiding Questions:
Students will peer and self edit for common grammatical errors.
Teacher direct instruction on grammar rules and usage
Students will model proficiency in grammar.
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 1.6 Goal 2.2
L.11-12.1
100
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises: Students will share and teach peers proper grammar and effective strategies for its use. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will utilize simpler syntax choices first before proceeding to more challenging and complex syntax choices. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
101
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Strand Language (Vocabulary Acquisition) (L.11-12.4 and L.11-12.6)
Learning Objective/ Essential Course Outcome/Standard: Student will acquire and use accurately general academic and domain-specific words and phrases, and demonstrate independence in gathering vocabulary knowledge. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Daily Oral and Written Language Practice
ACT practice questions
Quizzes
Written vocabulary usage
Graphic organizers appropriate for vocabulary
Evaluation:
Written responses
Essays
Presentations
Text analysis
ACT type questions
Use of context clues and root words to determine word meanings
Learning Activity – Guiding Questions:
Students will use new vocabulary correctly in their own writing.
Students will be able to define words within their independent reading.
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 2 ELA 3 ELA 4 ELA 5 ELA 7
Goal 1.4 Goal 1.5 Goal 1.6 Goal 2.2
L.11-12.1
102
Students will learn common root, prefixes, and suffixes as they affect word meaning.
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises: Students will record or journal new words they encounter in academic and independent reading. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will develop their vocabulary with a word list provided from the teacher. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
103
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 3 CURRICULUM
Content Area: ELA
Course Name: English 3
Grade: 11
Duration of Unit:
Strand Reading Informational Text (Word Meaning) (RI.11-12.4)
Learning Objective/ Essential Course Outcome/Standard: Student will determine the meaning of words and phrases as they are used in a text, including technical meanings and key terms. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature The American Experience
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Journals/dialectical journals
Graphic Organizers
Evaluation:
Constructed responses
Quizzes
Written essay utilizing technical words, phrases, and key terms
Identify the use of jargon in subject areas
Learning Activity – Guiding Questions:
Small group discussion
Students will define technical words and key terms.
Read grade level examples and identify technical words and key terms
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 3 ELA 7
Goal 1.5 Goal 1.6 Goal 1.7 Goal 3.5 Goal 4.1
RI.11-12.4
104
Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.
Enrichment Exercises: Students will record or journal new words they encounter in academic and independent reading. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will develop their vocabulary with a word list provided from the teacher. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.
105
English IV
Course Description English IV Essential Understandings
Units of Study
106
English IV Course Description
All twelfth grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 4, Advanced Placement Language and Composition, Advanced Placement Literature and Composition, Advanced College Credit: Composition, or Advanced College Credit: Literary Studies. 1471 ENGLISH 4 1472 (Communication Arts) 1 unit; 12; prerequisite: None English 4 focuses on senior level writing and reading skills in preparation for a post-secondary setting. Writing skills will include research, argumentation, coherent text development, audience, and purpose. Students will apply formal or informal tone as appropriate for audience, task and purpose through various writing and speaking activities. Reading skills will include comprehension, textual evidence, themes, key ideas and details, as well as multiple interpretations of various works.
107
English 4 Essential Outcomes
Strand: Reading Literature
Key Ideas & Details
Topic: Textual Evidence RL.11-12.1
Topic: Theme/Central Ideas RL.11.-12.2
Craft & Structure
Topic: Point of View RL.11-12.6
Integration of Knowledge & Ideas
Topic: Literary Interpretation (multiple interpretations) RL.11-12.7
Range of Reading & Level of Text Complexity
Topic: Reading Comprehension at Grade Level RL.11-12.10
Strand: Informational Texts
Key Ideas & Details
Topic: Central Ideas & Complexity of Sequence RI.11-12.2-3
Craft & Structure
Topic: Author’s Point of View & Purpose RI.11-12.6
Integration of Knowledge & Ideas
Topic: Evaluate Multiple Sources & Media RI.11-12.7
Range of Reading & Level of Text Complexity
Topic: Reading Comprehension at Grade Level RI.11-12.10
Strand: Writing
Topic: Argument W.11-12.1
Topic: Informative/Explanatory W.11-12.2
Topic: Production and Organization W.11-12.4
Topic: Research (avoid plagiarism, gather and integrate sources) W.11-12.8-9
Strand: Speaking and Listening
Topic: Multi-media Presentation of Ideas SL.11-12.2 & 12.5
Topic: Presentation of Information, Findings and Supporting Evidence SL.11-
12.4
Topic: Appropriate Use of Speech SL.11-12.6
Strand: Language
Topic: Punctuation L.11-12.2
Topic: Figurative Language and Nuances L.11-12.5
Topic: Academic & Domain-specific Language L.11-12.6
108
ENG 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: Semester
Unit Title
Writing: Argument Learning Objective/ Essential Course Outcome: Students will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A+ Objective (High School Only):
Primary Text: Glencoe Grammar Handbook
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practice introductions
Practice introducing, quoting, and reiterating textual evidence
Evaluation:
Formal, written essay which cites textual evidence of claim
Learning Activity – Guiding Questions:
Class discussion
Class lecture
Researching and annotating sources
Content Standards
Process Standards
GLEs or CLEs
ELA 7
1.2 1.4 1.7 1.8 2.4 4.1
W 11-12.1
Resources: Computer lab, text books, internet sites
Enrichment Exercises: reading models of argument; annotating/analyzing others’ arguments, composing more complex, research arguments, or original arguments Correction Exercises: Supervised revision, by peer or teacher Special Needs: As directed by their plan and need
109
ENG 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: Semester
Unit Title
Writing: Informative/Explanatory Texts Learning Objective/ Essential Course Outcome: Students will write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A+ Objective (High School Only):
Primary Text: Glencoe Grammar Handbook
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity: Assessment Activity:
Document planning
Peer editing and commentary Evaluation:
Senior research project
Text will be evaluated for clarity and thoroughness and appropriateness of content for purpose
Learning Activity – Guiding Questions:
Researching and annotating sources
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4 ELA 6
1.3 1.4 1.6 1.10 2.1-2 2.7 3.2—5 4.5
W 11-12.2
Resources: Computer lab, text books, guest speakers
Enrichment Exercises: Provide written models of informative/explanatory, student or professional Correction Exercises: Supervised revision, by peer or teacher Special Needs: As directed by their need and plan
110
ENG 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: Year
Unit Title
Writing: Production and Organization Learning Objective/ Essential Course Outcome: Students will produce clear and coherent writing whose development, organization, and style are appropriate to task, purpose, and audience. A+ Objective (High School Only):
Primary Text: Glencoe Grammar Handbook
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity: Assessment Activity:
Document planning
Peer editing and commentary Evaluation:
Text will be evaluated for clarity and thoroughness and appropriateness of content for purpose
Learning Activity – Guiding Questions:
What is author’s purpose?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.4-5 1.7-8 1.10 2.1-2 2.6-7 3.2-3 3.5 4.4-5
W 11-12.4
Resources: student models, internet examples
Enrichment Exercises: Annotation of complex models Correction Exercises: Supervised revision by peer or teacher, re-teaching where necessary Special Needs: As directed by their need and plan
111
ENG 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: Year
Unit Title
Writing: Research Learning Objective/ Essential Course Outcome: Students will gather relevant information using multiple sources, and integrate those sources in a manner that supports analysis and reflection and avoids plagiarism. A+ Objective (High School Only):
Primary Text: Glencoe Grammar Handbook
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity: Assessment Activity:
Draft of document for peer review Evaluation:
Proper documentation of sources according to style guide
Learning Activity – Guiding Questions:
What information is “fair” to use?
Content Standards
Process Standards
GLEs or CLEs
ELA 3,4, 5, 7
1.1-2 1.6-8 2.7 3.1, 4 4.1, 4, 5
W 11-12.8-9
Resources: computer lab for internet research, textbooks for models
Enrichment Exercises: Student directed project of their choosing, reading models of complex structure Correction Exercises: Supervised revision, by peer or teacher Special Needs: As directed by their need or plan
112
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: Semester
Unit Title Reading Literature: Reading Comprehension at Grade Level
Learning Objective/ Essential Course Outcome: Student will be able to read and comprehend literature, including stories, dramas, and poems, and literary non-fiction at the high end of the grades 11-CCR text complexity band independently and proficiently. A+ Objective (High School Only): Primary Text: Pearson Literature Anthology, various trade books
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student chosen literature
Assessment/Evaluation/Learning Activity: Assessment Activity:
Class discussion for metacognition of student’s reading process
Practice questions from independent reading assignments
Evaluation: comprehension test
In-class writing or other demonstration of comprehension of assigned grade-level reading
Learning Activity – Guiding Questions:
As them to summarize the main
points
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 7
1.5 1.6 2.3
RI and RL 11-12.10
Resources: Extensive collection of trade books for them to choose from, texts for instruction
Enrichment Exercises: Conversations about what else the student could be reading related to their interest, more advanced readings Correction Exercises: Offer reading skills strategies, adjust text being read to scaffolding level Special Needs: As directed by their plan or need
113
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: semester
Unit Title Reading Literature: Theme/Central Ideas
Learning Objective/ Essential Course Outcome: Student will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. A+ Objective (High School Only): Primary Text: various trade books and literature anthology
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student chosen literature
Assessment/Evaluation/Learning Activity: Assessment Activity:
Group work around direct summary and central ideas
Practice focused writing or comparison chart of themes
Evaluation:
Formal literary analysis paper
Or in-class essay exam comparing themes
Learning Activity – Guiding Questions:
Class discussion
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 6 ELA 7
1.5 1.6 1.9 2.7 2.5 3.1 4.6
RL.11.-12.2
Resources: Computer lab, librarian
Enrichment Exercises: Use the library databases for models of more academic analysis of literature Correction Exercises: Re-read, looking for specific points; pre-reading guidance Special Needs: As directed by their need or plan
114
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: semester
Unit Title Reading Literature: Literary Interpretation (multiple interpretations)
Learning Objective/ Essential Course Outcome: Student will be able to analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) A+ Objective (High School Only):
Primary Text: various trade books and literature anthology
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: student chosen topic
Assessment/Evaluation/Learning Activity: Assessment Activity:
Annotating a literary analysis of the common reading
Evaluation:
Formal paper or in-class essay which defends, challenges, or qualifies one or more literary interpretations of a common reading
Learning Activity – Guiding Questions:
Class discussion about different perspectives on the common reading, including literary scholars
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 3 ELA 5 ELA 7
1.4 1.5 1.6 1.7 1.8 2.2 2.3 2.4 2.7 3.1 3.4 3.6 4.1 4.4 4.5
RL.11-12.7
Resources: Textbook, Springboard
Enrichment Exercises: Use the library database for more academic analysis of text Correction Exercises: Reduce factors of confusion by having student focus on one element of the reading Special Needs: As directed by their plan or need
115
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: Semester
Unit Title Reading Literature: Author’s Point of and Purpose
Learning Objective/ Essential Course Outcome: Student will be able to analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). A+ Objective (High School Only):
Primary Text: various trade books and literature anthology
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student chosen focus
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read various informational texts and identify author’s purpose and point of view
Identify effective rhetoric
Analyze style and content that contribute to the overall effect of the text
Point out persuasive techniques used by the author
Evaluation:
Summative assessment such as formal paper or in-class essay
Learning Activity – Guiding Questions: ● Why did the author choose to write this way?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 3 ELA 4 ELA 5 ELA 6
1.4 1.5 1.6 1.7 1.9 2.3 3.1 4.1
RL.11-12.6
Resources: Textbook
Enrichment Exercises: Offer more complex models of inference, irony, and satire. Consider why leaving matters uncertain is an author’s choice Correction Exercises: Relate inference to real life situations, reinforce definitions of satire and irony, with real-world examples Special Needs: As directed by their need and plan
116
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: semester
Unit Title Reading Literature: Textual Evidence
Learning Objective/ Essential Course Outcome: Student will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. A+ Objective (High School Only):
Primary Text: various trade books and literature anthology
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: discussion
Assessment/Evaluation/Learning Activity: Assessment Activity:
Annotating readings for textual evidence
Practice phrasing of introducing, quoting evidence, and reiterating its place as evidence of claim
Evaluation:
Assessed by rubric in formal written text
Learning Activity – Guiding Questions:
How else could this have been
organized? How would that change
the meaning?
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 3
1.4 1.7-9 3.2
RL.11-12.1
Resources: Purdue OWL, textbooks
Enrichment Exercises: Offer more complex texts to annotate, or have student choose their own Correction Exercises: Oral reading of text with student, modeling possible annotations Special Needs: As directed by their plan and need
117
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: semester
Unit Title INFORMATIONAL TEXT: AUTHOR’S POINT OF VIEW & PURPOSE
Learning Objective/ Essential Course Outcome: Student will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. A+ Objective (High School Only):
Primary Text: various trade books and literature anthology
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Evaluation of rhetoric and structure, through annotation or discussion
Evaluation:
Summative assessment such as applying analysis in an in-class essay, formal paper, or presentation
Learning Activity – Guiding Questions:
Identify author’s point of view
Identify author’s purpose
Read various nonfiction works to determine author’s point of view and purpose
Identify how the author’s rhetoric contributes to the power of his/her purpose
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 3 ELA 5 ELA 7
1.5 1.6 1.7 2.3 3.4 3.7 4.4
RI.11-12.6
Resources: Textbook
Enrichment Exercises: Student could choose their own model, compare models from their own reading history, or teacher could offer more complex readings Correction Exercises: Relate purpose and point of view to student’s own life, then connect that to the reading Special Needs: As directed by their need or plan
118
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: semester
Unit Title INFORMATIONAL TEXT: EVALUATE MULTIPLE SOURCES & MEDIA
Learning Objective/ Essential Course Outcome: Student will be able to integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. A+ Objective (High School Only):
Primary Text: trade books and internet
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: student led
Assessment/Evaluation/Learning Activity:
Evaluate multiple sources of information in different media or formats
Integrate multiple sources and information
Address questions and/or solve problems using multiple sources of information in different media or formats
Assessment Activity:
Locate information in different media formats
Evaluate information
Identify faulty reasoning
Utilize information to address questions and or solve problems
Evaluation:
Utilizing multiple sources of information presented in different media or formats, students will address a question and solve a problem
Learning Activity – Guiding Questions ● What purpose does a website have? How will that affect your research?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 3 ELA 5 ELA 6 ELA 7
1.1 1.2 1.5 1.6 1.7 1.10 2.2 2.3 3.4 3.5 3.6 3.7
RI.11-12.7
Resources: Computer lab, various trade books in curriculum, Common Core workbook—Springboard
Enrichment Exercises: Student could search for, analyze, and present their own examples of high or low quality resources Correction Exercises: Offer models of high and low quality, and analyze them together Special Needs: As directed by their need and plan
119
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: semester
Unit Title INFORMATIONAL TEXT: EVALUATE MULTIPLE SOURCES & MEDIA
Learning Objective/ Essential Course Outcome: Student will be able to integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. A+ Objective (High School Only):
Primary Text: varies by research method
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: student led
Assessment/Evaluation/Learning Activity:
Evaluate multiple sources of information in different media or formats
Integrate multiple sources and information
Address questions and/or solve problems using multiple sources of information in different media or formats
Assessment Activity:
Locate information in different media formats
Evaluate information
Identify faulty reasoning
Utilize information to address questions and or solve problems
Evaluation:
Utilizing multiple sources of information presented in different media or formats, students will address a question and solve a problem
Learning Activity – Guiding Questions: ● What are the best format choices for your purpose?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 3 ELA 5 ELA 6 ELA 7
1.1 1.2 1.5 1.6 1.7 1.10 2.2 2.3 3.4 3.5 3.6 3.7
RI.11-12.7
Resources: Computer lab
Enrichment Exercises: Student could find and analyze models from their own daily life Correction Exercises: Further analysis of text features, re-teaching the guiding principles of persuasive design Special Needs: As directed by their plan and need
120
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit:
Unit Title Speaking and Listening: Multi-media Presentations of Ideas
Learning Objective/ Essential Course Outcome: Student will be able to integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data as well as make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. A+ Objective (High School Only):
Primary Text: No printed for for this unit
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other: Student chosen media
Assessment/Evaluation/Learning Activity: Assessment Activity:
Drafting
Annotating sources
Organization of research process which “keeps and tosses” based on quality of work
Evaluation:
Formal, multimedia presentation of source information
Learning Activity – Guiding Questions:
How have you accounted for your
particular audience?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 5 ELA 6
1.1 1.2 1.7 1.8 2.1 2.7 3.3 4.1 4.4
SL.11-12.2 & 12.5
Resources: Library Media specialist
Enrichment Exercises: Student could try a new presentation venue with support from qualified users Correction Exercises: Work with librarian to understand fundamentals of multimedia, further models Special Needs: As directed by their need and plan
121
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit:
Unit Title Speaking and Listening: Appropriate Use of Speech
Learning Objective/ Essential Course Outcome: Student will be able to adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. A+ Objective (High School Only):
Primary Text: Pearson textbook
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practicing presentations
Evaluation:
Formal presentation Learning Activity – Guiding Questions:
Researching and understanding professional vs. casual tone
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 7
1.4 1.7 1.10 2.2 2.6 4.4
SL.11-12.6
Resources: Texts, internet, media specialist
Enrichment Exercises: Direct student to advanced speech models, preview their speech and offer tips Correction Exercises: Students practice first with one other student, teacher previews notes and offers specific advice Special Needs: As directed by their plan and need
122
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4 Grade: 12 Duration of Unit: semester
Unit Title Speaking and Listening: Presentation of Information, Findings and Supporting Evidence
Learning Objective/ Essential Course Outcome: Student will be able to present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. A+ Objective (High School Only):
Primary Text: Pearson Textbook
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
rubric—feedback of practice presentation of findings
Evaluation:
rubric—formal presentation of findings Learning Activity – Guiding Questions:
Which information did you cut or ignore,
and what do you still need?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 5 ELA 6
1.3 1.4 1.5 2.1 3.1 3.2 4.4
SL.11-12.4
Resources: Internet for composing and researching, peers for practice, teacher conferences
Enrichment Exercises: Further audience analysis and rhetorical strategies Correction Exercises: Re-teach fundamentals of approaching an audience, help them tie their own idea to it in a conference environment Special Needs: As directed by plan and need
123
CURRICULUM DEVELOPMENT
Content Area: Communication Arts
Course Name: ENG 4
Grade: 12
Duration of Unit: year
Unit Title Language: Academic and Domain-Specific Language
Learning Objective/ Essential Course Outcome: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. A+ Objective (High School Only):
Primary Text: Common Core vocabulary
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
8. Generating & Testing Hypothesis
X 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Pre-test Evaluation:
Post-tests to check for spelling and application
Learning Activity – Guiding Questions:
What categories of words do you know,
and what categories are foreign to you?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4 ELA 5 ELA 6 ELA 7
1.1-2 1.4-5 2.6-7 3.7
L11-12.6
Resources: Common Core Vocabulary
Enrichment Exercises: Eliminate words they already know with a pre-test. Correction Exercises: Offer a more focused list Special Needs: As directed by plan and need.
124
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4
Grade: 12 Duration of Unit: year
Unit Title Language: Figurative Language and Nuances
Learning Objective/ Essential Course Outcome: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. A+ Objective (High School Only):
Primary Text: Pearson Textbook
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practice identifying and citing examples of figurative language within a text and explaining how the use affects the theme through discussion and group work
Evaluation:
Identify and cite examples of figurative language within a text and explain how the use affects the theme
Learning Activity – Guiding Questions:
Why did the author choose this
comparison? What other comparison
could be made?
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 5 ELA 7
1.5 2.4-5 4.4
L11-12.5 L11-12.5A L11-12.5B
Resources: Trade books and Textbook
Enrichment Exercises: Have student write their own; offer more complex models Correction Exercises: Further exercises for practice and experience with the concepts of figurative representation Special Needs: As directed by need and plan
125
ENGLISH 4 CURRICULUM Content Area: Communication Arts
Course Name: ENG 4
Grade: 12 Duration of Unit: year
Unit Title: Language: Punctuation
Learning Objective/ Essential Course Outcome: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Observe hyphenation conventions. Spell Correctly. A+ Objective (High School Only):
Primary Text: Glencoe Grammar or Pearson textbook
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
8. Generating & Testing Hypothesis
x 4. Homework & Practice
9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
x 10. Other: peer editing, student revision
Assessment/Evaluation/Learning Activity: Assessment Activity:
Peer evaluations, self evaluations
Quizzes Evaluation:
Written work Learning Activity:
Error correction
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.5 4.1 4.6
L11-12.2 L11-12.2A L11-12.2B
Resources: Grammar Handbook, editors (teacher or student)
Enrichment Exercises: Offer more advanced study Correction Exercises: Re-teach, offer exercises for practice Special Needs: As directed by need and plan
126
Advanced English I
Course Description
Curriculum Units of Study
Essential Outcomes
127
1151 ADVANCED ENGLISH 1 1152 (Communication Arts) 1 unit; 9; Prerequisite: Permit to enroll This course is designed to lay the foundation for successful high school reading and writing and satisfies the English graduation requirement. Advanced English 1 will further the students’ reading, writing, language, speaking and listening skills. Reading instruction will utilize literary and informational texts. Writing may include instruction in narrative, informative, or argumentative techniques, and students will use research to construct a formal essay. The study of language will encompass vocabulary acquisition and use as well as conventions of standard English. Speaking and listening will include both formal and informal presentations. Students will be required to take an “End of Course” exam provided by the State of Missouri at the completion of Advanced English 1. NOTE: This course will exceed the expectations for English1 with a more in depth and rigorous curriculum. The course will prepare students for success in Advancement Placement and college level English courses.
