West New York School District
ENGLISH 11 CURRICULUM
College Preparatory/Regular/Honors/Advanced Placement/Public Affairs/ Educational Philosophy/ The Study of British Literature/ PARCC Testing Preparation
*revised February 2013
I. Intended Use of Course
- Placement: Upon successful completion of English 10 and the recommendation of their teacher from the previous year, students will be placed in the appropriate level
B. Class Meetings: Five Periods a week; forty minutes per period
C. Credits: 5
II. Mission Statement
It is the purpose of the English 11CP/R course to develop a student’s proficiency in writing skills, and to foster an appreciation for the various literary genres. English 11 CP/R are courses that meet the graduation requirements for junior English. Adapted versions and/or substitutions may be used to accommodate students with special needs. With a growing fluency in listening, vocabulary, writing, speaking and grammar, the student can effectively move on to the next level of high school English. Students will learn through a variety of classroom activities, independent and group learning experiences, research projects and assignments, and the integration of technology. It is the purpose of the English Honors course to develop a student’s proficiency in writing skills, and
to foster an appreciation for the various literary genres.
English 11 Honors is an accelerated course that meets the graduation requirements for junior English. Adapted versions and/or substitutions may be used to accommodate students with special needs. With a growing fluency in listening, vocabulary, writing, speaking and grammar, the student can effectively move on to the next level of high school English and/or the primary goal: Advanced Placement coursework. Students will learn through a variety of classroom activities, independent and group learning experiences, research projects and assignments, and the integration of technology.
The Public Affairs course will explore Language Arts as it relates to issues of public affairs, sociology, economics and urban students. This is a companion course to Urban Studies, Economics and Sociology courses offered within the academy. The course will focus on studying English literature, composition and language as a means of analyzing the issues of justice, civics and public affairs and policy within our society. These issues will include, but not be limited to, minority and gender studies, political science, crime and punishment, architecture, urbanization and economics.
The course will be taught using differentiated instruction and consist largely of readings and project-based assignments Students will learn through a variety of classroom activities, independent and group learning experiences, research projects and assignments, and the integration of technology. As per curriculum requirements this course will prepare students for both HSPA and SAT test-taking. Also, per Public Affairs Academy Mission Statements, the essential elements of learning will be manifested through a focus on leadership, policy, personalization and learning methods developed in a completely student-centered learning environment which strives on intellectual development for all types of learners.
Educational Philosophy is a course intended to introduce students to the theoretical and historical aspects of Education. It will be run concurrently with Tomorrow’s Teachers I. This course will allow students to explore the many ways in which philosophers, educators, and psychologists have approached theories in education and then examine how they have been put into practice through the ages. This course will serve to fill the English 11 requirement. It will have differentiated instruction serving CP and Honors students as well as Special Needs students. Since the class will serve as the English 11 requirement there will also be instruction in Reading and Writing skills in preparation for Standardized Testing. Educational Philosophy will cross curriculums by touching on History, Science, Philosophy, and Psychology as well as Language Arts and Literature. Students will learn through a variety of classroom activities e.g., independent and group learning experiences, research projects, assignments, the integration of technology, and students will develop their own study skills as they analyze the different approaches to Education. Adapted versions and/or substitutions may be used to accommodate students with special needs.
III. Goals:
Students will be able to:
- read and comprehend at all levels (literal, interpretive, application) a variety of materials and
genres and adjust reading strategies to both purpose and materials.
- write, using the writing process, well organized and coherent pieces in a variety of modes.
- speak both formally and informally to a group; use effective oral presentation techniques; and participate constructively in discussion.
- listen actively; take accurate, organized notes; evaluate critically; and follow oral directions.
- use technology to access and analyze information and produce quality assignments.
- refine his/her writing skills through organization, unity, and coherence with continued
emphasis on the HSPA/SAT persuasive writing samples and various formatted assignments.
- refine verbal and written syntax, especially those contained in the 3/5 essay.
- develop an appreciation for independent as well as cooperative learning experiences.
- integrate technology into various activities in the course curriculum.
- develop an advanced proficiency in responding to open-ended responses, picture prompts, and the persuasive essay.
- experience and respond to print and non-printed media through assigned readings, journals, marking texts, summaries, explanations, drawings, and annotated standardized test materials while directing his/her focus on the PARCC/SAT academic evaluations.
- utilize technology to enhance the written-word and evaluate it from a visual perspective.
- create thematically based units integrating lessons across the curriculum.
- read a variety of authors from diverse ethnicities.
- develop a variety of possible college admission essays and applications
IV. Essential Questions/Enduring Understanding
Essential questions are interrogative statements designed to focus attention on
main ideas. They prompt thinking and spark discussion of key elements within a
larger context. Essential questions are helpful in working through the steps in
problem-solving, planning, and decision-making processes.
The answers to essential questions are often in the form of generalizations. Examining such
questions engages students in higher order thinking. Essential questions are open-
ended with no single, correct answer. They are meant to stimulate inquiry, debate
and further questions, and can be reexamined over time. They are designed to be
thought-provoking to students, engaging them in sustained, focused inquiries,
culminating in meaningful performances.
V. Instructional Strategies
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INSTRUCTIONAL STRATEGY |
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Direct Instruction |
Interactive Instruction |
Indirect Instruction |
Independent Learning |
Experiential Learning |
Instructional Skills |
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POSSIBLE METHODS |
Structured Overview Modeling Lecture Explicit Teaching Didactic Questions Demonstrations |
Debates/Panels Role-Playing Peer Learning Discussion (group, class, etc.) Cooperative Learning Groups Interviewing/ Conferencing |
Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform |
Essays Journals Homework Research Projects Assigned Questions Learning Groups |
Field Trips Narratives Simulations Field Observations Role-playing |
Explaining Demonstrating Questioning |
VI. Methods of Evaluation
Students in CP/Regular Level courses will have assignments that reflect the inherent rigor of those courses. Some are likely to be long-term project- or problem-based assignments and will offer students elements of choice so that their goals and interests may be addressed. A wide variety of evaluative methods and forms of assessment will be used to measure academic performance. These assessments will include both cognitive and performance-based tasks. Where appropriate, rubrics will be developed and provided to students and evaluators. The following methods of assessments to evaluate students’ writing, speaking, and listening skills are included, but are not limited to the list below. Assessments will be ongoing and authentic throughout the duration of the course. In addition to traditional teacher-made tests and exams, students will be assessed based on the following:
- Teacher constructed and /or standardized examinations, tests, and quizzes
- Mid-year and final examinations
- Homework assignments
- Daily class work
- Oral presentations
- Class participation
- Self and peer evaluation
- Note-taking
- Journals
- Teacher conferences
- Rubrics
- Written assignments
- Research assignments/projects
- Independent and group work (including summer assignment)
- Performance assessments
- Portfolios
- Attendance in accordance with Board of Education policy
VII. Course of Study/Resources
Regardless of level, teachers will make appropriate selections from the list below, differentiating instruction wherever necessary while at the same time offering their students the active reading strategies necessary to improve comprehension. These strategies should be used and reinforced daily and focus on the five major goals of literacy as identified by the Abbott Secondary Education Initiative, Grades 6-12- Rigorous Curriculum:
- Students will read the equivalent of 25 books a year across the curriculum.
- Students will write weekly in all classes.
- Students will use reading and writing strategies to help them understand and use the content of all classes.
- Students will write research papers in all classes.
- Students will be taught as if they were in college-preparatory/honors language arts classes.
11th Grade Course of Study
Regardless of level, teachers will make appropriate selections from the list below, differentiating instruction wherever necessary while at the same time offering their students the active reading strategies necessary to improve comprehension. These strategies should be used and reinforced daily.
Using the Pearson Prentice Hall Literature Common Core Edition: The English Tradition, the instructor will select appropriate readings from each historical period. However, whenever possible, adapted versions of the selections may be used to facilitate instruction, especially for special needs and/or English language learners (ELL).
Selections should include the various genres: Autobiography, Drama, Essay, Novel, Poem and Short Story.
Supplementary Materials located in the The English Tradition/Anthology include:
Novels Selections:
While many standards are addressed across the board in our novel and play selections, some are noted for addressing a specific standard. It would be up to the instructor choosing each novel to support their choice with the standards listed in the Common Core Standards.
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A Man for All Seasons Far From the Madding Crowd Grendel Idylls of the King The Brief Wondrous Life of Oscar Wao Jane Eyre(Honors Selection) Native Son Oedipus the King Pygmalion- Play(Honors Selection)
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Tess of the D’Urbervilles The Invisible Man (Honors Selection) The Stranger Things Fall Apart When I Was Puerto Rican Wuthering Heights (Honors Selection) Into the Wild A Long Way Gone |
Poetry/Sonnets
Selections from English 11 Anthology
Holocaust Selection: Night by Elie Weisel (Required)
Genocide Selection: A Long Way Gone by Ishmael Beah
The English Tradition-Pearson Literature Anthology. Selected materials from each of the historical periods from the text include, but are not limited to:
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Website Resources
English Literature Portal - Literary Links, Short Stories, Poetry ...
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English literature resource features author interviews and reviews of quality free book-related websites. Sites are from around the world and coded by ... |
The Norton Anthology of English Literature: Home
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Prepared by the Norton Anthology editors, this extensive, freely accessible Web resource for The Norton Anthology of English Literature offers twenty-seven ... |
English Literature Resources
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Resources and links for students and teachers of English Literature. |
English Literature: Early 17th Century (1603-1660)
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A comprehensive guide to English literature of the late Renaissance and Early 17th Century. Contains dozens of authors and hundreds of pages, including the ... |
SAT Test Practice Questions - Help your SAT Exam Score with free ...
