Learning
Outcomes for English CoursesLearning
Outcomes for English Courses
E
NGLISHGrade Nine Learning Outcomes
Preface: The move from the middle school to the high school environment requires more maturity and independence on the part of the in-coming ninth grade student. Ninth grade students must transfer and apply knowledge and skills acquired in middle school language arts classes with increasing independence to more complex literature and more demanding writing assignments. Remembering and refining skills introduced in middle school as well as taking more responsibility for their own learning are major challenges facing ninth grade students.
Ninth grade English is composed of a number of strands which are woven together during classroom activities: reading, writing, speaking, listening, viewing, vocabulary study, research skills, grammar, usage, and mechanics. Listed below are only the major outcomes we expect from students in these areas. In order to achieve each learning outcome, students will participate in many learning activities. We have listed only one possible example of a learning activity under each outcome as illustration. For more specific details about any aspect of the ninth grade English curriculum, consult the teacher.
Ninth grade English and Social Studies run parallel to each other. The title for both courses is "Brave New Worlds: Western Culture & Literature." The curriculum will focus on the evolution and expression of European and American cultural values, as well as specific social and political institutions from classical times until the recent past. Key units will be thematic, and assignments will encourage in-depth inquiry and learning. The progression of subjects will follow chronology in order to teach the relationship between and among events. Frequent references to art, music, and dance will complement the literary and historical perspectives.
The English course will require continual reading of classic and contemporary titles as well as frequent writing assignments. All levels will read The Odyssey, Midsummer Night’s Dream, Girl with a Pearl Earring, Frankenstein or Pygmalion, and Animal Farm. Language study lessons focusing on vocabulary and grammar are also an important feature of the course.
The standards for quality work will be high. In order to accommodate a range of ability among students, the course is offered at all levels H, A, and B. Additionally, teachers will use differentiated instructional strategies.
Learning outcomes for ninth grade students are similar in H, A, and B levels. Higher-level classes assume students are able to work more independently, read more complex adult literature, complete longer assignments in reading, writing, and vocabulary study, and write competently without extensive teacher correction.
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English 9H Learning Outcomes
Learning outcomes are goals which may be achieved at various degrees of proficiency. Ninth grade students are individuals, each maturing at his or her own developmental pace. Students should be placed in the level which is most appropriately challenging.
English 9H
Students will:
•
Example:
After a writing conference, students may polish the final draft of an essay discussing Romantic ideals expressed in Frankenstein, targeting correct use of coordinating conjunctions.•
Example:
After an independent reading of The Color of Water, students may write a memoir.•
Example:
Students may write an in-class essay discussing the purpose of ambiguity in the presentation of Mary Shelley’s creature in Frankenstein.•
Example
: Students independently use note-taking skills both in and out of class to deepen critical thinking while reading The Odyssey.•
Example
: Students may generate questions for class discussion on Hard Times that focus on themes and ideas, rather than plot.•
Example
: Students may read A Midsummer Night’s Dream, identifying and explaining Shakespearian dramatic conventions.•
Example:
Students may consider one of the many ideas or philosophies introduced in Ishmael, discussing an understanding of the idea or philosophy.•
Example:
Students may consider how an idea or philosophy in Ishmael (see above) affects them in the future as citizens of the global society.•
Example:
Students may write "The Lost Book of The Odyssey," using some conventions of the epic.
The hallmark of an Honors level, advanced class is the depth of abstract, critical, and original thinking required, as well as the amount of independent work. This course is designed to serve those students whose ability and effort require additional challenge.
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• Lead discussions, contributing insightful ideas, asking thought-provoking questions and synthesizing various ideas
Example: Students may participate in a Socratic seminar on Beowulf.
• Consistently demonstrate the highest level of inventive and original thinking
Example: Students may write an exploratory essay after reading The Passion of Artemisia, considering the role of gender in artistic creations.
• Choose and respond thoughtfully and critically to challenging independent reading
Example: Students may read Endurance and keep a reading journal identifying and explaining parallels with The Odyssey.
• Master the process of writing, from prewriting through multiple drafts, revisions and final editing
Example: Students may come to a writing conference with a list of questions they want to address.
• Apply a repertoire of strategies for reading fiction and non-fiction
Example: Students may use a KWL chart to share their knowledge of Hasidic Judaism before, during, and after reading The Chosen.
• Respond to complex literature and non-fiction in a variety of modes: personal, analytical, evaluative
Example: Students may write a personal, descriptive, or narrative essay on a teacher they remember after reading The Prime of Miss Jean Brodie.
• Identify and employ appropriate literary devices to analyze prose and poetry
Example: Students may discuss Tennyson’s Ulysses in terms of imagery and extended metaphor.
• Make thematic connections among literary genres and historical periods
Example: Students may discuss the methods Stalin used to control the Soviet Union and compare them to those used by the pigs in Animal Farm.
• Expand spoken and written vocabulary through a systematic plan of study
Example: Students will learn approximately three hundred words for the year and demonstrate mastery through quizzes and cumulative tests.
• Use research skills with increasing independence
Example: Students may research stem cells and cloning after reading Frankenstein, using a scholarly data base.
English 9A Learning Outcomes
Students will
•
Example
: students may generate ideas for a personal narrative in class, write a first draft at home, conference with the teacher, and revise.
The hallmark of an A level, accelerated and enriched college preparatory class is that it challenges a student’s ability to exert purposeful effort in order to develop as a critical thinker.
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• edit final drafts for mechanical and grammatical correctness with teacher guidance
Example: students may meet in conference with the teacher for help in editing their final drafts.
• participate in writers’ workshop activities
Example: students may write a group poem on the topic of friendship before reading A Separate Peace.
• refine the skill of composing paragraphs which are clear, unified, coherent, and specific
Example: students may practice writing topic sentences, introducing and interpreting an excerpt from the text as support, and writing concluding sentences.
• write full length pieces (1-3 pages) for a variety of audiences and purposes
Example: in one semester, students may write an essay analyzing the main character in House on Mango Street, a personal narrative about a major life experience, and a researched article.
• work toward writing full length pieces which exhibit the following qualities of good writing: clarity, organization, coherence, effective use of details and examples, personal voice.
