English I-CP Reading, Writing, and

POMONA UNIFIED SCHOOL DISTRICT
Secondary & Adult Education Course Description
Curriculum & Instruction
Course Title:
Course No.
//02 t 2rc2
Course Title:
English I-CP: Reading, Writing, and School:
Communicating
Dept./Subiect Area: Enelish
Leneth of Course:
I year
Prerequisites: 1.
Units of Credit: 10
2.
a
J.
4_
5.
Yes
Contains State-Mandated Instruction?
I Course No.
Submitted for CSU/UC a-s aoorcval?
Yes
Type of Course:
Required
CSUruC a-g Requirement Met:
b
Type of Submission:
Regular
Reason for Submission: I Revision
If 'Pilot Course', date:
Why is there a need for this Revision?
Due to the introduction of Common Core State Standards, our courses need to be rewritten to
reflect these new standards and new expectations for our students. The course includes standards
that have not previously been part of our course work such as an emphasis on argumentative
writing and the reading and analysis of informational text.
-Course Descriotion
Originator:
Site:
Danielle D. Donaldson-Lovette
Title:
Dept. Chair:
Aooroved? Yes
val Tracki
Signature:
Date:
Signature:
If 'No',
state reason:
Date:
SSC/AP, Curr.:
Approved? Yes
Signature:
If 'No',
state reason:
Date:
Principal:
Approved?
Signature:
Yes
If 'No',
state reason:
Date:
6-Adult Chair:
Approved?
Signature:
Yes
If 'No',
state reason:
Date:
DCC Chair:
Approved? Yes
Signature:
If 'No', state reason:
Date:
BoardApproved? lYes
Course Description
-
lIf
'Yes',BoardApprovalDate:
Rev. 12.23.09/myc
I ulDlN lltem: I 4.o{
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of6
English 1-CP: Reading, Writing, and Communicating
(Required lnformation needed to prepare for course submission)
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Gourse Guidance
GENERAL ENGLISH GUIDANCE
College preparatory composition and literature are required. Reading, writing, and speaking components must be included in
the courses.
Goals of the English requirement
The English subject requirement seeks to ensure that freshmen are prepared to undertake universityJevel study; to acquire and
use knowledge in critical ways; to think, read, write and speak critically; and to master literacy skills for classes in all University
subjects.
More important than the specific topics covered are the more general abilities and habits of mind students should acquire
through reading, writing, speaking and other course activities. As indicated in the ICAS Academic Literacv Statement of
Comoetencies [PDF] and the Common Core State Standards for Enolish Lanouaqe Arts [PDF], these inctuOe tfre fottowing:
1.
They are well-informed, thoughtful and creative readers, writers, listeners and thinkers who incorporate the critical practices of
access, selection, evaluation and information processing in their own original and creative knowledge production.
2.
They understand the ethica! dimensions of academic life as grounded in the search, respect for and understanding of other
informed viewpoints and pre-existing knowledge. They have a capacity to question and evaluate their own beliefs; the curiosity and
daring to participate in, and contribute to, intellectual discussions; and the ability to advocate fortheir own learning needs.
They comprehend and evaluate complex texts across a range of types and disciplines and can construct effective arguments and
convey ntricate or m ultifaceted nformation.
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They respond to varying demands of audience, task, purpose, genre and discipline by listening, reading, writing and speaking
with awareness of self, others and context; and adapting their communication to audience, task, purpose, genre and discipline.
They value evidence. Students can analyze a range of informational and literary texts, ask provocative questions and generate
hypotheses based on form and content of factual evidence, see other points of view, and effectively cite specific evidenie when
offering an oral or written interpretation of a text.
6.
They use technology and digital media strategically and capably to enhance their reading, writing, speaking, listening and
language use.
7.
They demonstrate independence by exhibiting curiosity and experimenting with new ideas.
Course requirements
Competencies for entering students cannot be reduced to a mere listing of skills. True academic competence depends on a set
of interactive insights, perceptions and behaviors acquired while preparing for more advanced academic work. Good writers are
most'likely careful readers and critical thinkers-and most academic writing is an informed and critical response to reading.
Courses should, at each level, give students full awareness and control of the means of linguistic production, orally and in
writing.
Regardless of the course level, all approved courses are expected to stress the reading and writing connection and to address
all of the Common Core Colleoe and Career Readiness Anchor Standards in Readino. Writino. Lisienino and
Soeakino [PDF].They must also satisfy these criteria:
Reading. Acceptable courses must require extensive reading of a variety of genres, non-literary as well as literary, including
informational texts, classical and/or contemporary prose and poetry, and literary fiction and non-fiction. Reading of literary texts must
include full-length works; excerpts from anthologies, condensed literature, et cetera, cannot substitute for full-length literary works.
Students should be expected to read for literal comprehension and retention, depth of understanding, awareness of the text's
audience, purpose and argument, and to analyze and interact with the text.
Writing. Courses must also require substantial, recurrent practice in writing extensive, structured papers directed at various
audiences and responding to a variety of rhetorical tasks. Students must demonstrate understanding of rhetorical, grammatical and
syntactical patterns, forms and structures through responding to texts of varying lengths in unassisted writing assignments.
Courses should address basic issues of standard written English, including style, cohesion and accuracy.
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1
Writing is taught as a recursive process involving invention, drafting, revision and editing where writers
return to
these activities repeatedly rather than moving through them in discrete stages. Writing is also a way
of learning
and it should enhance the students, understanding of a subject.
Listening and speaking. Courses must allow students to develop essential critical listening skills and provide
them ample practice
speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical
distinctions between
key points and illustrative examples, develop theinability to convey their ideas cteirty, and listen and respond
to divergent views
respectfully, just as they must do when they read and write.
For expected competencies in English reading, writing, listening and speaking, consult the Common
Core Standards for
Enqlish Lanouaoe Arts [PDF]. Further information is available in the foilowinglresources,
An lnformation Booklet for the Analytical Writino Placement Examlnation for discussion of writing standards and examples
of
acceptable college freshman-level scored essays.
Academic Literacv: A Statement on Comoetencies Expected of Entering Students to California,s public Colleoes and
Universities [PDF] for a description of the language arts material that almost all regularly aOmitteO tresfrmen have learned.
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HONORS ENGLISH GUIDANCE
English Honors courses are expected to provide detailed and speciflc illustrations both breadth and depth of exploration
in the
subject area, developing writing, research, and analytical skills. Specific detailed evidence must be included in the
course oufline.
The courses must offer content and/or experience that are demonstrably more challenging than what is offered
through the regular
college preparatory courses in the same field.
