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| Peer Support
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| Cooperative learning among peers
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| Modeling
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| Development of Information Organizer
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| Development of Graphic Organizer
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| Development of structured study guides
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| Student selection of instructional material (i.e., reading, writing, math)
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| Taped lessons
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| Copy notes (peer or teacher)
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| Student conferencing
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| Combine and vary modes of lesson presentation
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| Adjust language level to match the developmental and intellectual levels of students
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| Give examples. Let students practice doing examples first. Then assign tasks to be completed
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| Provide opportunity for guided and independent practice in a variety of situations
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| Limit number and length of directions
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| Have students repeat/review directions (i.e. peer to peer, student to teacher)
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| All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum | |
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| 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]
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| and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes]
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| Priority student-centered outcomes are identified and attained through suggested learning activities and content | |
| designed to help insure a balanced and comprehensive basic curriculum
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| Essential content and course standards provide an efficient basis for selecting appropriate instructional materials | |
| and resources
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| Course Description and Intent: a brief overview of the course and program goals | | | | | |
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| Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level | | | | | |
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| Special Notes: emphatic features or highlights and identification of Department of Education mandates found | | | | | | |
| in the course
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| 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
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| Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes | | | | | |
| and standards
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| Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and | | | | | |
| essential learning (content) a student must attain
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| 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
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| Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through | | | | |
| specified evaluation criteria
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| Briefly explore the culture, values, and beliefs of the Early Americans and literature in our time
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| Briefly explore the historical background of the period as it relates to the literature
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| Recognize aphorisms, proverbs, and epigrams as literary forms
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| Recognize the importance of American literary figures and literary works, and provide insights into the effects that these writers’ works had on our nation’s history, literature, and culture
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| Summarize and evaluate stories relating to local history
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| Identify the use of symbolism, irony, and tone
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| Create inferences about cultural attitudes
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| Develop cultural awareness, humanistic values, and self-understanding
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| Discuss the concept of human rights and freedoms
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| Recognize the difference between formal and informal language
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| Explore key elements in contemporary poetry, such as mood, tone, theme, symbolism, metaphor, imagery, and simile
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| Identify dialect and its effect on writing
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| Explore the democratic principles that are the keystone of our government
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| Explore writers who served in Vietnam
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| Read examples of Native American literature and have students create their own pictographs
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| Read excerpts from Poor Richard’s Almanac and discuss values still important today
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| Write epitaphs using a specific theme that highlights their best qualities and characteristics
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| Recognize personal rights as a student, a citizen of the United States, and as a person turning the age of 18
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| Recognize responsibilities of each citizen including paying taxes, voting, and participating in decisions affecting his/her community
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| Role-play a selected scene from a drama
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| Read and discuss the play, One Flew over the Cuckoo’s Nest
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| Read and discuss the novel, The Things They Carry
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| Read and discuss the novel, Of Mice and Men
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| Read and discuss A Raisin in the Sun
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| Read and discuss I Know Why the Caged Bird Sings
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| Read and discuss The Crucible
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| Read and discuss the book, Go Ask Alice
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| Read and discuss, Effects of Gamma Rays
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| Read and discuss Gathering of Old Men
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| Identify colloquial expressions.
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| Identify the differences between formal and informal language
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| Demonstrate understanding of definitions of career oriented vocabulary
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| Utilize library computers for post-secondary educational search
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| Explore effective strategies for evaluating sources, taking notes, and organizing research data
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| Write a formal research paper
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| Research local colleges, vocational schools, and other training programs
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| Discern between primary and secondary sources
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| Utilize internet and reference materials for both inquiring about and applying for financial aid
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| Research how technology will affect his/her chosen field in the future
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| Present an oral presentation of post-secondary educational research project
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| Utilize technology such as PowerPoint within oral presentation
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| Summarize and analyze several non-fiction periodical articles
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