Example: students may complete practice exercises in class using transitions to connect paragraphs in a meaningful way.
• apply a repertoire of strategies for reading fiction and non-fiction
Example: students may summarize main ideas about character development mid-way through The Color of Water and predict what the character will do at the end of the novel.
• respond to complex literature and non-fiction in a variety of ways: personal, analytical, evaluative (it may be developmentally appropriate for the B level student to spend more time with personal response before moving on to the more abstract levels of analysis and evaluation)
Example: students may keep a personal response journal while reading The Girl With The Pearl Earring, connecting her life experiences to their own. They may also write a more formal character analysis paper.
• learn literary terminology in order to understand fiction and poetry
Example: students may identify the figurative language in House on Mango Street and then write their own similes and metaphors.
• compare and contrast literature from various genres, time periods, and cultures
Example: students may read the modern short story "Helen on Eight-Sixth Street" and identify the references to The Odyssey.
• understand the influence of certain classics such as The Odyssey on the Western tradition of literature
Example: students may discuss what made Odysseus a hero for the ancient Greeks, if they view him as a hero today, and compare him to heroes in modern popular fiction and movies.
• choose and respond to independent reading, usually one work per quarter
Example: students may construct a visual text to represent an outside reading choice, present it to the class, and write a short paper explaining their process of creation.
• use literature to address thematic questions about human conflict, social justice, and individual empowerment.
Example
: students may read Orwell’s Animal Farm as an illustration of the rise of totalitarian states as well as an example of political satire.24
• expand spoken and written vocabulary through a systematic plan of study
Example: students may learn 10 new words per week and be tested on these words by writing context sentences.
• learn the skills of listening and speaking in order to participate in large and small group discussions
Example: students may participate in literature circles, with each being assigned a role (illustrator, recorder, chair, connector, and so on), in order to understand the characters in Of Mice and Men.
• use research skills to answer questions, with teacher guidance
Example: students may use multi-media sources to gather information about the history, culture, and politics of Ancient Greece.
• review and be responsible for correct grammar, usage and mechanics learned in middle school
Example: students should punctuate correctly, with teacher guidance, avoiding run-on and fragment sentences.
• engage in more complex verb study and incorporate increasingly complex sentences in their writing with teacher guidance
Example: students may revise a paper in order to achieve more varied and complex sentence structure.
• demonstrate skills in technology –assisted research, and visual presentation
Example: students may create an exhibition using Power Point for a project on an individual leader.
o
monitor participation, effort, and learning and assess performances against established standards of achievement.Example
: students may write an essay in which they assess their own learning.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
English 9B Learning Outcomes
Students will
•
Example
: students may generate ideas for a personal narrative and write several drafts with teacher guidance in class.•
Example
: students may meet in conference with the teacher for help in editing.•
Example
: students may write a paragraph in class telling what kind of character Lennie is (Of Mice and Men) using supporting examples and give each other feedback on the strength of the support.
Staples Student Expectations
The hallmark of a B level, college preparatory course is the support provided to students to develop as learners who exert purposeful effort.
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• practice the skill of composing paragraphs which are clear, unified, coherent, and specific
Example: students may practice writing topic sentences, introducing and interpreting an excerpt from the text as support, and writing concluding sentences.
• write full length pieces (1-2 pages) for a variety of audiences and purposes
Example: in one semester, students may write an essay telling about the main character in Animal Farm, a personal narrative about a major life experience, and a letter to the editor of the school newspaper.
• practice writing full length pieces, with teacher guidance, which exhibit the following qualities of good writing: clarity, organization, coherence, effective use of details and examples and personal voice.
Example: students may complete practice exercises in class using transitions to connect paragraphs in a meaningful way.
• review and practice basic reading comprehension strategies for fiction and non-fiction with teacher guidance.
Example: students may generate questions as they read a short story and share them with the class to promote class discussion.
• respond to literature and non-fiction in a variety of ways: personal, analytical, evaluative. It may be developmentally appropriate for the C level student to spend more time with personal response before moving on to the more abstract levels of analysis and evaluation; it may be developmentally appropriate for the C level student to spend more time with Young Adult Fiction before moving on to adult fiction.
Example: students may keep a personal response journal while reading The Girl With The Pearl Earring, connecting her life experiences to their own. They may also write a more formal character analysis paper.
• become familiar with basic literary terminology in order to understand fiction and poetry
Example: students may review elements of plot in order to understand the basic structure of a short story.
• compare and contrast literature from various genres, time periods, and cultures
Example: students may read the Young Adult Fiction novel A Girl Named Disaster and compare her journey with that of Odysseus.
• understand the influence of certain classics such as The Odyssey on the Western tradition of literature, using an accessible prose translation of the classic text.
Example: students may discuss what made Odysseus a hero for the ancient Greeks, if they view him as a hero today, and compare him to heroes in modern popular fiction and movies.
• use literature to address thematic questions about human conflict, social justice, and individual empowerment.
Example
: students may read Orwell’s Animal Farm as an illustration of the rise of totalitarian states as well as an example of political satire.•
Example
: students may learn 5 new words per week and be tested on these words by writing context sentences or multiple choice quizzes.•
Example
: students may participate in literature circles, with each being assigned a role (illustrator, recorder, chair, connector, and so on), in order to understand the characters in Of Mice and Men.26
• use research skills to answer questions, with teacher guidance
Example: students may read several news articles, provided by the teacher, in order to compare various points of view about a current topic.
• review and practice correct grammar, usage and mechanics learned in middle school
Example: students should punctuate correctly, with teacher guidance, avoiding run-on and fragment sentences.
• work individually with the teacher in order to eliminate problems in grammar, usage, and mechanics.
Example: students may conference with the teacher in order to understand the correct use of the apostrophe.
• demonstrate skills in technology –assisted research, and visual presentation
Example: students may create an exhibition using Power Point for a project on an individual leader.
o
monitor participation, effort, and learning and assess performances against established standards of achievement.Example
: students may write an essay in which they assess their own learning.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Grade 10 Learning Outcomes
Tenth grade English is composed of a number of strands which are woven together during classroom activities: reading, writing, speaking, listening, viewing, vocabulary study, research skills, grammar, usage, and mechanics. Listed below are only the major outcomes we expect from students in these areas. In order to achieve each learning outcome, students will participate in many learning activities. We have listed only one possible example of a learning activity under each outcome as illustration. For more specific details about any aspect of the ninth grade English curriculum, consult the teacher.