Factors considered for UC-approved honors courses that satisfy the "b" requirement include but are not
limited to the assignment
and evaluation of one long or numerous short, challenging, and properly-annotated research papers and a comprehensivJfinal
examination. Specific details of each of these assignments are required.
The use of collegeJevel textbooks is encouraged.
Regular college preparatory courses in the subject areas should be offered. lf regular non-honors courses not
are offered, a strong
justification for the lack of a regular course is required.
ln addition to AP and lB higher level courses, high schools may certify as honors level courses not more than one unit in
English.
A single, written, comprehensive, full year final exam must be administered that encompasses all the material that has
been
covered for the entire year.
Gourse Content
NOTE: The following questions are subject specific and ask for detailed information regarding the course curriculum.
Since UC has developed
their own criteria for the review of curricula, it is not necessary (and preferred) that the btate Standards are not listed when
submitting course
descriptions to the University. When preparing the course submission, keep in mind that your audience is the UC High School
Articu-iation unit
and UC faculty. lnclude relevant information that would
those reviewing the course and provide UC a better understanding and clarity
-assist
about the intent of the curriculum. UC expects to see information that would ihow specific, detailed evidence of the course rigoiand
development of essential skills and habits of mind. Course template components need to be more expository and illustrative if the integration
of
each course component and how the overarching goals are being accomplished. The text boxes below will expand to accommodate
additional
teX.
Course Purpose: What is the purpose of this course? Please provide a brief description of the goals and expected
outcomes. Explain how the course aligns the seven goals of the English requirement. (How these wiil be accomplished
should be reserved for the Course Outline, Key and Written assignments, Assessrnenfs and/or tnstructionat Methods.)
,
NorE:
More specificity ihan a simple recitation of the state standards is needed.
purpose of this class is delineated in its name-Reading, Writing and Commuiiating. As we prepaie
students who are college and career ready, it is imperative that students read independintly and^deiply
for comprehension, critiquing and exposure. Students need to read well so that thiy are citizens who can
make well informed decisions. On multiple levels, they need to analyze what an au:thor is saying and to
supply evidence to back up an author's claim or the student's claims in their own writing so th;t they can
be contributors to the ideas and arguments that happen every day in our world. Our students need to be
able to write well.
need to be able to use evidence
ively and convincinslv in
of the
The
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claims they put
Students need to be able to write for varying purposes, tasks and audiences.
Finally, our students need to be communicators in a variety of modes. They need to be able to
forth.
communicate orally and listen to oral communication so that they can
ffictively respond. In this digital
age, much of their communication and collaboration will occur without ever seeingih" p"rron wtth ihon
they are conversing. They need to write in order to correspond effectively in a *ritt"n medium. Our
students need to be technologically creative and purposeful when it comes to reading, writing, and
communicating.
As students move toward academic endurance and meeting the expectations of college and career
readiness, teachers will make the content accessible through a variety of instructional strategies and texts
that meet the individual needs of students, including English learners and students with disabilities.
Course Outline: A detailed descriptive summary of att topics covered. All historical knowtedge is expected to be
empirically base4 give examples. Show examples of how the text is incorporated into the topics covered. A mere tisting
of topics in outline form is not sufficient (i"e. textbook tabte of contents or California State Standards).
The year is divided into 4 units. Each unit has essential questions anO aJsrgnrnents tieO to the Ca Common Core
State Standards and poses questions related to the skills and habits of mind that students will need to know and have
in order to move toward being college and career ready.
Unit 1: Plot, Gharacter and Narrative Writing
lntroduction:Students will read essays introducing them to plot and characterization followed by an in depth analysis
of the author's use of each in texts such as "The Most Dangerous Game" and "Thank you, Ma'am." Students will
continue their in depth analysis of plot and character by reading either The House on Mango Street by Sandra
Cisneros, Call of the Wild by Jack London or Of Mice and Men by John Steinbeck.Througtiout the unit, students will
be taught different aspects of writing a narrative as they study narratives. Students will continue to fine tune their
written language skills through daily oral language activities that will focus on parallel structure, phrases, clauses, and
punctuation use. At the end of the quarter, students will write a narrative essay that will assess their understanding
of
character, plot and narrative writing.
How do authors use plot and sequence to craft narrative writing?
How do authors use characterization to craft narrative writing?
How do authors use sequencing and narrative techniques to engage the reader and reveal a life
lesson?
How does authors' use of characterization and plot help to create a theme?
How do authors use sequencing and narrative techniques to engage the reader and reveal a life
Iesson?
How does going through the writing process of planning, revising, editing, or trying new approaches to
writing develop and strengthen writing?
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Plot and Seouence- Students will read the essay "Plot: Time and Sequence" by John Leggett on pgs. 2 and 3 in Holt
Literature and Language Arts to introduce them to the foundational elements of plot, followed Oy an in depth analysis
of the author's use of plot and plot elements in "The Most Dangerous Game" by Richard Connell. Students will
continue to explore grammar techniques through daily oral language exercises that will focus on parallel
structure,phrases, clauses, and punctuation use.
Characterization-Students will read the essay "Character" by John Leggeft, on pages 84 and 85 in Holt Literature and
Language, which will introduce them to characterization followed by an in depth analysis of the author's use of
characterization in "Thank You, Ma'am" by Langston Hughes on pages 86-91 in Holt Literature and Language.
Students will continue to explore grammar techniques through daily oral language exercises that will tocus on parallel
structure, phrases, clauses, and punctuation use.
Exploring Plot and Character Throuqh a Full-Length Narrative Work--Students will read either The House on Mango
Street by Sandra Cisneros or Of Mice and Men by Jon Steinbeck in grder to explore how the author crafts characters
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plotandtheme.StudentswilIapplytheirlearningfromthe
,ld th_" development of each over the course of the novet. Additiona[y, they wiil
analyze how an author's choice in deciding how to structure the text and how to move
the plot fonrvard creates different
effects within the the text AIso in this unit, students will revisit the writing process. Students
will use the writing skills
and their learning about plot, character, and theme as the basis for an end of the quarter
typed essay. Studeits will
continue to fine tune their written language skills through daily oral language activities thaiwill
focus on parallel
structure, phrases, clauses, and punctuation use.
Defining Moment Narrative Essay--Students will practice the writing process in completing
a narrative writing.
Students will use what they have learned about writing and plot, ctraracter, and theme as the
basis for this end of the
quarter typed narrative assessment. Students will continue to learn grammar
through daily oral language exercises
that will focus on parallel structure,phrases, clauses and punctuation use.