128
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Language: Sentence Structure
Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Peer assessment
Error identification and correction Evaluation:
Essay
Research paper
Narrative essay Learning Activity – Guiding Questions:
Daily Warm-ups
Sentence type identification
Sentence creation
Error identification and correction
Content Standards
Process Standards
GLEs or CLEs
ELA 1 1.6 2.2
L.9-10.1
Resources: Grammar and Composition handbook
Enrichment Exercises: Online grammar exercises Correction Exercises: Online grammar exercises Special Needs: Sentence correction exercises
129
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Language: Punctuation and Spelling
Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard Advanced English In capitalization, punctuation, and spelling in context when writing. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Error identification and correction Evaluation:
Essay summative
Research paper
Multiple choice assessment Learning Activity – Guiding Questions:
Error identification and correction
Online grammar sites
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.6 2.2
L.9-10.2
Resources: Grammar and Composition handbook
Enrichment Exercises: Online grammar exercises Correction Exercises: Online grammar exercises Special Needs: Paper/pencil practice exercises
130
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Language: Vocabulary Acquisition and Use
Learning Objective/ Essential Course Outcome: The student will determine or clarify the meaning of unknown and multiple meaning words and phrases. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Matching/multiple choice
Paragraph use Evaluation:
Literature assessments Learning Activity – Guiding Questions:
Context clue activities
Synonyms and antonyms
Research allusions
SAT Quack words
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 7
1.5 2.2
L.9-10.4
Resources: AP, ACT or SAT word lists
Enrichment Exercises: Online vocabulary activities Correction Exercises: Vocabulary games, vocabulary writing Special Needs: Use vocabulary orally
131
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Speaking and Listening: Presentation of Knowledge and Ideas
Learning Objective/ Essential Course Outcome: The student will be able to present information, findings, and supporting evidence clearly, concisely, and logically, such that listeners can follow the line of reasoning. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Socratic circles
Evaluate notable speeches Evaluation:
Oral presentations
Pecha Kucha (multi-media presentation) (See Appendix for website)
Learning Activity – Guiding Questions:
Class discussions
Act out Shakespeare
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 6
1.5 1.8 2.1 2.3 2.4 2.5 2.7
SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6
Resources: Socratic Seminar guidelines
Enrichment Exercises : suggest more advanced speaking strategies Correction Exercises: prepare responses in advance Special Needs: prepare responses in advance
132
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Writing: Textual Evidence and Citations
Learning Objective/ Essential Course Outcome: The student will be able to integrate information into text drawing evidence from literary or informational texts; include a standard format for citation; write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Multiple choice (choose the correct citation)
Error identification and correction
Collaborative presentation with citations Evaluation:
Research paper
Literary analysis Learning Activity – Guiding Questions:
ICE strategy
Error identification and correction
MLA practice
Content Standards
Process Standards
GLEs or CLEs
ELA 4 1.1 1.2 1.7 4.4
W.9-10.8 W.9-10.9 L.9-10.3
Resources: Easybib or MLA guide
Enrichment Exercises : Model advanced textual evidence strategies Correction Exercises: revision Special Needs: orally cite information
133
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I Grade: 9 Duration of Unit:
Unit Title: Writing: Narrative Techniques
Learning Objective/ Essential Course Outcome: The student will be able to narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Peer response
Collaborative narrative Evaluation:
Personal narrative Learning Activity – Guiding Questions:
Collaborative narrative
Plot chart
Memoir evaluation for imagery and literary device identification
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.3
Resources: Narratives
Enrichment Exercises : model advanced narrative techniques Correction Exercises: revision Special Needs: orally share narrative before writing
134
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I Grade: 9 Duration of Unit:
Unit Title: Writing: Thesis
Learning Objective/ Essential Course Outcome: The student will be able to introduce a topic; organize ideas, concepts, and information. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Collaborative thesis development
Multiple choice question Evaluation:
Research paper
Essays Learning Activity – Guiding Questions:
Teacher modeling
Debates
Evaluate thesis statements
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.2a
Resources: Model essays
Enrichment Exercises : model more advanced thesis writing strategies Correction Exercises: revision Special Needs: revision
135
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I Grade: 9 Duration of Unit:
Unit Title: Writing: Organization
Learning Objective/ Essential Course Outcome: The student will be able to produce clear and coherent writing in which the development, organization, and styles, are appropriate to task, purpose, and audience. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practice paragraphs
First draft review
Peer review Evaluation:
Research paper
Essays Learning Activity – Guiding Questions:
Organization maps
6 + 1 Trait Writing
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.4
Resources: Model essays
Enrichment Exercises : use transitions and coherence techniques Correction Exercises: revision Special Needs: oral revision
136
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I Grade: 9 Duration of Unit:
Unit Title: Writing: Informative/Explanatory Techniques
Learning Objective/ Essential Course Outcome: The student will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and support with well-chosen, relevant, and sufficient details. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Collaborative presentation
Peer evaluation Evaluation:
Research paper
Oral presentation
Pecha Kucha multi-media presentation Learning Activity – Guiding Questions:
Paraphrasing and summarizing
Evaluate model papers
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4
2.1 2.2
W.9-10.2
Resources: Nonfiction texts
Enrichment Exercises : model more advanced techniques, revision Correction Exercises: revision Special Needs: revision
137
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Reading Informational Text: Text Analysis
Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis for what the text says explicitly as well as inferences drawn from the grade appropriate informational text. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practice multiple choice questions
Respond to informational texts Evaluation:
Nonfiction summative Learning Activity – Guiding Questions:
Summarizing and paraphrasing
Compare informational texts
Content Standards
Process Standards
GLEs or CLEs
ELA 3 ELA 7
1.6 1.9 2.3 2.4
RI.9-10.1 RI.9-10.9 RI.9-10.10
Resources: Nonfiction texts
Enrichment Exercises : Pre-AP test questions Correction Exercises: Annotation exercises Special Needs: Annotation exercises
138
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Reading Literature: Literature Analysis
Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from grade appropriate texts. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Plot chart
Irony chart
Literary element assessment Evaluation:
Plot chart summative
Short story summative
Literary elements summative
Romeo and Juliet summative Learning Activity – Guiding Questions:
Review games
Map
Analyzing quotations
Model activity
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 7
1.5 4.1
RL9-10.1 RL9-10.10
Resources: short stories, novels, plays
Enrichment Exercises : Pre-AP practice questions and activities Correction Exercises: Annotation activities Special Needs: Use simpler or multimedia texts
139
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Reading Literature: Complex Character Development
Learning Objective/ Essential Course Outcome: The student will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme and support with textual evidence. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
STEAL chart (See Appendix)
Identify literary archetype assessment Evaluation:
Short story summative
Novel summative
Romeo and Juliet summative
Character analysis essay Learning Activity – Guiding Questions:
Character trait identification
Literary character archetype analysis
Modeling activity
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 7
1.5 4.1
RL.9-10.3
Resources: short stories, novels, plays
Enrichment Exercises : Pre-AP practice questions and activities Correction Exercises: Annotation activities Special Needs: Use simpler or multimedia texts
140
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title : Reading Literature: Theme/Central Idea
Learning Objective/ Essential Course Outcome: The student will be able to determine a theme in literature or a central idea in informational text and analyze in detail its development throughout the text and justify the theme with specific details. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Theme tracker Evaluation:
Short story summative
Novel summative
Romeo and Juliet summative Learning Activity – Guiding Questions:
Theme tracker
Scene summary
Content Standards
Process Standards
GLEs or CLEs
ELA 2 ELA 7
1.5 4.1
RL.9-10.2 RI.9-10.2
Resources: Variety of texts
Enrichment Exercises : Pre-AP practice questions and activities Correction Exercises: Annotation activities Special Needs: Use simpler or multimedia texts
141
CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM
Content Area: English Language Arts
Course Name: Advanced English I
Grade: 9 Duration of Unit:
Unit Title: Reading Information Text: Craft and Structure
Learning Objective/ Essential Course Outcome: The student will be able to analyze the author’s point of view or purpose based upon word choice, ideas, and claim development. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 9
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Craft and structure chart
Compare and contrast 2 articles/essays Evaluation:
Nonfiction narrative summative
Essay summative Learning Activity – Guiding Questions:
Hook activity
Teacher modeling-analyzing craft an structure elements
Content Standards
Process Standards
GLEs or CLEs
ELA 3 ELA 7
1.6 1.9 2.3 2.4
RI.9-10.4 RI.9-10.5 RI.9-10.6 L.9-10.5
Resources: Nonfiction texts
Enrichment Exercises : Pre-AP practice questions and activities Correction Exercises: Annotation activities Special Needs: Use simpler or multimedia texts
142
English I Standards 2014
1. Writing: Textual Evidence
○ Introduce, Cite, Explain
○ MLA citations, Works Cited
2. Writing: Informative Techniques
○ Sufficient paraphrases, quotations, and explanations
○ Formal, objective tone
3. Writing: Organization
○ Thesis, essay/paragraph structure, topic sentences
4. Writing: Narrative Techniques
○ Vivid language with dialogue and description
5. Speaking & Listening
○ Collaborative discussion
○ Advanced and Gifted oral presentation
6. Reading: Literature Analysis
○ Theme, irony, symbolism, foreshadowing, plot structure, allusion
○ Figurative language--metaphor, personification
7. Reading: Character Development
○ How a character develops
○ Speech, Thoughts, Effect on others, Actions, Language
8. Reading: Informational Text
○ Author’s purpose, text features, text organizational patterns
9. Reading: Comprehension of grade level texts
○ Comprehension quizzes
10. Language: Vocabulary Acquisition and Use
○ Guaranteed vocabulary list, practice words in context
11. Language: Conventions of Standard English
○ Capitalization
○ Dialogue punctuation, quotation marks
○ Sentence structure-write simple, compound, and complex sentences and
punctuate correctly
143
1st Semester must assess 9 scales
Reading: Literature Analysis
○ Theme, irony, symbolism, foreshadowing, plot structure
Reading: Character Development
○ How a character develops
○ Speech, Thoughts, Effect on others, Actions, Language
Reading: Informational Text
○ Author’s purpose, text features, text organizational patterns
Reading: Comprehension of grade level texts
○ Comprehension quizzes
Writing: Textual Evidence
○ Introduce, Cite, Explain
○ MLA citation for single literary work
○ Works Cited for single literary work
Writing: Organization
○ Thesis, essay/paragraph structure, topic sentence
Writing: Narrative Techniques
○ Vivid language with dialogue and description
Language: Vocabulary Acquisition and Use
○ Guaranteed vocabulary list, practice words in context
Language: Conventions of Standard English
○ Capitalization
○ Dialogue punctuation, quotation marks
Teachers may choose to assess more as time and student progress allows.
144
2nd Semester must assess 8 scales
Reading: Literature Analysis
○ Theme, irony, allusion, Figurative language--metaphor, personification
Reading: Comprehension of grade level texts
○ Comprehension quizzes
Writing: Textual Evidence
○ Introduce, Cite, Explain
○ MLA citation for multiple works
○ Works Cited for multiple works
Writing: Organization
○ Thesis, essay/paragraph structure, topic sentence
Writing: Informative Techniques
○ Sufficient paraphrases, quotations, and explanations
○ Formal, objective tone
Speaking & Listening
○ Collaborative discussion
○ Advanced and Gifted oral presentation
Language: Vocabulary Acquisition and Use
○ Guaranteed vocabulary list, practice words in context
Language: Conventions of Standard English
○ Sentence structure-write simple, compound, and complex sentences and
punctuate correctly
145
Advanced English II
Course Description Curriculum Units of Study Essential Understandings
146
1251 ADVANCED ENGLISH 2 1252 (Communication Arts ) 1 unit: 10; Prerequisite: Permit to enroll This course satisfies the graduation requirement and consists of instruction in literature, nonfiction, writing, language study, research, and speaking and listening. Literature will include selections of fiction, nonfiction, poetry, and drama. The emphasis will be on the analysis and evaluation of text. Key writing concepts include various modes of discourse and students will produce analytical, expository, research, and persuasive essays. Students will evaluate various types of media, strengthen vocabulary, and participate in informal and formal speaking and listening activities. Students will be required to take an “End of Course” exam provided by the State of Missouri at the completion of English
147
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV
Grade:10 Duration of Unit: 3 weeks
Unit Title: Writing: Argumentation
Learning Objective/ Essential Course Outcome:
Evaluate the argument and specific claims in a text by assessing the validity, relevancy, and
sufficiency of the reasoning. (W.9-10.1) A+ Objective (High School Only):
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading nonfiction texts
Evaluate legitimate sources
Research multiple sources to gather support
Practice responses
Integrate a larger variety of sources (internet, DVD, text, periodicals)
Evaluation:
Research paper – Argument Paper
Written responses
To Kill a Mockingbird argument analysis over trial
Learning Activity – Guiding Questions:
How do I structure logical arguments using relevant evidence?
How do I anticipate the knowledge and bias of the audience?
How do I use evidence to support my claims?
Research viewpoints
Evaluate viewpoints
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 3 ELA 4 ELA 6
Goal 1.5 Goal 1.6 Goal 1.8 Goal 2.1 Goal 2.2 Goal 2.7 Goal 3.1 Goal 3.5 Goal 4.5
W.9-10.1
148
Resources: Grammar text, internet sources
Enrichment Exercises : Evaluate sample essays Correction Exercises: Use peer groups to evaluate essay Special Needs: Work closely with teacher to evaluate understanding
149
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV
Grade:10 Duration of Unit: 3 weeks
Unit Title: Reading informational text: Argument evaluation
Learning Objective/ Essential Course Outcome:
Evaluate the argument and specific claims in a text by assessing the validity, relevancy, and
sufficiency of the reasoning. (RI. 9-10.8) A+ Objective (High School Only):
Primary Text: Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading nonfiction texts
Evaluate legitimate sources
Research multiple sources to gather support
Practice responses
Evaluate multiple sources (internet, text, periodical)
Evaluation:
Research paper – Argument Paper
Written responses
Class discussion Learning Activity – Guiding Questions:
How do I structure logical arguments using relevant evidence?
How do I anticipate the knowledge and bias of the audience?
How do I use evidence to support my claims?
Content Standards
Process Standards
GLES OR CLES
ELA 3
Goal 1.5 Goal 1.6 Goal 2.6
W.9-10.1
Resources: Primary text and online sources
Enrichment Exercises : locate individual sources based on interests Correction Exercises: work with peers to locate and evaluate sources Special Needs: work with small groups with teacher direction to locate and evaluate sources
150
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV
Grade:10 Duration of Unit: 3 weeks
Unit Title: Reading Literature: Compare and Contrast Two Mediums
Learning Objective/ Essential Course Outcome:
Analyze the representation of a subject or key scene in two different mediums through
comparison and contrast. (RL.9-10.7) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading multiple formats of a text or viewing multiple formats of a text
Practice literary responses
Create a digital presentation noting similarities and differences
Evaluation:
Compare Contrast Evaluation
Written responses
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How can I evaluate the differences between depictions of a text to determine author’s various choices?
How is a theme represented differently between two different mediums?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 5
Goal 1.5 Goal 1.6
RL.9-10.7
Resources: Primary text, internet and multimedia sources
Enrichment Exercises : Seek out a variety of media representations of source material Correction Exercises: Use a specific character or scene to locate a variety of media representations Special Needs: Work in small teacher directed groups to seek out a variety of media representations of source material
151
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Reading Literature: Cultural Perspective
Learning Objective/ Essential Course Outcome:
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature. (RL.9-10.6) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading various cultural texts
Quizzes
Practice literary responses
Student will seek out text from cultures with larger social issues
Evaluation:
Research attributes of various cultures to be able to analyze how it is used within literature
Written responses
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How do cultural differences effect or reflect literary choices?
How does the culture effect the character’s choices within their society?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3 ELA 7
Goal 1.5 Goal 1.6 Goal 1.9
RL.9-10.6
Resources: Primary text and online resources, novels
Enrichment Exercises : Seek out multi-cultural literature based on personal interest Correction Exercises: work with primary source material in conjunction with classroom literature Special Needs: complete close read activity on source material in teacher directed small groups
152
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Reading Informational Text: Informational Text Analysis
Learning Objective/ Essential Course Outcome:
Analyze the structure of an informational text through how the author organizes the points, uses rhetorical devices, and develops connections between ideas. (RI.9-10.3)
A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Reading nonfiction texts
Evaluate a speech (ex. Julius Caesar’s funeral speeches)
Evaluate rhetorical devices
Practice responses
Seek own text and evaluate author’s development
Evaluation:
Research paper – notes over sources for term paper
Written responses
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How can I delineate and evaluate an argument?
How can I determine relevancy of evidence supporting an argument within a text?
Content Standards
Process Standards
GLES OR CLES
ELA 3
Goal 1.5 Goal 1.6 Goal 3.4
RL.9-10.3
Resources: Primary text and online resources
Enrichment Exercises : seek out and analyze the rhetorical strategies of historical speeches Correction Exercises: work in small groups with teacher assigned historical speeches Special Needs: complete a close read with teacher assigned speech
153
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Speaking and listening: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and SL.9-10.6)
Learning Objective/ Essential Course Outcome:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.
Make strategic use of digital media in presentations.
Adapt speech and language to a variety of contexts. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Small group informal discussion
Incorporating digital media into the presentations
Socratic seminars Evaluation:
Group or Independent presentations over classroom assignments
Small group presentations
Incorporating digital media into the presentations
Learning Activity – Guiding Questions:
How do I present information, findings, and evidence so that audience can logically follow the line of reasoning?
How do I make strategic of digital literacy in presentations?
Mythology Presentation
Presentation of Research
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 5 ELA 6
Goal 2.1
SL.9-10.4 SL.9-10.5 SL.9-10.6
154
Resources: Textbook, online resources
Enrichment Exercises: More student driven results Correction Exercises: Observe peers as well as example videos from Youtube Special Needs: Use reteaching as well as teacher monitoring for progress (refer to student IEP)
155
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Reading: Comprehension
Learning Objective/ Essential Course Outcome:
By the end of grade 10, read and comprehend nonfiction, literature, including stories, dramas,
and poems, at the high end of the grades 9-10 text complexity, independently and proficiently. (RL.9-10.10 and RI.9-10.10) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read documents such as US seminal documents, classics of American Literature, Shakespeare, and a wide and deep reading of literature and literary nonfiction
Quizzes
Practice literary responses
Pre-ap style question
Independent reading at or above their level
Evaluation:
Literary Analysis paper or responses
Reading quizzes
Class discussion Learning Activity – Guiding Questions:
What is the author trying to convey?
How can we determine meaning within an author’s text?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5 RL.9-10.10 RI.9-10.10
Resources: Primary text and novels
Enrichment Exercises : Socratic seminar Correction Exercises: Work with peers on pre-AP style questions Special Needs: Work in teacher directed small groups discussions
156
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Language: Sentence Structure (L.9-10.1)
Learning Objective/ Essential Course Outcome:
• use parallel structure
• uses compound, complex, and compound-complex sentence structures effectively and vary sentence structure
A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Using various texts to locate examples
Practicing writing sentence structures
EOC sample and ACT practice questions
Create a rap, rhyme, song and present to class
Evaluation:
Sentence structure within an essay
Write individual sentence that incorporate the various structures
Identifying and explaining the usage within textual pieces
Learning Activity – Guiding Questions:
How do I use parallel structure in formal writing to show emphasis on important ideas?
How do I use various sentence structures to add variety to my writing?
Direct instruction on different structures
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 2.6
L.9-10.1
Resources: Primary text and online resources
Enrichment Exercises : Identifying in current readings or personal work Correction Exercises: Small Group teaching Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)
157
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Writing: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)
Learning Objective/ Essential Course Outcome:
Integrate information into the text drawing evidence from literary or informational texts.
Include a standard format for citation to maintain the flow of ideas and avoid plagiarism.
Write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Working with librarian
Know how to create MLA citations using MLA guides and Owl at Purdue
Create presentation explain proper MLA format to peers
Evaluation:
Research paper
Citations within other assignments Learning Activity – Guiding Questions:
How can I access reliable research material?
How do I avoid plagiarism?
How do I cite sources using a standard format?
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 3 ELA 4
Goal 1.7
W.9-10.8 W.9-10.9 L.9-10.3
Resources: Primary text and Grammar & Composition text
Enrichment Exercises: Locate documents and incorporate MLA style citations Correction Exercises: Work with teacher on corrections Special Needs: Use re-teaching as well as teacher monitoring for progress (refer to student IEP)
158
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Reading Literature: theme
Learning Objective/Essential Course Outcome: Determine a theme in literature or a central idea in informational text and analyze in detail its development throughout the text and justify the theme with specific details. (RL.9-10.2 and RI.9-10.2) A+ Objective (High School Only):
Primary Text: Pearson CC Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Read documents such as US seminal documents, classics of American Literature, Shakespeare, and a wide and deep reading of literature and literary nonfiction
Quizzes
Practice literary responses
Create a presentation documenting a theme as well as its progression through the text
Evaluation:
Literary Analysis paper or responses
Theme Tracker – Determine and track
Summative Assessment
Class discussion Learning Activity – Guiding Questions:
How can I determine the meaning intended by the author?
How can I evaluate how an author extends a theme throughout a piece?
How is theme reflected through character behavior and elements of plot?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5 Goal 1.6
RL.9-10.2 RI.9-10.2
Resources: Primary text, internet sources and novels
Enrichment Exercises: Determine a theme and track throughout a source Correction Exercises: Work with peers to track teacher determined theme Special Needs: Work with small teacher directed groups to track the theme of a text
159
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Writing: Organization (W.9-10.4)
Learning Objective/ Essential Course Outcome:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Graphic organizers
Outlines
Evaluate textual examples for structural choices
Peer assessment Evaluation:
Any essay within the class
Written responses
Learning Activity – Guiding Questions:
How do I decide the organization style for a piece of writing?
Cut up sample essays for students to arrange in proper order
Utilize graphic organizer for writing
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 3 ELA 4
Goal 1.6 Goal 1.8
W.9-10.4
Resources: Primary text or online resources
Enrichment Exercises: Student selects best choice of organizational patterns Correction Exercises: Use graphic organizers Special Needs: Use teacher provided graphic organizers
160
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade: 10 Duration of Unit: 3 weeks
Unit Title: Reading Literature: Literature Analysis
Learning Objective/ Essential Course Outcome: Analyze the use of literary elements and explain how they enhance the meaning of the text A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research x 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
x 2. Summarizing/Note Taking
x 7. Setting Objectives & Providing Feedback
x 3. Reinforcing Effort/ Providing Recognition
x 8. Generating & Testing Hypothesis
x 4. Homework & Practice
x 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Analyze textual literary elements such as: character, plot, conflict, setting mood, point of view, irony, sensory details, figurative language and sound devices
Use text to determine use of element
Practice responses
Class discussion and activities
Use pre-ap style questions Evaluation:
Literary analysis paper
Summative assessment Learning Activity – Guiding Questions:
How can I use evidence from the text to support my analysis
How does an author’s purpose become clear through his use of literary techniques?
