| §
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 10 |
|
Discipline/Grade Level: |
World Literature and Composition - Grade 10 |
| UNIT LESSON OUTCOME: 1
The learner will recognize and explain literary values, characters, themes, events, settings, cultures, conflicts, and changes that influence society. |
| 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
|
2.4
|
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 | X |
| Environment & Ecology
|
4.1
|
4.2
|
4.3
|
X | 4.4
|
X | 4.5
|
4.6
|
4.7
|
4.8
|
X | 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
|
X | 9.2
|
X | 9.3
|
9.4
|
X |
| 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 | |||
| ·
Read and define genres of literature - short story, novel, myths, drama, poetry, and nonfiction.
· Define and analyze literary elements such as character, plot, setting, theme, irony, symbol, point of view, and mood. · Identify, define, and analyze the structure and elements of the novel. · Distinguish between poetry and prose. · Identify and define figurative language, such as simile, metaphor, and personification. · Develop literature-based thinking and writing skills. · React and interact with literary texts in written and oral forms. · Determine purpose and speaker in poetry. · Differentiate among types of poetry. · Define and exemplify imagery. · Label rhyme scheme. · Interpret poetry. · Analyze elements in literary poetry. · Compose original poetry. · Identify figurative language in poetry and prose. · Identify, define, and utilize the elements of drama. · Discuss the influence of the Elizabethan time period on drama. · Make distinctions between fact and legend. · Explain how myths influence culture. · Discuss the concept of good vs. evil as a universal theme. · Define and analyze elements of a medieval romance. · Define and explain the difference among narrative, descriptive, persuasive, and expository essays. · Distinguish between fiction and nonfiction. · Distinguish between biography and autobiography. · Identify the author's purpose. · Develop and apply career objectives, qualifications, and standards to literary characters and selections. · Increase reading comprehension skills. · Enhance critical thinking skills. · Increase large group discussion skills. |
·
Read short stories and discuss the elements of plot, setting, character, and theme.
· Define symbol and give examples of universal symbols, such as a flag or stop sign, and then relate literary symbols as personal expressions. · State some “feeling” or mood words. List these on the board and tell how the mood of the writer is reflected in his/her work. Label the mood. · Draw and label a plot outline showing exposition, narrative hook, rising action, climax, falling action, and resolution · Use collaborative learning to review all the elements of the short story as they are found individual works. · Write a character sketch. · Complete teacher-made analysis sheets for literary techniques. · Pantomime or role-play elements from the plot as individuals or groups. · Encourage students to share feelings they have about the stories through written or oral communication. · Explore key points of an author’s life from audiovisual materials and biographical sketches in the text · Create collages and posters relating to literature, such as illustrating a literary period or a short story. · Participate in a collaborative learning group to create a creative project; such as a comic strip, magazine article, newspaper, etc. based on one of the short stories read in class. · Analyze and explain the symbolism of the tunnel. · Write an essay on his/her most rewarding, dangerous, or courageous experience to relate to the theme of “Through the Tunnel” · After reading “Through the Tunnel” write a definition of what it means to be mature. · Research "rites of passage" from other cultures, religions, and people. · Taking the viewpoint of a modern investigative reporter, write a newscast or newspaper article describing the events surrounding the discovery of a crime as explained in “The Cask of Amontillado” or the discovery of the catacombs following a cave-in or building demolition project. · Write an original murder story in the style of Edgar Allan Poe · View the filmstrip, “The Cask of Amontillado” and compare it to the story. · Share reactions to literature in large and small group discussions. · Write learning logs and reader responses as journal entries when studying selected works. · After reading “The Red-Headed League” have the students create their own detective story. · After reading “Abalone, Abalone, Abalone” write a journal entry on the student's own personal collection. · After reading “Shaving” discuss the concept of a “lost” childhood. · After reading “Shaving” debate on whether the students would want to know about a loved one’s imminent death. · After reading “Shaving” debate on family responsibilities. · Based on the story “Shaving,” write about relationships between parents and their children. · Analyze the symbolism in “Shaving” · Have the students create a charm bracelet with symbols to represent significant events in their life. · After reading “The Laughter” demonstrate and interpret different types of laughter: guffaw, chortle, giggle, belly laugh. · Have students generate creative essay prompts based on the literary selections read. · Select a paragraph in a story and change the point of view. · Create a resume for a character. · Write a letter of recommendation for a character. Novel · Read novels and participate in class