::ill"l*r::!::3111:T",
Unit 2: lnformational Text and Informative Writing
lntroduction: Students will analyze informational text in a variety of ways. Students will read " Hip
Hop planet,', by
James Mc Bride, and analyze his essay for tone and author's claim then assess the relevancy and
sufficiency of ine
evidence presented to support McBrides's claim. ln addition, students will be introduced to writing
objective
summaries and keeping a formal style throughout their writing. Next, students will analyze a variety
of Seminal U.S.
texts. They will use the theme of equality to compare and contrasts "The Declaration of lndependence"
with several
other documents.. Students will further analyze the documents for both their historical and literary
significance.
Finally, students will read "How a Self-Fulfilling Stereotype Can Drag Down Performance,,,
by Shankar Vedantam.
They will analyze the piece for audience and purpose to see how the author makes decisioni
on technique
based on
the rhetorical needs of the writing.
How do authors establish and maintain a formal style and objective tone?
What claims are each of the authors making in their texts?
How do the claims lend to the literary and historical significance of the documents?
What is the literary and historical significance of Seminal U.S. Documents?
How are universal themes identified in seminal U.S. documents from different historical time periods?
How does the use of rhetorical techniques help to structure an informational text?
Formal Stvle and Obiective Tone- ln this ERWC Module, students will read an article by James McBride
in order to
analyze it using SOAPSTone. Students will analyze the writing with a focus on tone, loiating and providing
evidence
to support the author's claim(s) and be able to write an objective summary using the prdcis method. While
the unit
itself does not address it, teachers will also need to help students analyze and ieplicate the use of formal
style in
writing. Students will continue to learn grammar through daily oral language exercises that will focus on p"rilt"t
structure, phrases, clauses, and punctuation use.
Seminal U.S. Documents- Students will read the "Declaration of lndependence" and analyze it for themes (equality
being one) and historical and literary significance. Students will then use the "Declaration of lndependencei'
as a joint
of comparison between several other seminal U.S. documents that span several decades. Students will analyze
the
additional documents for historical and literary significance. They will then compare the themes presented in
the
documents to those themes, including equality, found in the Declaration of lndependence. The additional
seminal U.S.
documents include:
1872 Susan B. Anthony- Women's Right to Vote, 1906 Mary Church Terrell- What it Means to be a Colored
Woman
1948 Eleanor Roosevelt-Adopting the Declaration of Human Rights, 1964 Malcom X-The Ballot or The Bullet
, 196g
Cesar Chavez-On Ending Fast, 1969 Shirley Chisholm-Equal Rights for Women, 2008 Obama- A More perfect
Union,
2014 Delores Huerta
Students will continue to fine tune their written language skills through daily oral language activities that
will focus on
parallel structure, phrases, clauses, and punctuation use.
EB\ALC Threateninq Stereotyoes- ln this ERWC module, students will read an article about stereotypes and analyze
how stereotypes are prevalent in their own lives and the lives of their peers. ln addition to studying
the topic of
stereotypes, students will explore the way that purpose, task, and audience have an impact on the
techniques they
use in writing. "At the same time, students learn about rhetoric-the importance of purpose and audience
in
writing-and how rhetorical considerations shape authors' decision making. They will also learn to make warranted
claims about original evidence." From ERWC Threatening Stereotypes Module siudents will compose
a news article
based on their investigation of stereotypes within their own lives. Students will continue to learn grammar
through
daily oral language exercises that will focus on parallel structure, phrases, clauses, and punctuation use.
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Unit 3: Comprehending Drama and Argumentative Writing
lntroduction: ln this unit, students will beqin with readino and
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an article from the ERWC unit to evaluate the
credibilityofthetext,analyzethesufficiencyoftheevidence
evidence in supporting the author's claim(s). Students will use a rhetorical pr6cis
to summarize text and SOApSTone
as a tool for analysis' Students will use argumentative texts as they learn to write argumentative
essays. Students will
read Romeo and Juliet and focus on the themes presented and diicuss how those
themes are relevant to
contemporary human experiences. Their study will also include an analysis of the use
of figurative language and how
authors use figurative language to impact the tone of a dramatic text. Siudents begin
to eximine what other sources
Shakespeare drew on for his works and how other author's used Shakespeare's wort<
for inspiration. As part of the
work with Romeo and Juliet, students will compare and contrast various media with
the play. The writing focus of this
unit of study is the Argumentative essay. Students willwork first on writing an effective
,rglr"ntrtire paragraph that
presents an evidence based claim in response to a prompt. The work that
students have d-one to this point on
argumentative writing will be assessed here. This is also an opportunity for students to engage
in debates, Socratic
seminars and mock trials in preparation to write the argumentative paragraph. The culminiting
assignment for the unit
will be an argumentative writing about the identity of Shakespeare. This essay will follow either the
Modern Language
Association (MLA) or the American Psychological Association (APA) for citations and end/footnotes.
Students will
continue to learn grammar through daily oral language exercises that will focus on parallel structure, phrases,
clauses
and punctuation use.
What is a universal theme found in Romeo and Juliet and how is it relevant to the human experience
today?
How are universal themes identified in different genres?
How do contemporary authors draw on and transform elements of Romeo and Juliet in
specific works?
How does a writer use rhetoric and argumentative techniques to advance their point or purpose?
How does the author's use of figurative language impact the tone of a dramatic text?
How are arguments developed and supported with textual evidence?
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Students will read the article "Undercover Parent" by Harlan Corban. In studying this reading
from the ERWC unit of
the same name, students will learn to evaluate the credibility of a text. ln addition students riill
analyze the evidence
presented in the text and the effectiveness of the evidence in supporting the
author's claim(s). Students will use a
rhetorical prdcis to summarize the text and SoAPSTone as a tool for analysis. Students will
use corban's text as one
of several exemplar texts as they learn to write argumentative essays. Students will continue to learn grammar
through daily oral language exercises that will focus on parallel structure, phrases, clauses, and punctuation
use.
Comprehendino Drama
Students will read Romeo and Juliet. ln their reading and analysis of Romeo and Juliet, students
will focus on the
themes of Romeo and Juliet and discuss how those themes are relevant to contemporary human
experiences. Their
study will also include an analysis of the use of figurative language and how authors use figurative
language to impact
the tone of a dramatic text. Students begin to examine what other sources Shakespeare oLw
on for his works and
how other authors used Shakespeare's work for inspiration. At the end of the unit, students will
compare and contrast
Act 3, Scene 5 of Romeo and Juliet to "Daylight" by Maroon 5 and/or artwork provided on EdCalibei. preparation
ln
for
writing arguments, students will continue their study of the argumentative essay. Students will continue
to learn
grammar through daily oral language exercises that will focus on parallel structure, phrases,
clauses, and punctuation
use.
