Program Identification Title

PROGRAM IDENTIFICATION TITLE

English Communication Arts

PROGRAM DESCRIPTION AND JUSTIFICATION

District 205 serves a wide variety of students from various socioeconomic and ethnic groups, which also reflect a wide range of learning backgrounds, ability levels, and learning styles. Because of a diverse and constantly changing world, the program provides every student with the communication skills necessary to be responsible, productive, and life-long learners.

In addition, students should be given the opportunity to explore the aesthetic aspects of the human experience. Besides the traditional content of literature, grammar, vocabulary, usage, composition, and technological skills, the program also explores a wide range of communication forms, including, but not limited to, written and spoken language.

PROGRAM GOALS

1. Students will read, comprehend, interpret, analyze, evaluate, and use a variety of written materials. 2. Students will listen critically and analytically. 3. Students will write Standard English in a grammatical, well-organized, and coherent manner for a variety of purposes. 4. Students will use spoken language in formal and informal situations to communicate effectively. 5. Students will understand and appreciate the various forms of fiction and nonfiction representative of various cultures, eras, and ideas. 6. Students will locate, access, and process information through technology to enable life-long learning. 7. Students will explore how language evolves and functions. 8. Students will prepare for future learning, which includes the work place.

COURSE TITLE

English I and English I (Pre-AP)

COURSE DESCRIPTION

English I

Integrating reading, writing, literature, speaking, listening, vocabulary, library skills, and critical thinking skills, students read and write for a variety of purposes. Using thematic units and incorporating engaged learning strategies, students analyze what they read and apply it to their own writing. Students will read, understand, and appreciate a variety of literary and technical genres representative of many cultures, eras, and ideas. This course is designed for students who perform at grade level in their reading and language arts skills because the genres are studied in depth. 1 Unit of Regular Credit. English I (Pre-AP)

This course is intended for students who have exceeded the District 205 writing and reading requirements and who will enter a Pre-AP second year course in English. English II (Pre-AP) emphasizes higher-order thinking skills through project-based units which address a variety of learning styles. By using all genres as models of writing, students analyze, synthesize, and evaluate what they read and apply similar techniques in their own writing. In this course students develop test-taking skills for a variety of assessments, particularly the English AP exams. Students also create multi-paragraph writing for a variety of purposes. A research project with written documentation is required. Students are expected to produce documents of publication quality using contemporary technology. 1 Unit of Advanced Placement (Honors) Credit.

COURSE GOALS

COURSE GOAL A: Students will understand and apply the various structures and uses of writing by the end of the course.

STATE BENCHMARKS:

3.A.4 – Use standard English to edit documents for clarity, subject/verb agreement and verb tense; proofread for spelling capitalization, and punctuation; ensure that documents are formatted in final form for submission and/or publication.

3.B.4a – Produce documents that exhibit a range or writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration, support, and overall coherence.

3.B.4b – Produce, edit, revise, and format work for submission and/or publication.

3.B.4c – Evaluate written work for its effectiveness and make recommendations for its improvement.

3.C.4a – Write for real or potentially real situations in academic, professional, and civic contexts.

3.C.4b – Using available technology, produce compositions and multimedia works for specified audiences. ACT OBJECTIVES:

 Identify the basic purpose or role of a specified phrase or sentence  Delete a clause or sentence because it is obviously irrelevant to the essay  Identify the central idea or main topic of a straightforward piece of writing  Determine relevancy when presented with a variety of sentence-level details  Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time)  Select the most logical place to add a sentence in a paragraph  Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response)  Decide the most logical place to add a sentence in an essay  Add a sentence that introduces a simple paragraph  Revise sentences to correct awkward and confusing arrangements of sentence elements  Revise vague nouns and pronouns that create obvious logic problems  Delete obviously synonymous and wordy material in a sentence  Revise expressions that deviate from the style of an essay

REPRESENTATIVE ACTIVITIES: 1. Write a historical narrative about your own background or about the background of a significant community figure. 2. Write an expository rough draft in which you compare/contrast imaginary/real characters found in folktales and explore the impact of these tales on society and/or culture (Pre-AP). 3. Write a letter to an editor addressing a community problem/issue.