Learning outcomes for tenth grade students are similar in H, A, and B levels. Higher level classes assume students are able to work more independently, read more complex adult literature, complete longer assignments in reading, writing, and vocabulary study, and write competently without extensive teacher correction.
Learning outcomes are goals which may be achieved at various degrees of proficiency. Tenth grade students are individuals, each maturing at his or her own developmental pace. Students should be placed in the level which is most appropriately challenging.
English 10H Learning Outcomes
The hallmark of an Honors level, advanced class is the depth of abstract, critical, and original thinking required, as well as the amount of independent work. This course is designed to serve those students whose
ability and effort require additional challenge.
Staples Student Expectations
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Students will
•
Example
: students may write a theme analysis of The Bean Trees, generating ideas in class, writing a first draft at home, conferencing with the teacher, and revising the essay at home.•
Example
: students must edit the final draft of The Bean Trees theme analysis (see above) for correctness on their own.•
Example
: students may share first drafts of a character analysis paper in order to get feedback on effective use of supporting examples.•
Example
: in one semester, students may write an essay analyzing a theme in The Joy Luck Club, a personal narrative about a major life experience, and a researched article.•
Example
: students may develop criteria for judging literature (a CAPT question) and write an essay which evaluates a text; their essay will be assessed on use of examples to support their position.•
Example
: students may read Shakespeare Alive, summarize main points about Shakespeare’s time period, and apply this knowledge to their understanding of Romeo and Juliet.•
Example
: students may make personal connections to Romeo and Juliet by writing about a teen-ager’s first romance and then analyze Shakespeare’s character development in a formal essay.•
Example
: students may write a journal entry in which they analyze Shakespeare’s use of imagery in Romeo and Juliet.•
Example:
students may read and compare two novels about growing up, nineteenth century’s Great Expectations and twentieth century’s The Catcher in the Rye.•
Example
: students may apply CAPT questions to an outside reading choice.•
Example
: students may learn 15 new words per week and be tested on these words by writing context sentences.•
Example
: individual students may teach chapters of a complex novel such as A Tale of Two Cities to their classmates.28
• use research skills with increasing independence to answer questions
Example: students may question the history of the Viet Nam War after reading The Things They Carried. They may research the answers to these questions and make an oral report to the class.
• review and be responsible for correct grammar, usage and mechanics learned in ninth grade
Example: students should write essays using varied and complex sentence structure.
• engage in increasingly complex grammar and usage study, especially concepts such as active and passive voice, parallel structure, and pronoun reference and agreement
Example: students may revise a paper in order to achieve more effective use of active voice.
• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
English 10H Collaborative
Students will be responsible for the learning outcomes listed under English 10H. In addition, students will
•
Example
: students will identify their own learning styles, recognize the learning styles of others, and work cooperatively, building on each other’s strengths•
Example
: students may represent visually a thematic connection between The Bean Trees and the Civil Rights and Women’s Movements in the United States.• Students will think critically in a variety of contexts and situations.
• Students will be reflective learners.
• Students will read critically.
• Students will write effectively.
• Students will use technology as a tool for learning.
• Students will demonstrate an understanding of the human experience through a study of history and diverse cultures.
Social Education
•
Staples Student Expectations
Staples Student Expectations
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English 10 A Learning Outcomes
Students will
•
Example
: students may generate ideas for a character analysis in class, write a first draft at home, conference with the teacher, and revise.•
Example
: students may meet in conference with the teacher for help in editing their final drafts.•
Example
: students may share personal narratives and receive feedback from classmates on three elements: memorable lines, places to expand, things to leave out.•
Example
: students may practice writing topic sentences, introducing and interpreting an excerpt from the text as support, and writing concluding sentences.•
Example
: in one semester, students may write an essay analyzing the main character in I Know Why the Caged Bird Sings, a personal narrative about a major life experience, and a researched article.•
Example
: students may develop criteria for judging literature (a CAPT question) and write an essay which evaluates a text; their essay will be assessed on use of examples to support their position.•
Example
: students may take double-entry notes on two chapters from The Lord of the Flies and meet in small groups to share their responses.•
Example
: students may make personal connections to Romeo and Juliet by writing about a teen-ager’s first romance and then analyze Shakespeare’s character development in a formal essay.•
Example
: students may analyze the figurative language in the balcony scene from Romeo and Juliet.•
Example
: students may compare growing up experiences from The Catcher in the Rye and I Know Why the Caged Bird Sings.
The hallmark of an A level, accelerated and enriched college preparatory class is that it challenges a student’s ability to exert purposeful effort in order to develop as a critical thinker.
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• choose and respond to independent reading, usually one work per quarter
Example
: students may apply CAPT questions to an outside reading choice.•
Example
: students may learn 10 new words per week and be tested on these words by writing context sentences.•
Example
: students may present a panel discussion, commenting on the experience of growing up black in America, based on reading several novels such as Caged Bird or Ellen Foster.•
Example
: students may use multi-media sources to gather information about Native Americans and illegal immigrants while reading The Bean Trees.•
Example
: students should revise essays, working toward using more varied and complex sentence structure.•
Example
: students may revise a paper in order to achieve correct use of pronoun agreement.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
English 10B Learning Outcomes
Students will
•
Example:
students may generate ideas in class for an essay examining conflict in Chinese Handcuffs and write several drafts with teacher guidance.•
Example
: students may meet in conference with the teacher for help in editing.•
Example
: students may write a paragraph in class telling what kind of character Holden is (The Catcher in the Rye) using supporting examples and give each other feedback on the strength of the support.•
Example
: students may practice writing topic sentences, introducing and interpreting an excerpt from the text as support, and writing concluding sentences.
Staples Student Expectations
The hallmark of a B level, college preparatory class is the support provided to students to develop as learners who exert purposeful effort.