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1
Resources: Primary text, online sources or novel
Enrichment Exercises: Locate and analyze literary elements throughout assigned piece Correction Exercises: Analyze teacher assigned literary elements Special Needs: Work in teacher directed small groups to analyze specific literary elements
161
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Language: Punctuation and Spelling (L.9-10.2)
Learning Objective/ Essential Course Outcome:
Use a semicolon to link two or more closely related independent clauses or in conjunctive adverbial clauses
Use a colon to introduce a list or quotation
Spell grade-appropriate words correctly in writing A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Using various texts to locate examples
Practicing writing sentences that use this punctuation
EOC sample and ACT practice questions
Create their own mini assessments and share with peers
Evaluation:
Correct usage within essays
Write individual sentence that incorporate the colon, semi-colon, and spelling words
Summative Assessment Learning Activity – Guiding Questions:
How do I use a semi-colon or colon appropriately within my writing?
How do I spell grade level appropriate words?
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 2.6
L.9-10.2
Resources: primary text and Grammar and Composition Handbook
Enrichment Exercises: Identifying in current readings or personal work Correction Exercises: Small group reteaching Special Needs: Use re-teaching as well as teacher monitoring for progress (refer to student IEP)
162
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM
Content Area: ELA
Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks
Unit Title: Language: Vocabulary and Acquisition
Learning Objective/ Essential Course Outcome: Vocabulary Acquisition and Use (L.9-10.4) A+ Objective (High School Only):
Primary Text: Pearson Common Core Literature Grade 10
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Using various texts to develop vocabulary
Word of the week activity
EOC sample and ACT practice type questions
Create a personal list of unknown words from class readings
Evaluation:
Correct usage of vocabulary within essays
Grade level appropriate vocabulary quizzes
Learning Activity – Guiding Questions:
How do I develop a higher level vocabulary?
How do I indentify word meaning with context clues?
Use cloze read strategies
Use “who has, I have” game
Word of the week
Work with word parts (prefix, suffix)
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 2.6
L.9-10.4
Resources: Primary text, online sources, Grammar and Composition Handbook
Enrichment Exercises: Students will create their own individual word list from in class readings Correction Exercises: Teacher will assign list of commonly misspelled words Special Needs: Teacher will use pre-made word list in conjunction with special education teacher
163
English Two Essential Outcomes
Strand: Reading
Topic: Reading Comprehension (RL.9-10.10 and RI.9-10.10)
Strand: Reading Literature
Topic: Theme/Central Idea (RL.9-10.2 and RI.9-10.2) (Also used in English
One)(Semester One and Two)
Topic: Literature Analysis (RL.9-10.1 and RL.9-10.10) (Also used in English
one)(Semester One and Two)
Topic: Word choice and text structure: impact on text meaning, mood,
and tone (RL.9-10.4-5)
Topic: Cultural Perspectives (RL.9-10.6).
Topic: Compare and Contrast Two (RL.9-10.7)
Strand: Reading Informational Text
Topic: Informational Text Analysis (RI.9-10.3)
Topic: Argument Evaluation (RI.9-10.8)
Strand: Writing
Topic: Persuasion (W.9-10.1)(Semester Two)
Topic: Organization (W.9-10.4) (Also used in English One)(Semester One
and Two)
Topic: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)
(Also used in English One)(Semester One and Two)
Strand: Speaking and Listening
Topic: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and
SL.9-10.6) (Also used in English One)(Semester One and Two) (Also
integrate sources into this for English Two)
Strand: Language
Topic: Sentence Structure (L.9-10.1) (Also used in English One)(Semester
One and Two)
Topic: Punctuation and Spelling (L.9-10.2) (Also used in English
One)(Semester One and Two)
Topic: Vocabulary Acquisition and Use (L.9-10.4) (Also used in English
Two)(Semester One and Two)
164
AP Literature and Composition
Course Description Essential Understandings/Standards
Curriculum Units of Study
165
1521 AP ENGLISH LITERATURE & COMPOSITION 1522 (Communications Arts) 1 unit; 11-12; prerequisite: None NOTE: This class will fulfill the requirement of the 3rd or 4th year of English. Students are expected to take the AP course exam. This is a college level course, which prepares the students for the Advanced Placement Literature and Composition exam. Students should be aware of the rigor, intensity, and scope that this course will demand. This course will further develop students’ abilities as skilled analysts of a broad range of prose written in a variety of periods, disciplines, and rhetorical contexts. Students will study, analyze, and write from a variety of literary genres. The main emphasis will be writing critical essays under time constraints with emphasis on point of view, imagery, figurative language, syntax, style, structure, and diction. These essays should demonstrate what is expected at the end of a college freshman course in English. Students will enhance vocabulary, grammar, research skills as well as speaking and listening skills.
166
AP Literature and composition Essential Outcomes
Strand: Reading Literature The student will read deliberately and thoroughly, taking time to understand a work’s complexity and analyze how that meaning is embodied in literary form The student will read deliberately and thoroughly, taking time to understand a poem’s complexity and analyze how that meaning is embodied in poetic form The student will demonstrate their mastery of their literary language skills and understanding as it applies to various literary texts The student will read deliberately and thoroughly, taking time to understand a poem’s complexity and analyze how that meaning is embodied in poetic form Strand: Language The student will demonstrate their mastery of their literary language skills and understanding as it applies to various literary texts The student will identify or clarify word meanings and phrases by using context clues, analyzing meaningful word parts and consulting general and specialized reference materials The student will demonstrate understanding of figurative language, word relationships, nuances, and word meanings Strand: Writing The student will demonstrate their ability to develop an argument or present a literary analysis from a critical perspective The student will write to develop and organize ideas in clear, coherent and persuasive language The student will demonstrate the ability to explain clearly, cogently, even concisely communicate what they understand about literary works and why they interpret them as they do The student will produce writing that reinforces their reading and supports and recognizes the author’s diction and syntax Strand: Speaking and Listening The student will present information, findings, and supporting evidence utilizing organization, development and style appropriate to audience
167
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Reading: Literary Analysis Prose
Learning Objective/ Essential Course Outcome/Standard: Reading: The student will read deliberately and thoroughly, taking time to understand a work’s complexity and analyze how that meaning is embodied in literary form A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Class discussion
Reading quizzes
Journaling
Constructed response Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Read and actively annotate
Small group analysis of AP practice essays
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5 Goal 1.9
RL 11-12.3 RL 11-12.5
Resources: Primary text, novels and online sources
Enrichment Exercises: Socratic seminar Correction Exercises: Dialectical journals Special Needs: Allow extended time and additional strategies as determined by individual student needs
168
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Reading: Literary Analysis Poetry
Learning Objective/ Essential Course Outcome/Standard: Reading: The student will read deliberately and thoroughly, taking time to understand a poem’s complexity and analyze how that meaning is embodied in poetic form A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Class discussion
Reading quizzes
Journaling
Constructed response Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Read and actively annotate
Small group analysis of AP practice essays
Read and evaluate sound devices
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5 Goal 1.9
RL 11-12.3 RL 11-12.5
Resources: Primary text, novels and online sources
Enrichment Exercises: Choose individual poet to analyze and evaluate for style Correction Exercises: Work in small group to analyze individual poets Special Needs: Allow extended time and additional strategies as determined by individual student needs
169
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Reading: Literary Language
Learning Objective/ Essential Course Outcome/Standard: Reading: The student will demonstrate their mastery of their literary language skills and understanding as it applies to various literary texts A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Reading quizzes
Journaling
Constructed response Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Literary vocabulary quizzes
AP exam multiple choice examples
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 3
Goal 1.5 Goal 1.9
RL 11-12.3 RL 11-12.5
Resources: Primary text, novels and online sources
Enrichment Exercises: Apply various literary terms to a variety of readings Correction Exercises: Work with teacher assigned literary terms and apply to a variety of readings Special Needs: Allow extended time and additional strategies as determined by individual student needs
170
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Writing: Argument
Learning Objective/ Essential Course Outcome/Standard: Writing: The student will demonstrate their ability to develop an argument or present a literary analysis from a critical perspective A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Journaling
Constructed response Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Develop and write thesis statements
Close analysis of sample AP prompts/essays
Content Standards
Process Standards
GLES OR CLES
ELA 4
Goal 2.1 Goal 2.3
W 11-12. 1 W 11-12.4
Resources: Primary text, novels and online sources
Enrichment Exercises: Seek out critical analysis on a variety of readings Correction Exercises: Seek out critical analysis on teacher assigned readings Special Needs: Allow extended time and additional strategies as determined by individual student needs
171
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Writing: Synthesis
Learning Objective/ Essential Course Outcome/Standard: Writing: The student will write to develop and organize ideas in clear, coherent and persuasive language A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Journaling
Constructed response Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Peer/group editing of timed essays
Brainstorming exercise and graphic organizers
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 4
Goal 2.1 Goal 2.4
W 11-12. 1 W11-12.2 W 11-12.4
Resources: Primary text, novels and online sources
Enrichment Exercises: Demonstrate knowledge of advanced skills in organization and persuasion Correction Exercises: Examine peer writing for structure and revision Special Needs: Allow extended time and additional strategies as determined by individual student needs
172
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Writing: Textual evidence and supporting detail
Learning Objective/ Essential Course Outcome/Standard: Writing: The student will demonstrate the ability to explain clearly, cogently, even concisely communicate what they understand about literary works and why they interpret them as they do A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Journaling
Constructed response Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Paraphrase author’s content expressing clear analysis
Utilize literary vocabulary to write effective AP practice essays
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 2 ELA 4
Goal 1.5 Goal 1.8 Goal 2.1
W 11-12.4 W11-12.9
Resources: Primary text, novels and online sources
Enrichment Exercises: Correction Exercises: Special Needs: Allow extended time and additional strategies as determined by individual student needs
173
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Writing: Diction and syntax
Learning Objective/ Essential Course Outcome/Standard: Writing: The student will produce writing that reinforces their reading and supports and recognizes the author’s diction and syntax A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Identify author’s style
Active reading skills
Journaling
Constructed response Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Review sample literary works and identify author’s diction and word choice
Content Standards
Process Standards
GLES OR CLES
ELA 1 ELA 2 ELA 4
Goal 2.1 Goal 2.4
W 11-12.1.c L11-12.3
Resources: Primary text, novels and online sources
Enrichment Exercises: Incorporate knowledge insightful use of syntax and diction in class writing Correction Exercises: Work with peers to determine selected authors diction and syntax Special Needs: Allow extended time and additional strategies as determined by individual student needs
174
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Language: Vocabulary acquisition and use
Learning Objective/ Essential Course Outcome/Standard: Language: The student will identify or clarify word meanings and phrases by using context clues, analyzing meaningful word parts and consulting general and specialized reference materials A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Journaling
Identifying root words and utilizing context clues
Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Review sample literary works and identify author’s style reflected by diction and word choice
Review sample literary words and identify the effective sentence structure
Content Standards
Process Standards
GLES OR CLES
ELA 1
Goal 1.5 Goal 2.1
L11-12.4 L11-12.5
Resources: Primary text, novels and online sources
Enrichment Exercises : Incorporate advanced vocabulary in timed and assigned writing Correction Exercises: Create personal vocabulary list based on required class readings Special Needs: Allow extended time and additional strategies as determined by individual student needs
175
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Language: Understanding of figurative language
Learning Objective/ Essential Course Outcome/Standard: Language: The student will demonstrate understanding of figurative language, word relationships, nuances, and word meanings A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Journaling
Utilizing context clues to determine word relationships
Identifying author’s use of figurative language
Evaluation:
Literary Analysis paper or responses
AP practice exams Learning Activity – Guiding Questions:
Literary vocabulary quizzes
Use visual media to demonstrate understanding with examples of various interpretations
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 7
Goal 1.5 Goal 2.1
L11-12.5
Resources: Primary text, novels and online sources
Enrichment Exercises: Student will evaluate chosen literature for the author’s purpose and use of figurative language Correction Exercises: Work with peers on assigned readings to evaluate the author’s purpose and use of figurative language Special Needs: Allow extended time and additional strategies as determined by individual student needs
176
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Speaking and Listening: Comprehension and collaboration
Learning Objective/ Essential Course Outcome/Standard: Speaking and listening: The student will integrate and evaluate information presented in diverse formats including: visually, quantitatively and orally, including expressing their own ideas clearly and persuasively. A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Socratic seminar
Written response to visual and digital media
Evaluate a speaker’s point of view, reasoning and evidence through digital technology
Evaluation:
Literary Analysis paper or responses
AP practice exams
Projects Learning Activity – Guiding Questions:
Visual display (Prezi, PowerPoint, Google Slides)
Small group collaboration on presentation
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 6
Goal 1.10 Goal 2.3 Goal 2.4 Goal 2.7
SL11-12.1 SL11-12.4 SL11-12.6
Resources: Primary text, novels and online sources
Enrichment Exercises: Students will acquire and present information in multiple media types on a chosen topic Correction Exercises: With a partner, students will acquire and present information on an assigned topic Special Needs: Allow extended time and additional strategies as determined by individual student needs
177
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM
Content Area: ELA
Course Name: AP Literature and Composition
Grade: 11/12
Duration of Unit: 3 weeks
Unit Title: Speaking and Listening: Presentation of Knowledge and ideas
Learning Objective/ Essential Course Outcome/Standard: Speaking and listening: The student will present information, findings, and supporting evidence utilizing organization, development and style appropriate to audience A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Active reading skills
Socratic seminar
Written response to visual and digital media
Evaluate a speaker’s point of view, reasoning and evidence through digital technology
Evaluation:
Literary Analysis paper or responses
AP practice exams
Projects Learning Activity – Guiding Questions:
Develop outline to organize information used in AP essay
Presenting information appropriate for a college level audience
Content Standards
Process Standards
GLES OR CLES
ELA 2 ELA 6
Goal 1.8 Goal 1.10 Goal 2.1 Goal 2.4 Goal 2.7
SL11-12.4 SL11-12.5 SL 11-12.6
Resources: Primary text, novels and online sources
Enrichment Exercises: Students will acquire and present information in multiple media types on a chosen topic Correction Exercises: With a partner, students will acquire and present information on an assigned topic Special Needs: Allow extended time and additional strategies as determined by individual student needs
178
AP Language and Composition
Course Description Essential Understandings/Standards
Curriculum Units of Study
179
1531 AP LANGUAGE AND COMPOSITION 1532 (Communication Arts) 1 unit; 11-12; prerequisite: None NOTE: This class will fulfill the requirement of the 3rd or 4th year of English. Students are expected to take the AP course exam. This is a college level course, which prepares students for the Advanced Placement Language and Composition exam. Students should be aware of the rigor, intensity, and scope that this course will demand in developing students’ abilities as skilled analysts of a broad range of prose written in a variety of periods, disciplines, and rhetorical contexts. The course emphasis is on nonfiction literature and students will focus on the writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. Students will compose a variety of modes and for a variety of purposes. Students will also enhance vocabulary, grammar, research skills as well as speaking and listening skills.
180
AP English Language Essential Outcomes
Strand 1: The student will analyze the rhetorical strategies authors employ to achieve their purpose.
Strand 2: The students will create arguments based on readings, research, or personal anecdotes.
Strand 3: Students will be able to synthesize an argument in response to a variety of sources.
Strand 4: The student will be able to utilize a wide range of vocabulary appropriately and effectively.
Strand 5: The student will read a variety of complex texts independently and proficiently.
Strand 6: The student will produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions.
Strand 7: The student will demonstrate AP level stylistic maturity through the use of effective sentence structures, diction, tone, and voice.
Strand 8: The student will be able to listen to varying viewpoints and ideas, and engage in conversation and synthesize an oral response.
181
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION
Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title: Rhetorical Analysis
Learning Objective/ Essential Course Outcome: The student will analyze the rhetorical strategies authors employ to achieve their purpose. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Multiple choice rhetorical analysis
Annotation
Dialectical journals
Rhetorical devices in action
Timely topic evaluation Evaluation:
Timed Writing Learning Activity – Guiding Questions:
Pre-writing
Teacher modeling
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4 ELA 5 ELA6 ELA 7
1.5 1.6 1.7 1.9 1.10 2.2 2.3 2.4 4.1
RI. 11-12.1 RI. 11-12.2 RI. 11-12.3 RI. 11-12.4 RI. 11-12.5 RI. 11-12.6 RI. 11-12.7 RI. 11-12.8 RI. 11-12.9 L. 11-12.3 L. 11-12.4 L. 11-12.5 L. 11-12.6
Resources: AP exemplar essays
Enrichment Exercises: Assign more challenging text Correction Exercises: Assign shorter text Special Needs: Assign shorter text
182
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION
Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title: Argument
Learning Objective/ Essential Course Outcome: The student will be able to create arguments based on readings, research, or personal anecdotes. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Dialectical journals
Evaluate rhetorical appeals
Socratic seminar
Propaganda analysis Evaluation:
Researched argument paper
Timed Writing Learning Activity – Guiding Questions:
Four corners
Debates
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 6
1.1 1.2 1.4 1.5 1.6 1.7 1.8 2.1 2.3 2.4 2.7 3.1 3.5 3.6 3.7 3.8 4.1
RI. 11-12.6 W. 11-12.1 W. 11-12.4 W. 11-12.5 W. 11-12.6 W. 11-12.8
Resources: They Say I Say
Enrichment Exercises: Analyze a more complex argument and respond with a mature, thoughtful analysis. Correction Exercises: Assign a more engaging text that builds upon student experiences. Special Needs: Assign a more engaging text that builds upon student experiences.
183
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION
Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title: Synthesis
Learning Objective/ Essential Course Outcome: Students will be able to synthesize an argument in response to a variety of sources. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Create synthesis questions
Collaborative discussions Evaluation:
Timed Writing
Researched argument paper Learning Activity – Guiding Questions:
In-class analysis of timely topics
Teacher modeling
Practice “They Say, I Say”
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 3 ELA 4 ELA 5 ELA 6 ELA 7
1.5 1.6 1.7 1.8 1.9 2.3 2.4 3.4 3.5 3.6 3.7 3.8
RI. 11-12.2 RI. 11-12.3 RI. 11-12.7 W. 11-12.1 W. 11-12.4 W. 11-12.5 W. 11-12.6 W. 11-12.7 W. 11-12.8
Resources: They Say I Say
Enrichment Exercises : Assign a more challenging text with a more complex argument. Correction Exercises: Assign fewer, more engaging texts. Special Needs: Assign fewer, more engaging texts.
184
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM
AP ENGLISH LANGUAGE AND COMPOSITION Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title: Vocabulary Acquisition and Use
Learning Objective/ Essential Course Outcome: The student will be able to utilize a wide range of vocabulary appropriately and effectively. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Multiple Choice assessments
Personal vocabulary list
Student-created sentences Evaluation:
Timed writing
Essay evaluation Learning Activity – Guiding Questions:
SAT Quack Words DVD
Teacher modeling
Word walls
Content Standards
Process Standards
GLEs or CLEs
ELA 3 2.2 L. 11-12.4 L. 11-12.5 L. 11-12.6
Resources: Suggested AP vocabulary
Enrichment Exercises : Assign more challenging vocabulary. Correction Exercises: Use Marzano vocabulary strategies. Special Needs: Use Marzano vocabulary strategies.
185
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION
Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title: Reading AP Level Texts
Learning Objective/ Essential Course Outcome: The student will read a variety of complex texts independently and proficiently. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Practice passages
Multiple choice assessments Evaluation:
Comprehension assessment Learning Activity – Guiding Questions:
Independent reading
Analyzing prose passages
Annotation activity
Content Standards
Process Standards
GLEs or CLEs
ELA 3 ELA 5
1.5 1.6
RI. 11-12.10
Resources: Variety of teacher and student chosen texts
Enrichment Exercises : Assign more challenging texts. Correction Exercises: Break text into manageable chunks. Special Needs: Break text into manageable chunks.
186
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION
Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title: Writing: Textual Evidence and Idea Development
Learning Objective/ Essential Course Outcome: The student will produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Dialectical journals
Collaborative discussions
In-class writing Evaluation:
Timed writing
Essays Learning Activity – Guiding Questions:
Teacher modeling
Analyze student sample writing
Review MLA protocol
Content Standards
Process Standards
GLEs or CLEs
ELA 3 ELA 4 ELA 5 ELA 7
1.5 1.6 1.7 1.9 2.1 2.2 2.3 2.4 2.7 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4.1
RI. 11-12.1 RI. 11-12.2 RI. 11-12.3 RI. 11-12.4 RI. 11-12.5 RI. 11-12.6 RI. 11-12.7 RI. 11-12.8 RI. 11-12.9 RI. 11-12.11 RI. 11-12.12 W. 11-12.1
Resources: AP Exemplar essays
Enrichment Exercises: Require a more in-depth response. Correction Exercises: Develop ideas with textual evidence orally. Special Needs:. Develop ideas with textual evidence orally.
187
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION
Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title: Writing: Diction and Syntax
Learning Objective/ Essential Course Outcome: The student will demonstrate AP level stylistic maturity through the use of effective sentence structures, diction, tone, and voice. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Diction analysis activity
Multiple-choice assessments Evaluation:
Timed writing
Essays Learning Activity – Guiding Questions:
Diction analysis activity
Identify appropriate diction for a variety of audiences
Parse syntactical structures
Content Standards
Process Standards
GLEs or CLEs
ELA 4 2.1 2.2
L. 11-12.1 L. 11-12.2 L. 11-12.3 W. 11-12.4 W. 11-12.5 W. 11-12.6
Resources: Online dictionaries
Enrichment Exercises: Require the use of more sophisticated diction and syntactical structure. Correction Exercises: Correction exercises requiring the use of precise diction and syntactical structure. Employ sentence structure imitation exercises. Special Needs: Correction exercises requiring the use of precise diction and syntactical structure. Employ sentence structure imitation exercises.