REPRESENTATIVE ASSESSMENTS: 1. Criteria for rubric include organization, focus, support, mechanics, and clarity. 2. Criteria for the rubric focus more on developmental stage revision than editing (Pre-AP). 3. Criteria for rubric include organization, focus, support, mechanics, and clarity. COURSE GOAL B: Students will recognize and utilize the grammatical conventions of standard English throughout the course.

STATE BENCHMARKS:

1.A.4a – Expand knowledge of word origins and derivations and use idioms, analogies, metaphors, and similes to extend vocabulary development.

1.A.4b – Compare the meaning of words and phrases and use analogies to explain the relationships among them.

3.A.4 – Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement, pronoun/antecedent agreement, and verb tense; proofread for spelling, capitalization, and punctuation; and ensure that documents are formatted in final form for submission and/or publication.

ACT OBJECTIVES:

 Use conjunctions or punctuation to join simple clauses  Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences  Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences  Decide the appropriate verb tense and voice by considering the meaning of the entire sentence  Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers)  Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives  Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts  Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead  Delete commas that create basic sense problems (e.g., between verb and direct object)  Provide appropriate punctuation in straightforward situations (e.g., items in a series)  Delete commas that disturb the sentence flow (e.g., between modifier and modified element)  Use commas to set off simple parenthetical phrases  Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause)

REPRESENTATIVE ACTIVITIES:

1. Write an expository paragraph detailing the sequence of events that led to the occurrence of a particular problem in your community. 2. Keep a log of different vocabulary words that you encounter in your reading. Define each word, and use each word in a complete sentence. 3. Compare/contrast the effectiveness of two current world leaders in a five- paragraph essay (Pre-AP).

REPRESENTATIVE ASSESSMENTS:

1. Criteria for rubric focusing more on sequence and clarity. 2. Teacher evaluation of sentences (proper usage) as well as student self- evaluation. 3. Criteria for rubric focuses more on the peer editing process (Pre-AP).

COURSE GOAL C: Students will recognize and demonstrate that vocabulary skills improve communication and direct social interaction throughout the course.

STATE BENCHMARKS:

1.A.4a – Expand knowledge of word origins and derivations and use idioms, analogies, metaphors, and similes to extend vocabulary development.

1.A.4b – Compare the meaning of words and phrases, and use analogies to explain the relationships among them.

ACT OBJECTIVES:

 Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages  Understand the implication of a familiar word or phrase and of simple descriptive language  Use context to understand basic figurative language  Develop vocabulary and standard grammatical skills through writing, reading, listening, and speaking activities.

 Develop vocabulary and standard grammatical skills through writing, reading, listening, and speaking activities.

1. Develop a list of highly descriptive personal strengths and weaknesses. Using the strengths, develop a personal resume designed to portray the skills and goals of the student. 2. Students are asked to view commercials on television and review advertisements in magazines and newspapers and compile a list of vocabulary common to the advertisements. Using examples of effective advertisement vocabulary, students are to create their own ad for an existing or imaginary product. 3. Students are asked to examine the dialogue used in a courtroom scene. Students are then to examine current event issues, divide into teams, and plan a short debate arguing a particular position on an issue. Students will be encouraged to use language commonly used in court/legal settings (Pre-AP).

1. A produced resume for each student graded according to a rubric would cover the use of descriptive language and action verbs. 2. Students will produce an advertisement graded on a rubric. As a part of the rubric, students will need to show how their vocabulary was used in another advertisement(s). 3. Students’ arguments and presentations will be graded by rubric. The assessment will give credit for use of legal language and ability of the students to identify it from their own written arguments (Pre-AP).