Teachers are encouraged to use different video versions of Romeo and Juliet to assist with student
comprehension of
the text and to help students gain an appreciation of the language Shakespeare uses.
Development of Argumentative Claim
ln this assignment, students will work solely on writing an argumentative paragraph that presents
an evidence based
claim in response to a prompt. The work that students have done to this point on'argumentative
writing will be
assessed here. This is also an opportunity for students to engage in debates, Socratic seminars
and mock trials in
preparation to write the argumentative paragraph. Students will continue to learn grammar
through daily oral language
exercises that will focus on parallel structure, phrases, clauses, and punctuation use.
Authors using Source Material
Once students have read Romeo and Juliet in its entirety, they will compare the play to other
similar stories. Students
will compare Romeo and Juliet to "Dear Juliet" by Lisa Bannon and "Romeo and Juiiet in Bosnia,'
by Bob Herbert.
Both of these texts can be found in the Holt Literature and Language Arts textbooks on pages g19-b22.
ln addition, a
CNN clip about Romeo and Juliet in Bosnia is available. Students will analyze the texts ioit6"re
and the connections
to Shakespeare's Romeo and Juliet. Students will continue to learn grammar through daily
oral language exercises
that will focus on parallel structure, phrases, clauses, and punctuation use.
Arqumentative Essav
This assignment is the culmination of what students have learned with regard to argumentative writing.
In this
assignment, students will read "Edward de Vere, Earl of Oxford: The real ShakespJare?,, by Dave Gilyeat
and "To Be
or Not to Be Shakespeare" by Doug Stewart.After analyzing each piece for claims, evidence, and counterclaims,
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studentswillusethearticlesasevidencetowriteanargumentativeessay.
Language Association (MLA) or the American Psychological Association (APA) for ciiations and end/footnotes.
Students will continue to learn grammar through daily oral language exercises that will focus on parallel
structure,
phrases, clauses, and punctuation use.
Unit 4: College and Career Readiness
lntroduction: ln this unit, students will focus on leaning about themselves in order to make decisions on possible
college and career choices. Students will choose a character from the novel to complete a character analysis
through
the use of personality assessments (such as Myers-Briggs) and career compatibility (through the california
career
zone self assessment). Students will complete these evaluations first as the character, anJ then as themselves.
Finally, students will compare and contrast the identity of themselves with the character in order to better
assess their
own personalfuture goals as it relates to career and college choices. The information will help them to write an
informative/explanatory research report that allows them explore career and college choices.
How can gathering information about oneself from multiple sources illuminate your understanding of a
character?
How do authors use characterization to develop a theme?
How can using digital sources strengthen the research skills needed to become familiar with
choosing a college and/or career?
What is the process for conducting a research report?
What techniques can be used to avoid plagiarism in a research report?
Character and Theme Analvsis lnformative Essay-Continuing with the same novel that students read for
the previous
assignment, students will examine how authors use character to develop themes in the text. Students will
write an
informative/explanatory essay in which they use textual evidence to support the claims they make about the
author,s
use of characterization to develop theme. Students will continue to fine tune their written language skills through daily
oral language activities that will focus on parallel structure, phrases, clauses, and punctuation use.
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Self Assessment As lt Relates to Characters- ln this section, students will read a novel selected by the instructor. As
they read, students need to analyze the characters and the author's use of characterization. Students will choose a
character with whom they most relate to and follow throughout the novel so that they will be able to answer questions
about the character on both the CACareerZone Self Assessment and the Meyers aiiggs Self Assessment. The
CACareerZone Self-Assessment will ask students to choose the characters top threJJharacteristics. The choices
are realistic, investigative, artistic, social, enterprising, and conventional. ln addition, they will have to answer the four
Meyers Briggs Questions:
1. which is your most natural energy orientation? Extraverted or lntrove(ed
2. Which way of perceiving or understanding is most automatic or natural? Sensing or Intuitive
3. Which way of forming judgments and making choices is most natural? Thinking of Feeling
4. What is your "action orientation" toward the outside world? Judging or perceiving
After taking the assessments for one of the characters, students will take the test for themselves and will use the
results throughout the unit as they prepare to write a research report. For the culminating activity, students will
compare and contrast themselves to the character they chose to analyze. Students will continue to fine tune their
written language skills through daily oral language activities that will focus on parallel structure, phrases, clauses, and
punctuation use.
Gatherino lnformation from Digital Sources- Using information from the CACareerZone assessment and Meyers Briggs
assessment, students will select an occupation that interests them and meets the requirements oulined in the
"Reality Check" that students will complete online. Once students collect their information from the digital resources
they have accessed, they will write a paragraph explaining why the information presented in the career video either
encourages or discourages them from pursuing that profession. Students will continue to fine tune their written
language skills through daily oral language activities that will focus on parallel structure, phrases, clauses,
and
punctuation use.
College and Career Research Reoort -Based on all of the information that students have researched about a career
of
interest and the college that will help them pursue that career, students willwrite an lnformative/Explanatory research
report that uses a minimum of three sources about that career and college or training program. This paper needs
to
adhere to the rules of either the Modern Language Association (MLA) of the Americin Psychologicat Association
(APA) for citations and end/footnotes. Additionally, students will present their findings to the class using
digital media.
Students and teachers are encouraged to use Haiku, Google Docs, Prezi and PowerPoint throughout the
[rocess and
for presenting findings. Students will continue to fine tune their wriften language skills throuqh dailv oral lanouaqe
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actiVitieSthatwillfocusonparallelstructure,phrases,clauffi
Key Assignments: Detaited descriptions of atl Key Assignments which shoutd incorporate
activities and projects, as
well as, short answers and essay guesfiols. How do assignments incorporate topics? tnclude
all assignmeits tniat
sfudenfs will be required to complete. Assignments should be tinked to components mentioned
in the course ouiline and
in the discussion of accomplishing the course goats. Explicitly indicate how the assignmenfs
support the Common Core
College and Career Readiness Anchor Standards in Reading, Writing, Speaking and Listening,
and Language. Courses
must address them all in a balanced fashion. lt is not appropriate or necessary to inctude instructions giienio
sfudenfs
regarding the execution of assignments (formatting, timeliness, etc.). Do not include exams orassessr??e
nts in this
section.