188
CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION
Content Area: English Language Arts
Course Name: Advanced Placement Language and Composition
Grade: 11-12
Duration of Unit:
Unit Title Collaborative Discussion
Learning Objective/ Essential Course Outcome: The student will be able to listen to varying viewpoints and ideas, and engage in conversation and synthesize an oral response. A+ Objective (High School Only):
Primary Text: Writing America
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology X Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
X 10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Group activities Evaluation:
Socratic seminar
Oral Presentation Learning Activity – Guiding Questions:
Pair/share discussion
Whole-class discussion
Content Standards
Process Standards
GLEs or CLEs
ELA 6 1.5 1.6 1.7 1.8 2.1 2.3 2.4 3.5 3.7 3.8 4.1
SL. 11-12.1 SL. 11-12.2 SL. 11-12.3 SL. 11-12.4 SL. 11-12.6
Resources: Online Socratic seminar videos, discussion questions
Enrichment Exercises : Provide encouragement and feedback to peers. Correction Exercises: Require specific written preparation. Special Needs: Online discussion via teacher-sponsored discussion board.
189
Advanced College Credit Composition
Course Description Essential Understandings/Standards
Curriculum Units of Study
190
1501 ADVANCED COLLEGE CREDIT: COMPOSITION (Communication Arts) ½ unit; 12;Prerequisite: None if taken for High School credit only. If taken for 3 credit hours from St. Louis University, students must have a 3.0 cumulative GPA as required from SLU and permit to enroll. NOTE: Students may earn three hours of college credit by successfully completing this course with a minimum C- average and remitting a fee to St. Louis University for the course.
This Saint Louis University course introduces students to writing for the purposes of the university setting, by focusing on the elements of rhetoric that govern communication (audience, purpose, discourse community, and context). Writing and discussion will focus on rhetorical strategies necessary for writing, and thinking tools that university work will require. Students will also examine how to compose arguments and incorporate research methods into writing.
191
Essential Course Outcomes Advanced College Language & Composition
(formerly English 190) Strand: Writing
Text Type and Purpose: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of both in a manner that anticipates the
audience's knowledge level, concerns, values, and possible biases. .W.11-12.1.B Text Types and Purposes: Developing author’s voice utilizing a variety of approaches
with tone and mood. (Pursuant to SLU standards)
Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience's
knowledge of the topic. CCSS.ELA-LITERACY.W.11-12.2.B Text Types and Purposes: Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple point(s) of
view. Create a smooth progression of experiences or events. (SLU Standard)
Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.5 Strand: READING
Topic: Informational Text
Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain. R 11-12.1
Strand: Language
Vocabulary Acquisition and Use: Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or
expression. L 11-12.6
192
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT COMPOSITION CURRICULUM
Content Area: ELA
Course Name: Advanced College Credit Composition
Grade: 12 Duration of Unit: Semester
Unit Title Writing
Learning Objective/ Essential Course Outcome: Text Types and Purposes
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences’ knowledge level, concerns, values and possible biases. A+ Objectives:
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
x 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Essays, presentations that analyze
literature
Evaluation:
Final essays or presentations based
on a rubric
Learning Activity – Guiding Questions:
What claims were left out? Why?
Which claims are most effective?
Why?
Content Standards
Process Standards
GLEs or CLEs
ELA 1,2,4,5,6
1.1, 1.5, 1.7, 1.8, 2.1, 2.4, 3.2, 3.4, 4.1
W 11-12.1 B
Resources: Text or trade books
Enrichment Exercises: Additional related readings, review of other students’ writings Correction Exercises: Editing and conferencing Special Needs: As directed by plan or need.
193
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
COMPOSITION Content Area: ELA
Course Name: Advanced College Credit Composition
Grade: 12 Duration of Unit: Semester
Unit Title WRITING
Learning Objective/ Essential Course Outcome: Text Types and Purposes
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point (s) of view. Create a smooth progression of experiences or events.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Attempts to write in a variety of
voices.
Evaluation:
Essays evaluated based upon a
rubric for a particular voice.
Learning Activity – Guiding Questions:
Reading samples of a variety of
voices
Content Standards
Process Standards
GLEs or CLEs
ELA 1.1, 1.3, 1.4
2.1, 2.2, 2.3 PER SLU STANDARDS
Resources:
Enrichment Exercises: Further readings and editing Correction Exercises: Conferencing and further editing Special Needs: As directed by plan or need.
194
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
COMPOSITION Content Area: ELA
Course Name: Advanced College Credit Composition
Grade: 12 Duration of Unit: Semester
Unit Title Writing
Learning Objective/ Essential Course Outcome: Text Types and Purposes
Develop a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. A+ Objectives:
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Compositions assessed on a rubric
for the particular traits
Evaluation:
Combination of formal and informal
writings
Learning Activity – Guiding Questions:
Which arguments and facts would
your audience reject, and why?
Content Standards
Process Standards
GLEs or CLEs
ELA 1,3,4 1.2, 2.1, 2.2, 3.2
W 11-12.2 B
Resources: Any text which makes an argument, especially the student’s own text
Enrichment Exercises: Further writing and researching Correction Exercises: Editing and conferences Special Needs: As directed by plan or need.
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS
195
ADVANCED COLLEGE CREDIT CURRICULUM COMPOSITION
Content Area: ELA
Course Name: Advanced College Credit Composition
Grade: 12 Duration of Unit: Semester
Unit Title Writing
Learning Objective/ Essential Course Outcome: Text Types and Purposes
Developing author’s voice utilizing a variety of approaches through tone and mood.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Compositions assessed on a rubric
for the particular traits
Evaluation:
Combination of formal and informal
writings
Learning Activity – Guiding Questions:
What other moods would be effective
here? Tones?
Content Standards
Process Standards
GLEs or CLEs
ELA 1,3,4 1.2, 2.1, 2.2, 3.2
Per SLU standards
Resources: Any text, especially the student’s own
Enrichment Exercises: Further writing and researching Correction Exercises: Editing and conferences Special Needs: As directed by plan or need.
196
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
COMPOSITION Content Area: ELA
Course Name: Advanced College Credit Composition
Grade: 12 Duration of Unit: Semester
Unit Title Writing
Learning Objective/ Essential Course Outcome: Production and Distribution of Writing
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Essay with a rubric
Evaluation:
Absence of errors in composition
Learning Activity – Guiding Questions:
What other approaches might have
worked here?
Which is the best approach?
Content Standards
Process Standards
GLEs or CLEs
ELA 1,3,4 1.2, 2.1, 2.2, 3.2
W 11-12.5
Resources: Any text, especially a peer’s or the student’s own
Enrichment Exercises: Further writing and researching Correction Exercises: Editing and conferences Special Needs: As directed by plan or need.
197
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
COMPOSITION Content Area: ELA
Course Name: Advanced College Credit Composition
Grade: 12 Duration of Unit: Semester
Unit Title Reading: Informational Text
Learning Objective/ Essential Course Outcome: Key Ideas and Details Cute strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Essay with a rubric
Evaluation:
Absence of errors in composition
Learning Activity – Guiding Questions:
What does it mean to leave an
uncertainty in a policy issue? Can
we proceed despite the
uncertainties?
Content Standards
Process Standards
GLEs or CLEs
ELA 3 1.2, 1.1, 1.4, 1.7, 2.1, 2.2
R 11-12.1
Resources: Any informational text, including student work
Enrichment Exercises: Further writing and researching as w ell as analyzing the author’s evidence Correction Exercises: Editing and conferences Special Needs: As directed by plan or need.
198
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
COMPOSITION Content Area: ELA
Course Name: Advanced College Credit Composition
Grade: 12 Duration of Unit: Semester
Unit Title Language
Learning Objective/ Essential Course Outcome: Vocabulary acquisition and use
Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Understanding and applying the
vocabulary of college writing such as
pathos, ethos, and logos, tone,
mood, and voice.
Evaluation:
Quiz, short written application
exercises
Learning Activity – Guiding Questions:
Why does rhetoric have its own
terms, when other words would also
describe the content or idea?
Content Standards
Process Standards
GLEs or CLEs
ELA 1,3,4 1.2, 2.1, 2.2, 3.2
L 11-12.6
Resources: Thank You For Arguing, common core vocabulary domain specific words
Enrichment Exercises: Further vocabulary expansion regarding other words pertaining to the subject matter Correction Exercises: Applying vocabulary to new situations Special Needs: As directed by plan or need.
199
Advanced College Credit Intro to Literature
Course Description Essential Understandings/Standards
Curriculum Units of Study
200
1512 ADVANCED COLLEGE CREDIT: LITERARY STUDIES (Communication Arts) ½ unit; 12;
Prerequisite: Advanced College Credit: Composition. If taken for 3 credit hours from St. Louis University, students must also have a 3.0 cumulative GPA as required from SLU and permit to enroll. This course may also be taken for High School credit only. NOTE: Students may earn three hours of college credit by successfully completing this course with a minimum C- average and remitting a fee to St. Louis University for the course.
This Saint Louis University course focuses on close reading and literary analysis. The course will offer theme based literary analysis and discuss the role of English as a discipline. Analysis will focus on literature’s distinctive and even privileged way of knowing and experiencing the world around us. The course will demonstrate that literature offers a broad window into vital social questions that affect humanity and reveal the powerful role literature and literary study plays in the creation of the whole person
201
Advanced College Credit Literature Essential Outcomes
(Formerly Eng 202)
Strand: Reading Literature Key Ideas and Details
Topic: Citing Textual Evidence
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain. RL 11-121.5
Topic: Craft and Structure
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.4
Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.5
Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.6
Strand: Writing Text Types and Purposes
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences claim(s), counterclaims, reasons, and evidence. . W.11-12.1.A
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience's knowledge level, concerns, values, and possible biases.
W.11-12.1.B
Production and Organization
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation. W.11-12.8
202
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
LITERATURE Content Area: ELA
Course Name: Advanced College Credit Literature
Grade: 12 Duration of Unit: Semester
Unit Title Reading
Learning Objective/ Essential Course Outcome: Key Ideas and Details: Citing Textual Evidence Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Essay with a rubric
Evaluation:
Absence of errors in composition
Learning Activity – Guiding Questions:
How did the author indicate inference
here?
What if it had been directly stated
instead?
Content Standards
Process Standards
GLEs or CLEs
ELA 1,3,4 1.2, 2.1, 2.2, 3.2
R 11-12.5
Resources: Any literary text.
Enrichment Exercises: Further writing and researching Correction Exercises: Editing and conferences Special Needs: As directed by plan or need.
203
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
LITERATURE Content Area: ELA
Course Name: Advanced College Credit Literature
Grade: 12 Duration of Unit: Semester
Unit Title Reading
Learning Objective/ Essential Course Outcome: Key Ideas and Details: Craft and Structure Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging and beautiful. Include Shakespeare as well as other authors.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Interpret works of literature
Evaluation:
Essay, class discussion,
presentation, or quiz
Learning Activity – Guiding Questions:
Is this “literature”?
What makes a work literary?
Content Standards
Process Standards
GLEs or CLEs
ELA 2 1.1 W 11-12.4
Resources: Any literary text
Enrichment Exercises: Further reading Correction Exercises: Further explanation of readings and reassessment Special Needs: As directed by plan or need.
204
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
LITERATURE Content Area: ELA
Course Name: Advanced College Credit Literature
Grade: 12 Duration of Unit: Semester
Unit Title Reading
Learning Objective/ Essential Course Outcome: Key Ideas and Details: Craft and Structure Analyze how an author’s choices concerning how to structure specific parts of a text (eg., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Interpret works of literature
Evaluation:
Essay, class discussion,
presentation, or quiz
Learning Activity – Guiding Questions:
What other directions could the
author have taken this plot?
How would that effect the pathos?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 1.1 RL 11-12.5
Resources: Any literary text.
Enrichment Exercises: Further reading Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.
205
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
LITERATURE Content Area: ELA
Course Name: Advanced College Credit Literature
Grade: 12 Duration of Unit: Semester
Unit Title Writing
Learning Objective/ Essential Course Outcome: Text Types and Purposes
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons, and evidence.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Essays (formal or informal) and
discussion which support a claim
with evidence.
Evaluation:
Essays, class discussion
Learning Activity – Guiding Questions:
Content Standards
Process Standards
GLEs or CLEs
ELA 2 1.6 W 11-12.1 A
Resources: Student and professional samples
Enrichment Exercises: Further research Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.
206
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
LITERATURE Content Area: ELA
Course Name: Advanced College Credit Literature
Grade: 12 Duration of Unit: Semester
Unit Title Reading
Learning Objective/ Essential Course Outcome: Key Ideas and Details: Craft and Structure
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement).
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Interpret works of literature
Evaluation:
Essay, class discussion,
presentation, or quiz
Learning Activity – Guiding Questions:
Satire, sarcasm, irony, and
understatement are some of the most
difficult concepts to grasp in
language. What makes them so
difficult? What makes them so
effective?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 1.1 RL 11-12.6
Resources: Any literary text.
Enrichment Exercises: Further reading Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.
207
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
LITERATURE Content Area: ELA
Course Name: Advanced College Credit Literature
Grade: 12 Duration of Unit: Semester
Unit Title Writing
Learning Objective/ Essential Course Outcome: Text Types and Purposes
Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research 1. Identify similarities /differences
6. Cooperative Learning
x Technology x Workplace Readiness Skills
2. Summarizing/Note Taking
7. Setting Objectives & Providing Feedback
3. Reinforcing Effort/ Providing Recognition
8. Generating & Testing Hypothesis
4. Homework & Practice
9. Cues, Questions, & Advanced Organizers
5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Essays (formal or informal) and
discussion which support a claim
with evidence.
Evaluation:
Essays, class discussion
Learning Activity – Guiding Questions:
What does your audience already
know?
What is the weakness in your
argument?
How can the two combine?
Content Standards
Process Standards
GLEs or CLEs
ELA 2 1.6 W 11-12.1 B
Resources: Any text, especially the student’s own (or a peer’s)
Enrichment Exercises: Further research Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.
208
CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM
LITERATURE Content Area: ELA
Course Name: Advanced College Credit Literature
Grade: 12 Duration of Unit: Semester
Unit Title Writing
Learning Objective/ Essential Course Outcome: Production and Organization
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any once source and following a standard format for citation.
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
x Equity x Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
10. Other:
Assessment/Evaluation/Learning Activity: Assessment Activity:
Essays (formal or informal) and
discussion which support a claim
with evidence.
Evaluation:
Essays, class discussion
Learning Activity – Guiding Questions:
What evidence in your notes is most
effective?
What evidence should be tossed
from your process?
Are you missing evidence?
Content Standards
Process Standards
GLEs or CLEs
ELA 2 1.6 W 11-12.8
Resources: Any text, especially the student’s own or a peer’s.
Enrichment Exercises: Further research Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.
209
Creative Writing I
Course Description Essential Understandings/Standards
Curriculum Units of Study
210
1541 CREATIVE WRITING 1 (Elective) ½ unit; 10-12 Prerequisite: None Students will use original ideas and individuality to increase fluency and to develop as writers. Students will experiment with prose and poetry formats to produce a significant body of writing including background research. Students will maintain and update a writer’s portfolio; and brainstorm, edit, critique, and conference with teacher and peers. Students will read examples by professional writers and expand their writing abilities with a variety of genres. Since this course requires several major writings, students should have a strong desire to express themselves through the written word.
211
Creative Writing 1: Essential Outcomes Writing W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.11-12.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.) W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
212
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title SPEAKING & LISTENING: COLLABORATIVE DISCUSSION
Learning Objective/ Essential Course Outcome: Student will be able to initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student-led classroom discussion
Assessment/Evaluation/Learning Activity:
Brainstorming ideas
Discussing stories
Peer editing
Revising in groups Assessment Activity:
Presenting short stories and poems to peers and instructor
Self-reflection
Feedback Evaluation:
Selections or excerpts shared with the class
Responses and feedback from audience
Learning Activity – Guiding Questions:
What is collaborative discussion?
Students will share original works
Students will respond to readers and offer feedback.
Students will locate, identify, and discuss selections from various genres.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 5 ELA 6
1.5 1.7 1.10 2.3 2.4 2.5 3.4 3.6 3.7 4.4 4.5 4.6
SL.11-12.1
213
Students will share selections or excerpts of original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
214
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: CONCLUSION
Learning Objective/ Essential Course Outcome: Student will be able to provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Identify conclusions previously used across genres
Verbally discuss story endings
Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revising Evaluation:
Original short story concluding in a way that ties up the plot line
Learning Activity – Guiding Questions:
Does the plot have a definite conclusion?
Students will use varied genres to identify different strategies for writing conclusions and tying up the plot
Students will identify samples of conclusions
Students will model appropriate techniques for writing conclusions
Students will share selections or excerpts of original work.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.4 1.7 2.1 2.4 2.5 2.7 3.5 3.7 4.4
RL.11-12.3e
215
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
216
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: NARRATIVE TECHNIQUES – DIALOGUE, DESCRIPTION & MULTIPLE PLOT LINES
Learning Objective/ Essential Course Outcome: Student will be able to use narrative techniques, such
as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Class discussion
Determination of how multiple plot lines can be connected
Dialogue writing
Pacing
Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revisions Evaluation:
Original short story containing dialogue, description and multiple plot lines
Learning Activity – Guiding Questions:
How are the multiple plots connected?
What determines the pacing in the story?
Students will correctly write and punctuate dialogue
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5
1.1 1.2 1.5 2.2 2.3 2.4 2.5 3.1 3.2 3.6 4.4 4.5
RL.11-12.3b
217
Students will conduct brainstorming activities with peers
Students will experience ne-on-one teacher conferencing
Students will locate samples
Students will model appropriate dialogue and multiple plot lines
Students will share selections or excerpts of original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
218
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: NARRATIVE
Learning Objective/ Essential Course Outcome: Student will be able to write narratives and poetry to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student performance
Assessment/Evaluation/Learning Activity:
Writing poetry and short stories that relate to the narrative genre
Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revision
Rewrite Evaluation:
Use of narrative and poetry in original works
Learning Activity – Guiding Questions:
How is the narrative format used in both poetry and prose?
Students will create detail within their writing
Students will identify entertaining stories and poetry that use the narrative technique
Students will model these stories and poetry for peers
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5
1.4 1.6 1.10 2.1 2.2 2.3 2.5 4.4
RL.11-12.3
219
Students will brainstorm with peers
Students will collaborate on ideas
Students will share selections or excerpts of original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
220
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: CHARACTERIZATION & PLOT
Learning Objective/ Essential Course Outcome: Student will be able to engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Writing characters for specific genres of short stories
Developing thorough plots Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revising Evaluation:
Original short stories with believable character(s) and plot
Learning Activity – Guiding Questions:
Is the plot thorough?
Are the characters developed through the story?
Students will peer edit
Students will conduct brainstorming activities
Students will utilize technology
Students will identify and model various genres
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 7
1.4 1.5 1.6 2.1 2.5 2.7 3.2 3.4 4.4 4.5
RL.11-12.3a
221
Students will share selections or excerpts of original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
222
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10- 12
Duration of Unit: semester
Unit Title WRITING: ORGANIZATION
Learning Objective/ Essential Course Outcome: Student will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Review of previously read stories and novels
Discussion of organization in popular novels and short stories
Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revisions Evaluation:
Original short story developed with a clear beginning, middle, and end
Poetry appropriate to the task or purpose
Learning Activity – Guiding Questions:
How are short story elements used to give organization to a story?
Students will identify samples from fiction and non-fiction published works
Students will model samples for peers
Students will conduct peer brainstorming
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.4 1.5 2.5 2.7 3.5 3.7 4.4 4.5
RL.11-12.4
223
Students will have peer edits/teacher conferencing
Students will share selections or excerpts of original work
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
224
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10 - 12
Duration of Unit: semester
Unit Title WRITING: REVISION & EDITING
Learning Objective/ Essential Course Outcome: Student will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Peer editing
Self-analysis
Self-reflection Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revising Evaluation:
Original stories and poems peer edited and revised for clarity
Learning Activity – Guiding Questions:
Does the story contain correct grammatical mechanics?
Is the story believable?
Does the story have the elements of its assigned genre?
Students will comprehend plot and character motivations.
Students will participate in peer editing.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 4 ELA 7
1.4 1.5 1.7 2.2 2.3 2.7 3.4 3.5 3.6 3.7 4.1 4.4 4.5 4.6
RL.11-12.5
225
Students will have collaborative conferencing with peers and instructor.
Students will share selections or excerpts of original work
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
226
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: TECHNOLOGY
Learning Objective/ Essential Course Outcome: Student will be able to use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Student use of various media formats
Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revising
Presenting
Researching Evaluation:
The use of technology in creating original short stories and poetry
Learning Activity – Guiding Questions:
Which media is best for presenting, formatting, and creating personal story/poetry?
Students will use technology to edit peer papers.
Students will identify appropriate media formatting for various writing styles.
Students will brainstorm and research writing ideas.
Content Standards
Process Standards
GLEs or CLEs
ELA 5
1.4 1.7 1.8 2.1 2.4 2.5 2.7 4.4 4.5
RL.11-12.6
227
Students will share selections or excerpts of original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
228
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: TONE & OUTCOME
Learning Objective/ Essential Course Outcome: Student will be able to use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution) A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Outlining plot
Story boards
Identify and choose a strategy to sequence events and establish tone
Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revision
Editing Evaluation:
Original short stories or poems with appropriate tone and outcome
Learning Activity – Guiding Questions:
Which techniques are used to sequence events, establish tone, and determine outcome?
Students will establish tone that helps determine the outcome of the story.
Students will research varied techniques to establish tone.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2
1.4 1.5 1.6 1.7 1.9 2.1 2.2 2.4 2.5 2.7 3.7 4.4 4.5
RL.11-12.3c
229
Students will brainstorm with peers.
Students will peer critique and edit one another’s writings.
Students will listen to classmates’ writings and discern the use of required literary elements: sequencing of events, tone, and outcome.
