? web vieweffective communication is the ultimate goal of the english ... short stories, ... spoken
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Effective communication is the ultimate goal of the English Language Arts (ELA) program. The Districts program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.
Grade 10 Academic English Description:
Academic English 10 is designed to foster critical and reflective thinking along with strong, cogent writing skills in order to produce literate, productive and inquisitive world citizens. Through both guided and independent readings of novels, short stories, poems, drama and nonfiction texts, as well as analysis of primary source documents and media, students engage in critical reflection of what it means to be a citizen in and of the world. A study of various genres of multicultural literature will focus on social responsibility and justice while also allowing students to engage with texts via text-dependent analysis. Analysis of literary and rhetorical elements will promote critical thinking skills which will be demonstrated both orally and in writing. Students will learn what it means to be a critical consumer of information (print, digital and media) and will be able to discern valid from invalid sources of information. College-and-career level vocabulary will be ongoing throughout the year as students prepare themselves for the challenges following high school graduation.
Academic English 10 focuses on developing critical analysis and thinking skills through interaction with literature, writing, technology and oral discourse. A wide variety of literary genres, including fiction, nonfiction, narrative nonfiction, poetry, and drama are presented for discussion, analysis and critique. Multicultural literature will be highlighted in order to provide students with a vehicle to study other cultures and draw meaningful relevancies from their cultures to the cultures of others. Strong focus is placed on text-dependent analysis, the ability to make inferences from a given piece of text, and the ability to identify literary and rhetorical elements in a text and explicate how such elements create meaning within a text. Through a study of advertising, communication and propaganda, students will become discerning consumers of information and will be able to recognize both bias and invalid sources of information. Argumentative discourse and writing will be taught, and students will be able to develop logical, well-researched arguments and present such arguments with a strong, powerful voice in both oral discourse and in writing. Ongoing vocabulary study will allow students to further present themselves with confidence and authority.
Grade 10 Academic English Units:
Unit 1: We Must Bear Witness Night and Lessons from the Holocaust
Unit 2: A World of Stories - The Short Story and Literary Elements
Unit 3: This I Believe - A Narrative Writing Unit
Unit 4: Timeless Literature, Timeless Messages
Unit 5: Poetry - The Music of Words
Unit 6: Advertising, Communication and Propaganda
Unit 7: Academic Vocabulary
*Units may not necessarily occur in this order.
Subject: Academic English 10
Suggested Timeline: 6 - 8 weeks
Unit Title: We Must Bear Witness Night and Lessons from the Holocaust
Unit Overview/Essential Understanding:
Using Night by Elie Wiesel as its foundation, this unit utilizes nonfiction and primary sources to not only examine the events of the Holocaust as it personally affected individuals, but also examines issues such as prejudice, discrimination, group-think and hate groups. Primary focus is on the need for personal responsibility in recognizing, addressing, and standing up to social injustices on a large scale and on a more personal level, both individually and collectively. Understanding that first-person accounts of the events of the Holocaust are dwindling, students will also recognize and demonstrate the importance of bearing witness to the personal stories of this dark chapter of history via critical oral discourse and writing so that lessons taught by its survivors will not be diminished.
This unit will focus on the following essential questions:
What does it mean to bear witness?
How can you bear witness to an event you did not personally experience?
How do primary sources relate history in a manner different from secondary sources?
How have concepts such as prejudice, discrimination, hatred, etc. impacted societies throughout history?
What responsibilities do individuals have in addressing prejudice, discrimination, hatred, etc.?
How do you effectively and rationally argue a point, both orally and in writing?
What can YOU do to address injustices?
Students will be able to understand the events of the Holocaust by viewing it through different lenses.
Students will recognize the amalgamation of events that took place in Europe which enabled the Holocaust to occur.
Students will understand how the concepts of hate, discrimination and prejudice both differ and intersect.
Students will be able to recognize propaganda and understand how propaganda can have negative influences on societies.
Students will appreciate what it means to bear witness to anothers story.
Students will understand how they can make a positive difference in the world
Students will reflectively and critically participate in discussion.
Students will demonstrate effective writing skills.
Focus Standards Addressed in this Unit:
CC.1.2.910.A - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
CC.1.2.910.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an authors explicit assumptions and beliefs about a subject
CC.1.2.910.D - Determine an authors particular point of view and analyze how rhetoric advances the point of view
CC.1.2.910.H - Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence
CC.1.2.910.I - Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts
CC.1.2.910.J - Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
CC.1.2.910.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
CC.1.3.910.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text
CC.1.3.910.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an authors explicit assumptions and beliefs about a subject
CC.1.3.910.E - Analyze how an authors choices concerning how to structure a text, order events within it, and manipulate time create an effect
CC.1.3.910.H - Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work
CC.1.3.910.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools
CC.1.3.910.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases
CC.1.3.910.K - Read and comprehend literary fiction on grade level, reading independently and proficiently
CC.1.4.910.L - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
CC.1.4.910.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
CC.1.5.910.B - Evaluate a speakers perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
CC.1.5.910.G - Demonstrate command of the conventions of standard English when speaking based on Grades 910 level and c