High+School+English+Language+Arts+Program+Goals


 * Curriculum 2009 Home**

Core Concepts and Goals //** || Manipulate language to create a desired result Strategically use conventions Form depends upon audience/ topic/ purpose Synthesize information to create an original thought/ thesis statement || skimming vs. Close reading highlighting connecting ideas to arrive at an idea/ conclusion notemaking adjusting speed based upon text Read aloud || emerging visual language canon/ classic/ contemporary short stories/ poetry/ memoirs/ autobiography || peer editing structure/ form/ grammar Critically/ creatively || Essays, research papers, speeches, newspaper articles, position papers ||
 * The Essential Questions/ Big Ideas of the High School English Language Arts Program: **
 * **// How does one's perspective or purpose frame his or her message? //**
 * How do I know what is fact and what is opinion?
 * What do I think? How do I know?
 * **// How do I connect or combine what others say to form my own opinions? //**
 * **// What's important? What's relevant? How do I know? //**
 * How do we filter information and ideas to get at what is really being said?
 * Empathy and respect for diversity are developed and illustrated by the narrative form.
 * Don't believe everything you see, hear and read.
 * Communication requires active engagement- in recieiving, responding to and originating ideas.
 * **// What do I need to say and what is the best way to say it? //**
 * //Reading/ Writing//**
 * **// Big Ideas
 * **// Big Ideas
 * **Reading Core knowledge and skills** || Active reading (Summarize, question, connect, infer, predict)
 * **Reading forms** || non-fiction (essays, position papers)
 * **Writing Core knowledge** || Writing/ Writing process
 * **//Writing Products and Forms//** || Short stories, personal narratives, poetry, critical analysis


 * //Listening/ Speaking//**
 * **//B//****//ig Ideas//** || * Understand the dimensions of the human experience and develop respect for diversity
 * Evaluate the legitimacy and agenda of sources, including relevance
 * Appreciate and analyze a variety of texts, including traditional and emerging texts
 * Communicate in a variety of contexts criticallyk strategically, clearly and creatively
 * Adapt delivery to reflect targeted purpose and audience ||
 * **//Speaking//** || * learn and utilize rhetorical devices, transisitonal techniques and relevant details to support a thesis statement
 * Consider and demonstrate verbal and non-verbal communication skills
 * Anticipate counter argument and respond appropriately
 * Prepare for and participate in and reflect upon debate
 * prepare and deliver a multimedia presentation
 * Devise and deliver a speech for two different audiences. ||
 * //**Listening**// || * Recognize levels of diction and meaning in a speech
 * Distinguish between fact and opinion
 * Identify speakers purpose, main idea and tone
 * listen actively, take notes, and employ appropriate listening protocols
 * evaluate a variety of speakers on style, content and purpose of presentation ||

||
 * Viewing/ (Re)presenting**
 * **// Big Ideas //** || * Metacognitive awareness and application of strategies to become independent thinkers
 * synthesize a variety of texts to form an objective viewpoint
 * Ability to articulate and express ideas with regard to audience, purpose, context, and language. ||
 * **//(Re)presenting//** || * Identify position
 * Articulate a thesis
 * determine validity of sources
 * Prioritize and organize information
 * Practice academic honesty
 * anticipate questions and counter arguments
 * Develop and sustain arguments
 * Select modalities appropriate to audiences. ||
 * **// Viewing //** || * Critique sources and study models for validity and delivery of information
 * understand and utilize interactive notetaking strategies
 * recognize bias in sources and compare effectiveness
 * pose relevant questions
 * form own opinion
 * //Products and Forms// || * (Re)presenting:
 * Multi-modal defense
 * Interact with audience
 * Viewing
 * Evaluation of and reflection on presentations/ sources: non-fiction and fiction
 * Academic notes
 * Summary ||