Essays-AsreadingandwritingarestrongIyIinkedforcomPrehe
evidence, writing is vital to this course.. The first semester will focus on writing objective suirmaries,
informative/explanatory teXs, and personal narratives while the second will focus on writing arguments,
compare/contrast essays, informative/explanatory research reports. Through the explorati6n oi eacfr writing
style,
students will be exposed to different genres of informative/explanatory writing and learn how to effectively
iritegrate
different genres into writing. Students willwrite over various time frames from multi-day assignments
to ihort,ln-class
on demand essays. As called for by the Common Core Standards, students will take their writing from
the early
stages of development through rewriting and production through the use of different software, such
as Google Apps,
and write over different time periods with support from their reading.
Objective summaries of an author's claim with supporting evidence using the prdcis model
Opinion paragraph about hunting using evidence from articles and "The Most bangerous Game.,,
Character Analysis-ldentify a character trait that the protagonist has and give conc-rete evidence to support
your claim.
Personal Narrative-Choose a theme from the novel and write a personal narrative that describes an
event from
your own life experiences. lnclude effective techniques for narrative, specific details, and well-structured
event
sequences.
Article-Write an article using a professional model employing the same rhetorical strategies as the original.
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lnformative/ExplanatoryEssay-
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"
Examine an author's argument and tell if you agree or disagree with the claims presented and why.
Analyze the author's use of characterization to develop a theme. lnclude evidence from the text,
ldentify a theme and supply evidence as proof that the theme is in the text.
Compare and contrast Romeo and Juliet with songs, visuals, and texts of similar theme
Compare and contrast themselves and the character they most closely identify with. Then the
students willwrite a paragraph which includes two details from the novel that illustrates the
similarities between the students and character.
Write an argumentative paragraph about who you believe is to blame for the dual suicides of Romeo and Juliet
and support your claim with evidence from the play.
Evidence-based Argumentative Essay- Based on the readings, write an argumentative essay in which you
discuss whether Shakespeare or Edward de Vere is the real Shakespeare. Support claim(s), Oistinguisnine
claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
Research Report - research a career and what type of college/training is required to obtain the career?
Formal Oral Presentations- Students will have one formal oral presentation per semester based on one
of the essays
they have written or are at the beginning stages of preparing to write. The oral presentation will require
students to not
only speak to an audience, but also use digital media to present information, findings, and evidence clearly
and
Iogically. During the presentations, audience members will be using a rubric to evaluate the speaker,s point of view,
reasoning, and use ofevidence.
Analysis of a seminal US document for theme and literary/historical significance
o
o
Findings from research on colleges and careers
Listening and Speaking-Students will take part in rich structured conversations with various audiences and in
different
groupings. These conversations will allow practice in articulating their thoughts before having to write
them and
evaluate other ideas to consider. ln these activities, students will learn to listen carefully and respond to what has
been said thoughtfully and strateqically.
Page 7
.
.
.
Close Reading and small group discussion on various texts as outlined in course description
SocraticSeminars/Discussions/mocktrials/debates
Formal Presentations and audience members complete a rubric for each speaker
lnstructional Methods and/or Strategies: lndicate how the lnstructionat Methods and/or Strategies support the
delivery of the curriculum and the course goals. Explicitly indicate how the instructionat approaches support the Common
Core College and Career Readrness Anchor Standards in Reading, Writing, Speaking and Listening, and Language.
Courses must address them all in a batanced fashion. What portions of the Course Ouiline are suppofteA byinemethods and strategies?
READlNG:Studentsneedtoreadinordertohavematerialtowriteaoout.stuo
week of each semester. Some weeks, they will be expected to read portions of the novel being read. Other weeks will
require students to closely read an expository and literary texts. As Called for in the Common Core Standards,
students will read for craft and structure and how key ideas and details support the craft and structure of the text.
TEXT GRAFFITI: Students will be able to use prior knowledge of basic literary elements of fiction and non- fiction to
make predictions, inferences or comment about a new text. The activity uses small printed pieces of a new text that
allows students to read lhe excerpt, question or quote and make their own predictions, creaie questions, respond to
another students' thought(s) and/or elaborate on text based answers. Then students can orally share out their
paraphrase of another student's response.
DISCUSSIONS: Informal collaborative discussions will take place weekly. As called for by the Common Core
Standards, discussions will be instructor-led, in small groups, and one on one. Students are expected to come to
class prepared for discussions-have questions ready to pose, be open to differing perspectives, use academic
language to agree and disagree, and evaluate their own and others points of view critically and constructively. In
addition to discussions, students will also participate in Socratic seminars. (Elfie lsrael succincly defines Soiratic
seminars and implies their rich benefits for students:
The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended
questions. Within the context of the discussion, students listen closely to the comments of others,
thinking critically for themselves, and articulate their own thoughts and their responses to the
thoughts of others. They learn to work cooperatively and to question intelligenfly and civilly. (89)
PARTICIPATION:Allstudents are expected to participate in allareas of the course. lt is through this participation
that students will come to an understanding of the Common Core Standards and gain mastery over the content to
which they are being introduced. Activities will vary greatly depending on the needs and assessed levels of the
students in the class.
ORAL PRESENTATIONS: Students will have one formal oral presentation per semester based on one of the essays
they have written and received feedback on from both their peers and the instructor. The oral presentation will 1.eqlire
students to not only speak to an audience, but also use digital media to present information, findings, and evidence
clearly and logically. During the presentations, audience members will be using a rubric to evaluatL the speaker,s
point of view, reasoning, and use of evidence.
SOAPSTone: As students continue to comprehend and analyze text, SOAPSTone is a strategy that aids students in
interacting with the text and coming to a more complete analysis. SOAPSTone will be used in conjunction with
annotation S-What is the subject (topic, content, and ideas) of the text? O-\Mat occasion (context) occurred to
cause the writer to compose the text? A-Who is the audience (the readers to whom this piece is directed) of the
text? P-For what purpose (message to convey, feeling to evoke, etc.) was the text written? S-Who is the speaker, or
voice, of the story? Tone-What is the tone (attitude) of the author?
TEACHER MODELING: Through explicit teacher modeling, teachers give students an example of the skills or
concepts they need to know, understand, and be able to produce independently. Teacher modeling will be used at
various points in the year but the majority of modeling will be in conjunction with writing and the anJlysis of texts.
Page 8
PREClS:Thepracticeofwritingarhetoricalpreciswilloivestu
are careful reading in order to produce precise language. The structure of the rhetorical p€cis
forces students to
choose their words carefully in order to give a succinct summary to show their understanding
of the text.