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The SAT test is given seven times a year in the United States. Specific test dates and test locations can be found online on the College Board’s website. ... |
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Mid-Cycle Assessment (Required)
A Mid-Cycle Assessment will be given to each 10th grader in the middle of the school year. This test is generated from the department and designed to give us a skills assessment for each student with regards to their ability to respond to expository and speculative essays, multiple-choice and short constructed responses. Teachers are encouraged to duplicate these formats when giving their own class assignments/tests.
Reading:
Active Reading strategies should be employed on a regular basis. Students should be asked to mark text whenever possible. The students should also continue to make use of graphic organizers and become increasingly familiar with using rubrics to self-access.
Writing
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Writing Tasks Marking Periods 1-4 |
Topical Skills and Strategies |
General Skills and Rubric Categories |
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Argumentative Essay
Friendly Letter/ Formal Letter
College Essays (Brainstorming & Drafting start in Grades 9 & 10. Revising and Editing and Publishing in Grade 11)
Informational Explanatory Expository Task (timed rough drafts and final product process
Speculative Narrative Task (timed rough drafts and final product process)
Short Research Project/Oral Presentation
Poetry Study/ Composition |
Argumentative Techniques Ethos, Pathos, Logos Appeal to Authority Bandwagon Use of Figurative Language Facts/Evidence Emotional Appeal Rhetorical Question
Topical
Character, Setting, Problem, Solution Story Structure (problem placement)
Various Purposes for Writing Compare/Contrast Cause/Effect Descriptive Writing Quotation/Adage Analysis Summaries How to Essays Personal Response
The Writing Process
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Content and Organization
Sentence Construction
Exclamatory, Declarative, Interrogative, Imperative ________________________________________________
Usage
Nouns: Common, Proper and Plural Pronouns and Antecedents Verbs, Active/Passive Tense, Adjectives and Adverbs, Prepositions Conjunctions and Interjections
Mechanics
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THE WRITING PROCESS / 5 AREAS OF WRITING
- Prewriting
- Brainstorming
- Purpose
- Audience
- Drafting
- Identify and develop topic
- Sequencing supporting details
- Transitional Phrases
- Word Choices
- Revising
- Review what you have written
- Improve what you have written:
- I. Checking Sentence Variety
- II. Transitional Phrases
- III. Share your Writing (Peer Review)
- Editing
- Capitalization
- Punctuation
- Indentions
- Mechanics
- Publishing
- Complete final product
- Complete in best handwriting or typed
- Decide if product is a portfolio piece
- Present to others
Research Paper: This assignment should begin immediately following testing.
Building on the skills acquired in both 9th and 10th Grade English, the students should be producing research papers/projects, which reflect their knowledge and understanding of the following topics:
- Preparing the List of Works Cited
- Documenting Sources
- Using Notes and Parenthetical References
SAT/College Essay Instruction: Materials are available for your use in the English Office.
AMSCO’s Preparing for the New Jersey HSPA Grade 11 is available for your use in the book room. Vocabulary and Composition through Pleasurable Reading Book III
VIII. Interdisciplinary Connections
The above curriculum has numerous possibilities for interdisciplinary connections. Listed below are examples which were referenced from the HCCCS.
Technology
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Domain: Technology Education |
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Cluster: Grades 9-12 Course Title: Tech-Today |
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Standards:9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. A. Critical Thinking and Problem Solving B. Creativity and Innovation C. Collaboration, Teamwork, and Leadership D. Cross-Cultural Understanding and Interpersonal Communication E. Communication and Media Fluency F. Accountability, Productivity, and Ethics 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. A. Nature of Technology: Creativity and Innovation B. Design: Critical Thinking, Problem Solving, and Decision-Making C. Technological Citizenship, Ethics, and Society D. Research and Information Fluency E. Communication and Collaboration F. Resources for a Technological World |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Explain that new products and systems can be developed to solve problems or to help do things that could not be done without the help of technology. (ITEA, STL 1-F) Explain that technology is closely lined to creativity, which as resulted in innovation. (ITEA, STL 1-H) Understand, acquire, and use new vocabulary related to technology Define the term “technology.” Describe how new technologies (products and systems) are developed to solve problems. Recognize and explain that creativity is the basis for the development of products and systems. Explain that technology is a powerful force that improves human productivity. Recognize and explain that technology is a process for transforming raw materials into useful goods and services
Explain the impact of current and emerging technological advances on the demand for increased and new types of accountability and productivity in the global workplace.
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1. Technology affects everyday life 2. Technology drives invention and innovation 3. Technologies combine to make systems
4. Engineering through design improves life.
5. Technology creates issues
6. Technology has impacts which can be positive or negative.
7. Technology is the basis for improving on the past and creating the future
8. There are ethical and unethical uses of communication and media.
9. The nature of the 21st-century workplace has shifted, demanding greater individual accountability, productivity, and collaboration.
10. Ethical behaviors support human rights and dignity in all aspects of life.
11. The need to defend intellectual property rights, workers’ rights, and workplace safety regulations in the United States and abroad.
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To assist in meeting this standard, students may: Create Engage in Participate in Generate Model how Apply critical thinking and problem-solving strategies during structured learning experiences. Determine when the use of technology is appropriate to solve problems.Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.Evaluate available resources that can assist in solving problems.Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries. Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering. Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, and benefits. Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process.
Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product. Reverse-engineer a product to assist in designing a more eco-friendly version, using an analysis of trends and data about renewable and sustainable materials to guide your work. Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process. Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system. Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved. INSTRUCTIONAL STRATEGIES 1- Lecturing
machines, and resource to be investigated. b. Course content topics 2- Demonstrations a. measuring tools and geometric layouts
3- Discussion a. Idea generation and development b. Invite and encourage questions 4- Portfolio design problem activities 5- Cooperative learning 6- Texts a. Textbook assignments b. Workbook exercises c. Reference books 7- Three dimensional models 8- Discovery 9- Problem solving processes 10- Hands-on experiences a. working drawings b. models c. presentation drawings d. CADD drawings e. Preparation of the design problem solving portfolio 11- Critical and creative thinking 12- Student presentations 13- Oral reports 14- Written reports 15- Video Media 16- Unit tests and Quizzes 17- Internet research
18 -Design challenges 19- Field trips 20- Guest speakers I. Teaching Strategies for Students with Special Needs
2- Provide outlines of the subject matter to help the
3- Simply hands-outs as much as possible by using 4- Provide work that is simple and short in length. 6- Emphasis students success rather than failure.
7- Integrate special needs students by cooperative 8- Simplify lengthily processes into smaller segments. 9- Design repetitive activities appropriate to the students
10- Permit extra time for the special needs student to
11- Work cooperatively with the special education teacher
Design Problem Solving Activities and Projects
The Trebuchet “Marshmallow Launcher Design Activity” Situation: A trebuchet is a French name for a medieval war machine that as used to fling heavy projectiles such as boulders and dead horses over castle walls. Creative Design Challenge:
Design and build a trebuchet that will launch a standard sized marshmallow to hit a target area with a high degree of accuracy.
The design should include provisions for adjusting the range and elevation of the target impact point. The target will be placed at random points between ten and thirty feet from the machine. Design Criteria: The devise must be well crafted, reliable, and predictable. Your group must conserve materials. Resources: Time: 20 class periods People: 2 per group Energy: gravitational potential energy only Information: Suggested research topics: projectile motion, projectile motion, Newton’s first law of motion inertia, levers, trebuchet, and catapults Materials: Any available in the class with teacher permission, any materials from home Tools: Any tools and power equipment that can be safely used with the teachers permission Money: none Space: no longer than 12” no wider than 10” no higher than15” Required Documentation To be included in the Design Portfolio: Research sources and notes Design sketches, notes, and drawing from all group members One final design drawing to be completed prior to Records of all tests and adjustments
Building Bridges Situation: Materials and tools available are perhaps the most limiting, factors of bridge design and construction. Creative Design Challenge: Design and build a bridge that will span a gap of thirty-inches using only the tools and materials available. The bridge must hold a static live load of 150 lbs at its center without breaking. The bridge most also hold a dynamic load of 50 lbs,( a solid steel block on wheels), that will be pulled across the bridge road bed without the bride breaking.
Design Criteria The best design will not only meet the performance factors but would be constructed with the least amount of materials. Truss design construction must be used in the design of your bridge. Resources: time:20 Class periods People: two per group Energy: none Information: Suggested Research Topics: bridge building, truss design, loads, construction techniques, concepts of tension, compression, and torsion, wood joinery methods Materials: 10 pieces of ¼” x ¼” x 24” pine strips 4 pieces of ¼” x ¼” x 32” pine strips carpenters glue , 1 piece 3/32” x 3 ½” x 32” cardboard ( road bed ) 18” x 30” oak tag paper for design template Tools: drafting equipment, hand tools,band saw, belt sander, table saw and drill press Versa Cad computer software, and drafting plotter Money: none Space: Bridge must have: a 3 ½” width for the road bed, a total length of 32”, and a maximum height restriction of 5 ½” .
Required Documentation: to be included in the design portfolio: research sources and notes design sketches , notes, and drawing from both members of the group one final design drawing to be made using the CADD program or standard drawing equipment prior to receiving materials records of all tests and adjustments
Design Problem Solving Project Suggestions for Engaging the Class in Mass Production and Manufacturing
Design Criteria: To be determined collectively by the teacher and students.