COURSE GOAL D: Students will understand and demonstrate that writing and reading relate to life-long learning throughout the course.

STATE BENCHMARKS:

1.B.4a – Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources. 1.B.4b – Analyze, interpret, and compare a variety of texts for purpose, structure, content, detail, and effect.

1.B.4c – Read age-appropriate material with fluency and accuracy.

3.A.4 – Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement, pronoun/antecedent agreement, and verb tense; proofread for spelling capitalization, and punctuation; ensure that documents are formatted in final form for submission and/or publication.

3.C.4a – Write for real or potentially real situations in academic, professional, and civic contexts.

ACT OBJECTIVES:

 Recognize a clear intent of an author or narrator in uncomplicated literary narratives  Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives  Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives  Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages  Locate basic facts (e.g., names, dates, events) clearly stated in a passage  Locate simple details at the sentence and paragraph level in uncomplicated passages  Recognize a clear function of a part of an uncomplicated passage  Locate important details in uncomplicated passages  Make simple inferences about how details are used in passages  Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages  Recognize clear cause-effect relationships described within a single sentence in a passage  Identify relationships between main characters in uncomplicated literary narratives  Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives  Understand the implication of a familiar word or phrase and of simple descriptive language  Use context to understand basic figurative language  Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages  Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives  Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages

 Develop vocabulary and standard grammatical skills through writing, reading, listening, and speaking activities  Demonstrate paraphrasing and summarizing skills through reading and research  Develop inferential and critical evaluation skills in fiction and nonfiction  Identify literary techniques: irony, satire, symbolism, etc.  Explore various cultures, eras, and ideas through exposure to a wide range of reading materials  Create writing assignments based on various reading experiences

1. Following a discussion of current events, students will be asked to gather newspaper articles concerning a topic of their choice. Then, following that research, students will be required to write and give a presentation detailing the specifics of that current event so that every student in the class will understand the issue. 2. Students will be asked to participate in a unit on career exploration and development. As a part of this unit, students will be asked to research information concerning several possible career paths. This will include information about working conditions, job availability, salary, and technical information needed for the job. A final report will be issued comparing the strengths and weaknesses of at least two career paths. 3. Students will write an actual letter (e-mail or U.S. Post) to request information from a particular social service, government organization, or private company. The letter must follow all conventions of formal correspondence and make a specific request that may be completed by the contacted entity (Pre-AP).

1. Student papers and presentations will be graded by rubric. Part of that rubric will address the clarity of the explanation. Each student will be required to create, as a part of the assignment, a five-item multiple- choice test used to sample his or her grasp of the subject. 2. Students will demonstrate in a chart the ability to compare and contrast critical elements. Papers and presentations will be graded according to a rubric. A part of that rubric will deal with the breadth and depth of information required about possible career paths. 3. Students will produce a letter. The content of the letter will be graded with a rubric that will address formal correspondence conventions, ability to make a clear and specific request, and the answer to that request (Pre-AP).

COURSE GOAL E: Students will demonstrate the effectiveness of comprehension, clarity, and conciseness in writing by the end of the course.

STATE BENCHMARKS:

1.C.4d – Summarize and make generalizations from context and relate them to the purpose of the material.

3.A.4 – Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement, pronoun/antecedent agreement, and verb tense; proofread for spelling capitalization, and punctuation; ensure that documents are formatted in final form for submission and/or publication.

3.B.4b – Produce, edit, revise, and format work for submission and/or publication.