THINKING MAPS : Thinking Maps are organizational tools the help students not only to
organize their thought on a
particular reading but also help students to organize their thoughts for writing about,
discus-sing, or presentiig on a
particular subject. Students will be expected to use Thinking Maps individually,
and in conjunction to show more
complex thinking, for capturing ideas for writing, and in preparing to write/outline narrativei, informative
essays, and
argumentative essays.
FOCUSED NOTE-TAKING the CORNELL WAY- ln focused notes, students practice the habit
of note-taking through
strategies to ensure that the notes are constantly revisited by providing questions about their notes,
interacting wit[
their notes through highlighting and use of close reading strategies, and tnen answering an essential questioriin
the
summary of their notes. As students become adept at taking Focused note-taking the Cornell Way,
the goal is to
move from basic questions to higher level, deeper thinking questions. The summlry should be objectively
based on
the notes and clearly answer the essential question.
ANNOTATING TEXT: Annotating the text allows students a tangible way to interact with a text through questioning,
responding, and reacting to the work. Annotating text not only helps students with comprehension
anO giappting ;ith
deeper meanings of a text, but also gives them their first taste at writing about the text. btudents
will annotate several
texts during each quarter to help them understand the text, prepare for writing, answer the essential questions posed
by the instructor, and help them move toward independent analysis of a text.
JIGSAW-Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize
in one
aspect of a topic. Students meet with members from other groups who are assigned the same aspect,
and after
mastering the material, return to the "home" group and teach the material to their group members. This
strategy helps
build comprehension, encourages cooperative learning among students and helpJimprove listening, commun]iation,
and problem-solving skills.
THINK-lNK-PAIR-SHARE-Th|s strategy is a variation of the cooperative learning strategy Think pair
- Share, and it
helps keep students actively engaged through writing. This allows them to confirm theiiunderstanding
of a concept or
process' Students use wait time to think about an idea or question, write down their responses,
and then pair with a
partner for discussion. lndividuals return to what they wrote and modify their first ideas
io reflect new thinking.
students can then share their reflections within a small group or with a partner.
DAILY ORAL LANGUAGE-This is a strategy to help students learn grammar, punctuation, and spelling
skills. This is
also a way to help teachers know where they need to go more deeply into a particular area of grammJr or punctuation.
After students do the daily exercise, teachers use the answers to decide if students require a mini-lesson
on the skills
presented in the exercises. Mini-lessons are done then and there. The skill is then practiced
on subsequent days to
assess student learning of the skill. Mini-lessons continue to be used as needed to fill holes in students,
understanding of skills.
VIDEO AND AUDIo CLIPS: The use of these clips will allow students opportunities for discussion, focused
note
taking, and writing in different contexts and time frames.
Assessments lncluding Methods and/or Tools: lndicate the intent of each assessmenf and a brief description
of how
each relates to the course Purpose and goals retated to the development of critical thinking and other habits
of mind
skills described in the Common Core College and Career Readrness Anchor Standards inkeading,
Writing, Speaking
and Listening, and Language.
ESSAYS:StudentswillwriteeSSaySregularly.lnwritingtheseessays,th
comprehension of the texts and be able to assess the understanding and mastery of the skills that have been
taught.
As the year progresses, instructors and students will see demonstration of students usino evidence in their writino
Page 9
andanappreciationofthevalueofevidenceinordertosupportth.
more adept at responding to various demands of audience, task and purpose as they conlinue
to be assessed through
the essays they write.
PRESENTATIONS AND DISCUSSIONS: Students will present their findings from research to the class
and to the
instructor. The instructor will be able toassess the students' speaking skills as well as their ability to get their point
across to an audience. Further, students will be assessed on their ability to use technology to enhance
their oral
presentations. During the presentations, audience members, including the instructor, will be using
a rubric to evaluate
the speaker's point of view, claims, reasoning and use of evidence as a way of assessing the audience members
listening skills. A class discussion about the findings will follow.
FINAL DGMS: There will be a final exam at the end of each semester. Students will be expected to demonstrate
their comprehension of the materials and skills taught in the course.
Reading: Acceptable courses must require extensive reading of a variety of genres, non-literary as well as literary,
including informationaltexts, classical and/or contemporaty prose and poetry, and literary fiction and non-fiction.
Reading
of literary texts must include fulllength works; excerpts from anthologies, condensed lite-rature, et cetera,
cannot
substitute for full-length literary works. Sfudenfs shoutd be expected to read for literat comprehension and retention,
of
understanding, awareness of the text's audience, purpose and argument, and to analyze and interact with the text.
The following is a list of readings that all students will complete in the class. Individuul t"u"h..t*i[ .upp
with informational texts and additional novels that fit the themes and learning objectives for
these readings
unit.
Full Length Texts
Choose 1 of the following: The House on Mango Street by Sandra Cisneros, Call of the Wild by Jack London
or Of Mice and Men by John Steinbeck
Romeo and Juliet by William Shakespeare
Choose 1 of the following: The Outsiders by S.E. Hinton, I Know Why the Caged Bird Sings by Maya
Angelou, Zlata's Diary by Zlata Filipovic
Short Texts
"Plot: Time and Sequence" by John Leggett
"The Most Dangerous Game" by Richard Connell.
"Character" by John Leggett,
"Thank You, Ma'am" by Langston Hughes
"United States Declaration of lndependence"
"Women's Right to Vote" by Susan B. Anthony
"What it Means to be a Colored Woman" by Mary Church Terrell
"Adopting the Declaration of Human Rights" by Eleanor Roosevelt
"The Ballot or The Bullet" by Malcom X
"On Ending Fast" by Cesar Chavez
"Equal Rights for Women" by Shirley Chisholm
"A More Perfect Union" by Barack Obama
by Delores Huerta
"Hip Hop Planet" by James McBride
"How a Self-Fulfilling Stereotype Can Drag Down Performance" by Shankar Vedantam
"The Undercover Parent" by Harlan Coben
"Dear Juliet" by Lisa Bannon
"Romeo and Juliet in Bosnia" by Bob Herbert
"Edward de Vere, Earl of oxford: The Real Shakespeare" by Dave Gilyeat
"To Be or Not to Be Shakespeare" by Doug Stewart
"Dayliqht" bv Maroon 5
o
o
o
o
o
r
o
o
o
o
r
o
.
o
o
.
o
o
o
o
o
o
o
o
Writing: Courses must
also require substantiat, recurrent practice in writing extensive, structured papers directed at a
Page 10
various audiences and responding to a variety of rhetoricatfasks. Sfude nts must demonstrate
understanding of
rhetorical, grammatical, and syntactical patterns, forms, and structures through responding
to texts of varying lengths in
unasstsfed writing assrgnmenfs. Courses shoutd address basrb issues of standard'written-Engtish,
inctuding-style,
cohesion, and accuracy. Writing is taught as a recursive process involving invention, drafting, revision,
and eiiting wnere
writers return to these activities repeatedty rather than moving through thim in discrete stajes.
