Roselle Schools - Abraham Clark High School

English IV Curriculum Guide (1114-1124) Grade 12
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
The student will be able to:				England in Literature, Scott Foresman, 1991
1. Increase word knowledge through the study of cumulative vocabulary which meets the demands of reading in college and professional life.	3.3	1. Assign vocabulary words derived from literary units. 2. Assign students the task of keeping an on-going personal log of unfamiliar vocabulary. 3. Assign the task of utilizing the dictionary and/or thesaurus regularly.	Discuss word origins and foreign words found in assigned reading assignments Unit or weekly vocabulary/spelling tests	Teacher generated material
2. Recognize and illustrate the main elements of various works of fiction:	3.3 3.4		Teacher evaluation of specified assignments	Teacher generated material of a variety of multi-cultural writers
A. Short Stories		1. Review with students specific elements of the short story (theme, plot, tone, setting, characterization, etc.) Assign students the task of identifying specific elements of the short story through short analytical writing assignments. 2. Assign students the task of demonstrating an understanding that our literary heritage is marked by distinct literary movements and is part of a global literary tradition. For example, assign students the reading of several short stories written by multi-cultural authors 3. Assign students the task of demonstrating the effect of literary devices on the reader’s emotions and interpretation. For example, assign students the task of reading a story and discussing the literary effects orally or in written form. Suggestions include the use of metaphors in Franz Kafka’s "The Metamorphosis and Nina Katerli’s The Monster; Irony in Jonathan Swift’s, A Modest Proposal; Tone in Sir Richard Steel’s, The Spector Club. 4. Discuss and provide examples of literary concepts such as rhetorical device, logical fallacy, and jargon. For example, assign students to read Jonathon Swift’s Gulliver’s Travels and discuss fallacy. 5. Assign students a list of literary terms from the AP Handbook. Have students define and locate examples.
B. Novels	3.3 3.4	1. Assign the students the task of evaluating the author’s literary technique. 2. Assign students the task of identifying commonalties in themes, characterizations, dramatic devices, etc. 3. Assign students the task of analyzing how the works of a given period reflect historical events and conditions. Discuss the historical background of the period being studied. Discuss outstanding trends of the times. Discuss major characteristics of the writing of the particular period. Suggested readings include The Hunchback of Notre Dame; Tess of the Dubervilles; Cry, the Beloved Country, and Frankenstein 4. Assign students the task of demonstrating an understanding of literature and theories of literary criticisms. For example assign students an author report based on a world-based writer who has been studied in class. Students will prepare an oral report based on a minimum of three literary critiques/ reviews obtained on one particular work of that author. 5. Discuss the universality of human nature and condition. Have the students relate a character’s traits and motives to his/her own situations and experiences. 6. Discuss with students the range of literary forms and content that elicit aesthetic responses. Assign students the task of writing a creative piece based on a particular selection read in class. For example, assign students the task selecting a favorite short story read in class and create a poem or song based on his/her selection. 7. Assign students the task of reading a variety of contemporary, multicultural writers.	Teacher evaluation of specified assignments
C. Drama	3.3 3.4	1. Review and discuss the literary components of drama: symbolism, similes, metaphors, personification, hyperboles, oxymoron, foreshadowing, dramatic irony, etc. 2. Assign the task of reading in dramatic fashion at least four of the following works: Macbeth, Oedipus, Antigone, The Oresteia, Pygmalian, and A Doll’s House 3. Disseminate information on Greek drama’s historical and mythological background. Have students contribute to class discussion of it. 4. Discuss the religious beliefs of the ancient Greek culture (such as religion). Assign students the task of relating these beliefs to a Greek tragedy. 5. Assign students the reading of two tragedies by Shakespeare. Assign students the task of recognizing key literary terms and the beauty of the language in the play 6. Disseminate information on the Great Chain of Being. Have students apply this belief to the events in a given play. 7. Assign students the task of writing an analytical paper that compares and contrast Greek and Elizabethan tragedy. For example, have students analyze the concepts of fate and free will.	Teacher evaluation of specific assignments
