| §
Peer Support
§ Cooperative learning among peers § Modeling § Development of Information Organizer § Development of Graphic Organizer § Development of structured study guides § Student selection of instructional material (i.e., reading, writing, math) § Taped lessons § Copy notes (peer or teacher) § Student conferencing § Combine and vary modes of lesson presentation § Adjust language level to match the developmental and intellectual levels of students § Let student practice given examples first. Then assign tasks to be completed. § Provide opportunity for guided and independent practice in a variety of situations § Limit number and length of directions § Have students repeat/review directions (i.e., peer to peer, student to teacher) § Give feedback that is as immediate, specific, and objective as possible § Clarify error responses so that students do not make the same errors over and over again § Reinforce progress towards desired outcomes § Breakdown complex tasks into smaller, more manageable units § Use verbal prompts to elicit desired results § Use manual guidance (i.e., hand over hand) to facilitate correct responses § Computer assisted instruction § Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |
Extended test time
§ Test read to student by teacher or peer § Oral testing (i.e., student retelling of information) § Open book/note test § Alternate testing (any demonstration of a student's understanding of concepts) § Retesting § Reduce the number of responses required on tests § Use of curriculum based assessment § Vary test format § Objectively define mastery as related to each task. Tasks should be learned to mastery § Reduce or remove distracting stimuli § Use of concrete objects and manipulatives in all stages of instruction and assessment § Emphasize important information § Allow extra time to complete assignments/projects § Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class § Use supplemental materials § Alternate assignments accepted (i.e., modification to homework assignments) § Flexible grouping/individual assistance § Seating to accommodate needs § Teacher proximity § Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |
PLANNED COURSE CURRICULUM GUIDE (PCCG)
| ||||||||||||||||||||
| The Planned Course Curriculum Guide (PCCG) is a multi-purpose document: | ||||||||||||||||||||
| • | All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum | ||||||
| • | A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes] | ||||||
| • | Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum | ||||||
| • | Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources | ||||||
| • | Staff development areas for curriculum improvement are provided | ||||||||
| • | The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide | ||||||||
| • | Content and subject format remain flexible and adaptable to modification - an “active” document | ||||||||
| • | Special Pennsylvania Department of Education [PDE] legislation is identified | ||||||||
| • | Parents and students are provided with an overview of the instructional program and each course in particular | ||||||||
PLANNED COURSE CURRICULUM GUIDE (PCCG)
| |||||||||
DEFINITIONS
| ||||||||||||||||||||
| • | Course Description and Intent: a brief overview of the course and program goals | |||||||
| • | Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level | |||||||
| • | Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course | |||||||
| • | Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education | |||||||
| • | Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards | |||||||
| • | Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain | |||||||
| • | Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content | |||||||
| • | Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria | |||||||
| Subject Title: | APPLIED ENGLISH 12 |
|
Discipline/Grade Level: |
BRITISH LITERATURE/COMPOSITION / GRADE 12 |
| UNIT LESSON OUTCOME: 1
The learner will explore, identify, and write about the foundations of English literature. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| Mathematics
|
2.1
|
2.2
|
2.3
|
2.4
|
2.5
|
2.6
|
2.7
|
2.8
|
2.9 | 2.10 | 2.11 |
| Science & Technology
|
3.1
|
3.2
|
3.3
|
3.4
|
3.5
|
3.6
|
3.7
|
3.8
|
3.9 |
| Environment & Ecology
|
4.1
|
4.2
|
4.3
|
4.4
|
4.5
|
4.6
|
4.7
|
4.8
|
4.9 |
| Civics & Government
|
5.1
|
5.2
|
5.3
|
5.4
|
| Economics
|
6.1
|
6.2
|
6.3
|
6.4
|
6.5
|
| Geography
|
7.1
|
7.2
|
7.3
|
7.4
|
| History
|
8.1
|
8.2
|
8.3
|
8.4
|
| Arts & Humanities
|
9.1
|
9.2
|
9.3
|
9.4
|
| Health, Safety & PE
|
10.1
|
10.2
|
10.3
|
10.4
|
10.5
|
| Family & Consumer Science
|
11.1
|
11.2
|
11.3
|
11.4
|
| World Language
|
| Career Education & Work
|
13.1
|
13.2
|
13.3
|
13.4
|
ESSENTIAL CONTENT OUTCOMES/STANDARD
|
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS
(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
|
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
|
RESOURCES AND MATERIALS
|
| STANDARD 1 | |||
| ·
Define and identify myths, legends, epics, fables, lync poetry, and riddles as forms of literature.
