GENERAL NOTES

You will begin to think more explicitly about how texts are constructed (structure) in order to create meaning.

•The process of discussing how texts create meaning is called discourse analysis.

•You will be looking at a vast range of different texts as well as producing your own texts in a variety of styles.

•You will reflect on your own writing and the choices you make as a speaker/writer.

•You will widen your technical vocabulary (lexicon) for critical analysis.

The content should include, but not be limited to, the following:

• active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn

• analysis of literature and informational texts from varied literary periods to examine: 

  • text craft and structure

  • elements of literature

  • arguments and claims supported by textual evidence

  • power and impact of language

  • influence of history, culture, and setting on language

  • personal critical and aesthetic response

• writing for varied purposes 

  • developing and supporting argumentative claims

  • crafting coherent, supported informative/expository texts

  • responding to literature for personal and analytical purposes

  • writing narratives to develop real or imagined events

  • writing to sources using text- based evidence and reasoning

  • writing to sources using text- based evidence and reasoning

• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions

• collaboration amongst peers 

Instructional Practices: 

Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.

1. Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.

2. Making close reading and rereading of texts central to lessons.

3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.

4. Requiring students to support answers with evidence from the text.

5. Providing extensive text-based research and writing opportunities (claims and evidence).

Timed Writings:

Students will spend a significant amount of time responding (in formal essay format) to an assortment of Cambridge Language style passages/writing prompts.  The purpose of these timed writings is to prepare the students for the AICE English Language exam (taken at the end of the school year) as well as for writing at the college level.

Intended Outcomes:

The mission of the Cambridge program is to cultivate students who are “confident in working with information and ideas –their own and those of others; responsible for themselves, responsive to and respectful of others; reflective as learners, developing their ability to learn; innovative and equipped for new and future challenges; engaged intellectually and socially ready to make a difference.”

Assessment Objectives:

“Candidates” are assessed on their ability to:

AO1 — read with understanding and analyze texts in a variety of forms 

AO2 — demonstrate a knowledge and understanding of the English language and its use in a variety of contexts

AO3 — write clearly, accurately, creatively, and effectively for different purposes and audiences, specifically using different forms

*There will be two “Papers” required for the final assessment of this course:

Paper 1 –Passages

Paper 2 –Writing

Literary Terms:

In addition to the outlined course work, students will also be required to learn units of literary terms every two to three weeks.  Students will be quizzed on these terms as well.  There will be multiple separate units of literary terms.  It will be the responsibility of each student to study these literary terms (including the accompanying examples) in preparation for the quizzes.

Most assessments are computer-based. The following list describes the various item types that may be encountered on the tests.

• Information provided by the Florida DOE.  

• Technology Enhanced Item Types

o Selectable Hot Text—Excerpted sentences from the text are presented in this item type. When the student hovers over certain words, phrases, or sentences, the options highlight. This indicates that the text is selectable (“hot”). The student can then click on an option to select it. These items may be used independently or as part of a two-part item. In a two-part item, Part A might ask the student to make an analysis or an inference, and Part B might require the student to use the text to support the answer in Part A. In other cases, the two parts might be independent. For accommodated paper-based assessments, a “selectable” hot text item is modified so that it can be scanned and scored electronically. In this version, the student fills in a bubble to indicate a selection.

o Multiselect—The student is directed to select a specific number of correct answers from among the options provided. These items are different from multiple-choice items, which allow the student to select only one correct answer. These items appear in the online and accommodated paper-based assessments.

o Evidence-Based Selected Response (EBSR) —In this two-part item, the student is directed to select the correct answers for Part A and Part B. Typically, Part A is multiple-choice, whereas Part B may be either multiple-choice, multiselect, or selectable hot text. Part A often asks the student to make an analysis or an inference, and Part B requires the student to use the text to support the answer in Part A. These items appear in the online and accommodated paper-based assessments.

o Table Match—This item type presents options in columns and rows. Options may include words, phrases, sentences, quotations, line/paragraph/passage numbers, or images. The student is directed to click a box that matches a correct option from a column with a correct option from a row. Typically, there is only one correct option per row or column, though the number of correct answers may vary. These items appear in the online and accommodated paper-based assessments. For accommodated paper-based assessments, the item is modified so that it can be scanned and scored electronically. The student fills in a bubble to indicate the correct selection.

o Multimedia—Technology-enhanced content may include multimedia elements such as images, charts, graphics, timelines, etc. Multimedia elements may appear within passages (stimuli) or test items. Any of the item types described above may be used to assess the multimedia content. For accommodated paper-based assessments, multimedia content may be modified or replaced by paper-based items or stimuli that assess the same reporting category.

Any of the item types may be combined into a single item with multiple parts. The student will interact with different item types within a single item. Each part could be a different item type.