D. Poetry	3.3 3.4	1. Review the elements of poetry: rhyme, schemes, iambs, anapests, dactyls, trochees, spondees, diameter, trimeter, tetrameter, pentameter, septameter, hexameter, Haiku’s, sonnets (Elizabethan and Italian), free verse. 2. Recite several poems from a variety of world poets. Assign students the task of identifying the main thought and applicable poetic devices, rhyme schemes, figures of speech, etc. 3. Assign the reading of epic poems (such as The Canterbury Tales and Beowulf) and sonnets (such as Shall I Compare Thee to a Summer’s Day by Shakespeare 4. Assign students the reading of The Canterbury Tales. Have students contribute to class discussion on the characterization, satire (of church and society) and representation of the medieval society. For example, assign students to keep a chart of the three parts of medieval society (feudalism/chivalry, church, working class) and place each pilgrim into the proper class. Students will be able to identify the paragon in each class. 5. Assign the readings of several world poets. Discuss poetry expressing poet’s attitudes and feelings. Have the students relate them to their own lives and experiences. and to the traditional works of literature studied.	Teacher evaluation of specific assignments
E. Non-fiction	3.3 3.4	1. Provide student with readings in the works of contemporary, multicultural non-fiction authors as well as newspapers and magazines. Assign students the task of discussing, in written form or orally, how these articles relate to current reading. For example, connect current articles on cloning to the study of Frankenstein. 2. Assign students the task of reading various biographies (such as Sir Frederick Treves’, The Elephant Man) and essays.	Teacher evaluation of specific assignments
3. Understand the relationship between contemporary writing and past literary traditions.	3.4	1. Discuss with students how the past can be connected with the present. Have the class provide examples of how history has repeated itself and how many traditions/views of our ancestors are still held/practiced today. 2. Assign students the task of reading a variety of pre-modern day selections and discussing the link to modern day. For example, upon completing Oedipus, assign students the task of reading Frank O’Conners’ short story My Oedipus Complex.	Teacher evaluation
4. Develop listening skills through diction and guided class action.	3.2	1. In response to listening to any given oral presentation, the student will express comprehension of the topic by responding with comments and questions. Assign students the task of evaluating the credibility of a persuasive speech delivery 2. Assign students the task of responding to oral and/or written questions generated by the teacher at the conclusion of movies, audio tapes, and guest speakers. 3. Assign students the task of interviewing others (such as career professionals or college representatives) and demonstrating comprehension of given responses. 4. Assign students the task of listening to radio commercials and or viewing television commercials. Discuss the media’s ability to influence others and assign students the task of evaluating media techniques and messages. 5. Assign students the task of watching and responding to the presenter of an oral interpretation of literature.	Teacher evaluation Peer evaluation
5. Write formal, unified, and coherent essays which states and supports the statement by using specific examples from the literary work and notes given in lectures.	3.3	1. Review the elements of the essay: introduction, body, supporting details, conclusion, etc. 2. Discuss the importance of prewriting and organization. 3. Assign students the task of writing a personal narrative for a college or scholarship application. 4. Assign students the task of writing a series of analytical essays that reflect on the literary work(s) that are studied in class. 5. Assign the task of writing a long-term analytical paper using a common theme/thesis in two (or more) works by the same author, one of which is part of core for class reading. Instruct students to include a cover page, introduction which includes thesis statement, outline, body of paper (using parenthetical citations), conclusion, and works cited page 6. Assign students the task of editing and revising his/her own work as well as the work of others for syntax, content, and grammar (via group critiques, peer evaluation forms, etc.) to improve it.	Teacher evaluation of written assignments Peer evaluation
6. Prepare for and participate in structured debates and panel discussions.	3.1	1. Discuss and have students identify the elements of debate such as logical argument, evidence, points of rebuttal, etc. 2. Provide students the opportunity to view a formal debate. Assign students the task of identifying the structure of the debate being viewed. 3. Assign students the task of preparing for and executing a formal debate on a current controversial issue or a particular controversy based on a literary stud .4. Assign students the task of formulating panel discussions on a literary unit. (For example, a panel discussion based on Torvald’s treatment of Nora in A Doll’s House; one based on society’s treatment of disfigured people such as Frankenstein or one based on racial differences in Cry, the Beloved Country 5. Assign students the task of writing and presenting an extemporaneous speech. For example, assign students the task of brainstorming ideas for dramatic or comic short scenes for class improvisation. For example, students are given five minutes to prepare for a scene between the two fathers in Cry, the Beloved Country; or of a student, supposedly studying at the library who sees his mother at the mall.	Teacher evaluation Peer evaluation
