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Appendix

Additional Educator Resources

Course Details:

Grade: 10

Length:

English 10 & Honors: two semesters (required)
AP European History/ Literature: two semesters (two period block)

Prerequisites:

English 10 & Honors: none
AP European History/ Literature:
- English 9 Honors

- English 9 and teacher recommendation

WRITING INTENSIVE

Course Description:

English 10

This course continues the journey towards mature literacy. Learners will explore diverse literature and informational texts, including both visual and oral, to further develop reading, writing, speaking, listening, research, technological, and media literacy skills. Learners will write for a variety of audiences, write a research paper, and utilize tools to create error-free writing. They will also participate in class discussions, oral presentations, and group projects. This yearlong course fulfills two semesters of the English 10 requirement.

English 10 Honors

This course is designed for advanced readers and writers capable of in‐depth analysis, and who have the interest and self-motivation to read and write independently. This class assumes more ability to read and write independently, more time in discussion rather than in supported reading, an increased reading pace, and a higher level of commitment and preparation in and out of class. The expectation of the level of discourse in this class is a heightened one. Therefore, learners have an increased level of accountability to their class community in terms of keeping up with reading and other assignments. This course continues the journey towards mature literacy. Learners will explore diverse literature and informational texts, including both visual and oral, to further develop reading, writing, speaking, listening, research, technological, and media literacy skills. They will write for a variety of audiences, write a research paper, and utilize tools to create error-free writing. Learners will also participate in class discussions, oral presentations, and group projects. This yearlong course fulfills two semesters of the English 10 requirement.

Advanced Placement (AP) European History/Literature

This yearlong, two-period course is designed for learners capable of college level work, and combines the course work and skills of AP European History with the study of the primary literature relevant to a review of European history. They will master the basic skills of historical chronology and comprehension, and will develop historical analysis and interpretation skills, research capabilities, and issues-analysis and decision-making skills through extensive experience with document-based, free-response, and change-over-time essay writing.

Learners meet all the objectives of English 10 Honors for writing and literature. In addition, they will be prepared for the AP European History exam. This course follows the advanced placement course description and uses appropriate materials as set forth by the College Board. The AP exam is strongly encouraged.

This course fulfills two semesters of the English 10 requirement and two semesters of the World History requirement. Learners receive two grades, one with a weighted AP grade and one (the literature period) without. A summer reading list or assignment may be required prior to the course.

Additional Skills and Expectations:

· Willingness to accept and complete a rigorous reading schedule including text, primary sources, and supplemental materials.

· Demonstrate advanced, proficient, writing skills.

· Independently analyze literature.

· Demonstrate strong chronological thinking skills.

· Capable of historical comprehension, analysis, and interpretation processes.

Please visit the College Board-AP Central website for more information (http://apcentral.collegeboard.com).

Required Reading Activities

English 10 and English 10 Honors

First Semester:

- Choose one whole text from this list:
  - - Bless Me, Ultima by Rudolfo Anaya
    - Lord of the Flies by William Golding
    - The Namesake by Jhumpa Lahiri
    - Purple Hibiscus by Chimamanda Ngozi Adichie
    - Marrow Thieves by Cherie Dimaline
- Choose one play from this list (drama):
  - - Twelfth Night by William Shakespeare
    - Much Ado About Nothing by William Shakespeare
    - Julius Caesar by William Shakespeare
    - Oedipus Rex by Sophocles
    - Antigone by Sophocles
    - The Importance of Being Earnest by Oscar Wilde
    - Waiting for Godot by Samuel Beckett
- Supplemental short stories, poetry, and nonfiction

Second Semester:

- Choose at least one whole text from this list:
  - - March I - III by John Lewis, Andrew Aydin, and Nate Powell
    - Persepolis I by Marjane Satrapi
    - Maus I – II by Art Spiegelman
    - Night by Elie Wiesel
    - I am Malala by Malala Yousafzai
- Supplemental nonfiction selections
- Reading as required to support writing of research paper

See the appendix for the Suggested Supplemental Reading List.

Additional Requirements for Honors:

Learners at the honors level read with greater speed, independence, and sophistication. Therefore, learners in these classes are expected to not only do more, but do more independently. The teacher can choose to have learners read a larger number of texts than what is listed above, read them more closely, read longer works, read more challenging books, and/or get to a deeper level of analysis than would be required in the regular level of English 10.

Required Writing Activities

English 10 and English 10 Honors

First Semester:

At least:

One analytical essay.
One expressive piece of writing.
One narrative essay.
Frequent writing experimenting with multiple genres, including poetry, letters, and fiction.
Frequent analytical practice through journals, informal responses, short fiction, and poetry exercises, and claim generation on demand.