Writing ls a/so a i,ay of
learning and it should enhance the students' understanding of a subject.
Thebasicsofgrammarwillbeaddressedweeklyandrecursively'Stuoent
further explore and identify the grammatical skills and other sentence and paragraph level syntictical
skills they learn
throughout the course. Readings will also support students in identif,ing the forms, transitions and other
characteristics of specific types of writing such as compare/contrast writing. paper topics include:
Objective summaries of an author's claim with supporting evidence using the prdcis model
Opinion paragraph about hunting using evidence from articles and "The Most Dangerous Game.,,
Character Analysis-ldentify a character trait that the protagonist has and give concrete evidence to support
your claim.
Personal Narrative-Choose a theme from the novel and write a personal narrative that describes an event from
your own life experiences. lnclude effective techniques for narrative, specific details, and well-structured
event
sequences.
Article-Write an article using a professional model employing the same rhetorical strategies as the original.
o
o
o
o
o
o
o
o
o
lnformative/ExplanatoryEssay-
o
o
o
o
o
Examine an author's argument and tell if you agree or disagree with the claims presented and why.
Analyze the author's use of characterization to develop a theme. lnclude evidence from the text,
ldentify a theme and supply evidence as proof that the theme is in the text.
Compare and contrast Romeo and Juliet with songs, visuals, and texts of similar theme
Compare and contrast themselves and the character they most closely identify with. Then the
students will write a paragraph which includes two details from the novel that illustrates the
similarities between the students and character.
Write an argumentative paragraph about who you believe is to blame for the dual suicides of Romeo and Juliet
and support your claim with evidence from the play.
Evidence-based Argumentative Essay- Based on the readings, write an argumentative essay in which you
discuss whether Shakespeare or Edward de Vere is the real Shakespeare. Support claim(s), Oistinguisnine
claim(s) from alternate or opposing claims, and create an organization that establishes clear relatio'nships
among claim(s), counterclaims, reasons, and evidence.
Research Report - research a career and what type of college/training is required to obtain the career?
Listening and Speaking: Gourses must allow students to devetop essential criticat tistening sk//s and provide them
ample practice speaking in large and small groups. Sfudenfs are expected to be active, discerning listeners, to make
critical distinctions between key points and ittustrative examples, devetop their ability to convey thteir ideas clearly, and
listen and respond to divergent views respectfutty, just as they must do when they read and write.
StudentswilldeveloptheirlisteningandSpeakingskillsthrougrrcffi
small group, and one-on-one in nature. They willfurther be able to develop listening and speaking skilll
while engaging in informal class discussions, Socratic Seminars, mock triais, and Oebates. Students wi
give at least 2 formal oral presentations during the year. During these presentations, the presenter will
developing their ability to get their point across to a diverse audience while using technology to enhanc
their claims. The audience will be developing their listening skills by identifying ind evaluiting the
speakers main points, examples and evidence used to support the main points, and evaluating the
speaker's use of technology in order to make the presentation more comprehensive. lnformal
presentations will occur throughout the course in preparation for the formal presentations.
Page
1 1
lnaddition,studentswilldevelopandpracticet[e!rliste
activities such as, Jigsaw, Four corners, Mock rrial, Debate, and Fishbowl.
Teachers will use video and audio clips throughout the year. The use of these clips will allow
students
opportunities for discussion, focused notetaking and writing in different contexts and time frames.
NOTE: lf "Yes" is selected for "seeking 'Honors' Distinction" on the "Course Description" page of the ,,New
Course,, submission process, please
complete the remaining 2 text boxes below.
Corresponding Non-Honors Course: tndicate the name of the regutar non-honors course corresponding to
this
proposed honors course.
Differences in Honors/Non-Honors Courses: Describe in detait how this honors course differs from the regular
course
offered in the same subject area. Be specific. UC assumes Honors submr.ssions witt have increased level
of reading
and writing. Please be specific and descriptive regarding precisety how these increase the rigor of the course Oeyond
merely increased amounts of work.
Page 12
POMONA UNIFIED SCHOOL DISTRICT
Secondary & Adult Education Course Description
Curriculum & Instruction
Course Title:
Course No.
How will student learning be assessed or measured? What assessment tools will be used?
What types of materials, methods, and activities will be used to aid student learning?
Primary Text:
Beers, K., & Odell, L. (2003). Holt Literature and Language Arts, Third Course. Austin: Hot, Rinehart
and Winston.
Supplemental Texts, Resources, and/or Instructional Selections
:
Full Length Texts
o
o
r
Choose 1 of the following: The House on Mango Street by Sandra Cisneros, Call of the Wild by
Jack London or Of Mice and Men by John Steinbeck
Romeo and Juliet by William Shakespeare
Choose 1 of the following: The Outsiders by S.E. Hinton, I KnowWhy the Caged Bird Sings by
Maya Angelou, Zlata's Diary by Zlata Filipovic
Short Texts
"Plot: Time and Sequence" by John Leggett
"The Most Dangerous Game" by Richard Connell.
"Characte/' by John Leggett,
"Thank You, Ma'am" by Langston Hughes
"United States Declaration of lndependence"
"Women's Right to Vote" by Susan B. Anthony
"What it Means to be a Colored Woman" by Mary Church Terrell
"Adopting the Declaration of Human Rights" by Eleanor Roosevelt
"The Ballot or The Bullet" by Malcom X
"On Ending Fast" by Cesar Chavez
"Equal Rights for Women" by Shirley Chisholm
"A More Perfect Union" by Barack Obama
o
.
o
c
o
.
o
.
.
o
.
.
.
.
o
.
.
.
by Delores Huerta
'Hip Hop Planet" by James McBride-ERWC Unit
"How a Self-Fulfilling Stereotype Can Drag Down Performance" by Shankar Vedantam-ERWC
Unit
"The Undercover Parent" by Harlan Coben-ERWC Unit
"Dear Juliet" by Lisa Bannon
"Romeo and Juliet in Bosnia" by Bob Herbert
Course Description
-
Rev. 12.23.09/myc
Page 3
of6
POMONA UNIFIED SCHOOL DISTRICT
Secondary & Adult Education Course Description
Curriculum & Instruction
Course Title:
o
o
.
Course No.