· Discuss and explain the universal themes in literature. · Identify and define figures of speech. · Apply literal, interpretative, and critical reading skills to a selection. · Relate the historical background material to the literature of the period. · Identify and discuss the human qualities found in the Greek and Roman gods and goddesses. · Analyze and interpret symbols and epigrams. · Identify the elements of a fable. · Relate the influence of Greek and Roman civilizations on modern civilizations. · Relate skills and experiences in reading in oral or written format to literary works. · Expand personal vocabulary through reading, listening, and other experiences. · Recognize universal themes in literature. · Define the oral tradition. · Before reading locate and select various resources for a specific purpose. · Read fluently with a high level of comprehension reading aloud with accuracy, self-correcting mistakes, and using appropriate reading techniques demonstrating comprehension. · Relate the historical and cultural background of the Anglo-Saxons to literature of the period. · Compare the pagan values and Christian values represented in the literature. · Identify and discuss major themes developed by Anglo-Saxon writers: the courage of the hero, the briefness and sadness of life, the mystery and cruelty of the sea. · Read, discuss, and write about English literature of the Anglo-Saxon period. · Respond creatively to the selections by writing descriptions. · Discuss the themes of fame, courage, good vs. evil, nature, adventure, religion, heroism, and fatalism. · Define and analyze the use of heroic epics, alliteration, elegiac lyrics, riddles, poems, paradox, imagery, extended metaphor, dramatic monologue, and symbolism. · Examine the epic hero and make inferences about character. · Expand personal vocabulary through reading, listening, and other experiences. · Apply literal, interpretative, and critical reading skills to a selection. · Identify the qualities of an epic hero. · Relate the early history of Britain and its affects on the literature of the period. · React orally and in written form to literary works. · Research and discuss the careers of the Greeks, Romans, and Anglo-Saxons and determine how each job are represented in modern civilizations. · Define and identify the influences of Greek and Roman civilization on modern society. · Define and identify myths, legends, epics, fables, lyric poetry, oral traditions, and riddles as forms of literature. · Analyze oral tradition, as a means of providing entertainment. |
·
Brainstorm students' knowledge of classical heritage.
· Take notes on the development of Greek and roman civilization. · Write a comparison/contrast essay on heroes of the Greek and/or Roman period and today. · Have students draw their visualization of a battle scene from The Iliad. · Draw a picture of the Sphinx. · Define oral traditions as a means of providing entertainment, passing down religious beliefs, rituals, customs, and tribal history. · Write a character sketch on one of the gods from The Iliad. · Write a comparison/contrast essay after reading The Iliad and viewing the video Clash of the Titans. · Brainstorm a list of activities/products that show the influence of the Greeks and the Romans on modern civilization. · Discuss the value of a legacy after reading "the Epilogue" by Quid. · Have students research Greek and Roman lifestyles at this time in history and present the information to the class. · Discuss the concept of fate vs. free will after reading The Iliad. · Have students select a student to present to the class after reading Aesop's fables. · Have students apply their knowledge of the elements of a fable by writing and illustrating an original fable. · Have students apply their understanding of myths by writing an original myth. · Read, discuss, and analyze each literary selection. · Take notes on the historical and cultural background of the Anglo-Saxon period. · Make suggestions as to the identity of the Beowulf poet based on readings. · Translate from poetry to prose the description of the monster in Beowulf. · Have students draw their interpretations of the monster Grendel in Beowulf. · Have students draw a description of the battle scene between Beowulf as Grendel. · Write a script from the point of view of the monster. · Have students name some well-known superheroes and then discuss the qualities that these superheroes share. · Find popular riddles from other centuries and countries to share with the class. · Write a description of the narrator after reading "The Seafarer". · Find other poems about the sea and compare/contrast them to "The Seafarer". · Have students write a fable with a moral about the "real world". · Write a different ending to a fable in which a character avoids a consequence. · Assess the damages to Hrothgar's mead hall in Beowulf and determine