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• write full length pieces (1-2 pages) for a variety of audiences and purposes
Example: in one semester, students may write an essay telling about the main character in The Things They Carried, a personal narrative about a major life experience, and a letter to the editor of the Westport newspaper.
• continue to practice writing full length pieces, with teacher guidance, which exhibit the following qualities of good writing: clarity, organization, coherence, effective use of details and examples, personal voice.
Example: students may complete practice exercises in class using quotations from the text to support main ideas.
• continue to review and practice basic reading strategies for fiction and non-fiction
Example: students may construct a diagram to illustrate relationships among characters in Chinese Handcuffs.
• respond to literature and non-fiction in a variety of ways: personal, analytical, evaluative. It may be developmentally appropriate for the C level student to spend more time with personal response before moving on to the more abstract levels of analysis and evaluation; it may be developmentally appropriate for the C level student to spend more time with Young Adult Fiction before moving on to adult fiction.
Example: students may make personal connections to Romeo and Juliet (an edited, accessible edition) by writing about a teen-ager’s first romance and then analyze Shakespeare’s character development in a formal essay.
• continue to become familiar with basic literary terminology in order to understand fiction and poetry
Example: students may analyze the use of conflict in a short story in order to prepare for the CAPT.
• compare and contrast literature from various genres, time periods, and cultures
Example: students may read the Young Adult Fiction novel Summer of My German Soldier (World War II) and compare the war experiences in it to those in excerpts from The Things They Carried (Viet Nam War).
• expand spoken and written vocabulary through a systematic plan of study
Example: students may learn 5 new words per week and be tested on these words by writing context sentences or multiple choice quizzes.
• learn the skills of listening and speaking in order to participate in large and small group discussions
Example: students may participate in literature circles, with each being assigned a role (illustrator, recorder, chair, connector, and so on), in order to understand the characters in The Lord of the Flies.
• use research skills to answer questions, with teacher guidance
Example: while reading excerpts from The Things They Carried, students may formulate questions about the Viet Nam War and then find several sources in the library in order to answer these questions.
• review and practice correct grammar, usage and mechanics learned in ninth grade.
Example: students should continue to punctuate correctly, with teacher guidance, avoiding run-on and fragment sentences.
• work individually with the teacher in order to eliminate problems in grammar, usage, and mechanics.
Example: students may conference with the teacher in order to understand the correct use of pronoun reference.
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•
Students will think critically in a variety of contexts and situations.• Students will read critically.
• Students will write effectively.
Learning Outcomes for Grades 11 and 12
After completing grades 9 and 10, students should have a firm foundation in the skills of reading, writing, speaking, listening, and viewing, which will prepare them to choose courses from the elective program that meet their individual needs and interests. All English courses in grades 11 and 12 offer opportunities to refine the skills of reading and writing. Particular courses offer in-depth study in specific genres of literature or types of writing, e.g. Shakespeare or Reading and Writing Fiction. As in grades 9 and 10, learning outcomes are goals which may be achieved at various degrees of proficiency by individual students. Students should be placed in a level and a course which is most appropriately challenging.
Listed below are only the major learning outcomes we expect from students in each course. We have listed only one possible example of a learning activity under each outcome as illustration. For more specific details about any aspect of the course, consult the teacher.
AP Language and Composition
Students will:
•
Example
: students may read an essay by Thoreau and analyze it for structure, style, and development of ideas seminal to American culture; students may compare that essay in terms of style, structure, and content to an essay by the contemporary author Annie Dillard•
Example
: students may read two satirical essays, Jonathan Swift’s "A Modest Proposal" and the contemporary writer Judy Brady’s "I Want a Wife," and use them as models for writing their own satirical essays•
Example
: students may write a literary analysis essay on The Scarlet Letter, a personal essay using the techniques of description and narration, and a persuasive essay on a current issue•
Example
: students will write multiple drafts of essays, using feedback from peers as well as the teacher•
Staples Student Expectations
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Example
: discuss in class and write analytical essays as well as reader response pieces comparing the theme of the outcast or the dispossessed in The Grapes of Wrath, Huck Finn, and Beloved.•
Example
: students may compare and contrast the experience of Blacks in America by analyzing themes and style in the autobiography Black Boy and the novel Their Eyes Were Watching God, researching the settings in the texts and the cultural contexts in which they were written.•
Example
: each student will write a research paper on a topic of his/her choice.•
Example:
students will engage in a Socratic seminar discussing the loss of the American Dream as it is presented in The Great Gatsby.•
Example
: pairs of students will teach poems by authors such as Emily Dickinson, Robert Frost and T.S. Elliot to the class.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Learning Outcomes English 11: American Voices: Heard and Unheard
Students will:
•
Example
: students may compare thematic statements about the American dream from Miller’s Death of a Salesman and Albee’s The American Dream.•
Example
: students may choose their own topics, for example, the benefits of Y2K technology, and develop a paper of between 8 and 10 pages in length.
Staples Student Expectations
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• write a variety of types of discourse: comparison/contrast essays, personal narratives, informal journal entries.
Example: students may write a personal narrative connecting Fitzgerald’s themes in The Great Gatsby to their observations about life in Westport.
• choose and respond to independent outside reading
Example: students may construct a visual text to represent an outside reading choice, present it to the class, and write a short paper explaining their process of creation.
• revise their writing, using feedback from written comments and conferences
Example: students may choose two topics from among 20 current college application essay questions, write a first draft, conference with the teacher, and revise.
• participate in collaborative work
Example: students may work in groups to research the historical context of Huck Finn and present their findings to the class.
• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Research and Literature Learning Outcomes
Students will:
•
Example
: students may choose their own topics, for example, the benefits of socialized medicine, and develop a paper of between 8 and 10 pages in length.•
Example
: students may write a paper which compares the short stories "Young Goodman Brown" and "Rip Van Winkle."•
Example
: students may write a first draft of the above mentioned paper, conference with the teacher, and revise.•
Example
: students may work in small groups to analyze the similarities between Miller’s Death of a Salesman and The Crucible and construct a visual text to represent their findings.•
participate in collaborative workExample
: students may work in small groups to generate topics for the research paper and possible sources.
Staples Students Expectations
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•
Students will think critically in a variety of contexts and situations.• Students will read critically.
• Students will write effectively.