ACT OBJECTIVES:

 Identify the basic purpose or role of a specified phrase or sentence  Delete a clause or sentence because it is obviously irrelevant to the essay  Identify the central idea or main topic of a straightforward piece of writing  Determine relevancy when presented with a variety of sentence-level details  Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time)  Select the most logical place to add a sentence in a paragraph  Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response)  Decide the most logical place to add a sentence in an essay  Add a sentence that introduces a simple paragraph  Revise sentences to correct awkward and confusing arrangements of sentence elements  Revise vague nouns and pronouns that create obvious logic problems  Delete obviously synonymous and wordy material in a sentence  Revise expressions that deviate from the style of an essay  Use conjunctions or punctuation to join simple clauses  Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences  Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences  Decide the appropriate verb tense and voice by considering the meaning of the entire sentence  Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers)  Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives  Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts  Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead  Delete commas that create basic sense problems (e.g., between verb and direct object)  Provide appropriate punctuation in straightforward situations (e.g., items in a series)  Delete commas that disturb the sentence flow (e.g., between modifier and modified element)  Use commas to set off simple parenthetical phrases  Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause)  Apply process-writing techniques for writing assignments (prewriting, rough draft, revision, editing, final draft)

 Identify and apply organizational patterns  Demonstrate the appropriate skills for single paragraph and multi-paragraph development: sequence, comparison/contrast, cause/effect, etc.

1. Select a current events topic that conflicts with an amendment from The Bill of Rights; research the topic and develop a concise and clear persuasive, written argument recommending a solution; orally present the argument to an audience; write a letter to an editor. 2. Research a world problem in which the decisions made resulted in unanticipated consequences; evaluate the ethical/moral values of the decision; write a clear, concise, and comprehensive cause/effect essay outlining the situation. 3. Compile and distribute a student handbook of support systems for sophomore students (Pre-AP).

1. Essay, presentation, and letter will be graded using a rubric focusing on organization, focus, support, mechanics, and clarity. 2. The criteria for the essay will cover organization, focus, support, mechanics, and clarity. 3. Student handbooks will be assessed using the following criteria: format, conciseness, and audience appropriateness (Pre-AP).

COURSE GOAL F: Students will demonstrate comprehension in reading throughout the course.

STATE BENCHMARKS:

1.A.4a – Expand knowledge of word origins and derivations, and use idioms, analogies, metaphors, and similes to extend vocabulary development.

1.A.4b – Compare the meaning of words and phrases, and use analogies to explain the relationships among them.

1.B.4a – Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.

1.B.4b – Analyze, interpret, and compare a variety of texts for purpose, structure, content, detail, and effect.

1.B.4c – Read age-appropriate material with fluency and accuracy. 1.C.4a – Use questions and predictions to guide reading.

1.C.4b – Explain and justify an interpretation of a text.

1.C.4c – Interpret, evaluate, and apply information from a variety of sources to other situations.

1.C.4d – Summarize and make generalizations from context and relate them to the purpose of the material.

1.C.4e – Analyze how authors and illustrators use text and art to express and emphasize their ideas.

1.C.4f – Interpret tables, graphs, and maps in conjunction with related text.

ACT OBJECTIVES:

 Recognize a clear intent of an author or narrator in uncomplicated literary narratives  Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

 Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

 Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages  Locate basic facts (e.g., names, dates, events) clearly stated in a passage  Locate simple details at the sentence and paragraph level in uncomplicated passages

 Recognize a clear function of a part of an uncomplicated passage

 Locate important details in uncomplicated passages

 Make simple inferences about how details are used in passages

 Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages

 Recognize clear cause-effect relationships described within a single sentence in a passage

 Identify relationships between main characters in uncomplicated literary narratives

 Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives  Understand the implication of a familiar word or phrase and of simple descriptive language

 Use context to understand basic figurative language

 Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages

 Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives

 Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages  Develop vocabulary and standard grammatical skills through writing, reading, listening, and speaking activities  Demonstrate paraphrasing and summarizing skills through reading and research

 Identify main idea, details, and context clues in fiction and nonfiction

 Develop inferential and critical evaluation skills in fiction and nonfiction

 Identify the elements of fiction: plot, setting, theme, etc.

 Identify literary techniques: irony, satire, symbolism, etc.