At least one of the above essays should complete the comprehensive revision process.

Second Semester:

At least:

- Research paper with 4-5 pages in addition to the annotated bibliography, including 5+ sources and citations.
- One resume and cover/business letter.

All of the above should complete the comprehensive revision process.

- Frequent writing experimenting with multiple genres including poetry, letters, and fiction.
- Frequent analytical practice through journals, informal responses, short fiction, and poetry exercises, and claim generation on demand.

Additional Requirements for Honors:

Learners at the honors level write with more facility, depth, and style. Therefore, learners in these classes are expected to not only do more, but do more independently. The teacher can choose to have learners write a larger number of assignments than what is listed above, revise them to a more expert level, and/or write longer papers than would be required in the regular level of English 10.

Informational Texts

Graduate - Level Competency:

Informational Texts

GS.1 Learners will demonstrate the ability to comprehend, analyze, and critique a variety of complex print and non-print informational texts – including texts for science, social studies, and technical subjects, and self-selected material.

Course/Grade Competency:

HS.1 The learner will demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print informational texts, including texts for science, social studies, and technical subjects.

Content Objectives:

The learner will:

- Find and consume texts that appeal to them, and explain what the texts may add to their understanding and lives.
- Interpret a wide variety of texts (i.e., different lengths, genres, methods of delivery, and purposes), and explain the merits and limitations of each.
- Practice close reading strategies to increase insight and accuracy, with teacher guidance.
- Increase accuracy and speed of skimming texts for specific information, with coaching from the teacher as needed.
- Choose the best support for a claim from a range of textual evidence.
- Annotate and highlight text with purpose, and explain how annotations help reading comprehension and engagement.
- Increase accuracy in evaluating texts for purpose, credibility, bias, and perspective using textual evidence to support that evaluation, with guidance from the teacher as needed.
- Identify how their own world views might be changing, and how that informs their interpretation of text.
- Critique valid and invalid arguments using vocabulary specific to persuasion. Increase the accuracy of their guesses about word meanings in context with teacher guidance and instruction in word origins and structures.
- Analyze how the interpretation of written passage is affected by an author’s choice of diction, syntax, or figurative language.

Standards:

AKSS

RI.1-10, L.4-6

AASL

III.A.1-3, V.A.1-3,VI.A.1-3, I.B.1-3, III. .1-2, IV.B.1-4, VI.B.1-3, III.C1-3, VI.C.1-2, I.D.1-4, II.D.1-3, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.d, 3, 7.a-b

AK Digital Literacy

6-12. EL.4, 6-12. KC. 1-4, 6-12. GC.1-4

Literature

Graduate - Level Competency:

Literature

GS.2 Learners will demonstrate the ability to comprehend, analyze, and engage with a variety of complex print and non-print literary texts, both teacher and self-selected

Course/Grade Competency:

HS.2 The learner will demonstrate the ability to comprehend, analyze, and engage with a variety of increasingly complex print and non-print literary texts.

Content Objectives:

The learner will:

- With increasing independence, use literature to develop cultural literacy and emotional intelligence by connecting their own culture and experience with others.
- Read texts of various lengths, especially in a sustained, long-term manner to facilitate connections between literature and personal experience.
- Differentiate between a variety of literary genres and purposes, and understand the author’s message and make connections to other texts.
- Annotate and highlight text with purpose, and explain how annotations help reading comprehension and engagement.
- Use knowledge of literary devices, as well as understand the importance of an author’s strategic choices of diction, syntax, and literary devices.

Standards:

AKSS

RL.1-10, L.4-6

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B1-3, III.B.1-2, B.IV.1-4, B.V.1-3, B.VI.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4,II.D.1-3,III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.d, 3, 7.a-b

AK Digital Literacy

6-12. EL.4, 6-12. KC. 1-4, 6-12. GC.1-4

Writing

Graduate - Level Competency:

Writing

GS.3 Learners will write in a variety of modes, including analytical, narrative, explanatory, and expressive, using complex reasoning, structure, and language.

Course/Grade Competency:

HS.3 The learner will write in a variety of modes (including analytical, narrative, explanatory, and expressive), and use increasingly complex reasoning, structure, and language.

Content Objectives:

The learner will:

- Write for a variety of audiences to develop the relationship between organized writing and social engagement.
- Use organizational strategies to support a self-generated claim with effective textual evidence and reasoning.
- Incorporate and cite evidence correctly.
- Employ strategic diction, syntax, and figurative language to develop a specific voice and meaning.
- Engage in the process of revision to improve writing, and consider various stylistic choices and effects.
- Increase skill and independence to use available tools and strategies in order to produce a syntactically correct, error-free document with standard English conventions.
- Choose and adhere to an effective format for a writing task.