the rights of Beowulf (damaging party), and Hrothgar (business owner). · Settle the conflict between Beowulf and Hrothgar's people in a letter from one of the parties. · Present a story passed down by word of mouth in their family. · Draw their visualization of a battle scene from The Iliad. · Write a job description for a character in a story. · Create a list of items developed by the Greeks, Romans, and Anglo-Saxons that reflect an influence on modern society. Correctives: · Utilize reteaching activities. · Use correct puzzles and word searches. · Work in pairs to quiz content. · Listen to audiotapes of reading material prepared by teacher or peers. Extensions: · Write original works, which are modeled on famous works. · Generate student activities. · Act out scenes of the work. · Read works by authors of the same literary period. · Create artwork representing the elements of the literature. · Read supplemental articles reinforcing key concepts. |
·
Creative projects (group and individual)
· Teacher designed tests and quizzes · Portfolios · Oral and written reports · Teacher observation of development of comprehension, critical thinking and analytical skills as evidenced by class discussions and written reports · Daily preparation for class (homework) · Journals · Teacher and peer evaluation of peer presentations |
Ø
Reading Literature: British Literature - purple level - McDougal, Littell
Ø British and World Literature for Life and Work - southwestern Educational Publishing Ø Videos Ø Clash of the titans Ø Greek and Roman Gods and Goddesses |
| Subject Title: | APPLIED ENGLISH 12 |
|
Discipline/Grade Level: |
BRITISH LITERATURE/COMPOSITION / GRADE 12 |
| UNIT LESSON OUTCOME: 2
The learner will examine drama, novels, and poetry that clearly represent the shifts English literature has experienced throughout its development. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| Mathematics
|
2.1
|
2.2
|
2.3
|
2.4
|
2.5
|
2.6
|
2.7
|
2.8
|
2.9 | 2.10 | 2.11 |
| Science & Technology
|
3.1
|
3.2
|
3.3
|
3.4
|
3.5
|
3.6
|
3.7
|
3.8
|
3.9 |
| Environment & Ecology
|
4.1
|
4.2
|
4.3
|
4.4
|
4.5
|
4.6
|
4.7
|
4.8
|
4.9 |
| Civics & Government
|
5.1
|
5.2
|
5.3
|
5.4
|
| Economics
|
6.1
|
6.2
|
6.3
|
6.4
|
6.5
|
| Geography
|
7.1
|
7.2
|
7.3
|
7.4
|
| History
|
8.1
|
8.2
|
8.3
|
8.4
|
| Arts & Humanities
|
9.1
|
9.2
|
9.3
|
9.4
|
| Health, Safety & PE
|
10.1
|
10.2
|
10.3
|
10.4
|
10.5
|
| Family & Consumer Science
|
11.1
|
11.2
|
11.3
|
11.4
|
| World Language
|
| Career Education & Work
|
13.1
|
13.2
|
13.3
|
13.4
|
ESSENTIAL CONTENT OUTCOMES/STANDARD
|
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS
(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
|
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
|
RESOURCES AND MATERIALS
|
| STANDARD 2 | |||
| ·
Relate the historical and cultural background of the Medieval Period to its literature.
· Apply literal, interpretative, and critical reading skills to selections including oral traditions in ballads, romances, epics, lync poetry and forms of drama such as mystery plays, miracle plays, and morality plays. · Explore the development of the oral tradition of the Medieval Period. · Recognize, examine, and determine the form, language, mood, and development of the ballad. · Recognize figurative language in literary Medieval works. · Identify an author's purpose. · Make inferences and draw conclusions on Medieval literary works. · Read and relate the life of Chaucer to his works. · Identify basic concepts of feudalism. · Explore the historical background of the period as it relates to the literature. · Identify common subjects and forms of sonnets, pastoral poems, and epic poems. · Apply literal, interpretative, and critical reading skills to representative literary works. · Recognize characteristics of drama, especially tragedy. · Identify character types, such as protagonist, antagonist, and foil. · Review the biography of William Shakespeare and his contribution to drama. · Review the components of the Globe Theater. · Analyze character motivation. · Recognize literary techniques, such as irony, satire, and parody. · Identify a soliloquy. · Determine theme, tone, and mood. · Interpret symbols. · Recognize mythological and religious allusions. · Identify use of sounds, such as assonance, alliteration, rhyme, and rhythm. · Paraphrase selected passages from Shakespeare's Macbeth. · Analyze selected Shakespearean sonnets. · Make inferences about character. · Recognize the characteristics of a picaresque novel such as Don Quixote. · Explore the historical background of the period and its impact on the literature. · Evaluate essays, epigrams, psalms, and lyric poems as forms of literature. · Determine an author's tone, point of view, and purpose. · Infer mood and theme. · Analyze the religious and political turmoil during the Seventeenth Century. · Explore the themes of