 Explore various cultures, eras, and ideas through exposure to a wide range of reading materials

1. Read two novels similar in theme. In groups discuss the similarities and differences between the two. Individuals will report their findings to the whole class and a whole-class list will be compiled. 2. Select a contemporary topic. Investigate the future trends connected with the topic (i.e. what issues surround the topic, what research is being done regarding the topic, what predictions are being made about the topic, etc.). Research design and present a PowerPoint project to the class, presenting the information in a logical manner and evaluating the research gathered. 3. Using newspapers, journals, and articles, create a National Action Plan following predetermined criteria. Select a problem that has national ramifications. Define the problem, give causes, list solutions, make recommendations, create needed documentation, and present to a specified audience. Write a letter to a national figure (Pre-AP). REPRESENTATIVE ASSESSMENTS:

1. Write a comparison/contrast paper which will be addressed for focus, organization, and comprehension of the novels. 2. Each stage of the research (specifically references and documentation) will be addressed using rubrics containing specific criteria. 3. Students will be periodically assessed using rubrics focussing on comprehension of the nonfiction/technical texts (Pre-AP).

COURSE GOAL G: Students will recognize and evaluate various forms of fiction and nonfiction throughout the course.

STATE BENCHMARKS:

1.B.4a – Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.

1.C.4a – Use questions and predictions to guide reading.

2.A.4a – Analyze and evaluate the effective use of literary techniques in classic and contemporary literature representing a variety of forms and media.

2.A.4b – Explain relationships between and among literary elements including character, plot, setting, theme, conflict, and resolution and their influence on the effectiveness of the literary piece.

2.A.4c – Describe relationships between the author's style, literary form, and intended effect on the reader.

2.A.4d – Describe the influence of the author's language structure and word choice to convey the author's viewpoint.

2.B.4a – Critique ideas and impressions generated by oral, visual, written, and electronic materials.

2.B.4b – Analyze form, content, purpose, and major themes of American literature and literature of other countries in their historical perspectives.

2.B.4c – Discuss and evaluate motive, resulting behavior, and consequences demonstrated in literature. ACT OBJECTIVES:

 Recognize a clear intent of an author or narrator in uncomplicated literary narratives  Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

 Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

 Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages  Locate basic facts (e.g., names, dates, events) clearly stated in a passage  Locate simple details at the sentence and paragraph level in uncomplicated passages

 Recognize a clear function of a part of an uncomplicated passage

 Locate important details in uncomplicated passages

 Make simple inferences about how details are used in passages

 Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages

 Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives

 Understand the implication of a familiar word or phrase and of simple descriptive language

 Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages  Identify main idea, details, and context clues in fiction and nonfiction

 Develop inferential and critical evaluation skills in fiction and nonfiction

 Identify the elements of fiction: plot, setting, theme, etc.

 Identify literary techniques: irony, satire, symbolism, etc.  Explore various cultures, eras, and ideas through exposure to a wide range of reading materials

1. Analyze a play of historical significance. For example, read the play Antigone and analyze historical/social information surrounding the play (i.e. Roman aristocracy). Write an expository piece about life in ancient Rome based on the play and your research of historical/social information. 2. On note cards, prepare a bibliographic list of sources pertaining to your specific career interest. Arrange note cards in order from most useful to least useful information. 3. Using the Internet, locate a site that provides samples of resumes, both written and electronic. After examining and evaluating the sample resumes, prepare a futuristic/imaginary resume for yourself. Assume that you are ready to graduate from college (Pre-AP).

1. Expository essay rubric will address synthesis of fictional and nonfiction information. 2. Note card rubric will address comprehension, analysis, and evaluation of researched information. 3. Each student will participate in a mock interview led by the teacher. The resume will be assessed according to acceptable resume procedures (Pre-AP).

COURSE GOAL H: Students will discover, analyze, and synthesize, while reading and writing throughout the course, various cultures, eras, and ideas.

STATE BENCHMARKS:

1.B.4b – Analyze, interpret, and compare a variety of texts for purpose, structure, content, detail, and effect.