Design, Plan and Mass Produce:
1. Desk or Dresser top Book Rack with a storage compartment for small items
2. Small storage box for jewelry and other small valuables
3. A small wooded toy with mechanical moving parts
4. A hand held game.
5. A whimsical toy like device that dispenses a single jelly
6. A letter and or mail holding container that will also allow the user to store stamps, paper, and writing implements
7. A small multi- functional table for snacks or to play board
8. Design and make a vending machine that will dispense one
9- A toy guy that fires a ping-pong ball into a target.
10- A book rest and page holding devise to at a computer |
Content Statements |
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These statements describe what the student needs to understand. Course Content: Essential Elements
1. Safety 1.1 Information regarding the safe operation of tools and equipment. 1.2 Maintaining safe work conditions in the technology facility
2. Planning, Designing and Problem Solving 2.1 Designing products that include working drawings, a bill of materials, and a procedure outline 2.2 Using measuring tools, appropriate units of measure, layout and drawing of geometric shapes and details 3. Tools, Materials and Processes of Technology 3.1 Solving Problems by Utilizing a Variety of Materials, Tools, and Equipment 3.2 Selecting the most suitable process to complete a task 3.3 Conservation practices and methods in recycling materials of technology 3.4 Information on the interrelationships of systems of technology 3.5 The use of computers in technology 4. Past, Present and the Future Technology 4.1Recognizing ideas and technological developments of the past and present 4.2 Information on projecting how selected technological developments may in pact future cultures and societies
5. Evaluating Products and Services of Technology 5.1 Recognizing good design and construction 5.2 Evaluating products based on given standard or applications 6. The Application of Communication, Energy, and Production Systems. 6.1 Sketching techniques to develop drawing format and graphic problem solving 6.2 Describing objects accurately through the principles of shape and size description 6.3 Using computer software to design and make drawings 6.4 Using computer software to solve problems in communication, energy, and production systems 6.5 The generation, conversion, and control of mechanical, electrical, and fluid power 6.6 Transportation systems that move, people materials, energy, products, and information 6.7 Interpreting maps, charts, and schedules 6.8 Organization and management systems on planning, organizing, and controlling production processes in construction and manufacturing 6.9 The primary processes in manufacturing a product 6.10 The primary construction processes to build a structure 6.11 Transformation of raw materials into finished products. 6.12 The design, production, and marketing of a product 7. Career Preparation 7.1 Identify traditional and emerging careers in technology-related fields. 7.2 Leadership concepts and skills 7.3 Concepts and skills related to successful employment, and/or postsecondary education 7.4 Concepts related to personal safety and safe working conditions 7.5 Assess career interests and abilities 7.6 Developing Employability competencies: responsibility, cooperation, and dependability 7.7 Information on careers in terms of educational requirements, trends, employability and advancement
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The Trebuchet Activity Documentation Grading Rubric ( 20 elements worth 5 pints each ) Problem and Design Brief All given information handouts included Research and Information Gathering Sources cited properly Appropriate number of outside sources Notes from teacher lessons included Alternate Designs At least three different ideas developed Drawn using appropriate methods: orthographic or isometric Idea explained with short notes Development and Drawing Drawing of solution included Dimensions included Designated materials included Drawn using appropriate methods: orthographic views, Building Appropriate mathematical calculations shown for launch distance estimation Wise and safe use of tools, machines and materials Materials list included Time spent on construction logged each day Testing and Evaluation Data on testing distances launched included ( chart form ) Records of all adjustments Ideas for redesign included Overall Documentation Completed and presently neatly Evidence of all the group members work
Building Bridges Design Activity Documentation Grading Rubric
Problem and Design Brief All given information handouts included Research and Information Gathering Sources cited properly Appropriate number of outside sources Notes from teacher lessons included Alternate Designs At least three different ideas developed Drawn using appropriate method: orthographic Development and Drawing Drawing of solution included Dimensions included Designated materials included Drawn using appropriate methods: orthographic views, Building Wise and safe use of tools, machines and materials Materials list included Time spent on construction logged each day Testing and Evaluation Data on testing loads and distances Records of all adjustments Ideas for redesign included Overall Documentation Completed and presently neatly Evidence of all the group members work
Student Outcomes and Objectives: By the end of Technology Today, the student will be able to: 1- Identify and use the problem- solving model in group activities to solve practical problems. 2- Participate and work cooperatively in group problem-solving activities that involve designing, constructing, and presenting solutions to solve practical problems.
3- Use appropriate tools and equipment safely to construct prototypes, models and test apparatuses.
4- Construct devices or models using appropriate materials and safe procedures. ( 8.2.B.1,2,6) (9.1.B.4.i,j)
5- Relate interdisciplinary concepts to constructed devices.
6- Brainstorm solutions to technology problems.
7- Create or invent devices or models which effectively solve given problems. (9.1.A.1-5)
8- Demonstrate the safe use of tools, machines and materials in technology activities.
9- Participant cooperatively in teams to solve engineering problems.
10- Demonstrate knowledge of concepts related to materials technology.
11- Identify and utilize the design problem -solving process.
12- Describe methods of research, data collection, and problem solving.(3.1.G.13) (3.1.H.1) (3.2.C.7) (8.1.B.3-6,9,10,12) (8.1.A.1) (9.1.3) (9.2.A.3)
13- Prepare, report and explain the outcomes of the research of the and experimentation conducted to arrive at a design problem solution.
14- Identify career opportunities pertaining to technical areas which require various types of education and training.
15-Create and manipulate images and symbols through the use of graphic media, communication instruments, and computerized devices and traditional graphic production tools.
16- Gather and communicate technical information using information technology resources.
17- Communicate solutions effectively using multiple types of media and technology. (3.1.G.13) (3.2.A.5) (3.2.C.7) (8.1.A.1,5,8 ) (8.2.B.4 ) (9.2.A.3)
18- Assess the societal impacts and solutions to practical problems involving people and the environment. 19- Recognize multicultural contributions and gender diversity in the development of inventions and technology solutions for 20 - Recognize how technology is used to improve the quality of life. (3.1.H.1) (5.4.B.1) (6.6.E8) ( 8.1.B.3) (8.2.C.2,3 ) (9.1.A.1-5 )
21- Access the importance of global cooperation in the preservation of the environment., (3.1.H.1-4 ) (3.1.G.13) (3.5.C.1) (5.10.B.2) (3.4.A.3) (6.6E.3,8 ) (9.1.2,4) (5.4.C.1) (6.1.A.1) (8.1.3) (8.1.B.5) (8.1.B.Ae-g )
22- Demonstrate thinking skills, to process information both critically and analytically.
23- Site examples of engineering achievements and inventions that have a major impact on society.(3.3.B.2) (3.4.A.3) (5.2.B.1) (5.4.A.1) (5.10.A.1c, d ) (5.10.B.2) ( 8.2.A.3) (9.1.B.4,5 ) (9.2.C.1) METHODS OF ASSESSEMENT 1- Attendance in accordance to MHS guidelines 2- Oral questioning 3- Observation of students performance and participation during classroom lectures, discussions, and assignment activities 4- Oral and written reports 5- Portfolio assignments and presentations a. students work: 1. Problem solving sketches 2 .Final Solution Drawing assignments 3. Written reports 4. Pre- and Post tests 5. Rubric Scores b. compilation of other sources reflecting various facets invention, engineering, and problem solving research. 6- Rubrics for Assessing Project Based Learning a. Cooperation/ Group Skills Rubric (teamwork skills) b. Research Rubric c. Communication Rubric d. Collaboration Rubric e. Analytic Rubric for Oral Presentation f. Personal, Social and Civic Responsibility Rubric g. Persuasion Rubric (teamwork skills) h. Problem-Solving and Design Skills/ Task Rubric (teamwork skills) i. Design Activity Documentation Rubric (teamwork skills) 7- Text assignments 8- Pre-tests and Post Tests 9- Bulletin board or display area participation |
Teacher ResourcesGeneral Technology Education Web Sites
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Equipment Needed |
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TV, DVD/Video Player, LCD Projector, CPU laptop, CPU desktop, Cad Software Programs, Shop Equipment and Tools, Fabrication Materials |
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Visual Arts
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STANDARDS: 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How do we learn about a variety of cultures through art? How important is “new” in various artworks?
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May include but not be limited to:Culture affects self-expression, whether we realize it or not. Every artist has a style; every artistic period has a style.
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May include but not be limited to :
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Content Statements |
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Cultural and historical events impact art-making as well as how audiences respond to works of art.
Access to the arts has a positive influence on the quality of an individual’s lifelong learning, personal expression, and contributions to community and global citizenship. |
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Assessments and evaluation May include but not be limited to: Determine how visual art have influenced world cultures throughout history Justify the impact of innovations in the arts on societal norms and habits of mind in various historical eras. |
Teacher Resources and strategiesMay include but not be limited to :
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Accommodations/modifications Extra time, help and explanation given as needed SPECIAL EDUCATION
BILINGUAL EDUCATION
Students in visual art classes should acquire skills at a higher level as their peers whenever possible. Higher visual art vocabulary is to be taught. Students will spark dialogue and diverse viewpoints, model and verbalize processes used to perform creative problem-solving. Invoke multiple intelligences, and vary instructional groupings. |
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STANDARDS: 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How does creating in the arts differ from viewing the arts?
To what extent does the viewer properly affect and influence the art and the artist and to what extent is he art for the artist?
How does creating and analyzing art develop personal growth? |
May include but not be limited to:The arts serve multiple functions: enlightenment, education, and entertainment.
Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.