7. Demonstrate interview skills real life situations, such as college admissions or employment.	3.1	1. Provide students with a variety of college/technical school applications. Discuss the criteria given. 2. Assign students the task of attending a college fair and a job fair then presenting a report about the experiences. 3. Invite a school recruiter or business employer to visit the class and hold mock interviews with the students.	Teacher evaluation Evaluation of interviewer
8. Write for real audiences and purposes, such as job applications, business letters, college applications, and memoranda.	3.3	1. Discuss the importance of effective communication in the business world as well as in everyday situations in general. 2. Assign students the task of filling out mock job applications and college applications. 3. Assign students the task of writing a resume for a job application. 4. Assign students the task of writing an essay based on the topic provided in a student-selected college application 5. Assign students the task of writing a variety of business letters (such as a letter to a congressman, a letter of complaint, a letter to the editor, etc.)	Teacher observation/evaluation
9. Respond to print and non-print media through active engagement with appropriate methods of analysis, interpretation, and evaluation, given exposure to print and non-print media such as the fine and performing arts, video, and television.	3.5	1. Provide students with field trips to see the performing arts whenever possible. 2. Assign students the task of making a video based on a particular subject (such as a personal interview for a research assignment or a performance based on a literary study). 3. Assign students the task of reading newspapers/news magazines and watching the news then discussing newsworthy stories with the class.	Teacher observation/evaluation Social Studies
10. Solve problems using multimedia technology and be able to browse, annotate, link, and elaborate on information in a nonlinear, multi-media database.	3.5	1. Assign students the task of accessing the internet for research 2. Assign students the task of using the CD-ROM in the media.	Teacher observation/evaluation
11. Develop a sense of individual worth and to identify the responsibility that goes with it, through self analytical writing assignments and class discussions.	3.3	1. Assign students the task of writing personal narratives that focus on the analysis of self. Encourage students to share these in small group or class discussions. 2. Direct group members to provide positive feedback on the task at hand.	Teacher evaluation
12. Plan effectively the use of time, to complete specific short-and-long-term independent projects.	3.3	1. Assign students the task of independently reading a book or play within a specific length of time. 2. Assign students the task of completing tests and essays within a specific time frame 3.Assign students the task of completing a research project within a specific time frame. 4.Assign students the task of writing a 8-10 minute speech within a 40 minute time frame.	Teacher evaluation of specific projects
13. Demonstrate the ability to implement study skills by maintaining an accurate and functional notebook.	3.3 3.4	1.Assign students the task of keeping a notebook for English class that reflects the daily aims and homework. 2.Teacher should periodically check notebooks for efficiency. 3.Periodically allow open notebook quizzes/tests to encourage students to utilize notebook regularly.	Teacher notebook evaluation

NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.

English IV Curriculum Guide (1134-1144) Grade 12
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	EWT HSPT Stanford 9
The student will be able to:				Scope English Grammar and Composition, Level 6 Amsco Writing Textbook: NJ Grade 11 HSPT, (Level 1144 Only) Departmental or teacher made revise/edit passages
1.Develop a solid background in grammatical elements.	3.3	1.Review the basic rules of capitalization, punctuation, verb usage, pronoun usage, and modifier usage. 2.Assign a variety of writing/editing assignments in which students will demonstrate proficiency in each of the aforementioned skills. For example, when focusing on the use of quotation marks and/or commas, have students write a two-way dialogue to reinforce skill use. When focusing on verb usage, assign students the task of writing a paragraph that illustrates consistent verb tense	Teacher observation in all skills areas in addition to specific revise/edit exercises that focus on one or more of the skill(s) involved Completion of Individual Students Improvement Plan (ISIPS) (Level 1144 only)		W. I W. II