"Edward de Vere, Earl of Oxford: The Real Shakespeare,, by Dave Gilyeat
"To Be or Not to Be Shakespeare" by Doug Stewart
"Daylight" by Maroon 5
What learning methodologies/modalities will be used?
READING: Students need to read in order to have material to write about. Students will be expected to
read every week of each semester. Some weeks, they will be expected to read portions of the novel
being read. Other weeks will require students to closely read an expository and literary texts. As Called
for in the Common Core Standards, students will read for craft and structure and how key ideas and
details support the craft and structure of the text.
TEXT GRAFFITI: Students will be able to use prior knowledge of basic literary elements of fiction and
non- fiction to make predictions, inferences or comment about a new text. Tlre activity uses small printed
pieces of a new text that allows students to read lhe excerpt, question or quote and make their own
predictions, create questions, respond to another students' thought(s) and/or elaborate on text based
answers. Then students can orally share out their paraphrase of another student's response.
DISCUSSIONS: lnformal collaborative discussions will take place weekly. As called for by the Common
Core Standards, discussions will be instructor-led, in small groups, and one on one. Students are
expected to come to class prepared for discussions-have questions ready to pose, be open to differing
perspectives, use academic language to agree and disagree, and evaluate their own and others points-of
view critically and constructively. ln addition to discussions, students will also participate in Socratic
seminars. (Elfie lsrael succinctly defines Socratic seminars and implies their rich benefits for students:
The Socratic seminar is a formal discussion, based on a text, in which the leader asks
open-ended questions. Within the context of the discussion, students listen closely to the
comments of others, thinking critically for themselves, and articulate their own thoughts
and their responses to the thoughts of others. They learn to work cooperatively and to
question intelligently and civilly. (89)
PARTICIPATION: All students are expected to participate in all areas of the course. lt is through this
participation that students will come to an understanding of the Common Core Standards and gain
mastery over the content to which they are being introduced. Activities will vary greatly depending on the
needs and assessed levels of the students in the class.
ORAL PRESENTATIONS: Students will have one formal oral presentation per semester based on one of
the essays they have written and received feedback on from both their peers and the instructor. The oral
presentation will require students to not only speak to an audience, but also use digital media to present
information, findings, and evidence clearly and logically. During the presentations, audience members
will be using a rubric to evaluate the speaker's point of view, reasoning, and use of evidence.
SOAPSTone: As students continue to comprehend and analyze text, SOAPSTone is a strategy that aids
students in interacting with the text and coming to a more complete analysis. SOAPSTone wiit be used in
conjunction with annotation S-What is the subject (topic, content, and ideas) of the text? O-What
occasion (context) occurred to cause the writer to compose the text? A-Who is the audience (the
readers to whom this piece is directed) of the text? P-For what purpose (message to convey, feeling to
evoke, etc.) was the text written? S-Who is the speaker, or voice, of the story? Tone-What is the tone
(attitude) of the author?
Course Description
-
Rev. 12.23.09/myc
Page 4
of6
POMONA UNIFIED SCHOOL DISTRICT
Secondary & Adult Education Course Description
Curriculum & Instruction
Course Title:
Course No.
TEACHERMoDELlNG:Throughexplicitteachermodeling,teach
skills or concepts they need to know, understand, and be able to produce independenfly. Teacher
modeling will be used at various points in the year but the majority of modeling will be in conjunction with
writing and the analysis of texts.
PRECIS: The practice of writing a rhetorical prdcis will give students practice in the use of precise
language in writing are careful reading in order to produce precise language. The structure of the
rhetorical prdcis forces students to choose their words carefully in order to give a succinct summary to
show their understanding of the text.
THINKING MAPS : Thinking Maps are organizationaltools the help students not only to organize their
thought on a particular reading but also help students to organize their thoughts for writing about,
discussing, or presenting on a particular subject. Students will be expected to use Thinking Maps
individually, and in conjunction to show more complex thinking, for capturing ideas for writing, and in
preparing to write/outline narratives, informative essays, and argumentative essays.
FOCUSED NOTE-TAKING the CORNELL WAY- ln focused notes, students practice the habit of notelaking through strategies to ensure that the notes are constantly revisited by providing questions about
their notes, interacting with their notes through highlighting and use of close reading itrategies, and then
answering an essential question in the summary of their notes. As students become adep[ at taking
Focused note-taking the CornellWay, the goal is to move from basic questions to higher ievel, dee[er
thinking questions. The summary should be objectively based on the notes and clearly answer the
essential question.
ANNOTATING TEXT: Annotating the text allows students a tangible way to interact with a text through
questioning, responding, and reacting to the work. Annotating text not only helps students with
comprehension and grappling with deeper meanings of a text, but also gives them their first taste at
writing about the text. Students will annotate several texts during each quarter to help them understand
the text, prepare for writing, answer the essential questions posed by the instructor, and help them move
toward independent analysis of a text.
JIGSAW--Jigsaw is a cooperative learning strategy that enables each student of a "home" group to
specialize in one aspect of a topic. Students meet with rnembers from other groups who are assigned the
same aspect, and after mastering the material, return to the "home" group and teach the materialto their
group members. This strategy helps build comprehension, encourages cooperative learning among
students and helps improve listening, communication, and problem-solving skills.
THINK-lN}K-PAIR-SHARE-Th|s strategy is a variation of the cooperative learning strategy Think pair
Share, and it helps keep students actively engaged through writing. This allows them to confirm their
understanding of a concept or process. Students use wait time to think about an idea or question, write
down their responses, and then pair with a partner for discussion. lndividuals return to what they wrote
and modify their first ideas to reflect new thinking. Students can then share their reflections withln a small
group or with a partner.
-
DAILY ORAL LANGUAGE-This is a strategy to help students learn grammar, punctuation, and spelling
skills. This is also a way to help teachers know where they need to go more deeply into a particular aiea
of grammar or punctuation. After students do the daily exercise, teachers use the answers to decide if
students require a mini-lesson on the skills presented in the exercises. Mini-lessons are done then and
there. The skill is then practiced on subsequent days to assess student learning of the skill. Mini-lessons
continue to be used as needed to fill holes in students' understandino of skills.
Course Description
-
Rev. 12.2i.09/myc
Page 5
of6
POMONA UNIFIED SCHOOL DISTRICT
Secondary & Adult Education Course Description
Curriculum & Instruction
\*
_,
Course Title:
Course No.
VIDEO AND AUDIO CLIPS: The use of these clips will allow students opportunities for discussion,
focused note taking, and writing in different contexts and time frames.
Repetition Provision:
Course Description
-
Rev. I 2.2 j. 09/myc
Page 6
of6