The artistic process can lead the unforeseen or unpredictable outcomes
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May include but not be limited to :
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Content Statements |
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How individuals manipulate the elements of art and principles of design results in original artwork that reflects choice and personal stylistic nuance. Culturally and historically diverse art media, techniques, and styles impact originality and interpretation of the artistic statement. The artist understands of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience. Artists interpret/render themes using traditional art media and methodologies. 2-Dimensional and 3-Dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style. |
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Assessments and evaluation
May include but not be limited to:
Completion of Art Aesthetics and Careers course assignments Participation, creativity, effort, and cooperation in attaining goal objectives Attendance and discipline in conformance with the Board of education policy Productivity, improvement, time management Respecting the effort and work of themselves and others Judgment/common sense Demonstrate understanding of visual literacy, methods, techniques, and cultural Demonstrate. understanding of careers in the visual arts Identify the styles and artistic processes used in the creation of culturally and historically diverse 2-D & 3-D artworks, and emulate those styles by creating an original body of work. |
Teacher Resources and strategiesMay include but not be limited to :
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Accommodations/modifications Extra time, help and explanation given as needed SPECIAL EDUCATION
BILINGUAL EDUCATION STRATEGIES TO ACCOMMODATE GIFTED AND TALENTED STUDENTS Students in visual art classes should acquire skills at a higher level as their peers whenever possible. Higher visual art vocabulary is to be taught. Students will spark dialogue and diverse viewpoints, model and verbalize processes used to perform creative problem-solving. Invoke multiple intelligences, and vary instructional groupings.
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STANDARDS: 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why should I care about the arts? What’s the difference between a thoughtful and a thoughtless artistic judgment? When is art criticism vital and when is it beside the point? How does an artist connect with his/her work and other Artists ‘work. What does the artwork tell you about the artist? |
May include but not be limited to:Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
Experts can and do disagree about the value, power and source of arts.
The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks. |
May include but not be limited to :
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Content Statements |
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Recognition of fundamental elements within various arts disciplines visual art is dependent on the ability to decipher cultural implications embedded in artworks. Demonstration and understanding of aesthetic philosophies and criticism of visual art works. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. |
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Assessments and evaluation May include but not be limited to: Completion of Art Aesthetics and Careers course assignments Participation, creativity, effort, and cooperation in attaining goal objectives Discussions and/or critiques Quizzes and/or exams Attendance and discipline in conformance with the Board of education policy Use of elements and principals of design Craftsmanship/organization and technical skills Productivity, improvement, time management Respecting the effort and work of themselves and others Ability to work well with others Judgment/common sense Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of visual art. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of visual artwork from diverse cultural contexts and historical eras. Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art. |
Teacher Resources and strategiesMay include but not be limited to :
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Accommodations/modifications Extra time, help and explanation given as needed SPECIAL EDUCATION BILINGUAL EDUCATION
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Mathematics
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Domain: Probability & Statistics |
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Cluster: Use probability to evaluate outcomes of decisions. |
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Standards: 5. (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. a. Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fast food restaurant. b. Evaluate and compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Examples/activities that can be done with the students are:
http://education.ti.com/xchange/US/Math/Statistics/11857/Expected_worksheet_TI84.pdf
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Content Statements |
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Assessments |
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Source:http://www.vitutor.com/statistics/binomial/expected_problems.html
$5300(1 chance in 8600); $2500 (1 chance in 5300); $700 (1 chance in 3500); $200 (1 chance in 2800). Find the expected value of the amount won for one entry if the cost of entering is 73 cents.
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Equipment Needed: |
Teacher Resources: |
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Calculators Whiteboards Overhead Projectors Smart board Computers - Microsoft Excel
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Hudson County Core Curriculum Standards HCCCS:
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Domain: Strand: Language |
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Cluster: Grade 11-12 |
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Standards: L 11-12.1.a-b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why is grammar and usage integral to writing and speaking? |
Students understand that knowledge of proper grammar and usage promotes fluency in communication. |
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Content Statements |
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Students will show control over their grammar and language structure when delivering a piece of writing by utilizing references. |
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Assessments |
Teacher ResourcesMerriam-Webster’s Dictionary (http://www.merriam-webster.com/)Grammar Girl Grammar Tips (http://grammar.quickanddirtytips.com/) Purdue Online Writing Lab http://owl.english.purdue.edu/owl/resource/577/01/ |
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To show evidence of meeting this standard, students may: - Write a successful research paper - Create a poetry book - Portfolio containing published writing samples of expository and persuasive essays
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Equipment Needed |
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- Internet Access - Document Camera - Desktop Computers - Laptop - Digital Projector - Interactive Whiteboard
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Domain: Strand: Language |
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Cluster: Grade 11-12 |
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Standards: L 11-12.2.a-b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How do rules of language and the knowledge of standard English mechanics affect communication?
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Students understand that knowledge of conventional mechanics promotes fluency in written communication.
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Content Statements |
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Students will apply prior knowledge of basic spelling and mechanical conventions to successfully convey message. |
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Assessments |
Teacher ResourcesMerriam-Webster’s Dictionary (http://www.merriam-webster.com/)Super Teacher Worksheets (www.superteacherworksheets.com/proofreading.html)
Eats, Shoots & Leaves (www.savethecomma.com/game) |
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To show evidence of meeting this standard, students may:
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Equipment Needed
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Domain: Strand: Language |
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Cluster: Grade 11-12 |
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Standards: L 11-12.2.a-b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How do rules of language and the knowledge of standard English mechanics affect communication?
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Students understand that knowledge of conventional mechanics promotes fluency in written communication.
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Content Statements |
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Students will apply prior knowledge of basic spelling and mechanical conventions to successfully convey message. |
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Assessments |
Teacher ResourcesMerriam-Webster’s Dictionary (http://www.merriam-webster.com/)Super Teacher Worksheets (www.superteacherworksheets.com/proofreading.html)
Eats, Shoots & Leaves (www.savethecomma.com/game) |
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To show evidence of meeting this standard, students may:
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Equipment Needed
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Domain: Strand: Language |
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Cluster: Grade 11-12 |
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Standards: L 11-12.4.a-d Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How does knowledge of language assist in drawing multiple meanings of words and phrases?
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Knowledge of language assists in understanding new words and multiple meanings through use of context, patterns of word changes, and resources.
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Content Statements |
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Students will use both written and on line resources to examine how varying vocabulary helps present ideas in a more constructive manner.
Students will determine the proper part of speech usage, which will convey their message effectively. |
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Assessments |
Teacher ResourcesMerriam-Webster’s Dictionary (http://www.merriam-webster.com/)Eats, Shoots & Leaves (www.savethecomma.com/game)
Bright Hub (www.brighthub.com)
My Vocabulary (www.myvocabulary.com) |
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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Domain: Strand: Language |
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Cluster: Grade 11-12 |
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Standards: L 11-12.5.a-b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why is figurative language a lifeline to written creativity? |
Knowledge of figurative language, word relationships and nuances in word meaning aids in effective communication and analytical skills. |
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Content Statements |
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Students will illustrate their knowledge of figurative language by identifying its use and recognizing its effectiveness.
Students will determine when figurative language will be successfully implemented into their delivery.
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Assessments |
Teacher ResourcesEducation and School Idioms (www.idiomconnection.com/education)
Multimedia Resources: http://www.nj.gov/education/cccs/sr/tech.htm#multimedia A Perfect World (www.aperfectworld.org/metaphors)
Purdue Online Writing Lab http://owl.english.purdue.edu/owl/resource/577/01/ |
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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Domain: Strand: Language |
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Cluster: Grade 11-12 |
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Standards: L 11-12.6 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How does word choice and syntax affect a message?
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Deeper understanding of syntax and vocabulary aids in effective communication and analysis skills to foster college and career readiness. |
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Content Statements |
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Students will continuously enhance and adapt their delivery to meet ever-evolving audiences and requirements. |
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Assessments |
Teacher ResourcesPurdue Online Writing Lab http://owl.english.purdue.edu/owl/resource/577/01/Multimedia Resources: http://www.nj.gov/education/cccs/sr/tech.htm#multimedia
Resume Templates (www.resumetemplates.org)
Modern Language Association (http://www.mla.org/homepage)
Online Presentations http://prezi.com/
Anioto Presentations http://animoto.com/intro/animoto/12b?gclid=CNvRn-HxvawCFcFw4AodBSUUpg |
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Equipment Needed |
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Domain: Reading: Informational Text 11-12.1 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.1 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why is it important to support one’s analysis?
How does one determine strong textual evidence?
Why is it important to analyze informational texts?
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Students understand how to support inferences and conclusions with textual evidence.Students will recognize how authors use facts to support analyses.Students will understand the possible outcomes of misinterpreting research or informational text. |
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Content Statements |
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Students will know the importance of citing textual support for their inferences and conclusions.
Students will be able to determine ambiguity in text.
Students will learn logical fallacies in order to recognize opportunities for misleading text or misinterpreted text. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may: Write an essay using cited evidence to support their response to a written prompt (using previously read or new reading material).
Create a poster (or a virtual poster on glogster.com) in order to convince fellow students to support their conclusions with evidence. |
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Equipment Needed |
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- Reading Series - Newspapers - Articles |
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Domain: Reading: Informational Text 11-12.10 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why is it important to read and comprehend complex, grade appropriate texts?