2.Develop a well-constructed sentence.	3.3	1.Review and give examples of run-on sentences and fragments. 2.Give students examples of sentences that are void of substandard and imprecise language. Provide students a variety of sentences/phrases that are of substandard form. Assign students the task of rewriting them in standard English 3.Provide students with small sets of short sentences. Assign students the task of combining each of the ideas into a single well-constructed sentence. In addition, assign students the task of combining ideas using a variety of sentence types. 4.Define parallelism. Provide samples of sentences that demonstrate proper parallel structure. Provide students with a worksheet of sentences that are not parallel. Assign students to rewrite them in proper form. 5.Assign a variety of writing/editing assignments in which students will demonstrate proficiency in sentence writing as a whole or as an isolated skill.	Teacher observation Specific revise/edit passages		W. I W. II
3.Develop the ability to combine well-constructed sentences into a unified paragraph.	3.3	1.Discuss the importance of unity and coherence in a paragraph. Assign students the task of selecting the main idea of a given paragraph as well as the detailed sentences that support the topic sentence. 2.Discuss the importance of sequence in a paragraph. 3.Discuss and review how transitional words/phrases link ideas throughout written passages. 4.Provide short written passages that have no transition use. Assign students the task of correctly inserting transitional words/phrases within sentences and between paragraphs. 5.Assign students the task of writing a paragraph that instructs the reader to complete a simple task such as making a peanut butter and jelly sandwich or to follow a set of directions to a local eatery 6.Assign students the task of writing a variety of paragraphs that illustrate chronology (summarize the events of Act I in Macbeth), cause and effect (Teens Smoking), and comparison and contrast (Antigone in Antigone and Nora in A Doll’s House).	Teacher observation Evaluation of writing assignments		W. I W. II
4.Develop proficiency in spelling, especially of commonly used words.	3.3	1.Review the basic rules of spelling. 2.Review words often confused (affect/effect, there/their/they’re, etc.) 3.Provide written passages in which students edit for spelling errors 4.Include the spelling of select words on all vocabulary tests.	Weekly vocabulary/spelling tests Literature based vocabulary/ spelling tests		W. I W. II
5.Increase word knowledge through the study of cumulative vocabulary.	3.3	1.Assign weekly vocabulary words. 2.Assign vocabulary words derived from short story units or novels. 3.Assign students the task of keeping an on-going personal log of unfamiliar vocabulary. 4.Assign the task of utilizing the dictionary and/or thesaurus regularly.	Discussing word origins and foreign words borrowed by the English language (rodeo, beret, boutique, etc.) Weekly vocabulary/spelling tests Unit vocabulary/spelling tests	Teacher-made lists/tests	R. II
6.Organize material in proper outline form.	3.3	1.Review and illustrate the components of a formal outline. Assign students the task of writing an outline for a specific essay topic (such as The Top Three Problems American Teenagers Face Today) 2.Assign the task of including an outline for any formal research paper. 3.Review and discuss the importance of using graphic organizers when planning an essay. Assign students the task of writing graphic organizers as a form of pre-writing when given an essay assignment.	Teacher observation Evaluation of assigned outlines and graphic organizers	Amsco Writing Textbook: NJ Grade 11 HSPT, (Level 1144 Only) Teacher generated material	W. I
7.Develop specific writing skills in descriptive, narrative, expository, and argumentative style.	3.3	1.Review the importance of coherence in an essay. 2.Provide a variety of writing models for each of the focus skills. Discuss the effectiveness of proper use of mechanics, grammar, and format (including a sound summary/conclusion and good overall organization) in an essay. 3.Discuss the purpose and target audience for each specific writing assignment. 4.Review the importance of and implement pre-writing, drafting, revising, rewriting, editing, and publishing. 5.Assign students the task of writing descriptive, narrative, expository, and argumentative essays based on current events as well as literary studies 6.Assign students the task of writing essays that are controversial, problem solution, compare/contrast, and cause/effect in form. 7.Assign students the task of responding to oral, written, and pictorial prompts to express feelings in writing. 8.Assign students the task of responding to a variety of essay questions. 9.Assign students the task of writing a personal narrative. 10.Assign students the task of editing all written work prior to writing final draft.	Teacher observation Evaluation of writing assignments Peer editing	Scope English Grammar and Composition, Level 6 Amsco Writing Textbook: NJ Grade 11 HSPT, (Level 1144 Only)	W. I W. II
8.Edit/revise his/her own work as well as the work of others.	3.3	1.Assign students the task of completing editing passages provided in Amsco Writing Textbook (1144 only) 2.Assign students the task of peer-editing the work of a classmate. 3.Provide checklists for proper editing procedures to be utilized by the student.	Teacher observation Peer editing Evaluation of writing assignments		W. II
