English Language Arts III

1. Write in a variety of quality forms (technical manual, essay, poetry, etc.) with research support, graphics, and clear, logical, precise, and simple progression of thought.
   A. Select from a variety of technical and other organizational patterns (technical manual, traditional essay, different types of poetry, etc.) to fit the purpose, situation, and audience.
   B. Research and select content appropriate to the purpose, situation, and audience.
   C. Select from a variety of graphics to match the purpose, situation, and audience.
   D. Use word processing at thirty-five wpm, clear and concise standard English, sentence structure, and correct mechanics (conventions), word choice, and format (organization).
   E. Write a quality essay with an introduction, thesis, body with two to four major points supported by examples, transitions, figurative language, and conclusion.
   
   
2. Speak for a variety of purposes using appropriate style, organization, appearance, research support, concrete content, graphics, and a clear, logical, precise, and simple progression of thought.
   A. Select from a variety of technical and other organizational patterns (technical information, storytelling, demonstration, parliamentary, etc.) to match the purpose, situation, and audience.
   B. Research and select content appropriate to the purpose, situation, and audience.
   C. Select dress and other appearance factors (clothing/jewelry/cosmetics) and conduct (formal/informal) to match the purpose, situation, and audience.
   D. Use correct voice, body language, notes, and personal style to speak as assessed by oral presentation rubric.
   E. Write a precise, concise, and concrete thesis statement.
   F. Select from a variety of relevant visuals to match the purpose, situation, and audience.
   G. Answer questions appropriately (be specific and concise, provide examples, relate to questioner).
   
   

1. Interpret fiction and nonfiction and relate it to your personal life and identify ideas, events, emotions, and attitudes in fiction and nonfiction which are of importance to you.
   A. Explain, in writing, with support the author's intended meaning.
   B. Show, with support from text, how a literary work relates to your life.
   C. Justify with textual evidence an interpretation of a literary work.
   D. Summarize your intellectual and emotional response to the work.
   E. Explain, with support from text, how a literary work reflects the values/attitudes of another place/time/culture.
   F. Show understanding of what you have read/viewed by summarizing, asking questions, and recalling information.
   
   
2. Read/view/listen to set goals, and take stances on issues of importance.
   A. Explore things that are important to you (brainstorming choices, discussion, reading).
   B. Clearly and briefly explain your personal goals.
   C. Analyze/evaluate the views and motivations of others before making up your mind on an issue.
   D. Treat the values, beliefs, and motivations of others with respect.
   E. Briefly and clearly compare and contrast your views and motivations with what you read/view/hear.
   F. Clearly and briefly write/present a critique with concrete justification of live or audiovisual presentations as assessed by writing rubric.
   
   
3. Critique, defend, discuss, and compare the writing of self, classmates, and others.
   A. Develop and apply rubrics and checklists using state analytical writing assessment rubric as a model.
   B. State brief, concrete, and clear critiques of various samples of writing as assessed by writing rubric.
   C. State brief, concrete, and clear self-evaluations as assessed by writing rubric.
   D. Defend self-evaluations and critiques of the writing of others.
   
   
   
   

1. Make choices (format, length, narrowing the topic) about a project after examining a range of possibilities.
   
   
2. Organize a project by:
   A. understanding directions (oral and written).
   B. making and keeping deadlines.
   C. seeking, selecting, and using relevant resources.
   
   
   
3. Select and use appropriate decision-making processes (t-chart, pro-con lists, diagrams, etc.).
   
   
4. Set high standards for project quality (with specific criteria defined by project rubric).
   
   
5. Work on a collaborative project (with specific criteria defined by cooperative group work rubric),
   A. take responsibility for individual contributions to the project.
   B. share ideas and workloads.
   C. incorporate individual talents and perspectives.
   D. work effectively with others as an active participant and as a responsive audience.
   E. evaluate the processes and work of self and of others.
   