Students will share selections or excerpts of original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
230
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 1 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: WORD CHOICE
Learning Objective/ Essential Course Outcome: Student will be able to use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Vocabulary
Sensory, descriptive language
Figurative, connotative language
Denotation
Connotation
Synonyms
Homonyms
Antonyms Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revision Evaluation:
Original short story and poetry that uses precise words and sensory detail
Learning Activity – Guiding Questions:
How does vocabulary influence the impact of an original work?
Students will use descriptive, picturesque language.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 7
1.4 1.5 1.6 1.9 2.2 2.3 2.5 2.7 3.5 3.7 4.4 4.5
RL.11-12.3d
231
Students will locate, identify, and model samples of distinctive word choice.
Students will have collaborative discussion and brainstorming activities to share word choice.
Students will use imagery in their original works.
Students will share, edit, and revise original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, online dictionaries and thesauruses, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
232
233
Creative Writing II
Course Description Essential Outcomes
Curriculum Units of Study
234
1542 CREATIVE WRITING 2 (Elective) ½ unit; 10-12 Prerequisite: Creative Writing 1 Students will continue to develop original ideas and individuality to advance as writers. Students will enhance their prose and poetry skills to produce and prepare for publication of individual, original writings including background research. Students will continue to maintain a writer’s portfolio; and brainstorm, edit, critique, and conference with teacher and peers. Students will read examples by professional writers and expand their writing skills. Since this course requires several major writings, students should have a strong desire to express themselves through the written word. Students will learn the techniques of positive feedback and encouragement as an integral part of the writing process.
235
Creative Writing 2: Essential Outcomes
Writing
W.11-12.2.d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
W.11-12.3.c
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
Production and Distribution of Writing:
W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 1-3 up
to and including grades 11-12 here.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
236
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title SPEAKING & LISTENING: COLLABORATIVE DISCUSSION
Learning Objective/ Essential Course Outcome: Student will be able to initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and student-led) with diverse partners on various topics, texts, and issues, building on others' ideas and expressing their own ideas clearly. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student-led classroom discussion
Assessment/Evaluation/Learning Activity:
Student-led class discussion
Facilitation of classroom discussion
Student choice of genre not used in CW1
Assessment Activity:
Modeling examples of short stories and poems to peers and instructor
Directing class in self-reflection activities
Focusing class discussion by contributing thought-provoking, meaningful questions
Evaluation:
Student facilitation of the classroom discussion
Presentation of a previously unused genre
Learning Activity – Guiding Questions:
What are elements of commonly used genres?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 5 ELA 6
1.5 1.7 1.10 2.3 2.4 2.5 3.4 3.6 3.7 4.4 4.5 4.6
SL.11-12.1
237
Students will research and model different genres.
Students will lead class discussions
Students will focus feedback and audience response.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
238
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10- 12
Duration of Unit: semester
Unit Title WRITING: RESOLUTION
Learning Objective/ Essential Course Outcome: Student will be able to provide a complex resolution to an original story and to sub-plots within the story
A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Identification of multiple conflicts and subplots
Brainstorming of probable, realistic resolutions
Both student/teacher-led discussions of previous resolutions within other writings (published & student-generated)
Assessment Activity:
Brainstorm within teacher/student-led groups
Outline story boards and plot resolutions
Research realistic plot lines and story resolutions
Write original story with multiple plots
Peer critique stories for gaps in the writing process and resolution(s)
Integrate technology in written work and in edits
Evaluation:
Original short story concluding in a way that ties up the plot line(s) & subplot(s)
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.4 1.7 2.1 2.4 2.5 2.7 3.5 3.7 4.4
RL.11-12.3e
239
Learning Activity – Guiding Questions:
How many plots & subplots can realistically exist within a short story?
Students will research, locate, identify, and share original and published resolutions to storylines.
Students will model realistic options for resolution of plots and subplots.
Students will critique and edit peer writings.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
240
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title: WRITING: NARRATIVE TECHNIQUES – DIALOGUE & SENSORY LANGUAGE
Learning Objective/ Essential Course Outcome: Student will be able to develop plots, characters,
voice, and storyline through the use of dialogue and sensory language. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Review of sensory and figurative language
Review writing dialogue with appropriate punctuation and quotations.
Example and model through student and teacher –led discussions
Edit and critique peers’ original works
Research and identify published stories which utilize the objectives and outcomes in their development
Assessment Activity:
Brainstorming discussions
Research options to develop story
Identify techniques to fashion a story through dialogue
Share examples of sensory language and its power in writing
Write rough and final drafts of an original story
Integrate technology in written work, research, story formulation, and peer critique
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5
1.1 1.2 1.5 2.2 2.3 2.4 2.5 3.1 3.2 3.6 4.4 4.5
RL.11-12.3b
241
Evaluation:
Original short story containing dialogue & sensory description to develop plot(s), characters, voice, and storyline.
Learning Activity – Guiding Questions:
What is sensory language and how does it strengthen the storyline?
Students will use correctly punctuated and quoted dialogue to move forward the plot(s), characters, voice, and storyline.
Students will use sensory language to move forward the plot(s), characters, voice, and storyline.
Students will critique, review, and edit peers’ original writings.
Students will self-edit and self-critique.
Students will model previously published examples and share within student & teacher-led discussions.
Students will facilitate class discussion and brainstorming activities.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
242
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: NARRATIVE
Learning Objective/ Essential Course Outcome: Student will be able to write narratives and poetry to develop real or imagined experiences or events using effective technique, well-structured event sequences, and multi-genres within their original pieces.
A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student performance
Assessment/Evaluation/Learning Activity:
Writing poetry and narratives that develop multi-genres
Wring poetry and narrative plotlines that use effective technique and well-structured event sequences
Assessment Activity:
Brainstorm ideas
Outline concepts
Research, sample, and model
Write original narrative and poetic pieces
Turn electronic copy into a plagiarism site
Evaluation:
Use of narrative and poetry in original works
Learning Activity – Guiding Questions:
How do well-structured events enhance the believability of the plotline?
Students will critique, review, and edit peers’ original writings.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5
1.4 1.6 1.10 2.1 2.2 2.3 2.5 4.4
RL.11-12.3
243
Students will self-edit and self-critique.
Students will model previously published examples and share within student & teacher-led discussions.
Students will facilitate class discussion and brainstorming activities.
Students may choose the options of publishing original writing and/or entering works in writing contests.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
244
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: ORGANIZATION
Learning Objective/ Essential Course Outcome: Student will be able to produce clear, coherent writing in which the level, development, organization, and style are appropriate to task, purpose, and audience. Students will attempt organization styles and methods with which they have not previously experimented. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Review of previously read stories and novels
Discussion of organization styles and methods in popular novels and short stories
Assessment Activity:
Brainstorm
Outline
Research
Write
Revise Evaluation:
Original short story developed with an attention-getting, engaging beginning, middle, and resolution
Poetry and prose appropriate to the task or purpose
Learning Activity – Guiding Questions:
How are organizational styles and methods used to advance the level of a student’s writing?
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 4
1.4 1.5 2.5 2.7 3.5 3.7 4.4 4.5
RL.11-12.4
245
Students will identify samples from fiction and non-fiction published works.
Students will model samples for peers.
Students will conduct peer brainstorming.
Students will have peer edits/teacher conferencing.
Students will share selections or excerpts of original work.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
246
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: Points of View
Learning Objective/ Essential Course Outcome: Student will be able to engage the reader through multiple points of view of narrators and/or characters and create a smooth progression of experiences or events. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Brainstorm, research, identify, and model multiple points of view in published and student-generated writings.
Discuss the effect of points of view on characters.
Share published and student-generated writings in which there is a smooth progression of events and/or experiences.
Facilitate student-led class discussions Assessment Activity:
Brainstorm ideas
Outline and identify rubric requirements
Research and utilize multiple points of view within student-generated writings
Write smooth progressions
Engage readers through techniques and strategies used in student writings.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 7
1.4 1.5 1.6 2.1 2.5 2.7 3.2 3.4 4.4 4.5
RL.11-12.3a
247
Evaluation:
Original writings in which student experiments with different points of view for narrators and/or characters
Learning Activity – Guiding Questions:
What are the different points of view?
Students will identify the effect that multiple points of view have on choice of narrator and/or characters.
Students will engage readers through the use of multiple points of view.
Students will use multiple points of view to create a smooth progression of experiences or events.
Students will choose an original writing to publish and/or enter into a writing contest.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
248
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: Points of View
Learning Objective/ Essential Course Outcome: Student will be able to engage the reader through multiple points of view of narrators and/or characters and create a smooth progression of experiences or events. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
X Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Brainstorm, research, identify, and model multiple points of view in published and student-generated writings.
Discuss the effect of points of view on characters.
Share published and student-generated writings in which there is a smooth progression of events and/or experiences.
Facilitate student-led class discussions Assessment Activity:
Brainstorm ideas
Outline and identify rubric requirements
Research and utilize multiple points of view within student-generated writings
Write smooth progressions
Engage readers through techniques and strategies used in student writings.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 5 ELA 7
1.4 1.5 1.6 2.1 2.5 2.7 3.2 3.4 4.4 4.5
RL.11-12.3a
249
Evaluation:
Original writings in which student experiments with different points of view for narrators and/or characters
Learning Activity – Guiding Questions:
What are the different points of view?
Students will identify the effect that multiple points of view have on choice of narrator and/or characters.
Students will engage readers through the use of multiple points of view.
Students will use multiple points of view to create a smooth progression of experiences or events.
Students will choose an original writing to publish and/or enter into a writing contest.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
250
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: REVISION & EDITING
Learning Objective/ Essential Course Outcome: Student will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Peer editing
Self-analysis
Self-reflection Assessment Activity:
Brainstorming
Outlining
Research
Writing
Revising Evaluation:
Original stories and poems peer edited and revised for clarity.
Students will create a peer editing form and rubric for editing and revision purposes.
Learning Activity – Guiding Questions:
Does the story contain correct grammatical mechanics and the elements of its assigned genre?
Students will participate in peer editing.
Students will have collaborative conferencing with peers and instructor.
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 4 ELA 7
1.4 1.5 1.7 2.2 2.3 2.7 3.4 3.5 3.6 3.7 4.1 4.4 4.5 4.6
RL.11-12.5
251
Students will share selections or excerpts of original work.
Students will choose peer writings that they feel should be published or entered into a writing contest.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
252
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: TECHNOLOGY
Learning Objective/ Essential Course Outcome: Student will be able to use technology, including the Internet, to critique, edit, revise, produce, publish, and update individual or shared writing products in response to ongoing feedback. A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Student use of various media formats to do the following:
1. Critique 2. Edit 3. Revise 4. Produce 5. Publish 6. Enhance 7. Improve 8. Update 9. Share 10. Check plagiarism 11. Monitor originality
Assessment Activity:
Brainstorming
Outlining
Researching
Writing
Revising
Presenting
Content Standards
Process Standards
GLEs or CLEs
ELA 5
1.4 1.7 1.8 2.1 2.4 2.5 2.7 4.4 4.5
RL.11-12.6
253
Evaluation:
The use of technology in creating, presenting, revising, critiquing, rewriting, publishing, and improving original short stories and poetry
Learning Activity – Guiding Questions:
Which media is best for presenting, formatting, and creating personal story/poetry?
Students will use technology to edit, update, improve, and critique peer papers.
Students will identify appropriate media formatting for various writing styles.
Students will brainstorm and research writing ideas.
Students will share selections or excerpts of original work.
Students will publish and/or enter writing contests.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
254
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 10-12
Duration of Unit: semester
Unit Title WRITING: TONE & OUTCOME
Learning Objective/ Essential Course Outcome: Student will be able to use a variety of techniques to
sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome in varied genres (e.g., a sense of mystery, suspense, growth, or resolution)
A+ Objective (High School Only):
Primary Text: None
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
x 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Outlining plot
Story boards
Identify and choose a strategy to sequence events and establish tone
Assessment Activity:
Brainstorm
Outline
Research
Write
Revise
Edit
Critique
Facilitate class discussion: group and one-on-one
Evaluation:
Original short stories or poems with appropriate tone and outcome
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2
1.4 1.5 1.6 1.7 1.9 2.1 2.2 2.4 2.5 2.7 3.7 4.4 4.5
RL.11-12.3c
255
Learning Activity – Guiding Questions:
Which techniques are used to sequence events, establish tone, and determine outcome?
Students will establish tone that helps determine the outcome of the story.
Students will research varied techniques to establish tone.
Students will brainstorm with peers.
Students will peer critique and edit one another’s writings.
Students will listen to classmates’ writings and discern the use of required literary elements: sequencing of events, tone, and outcome.
Students will share selections or excerpts of original work.
Students will research opportunities to publish original works and/or enter writing contests.
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
256
CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 2 CURRICULUM
Content Area: ELA
Course Name: Creative Writing 2 Grade: 12 Duration of Unit: semester
Unit Title WRITING: WORD CHOICE
Learning Objective/ Essential Course Outcome: Student will be able to use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. A+ Objective (High School Only):
Primary Text:
Equity/Workplace Readiness Instructional Method (Strategy)
X Equity X Research X 1. Identify similarities /differences
X 6. Cooperative Learning
x Technology x Workplace Readiness Skills
X 2. Summarizing/Note Taking
X 7. Setting Objectives & Providing Feedback
X 3. Reinforcing Effort/ Providing Recognition
X 8. Generating & Testing Hypothesis
X 4. Homework & Practice
X 9. Cues, Questions, & Advanced Organizers
X 5. Nonlinguistic Representations
x 10. Other: Student generated
Assessment/Evaluation/Learning Activity:
Vocabulary
Sensory, descriptive language
Figurative, connotative language
Denotation
Connotation
Synonyms
Homonyms
Antonyms Assessment Activity:
Brainstorm
Outline
Research
Write
Revise
Critique
Facilitate classroom discussions (one-on-one and/or group)
Evaluation:
Original short story and poetry that uses precise words and sensory detail
Content Standards
Process Standards
GLEs or CLEs
ELA 1 ELA 2 ELA 7
1.4 1.5 1.6 1.9 2.2 2.3 2.5 2.7 3.5 3.7 4.4 4.5
RL.11-12.2d
257
Learning Activity – Guiding Questions:
How does vocabulary influence the impact of an original work?
Students will use descriptive, picturesque language.
Students will locate, identify, and model samples of distinctive word choice.
Students will have collaborative discussion and brainstorming activities to share word choice.
Students will use imagery in their original works.
Students will share, edit, and revise original work.
Students will research options for publication of original works and/or enter writing contests
Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)
Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs
258
Appendix
English I Assignments English II Assignments English III Assignments English IV Assignments Advanced English I Assignments Advanced English II Assignments AP Literature & Composition Assignments AP Language & Composition Assignments Advanced College Credit Composition Assignments Advanced College Credit Intro to Literature Assignments Advanced College Credit SLU Rubric Show Me Standards GLEs Communication Arts Common Core State Standards
259
English I Assignments
Appendix
260
Of Mice and Men Theme Tracker Name______________________________
Trace the following themes through Of Mice and Men by citing quotations that support each
theme. Don’t forget to include page numbers in MLA format.
Theme #1 The American Dream Theme #2 Friendship vs.
Loneliness
Quotation (pg). Quotation (pg).
1
2
3
261
Theme #1 The American Dream 4
Theme #2 Friendship vs. Loneliness
5
6
262
Elizabethan Mini-Research Project
It’s time to research Elizabethan culture so we have a better understanding of the context and
setting of Romeo and Juliet. You will choose one of the Elizabethan topics provided, research
it, and create a Google slide presentation with a partner. Your presentation will contain a title
slide, 3-5 body slides, and a works cited slide. Your body slides will contain two paraphrases
and two quotations, cited correctly, and at least two pictures. Your works cited slide will contain
two credible sources. Finally, the two of you will present this to the class. For this project, much
like the play, think TWO of everything.
1 Below Basic 2 Basic 3 Proficient 4 Advanced
Informative Techniques
Missing paraphrases, quotations, or credible sources
Contains only 1 paraphrase, quotation, picture, or credible source, or lacks explanation
2 paraphrases, 2 quotations, and 2 pictures from 2 credible sources are well-chosen and explained
Engaging and insightful explanation of details
Organization Hard to follow logic of presentation
Some details or pictures stray or do not support titles
Contains relevant details and pictures that support titles
Use of transitions create coherence and unity
Textual Evidence & Citations
Missing citations or works cited
Paraphrase and quotation citations or works cited contain significant MLA errors
Paraphrase and quotation citations and Works Cited contain minimal MLA errors
Paraphrase and quotation citations and Works Cited contain no MLA errors
Name
Oral Presentation Student does not speak or use visual
Speaking is too soft or too fast; visual is difficult to see or does not support speech
Uses appropriate volume and pace; visual is clear and supports speech
Engages audience with enthusiasm, eye contact, gestures, and confident posture
Name
Oral Presentation Student does not speak or use visual
Speaking is too soft or too fast; visual is difficult to see or does not support speech
Uses appropriate volume and pace; visual is clear and supports speech
Engages audience with enthusiasm, eye contact, gestures, and confident posture
263
English II Assignments
264
English II
Tone Assignment: To Kill a Mockingbird
Analyze the passages Harper Lee writes describing the Ewell residence and the “negro”
settlement in chapter 17 (found on pages 170-171 in the purple book.) Locate words that help
the reader understand how she feels about these two locations. Draw a picture based on the
descriptions provided, and write the words you feel most closely communicate her feelings
about the location to the reader.
Content
Claim Evidence and Support
Relevant, quality details give the reader important information to support the claims
posed by the paper. The author offers three claims and supports the claims with 3
pieces of evidence (through direct quotes and paraphrases). The evidence is
persuasive in nature and supports the thesis of the paper.
Paper embeds 4 – 6 direct quotes throughout the paper. Each quote is used to
enhance the author’s position and contributes to the argument. Each quote is
embedded into the text with an effective introduction; and the author explains the
quote in own voice and shows how it connects to the claim presented.
/40
Opposition
The author has fully considered 2 opposing arguments and effectively addresses the
arguments or criticisms. The writer reinforces his or her position and proves why his or her
argument is stronger.
/20
Grammar and Mechanics
Paper has been edited for major errors:
-- Avoid errors with punctuation -- Avoids use of personal pronouns
-- Avoids errors with spelling -- Avoids use of contractions
-- Avoids fragments and run-ons
/15
265
English III Assignments
Appendix
266
Human Rights: American Literature Research Paper
Assignment Overview:
1. Explain three human rights which are violated by slavery and support your claim with
quotations from two different slave narratives in each of the three human rights sections.
2. Begin each of the three discussions of a particular right being violated by quoting the
part of the United Nations Declaration that claims the human right.
Forming Your Essay: Introduction: You should begin by introducing the subject of slavery through the lens of its being a human rights violation, that the United Nations agreed that this would be so, and that you are focusing on three rights in particular. Body (do this three times, one for each right): Introduce the right being discussed, quote the UN stating that right, and provide two quotes from two different slaves’ lives to show the human cost of violating that right. Conclusion: You may conclude by drawing connections to current human rights violations, ask enduring questions, call for action, or neatly state your view of the content (as Douglass does in his own narrative—possibly even quote one of his wise comments about human dignity). .
Grading Rubric 10 9 8 7 6 5 4 3 2 1 Introduction 10 9 8 7 6 5 4 3 2 1 Three rights covered 20 18 16 14 12 10 8 6 4 2 0 Two support quotes each, from two different narratives 20 18 16 14 12 10 8 6 4 2 0 Imbedding of quotes: introduces, quotes, and explains. 10 9 8 7 6 5 4 3 2 1 Works Cited page is correctly formatted 5 4 3 2 1 0 Conclusion 10 9 8 7 6 5 4 3 2 1 Surface control of grammar, punctuation, and spelling
267
Sample Quote Sandwich Use:
Freewill is an essential human right. The United Nations states: “Quote the rule about freewill.” Rose Williams was not allowed to choose a husband, and it affected her for the rest of her life, “Quote Williams talking about never marrying because of it” (30). She was never able to overcome the negative effect of being “bred” to another slave against her freewill. Now introduce, quote, and explain a second person’s freewill being violated, and you’re all set for this particular right.
268
Transcendentalism—The Cost of Nonconformity Writing Assignment Objective: To apply the Transcendental notion that trusting in your own beliefs sometimes
requires us to refuse to conform.
Focus from the learning: In “Civil Disobedience,” Thoreau states, “ . . . a government which
the majority rule cannot be based on justice . . .(371). Then he asks us, “Why has every man has
a conscience, then?” (371-372). He goes on to encourage masses of people to non-conform
together, thereby forcing the unjust rule to change. The price of Thoreau’s non-conformity to
taxes that paid for unjust actions was to refuse to pay (the non-conformity) and therefore be
thrown in jail. He was happy to accept the consequences if it meant following his true beliefs.
Assignment: you will write a four paragraph essay explaining the cost of non-conformity and
drawing a conclusion about it.
Choice one: in our movie, several characters face the consequences of non-conformity. Explain
the cost of non-conformity to one of the following: John Keating, Neil Perry, Todd Anderson,
Knox Overstreet, or Charlie Dalton. Begin with introducing his Transcendental conflict (the
thing he feels he must rebel against), then explain the consequence the establishment holds over
him, and finally, tell us his ultimate decision. Conclude with a comment about whether he made
a good decision.
Choice two: in life we are often expected to do things we do not agree with, and it is the
consequences of non-conformity which must make us choose whether or not it is worth it to
rebel against the expectation. Time away from an event offers us a chance to assess it
objectively. Think back to a time in your life when you faced the decision of whether to follow
expectations or follow your heart. Begin with introducing your Transcendental conflict (the
thing you felt you must rebel against), then discuss the consequence the establishment held over
you, and finally leave us with your ultimate decision. Conclude with a comment about whether
you made a good decision.
Grading Rubric:
/5 Both sides of the Transcendental conflict are explained
/5 The conflicted person’s choice is revealed
/5 Concludes with a comment about whether the choice was ultimately the right one.
/5 Surface Control
/20 Total
269
English IV Assignments
Appendix
270
Write Your Own Modernist Poem.
Can you believe we get to do this in school?
“The Waste Land” is considered one of the greatest Modernist works. It was written in 1922, as a
response to the despair felt between the world wars.