war, death, love, and religious devotion. · Recognize hyperbole, allusions. · Recognize poetic and heroic couplets. · Analyze a lyric poem and lyric form. · Analyze elements of a short story. · Apply literal, interpretive, and critical reading skills to a selection. · Analyze incorrect conclusions. · Identify a theme based on society. · Explore the significance of a title. · Analyze point of view, theme, and character. · Recognize tone, form, punctuation, satire; theme in poetry and sensory images. · Develop skills for analysis, appreciation, interpretation, and criticism of poetry. · Recognize importance of word choice in poetry. · Identify implied comparison. · Identify poetic meter, repetition, and contrast in a poem. · Interpret the symbols in The Rime of the Ancient Mariner. · Identify the natural and supernatural elements in The Rime of the Ancient Mariner. · Recognize the audience for a poem. · Evaluate figurative language used by a poet. · Identify types of poetry. · Recognize line breaks used by a poet. · Evaluate literary styles such as romanticism, realism, and naturalism. · Read selected modern novels. · Explore the influence of war on literary themes by an in-depth study of literature portraying reflections of war, including poems, stories, essays, novels, songs, and videos. · Analyze the structure of a novel. · Analyze themes in dramas and films. · Infer the theme of a short story. · Recognize the role of minor characters. · Develop analytical and creative writing skills. · Identify the correlation of literary works to British music. · Examine the definition of tragedy and tragic hero as it relates to Macbeth. · Analyze direct and indirect characterization as it relates to "The Prologue" to "The Canterbury Tales". · Analyze and identify different aspects of the Holocaust literature. |
·
Write an original ballad to share with class.
· Complete a project associate with the Medieval Period. · Use a variety of writing options. · Take notes on the historical and cultural background of the Medieval Period. · Brainstorm with the class a list of possible topics of current interest after reading selected ballads. · Relate in class discussion the concept of feudalism to literature and society. · Locate on a map the journey of Chaucer's pilgrims. · Define, find, and provide examples of the ballad and medieval romance in The Prologue to the Canterbury Tales. · Have students draw their portrayal of one of the pilgrims. · Choose a character from modern day school society to represent on an imaginary journey. Describe the character in a journal entry, using elements that Chaucer used such as dress, manners, habits, and speech. · Have students write their own anecdote after reading selected excerpts from The Decameron to demonstrate their understanding of this form of literature. · Research and describe tales from other cultures. · Point out tales, which convey a moral that is common to all societies. · Develop an advertisement to "sell" Chaucer's Pardoner to a larger audience. Persuade people to come and listen to his sermon. · Have students select a tale from The Canterbury Tales and prepare an oral presentation. · Have students draw their concept of hell after reading excerpts from The Divine Comedy. · Have students update Dante's Inferno by having them list categories of people he might encounter from modern life. · Take notes on the history of the Renaissance and its impact on the literature of the period. · Label on a drawing the parts of the Globe Theater. · View a video of Macbeth and compare/contrast it with the play. · Have students keep a journal documenting the mental deterioration of Lady Macbeth. · Role-play selected passages from Macbeth. · Listen to a selected scene on audiocassette versions of Macbeth. · Create a script of modern day Macbeth. · Write an original sonnet. · Memorize selected lines from Macbeth and relate their significance in modern society. · Have students transport Don Quixote to a modern day facility, such as a nursing home, after reading excerpts from Don Quixote, and create an original story given Don Quixote three adventures to face in this facility. · Present biographical material on each author. · Take notes on the historical background. · Create a timeline of the important events during this period. · Compare and contrast poems with similar themes. · Write a speech or a poem that pays a tribute to or criticizes a selected author of the period. · Create a poem or a riddle about an amusing or enjoyable subject. · Rewrite one of the poems as a letter. · Have students choose a poem from a specified time period and prepare an oral presentation for the class. · Write a poem expressing an emotion. · Write an original short story based on a style from the time period. · Have students bring in a song that evokes an emotion and share it with the class, discussing the song as a form of