   

1. Develop a position by (with specific criteria defined by oral presentation/writing rubric): A. reflecting on personal experiences, prior knowledge, and new information. B. formulating and refining questions. C. identifying a variety of pertinent sources of information. D. analyzing and synthesizing information. E. determining an author's purposes.
   
   
2. Evaluate the validity, objectivity, reliability, and quality of information read, heard, and seen (with specific criteria defined by oral presentation/writing rubric).
   
   
3. Give credit and cite references using MLA or APA format as appropriate (with specific criteria defined by oral presentation/writing rubric).
   
   
4. Explain and defend a position orally, in writing, and with visual aids as appropriate (with specific criteria defined by oral presentation/writing rubric).
   
   

1. Use information and literature (local legends and myths, etc.), both oral and written, from many cultures to help understand self and others.
   
   
2. Evaluate ideas from the speaker's or author's point of view.
   
   
3. Recognize bias in different forms of communication (written, oral, electronic, mass media, etc.).
   
   
4. Recognize the communication styles (verbal, nonverbal, interpersonal) of different cultures and their possible effects on others.
   
   
   

1. apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day problems
   

1. set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
   
2. produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)
   
B. Technological Skills

1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines, calculators) to solve common, day-to-day problems
   
2. apply basic computer applications (word processing, spreadsheet, database, graphics, desktop publishing, Internet, e-mail) to produce quality products, including
   
• multimedia presentations (speeches, demonstrations, lectures)
  
• reports, bids, proposals, instructions, manuals
  
• research polls, surveys, checklists
  
  • graphs, tables, charts, maps, illustrations, photographs
    
• letters (complaints, requests, replies, recommendations, applications, resumes)
  
• expository essays, research papers, literary works related to English Language Arts
  
C. Life and/or Employability Skills

1. behave responsibly and produce quality products related to English Language Arts
   
   • attend, be punctual, follow directions, manage time, stay on task, meet deadlines safely, effectively, efficiently, accurately use the work area, materials, tools, & technology
     
   • set short and long-term goals, plan, use higher order thinking skills, seek help, persist
     
2. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
   
3. relate English Language Arts content and skills to your personal life and the lives of others
   

• responsibily examine (be aware, know resources, research, consider, discuss) current English Language Arts issues and/or events that personally affect you or others
  
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
  
• use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices , and predict logical consequences or possibilities
  
• . acquire career knowledge and skills related to employment opportunities requiring strong language arts skills
  
  • compare colleges, technical, or business schools (locations, size, costs, special programs)
    
  • apply for admission, complete applications for scholarships or other financial aids
    
  • develop a four-year schedule of classes, including alternatives for those not available 6. present oneself in an employable manner
    
  • wear appropriate dress and be physically well-groomed demonstrate good speaking and/or interviewing skills
    
  • complete all written forms (letter of application, resume, required forms, legal documents) provide a portfolio that shows special products, skills, experiences, achievements, awards
    
    

1. respect ones own cultural heritage, traditions, and language
   
   • interview elders in order to compile personal genealogies and/or a local history
     
   • identify local cultural values and traditional responsibilities to the environment
     
   • respect and live in tune with local cultural values and traditions
     
2. build on local knowledge and skills to achieve future success in the world at large by
   
   • using methods from ones own traditions to learn about the world beyond ones village understanding how the local culture relates to others in the area, state, nation, and world
     
   • making appropriate choices regarding the long-term consequences of ones own actions
     
3. participate in a variety of traditional activities related to the local culture, including
   
   • subsistence activities, arts and crafts, dance and music, sports and recreation
     
   • community government, tribal, and church affairs
     
   • total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
     
4. engage in family-related activities based on traditional ways of knowing and learning, including
   
   • consistent, respectful, loving interactions with Parents and Elders that show appreciation of their roles as providers and care givers, culture bearers, and educators in the community
     
   • self-assess ones own strengths and needs in order to make appropriate life choices
     
5. explain the processes, forces, and interactions of the world and its varied cultures, includinng the
   
   • interrelationships of the spiritual, natural, and human world
     
   • geographical and ecological resources of the local environment
     
   • impact of the environment on the origins of culture and ones personal cultural perspective
     