What are the advantages of being a skillful reader of informational text? |
Continual growth in reading comprehension is vital for college and career readiness.Skillful comprehension of informational text provides an advantage in many real world situations such as purchasing a home, voting, researching medication or in the workplace. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will demonstrate the ability to read and analyze informational texts with varying levels of complexity. Students will implement previously learned reading strategies as they read increasingly complex informational texts. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may: Research a particular historical event and locate the most relevant primary documents or speeches that influenced that event. |
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Equipment Needed |
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- Reading Series - Newspapers - Historical documents
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Domain: Reading (Informational Text) 11-12.2 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.2 Determine two or more 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 provide a complex analysis; provide an objective summary of the text. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How do central ideas develop and interact over the course of a text? |
Historical context contributes to the development of central idea of a text.An author’s point of view or philosophy contributes to the central idea of the text. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will recognize how multiple ideas exist in informational text.
Students demonstrate understanding of how multiple ideas interact and build on one another.
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may:
Create an annotated bibliography to include summary, assessment and reflection, after researching articles and evaluating their usefulness.
Write an objective summary. |
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Equipment Needed |
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- Reading Series - Newspapers - Articles |
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Domain: Reading (Informational Text) 11-12.3 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How does sequence of events influence an informational piece?
How do specific details build the meaning of an informational piece?
Why is the sequencing and organization of an informational text crucial to the audience’s understanding?
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Sequencing of events is a deliberate choice of the author in informational text.A complex set of ideas develops over the course of a text.Organizing informational text can influence audience interpretation, misinterpretation and ease of understanding. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will determine how the interaction of individuals and events affects the development of a text. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may:
Analyze how an individual or group impacted the development of an event and reproduce your findings in a multimedia presentation.
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Equipment Needed |
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- Reading Series - Newspapers - Articles
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Domain: Reading (Informational Text) 11-12.4 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why does an author refine the meaning of key terms over the course of a text? How can vocabulary in context become a window into author’s purpose? |
Context clues bring to life not only specific vocabulary words, but overall comprehension as well.The use of vocabulary in an informational text directly relates to the purpose of a text. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will explain how an author’s key terms impact the meaning and tone of the text.
Students will know that words and phrases, including figurative, connotative, and technical meanings affect the tone and meaning of a work. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may: Compare and contrast the literary and informational versions of the same historical event and represent your findings in a Venn Diagram. Create Word Maps and Word Walls to show evidence of understanding. Choose the most important words from chosen passages and defend his or her choice verbally or in writing.
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Equipment Needed |
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- Reading Series - Newspapers - Articles
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Domain: Reading (Informational Text) 11-12.5 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why is it important to understand the structure of an exposition or argument?
How are arguments made in the real world?
What is good evidence? |
The structure of any exposition or argument becomes a blueprint for comprehension.All arguments need evidence and warrant or relevance.Good evidence demonstrates valid reasoning and relevance and sufficiency of the evidence. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will be able to analyze and evaluate the structure of the author’s argument.
Students will examine and evaluate whether the structure of the author’s writing makes the thesis and supporting evidence clear, convincing and engaging.
Students will examine the author’s choice of structure and how it impacts the clarity of the author’s central argument. |
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Assessments |
Teacher ResourcesSuggested Websites:George Hillocks’ book “Teaching Argument Writing”
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To show evidence of meeting this standard, students may:
Use a student-generated rubric, evaluate three differently structured articles on the same topic and justify why one is more effectively structured than the others.
Evaluate the persuasive essay or speech of another student.
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Equipment Needed |
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- Reading Series - Newspapers - Articles
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Domain: Reading (Informational Text) 11-12.6 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.6 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why is it crucial to understand the author’s purpose?
Why do authors use rhetoric?
How should informational texts be judged?
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An author brings with him/her a rationale for writing any informational text, which can open up a deeper meaning of the piece.Rhetorical devices are chosen by an author to produce a desired effect.Informational texts may be judged in various ways based on their power, persuasiveness or beauty. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will know the different rhetorical devices used by authors in particularly effective informational text.
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may:
Using the notes from the class discussion analyzing style, content and rhetorical devices, evaluate the power, persuasiveness and beauty of the text in a well-developed essay.
Create an original advertisement for a product, service or idea using rhetorical and persuasive devices.
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Equipment Needed |
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- Reading Series - Newspapers - Articles |
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Domain: Reading (Informational Text) 11-12.7 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.7 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How does literature shape or reflect society?
Why do we use multiple sources of information to address questions and solve problems? |
Researching a concept found within a text by analyzing multiple resources is vital in establishing a strong understanding of the topic. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will synthesize information from multiple sources and media formats in order to examine questions or solve problems. Students will synthesize the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may:
Using the multiple sources from the KWL chart and research activity, prove a viable solution to a current social issue or problem that concerns them. Findings may be presented in a formal presentation, paper or multimedia presentation.
Citing different sources used in class, write an essay on solving a previously discussed problem.
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Equipment Needed |
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- Reading Series - Newspapers - Articles |
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Domain: Reading (Informational Text) 11-12.8 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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What is the relationship between literature and place? How is America reflected in historical documents?
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Our U.S. constitutional principles are voiced through historical documents as well as modern articles, webinars, and speeches.The struggles and issues of each time period have influenced the literature.The use of legal reasoning in past documents will set a precedent for today’s court issues. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will synthesize how reason and logic has been applied to Constitutional principles and works of public advocacy. Students will identify and evaluate the premises, purpose and arguments in works of public advocacy. |
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Assessment |
Teacher ResourcesGeorge Hillock’s book “Teaching Argument Writing”The Forest of Rhetoric: http://rhetoric.byu.edu/American Rhetoric: http://www.americanrhetoric.com/The Library of Congress: http://www.loc.gov/index.htmlThe English Companion: http://englishcompanion.ning.com/ |
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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- Reading Series - Newspapers - Historical documents |
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Domain: Reading (Informational Text) 11-12.9 |
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Cluster: Grade 11-12 |
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Standards: RI 11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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What literary significance can be found in historical documents?
How can the use of language empower an individual, a community, or society?
Why are foundational documents important to our country? |
The type of literature included in the canon of American literature has changed over the years based on changing American society.The voices heard through our historical documents prove that strength in writing becomes effective on a larger level.Foundational documents represent American values. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will know the themes, purposes and rhetorical features of foundational U.S. documents of historical and literary significance and how they are used. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may: Select one of the seventeenth-, eighteenth-, or nineteenth-century foundational U.S. documents of historical and literary significance and write a research paper in which you trace the significance of the author’s purpose and theme throughout contemporary American history. Analyze the way authors’ use of rhetorical devices has changed over time.
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Equipment Needed |
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- Reading Series - Newspapers - Articles
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Domain: Reading (Literature) 11-12.1 |
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Cluster: Grade: 11-12 |
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Standard: RL.11-12.1. 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why it is important for readers to analyze text?
Why is it important to support one’s analysis?
How does one determine whether textual evidence is strong or weak?
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Content Statements |
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Students will learn the importance of citing textual support for their inferences. |
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Assessments |
Teacher ResourcesIndividual districts should use technology and available leveled literature as they see fit. |
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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- Reading Series - Novels |
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Domain: Reading (Literature) 11-12. |
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Cluster: Grade: 11-12 |
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Standard: RL.11-12.2. 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How do themes and central ideas develop and interact over the course of a text?
Why is it important to understand how themes develop over the course of a text?
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Content Statements |
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Students will know the elements that contribute to how a theme is created.
Students will identify and analyze how two or more themes interact within a given text.
Students will synthesize the multiple elements of the text or texts in order to formulate possible themes. |
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Assessments |
Teacher ResourcesIndividual districts should use technology and available leveled literature as they see fit.Suggested Websites:
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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- Reading Series - Novels/Poems - A variety of literature |
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Domain: Reading (Literature) 11-12.3 |
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Cluster: Grade: 11-12 |
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Standard: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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What drives an author’s choices in determining the elements of a story?
How do the author’s choices impact the story and reader? |
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Content Statements |
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Students will be able to explain the connection between author’s choice of setting, plot and characterization and how it develops a story or drama. Students will know how an author’s choices of elements work together to create a cohesive story or drama. Students will know that a change in any element may alter the story’s outcome or impact. |
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Assessments |
Teacher ResourcesIndividual districts should use technology and available leveled literature as they see fit.Suggested Websites:
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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- Reading Series - Novels/Poems - A variety of literature
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Domain: Reading (Literature) 11-12.4 |
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Cluster: Grade: 11-12 |
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Standard: RL.11-12.4. 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.) |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
Why does figurative language affect the meaning of a work?
How does a word’s denotation and connotation affect the reader?
How are readers affected by word choice? |
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Content Statements |
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Students will explain how an author’s word choices impact the meaning and tone of the text. Students will know that figurative language and words with multiple meanings affect the tone and meaning of a work. |
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Assessments |
Teacher ResourcesIndividual districts should use technology and available leveled literature as they see fit.Suggested Websites:
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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- Reading Series - Novels/Poems
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Domain: Reading (Literature) 11-12.5 |
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Cluster: Grade: 11-12 |
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Standard: RL.11-12.5. 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How does the author’s text organization enhance the overall structure and meaning of a text?
How does the author’s text organization affect the reader? |
Text structure impacts the meaning of the text for the individual reader.Text organization directly aids in overall comprehension. |
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Content Statements |
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Students will be able to analyze and evaluate the five elements, e.g., plot, character, setting, point of view and theme in literary text. Students will be able to evaluate the effective use of author’s structural choices e.g., foreshadowing and flashback. |
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Assessments |
Teacher ResourcesIndividual districts should use technology and available leveled literature as they see fit.Suggested Websites:
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To show evidence of meeting this standard, students may:
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Equipment Needed |
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- Reading Series - Novels/Poems
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Domain: Reading (Literature) 11-12.6 |
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Cluster: Grade 11-12 |
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Standards: RL 11-12.6 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). |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How does an author’s point of view distinguish a text’s meaning?