Effective Writing and Research Skills Learning Outcomes
Students will:
•
Example
: students may write a personal narrative, generating ideas, drafting, conferencing, revising, and editing.•
Example
: students may create a collage which represents how they feel about writing at the beginning of the course and how they would like to feel when the course ends.•
Example
: students may write a number of short (one page) researched articles practicing the use and crediting of various multi-media sources.•
Example
: students may choose their own topics, for example, the attendance policy at Staples High School, and develop a paper of between 5 and 8 pages in length.•
Example
: students may write the first draft of a researched article, conference with the teacher, and revise.•
Example
: students may read Fitzgerald’s "Bernice Bobs Her Hair" and compare dating customs now to dating customs in the 1920’s.•
Example
: students may state a theme in The Color Purple and find textual examples to support their interpretation.•
Example
: students may work in feedback teams to support each other and provide constructive criticism on their research projects.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Staples Student Expectations
Staples Student Expectations
36
AP Literature and Composition Learning Outcomes
• Write freshman college-level essays on topics derived from literature
Example
: students will write critical essays on Crime and Punishment, Invisible Man, The Sound and the Fury, and other assigned readings.
•
Example
: students will write an author paper, describing and analyzing three works by one author, or a literary exploration paper, exploring a topic from the perspective of various authors.•
Example
: students will read and analyze various forms of poetry, including sonnets, odes, ballads, elegies, and free verse from Shakespeare through the 20th century.
•
Example
: students will write critical essays that analyze how authors create meaning•
Example
: students will compare and contrast texts as a means to understand how form dictates function.•
Example
: students will write at least one paper modeled on the style of a text read in class, for example, The Canterbury Tales, as well as a portrait of a classmate in Chaucer’s style.
•
Example
: students in groups and individually will develop questions for class discussion for at least three works presented in class.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively
Learning Outcomes English 12: Senior Themes, Identity and Decisions
Read and discuss a selection of classic and contemporary fiction
Example
: students may read The Metamorphosis or On the Road.Read and respond to selection of contemporary non-fiction as well as a variety of critical or personal essays
.Example
: students may read Into the Wild or A Heartbreaking Work of Staggering Genius or Garcia Marquez’s Nobel Prize acceptance speech and share relevant experiences and insights.Staples Student Expectations
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Choose from several contemporary titles, read independently, and reflect on one’s development as a reader.
Example
: students may read Divine Secrets of the Ya Ya Sisterhood or The Reader and write a response journal.Show evidence that the elements of fiction are understood, especially mood, theme, author’s point of view, tone (esp. irony), and metaphor.
Example
: students apply these terms to a discussion of short fiction by authors such as Raymond Carver.Write informal essays (1-2 pages) in response to the day’s classwork or discussio
nExample
: students may relate Chronicle of a Death Foretold to non-fiction articles from current periodicals.Write edited, error-free analytical essays (2-3 pages) with a thesis derived from close reading of text
Example: students may write a literary analysis essay discussing character or theme in Native Son.
Compare and contrast a literary work with one or more film adaptations.
Example
: students may view and review Branagh’s or Gibson’s "Hamlet" after a close textual study of Shakespeare or view and review " Apocalypse Now" after a study of Heart of Darkness.Contribute actively to class discussion or lead class discussion after careful preparation
Example
: students will demonstrate discussion skills in the Socratic seminar.Read independently and compare two or three works by the same writerExample
: students share observations in a formal analytical paper or teach the class about this author.Write imaginatively in narrative, poetic, or dramatic genres.
Example
: students may share original poems with classmates and guide discussions about their own art.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
African-American Literature Learning Outcomes
Students will
•
Example:
students will conduct mini-research and create a poster for a classroomanthropology exhibit illustrating aspects of African culture, such as the griot, which is continued in the Americas.
•
Example:
students will read critically to compare and contrast the slave narratives of Olaudah Equiano and Frederick Douglass with the modern poem "Middle Passage" by Robert Hayden.•
Example:
students will read critically to discover the issues of sexual violence faced by female slaves in Harriet Jacobs’ narrative Incidents in the Life of a Slave Girl, and relate these issues to images from 19th century pro-and anti-slavery pamphlets and books.
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• study the role of the oral tradition in slave culture in both song and folktale and examine its link to African stories and tradition.
Example: students will listen to different versions of a folk song, such as "Stagolee" or "John Henry," read the trickster tales of Brer Rabbit and trace the development of the folk hero from the blues to the modern tradition of toasters and rappers.
• demonstrate knowledge of the rich artistic expression of the Harlem Renaissance and its influence on black and white culture.
Example: students will research, prepare, and perform a conversation in which they role-play artists, writers, poets, and musicians meeting in a Harlem café to discuss their lives and work.
• write a formal literary analysis essay to illustrate on the major themes of African American literature in a longer work of fiction
Example: students keep a dialectic notebook on a particular theme as they read a novel, such as Toni Morrison’s Sula, and develop an essay on a topic of choice.
• develop an understanding of the generational and political conflicts among African Americans after the civil rights movement.
Example: students read August Wilson’s play Fences and link the conflicts between father and son to the political changes of the 1960’s.
• write in a variety of modes in order to express critical understanding of texts
Example: after reading "The Ethics of Jim Crow" by Richard Wright, students will have the option of choosing a method of response, either creating a dialogue between Wright and his mother in which she teaches him how to survive as a young black male, or creating a blues poem in which the student addresses the hardships of living under segregation.
• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
• Each student will demonstrate an understanding of the human experience through a study of history and diverse cultures
Contemporary World Drama Learning Outcomes
Students will:
•
Example
: students may read O’Neill’s The Great God Brown and write a paper on how the use of masks in the modern play mirrors the use of masks in Greek drama.•
Example
: students must attend at least one of the Staples drama productions and write a play review.•
Example
: after having studied theater of the absurd, students may identify and explain those absurdist elements in Ionesco’s Rhinoceros.
Staples Student Expectations
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• focus on the craft of the playwright and how he or she presents social, political, and cultural issues in his or her works
Example: students may read several plays by a local playwright, develop questions about the play, and interview the playwright.