You also live in a unique moment in time, and your job is to reflect our modern world in your poem.
Keep T. S. Eliot’s five part structure, and be sure to borrow from the Modernist Poetry Traits below—you
may not be able to fit all of them in, so pick those you like.
Keep the footnotes. Explain things to me with footnotes.
USE THESE MODERNIST POETRY TRAITS:
Formal characteristics
Open Form
Free verse
Discontinuous narrative
Juxtaposition
Intertextuality (songs, phrases, religion, poems, books, plays)
Classical allusions (mythology, religion, ancient texts and cities)
Borrowings from other cultures and languages
Unconventional use of metaphor
Metanarrative (a narrative about a narrative. April being hopeful is the original narrative)
Fragmentation
Multiple narrative points of view (several different speakers just appear)
Themes and symbols peep in now and then
Breakdown of social norms and cultural sureties
Dislocation of meaning and sense from its normal context
Valorization of the despairing individual in the face of an unmanageable future
Disillusionment
Rejection of history and the substitution of a mythical past, borrowed without chronology
Product of the metropolis, of cities and urbanscapes
Stream of consciousness
Overwhelming technological changes of the 20th Century
271
The Canterbury Tales and Medieval England
Paper Grading Rubric
Introduction
Introduce the topic by explaining that Chaucer’s story gives
us insight into Medieval England.
5
Insight
Transitions, IQR, and explanations tell how the following are
present:
Morality
Religious values
Social values
10
Support from
Text
Your IQR (introduce, quote, reiterate) guides the reader
through each of the five (or more) quotes in your text,
explaining how the quote supports your insight.
25
Conclusion
Wrap this up with one final comment about the times, and/or
connect it to modern values with a comparison
5
MLA
Documentation
In text citations are punctuated correctly
Works Cited page is in proper format
10
Surface
Control
Spelling, grammar, and punctuation
10
A Note About In-Text Citations Since we have Chaucer from four different tales, it will be necessary to add the title of the article
to the in-text citations. Here’s how that parenthetical will look inside your paper:
In fact, we see the disdain Christians held for the Jews in the Prioress’s description: “Whatever she said about them” (Chaucer, “The Prioress’s Tale,” lines 22-24).
272
Advanced English I
Appendix: Sample Activities
273
Pecha Kucha multi-media presentation: http://libguides.bvswlmc.com/pechakucha 6-Trait Websites: Scoring Practice and Scored Samples: http://www.nwrel.org/assessment/department.php?d=1 6 Trait Getting Started: http://www.nwrel.org/assessment/gettingstarted.php?odelay=0&d=1 6 Trait FAQ’s: http://www.nwrel.org/assessment/faq.php?odelay=0&d=1 Lesson Plans for High School: http://www.nwrel.org/assessment/lessonplans.php?odelay=0&d=1&search=1&grade=6&trait=0 Writing Prompts: http://www.nwrel.org/assessment/prompts.php?odelay=0&d=1&prompt=1
Theme Tracker: https://docs.google.com/a/stcharlessd.org/document/d/1mCv3yhvaG6-Ydt7lZ58nMTVrgqdQxWTkSH56IwJKtrU/edit?usp=gmail Character Chart: https://docs.google.com/a/stcharlessd.org/document/d/1gylap6-j7zWWMuHc_PiqcCZd_P2oJtCAtuHJ82808Us/edit?usp=gmail Analysis and close reading chart: http://www.greece.k12.ny.us/webpages/smikulski/news.cfm?subpage=29976 Embedding Quotes: http://www.bixbyenglish9.com/uploads/8/2/7/9/8279061/embedding_quotes_best.doc
274
S.T.E.A.L. Characterization: https://mail.google.com/mail/u/0/?ui=2&ik=f6123fc2a2&view=att&th=144d11864c899d6b&attid=0.1&disp=inline&realattid=f_hsw12r1z0&safe=1&zw Ender’s Game Summative Name_____________________ Explain how Orson Scott Card creates the character of Ender using STEAL. You may use one aspect of STEAL OR explain how one character trait is created through STEAL. Include a topic/thesis sentence and support your answer with 3 pieces of textual evidence. Remember to use ICE.
1 Below Basic 2 Basic 3 Proficient 4 Advanced
Complex Character Development
Does not correctly identify or explain how the author creates a character or does not support with evidence
Partially identifies or explains how the author creates a character and supports with 1-2 pieces of evidence
Correctly identifies and explains how the author creates a character and supports with at least 3 pieces of evidence
In depth or insightful analysis of character
Textual Evidence & Citations
Does not use quotes, ICE, or MLA format
Some errors in ICE or MLA format
Correctly uses ICE and MLA format
ICE strategy utilizes advanced vocabulary and sentence structure
Thesis Does not include a topic sentence
Topic sentence is unclear, or the details do not support it
Includes a topic sentence with supportive details
Topic sentence illustrates deep analysis
275
Advanced English II Assignments
Appendix
276
Advanced English II Persuasive Term Paper
Final Draft Rubric
Name: _______________________________ Block: ____________ Paper
Total: _______/200
MLA Format
MLA General Format
The paper is written employing correct format:
- appropriate margins - double space
- 12 point font - correct MLA heading (1st page
only)
- header (last name and page numbering) - appropriate and creative title
- paper meets the appropriate length requirement of 3 – 4 pages
/20
Parenthetical Documentation (In-text citation)
The paper uses appropriate in-text citations within the paper and follows MLA style. The
necessary information is given, proper placement, correct punctuation, and at least five
different sources documented throughout the paper. All sources listed on the works cited
have been cited within the paper.
/40
Works Cited Page
The works cited page includes the following information on the five sources required (and
one source must be a print source).
- Title - doubled-spaced
- Sources are in alphabetical order - indentation correct
- No uncited sources listed - correct punctuation
- Sources are not numbered - adequate source information
/30
Organization
Introduction
This introduction includes a strong hook that effectively grabs the audience interest.
The hook relates to persuasive topic and introduction successfully sets up
controversy.
A clearly worded, appropriately placed thesis statement identifies the purpose of the
entire paper and is persuasive in nature. The thesis is in the appropriate location of
the paper.
Conclusion
The paper includes a strong conclusion which restates the thesis, ties all points
together, and leaves the reader with a sense of completion and final thought.
/15
Coherency
Paper is organized in a clear manner that works well with a persuasive paper and shows a
coherent unity. The paper uses appropriate topic sentences and appropriate transitions
between and within paragraphs to show how ideas are connected.
/20
277
1. Underline the claims
2. Circle unknown words and look up the definitions
3. Left margin: What are the characters SAYING?
4. Right margin: Highlight the example and identify the rhetorical devices being used?
5. Identify examples of ethos, logos, and pathos from the speech.
Julius Caesar Close Reading Act III Scene 2 (Antony’s funeral speech) ANTONY Friends, Romans, countrymen, lend me your ears;
I come to bury Caesar, not to praise him.
The evil that men do lives after them;
The good is oft interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious:
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest--
For Brutus is an honourable man;
So are they all, all honourable men--
Come I to speak in Caesar's funeral.
He was my friend, faithful and just to me:
But Brutus says he was ambitious;
And Brutus is an honourable man.
He hath brought many captives home to Rome
Whose ransoms did the general coffers fill:
Did this in Caesar seem ambitious?
When that the poor have cried, Caesar hath wept:
Ambition should be made of sterner stuff:
Yet Brutus says he was ambitious;
And Brutus is an honourable man.
You all did see that on the Lupercal
I thrice presented him a kingly crown,
Which he did thrice refuse: was this ambition?
Yet Brutus says he was ambitious;
And, sure, he is an honourable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause:
What cause withholds you then, to mourn for him?
O judgment! thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
First Citizen Methinks there is much reason in his sayings.
278
Second Citizen If thou consider rightly of the matter,
Caesar has had great wrong.
Third Citizen Has he, masters?
I fear there will a worse come in his place.
Fourth Citizen Mark'd ye his words? He would not take the crown;
Therefore 'tis certain he was not ambitious.
First Citizen If it be found so, some will dear abide it.
Second Citizen Poor soul! his eyes are red as fire with weeping.
Third Citizen There's not a nobler man in Rome than Antony.
Fourth Citizen Now mark him, he begins again to speak.
ANTONY But yesterday the word of Caesar might
Have stood against the world; now lies he there.
And none so poor to do him reverence.
O masters, if I were disposed to stir
Your hearts and minds to mutiny and rage,
I should do Brutus wrong, and Cassius wrong,
Who, you all know, are honourable men:
I will not do them wrong; I rather choose
To wrong the dead, to wrong myself and you,
Than I will wrong such honourable men.
But here's a parchment with the seal of Caesar;
I found it in his closet, 'tis his will:
Let but the commons hear this testament--
Which, pardon me, I do not mean to read--
And they would go and kiss dead Caesar's wounds
And dip their napkins in his sacred blood,
Yea, beg a hair of him for memory,
And, dying, mention it within their wills,
Bequeathing it as a rich legacy
Unto their issue.
Fourth Citizen We'll hear the will: read it, Mark Antony.
All The will, the will! We will hear Caesar's will.
279
ANTONY Have patience, gentle friends, I must not read it;
It is not meet you know how Caesar loved you.
You are not wood, you are not stones, but men;
And, being men, bearing the will of Caesar,
It will inflame you, it will make you mad:
'Tis good you know not that you are his heirs;
For, if you should, O, what would come of it!
280
Greek God and Goddess Profile Project
Directions: You will create a profile for one of the Gods or Goddesses listed below.
First you will research the person and take notes on the following information- what he or
she is a god/goddess of, symbols associated with god, spouse of, parent of, sibling of, and
a fun and interesting fact.
After this, you will use this new knowledge to help you describe what the God or
Goddess would be like if they were living in the modern day society. You will include
the following elements for modern day (type of car, clothing, and lifestyle) but also an
explanation that shows the connection to the person.
You will be presenting the profiles to the class. Keep in mind other students will be
taking notes.
Requirements:
You may work alone or with one other person.
Each profile will be presented and will briefly introduce each god or goddess.
The profile picture can be drawn, created, or found online. Be sure your ideas are
appropriate for school and for the Gods and Goddesses.
Research will be conducted in the computer lab.
Use complete sentences and brief descriptions in the profile.
For any websites you use, you will have to cite them on a works cited page. (Will have to
cite the website used to obtain picture of your god or goddess if you choose one from
online)
Choose from this list of Gods and Goddesses:
Zeus Hera Poseidon Hades/Pluto Demeter Hestia
Apollo
Artemis Hermes Pallas Athena Aphrodite Ares
Hephaestus Cronus
Atlas Dionysus Eros
Use the following websites to get you started looking for information (remember to cite any of
the websites you use).
Encyclopedia Mythica
http://www.pantheon.org/areas/mythology/europe/greek
Greek Mythology for kids
281
http://greece.mrdonn.org/myths.html
Greek Mythology
http://www.greekmythology.com/
The 21st Century Pantheon
Picture of God or Goddess:
God or Goddess’ Name:
Job and symbol associated with god:
Family Relations:
Relationship Status:
Attire of deity:
Lifestyle:
Car:
Fun Fact about God or Goddess:
282
AP Literature & Composition Assignments
Appendix
283
AP Literature Independent Project
Visual Poetry Presentation
Checklist
Presentation
1) Give a brief background introduction to the poet (1-2 minutes max). Information to
provide: time period of life, key/shaping events in life, school of poetry (i.e.
Romanticism, transcendentalism, metaphysical poet, etc) and what that means, special
honors received, etc. Keep it interesting.
2) Read your poem aloud. Poems should be read effectively, not in monotone.
3) Give your reaction: explain why you chose it (your personal connection) and give
your interpretation (what is the poem about?)
4) Research critical interpretations of the poem. Part of your presentation must include
what the experts have to say about your choice.
5) Demonstrate the literary terms (using the handout provided) utilized by the author (10
minimum)
6) information must be communicated both orally as well as visually (visuals can
include but are not limited to: video, powerpoint, or posterboard)
● Submit
o a properly formatted MLA style “Works Cited” page, which includes all the sources
you used for your author background and researched critical interpretation.
o A copy of the poem for everyone in the class (I can make these copies if it is
submitted to me at least the class period before you present)
*The poem chosen must be unique among both classes. If your poem is taken, you will
need to choose another.
Schedule:
284
_______ 3 possible poems due
_______ begin sign-ups for presentations
Possible poets of literary merit: W.H. Auden; Elizabeth Bishop; William Blake; Anne
Bradstreet; Edward Kamau Brathwaite; Gwendolyn Brooks; Robert Browning; George
Gordon; Lord Byron; Lorna Dee Cervantes; Geoffrey Chaucer, Samuel Taylor
Coleridge; H.D. (Hilda Doolittle); Emily Dickinson; John Donne; Rita Dove; T.S. Eliot;
Robert Frost; Joy Harjo; Seamus Heaney; George Herbert; Garrett Hongo; Gerard
Manley Hopkins; A.E. Housman; Langston Hughes; Ben Jonson; John Keats; Philip
Larkin; Robert Lowell; Andrew Marvell; John Milton; Marianne Moore; Sylvia Plath;
Edgar Allan Poe; Alexander Pope; Adrienne Rich; Anne Sexton; William Shakespeare;
Percy Bysshe Shelley; Leslie Marmon Silko; Cathy Song; Alfred, Lord Tennyson; Derek
Walcott; Walt Whitman; Richard Wilbur; William Carlos Williams; William Wordsworth;
William Butler Yeats.
Any author who is included in a college-level poetry anthology, or who has received
National or International recognition for poetry (any Pulitzer winner, for example), will
most likely count under the College Board category of “literary merit.”
285
Teach – the – Class
Shakespeare
“The Bard”
You and your group have read and become experts on one
of Shakespeare’s 37 plays. It is time to share your knowledge and
teach others what you have learned. Your Shakespeare lesson includes:
Lesson plan (typed)
Introduction (or warm-up) to your play – must include basic facts about the play
such as category, when written, when performed, how received (popular?), etc.
Reading and/or demonstration – may be story telling, short film, Power Point,
skit, etc., relating the main plot and characters of the play
Literary Analysis – may be Q & A, Power Point, use of white board, 3M, etc.,
must contain information about how the play relates to another literary work,
movie, culture, i.e., its influence.
Assessment – for your class. Must be typed, approved and given to me before
your class begins so that I have time to copy it.
Works Cited – MLA documentation, minimum 4 sources
Lesson Plan = 20
Introduction = 30
Lesson = 80 (includes Reading/demonstration and Literary Analysis)
Assessment = 30
Works Cited = 40
Total Points = 200
286
Advanced College Credit Composition Assignments
Appendix
287
St. Louis University 1818 Advanced College Credit Program
English 190: Advanced Strategies in Rhetoric and Research
Fall 2013
Instructor: Lori Van Houten
St. Charles West High School
3601 Droste Rd. St. Charles, MO 63301
Home: 636.265.0641
School: 636.443.4200
e-mail: [email protected]
Plan: blocks 5 and 6
Required Texts and Materials:
In Cold Blood by Truman Capote
Reading packet of non-fiction literature
1818 Advanced College Credit Program Website: http://www.slu.edu/x15948.xml
Registration information, bill pay, add/drop, ordering transcripts, access SLU grades,
and credit transfer information.
Course Description (from SLU website):
This course is designed to examine the process of logical thinking and discourse. Argumentation
involves an understanding of basic reasoning, such as evidence and inference, as well as devices of
persuasion. Students in this course study the more complex structures of language with respect to its
logical and persuasive possibilities. The course emphasizes the development of the skills of analytical
reasoning, critical thinking, and research methodology, and it seeks to help students integrate their
own reasoned opinions with the fruits of their reading and research in order to produce coherent,
persuasive essays. To this end, the course requires students' close analytical readings of published
essays, their participation in class discussions about rhetorical strategies, and their preparation of
several argumentative essays, including one researched essay. Through the study of style and
argumentation, this course aims to deepen awareness of the nature and power of language and its
cultural use.
Course Objectives (from SLU website):
Reading and Interpretive Practices. Students will:
· Learn about the complex structures of language, including its logical and persuasive possibilities.
· Learn to read personal, expository and argumentative prose narratives.
· Learn effective skills in analytical reading, critical-thinking, and research methodology.
· Develop the ability to discuss their writing in group settings with confidence, acuity, and articulation.
288
Writing and Cognitive Practices. Students will:
· Write a minimum of 20-30 pages of formal and informal graded prose analysis (6000-9000 words).
· Learn effective skills in personal, expository and argumentative writing, including methods of invention,
organization, audience analysis, and style.
· Further develop abilities as critical writers through intense classroom participation and through the creation of
essays, journal submissions, take-home examinations, and portfolios.
A Caution About Course Content (from SLU’s Writing Program Resource Manual):
In this course, students may be required to read text of view materials that they may consider
offensive. The ideas expressed in any given text do not necessarily reflect the views of the instructor,
the English Department, the Writing Program, or Saint Louis University. Course materials are selected
for their historical and/or cultural relevance, or as an example of stylistic and/or rhetorical strategies
and techniques. They are meant to be examined in the context of intellectual inquiry of the sort
encountered at the university level.
Late Paper Policy:
The assignment schedule on the next page and course calendar at the end of this syllabus state when
papers are due. While I accept late work, there will be a late penalty of 5% for each school day late up
to 25% off the final grade--at that point, just get it finished (remember, there is a day between classes
which also counts).
Papers not present or incomplete at the beginning of class on editing days will permanently lose points
for that activity because the educational experience of giving and receiving feedback can’t be made up
if your paper isn’t here to interact with.
Academic Honesty and Integrity: Students in this class follow both SCW and SLU codes
of conduct. Plagiarism will be searched for and reported.
College students have a special duty to be honest citizens.
When interacting with others’ ideas, it is important to be careful about citing not only exact words, but
also ideas taken from outside sources. Always cite sources of any kind of information, and do not
hesitate to ask me about the correct method for citing outside sources. The MLA Guide offers clear
and thorough information on the definition of and avoidance of plagiarism (questions can also be
answered online at Purdue OWL).
Discipline procedures for plagiarized work
As per SLU policy, any essay containing plagiarism will receive a final grade of F (zero), and the SLU
English department and Dean’s office at St. Louis University are notified for disciplinary action,
including a letter placed in your permanent file. Cases of academic dishonesty are also subject to
SCW regulations, which include an office referral at SCW, during which the student will be assigned
further discipline beginning at two detentions if there have been no other discipline issues. The
plagiarized essay will be rewritten without the plagiarism. The student should consider writing a note
289
of apology for using so much of the teacher’s time and energy. Since the two academic institutions
have different policies, it is possible that a student could have two different grades for the same
course.
A policy of no extra credit or bonus points exists in this college class.
SLU’s Grading Rubric: Writing Components
● Readability and Audience Awareness: Papers are designed to appeal to a particular
audience, whether that audience is the scholarly community, professionals, students, the
instructor, or the general public. They therefore must be readable. Readability refers to
the clarity of the paper itself. Readability is influenced by the use of proper grammar and
mechanics, but readability also relates to the relative clarity of ideas expressed, and the
extent to which a writer uses language and tone in ways appropriate to the intended
audience.
● Clarity of Objective, Argument, or Thesis Statement: All assignments serve a purpose.
Within a given class, a paper is designed to address one or more key objectives. Papers
with a clear objective, purpose, or thesis statement sufficiently explain what the paper
sets out to accomplish and why that argumentative goal is significant.
● Support, Analysis, and Critical Thinking: All papers serve a particular purpose.
Elaborating on the objective, purpose, or thesis statement requires the writer to provide
examples or evidence to support that objective, purpose, or thesis statement. Carefully-
chosen examples and evidence demonstrate that the writer can think critically about the
paper topic. When outside resources are required, the paper will provide appropriate
documentation, typically using MLA style.
● Organization: An organized paper models a clear progression of ideas. The writer
moves from idea to idea in a deliberate, not a haphazard way, effectively and
persuasively transitioning from one topic to another. In addition, for a given topic or
class, effectively organized papers will logically structure the key sections required for
the assignment
290
Assignment Overview
Assignment Type and Purpose
Options for Achieving Purpose
Other Details
Various Reading Quizzes
Unannounced, sporadic. Do you
reading.
Points will vary.
Critical Response
Choose a TED Talk and respond
to the issue presented with your
own insight.
3.5 pages, 100 points
Due Sept 18/19
Developing Voice: Your Tone and
Mood
The purpose of this paper is to
develop a sense of voice and tone
in your own unique written voice.
Choices Include:
● Creative Comparison
● Qualitative Exemplification
● Other
4 pages, 100 points.
Peer Edit Due
Redefinition Essay
The way we name things has a
mighty power. Stand up for
something wrongly named, or take
this opportunity to redefine
something.
2 pages. 75 points
Due: Sept. 30/Oct. 2
Research—Annotated Bibliography
This is the works cited page for
your research paper, with the
addition of “annotations” after your
best five sources.
Annotations will explain the
source’s main points and
usefulness to your work.
4 pages, aprox., 100 points.
Due Oct. 28/29.
Persuasive Research Paper
Here you will weave facts and
opinion in a carefully researched
and well- crafted argument.
6 pages, 150 points.
Due Nov 19/20
Editorial Cartoon & Explanation
Visual rhetoric is more and more
important in our culture. Here’s
your chance to speak out.
Cartoon plus explanation, 50
points.
Due December 6/9
Final Exam MLA, terms. 100 points
291
Course Calendar
Aug 14/15
Introductions, policies. How to use a syllabus. Reading packets handed out.
In Class reading and discussion of Kenneth Burke’s “Conversation”.
How to annotate a text or video (projector).
Aug 16/19
Lecture/notes: rhetoric and dialectic: thesis, antithesis, and synthesis
We will watch a TED Talk, and find it’s use of thesis, antithesis, and synthesis.
TED Talk Critical Response assignments explained.
Homework: select a TED Talk to respond to in your critical response--take notes and bring them with
you to next class.