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Knowledge of literary devices play a crucial role in understanding author’s point of view.Words can be used to express something other than their literal meaning. |
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Content Statements |
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Irony, satire, sarcasm, allegory, symbolism and understatement are literary devices used by an author in order to express a point of view that varies from the literal interpretation of the author’s words. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may:
Create an original satirical essay, cartoon or presentation.
Create understatements about volatile contemporary issues.
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Equipment Needed |
||
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- Reading Series - Novels/Poems
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Domain: Reading (Literature) 11-12.7 |
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Cluster: Grade 11-12 |
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Standards: RL 11-12.7 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.) |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
Why do interpretations of a story, drama or poem vary based on the media used? |
Interpretations of a story, drama or poem are influenced by the medium used. |
Compare a scene from a film and a stage performance. Evaluate which is more faithful to the author’s intent and defend your choice with cited evidence. Listen to two different recordings of a poem. While listening, evaluate the tone of voice: i.e., tone, inflection, pitch, emphasis and pauses. Rewrite a poem in your own words. View a Shakespearean play and its modern counterpart. Note the differences in the two interpretations. Read a poem in class without discussing it. Have students write a short summary and read aloud analyzing differences in interpretation. |
Content Statements |
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There may be various interpretations of a selected work and other media. |
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Assessments |
Teacher ResourcesSuggested Websites:
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To show evidence of meeting this standard, students may:
Rewrite a key scene in a modern format i.e., texting.
Given a poem or other work of literature, students will engage in a virtual discussion i.e., blog.
Debate the merits of the original work of literature versus the modern interpretation. Develop a rubric to assess students’ ability to defend their viewpoint with facts from the works. |
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Equipment Needed |
||
|
- Reading Series - Novels/Poems
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Domain: Reading (Literature) 11-12.9 |
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Cluster: Grade 11-12 |
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Standards: RL 11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How does the literary period influence the themes and topics of literature?
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There are connections between various pieces of American literature and the time period in which it was written. |
xamine how a particular author’s work of literature is typical of or different from other works of literature of the time.
Write a narrative essay in the style of a specific American author from the eighteenth-, nineteenth- and early-twentieth-century.
Select a short story, poem or other short work of literature and explain why you think it is a good example of the literature of the literary period under study.
Trace trends in writing style in literature from the eighteenth-, nineteenth- and early-twentieth-century.
Distinguish elements from a particular period that make it exemplary to that time period. |
Content Statements |
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Students will know the differences and similarities in topics and themes in texts from the same time period.
Students will know the characteristics of different literary periods in American literature such as: idealism in Transcendentalism. |
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Assessments |
Teacher ResourcesSuggested Websites:adlit.org
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To show evidence of meeting this standard, students may: Read an unseen passage from one of the specific American authors from the eighteenth-, nineteenth- and early-twentieth-century. Provide a five minute oral commentary on its significance, answering questions such as: -What is the primary significance of this passage? -What are the themes in this passage? -How can the themes expressed in the passage be considered a foundation for American literature?
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Equipment Needed |
||
|
- Reading Series - Novels/Poems
|
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Domain: Reading (Literature) 11-12.10 |
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Cluster: Grade 11-12 |
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Standards: RL 11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
Why is it important to read and comprehend complex, grade appropriate texts? |
Continual growth in reading comprehension is vital for college and career readiness. |
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Content Statements |
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Students will demonstrate the ability to read and analyze texts with varying levels of complexity.
Students will implement previously learned reading strategies as they read increasingly complex texts. |
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Assessments |
Teacher ResourcesSuggested Websites:
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To show evidence of meeting this standard, students may: Keep reading logs, journals or literature response logs as they read independently.
Read and analyze a poem. Recite this poem and present an analysis of its style, structure and meaning.
Complete multiple choice and open-ended responses to literature based questions.
Provide evidence of reading self-selected works of literature appropriate to age, development and reading level (book talks, reports, Sustained Silent Reading, etc.)
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Equipment Needed |
||
|
- Reading Series - Novels/ Poems |
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Domain: Speaking & Listening 11-12.1 |
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Cluster: Grade 11-12 |
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Standards: S&L 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
What characteristics define effective classroom discussions?
How can discussion increase our knowledge and understanding of an idea(s)? |
Practice Active Listening while fostering civil discourse.Diverse perspectives deepen group understanding.Oral discussion helps to build connections to others and create opportunities for learning. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will identify the characteristics of productive discussion which include civil, democratic discourse. |
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Assessments |
Teacher ResourcesGoogle ScholarSocratic Seminarhttp://www.nwabr.org/education/pdfs/PRIMER/PrimerPieces/SocSem.pdf |
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To show evidence of meeting this standard, students may: Literature Circle (e.g. Using a piece of literature, students will break up into groups to perform a particular assigned task such as Discussion Facilitator or Vocabulary Builder. The students will discuss their findings to the remainder of the group). Learning Stations (e.g. Breaking students up into small groups, they must closely analyze a piece of literature, art, music or otherwise and then have a group discussion). |
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Equipment Needed Speeches in hard copy, visual or auditory form |
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Domain: Speaking & Listening 11-12.3 |
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Cluster: Grade 11-12 |
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Standards: S & L 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How is a listener persuaded by a speaker?
What values, lifestyles and points of view are represented in or omitted from media messages? |
Points of reference are linked to rhetoric.Rhetoric and evidence are not synonymous.Rhetorical strategies such as word choice and tone can further the speaker’s agenda.Evaluate the speaker’s premise and point of view in determining the usefulness of the material. |
To assist in meeting this standard, students may:
|
Content Statements |
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|
Students will identify and analyze the various techniques that the speaker utilizes. |
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Assessments |
Teacher ResourcesRubistarDebate topics: idebate.org |
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To show evidence of meeting this standard, students may: Debate (e.g., Two students must present a speech on opposing views to the class. The class will evaluate the speeches using a rubric to determine the rhetoric, word choice and the speaker’s agenda).
View/Listen Speech (e.g., Viewing a variety of speeches, students must evaluate the rhetoric, word choice and the speaker’s agenda to determine the effectiveness). |
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Equipment Needed
|
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|
Domain: Speaking and Listening 11-12.4 |
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|
Cluster: Grade 11-12 |
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|
Standards: S & L 11-12.4 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How do we present information, reasoning and opposing perspectives formally and informally?
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A distinct perspective is integral to presenting information and evidence.Organizational structures assist in the development of a speech.Style must be appropriate to the purpose, audience and task.An effective presentation addresses opposing viewpoints. |
To assist in meeting this standard, students may:
|
Content Statements |
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|
Students will understand and identify the characteristics of formal and informal speeches. |
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Assessments |
Teacher ResourcesDebate Topics: idebate.orgDebate Team Ideas: nationaldebateproject.org |
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To show evidence of meeting this standard, students may: Speech Presentation (e.g., Students will revise a persuasive essay to make an appropriate and effective speech that they will present to the class).
Debate (e.g., Two students must present a speech on opposing views to the class. The class will evaluate the speeches using a rubric to determine the rhetoric, word choice and the speaker’s agenda). |
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Equipment Needed
|
||
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|
||
|
Domain: Strand: Speaking & Listening 11-12.5 |
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Cluster: Grade 11-12 |
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|
Standards: S & L 11-12.5 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How does digital media enhance style and content?
|
Effective presentations employ a variety of media to enhance the listener’s understandings. |
To assist in meeting this standard, students may:
|
Content Statements |
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|
Students will evaluate and use different types of digital media. |
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Assessments |
Teacher ResourcesMoodle.comGlogster.comPrezi.comAnimoto.comWordle.com |
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To show evidence of meeting this standard, students may: Multi-media Presentation (e.g., Students must present a research project using two digital mediums such as, Powerpoint, Animoto, etc.)
Create an Electronic Comic Book (e.g., Students will create an electronic comic book that presents a literary piece of work from a different perspective). |
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Equipment Needed |
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||
|
Domain: Speaking 11-12.6 |
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|
Cluster: Grade 11-12 |
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|
Standards: S & L 11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations). |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
Why is it important to change dialect or idioms depending on the audience and purpose?
|
Adapting language for different audiences indicates acknowledgement of audienceFormal English involves the conventions of Standard written English.Most academic and business discourse involves formal English. |
To assist in meeting this standard, students may:
|
Content Statements |
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|
Student will understand the importance of linguistic code switching. |
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Assessments |
Teacher ResourcesGlogster.comPrezi.comhttp://www.learnnc.org/search?area=&tag=writing&area=best+practices&mode=browse |
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To show evidence of meeting this standard, students may: Mock Job Interview (e.g., Students will participate in a job interview in front of the class. Remainder of class must use rubric to evaluate the formal or informal language.) Research and Compose Annotated Bibliography (e.g., Deliver a speech to two various groups of people such as, a principal, teammates or politician). |
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Equipment Needed
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|
Domain: Writing; 11-12.1 |
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Cluster: Grade 11-12 |
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Standards: W 11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
Why are claims, data, and explanation/elaboration necessary in argumentative writing?
Why should the audience be considered in argumentative writing?
How do stylistic choices impact organization and overall meaning? |
Precise theses/claims are essential components to argumentative writing practices.A writer needs to anticipate and address the counterclaims when composing.Organization is central to developing argumentative essays.Transitions are important to logic and cohesion.Maintaining an appropriate tone is vital to argumentative tasks.Style is determined by audience.Conclusions serve as a way to interconnect the details of the entire piece and support the argument presented. |
To assist in meeting this standard, students may:
|
Content Statements |
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|
Students will identify and comprehend the purpose and structure of argumentative writing. Students will compose argumentative essays for a specific audience.