2.A.4a – Analyze and evaluate the effective use of literary techniques in classic and contemporary literature representing a variety of forms and media. 2.A.4b – Explain relationships between and among literary elements including character, plot, setting, theme, conflict, and resolution and their influence on the effectiveness of the literary piece.

2.A.4c – Describe relationships between the author's style, literary form, and intended effect on the reader.

2.A.4d – Describe the influence of the author's language structure and word choice to convey the author's viewpoint.

2.B.4b – Analyze form, content, purpose, and major themes of American literature and literature of other countries in their historical perspectives.

2.B.4c – Discuss and evaluate motive, resulting behavior, and consequences demonstrated in literature.

ACT OBJECTIVES:

 Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives

 Understand the implication of a familiar word or phrase and of simple descriptive language

 Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages  Identify main idea, details, and context clues in fiction and nonfiction.

 Develop inferential and critical evaluation skills in fiction and nonfiction.

 Explore various cultures, eras, and ideas through exposure to a wide range of reading materials.  Identify the elements of fiction: plot, setting, theme, etc.

 Identify literary techniques: irony, satire, symbolism, etc.

1. Analyze similar literary works and apply them to today’s world. For example, read Their Eyes are Watching God and The Bluest Eyes. In small groups, discuss the similarities in plot and theme between the two plays. Then, as a group, choose one thematic scene and transcribe a modern day, local version of that scene. Be sure to keep the thematic integrity of the scene. 2. Discuss a literary work’s social impact. For example, read A Patch of Blue. Describe in a multi-paragraph essay how the theme of tolerance enabled the author to more easily discuss the issue of interracial relationships in the 1960s. 3. Analyze a work of nonfiction. For example, read Thoreau's Civil Disobedience. In small groups discuss how some, if not all, of the author's perceptions still apply today. Also, groups should point out some of the negative aspects of nonconformist thinking (Pre-AP).

1. Assessment rubric will cover the adaptation of a traditional text to present-day, local culture. 2. Assessment rubric will cover the students' ability to analyze/evaluate the characters' (Gordon and S'leena) cultures and the author's perception of the word tolerance. 3. Teacher will observe group discussions and fill out a rubric based on coherence, comprehension, and participation (Pre-AP).

COURSE GOAL I: Students will understand and demonstrate the value of listening and speaking skills throughout the course.

STATE BENCHMARKS:

4A.4a – Apply listening skills as individuals and members of a group in a variety of settings.

4.A.4b – Apply listening skills in practical settings. 4.A.4c – Follow complex oral instructions.

4.A.4d – Demonstrate understanding of the relationship of verbal and nonverbal messages within a context.

4.B.4a – Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group; demonstrate organization, clarity, vocabulary, credible and accurate supporting evidence.

4.B.4b – Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal.

4.B.4c – Use strategies to manage or overcome communication anxiety and apprehension.

4.B.4d – Use verbal and nonverbal strategies to maintain communication and to resolve individual and group conclusions.

5.C.4a – Plan, compose, edit, and revise information for presentation to an audience.

5.C.4b – Produce oral presentations and written documents using supportive research and incorporating contemporary technology.

5.C.4c – Prepare for and participate in formal debates.

OBJECTIVES:

 Identify and apply organizational patterns  Develop vocabulary and standard grammatical skills through writing, reading, listening, and speaking activities  Be able to follow oral and written instructions

1. Students are to search the Internet for audio/video clips of famous speeches by 20th and 21st century political figures. Comprise a list of effective motivational quotes. Using the list, compose a speech of your own, and deliver it to the class (Pre-AP). 2. Students are to form teams of two. Each student is to read a particular excerpt of information about his/her career choice. The other student is to take notes and then orally summarize the first student's information. Students will then switch roles. 3. Students will create an "I Am" bag. The outside of the bag will be decorated to represent the student on the outside, and the bag will be filled with items that represent the student on the inside. Students will present their bags to the class.