Aug 20/21
Have read “The Prodigal Daughter” (model of writing about people and a personal connection to a
subject)
Lecture/notes/PwrPt: The Rhetorical Triangle—balancing the three concerns of communication
TED Talk reports from students about their homework finds
Aug 22/23
Have read “Last Call” (a model of writing about a person’s experience with an issue)
In class: Gerald Graff’s templates for discussing other’s writing (to prepare you for writing your critical
response); adding MLA style to Graff’s templates. PwrPt: “Working Sources Into Your Draft”
Aug 26/27: PwrPt: “MLA Match it Up” then to lab to write critical responses
Aug 28/29: In lab to write critical responses
Aug 30/Sept 3:
Polished draft of critical response due in class for peer editing (not a rough draft). Turn in if error
free.
Have read In Cold Blood to page 30. Be prepared for discussion.
Terms PwrPt: voice = tone and mood in class. Discussion and exercise in Capote’s tone vs. mood.
Discussion of our upcoming voice papers: your choices.
Sept. 4/Sept. 5:
(cricitical response due on my desk at beginning of hour if not turned in last class)
Have read In Cold Blood to page 57. Be prepared for discussion.
In class: “Separation Anxiety Sleep-Away Camp” (model of satirical voice)
Lecture/notes/PwrPt over upcoming paper:
What is Exemplification?
Qualitative vs. Quantitative proof: our search for Ethos and Logos in a world of Pathos
Creative Comparison as Extended Metaphor
292
Sept. 6/9
Have read: ICB to 74
Student samples of voice papers in class
Sept. 10/11
Have read: ICB 232-246 (We will read 269-271 together in class. Perhaps the most pathos-filled
three pages in the history of the written language).
Prep for writing this thing.
Sept 12/13 & Sept 16/17: In lab to write Voice papers
Sept 18/19
Polished copy of voice paper DUE for peer editing today: turn in if error-free.
Begin discussion of our redefinion exercise. What’s at stake: examples from history.
Sept 20/23
Final voice paper due on my desk at beginning of hour.
Have read “That Egyptian Woman” a classic redefinition essay from a Pulitzer Prize winning book
byStacey Schiff called Cleopatra.
Argh! brainstorm your redefinition.
Sept 24/25 & 26/27: in lab to write redefinition piece
Sept 30/Oct. 2 Redefinition essay due. Present your piece to the class (and turn in written portion)
Oct. 2/3 Moving toward our Research projects: annotated bibliography and research papers
explained.
Have read the excellent example of a strong, focused argument: “The Whole Fracking Enchilada.”
Sample student Annotated Bibliographies in class.
Oct 4/7
Have read “Lyme Wars” (a model of a research-based public policy issue like your research papers
will be)
Lecture: MLA style: making in-text citations match Works Cited page
Oct 8/9 (Parent Teacher conferences are October 9th and 10th--come in with your parent!).
Have read the excellent model of combining research and events to create a thesis: “Phychopath”
from Dave Cullen’s Columbine book and “The Psychopathy Tests and Checklists.”
In class: conducting research the lazy way: what to make note of in the lab so you don’t have to do
your work twice.
Oct 14/15
In lab to compile research
293
Oct 16/17
In lab to compile research
Oct. 18/21
Have all printed articles with you in class to work with.
Power Point/Notes: making a works cited entry
Oct. 22/23
In lab to write annotated bibliographies
Oct 24/25
In lab to write annotated bibliographies
Oct 28/29
Annotated Bib due at beginning of hour.
In class to peer edit annotated bibliographies, especially the works cited entries.
Back to lab for recon last half of hour.
Oct 30/31
Student research paper samples in class.
Taking stock: what you have, where you’re going. Keep and toss articles, tighten thesis, identify gaps
in research. Strategies for arriving at a theme and approaching your audience.
In class we will read five types of research argumentation from a book I’ll have.
Nov 1 /Nov 4 Avoiding logical fallacies in your persuasive writing: notes, power point, examples
Nov 5/6 In lab to write research papers. PwrPt: “Quotes or Italics?”
Nov 7/8 In lab to write research papers.
Nov 11/12 In lab to write research papers. PwrPt: “Some Advanced Punctuation.”
Nov. 1.3/14 have four + page draft in class for peer editing and conferences. PwrPt: “Fixing Terrible
Sentences” in research writing.
Nov 15/18 in lab. PwrPt: “MLA What’s Wrong?”
Nov 19/20 in class with finished draft: peer editing marathon
Nov 21/22 Awe-inspiring PowerPoint on Political cartoons.
Nov 25/26: RESEARCH PAPERS DUE at beginning of hour.
Political cartoons—draft day
294
Dec. 2/3
Political cartoons --work time
Dec 4/5 Political cartoons --work time
Dec 6/9 Cartoons due. Final exam prep: exercises in terms from the semester (rhetorical triangl;,
logical fallacies; tone vs mood; the conversation; rhetoric and dialectic; thesis, synthesis, and
antithesis; and so on).
Dec 10/11 Gallery walk of cartoons. Final exam review: MLA review
Dec 12/13 and Dec. 16/17 Movie: In Cold Blood
295
TED Talk Critical Response Assignment
Select and become familiar with a TED Talk that is significant to you. You will respond to the talk in a
four page essay that discusses the following:
● your stake in this issue/why you selected the talk
● selected summary of the talk, so that anyone reading will understand, even if they haven’t watched it (build this into your response naturally)
● particularly significant or poignant moments of the talk, and why you think so.
● the speaker’s handling of antithesis to their belief or idea (the talk itself may be antithesis to someone esle’s thesis)
● this assignment is a fine opportunity to offer a conclusion that is every bit as good as the TED Talk you picked was. Startle me with your wrap-up.
Critical Response Grading Rubric
Introduction: You come to a party.
Your paper cleverly introduces the Talk you’re responding to and points to the part of the
conversation being discussed. An “A” paper will do this effortlessly, with smooth transition, delightful
turn of phrase, and trust that the audience is right there with you (because they are caring generally
educated citizens too). Use the Graff templates to smoothly discuss others’ ideas.
Putting in your oar.
Your opinion is clear and adds to the debate over the issue (the more meaningfully, the better). Your
phrases are thoughtful, your prose is smooth, concise, and clever.
Discussing the conversation: managing ethos.
You correctly use and cite quotes from the text to expand your argument by agreeing with them,
disagreeing, or using them as a starting point to make a further point of your own. Quotes are well
transitioned, smooth, and in MLA format.
Depart, with the debate still vigorously in progress.
Typical conclusions to a piece like this bring a personal example full circle by telling the end result of
the story, call for further action, or leave the reader with an enduring question.
Ethos: your reader will have trust and confidence in you if you avoid common grammatical and
spelling errors and use sophisticated sentence structure. A poorly edited paper can significantly hurt
your grade for this reason.
296
Voice Paper Options: Developing Your Tone and Mood
1. Qualitative Exemplification As an insider of any particular group, your qualitative
inside view can change the way others view an issue because you have special insight
into something they can only speculate about. Your inside story will serve as an
example of your thesis about an issue in your group.
Examples:
This one is sincere, concerned in tone: As a Catholic (Jew, Methodist, atheist. . .) I’ve always
been taught that ________________. Lately, though, I’ve heard some criticism of this teaching.
Even in my own church/temple, people are. . .
This one attempts to use sarcasm and humor to make the point: Americans have been convinced
that being called a liberal is to be insulted. As a life-long liberal, I’ve re-examined my beliefs to find
just where I’ve gone wrong. I’ll begin with the poor. The party of family values claims that. . . .
(insert comments on how liberal views are targeted by the other side—this paper also works when
you reverse the party name and insults)
2. Creative Comparison: Two Nouns Serve as an Extended Metaphor for Your Point of View
For this essay, you will choose two nouns (person, place, thing, or idea)—two that are very much
the same or very different—and offer fresh and astute observations by comparing their traits.
Your tone and voice could be sincere, satirical, or humorous.
This paper will look at the odd family dynamics of sibling rivalry (the siblings are the very different nouns): My brother and my sister spent last night in their rooms . . .
This will be a humorous essay about the life of a baseball player: Dogs and baseball players . . .
This paper will be a satirical look at the claim that the modern Tea Party is named after the actual tea party. The paper’s theme would work in reverse as well: Consider the Boston Tea Party, and now imagine one of our modern Tea Partiers in attendance.
297
Redefinition Assignment
3 pages, 100 points. See SLU Grading Rubric for further guidance about grading.
The way we name things, the way we frame them for presentation to the public, can all too easily
persuade the public. In this brief, focused paper you will identify a noun (person, place, thing, or
idea) that has been wrongly named, and present arguments for what we will now see as it’s proper
name.
First, you will identify the issue and it’s wrong name, citing examples of its incorrect use in culture.
Next, you will rename the noun and provide support for your claim.
Examples of names that shaped perceptions from history: “not by the color of one’s skin, but the
content of one’s character;” The Patriot Act; Pro-Life; coup or revolution; Operation Iraqui Freedom;
someone’s life (Cleopatra, for instance); “the abortion pill”; No Child Left Behind Act; “Ask not what
your country can do for you, ask what you can do for your country”. . .
298
Annotated Bibliography Assignment
This paper is an annotated Works Cited for your coming research paper.
Here’s how it works:
1. Weed through, then read and annotate the most significant sources (7-10).
2. Write a Works Cited Entry for each.
3. Under your top five Works Cited entries, in a paragraph, you will write an annotation which
describes the essential content of the work, especially its relevance to your research topic. The five
sources you choose to annotate should be high quality sources (not a one page fact sheet, for
instance—while it may be high quality, it isn’t going to be a significant source to your paper). For
sources like a quick fact sheet or bio, just do a regular works cited entry and leave the annotation off.
Put the annotated bibliography in alphabetical order like usual. The five annotations will be placed
under their corresponding works cited entry.
?????Why, Why, Why?????
Your purpose is to write an informative annotation of a source’s content, quality, and use in
your paper. We do this to get our minds around the myriad of research—it forces you to find
good articles, actually read them (!), and wrestle them down into the conversation you’re having
in your research paper. You’ll be surprised about how much of the research paper your
annotated bib writes for you.
What to Include in Your Annotation
1. Ethos. Explain the authority and/or qualifications of the author.
For example: Dr. William Smith, a history professor at XYZ University, based his book on
twenty years of research. Check the “About Us” section of the site.
2. Scope, main points, and main argument(s) of the article.
3. Any biases that you detect. Look for bias: if none, just skip this one in your annotation.
Sometimes bias can be your bff in a research paper (discredits the other side if they aren’t
playing fair).
4. How you intend to use the work in your argument, or how the work relates and
compares to other works you are using on the topic.
Note: Your first annotation entry will explain the thesis of your paper—you won’t need to
repeat it every time. You need not see the four items above as separate steps with
separate sentences—they can blend. See example.
299
Annotated Bibliography Grading Rubric
MLA: Correctness of Entries
_____(of 25 points) All parts of works cited entries are complete
_____(of 15 points) There are no punctuation errors
_____(of 5 points) Entries are in alphabetical order and double spaced, with hanging indent
Annotations
_____(of 10) Ethos of author is clear
_____(of 25) Content info is specific, not general
_____(of 10) It is clear how the info will be used in your work
Quality of Research
_____(of 10) Sources are credible and significant, and there are enough sources.
Notes:
If you made a repeated mistake I only circled it the first time, but you’ll need to correct it on every
works cited entry you made when you turn it back in on the research paper.
300
Sample Works Cited Entry and Annotation
London, Herbert. "Five Lost Morals of Network News." Television Quarterly Online. Time
Media, 10 Jan. 2010. Web. 30 October 2011.
Herbert London, the Dean of Journalism at New York University and author of several books
and articles on Mass Media’s effect on elections, explains how television news coverage
contradicts five commonly believed ideals about fairness in reporting. One example
particularly fits my purpose, that of bias evident in the recent news coverage of the Tea Party
demonstrations. London lists examples of bias in media coverage being admitted proudly by
networks with powerful agendas, which supports my argument that we need to fund non-
biased news sources such as National Public Radio and public broadcasting. He compares
the right-leaning Fox New’s coverage to left-leaning MSN’s coverage two days before the
presidential election. London’s examples have been selected to expose the erosion of old
standards in journalism, especially objectivity. The article will be useful to my foundation
argument that Like in Orwell’s 1984, today’s biased media is no different than Big Brother’s
live-stream on the teleprompters inside each and every household, slowly brainwashing the
multitudes into compliance: and public radio/television may be our last protection from the
total corruption of information services in our society.
301
College Composition-OJ Simpson Trial
Rhetoric After viewing the OJ Simpson Trial, look at the evidence before you. Remember the faults of the
prosecution in this case and the strengths of the defense. What could the prosecution have
possibly done to change this outcome? Could anything have been done?
Using your notes on rhetoric, create a short written recommendation for the
prosecution using the evidence you have and understanding the mistakes made on behalf of the
detectives upon evidence collection. Be detailed in your account and, recall, you are using the
powers of rhetoric to make this recommendation. Please make sure your information is complete
and thorough.
This recommendation must include:
Acknowledgement of audience (jury-what demographics are you speaking to? You may use this
link to get this info- http://law2.umkc.edu/faculty/projects/ftrials/simpson/simpson.htm)
Rhetorical principles used (use your packet for this)
Reasoning behind your selected evidence
Recommendation on presentation of selected evidence
”If the gloves don’t fit, you must acquit!”-Johnnie Cochran
302
Advanced College Credit Intro to Literature Assignments
Appendix
303
Teach – the – Class
Shakespeare
“The Bard”
You and your group have read and become experts on one
of Shakespeare’s 37 plays. It is time to share your knowledge and
teach others what you have learned. Your Shakespeare lesson includes:
Lesson plan (typed)
Introduction (or warm-up) to your play – must include basic facts about the play
such as category, when written, when performed, how received (popular?), etc.
Reading and/or demonstration – may be story telling, short film, Power Point,
skit, etc., relating the main plot and characters of the play
Literary Analysis – may be Q & A, Power Point, use of white board, 3M, etc.,
must contain information about how the play relates to another literary work,
movie, culture, i.e., its influence.
Assessment – for your class. Must be typed, approved and given to me before
your class begins so that I have time to copy it.
Works Cited – MLA documentation, minimum 4 sources
Lesson Plan = 20
Introduction = 30
Lesson = 80 (includes Reading/demonstration and Literary Analysis)
Assessment = 30
Works Cited = 40
Total Points = 200
304
Writing Your Film Analysis: “Psycho” In this paper, you will analyze the film we have been watching, “Psycho”, by
Alfred Hitchock. This film and Hitchcock’s direction has received innumerable
critical acclaim as well as analysis by film aficionados globally. Your task is to
take what you have learned regarding the film from in class discussions, the
viewing of the film and the viewing of the behind the scenes as well as your own
independent research and create an analysis.
You will select a scene from “Psycho” that really stood out or “spoke” to you
and analyze it using the verbiage you obtained in class regarding film
vocabulary. Before writing your analysis, think about what you imagine were
Hitchcock’s motives for choosing these film elements to convey a particular
idea in the scene. Further, ask yourself if that particular scene contained
suspense. What made you believe this? If there is not a great amount of
suspense in the film, what is there? How does this scene (and the particular film
elements within the scene) help to move the plot forward? (These questions
should be answered in your pre-writing phase).
Approach:
We are going to take a different approach on this paper. I want to do this in
steps.
Step One: Select your scene
Step Two: Look at the notes you have taken during the viewing and think about
what questions you have about the film (for instance, you may ask a question,
“What would be the motivation for Hitchcock to continue to use birds as a
symbol in the parlor scene?”). Also, research experts on film, Hitchcock, etc. to
learn more. (You might use search terms such as, but NOT limited to: Hitchcock,
film analysis, “Psycho”, Hitchcock’s methods, etc.)
Step Three: Then answer this question: “What do I want the reader to know
about the stance I am taking?” as well as “What examples from the film help
show this to the reader?”
Step Four: Once you have your question and your examples, try to develop a
paragraph containing this information. At this point, you may find that you have
other ideas that need to be expressed. Great! That means you have taken the
right amount of notes! So, create more questions and seek more examples and
create more paragraphs (don’t try to put your paragraphs together, though).
Step Five: Look at the paragraph(s) and ask yourself if it could stand on its own
as a statement. Do you think a reader could identify your message and
purpose?
Step Six: Now organize your paragraphs in an order where they may make
sense (they will most likely only roughly fit together at this point).
Step Seven: Begin to connect the paragraphs with transitions that tie the two
together.
Pre-
Writing
305
Step Eight: Looking at your work at this point, ask how you want to introduce
your paper. Does it make sense to begin with a scenario? Does is make sense to
begin with a quote? Does it make sense to begin with an analogy? These are
simply a few of the options you may use. Please open your mind and make your
introduction as unique as your paper. Then, do the same for your conclusion.
Remember to draw everything to a close.
Missouri students must build a solid foundation of factual knowledge and basic skills in the traditional content areas. The statements listed here represent such a foundation in reading, writing, mathematics, world and American history, forms of government, geography, science, health/physical education and the fine arts. This foundation of knowledge and skills should also be incorporated into courses in vocational education and practical arts. Students should acquire this knowledge base at various grade levels and through various courses of study. Each grade level and each course sequence should build on the knowledge base that students have previously acquired. These concepts and areas of study are indeed significant to success in school and in the workplace. However, they are neither inclusive nor are they likely to remain the same over the years. We live in an age in which ‘‘knowledge’’ grows at an ever-increasing rate, and our expectations for students must keep up with that expanding knowledge base. Combining what students must know and what they must be able to do may require teachers and districts to adapt their curriculum. To assist districts in this effort, teachers from across the state are developing curriculum frameworks in each of the content areas. These frameworks show how others might balance concepts and abilities for students at the elementary, middle and secondary levels. These models, however, are only resources. Missouri law assures local control of education. Each district has the authority to determine the content of its curriculum, how it will be organized and how it will be presented.
KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS
Communication ArtsIn Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in
1. speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization)2. reading and evaluating fiction, poetry and drama3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)4. writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)5. comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)6. participating in formal and informal presentations and discussions of issues and ideas7. identifying and evaluating relationships between language and culture
Social StudiesIn Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of
1. principles expressed in the documents shaping constitutional democracy in the United States2. continuity and change in the history of Missouri, the United States and the world3. principles and processes of governance systems4. economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment6. relationships of the individual and groups to institutions and cultural traditions7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)
MathematicsIn Mathematics, students in Missouri public schools will acquire a solid foundation which includes knowledge of
1. addition, subtraction, multiplication and division; other number sense, including numeration and estimation; and the application of these operations and concepts in the workplace and other situations2. geometric and spatial sense involving measurement (including length, area, volume), trigonometry, and similarity and transformations of shapes3. data analysis, probability and statistics4. patterns and relationships within and among functions and algebraic, geometric and trigonometric concepts5. mathematical systems (including real numbers, whole numbers, integers, fractions), geometry, and number theory (including primes, factors, multiples)6. discrete mathematics (such as graph theory, counting techniques, matrices)
Fine ArtsIn Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of
1. process and techniques for the production, exhibition or performance of one or more of the visual or performed arts2. the principles and elements of different art forms3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts4. interrelationships of visual and performing arts and the relationships of the arts to other disciplines5. visual and performing arts in historical and cultural contexts
ScienceIn Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of1. properties and principles of matter and energy2. properties and principles of force and motion3. characteristics and interactions of living organisms4. changes in ecosystems and interactions of organisms with their environments5. processes (such as plate movement, water cycle, air flow) and interactions of Earth’s biosphere, atmosphere, lithosphere and hydrosphere6. composition and structure of the universe and the motions of the objects within it7. processes of scientific inquiry (such as formulating and testing hypotheses)8. impact of science, technology and human activity on resources and the environment
Health/Physical EducationIn Health/Physical Education, students in Missouri public schools will acquire a solid foundation which includes knowledge of
1. structures of, functions of, and relationships among human body systems2. principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)3. diseases and methods for prevention, treatment and control4. principles of movement and physical fitness5. methods used to assess health, reduce risk factors, and avoid high-risk behaviors (such as violence, tobacco, alcohol and other drug use)6. consumer health issues (such as the effects of mass media and technologies on safety and health)7. responses to emergency situations
Missouri Department of Elementary and Secondary Education • DESE 3220-5 Rep 12/09
➧TURN
OVE
R
The Show-Me StandardsThe Show-Me Standards
KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS
ll Missourians are eager to ensure that graduates of Missouri’s public schools have the knowledge, skills and competencies essential to leading productive, fulfilling and successful lives as they continue their education, enter the workforce and assume their civic responsibilities. Schools need to establish high expectations that will challenge all students. To that end, the Outstanding Schools Act of 1993 called together master teachers, parents and policy-makers from around the state to create Missouri academic standards. These standards are the work of that group. The standards are built around the belief that the success of Missouri’s students depends on both a solid foundation of knowledge and skills and the ability of students to apply their knowledge and skills to the kinds of problems and decisions they will likely encounter after they graduate. The academic standards incorporate and strongly promote the understanding that active, hands-on learning will benefit students of all ages. By integrating and applying basic knowledge and skills in practical and challenging ways across all disciplines, students experience learning that is more engaging and motivating. Such learning stays in the mind long after the tests are over and acts as a springboard to success beyond the classroom. These standards for students are not a curriculum. Rather, the standards serve as a blueprint from which local school districts may write challenging curriculum to help all students achieve. Missouri law assures local control of education. Each school district will determine how its curriculum will be structured and the best methods to implement that curriculum in the classroom.
Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri,and the Code of State Regulations, 5 CSR 50-375.100.
Note to Readers: What should high school graduates in Missouri know and be able to do? The Missourians who developed these standards wrestled with that question. In the end, they agreed that ‘‘knowing’’ and ‘‘doing’’ are actually two sides of the same coin. To perform well in school or on the job, one must have a good foundation of basic knowledge and skills. Equally important, though, is the ability to use and apply one’s knowledge in real-life situations. These standards (73 in all) are intended to define what students should learn by the time they graduate from high school. On this side are 33 ‘‘performance’’ standards, listed under four broad goals. On the reverse side are 40 ‘‘knowledge’’ standards, listed in six subject areas. Taken together, they are intended to estab-lish higher expectations for students throughout the Show-Me State. These standards do not represent everything a student will or should learn. However, graduates who meet these standards should be well-prepared for further educa-tion, work and civic responsibilities.