• review and practice research skills by using multi-media resources
Example: students may research the historical and cultural background of a one-act play, as well as critical reviews and background about the playwright, and teach the play to the class.
• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Film Analysis and Criticism Learning Outcomes
Students will:
•
Example
: students may sit with attentive posture, learn various ways of taking notes, view with a purpose, develop questions, and attempt to answer those questions independently while they view the film.•
Example
: students may keep a viewing journal which will lead them to creating polished pieces of written film criticism.•
Example
: students may view a current film, write a first draft of a film review, conference with the teacher, and revise.•
Example
: before or after viewing a challenging film, like Orson Wells’ Citizen Kane, students may read classic reviews, essays and historical information.•
Example
: students will learn to discuss a shot’s angle, composition, density, form, lighting, and character proxemics.•
Example
: students may view Mendes’ American Beauty and recognize its innovations in symbolism, genre, and mise en scene.•
Example
: students may view Singin’ in the Rain as a dramatization of studio politics, reactions to the advent of sound cinema, and the public interest in live stage performance.
Staples Student Expectations
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• use research and presentation skills to familiarize themselves and their classmates with some aspect of early cinema.
Example: in pairs or groups, students may research the work of a silent film star, such as Chaplin or Keaton, and his influence on later cinema. They synthesize their findings into a 10 minute class presentation.
• use film theory to understand how films can comment on popular culture or reveal something about the culture in which they were produced.
Example: students may review films from various decades, such as Rebel Without a Cause and The Graduate, and analyze popular culture’s view of teens.
• develop methods for linking the world of the film to the world of the viewer.
Example: students may view films which closely parallel their lives (such as The Breakfast Club or Ferris Bueller’s Day Off) and analyze the films’ subject matter through the lenses of relationships, universal themes, and situations.
• Students will think critically in a variety of contexts and situations.
• Students will write effectively.
• Students will demonstrate awareness and critical understanding of aesthetics.
Introduction to British Literature Learning Outcomes
Students will:
•
Example
: students may compare and contrast essayists from different centuries such as Swift, Wilde, and Woolf.•
Example
: in small groups, students may research the effects on the English language of William the Conqueror’s conquest of England and present their findings to the entire class.•
Example
: students may read Wilde’s The Importance of Being Ernest, generate questions, and lead their own class discussion.•
Example
: students may read excerpts from several British Gothic novels, such as Ann Radcliffe’s Mysteries of Udolpho, and understand the Gothic influence on American fiction and film.•
Example
: students may read the Arthurian legend, and understand how it is reflected in T. S. Eliot’s "The Wasteland."•
Staples Student Expectations
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Example
: students may compare and contrast how Dickens and Orwell reflect political, social and economic conditions in their novels.•
Example
: students may read excerpts from Wuthering Heights and Jane Eyre, write a paper analyzing the differences in the portrayal of women, conference with the teacher and revise.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively
Journalism for Publication
Students will:
•
Example
: students will publish in three issues of the paper in the course of the semester.•
Example
: students research in groups and present to the class an in-depth look at a facet of American journalism.•
Example
: students will study the Associated Press Styleguide and practice correcting sentences.•
Example
: students debate and write on various real-life scenarios which ask them to consider how to publish and what to publish in Inklings.•
Example
: students will photograph and write about an unexamined facet of school lifeo
understand the business aspects of producing a student newspaperExample
: students will design, create and sell an advertising concept to a local business to help pay for publishing costs of the paper.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively
Civic Education
•
Staples Student Expectations
Staples Student Expectations
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Learning Outcomes for Advanced Journalism.
Students will
•
• understand how graphics, sidebars, and charts function within larger stories to produce a more comprehensive and accessible newspaper.
• study and debate journalism ethics and responsibilities as they publish articles in the newspaper.
• read the work of professional writers in papers such as the New York Times, the Westport News, the Minuteman, The New Yorker, and various other publications in print and on the Internet.
• edit for clarity and stylebook adherence
• understand the importance of teamwork
• Students will think critically in a variety of contexts and situations.
• Students will be reflective learners.
• Students will read critically.
• Students will write effectively.
• Students will listen effectively.
• Students will be competent problem solvers.
• Students will use technology as a tool for learning.
Contemporary American Literature and Culture Learning Outcomes
Students will:
•
Example
: students may read and discuss the theme and structure of Fitzgerald’s "Rich Boy" as an example of modernism.•
Example
: students may write and revise a two page critical essay discussing the theme of Kerouac’s On the Road.•
Example
: students may analyze how and why contemporary authors, such as William S. Burroughs, use a variety of forms to convey theme by mimicking Burroughs’ "cut up technique" in order to create visual texts.
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43
• identify how the literature reflects American culture
Example: students may listen to Billie Holiday and Charlie Parker CD’s and discuss their use in Kerouac’s On the Road as it pertains to the definition of Beat Culture.
• understand how literature affects culture
Example: students may view and discuss slides of Tim Rollins and K.O.S. artwork from the 1992 MOMA exhibit, Kafka’s Amerika.
• contemplate how themes are reflected in students’ lives
Example: students may write a two-page reader response in which they consider how themes in Paul Auster’s New York Trilogy are reflected in their lives.
• identify and explore developing literature, authors, and trends
Example: students may work in groups of four to select an outside novel, 3 short stories, 3 pieces of music, and 1 film and present their comparative analysis to the class.
• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Mythology and the Bible
Students will:
•
Example
: students will apply Joseph Campbell’s thesis about the journey of the hero to stories from various cultures’ mythologies and the Bible.•
Example
: students may read the myth of Leda and the swan, view and analyze various visual representations of Leda and the swan, and read Yeats’ poem of the same title.•
Example
: students may identify the pattern of father-son conflict in the early Greek creation stories, the Biblical story of Abraham and Isaac, the Greek tragedy of Oedipus Rex, and modern plays such as O’Neill’s Mourning Becomes Electra.•
Example
: students will write a personal narrative describing their "heroic journey" in the tradition of Joseph Campbell’s The Hero With a Thousand Faces.•
Example
: students read the Book of Job from the Bible, identify the central theme of why bad things happen to good people, and relate this theme to their own lives and contemporary literature such as MacLeish’s J.B.