Students will utilize various styles to reinforceorganization and meaning. |
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Assessments |
Teacher ResourcesHSPA RubricAppendix for the CCCS (Student Writing Samples)Purdue: Online Writing Lab: http://owl.english.purdue.edu/Paradigm Online Writing Assistant: powa.orgBedford Diana HackerRubistar.comTurnitin.com |
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To show evidence of meeting this standard, students may: Compose a Proposal (e.g., Your district just found 10 million dollars. How should the district utilize the funds to create a summer program? Compose a proposal that highlights your position while incorporating evidence.)
Compose a Definition Argument (e.g., Students will use the term(s) Freedom, Patriotism, or Materialism to create an Argument of Definition. Alternatively, the teacher can input any term that is relevant to his/her course content.)
Compose a Literary Critique (e.g., Students will write an evaluation of a relevant theme, character or historical construct of a literary work.) |
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Equipment Needed |
||
|
- Overhead - Transparencies - Notebooks - Interactive white boards
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Domain: Writing; 11-12.2 |
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Cluster: Grade 11-12 |
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Standards: W 11-12.2 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How does an author ensure clarity and accuracy in informational writing? Why does the audience help to determine the necessary level of detail when creating informational writing? How is analysis different from argument?
How do stylistic choices impact organization and overall meaning?
Why are comparisons important in explaining material to readers? |
Organization, which is essential to informative writing practices, supports a clear, purposeful presentation of complex ideas and concepts.Target audience will determine level of detail, jargon and stylistic choices.Transitions are important for logic and cohesion.Creating appropriate comparisons is vital to conveying information.Conclusions serve as a way to interconnect the details of the entire piece and/or the explanation presented. |
To assist in meeting this standard, students may:
|
Content Statements |
||
|
Students will identify and comprehend the purpose and structure of informational/explanatory writing.
Students will compose informational/explanatory essays for a specific audience.
Students will utilize various stylistic devices to reinforce organization and meaning.
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Assessments |
Teacher ResourcesHSPA RubricAppendix for the CCCSPurdue: Online Writing Lab: http://owl.english.purdue.edu/Paradigm Online Writing Assistant: powa.orgBedford Diana HackerRubistar.comNYTIMES Learning NetworkTurnitin.com |
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To show evidence of meeting this standard, students may: Analyze Figurative Language (e.g., Using a poem of your choice, have students analyze the figurative language and reflect on the impact it has to a reader’s understanding.)
Compose a Division/Classification (e.g., Students will all choose a different phylum, class, or species and create a skit to demonstrate their understanding of dominant characteristics.)
Compose a Comparison/Contrast (e.g., Students will compare and contrast the viewpoints of two authors while writing on the same topic. Higher level classes could compare and contrast stylistic choice of the two authors.)
Compose a Cause and Effect/Process Analysis (e.g., Students will trace the events stemming from one precipitating cause.) Compose a Literary Review (e.g., Students will write an evaluation of a relevant theme, character or historical construct in a literary work.)
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Equipment Needed |
||
|
- Overhead - Transparencies - Notebooks - Interactive white boards
|
||
|
Domain: Writing; 11-12.3
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||
|
Cluster: Grade 11-12 |
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|
Standards: 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
What makes a story worth telling? Why is a ‘hook’ important to narrative writing? How does characterization affect theme? Is chronological order always the best way to present events? How does imagery affect mood and tone? |
Stories instruct and entertain. Narratives imply abstract ideas and morals that teach and reflect important cultural constructs.Writers need to feel an emotional and intellectual investment in the stories they tell.Character identity and background affect meaning and extends the author’s biography.Order of events in a story affects suspense, plot and theme.Setting frequently reflects the themes and morals of a story; setting shapes characterization |
To assist in meeting this standard, students may:
|
Content Statements |
||
|
Students will identify the most important elements of narrative.
Students will write creative and engaging pieces of varying length and/or genres that address elements of narrative.
Students will read and explain models of narrative from a variety of authors. |
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Assessments |
Teacher ResourcesHSPA RubricAppendix for the CCCSPurdue: Online Writing Lab: http://owl.english.purdue.edu/Paradigm Online Writing Assistant: powa.orgBedford Diana HackerRubistar.comNYTIMES Learning NetworkTurnitin.com |
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To show evidence of meeting this standard, students may: Compose a Multiple Perspective Response (e.g., Place an object in the middle of the classroom. Students must write a description of the object pretending to be various characters from a piece of literature.)
Compose an Alternate Ending (e.g., Students will create an alternate ending to a story read in class. Students must continue to develop characters, plot and major themes within the text.)
Compose a Narrative (e.g., Compose a fiction or nonfiction narration of an event.)
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||
|
Equipment Needed |
||
|
- Overhead - Transparencies - Notebooks - Interactive white boards
|
||
|
Domain: Writing 11-12.4
|
||
|
Cluster: Grade 11-12 |
||
|
Standards: W 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience |
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|
Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
|
How do timed and process writing differ? How can an author analyze and annotate a given writing task in order to identify purpose and audience?
|
Audience expectations are affected by the writing situation.Revision requires analyzing one’s writing through various critical lenses. |
To assist in meeting this standard, students may:
|
Content Statements |
||
|
Students will produce and revise pieces of work for various audiences and purposes.
|
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|
Assessments |
Teacher ResourcesHSPA RubricAppendix for the CCCSPurdue: Online Writing Lab: http://owl.english.purdue.edu/Paradigm Online Writing Assistant: powa.orgBedford Diana HackerRubistar.comNYTIMES Learning NetworkTurnitin.com |
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To show evidence of meeting this standard, students may: Elaboration Activity (e.g., After completing an on-demand writing task, students will use the writing process to revise and expand their original essays. Then, students will write a reflection in which they highlight how each essay’s stylistic and organizational choices differ by virtue of the respective task.)
Collaborative Essay (e.g. To demonstrate the individual usefulness of each stage of the writing process, student groups will compose an essay in which each group member is responsible for a different stage of the writing process.)
Imitation (e.g. Select a sample essay. Have students rewrite a paragraph of the essay while maintaining the author’s tone, style, and development. Then, have the class read the essay in order to identify the paragraph that was not part of the original essay.)
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||
|
Equipment Needed |
||
|
- Overhead - Transparencies - Notebooks - Interactive white boards
|
||
|
Domain: Writing 11-12.5
|
||
|
Cluster: Grade 11-12 |
||
|
Standards: 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How does an author identify what is most significant to a specific writing task?
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Revision means re-seeing your draft, not simply editing it, but re-conceiving it and experimenting with new possibilities. |
To assist in meeting this standard, students may:
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Content Statements |
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Planning and revising writing is a vital process that cannot be skipped |
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Assessments |
Teacher Resourceshttp://wps.ablongman.com/long_ballenger_cw_1/31/8043/2059154.cw/index.htmlhttp://owl.english.purdue.edu/owl/resource/673/01/http://owl.english.purdue.edu/owl/resource/561/01/http://writingcenter.unc.edu/resources/handouts-demos/writing-the-paper/revising-drafts |
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To show evidence of meeting this standard, students may:
Pick a Revision Strategy Students will revise an essay and be graded on the revision.
Try Multiple Prewriting Strategies (e.g., invention, free write, etc.) Students will complete prewriting activities on hypothetical essay prompts. Then, students will select one of the prompts/prewriting to complete the essay.
Writer’s Portfolio (e.g., Students will keep a collection of the various drafts to revisit and publish in the future.) |
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Equipment Needed |
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- Laptop - Overhead - Transparencies - Notebooks - Interactive white boards
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Domain: Writing 11-12.6
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Cluster: Grade 11-12 |
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Standards: 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How can technology assist writers? |
Technology can facilitate the production and distribution of writing products. |
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Content Statements |
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Technologies, such as but not limited to the Internet, assist writers as they produce, revise, publish and/or share writing products. |
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Assessments |
Teacher ResourcesPurdue Online Writing Lab: http://owl.english.purdue.edu/Moodle.comWordpress.comWikispace.com |
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Create a blog (e.g., Students will utilize technology to further develop and sustain classroom discussions.)
Evidence of revision (e.g., Students will submit a rough or initial draft in addition to the final draft of an essay assignment.)
Publish a particular genre of writing (e.g., Students will complete a final draft of a piece of writing such as, argument, explanatory or narrative.) Peer Feedback (e.g., Proof of peer editing can take place through a blog or another appropriate technology.) |
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Equipment Needed |
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- Overhead - Transparencies - Notebooks - Interactive white boards |
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Domain: Writing 11-12.7 |
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Cluster: Grade 11-12 |
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Standards: 11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How does research enhance an author’s product?
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Research serves many purposes, such as answering questions or solving problems. |
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Content Statements |
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Research projects are an essential component of the writing process. |
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Assessments |
Teacher ResourcesPurdue Online Writing Lab: http://owl.english.purdue.edu/paperrater.comResearch Databases:EbscoHost, CQ Researcher, etc.Twitter.comEvernote.com |
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Research notes (e.g., Students will submit notes/evidence of research.)
Annotated Bibliography (e.g., Students will research a topic of interest relating to a global issue such as World Hunger, Global Warming, etc. After reading an article closely outside of class, students must compose an annotated bibliography to enhance their learning process and prepare them for a larger draft.)