discussions. · Identify, define, and analyze the structure and elements of the novel. · Complete guided materials. · View the film versions of novels and read or write a movie review. · Compare and contrast the novel and film version of the selection. · Work in collaborative groups to create games such as jeopardy, trivial pursuit, baseball, or football to review literary elements and story content. · Read independently a minimum of one book per marking period and prepare a review on it. · Read an independent novel and create an analysis using literary devices. · After reading The Pearl, write an essay from the point of view of the pearl examining the nature of evil. · After reading The Pearl, write an essay from different points of view (doctor’s, priest’s, Coyotito’s). Poetry · Read poetry silently and aloud · Prepare visual and/or oral presentations of poems. · Create original poems using magazine clippings to illustrate form poetry. · Identify, define and create a portfolio of poetry - haiku, diamond, ladder, parts of speech, shape, limerick, and other formula writing. · Complete guided materials for defining, identifying, and creating original examples of poetic elements. · Demonstrate tone or mood by creating a poster. · Write a poem that creates a distinct setting using imagery. Drama · After reading The Taming of the Shrew, debate on the battle of the sexes or survey the women’s movement from a historical point of view. · Role-play selected scenes from The Taming of the Shrew. · Identify and discuss dramatic elements. · View filmstrips on the background of the Elizabethan times and Shakespeare’s biography. · Write summaries for scenes. · View the video version of Roxanne and compare/contrast it to Cyrano de Bergerac both in large group discussion and as a journal entry or essay. · Write a resume for Cyrano de Bergerac to reflect his versatility · Write an obituary for Cyrano de Bergerac. · Construct a chart of characters showing their relationship to the main characters and the plot. This will act as a study guide for reviewing for a test. · Read parts aloud and practice using voice, tone, and inflection to interpret character. · Use learning logs to show progress in understanding the action of the plot. Myth · Read and discuss various versions of the King Arthur legend. · Read short selections of other medieval myths and compare them to the Arthur legend. · Identify and define elements of the romance tale. · View an Arthurian film and write a movie review comparing it with the written versions. · Write a fictional diary entry or letter from the viewpoint of a minor character in a legend of his/her choice. The entry should reflect the relationship to a main character and the effect of history on the character’s background and social status. · Have students write their own version of a medieval romance tale using the elements as defined in the text. Encourage students to “invent” new characters to interact with established Arthurian characters. · Design a personal shield/coat of arms/motto. · Research and report in a small group a topic relating to medieval myths, such as weapons, armor, heraldry, castles, knighthood, etc. Give an oral presentation to the class. Include illustrations or demonstrations for visual impact. Non-Fiction · Distinguish between biography and autobiography. · Define nonfiction and its purpose. · Read selected narrative, descriptive, persuasive, and expository essays. · Independently research and present a nonfiction author. · Research selected magazine or newspaper articles to identify author’s purpose and summarize the information. Correctives: · Work in pairs to quiz content. · Listen to audiotapes of reading material prepared by teacher or peers. · Use crossword puzzles on word searches. · Utilize reteaching activities. Extensions: · Generate student activities. · Read supplemental articles reinforcing key concepts. · Act out scenes of the work. · Create artwork representing the elements of the literature. · Research biographical information of the writers and poets of a time period. · Create a time line of the literary period. · Read works by authors of the same literary period. · Crete original works modeling the selections studied. |
·
Tests and quizzes
· Oral and written reports · Teacher and peer evaluation of dramatic presentations · Teacher observations emphasizing development of critical thinking and analytical thinking skills as evidenced by class discussions and written reports · Teacher and peer response on written work · Daily preparation for class as evidenced by written homework or class participation · Creative projects (group and individual) · Portfolio |
Ø
Text
Ø Appreciation Literature by Scribner MacMillan Ø Exploring Life Through Literature by Scott Foresman Ø Novels Ø Tex Ø Taming of the Shrew (Parallel Version) Ø House on Mango Street Ø Macbeth Ø Speak Ø A Child Called It Ø Films Ø Taming of the Shrew Ø Tex Ø Twelve Angry Men Ø Macbeth |
| Subject Title: | APPLIED ENGLISH 10 | |
|
Discipline/Grade Level: |
World Literature and Composition - Grade 10 |
| UNIT LESSON OUTCOME: 2
The learner will define and utilize vocabulary in the areas of reading, writing, and speaking through career and standard literature-based vocabulary lists. |
| 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
|
2.4
|
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 | X |
| Environment & Ecology
|
4.1
|
4.2
|
4.3
|
X | 4.4
|
X | 4.5
|
4.6
|
4.7
|
4.8
|
X | 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 | |||
| ·
Look up and define words.