1. Assessment rubric will be based on detail of list and effectiveness of speech (Pre-AP). 2. Students will assess each other using a rubric based on listening, comprehending, and summarizing. 3. Assessment rubric will be based on presentation and completeness of bag.

COURSE GOAL J: Students will understand and apply realistic applications of research and technology throughout the course.

STATE BENCHMARKS:

3.C.4b – Using available technology, produce compositions and multimedia works for specified audiences.

5.A.4a – Demonstrate knowledge of strategies needed to prepare a credible research report.

5.A.4b – Design and present a project using various formats from multiple sources.

5.B.4a – Choose and evaluate primary and secondary sources for a variety of purposes.

5.B.4b – Use multiple sources and multiple formats; cite according to standard style manuals.

5.C.4a – Plan, compose, edit, and revise information for presentation to an audience.

5.C.4b – Produce oral presentations and written documents using supportive research and incorporating contemporary technology.

OBJECTIVES:

 Identify and apply organizational patterns.  Identify main idea, details, and context clues in fiction and nonfiction  Develop inferential and critical evaluation skills in fiction and nonfiction  Demonstrate paraphrasing and summarizing skills through reading and research  Apply process-writing techniques for writing assignments (prewriting, rough draft, revision, editing, final draft)  Demonstrate the appropriate skills for single paragraph and multi-paragraph development: sequence, comparison/contrast, cause/effect, etc.  Utilize technology for a variety of writing and reading purposes  Utilize all writing modes: narrative, expository, persuasive, and descriptive

1. Publish a whole-class current events newspaper that includes all sections of the paper. Students must use software such as PowerPoint, Desktop Publisher, Microsoft Word, etc. to add professionalism to the format. 2. Submit a multimedia presentation to a public authority. Presentation should cover a significant current event for which there are alternative solutions. The presentation should be multi-faceted in that it appeals to different senses (i.e. music, video, sound bites, tactile displays, etc.). 3. Record an interview with someone who has lived in the community for more than twenty years. Insert the interview video/audio into a PowerPoint presentation. Students will also write up a biographical report on that person and his/her views on local community life (Pre-AP).

1. Assessment rubric should be based on the various technologies used. 2. Assessment rubric should be based on thoroughness of research and breadth and depth of technologies used. 3. Assessment rubric should be based on assorted use of technology, thoroughness of interview, and biographical essay (Pre-AP).

COURSE GOAL K: Students will understand, apply, and evaluate the critical thinking process and patterns of organization throughout the course.

STATE BENCHMARKS:

All Benchmarks Represented.

OBJECTIVES:

All Objectives Represented.

REPRESENTATIVE ACTIVITIES: 1. After reading a short story that uses flashback, create a storyboard or timeline that puts events in chronological order. Then explain why the author used the sequence chosen. 2. After reading an article that describes the pros and cons of teens working while in high school, write two propositions to your parents arguing each side of the issue. Support each position with appropriate facts from the article. 3. After reviewing several articles on the internet, evaluate which would be the most valuable to your research topic after examining them against a predetermined set of criteria (Pre-AP).

1. Storyboard or timeline will be evaluated for a real- time/sequential order of key events. Explanation should relate event sequence to story technique. 2. Parent propositions will be evaluated using an essay rubric focusing on organization, focus, support, mechanics, and clarity. 3. Articles must meet the criteria established by a predetermined list (e.g. Article dated 1999 or later, national magazine source, etc.) (Pre-AP).

REPRESENTATIVE RESOURCES

Writing and Grammar: Communication in Action. Ed. Edward Wilson. Upper Saddle River, NJ: Prentice Hall, 2004.

Levine, Harold. A Scholarship Vocabulary Program: Course I. New York: Amsco School Publications, 1995.

Warriner’s English Grammar and Composition: First Course. Eds. John E. Warriner and Francis Griffith. Chicago: Harcourt Brace, 1977.