Standards:

AKSS

W.1, 2, 3, 4, 5, 10

L.1, 2, 3

AK Digital Literacy

6-12.ID.3, 6-12.ID.4

AASL

I.B1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II. .1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4,.II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

4.c-d

Speaking and Listening

Graduate - Level Competencies:

Speaking

GS.4 Learners will demonstrate the ability to speak purposefully and effectively, strategically making complex decisions about content, language use, and discourse style.

Listening

GS.5 Learners will demonstrate the ability to listen critically and reflectively in a variety of settings and purpose.

Course/Grade Competency:

HS.4 The learner will demonstrate the ability to speak purposefully and effectively, strategically making increasingly complex decisions about content, language use, and discourse style.

Content Objectives:

The learner will:

Contribute to class discussions while practicing established classroom norms.
Practice the components of formal presentation.
Be able to articulate opposing sides and others’ perceptions and ideas with fidelity.
Consider audience when developing a presentation, suiting the needs of the audience in various ways.
Choose a mode of communication for a specific purpose.
Practice peer-to-peer constructive criticism, compliments, feedback, and responses.

Standards:

AKSS

SL.1, 4, 5, 6

AK Digital Literacy

6-12.EL.1, 6-12.DC.3

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.2-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.a, 6.a,c-d

Course/Grade Competency:

HS.5 The learner will demonstrate the ability to listen critically and thoughtfully in a variety of settings and purposes.

Content Objectives:

The learner will:

- Regard listening as an active component of conversations and discussions.
- Utilize discourse markers, visuals, body language, tones, and pauses.
- Participate in live conversations while monitoring equity of voice.
- With teacher guidance as needed, make decisions in groups of different sizes, using consensus-building strategies and compromise.
- Organize claims and counter-claims presented in discussions.

Standards:

AKSS

SL.2, 3

AKSS

E/LA.B.1-3, C.1-5, D.1-4

Cultural: CS.A.1,3, D.5, E.3-8

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.A.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c

Research

Graduate - Level Competency:

Research

GS.6 Learners will demonstrate the ability to conduct research to investigate self-selected and given topics, evaluate sources, utilize databases, and synthesize information independently and collaboratively.

Course/Grade Competency:

HS.6 The learner will demonstrate the ability to conduct research to investigate topics, evaluate sources, utilize databases, and synthesize information in an increasingly complex manner.

Content Objectives:

The learner will:

- Use the steps of the research process with the support of scaffolds, such as lists or graphic organizers.
- Find and select appropriate databases, and vet sources for an autonomously generated claim.
- Incorporate both primary and secondary sources into a single research project.
- Organize information and research material independently in order to present it coherently.
- Practice using common knowledge, summary, paraphrasing, quoting, and citing in paragraphs.
- Recognize instances of plagiarism, as well as explain the consequences of it and the role of citation practices to avoid it.

Standards:

AKSS

W.7, 8, and 9

AASL

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c

Technology

Graduate - Level Competencies:

Technological

GS.7 Learners will demonstrate the ability to appropriately use the tools of technology to gather, interpret, collaborate, and analyze information and create shareable products.

Media Literacy

GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Course/Grade Competency:

HS.7 The learner will demonstrate the ability to appropriately use the tools of technology (including digital media and the Internet) to gather, interpret, and analyze information and create shareable products.

Content Objectives:

The learner will:

- Understand the uses and limitations of search engines.
- Use library and professional databases with teacher guidance.
- Make choices from a limited range about technology platforms, and use the appropriate tools (e.g., an app or program) to present material.
- Select technology from a curated list to demonstrate learning and present material.

Standards:

AKSS

W.6, SL.5

ISTE

1.d, 3, 4, 5.c, 6

AK Digital Literacy

6-12.EL.4, 6-12.KC.1-4, 6-12.ID.1-4, 6-12.CT.3, 6-12.CC.1-4

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III. .1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Media Literacy

Graduate - Level Competency:

Media Literacy

GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Course/Grade Competency:

HS.8 The learner will engage in critical thinking through accessing, analyzing, evaluating, and creating an increasingly complex variety of media. (The term “media” refers to all electronic or digital means and print or artistic visuals used to transmit messages.)

Content Objectives:

The learner will:

- Behave in a responsible manner while using various technologies and social media.
- Recognize propaganda (e.g., “fake news”) with a measure of independence.
- Recognize and analyze the value of audio/visual/art as they connect to written pieces.
- Be fully aware, prepared, and responsible online citizens.
- Recognize modes of persuasion in various media.
- Recognize logical fallacies in arguments and advertisements.
- Critique valid and invalid arguments using vocabulary specific to persuasion.

Standards:

AKSS

RL.7

SL.3 and 5

L.5

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c5

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