· Write original paragraphs using vocabulary words. · Utilize selected prefixes, suffixes, and root words to define unfamiliar words. · Select synonyms and antonyms for vocabulary words. · Increase individual vocabularies. · Identify, define, and utilize career terms in oral and written projects. |
·
Define vocabulary words using a dictionary or the glossary of the text
· Memorize meanings of selected prefixes, suffixes, and root words · Practice using words in exercises from the text · Write original sentences and/or paragraphs with vocabulary words correctly used. · Recognize synonyms and antonyms. · Construct vocabulary collages with visuals to illustrate word meanings · Create mnemonic devices to aid in memorization. · Create crossword puzzles and other word games to review vocabulary for a quiz · Complete computer-based crossword puzzles using synonyms for the vocabulary words (individual or small group activity) · Participate in games using vocabulary words; for example, football, baseball, backtrack, word association, etc. Correctives: · Use student made flashcards. · Utilize crossword puzzles and/or word searches to reinforce meaning and spelling. · Use reteaching activities. · Create word games. Extensions: · Create word search and/or word search. · Generate student activities. · Use teacher classroom resources. · Write stories or essays using new vocabulary · Research the history of key words. |
·
Tests and quizzes
· Oral and written reports · Teacher and peer evaluation of dramatic presentations · Teacher observations emphasizing development of critical thinking and analytical thinking skills as evidenced by class discussions and written reports · Teacher and peer response on written work · Daily preparation for class as evidenced by written homework or class participation · Creative projects (group and individual) · Portfolio · PSSA preparation |
Ø
Text
Ø Appreciation Literature by Scribner MacMillan Ø Exploring Life Through Literature by Scott Foresman Ø Novels Ø Tex Ø Taming of the Shrew (Parallel Version) Ø House on Mango Street Ø Macbeth Ø Speak Ø A Child Called It Ø Films Ø Taming of the Shrew Ø Tex Ø Twelve Angry Men Ø Macbeth |
| Subject Title: | APPLIED ENGLISH 10 | |
|
Discipline/Grade Level: |
World Literature and Composition - Grade 10 |
| UNIT LESSON OUTCOME: 3
The learner will create, organize, analyze, and evaluate writing for a variety of purposes including narration, description, persuasion, exposition, and the creative writing process. An emphasis will be placed on descriptive and job related writing. |
| 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
|
2.4
|
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 | X |
| Environment & Ecology
|
4.1
|
4.2
|
4.3
|
X | 4.4
|
X | 4.5
|
4.6
|
4.7
|
4.8
|
X | 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
|
X | 9.2
|
X | 9.3
|
9.4
|
X |
| 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 | |||
| ·
Perform prewriting activities.
· Compose a rough draft. · Revise a rough draft. · Self edit, peer edit, and group edit. · Write a final draft. · Proofread and publish a final draft. · Define and identify the four major writing modes: description, persuasion, exposition, and narration. · Write creative paragraphs in response to literature. · Develop a point of view. · Develop a personal writing style. · Use transitional devices between ideas and paragraphs. · Achieve sentence variety. · Stay focused on topic, purpose, and audience. · Avoid fragments and run-on sentences. · Give coherence to paragraphs using logical, chronological, spatial, or order of importance methods. · Utilize "tools" of figurative language, imagery, literary techniques (flashback, satire, irony). · Write concisely, avoiding repetition, wordiness, cliches, and tangential material. · Use correct spelling. · Use correct mechanics -- capitalization, punctuation, possessives, and contractions. · Avoid usage errors in verb tenses, subject-pronoun agreement, subject-verb, pronoun case and reference, comparative and superlative adjectives, and misplaced dangling participles. · Identify and use appositives, phrases, and clauses. · Use parallel structure. · Keep a journal. · Constructively assess his/her own and others' writing. · Take notes. |
·
Complete the grammar exercises in areas that require special emphasis as reflected in students’ papers.
· Complete grammar exercises dealing with complements, phrases, clauses, agreement, and pronouns. · Employ a variety of pre-writing techniques, such as brainstorming, discussion, listing, jotting, outlining, interviewing, journals, free-writing, games, debating, researching/reading, questioning, modeling, graphs, cartoons, newspapers, think links (mapping, webbing, ballooning, chains, etc.) idea starters (songs, field trips, films, photographs, advertisements, etc.) and examining writing models. · Compose a rough draft. · Revise a paper by adding; removing; rearranging; omitting; or changing ideas, words, or sentences. · Self-edit papers. · Participate in peer editing and group editing, such as partners and read-around groups. · Write a final draft. · Proofread individual writing. · Maintain a student portfolio containing an array of essays, stories, poems, etc. · Publish final drafts by sharing through oral reading, bulletin board display, submission of manuscripts to the school newspaper, yearbook or literary magazine, or professional publication. · Maintain a journal expressing personal thoughts, feelings, ideas, and notes on writing topics or literary works. · Write a variety of teacher-directed activities emphasizing modes of writing, particularly descriptive. Explain techniques of figurative language, imagery, colorful adjectives and strong verbs and provide opportunity for students to practice these techniques in a meaningful context · Respond to creative writing assignments from literature. Correctives: · Work in pairs to provide peer evaluation. · Work in pairs to generate writing ideas. · Use audiovisual reinforcement. · Use storyboard. · Use model writing. · Keep a composition improvement book. · Use flow chart of writing steps. Extensions: · Read supplemental articles. · Generate student activities. · Keep composition book. · Keep journal of responses to readings. · Read additional literature on topics of interest. · Enter writing contests. |
Tests and quizzes
· Oral and written reports · Teacher and peer evaluation of dramatic presentations · Teacher observations emphasizing development of critical thinking and analytical thinking skills as evidenced by class discussions and written reports · Teacher and peer response on written work · Daily preparation for class as evidenced by written homework or class participation · Creative projects (group and individual) · Portfolio · PSSA writing preparation |