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• construct meaning in response to oral and visual media
Example: students may view and analyze the film Black Orpheus and compare it to the Greek myth of Orpheus and Eurydice.
• participate effectively in large and small group discussions and oral presentations
Example: students may read love myths from various cultures, work in small groups to analyze them, construct a visual text to illustrate the common patterns, and present their visual texts to the class.
• write a variety of discourse: literary analysis essays, personal narratives, poetry, journal entries
Example: students may write and revise an essay in which they analyze the use of irony in Oedipus Rex.
• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Reading and Writing Fiction Learning Outcomes
Students will:
•
Example
: students will free-write in class, draft outside of class, respond to peer and teacher feedback, create a portfolio which shows the development of the piece.•
Example
: students will brainstorm, role-play, model, scavenge, imitate another text, and create from personal experience in order to create a character.•
Example
: students will develop and use the vocabulary ("I am still wondering about…," "I would like to see more of…," "I think the author could improve this by…," "I appreciated ….") to respond constructively and critically to works of fiction.•
Example
: students will review submissions for Soundings, the Staples literary magazine, and recommend the five best pieces.•
Example
: students may read "Orientation" by Daniel Orozco as a model of second person narration and then write a one-page character sketch from the same point of view.Staples Student Expectations
45
•
Students will think critically in a variety of contexts and situations.• Students will read critically.
• Students will write effectively.
Shakespeare Learning Outcomes
Students will:
•
Example
: students may read three comedies (Much Ado About Nothing, Twelfth Night, and The Taming of the Shrew), one in class, and two for outside reading, and construct charts showing similarity in characterization.•
Example
: students may view three film versions of Othello and write a character analysis comparing and contrasting how each version develops a major character.•
Example
: students may view three film clips of Hamlet’s speech to Ophelia. Based upon each version, students will discuss in groups whether Hamlet loves or hates Ophelia.•
Example
: students will write and revise research papers on a variety of topics which pertain to Elizabethan culture, including the role of women, education, politics, and religion.•
Example
: students may assume the role of Juliet and write letters to other Shakespearean characters offering advice.•
Example
: students may role-play by deciding which Shakespearean character is most like them. Students will present a short skit to the class relating how their life is like the character’s.•
Example
: students may divide into groups to debate whether Beatrice or Hero was the real heroine of Much Ado About Nothing.•
Example
: in one semester, students may write an essay analyzing the ideal Elizabethan woman portrayed in Papp’s Shakespeare Alive as seen in a history, a tragedy and a comedy.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Staples Student Expectations
Staples Student Expectations
46
Speech Learning Outcomes
Students will:
•
Example
: for the informative speech, students must research a topic and present the information effectively.•
deliver impromptu speechesExample
: students will be given a topic by the teacher as they enter the classroom and must deliver a one-minute impromptu speech on that topic.•
Example
: students will write constructive critiques of each others’ speeches•
Example
: students will be prepared to offer oral suggestions for improvement of delivery skills.•
Example
: students will write reflective essays critiquing their own strengths, weaknesses and growth.•
Example
: students must videotape their performances in order to chart the development of their public speaking skills.•
Example:
students will submit a portfolio of critiques at the end of each quarter for evaluation of their skills in giving constructive criticism.•
Example: analyze "I Have a Dream" looking for repetition, metaphor, allusion, and antithesis and employ these in a speech to convince.
• Students will think critically in a variety of contexts and situations.
• Students will write effectively.
• Students will speak effectively.
• Students will listen effectively.
Topics in Contemporary World Literature: The Caribbean
Students will:
•
Example:
students will create a "brochure" for an island then will compare their ideas to the ideas presented in Jamaica Kincaid’s A Small Place•
Example:
students will keep detailed reading notes comparing female characters in Krik? Krak!
Staples Student Expectations
47
• Extrapolate the connection between West Indian Literature and West Indian Visual Art
Example: students will use technology to create a "virtual essay" that demonstrates a connective theme in Haitian Art and Krik? Krak!
• Recognize how Caribbean Music (Reggae, Mento, Calypso, Rock Steady, Dance Hall) influenced the writings of West Indian authors
Example: students will compare the song lyrics of Bunny Wailer’s Blackheart Man to Michelle Cliff’s character, Christopher, in No Telephone to Heaven.
o
Identify how Rastafarians and the religion of Rastafarism contributed to the postcolonial identity of West Indianso
Example: students will trace the development of the Rastafari culture from its religious roots in West Africa to its place in pop culture.o
Discuss how exile complicates the West Indian search for identityExample:
students will understand the reasons West Indians leave their homes and the prejudices they face abroad.o
Identify how gender, race, and class function in colonial and postcolonial societyo
Example: students will compare and contrast issues of class distinctions in Sugar Cane Alleyo
Demonstrate how the experience of colonization affects those who were colonizedo
Example: students will use discussion and writing to justifying slave revolts and the subsequent poor treatment of whites in Wide Sargasso Sea.o
Discuss the impact of the "legacy of slavery" on the West Indian mindsetExample:
students will compare non-fiction readings on slavery from "A Brief History of the Caribbean" to poetry and prose.o
Recognize the function of setting in West Indian LiteratureExample
: students will compare the use of setting as more than just a locale –but as both a metaphor and a r.•
Example:
students will write extended essays on No Telephone to Heaven and three short stories.• Students will think critically in a variety of contexts and situations.
• Students will read critically.
• Students will write effectively.
Women in Literature Learning Outcomes
Students will:
•
Example
: students may read selections from various periods, such as Homer’s Odyssey, Keats’ "La Belle Dame Sans Merci," and Hemingway’s "The Short, Happy Life of Francis Macomber" and analyze how these authors portray women as the destroyer-goddess.•
Example
: students may read Morrison’s The Bluest Eye and analyze a major theme of the novel: how the white prescription for beauty affects black women.
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• make connections among literature, one’s personal life, other disciplines such as art and social studies, and current world issues.
Example: students may write a poem portraying their relationships with their mothers, read and analyze mother-daughter poems, and then analyze the relationship between mother and child in several Mary Cassatt paintings.
• understand that meaning in a literary text must be constructed actively by the reader.