poetry. · Prepare a choral reading of selected poems or stories. · Write about the images of war goals. · Have students write a point of view paper stating his/her position based on a selected literary work. · Organize a debate based on students' feelings and reactions to selected literary works. · Have students research an aspect of war, especially the Holocaust, and prepare a report for the class. · View a video about a selected war and respond creatively. · Listen to or read an interview with Elie Wiesel after reading Night. · Read selected articles about the Holocaust Museum in Washington, DC. · Listen to a contemporary poem. · Role-play a selected scene from a drama studied. · Use art transparencies to set the scene for a selection, discuss its theme, put it in historical perspective, discuss the mood, or deal with a common topic. · Use art transparencies as a springboard for writing creatively, critically, analytically, or imaginatively. · Research the political system and developments of England. · Investigate the military as a career choice. · Research and generate a list of five facts they did not know about the Holocaust. · Create a citation page with correct documentation. · Brainstorm a list of phrases related to the Holocaust. · Write a modern day story based on the definition of a tragic hero. · Analyze jobs of the Canterbury pilgrims and present one pilgrim to the class. · Modeling Chaucer's format of satire, direct characterization, and indirect characterization that students will write a modern day description of a person. Correctives: · Work in pairs to quiz content. · Listen to audiotapes of reading material prepared by teacher or peers. · Use correct puzzles and word searches. · Utilize reteaching activities. Extensions: · Generate student activities. · Read supplemental articles reinforcing key concepts. · Act out scenes of the word. · Create artwork representing the element of the literature. · Read works by authors of the same literary period. · Write original work, which are modeled on famous works. |
·
Creative projects (group and individual)
· Teacher designed tests and quizzes · Portfolios · Oral and written reports · Teacher observation of development of comprehension, critical thinking and analytical skills as evidenced by class discussions and written reports · Daily preparation for class (homework) · Journals · Teacher and peer evaluation of peer presentations |
Ø
Reading Literature: British Literature - purple level - McDougal, Littell
Ø American Literature for Life and Work - Southwestern Education Publishing |
| Subject Title: | APPLIED ENGLISH 12 |
|
Discipline/Grade Level: |
BRITISH LITERATURE/COMPOSITION / GRADE 12 |
| UNIT LESSON OUTCOME: 3
The learner will identify, define and utilize literature-based vocabulary, SAT Prep vocabulary, and business related vocabulary in reading, writing, and speaking. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| Mathematics
|
2.1
|
2.2
|
2.3
|
2.4
|
2.5
|
2.6
|
2.7
|
2.8
|
2.9 | 2.10 | 2.11 |
| Science & Technology
|
3.1
|
3.2
|
3.3
|
3.4
|
3.5
|
3.6
|
3.7
|
3.8
|
3.9 |
| Environment & Ecology
|
4.1
|
4.2
|
4.3
|
4.4
|
4.5
|
4.6
|
4.7
|
4.8
|
4.9 |
| Civics & Government
|
5.1
|
5.2
|
5.3
|
5.4
|
| Economics
|
6.1
|
6.2
|
6.3
|
6.4
|
6.5
|
| Geography
|
7.1
|
7.2
|
7.3
|
7.4
|
| History
|
8.1
|
8.2
|
8.3
|
8.4
|
| Arts & Humanities
|
9.1
|
9.2
|
9.3
|
9.4
|
| Health, Safety & PE
|
10.1
|
10.2
|
10.3
|
10.4
|
10.5
|
| Family & Consumer Science
|
11.1
|
11.2
|
11.3
|
11.4
|
| World Language
|
ESSENTIAL CONTENT OUTCOMES/STANDARD
|
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS
(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
|
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
|
RESOURCES AND MATERIALS
|
| STANDARD 3 | |||
| ·
Select words in writing and speaking.
· Transfer vocabulary word in original sentences. · Identify definitions of words from study of roots, prefixes, and suffixes. · Fill in the blank with the correct words in context. · Identify the differences between formal and informal language. · Determine the meanings of words by using word parts. · Recognize the meaning of common · Greek and Latin roots. · Develop skills for improved composition and communications. · Use a thesaurus, glossary, footnotes, and dictionary to develop vocabulary. · Expand personal vocabulary through listening, reading, content area study, and other experiences. · Identify and give alternative for sexist language. · Recognize word parts, including base words and rots, prefixes, and suffixes. · Recognize technical jargon. · Identify colloquial expressions. · Distinguish among formal, informal, and non-standard English. · Identify synonyms and antonyms. · Recognize example clues and contrast clues. · Infer meanings from context clues. · Evaluate language variations and their effect on societal groups. · Utilize vocabulary words in writing. · |