Publish research project (e.g., Students will publish research project through a variety of media.) |
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Equipment Needed |
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- Educational technologies such as software programs and the Internet - Microsoft Office (Endnote) - Graphic organizers - Overhead - Transparencies - Notebooks - Interactive white boards |
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Domain: Writing; 11-12.8 |
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Cluster: Grade 11-12 |
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Standards: W 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and weaknesses 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 over reliance on any one source and following a standard format for citation. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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What denotes a valid and authoritative source?
Why is it necessary to cite evidence in persuasive writing?
How does one properly implement research and other’s ideas without plagiarizing?
Why is avoiding plagiarism necessary? |
Research requires primary and secondary resources.Evidence provides a foundation for one's claims and helps one avoid opinionated responses.It is essential for students to form and develop their own ideas and put these ideas into a useful dialogue with those of the author or source text.A writer’s ideas are formulated in tandem with the work of published authors. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will differentiate between valid and dubious sources.
Students will cite evidence appropriately to avoid plagiarism. |
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Assessments |
Teacher ResourcesPurdue Online Writing Lab: http://owl.english.purdue.edu/paperrater.comResearch Databases:EbscoHost, CQ Researcher, etc.Twitter.com |
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To show evidence of meeting this standard, students may:
Annotated Bibliography (e.g., Students will research a topic of interest relating to a global issue such as World Hunger, Global Warming, etc. After reading an article closely outside of class, students must compose an annotated bibliography to enhance their learning process and prepare them for a larger draft.)
Write a research paper (e.g., Students will create a written piece that requires the incorporation of accurate research.) |
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Equipment Needed |
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- Overhead - Transparencies - Notebooks - Interactive white boards
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Domain: Writing; 11-12.9
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Cluster: Grade 11-12 |
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Standards: W 11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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Why are some details/scenes more important than others? |
Details work both in isolation and together to impact a text’s meaning. The interpretation of a given scene/detail/excerpt affects the reader’s comprehension of the text as a whole. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will evaluate and use evidence to support their written products. |
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Assessments |
Teacher ResourcesPurdue Online Writing Lab: http://owl.english.purdue.edu/Paradigm Online Writing Assistant: powa.orgRubistar.comTurnitin.com |
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To show evidence of meeting this standard, students may: Compose an Outline (e.g. Students will be presented with a text. Each student must find an excerpt to support the theme. Using three research findings, compose an outline of the excerpts as a prewriting draft.) Compose Debate Response (e.g., Students turn the debate conversation into a written abstract of the conversation.) |
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Equipment Needed |
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- Fiction and Nonfiction that is relevant to course content. - Overhead - Transparencies - Notebooks - Interactive white boards
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Domain: Writing; 11-12.10
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Cluster: Grade 11-12 |
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Standards: 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. |
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Essential Questions |
Enduring Understandings |
Activities, Investigation, and Student Experiences |
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How do routine and varied writing practices impact the writer’s skills?
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Students will comprehend the value of practice to enhance their skills through various time frames. |
To assist in meeting this standard, students may:
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Content Statements |
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Students will understand the value of practicing short and long term written samples.
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Assessments |
Teacher ResourcesPurdue Online Writing Lab: http://owl.english.purdue.edu/Paradigm Online Writing Assistant: powa.orgRubistar.comTurnitin.com |
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To show evidence of meeting this standard, students may: Compose Journal Responses (e.g., Students will respond to journal prompts relating to course content. Journal must be completed during class time to practice short term writing.)
Compose a Reflection of Final Draft (e.g., After students submit the final draft of an essay, ask them to develop a reflection of their work in class. Students should consider: Where did I succeed in my writing? What could have been further developed? How can I approach my writing differently in the future?)
Compose an Annotated Bibliography (e.g., Students will research a topic of interest relating to a global issue such as World Hunger, Global Warming, etc. After reading an article closely outside of class, students must compose an annotated bibliography to enhance their learning process and prepare them for a larger draft.)
Compose a Literary Review (e.g., Students will write an evaluation of a relevant theme, character or historical construct of a literary work.)
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Equipment Needed |
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- Overhead - Transparencies - Notebooks - Interactive white boards
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IX. Differentiated Instruction
Strategies to Accommodate Gifted and Talented Students
- Pair Gifted & Talented students with other students to spark dialogue and diverse viewpoints.
- Request Gifted & Talented students to model and verbalize processes used to perform creative problem-solving.
- Invoke multiple intelligences and Bloom’s Taxonomy in higher-ordered thinking skills in all areas of curriculum.
- Vary instructional groupings.
- Invoke real life problems that students can identify with.
- Explore curriculum objectives in greater depth.
- Provide ample examples.
- Invoke technological resources.
- Invoke multi-media resources.
Strategies to Accommodate BSIP
- Small group instruction
- Increased time on task
- Use of manipulatives
- Use of intervention materials to review and reteach concepts
- Individual support
- Shorter assignments
- Read and reword directions.
- Underline, block and use other appropriate methods to identify key words
Strategies to Accommodate English Language Learners
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MATERIALS/ENVIRONMENT |
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ASSESSMENTS |
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X. Strategies to Accommodate Special Education Students
PROGRAM MODIFICATIONS & ADAPATIONS
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Modifications/Adaptations for General Education & Special Education Classes
This list represents possible accommodations and modifications for students with special needs. Please refer to individual IEPs for student specific accommodations and modifications. |
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Environment: □ Preferential Seating □ Clear Work Area □ Study Carrel □ Other (specify)_____________________________________________________________________ |
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Material/Books/Equipment: □ Alternate Text □ Consumable Workbooks □ Modified Worksheets □ Calculator □ Tape Recorder □ Supplementary Visuals □ Large Print Text □ Manipulatives □ Spell Check □ Access to computer □ Assistive Device: (specify)_____________________________ □ Other: (specify)______________________________________ |
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Instructional Strategies: □ Check Work in Progress □ Immediate Feedback □ Pre-teach Content □ Extra Drill/Practice □ Review Sessions □ Have Student Restate Information □ Review Directions □ Use Manipulatives □ Modified Content □ Provide Lecture Notes/Outline □ Assign Study Partner □ Monitor Assignments □ Provide Models □ Computer Assisted Instruction □ Repeat Instructions □ Multi-Sensory Approach □ Highlight Key Words □ Oral Reminders □ Display Key Vocabulary □ Visual Reinforcement □ Pictures/Charts □ Visual Reminders □ Mimed Clues/Gestures □ Concrete Examples □ Use Mnemonics □ Personalized Examples □ Number Line □ Use Vocabulary Word Bank □ Support Auditory Presentations with Visuals □ Other: (specify)_____________________________________ |
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Organization: □ Provide Study Outlines □ Desktop List of Tasks □ List Sequential Steps □ Post Routines □ Post Assignments □ Give One Paper at a Time □ Folders to Hold Work □ Pencil Box for Tools □ Pocket Folder for Work □ Assignment Pad □ Daily Assignment List □ Daily Homework List □ Worksheet Format □ Extra Space for Work □ Assign Partner □ Assistive Device: ____________________________________ □ Other: (specify)________________________________________________ |
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Tests/Quizzes/Time: □ Prior Notice of Test □ Preview Test Procedures □ Test Study Guides □ Simplify Test Wording □ Oral Testing □ Shortened Tasks □ Limited Multiple Choice □ Hands-on-Projects □ Reduced Reading □ Alternative Tests □ Objective Tests □ Extra Credit Options □ Extra Time-Written Work □ Extra Time -Tests □ Extra Time-Projects □ Extra Response Time □ Modified Tests □ Test Read □ Pace Long Term Projects □ On Computer □ Rephrase Test Questions/Directions □ Other:____________________________________________ |
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Grading: □ No spelling Penalty □ No Handwriting Penalty □ Grade Effort + Work □ Grade Improvement □ Course Credit □ Base Grade on IEP □ Base Grade on Ability □ Modify Grades □ Pass/Fail □ Audit Course □ Other: (specify)______________________________________ |
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Behavior Management/Support: □ Daily Feedback to Student □ Chart Progress □ Behavior Contract □ Positive Reinforcement □ Collect Baseline Data □ Parent/Guardian Sign Homework □ Set/Post Class Rules □ Parent Sign Behavior Chart □ Cue Expected Behavior □ Structure Transitions □ Break Between Tasks □ Proximity/Touch Control □ Contingency Plan □ Time Out from Positive Reinforcement □ Other: (specify)____________________________________________________________________ |
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Cross Curricular Activities for English Language Arts |
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Subject |
Activities & Standards |
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English |
N/A |
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Math |
CCSS.Math.Content.HSS.IC.B.3Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. CCSS.Math.Content.HSS.IC.B.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
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Science |
Selections from Pearson Textbook and novels that have elements of Science throughout the text. https://newsela.com/articles/oil-whale/id/5328/ CCSS.ELA-Literacy.RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST.11-12.6Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. |
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Social Studies |
CCSS.ELA-Literacy.RH.11-12.4Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RH.11-12.5Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. |
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Health/Phys. Ed. |
https://newsela.com/articles/junkfood-study/id/5284/
2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.3 Drugs and Medicines All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. |
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Technology |
Examples:
CCSS.ELA-Literacy.RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |
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World Languages |
Examples:https://newsela.com/articles/peru-gold/id/5434/ Selections from Pearson Textbook and novels such as “When I was Puerto Rican”, “Interpreter of Maladies”, “Things Fall Apart”, etc., 7.1.AL.A.4 Evaluate, from multiple cultural perspectives, the historical, political, and present-day contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States. 7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. |
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Visual & Performing Arts |
1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. |
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21st Cent. Life and Career |
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