   • the nature of diversity and the need for change over time
     
   • cross-cultural influences, interactions, conflicts, communications, and resolutions
     
     

INSTRUCTIONAL RESOURCES AND MATERIALS

• The Alaska State Framework for English Language Arts Content Standards (This resource is full of suggestions for activities, teaching/assessment strategies, lesson plans, web site addresses etc. )
  
• Teaching Study Skills & Strategies in High School (includes activities); Active Learning: 101 Strategies to Teach Any Subject (includes activities)
  
• Reconnecting Youth: A Peer Group Approach to Building Life Skills; Teaching Social Studies With the Internet (booklet and CD ROM);
  
• Lion's Quest: Skills for Adolescence (instructional manual/student activities)
  
  

• Videos Related to Course
  
  

• Simulations and/or Activity Packets Related to Course
  

to be determined at a later date

• CD ROMs/Software Related to Course
  
  

• Text and/or Supplemental Books Related to Writing
  
  

• Text and/or Supplemental Books Related to Speaking and Listening:
  
  

• Text and/or Supplemental Books Related to Literature:
  
  

• Text and/or Supplemental Books Related to Grammar and Mechanics:
  
  

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ASSESSMENT GUIDELINES AND GRADING

• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester exams
  designed to measure student knowledge and comprehension of basic course content.
  
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
  check-lists) to evaluate in-progress and summary student skill development.
  
  

• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
  
• periodic reviews and subsequent summary Unit Exams will be given in every course.
  
• comprehensive reviews and summary Trimester Final Exams will be given in every course. Unit and Trimester Final Exams should measure student retention and comprehension of the most important factual content (who, what, where, when, why, how) and improvement of basic skills (recall, reading, thinking, writing, calculating).
  
  
  

• Pretest or use the test-study-test method rather than simply study-test . Pretesting at the start of a unit helps both students and teachers discover What They Already Know and What They Need to Learn .
  
• Wh en necessary develop individualized tests to account for individual learning styles and/or special learning difficulties. Consult Special Education teachers and counselors for help.
  
• Reteach and Retest when needed to improve and/or reinforce student knowledge and comprehension.
  
• Promptly grade and review results of all quizzes, tests, or exams. Students want, need, and have the right to quickly know how they have done on tests.
  
• Use tests as a teaching tool: require students to correct all factual errors and/or process mistakes.
  
• Teach students How to Take Tests . Important skills are involved and students need to learn them.
  
  

• Core Skills Language Arts and Mathematics teachers at the secondary level still have the duty of teaching, testing, and accurately recording student progress on the district's standardized CRT Tests and are accountable for accurately recording student progress on these tests.
  
• Note: Because all secondary teachers are members of collaborative teams, all secondary teachers are expected to assist their team partners help all students successfully complete, at the very least, Banks 7 and 8 of the CRT's .
  
  

• Rubrics will be used to better teach and assess the development of essential Skills (listening, reading, speaking, critical thinking,writing, research, cooperative group work, discussion, problem solving, decision-making, use of technology, social behavior, employability, social behavior/citizenship, cultural relevance) and to determine the quality of final products
  
• Rubrics must include clearly stated, easily understood directions, and specific information about what students will be expected to do and learn. Quality standards and deadlines should be included.
  
• Rubrics will be assigned at the beginning of any activity whose major objective is the acquisition and application of essential Skills. Carefully explain exactly how a particular rubric will be used.
  
• Use rubrics as a teaching tool. Teach all students how to use rubrics to self-assess the quality of their own work and/or that of their classmates--and their teachers.
  
  

• Note that extra does not mean in place of ; rather, extra means in addition to . Students should thus be allowed and encouraged to voluntarily complete additional, challenging tasks that might broaden or deepen their understanding.
  
• Assessment of Extra Credit work should follow the same systematic guidelines and/or utilize the same type of assessment rubrics , tests, or other techniques used to evaluate required work.