GOAL 2
Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
Students will demonstrate within and integrate across all content areas the ability to
1. plan and make written, oral and visual presentations for a variety of purposes and audiences2. review and revise communications to improve accuracy and clarity3. exchange information, questions and ideas while recognizing the perspectives of others4. present perceptions and ideas regarding works of the arts, humanities and sciences5. perform or produce works in the fine and practical arts6. apply communication techniques to the job search and to the workplace7. use technological tools to exchange information and ideas
GOAL 1
Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
Students will demonstrate within and integrate across all content areas the ability to
1. develop questions and ideas to initiate and refine research 2. conduct research to answer questions and evaluate information and ideas 3. design and conduct field and laboratory investigations to study nature and society 4. use technological tools and other resources to locate, select and organize information 5. comprehend and evaluate written, visual and oral presentations and works 6. discover and evaluate patterns and relationships in information, ideas and structures 7. evaluate the accuracy of information and the reliability of its sources 8. organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation 9. identify, analyze and compare the institutions, traditions and art forms of past and present societies10. apply acquired information, ideas and skills to different contexts as students, workers, citizens and consumers
GOAL 4
Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society.
Students will demonstrate within and integrate across all content areas the ability to
1. explain reasoning and identify information used to support decisions2. understand and apply the rights and responsibilities of citizenship in Missouri and the United States3. analyze the duties and responsibilities of individuals in societies4. recognize and practice honesty and integrity in academic work and in the workplace5. develop, monitor and revise plans of action to meet deadlines and accomplish goals6. identify tasks that require a coordinated effort and work with others to complete those tasks7. identify and apply practices that preserve and enhance the safety and health of self and others8. explore, prepare for and seek educational and job opportunities
GOAL 3
Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.
Students will demonstrate within and integrate across all content areas the ability to
1. identify problems and define their scope and elements2. develop and apply strategies based on ways others have prevented or solved problems3. develop and apply strategies based on one’s own experience in preventing or solving problems4. evaluate the processes used in recognizing and solving problems5. reason inductively from a set of specific facts and deductively from general premises6. examine problems and proposed solutions from multiple perspectives7. evaluate the extent to which a strategy addresses the problem8. assess costs, benefits and other consequences of proposed solutions
Missouri Department of Elementary and Secondary Education • DESE 3220-5 Rep 12/09
➧TURN
OVE
R
The Show-Me StandardsThe Show-Me Standards
AA
1
Communication Arts Course Level Expectations
The Communication Arts Grade Level Expectations document is an updated version of the March, 2004 K-12 Communication Arts Grade Level Expectations. Missouri educators from across the state, representing education from the primary grades through the college level, met numerous times to carefully examine the current Grade Level Expectations and make suggestions to update that document. This is the result of their discussion and study. Please note:
In several instances, the difference is a change in location, rather than a change in the GLE itself. All Communication Arts content may be assessed at the grade level where it appears. Teachers are responsible for content up to—and including—that which appears at the grade level they teach.
This document represents a continuum of instruction, so teachers must be familiar with GLEs leading up to their grade level so that they may scaffold instruction for students missing requisite skills.
The GLE Update and Review Committees addressed only Reading and Writing. An asterisk (*) is used to indicate GLEs that are locally assessed. PLEASE NOTE: The Listening and Speaking and Information Literacy strands will be revised during the 2008-2009 school year. The existing version is included at the end of this document and includes grades K-12. While the Listening and Speaking and Information Literacy strands are under revision, teachers are still responsible for the content in the existing version. Sources: 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! (Zimmerman, Susan and Chryse Hutchins, Heinemann Publishers); Apprenticeship in Literacy: Transitions Across Reading and Writingi (Dorn, Linda, Stenhouse Publishers); Glossary of Terms (NAEP Reading Framework); Information Literacy Strands for Student Learning: Standards and Indicators (American Association of School Librarians and the Association for Educational Communications and Technology, 1998); Literary Devices (Jay Braiman, 2003,2006); Mosaic of Thought (Zimmerman, Susan and Ellin Keene, Heinemann Publishers); NETS for Students (International Society for Technology in Education, National Educational Technology Standards for Students); Scaffolding Young Writers: A Writer’s Workshop Approach (Dorn, Linda, Stenhouse Publishers); Shaping Literate Minds: Developing Self-Regulated Learners (Dorn, Linda, Stenhouse Publishers); Strategies that Work: Teaching Comprehension to Enhance Understanding (Harvey, Stephanie and Anne Goudvis, Stenhouse Publishers); Units of Study for Primary Writing (Calkins, Lucy, Heinemann Publishers); Units of Study for Teaching Writing Grades 3-5 (Calkins, Lucy, Heinemann Publishers).
Missouri Department of Elementary and Secondary Education October, 2008
Reading 2/9/2011
20
1 Develop and apply skills and strategies to the reading process English I English II English III English IV
A
Pri
nt
Co
nce
pts
DOK
ST
B
Ph
on
em
ic
Aw
are
ness
DOK
ST
C * Apply decoding strategies to “problem-
solve” unknown words when reading when needed
* Apply decoding strategies to “problem-solve”
unknown words when reading when needed
* Apply decoding strategies to “problem-
solve” unknown words when reading when needed
* Apply decoding strategies to “problem-solve”
unknown words when reading when needed
Ph
on
ics
DOK 2 2 2 2
ST CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6
Reading 2/9/2011
21
1 Develop and apply skills and strategies to the reading process English I English II English III English IV
D * Read grade-level instructional text
a. with fluency: accuracy, comprehension and appropriate expression
b. adjusting reading rate to difficulty and type of text
* Read grade-level instructional text
a. with fluency: accuracy, comprehension and appropriate expression
b. adjusting reading rate to difficulty and type of text
* Read grade-level instructional text
a. with fluency: accuracy, comprehension and appropriate expression
b. adjusting reading rate to difficulty and type of text
* Read grade-level instructional text
a. with fluency: accuracy, comprehension and appropriate expression
b. adjusting reading rate to difficulty and type of text
Flu
en
cy
DOK 1 1 1 1
ST CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5
E Develop vocabulary through text, using a. roots and affixes b. context clues c. glossary, dictionary and thesaurus
Develop vocabulary through text, using a. roots and affixes b. context clues c. glossary, dictionary and thesaurus
Develop vocabulary through text, using a. roots and affixes b. context clues c. glossary, dictionary and thesaurus
Develop vocabulary through text, using a. roots and affixes b. context clues c. glossary, dictionary and thesaurus
Vo
ca
bu
lary
DOK 2 2 2 2
ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6
F * Apply pre-reading strategies to aid
comprehension a. access prior knowledge b. preview c. predict with text support or rationale d. set a purpose and rate for reading
* Apply pre-reading strategies to aid
comprehension a. access prior knowledge b. preview c. predict with text support or rationale d. set a purpose and rate for reading
* Apply pre-reading strategies to aid
comprehension a. access prior knowledge b. preview c. predict with text support or rationale d. set a purpose and rate for reading
* Apply pre-reading strategies to aid
comprehension a. access prior knowledge b. preview c. predict with text support or rationale d. set a purpose and rate for reading
Pre
-Re
ad
ing
DOK 2 2 2 2
ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6
Reading 2/9/2011
22
1 Develop and apply skills and strategies to the reading process English I English II English III English IV
G *During reading, utilize strategies to a. determine meaning of unknown words b. self-monitor comprehension c. question the text d. infer e. visualize f. paraphrase g. summarize
*During reading, utilize strategies to a. determine meaning of unknown words b. self-monitor comprehension c. question the text d. infer e. visualize f. paraphrase g. summarize
*During reading, utilize strategies to a. determine meaning of unknown words b. self-monitor comprehension c. question the text d. infer e. visualize f. paraphrase g. summarize
*During reading, utilize strategies to a. determine meaning of unknown words b. self-monitor comprehension c. question the text d. infer e. visualize f. paraphrase g. summarize
Du
rin
g R
ea
din
g
DOK 2 2 2 2
ST CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5
H Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: a. identify and explain the relationship
between the main idea and supporting details
*b. question to clarify *c. reflect d. draw conclusions e. paraphrase f. summarize
Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: a. identify and explain the relationship
between the main idea and supporting details
*b. question to clarify *c. reflect d. draw conclusions e. paraphrase f. summarize
Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: a. identify and explain the relationship
between the main idea and supporting details
*b. question to clarify *c. reflect d. draw conclusions e. paraphrase f. summarize
Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: a. identify and explain the relationship
between the main idea and supporting details
*b. question to clarify *c. reflect d. draw conclusions e. paraphrase f. summarize
Po
st-
Read
ing
DOK 3 3 3 3
ST CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5
I Compare, contrast, analyze and evaluate connections: a. text to text (information and relationships
in various fiction and non-fiction works) *b. text to self (text ideas and own
experiences) *c. text to world (text ideas and the world by
analyzing and evaluating the relationship between literature and its historical period and culture)
Compare, contrast, analyze and evaluate connections:
a. text to text (information and relationships in various fiction and non-fiction works) *b. text to self (text ideas and own experiences)
*c. text to world (text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture)
Compare, contrast, analyze and evaluate connections: a. text to text (information and
relationships in various fiction and non-fiction works)
*b. text to self (text ideas and own experiences)
*c. text to world (text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture)
Compare, contrast, analyze and evaluate connections: a. text to text (information and relationships
in various fiction and non-fiction works) *b. text to self (text ideas and own
experiences) *c. text to world (text ideas and the world by
analyzing and evaluating the relationship between literature and its historical period and culture)
Ma
kin
g C
on
ne
cti
on
s
DOK 3 3 3 3
ST CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5 CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5 CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5 CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5
Reading 2/9/2011
23
2 Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times
English I English II English III English IV
A Analyze and evaluate the text features in grade-level text
Analyze and evaluate the text features in grade-level text
Analyze and evaluate the text features in grade-level text
Analyze and evaluate the text features in grade-level text
Te
xt
Fe
atu
res
DOK 3 3 3 3
ST CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5
B Identify and explain literary techniques, in text emphasizing a. irony b. imagery c. repeated sound, line or phrase d. analyze sensory details, figurative
language, sound devices, and literary techniques previously introduced
Identify and, explain literary techniques, in text emphasizing a. understatement b. parallelism c. allusion d. analogy e. analyze and evaluate literary techniques,
sensory details, figurative language, and sound devices previously introduced
Identify and explain literary techniques, in text emphasizing a. euphemism b. satire c. analyze and evaluate literary
techniques, sensory details, figurative language, and sound devices previously introduced
Analyze and evaluate literary techniques, sensory details, figurative language, and sound devices previously introduced
Lit
era
ry T
ech
niq
ue
s
DOK 2 3 3 3
ST CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5
C Use details from text(s) to a. demonstrate comprehension skills
previously introduced b. analyze character, plot, setting, point of
view c. analyze the development of a theme
across genres d. evaluate the effect of author’s style
Use details from text(s) to a. demonstrate comprehension skills
previously introduced b. analyze character, plot, setting, point of
view c. analyze the development of a theme
across genres d. identify and analyze tone
Use details from text(s) to a. demonstrate comprehension skills
previously introduced b. analyze character, plot, setting, point
of view c. analyze the development of a theme
across genres d. evaluate the effect of tone on the
overall meaning of work
Use details from text(s) to a. demonstrate comprehension skills
previously introduced b. analyze character, plot, setting, point of
view c. analyze the development of a theme
across genres d. evaluate the effect of tone on the overall
meaning of work
Lit
era
ry E
lem
en
ts
DOK 3 3 3 3
ST CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7,
3.8
CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8
Reading 2/9/2011
24
3 Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times
English I English II English III English IV
A Explain, analyze and evaluate the author’s use of text features to clarify meaning
Explain, analyze and evaluate the author’s use of text features to clarify meaning
Explain, analyze and evaluate the author’s use of text features to clarify meaning
Explain, analyze and evaluate the author’s use of text features to clarify meaning
Te
xt
Fe
atu
res
DOK 3 3 3 3
ST CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5
B Identify and explain literary techniques, in text emphasizing a. irony b. imagery c. repeated sound, line or phrase d. analyze sensory details, figurative
language, sound devices, and literary techniques previously introduced
Identify and, explain literary techniques, in text emphasizing a. understatement b. parallelism c. allusion d. analogy e. analyze and evaluate literary techniques,
sensory details, figurative language, and sound devices previously introduced
Identify and explain literary techniques, in text emphasizing
a. euphemism b. satire c. analyze and evaluate literary
techniques, sensory details, figurative language, and sound devices previously introduced
Analyze and evaluate literary techniques, sensory details, figurative language, and sound devices previously introduced
Lit
era
ry
Te
ch
niq
ue
s
DOK 2 3 3 3
ST CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5
C Use details from informational text to a. identify and explain the
organizational pattern b. analyze and evaluate effectiveness of
word choice c. analyze and evaluate the accuracy
and adequacy of evidence d. analyze and evaluate point of view e. analyze and evaluate author’s
viewpoint/perspective f. evaluate proposed solutions g. demonstrate comprehension skills
previously introduced
Use details from informational and persuasive text(s) to a. analyze and evaluate the organizational
patterns b. identify and analyze faulty reasoning
and unfounded inferences c. evaluate proposed solutions d. evaluate for accuracy and adequacy of
evidence e. evaluate effect of tone on the overall
meaning of work f. analyze and evaluate point of view g. analyze and evaluate author’s
viewpoint/perspective h. demonstrate comprehension skills
previously introduced
Use details from argumentative text(s) to a. analyze and evaluate the organizational
patterns b. identify and analyze faulty reasoning
and unfounded inferences c. evaluate proposed solutions d. evaluate for accuracy and adequacy of
evidence e. analyze and evaluate the type of
appeal (emotional, ethical, and logical) f. evaluate effect of tone on the overall
meaning of work g. analyze and evaluate point of view h. analyze and evaluate author’s
viewpoint/perspective i. demonstrate comprehension skills
previously introduced
Use details from argumentative text(s) to a. analyze and evaluate the organizational
patterns b. identify and analyze faulty reasoning and
unfounded inferences c. evaluate proposed solutions d. evaluate for accuracy and adequacy of
evidence e. analyze and evaluate the type of appeal
(emotional, ethical, and logical) f. evaluate effect of tone on the overall
meaning of work g. analyze and evaluate point of view h. analyze and evaluate author’s
viewpoint/perspective i. demonstrate comprehension skills
previously introduced
Te
xt
Str
uctu
res
DOK 3 3 3 3
ST CA 3, 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8
CA3 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8 CA3 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8 CA3 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8
Reading 2/9/2011
25
3 Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times
English I English II English III English IV
D *Read and apply multi-step directions to perform complex procedures and/or tasks
*Read and apply multi-step directions to perform complex procedures and/or tasks
*Read and apply multi-step directions to perform complex procedures and/or tasks
*Read and apply multi-step directions to perform complex procedures and/or tasks
Un
de
rsta
nd
ing
Dir
ecti
on
s
DOK 2 2 2 2
ST CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6
Writing
8
1 Apply a writing process in composing text English I English II English III English IV
A Follow a writing process to a. use appropriate prewriting strategies as
needed b. generate a draft *c. revise in response to feedback (peer
and/or teacher) *d. edit for conventions (refer to W2E) *e. share writing
Apply a writing process to write effectively in various forms and types of writing (refer to W3A)
Apply a writing process to write effectively in various forms and types of writing (refer to W3A)
Apply a writing process to write effectively in various forms and types of writing (refer to W3A)
Wri
tin
g P
rocess
DOK 3 3 3 3
ST CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2
Writing
9
2 Compose well-developed text English I English II English III English IV
A Compose text a. showing awareness of audience b. choosing a form and point of view
appropriate to purpose and audience
Compose text a. showing awareness of audience b. choosing a form and point of view
appropriate to purpose and audience
Compose text a. showing awareness of audience b. choosing a form and point of view
appropriate to purpose and audience
Compose text a. showing awareness of audience b. choosing a form and point of view
appropriate to purpose and audience
Au
die
nce
an
d p
urp
ose
DOK 3 3 3 3
ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1
B Compose text with: a. strong controlling idea b. relevant specific details c. complex ideas d. freshness of thought
Compose text with: a. strong controlling idea b. relevant specific details c. complex ideas d. freshness of thought
Compose text with: a. strong controlling idea b. relevant specific details c. complex ideas d. freshness of thought
Compose text with: a. strong controlling idea b. relevant specific details c. complex ideas d. freshness of thought
Ide
as
an
d
Co
nte
nt
DOK 3 3 3 3
ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1
C Compose text with a. effective beginning, middle, and end b. a logical order c. effective paragraphing d. cohesive devices e. varied sentence structure f. clarity of expression g. active voice
Compose text with a. effective beginning, middle, and end b. a logical order c. effective paragraphing d. cohesive devices e. varied sentence structure f. clarity of expression g. active voice
Compose text with a. effective beginning, middle, and end b. a logical order c. effective paragraphing d. cohesive devices e. varied sentence structure f. clarity of expression g. active voice
Compose text with a. effective beginning, middle, and end b. a logical order c. effective paragraphing d. cohesive devices e. varied sentence structure f. clarity of expression g. active voice
Org
an
iza
tio
n a
nd
Se
nte
nce
Str
uctu
re
DOK 3 3 3 3
ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1
D Compose text using a. precise and vivid language b. writing techniques, such as imagery,
humor, voice, and figurative language
Compose text using a. precise and vivid language b. writing techniques such as imagery,
humor, voice, and figurative language
Compose text using a. precise and vivid language b. writing techniques such as imagery,
humor, voice, figurative language, and rhetorical devices
Compose text using a. precise and vivid language b. writing techniques such as imagery,
humor, voice, figurative language, and rhetorical devices
Wo
rd C
ho
ice
DOK 3 3 3 3
ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1
Writing
10
2 Compose well-developed text English I English II English III English IV
E In written text apply a. conventions of capitalization b. conventions of punctuation c. standard usage
In written text apply a. conventions of capitalization b. conventions of punctuation c. standard usage
In written text apply a. conventions of capitalization b. conventions of punctuation c. standard usage
In written text use a. conventions of capitalization b. conventions of punctuation c. standard usage
Co
nve
nti
on
s
DOK 1 1 1 1
ST CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2
Writing
11
3 Write effectively in various forms and types of writing English I English II English III English IV
A Compose a variety of texts, a. using narrative, descriptive, expository,
and/or persuasive features b. in various formats, including workplace
communication c. including summary d. including literary analysis e. including reflective writing
Compose a variety of texts, a. using narrative, descriptive, expository,
and/or persuasive features b. in various formats, including workplace
communication c. including summary d. including literary analysis e. including reflective writing
Compose a variety of texts, a. using narrative, descriptive, expository,
and/or persuasive features b. in various formats, including workplace
communications (resume, letter of application, follow-up letter)
c. including summary d. including literary analysis e. including reflective writing
Compose a variety of texts, a. using narrative, descriptive, expository,
and/or persuasive features b. in various formats, including workplace
communications (resume, letter of application, follow-up letter)
c. including summary d. including literary analysis e. including reflective writing
Fo
rms/T
yp
es/M
od
es
of
Wri
tin
g
3 3 3 3
CA 4, 1.8, 2.1, 2.6, 4.8 CA 4, 1.8, 2.1, 2.6, 4.8 CA 4, 1.8, 2.1, 2.6, 4.8 CA 4, 1.8, 2.1, 2.6, 4.8
Listening and Speaking
12
1 Develop and apply effective listening skills and strategies GRADE 9-12
A Listen for enjoyment for information for directions critically to summarize and evaluate communications that inform, persuade and entertain to evaluate own and others’ effectiveness in presentations and group discussions, using provided criteria to evaluate the validity and reliability of speaker's message
Pu
rpo
se
fo
r Lis
ten
ing
ST CA 5, 6 1.5, 1.6, 1.10
FR II 3b, 4f, III 1b-c, f, 3a, c & f-h, IV 1b, 3a, 9-12
B Use active-listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion)
Lis
ten
ing
Beh
avio
r
ST CA 5, 6 1.5
FR II 5b, III1b, IV 1c-d, 9-12
Listening and Speaking
13
2 Develop and apply effective speaking skills and strategies for various audiences and purposes GRADE 9-12
A In discussions and presentations, create concise presentations on a variety of topics incorporate appropriate media or technology respond to feedback defend ideas demonstrate poise and self-control
Dis
cu
ssio
n a
nd
Pre
se
nta
tio
n
ST CA 1, 6 2.1, 2.3, 4.6
FR I 2c,II 2b-c, 4a-c, 5a, 6a, III 4d & i, IV 1c, 3a, 9-12
B Give clear and concise multi-step oral directions to perform complex procedures and/or tasks
Giv
ing
Dir
ecti
on
s
ST CA 1, 6 2.1, 2.3
FR II 3c, 6a, 9-12
Information Literacy – UNDER REVISION
14
1 Develop and apply effective research process skills to gather, analyze and evaluate information GRADE 9-12
A Develop an appropriate research plan to guide investigation and research of focus questions
Rese
arc
h
Pla
n
ST CA 2, 3 1.1, 1.4, 4.5
FR I 2a-b, IV 2d, 9-12
B Locate and use multiple primary and secondary sources to select relevant and credible information evaluate reliability of information evaluate reliability of sources
Acq
uir
e
info
rma
tio
n
ST CA 2, 3 1.2, 1.4, 1.7
FR I 2d-e, 3a, III 1d, IV 1e, 9-12
C Record relevant information from multiple primary and secondary sources using a self-selected note-taking or organizational strategy
Re
co
rd
Info
rma
tio
n
ST CA 2, 3, 4, 1.2, 1.8, 2.1
FR III 1d, 9-12
D Document sources of information using a standard citation format
So
urc
es
Co
nsu
lte
d
ST CA 4 1.4, 1.7, 1.8, 2.3, 4.4
FR II 3a, IV 3f-g, 9-12
Information Literacy – UNDER REVISION
15
2 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media GRADE 9-12
A Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs)
Me
dia
Messa
ge
s
ST CA 5 1.5, 1.7, 2.7
FR I 1b, 2d, III 3h-I, 9-12