Example: students may keep personal response journals as they read in order to interpret The Women of Brewster Place.
• write a variety of types of discourse: formal literary analysis essays, personal narratives, poetry and informal journal entries.
Example: students may write an essay in which they analyze how a mythic or classical female character has been re-envisioned by a modern woman writer. For example, the poem "Jocasta" retells the Oedipus story from Jocasta’s point of view.
• revise their writing using feedback from written comments and conferences.
Example: students may write an essay which analyses imagery in Plath’s The Bell Jar and revise the essay in order to provide more support from the text.
• use writing to stimulate learning and thinking.
Example: students may write a letter to an author (e.g. Toni Morrison) telling her why they liked her novel and asking her questions which occurred to them while reading.
• engage in large and small group discussions, offering new ideas, building on classmates’ thinking, asking questions, and synthesizing.
Example: students may generate their own questions after reading an excerpt from Wolf’s The Beauty Myth and lead their own class discussion.
1.
Students will think critically in a variety of contexts and situations.2.
Students will be reflective learners.3.
Students will read critically.4.
Students will write effectively.Irish Literature
Students will
•
Example
: in small groups students may research the effects of Irish political and social turmoil on the works of various writers (O’Casey, Yeats, Heaney, Carson)•
Example:
students may compare and contrast how Joyce and Doyle reflect social and economic conditions in their works.
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49
• participate effectively and collaboratively in class.
Example: students may read Synge’s The Playboy of the Western World, generate questions, and lead their own class discussion.
• Write imaginatively in narrative, poetic, or dramatic genres.
Example: students may compose and share original poems with classmates and guide discussions about their own work.
• write and revise a variety of types of discourse: literary analysis essays, personal narratives, poetry and informal journal entries.
Example: students may read selected poems from Yeats and Heaney, write a paper comparing and contrasting the poets’ use of Irish history and myth, conference with teacher and revise.
• identify and understand how Irish myths and legends have affected the Irish tradition of literature.
Example: students read excerpts from the Tain Bo Cualgne and understand how the myth is reflected in the work of Yeats and McCourt.
1. Students will think critically in a variety of contexts and situations.
2. Students will be reflective learners.
3. Students will read critically.
4. Students will write effectively
English: Exit Outcomes (1997)
The Staples English Department has adapted a draft version of the 1997 Connecticut Language Arts Frameworks as the Grade 12 Exit Outcomes. This document reflects what learners should know and be able to do by the end of Grade 12.
Language Arts Standards
By the end of the 12th grade, students should develop proficiency, confidence, and fluency in reading, writing, listening, speaking and viewing to meet the literacy demands of the 21st century.
Program Goals
The language arts curriculum establishes a framework for enabling students to accomplish the following:
• Read, write, speak, listen and view to construct meaning of written visual and oral text.
• Read with understanding and respond thoughtfully to a variety of texts.
• Speak and write English proficiently.
• Create works using the language arts in visual, oral and written texts.
• Choose and apply strategies that enhance the fluent and proficient use of language arts.
• Understand and appreciate texts from many historical periods and culture.
• Employ the language arts for lifelong learning, work and enjoyment.
Content Standards
The following are the language arts standards for all students. The standards reflect what all students should know and be able to do:
Staples Student Expectations
1. Read and respond in personal, literal, critical and evaluative ways to literary, informational and persuasive texts
2. Produce written, oral and visual texts to express, develop and substantiate ideas and experiences
3. Use the language arts to explore and respond to classic and contemporary texts from many cultures and historical periods.
4. Recognize one’s strengths and weaknesses in Language Arts.
Standard 1: Read and respond in personal, literal, critical and evaluative ways to literary, informational and persuasive texts
Performance Outcomes
1. Describe the text by giving an initial reaction to the text and describing its general content and purpose.
2. Interpret the text by using prior knowledge and experiences.
3. Reflect on the text to make judgments about its meaning and quality.
4. Analyze text and task, set purpose, and plan appropriate strategies for comprehending, interpreting and evaluating texts.
5. Generate questions before, during and after reading, writing, listening and viewing.
6. Make and confirm or revise predictions.
7. Use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed).
8. Use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning.
9. Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis.
10. Use a variety of strategies to develop an extensive vocabulary.
11. Identify and use main ideas and supporting details in informational texts or elements such as key events, main characters and setting in narrative.
12. Make inferences about ideas implicit in narrative, expository, persuasive and poetic text.
13. Understand that a single text may elicit a wide variety of responses.
14. Interact with others in creating, interpreting and evaluating written, oral, and visual texts
Standard 2: Produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
Performance Outcomes
1. Communicate effectively by determining the appropriate text structure on the basis of audience, purpose, point of view
2. Communicate effectively developing one’s own voice, in descriptive, narrative, expository and persuasive modes
3. Gather, select, organize and analyze information from primary and secondary sources; including multi-media technology.
4. Engage in a process of generating ideas, drafting, revising, editing for written oral or visual presentation
5. Apply the conventions of standard English language in oral and written communication
6. Engage in writing, speaking and developing visual texts through continuous reflection, reevaluation and revision.
7. Engage constructively and critically in an oral exchange of ideas.
Standard 3: Use the language arts to explore and respond to classic and contemporary texts from many cultures and historical periods
Performance Outcomes
1. Demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination
2. Explore and respond to the aesthetic elements of literature including spoken, visual and written texts
3. Use literature as a resource to explore ideas and decisions, as well as political and social issues.
4. Identify the unique and shared qualities of the voices, cultures and historical periods in literature.
5. Respond to text representing both the literary tradition and the diversity of American cultural heritage
6. Explore and respond to classic literary text that has shaped Western thought.
7. Explore and respond to contemporary literature
8. Evaluate the merit of literary text on the basis of individual preference and established standards.
9. Examine the ways readers and writers are influenced by personal, social, cultural and historical events.
10. Understand that an accepted practice in spoken and written language may change over time, and that common practice can change from place to place.
11. Recognize literary conventions and devices and understand how they convey meaning.
Standard 4: Recognize one’s strengths and weaknesses in language arts
Performance Outcomes
1. Understand one’s own learning style.
2. Engage in reflective evaluation and revision.
3. Plan strategies for improvement.