9.Recognize and illustrate the main elements of various works of fiction.	3.4		Teacher observation Evaluation of written work	Scope English Grammar and Composition, Level 6 Globe Literature (Gold Level)
A. Short Stories		1.Define and discuss the short story as opposed to novels, plays, and poetry. 2.Assign students the task of identifying specific elements of the short story as they encounter them within a text: characterization, theme, tone, plot, setting, figures of speech, etc. 3.Assign students the task of demonstrating an understanding that our literary heritage is marked by distinct literary movements and is part of a global literary tradition. For example, assign students the reading of several short stories written by multicultural authors. 4.Discuss and provide examples of literary concepts such as rhetorical device, logical fallacy, and jargon. For example, assign students the reading of Jonathan Swift’s Gulliver’s Travels and discuss the terms as they apply 5.Assign students the task of demonstrating the effect of literary devices on the reader’s emotions and interpretation. For example, have students respond to the use of metaphor in Franz Kafka’s The Metamorphosis or in Nina Katerli’s short story The Monster. 6.Assign students the task of writing a comparative essay on two pieces of literature such as a comparison between two world folk tales.	Teacher observation Evaluation of written work
B. Novels		1.Define and discuss literary terms such as characterization, conflict, foreshadowing, irony, plot, setting, etc. 2.Assign students the task of evaluating the author’s technique for developing plot, theme, setting, characters, etc 3.Assign students the task of analyzing how the works of a given period reflect historical events and social conditions. For example, have students analyze the Parisian’s treatment of Quasimodo in the annotate version of Victor Hugo’s The Hunchback of Notre Dame. 4.Assign students the task of demonstrating an understanding of literature and theories of literary criticisms. For example, assign the student a author report. The students will choose one author whose work has been studied and class and find three (3) critiques on that work. Students will present an oral report on their findings 5.Discuss with students the range of literary forms and content that elicit aesthetic responses. Provide students with a scenario. In groups, students will compose on poem, short story and/or vignette based on the scenario. The groups will share and discuss their ideas with others. 6.Discuss with students the relationship between contemporary writing and past literary traditions. For example, assign students the task of reading The Odyssey and discussion the thematic connections to modern day. (Use adapted revisions.)	Teacher observation Evaluation of written work
C. Drama	3..4	1.Review and discuss the components of drama: script, cast, dialogue, scenery, props, etc. 2.Assign the task of reading in dramatic fashion one or more of William Shakespeare’s works such as Macbeth or Oedipus. Other suggestions are Sophocles’ Antigone or G. B. Shaw’s Pygmalian. Then have students evaluate and discuss the components of drama as they may apply. 3.Assign the task of reading Henrick Ibsen’s A Doll’s House.	Teacher observation Evaluation of written work	Scope English Grammar and Composition, Level 6 Globe Literature (Gold Level)
D. Poetry	3.4	1.Review the elements of poetry: form, sound, imagery, rhyme, figurative language, etc. 2.Discuss how theme, tone, point of view, etc. are also important in poetry. 3.Recite a variety of world poetry. Discuss the theme(s) found in each as well as poetic elements 4.Assign students the task of reading and demonstrating an understanding of epic poems such as Geofrey Chaucer’s The Canterbury Tales and Beowulf.
E. Non-fiction		1.Provide students with readings in the works of contemporary non-fiction authors as well as newspapers and magazines. Assign students the task of responding to these articles in both written and oval form. 2.Assign students the task of reading various biographies such as Sir Frederick Treves’ The Elephant Man (Scope) and essays such as Ved Mehtra’s Face to Face (Globe)
10.Prepare for and participate in structured debates and panel discussions.	3.1	1.Discuss and have students identify the elements of formal debate such as: logical argument, evidence, points of rebuttal, etc. 2.Provide students the opportunity to watch a replay of a recent or historical debate. Assign students the task of taking notes on and discussing elements of debate 3.Assign students the task of presenting a formal debate on a contemporary issue such as the death penalty. 4.Assign the students the task to formulate panel discussions on a literary unit such as society’s judgment of physical appearance (Frankenstein, Quasimodo in the Hunchback of Notre Dame, the Beast in Beauty and the Beast), etc. 5.Assign students the task of writing and presenting an extemporaneous speech. For example, assign students the task of brainstorming ideas for comic or dramatic short scenes for class improvisation. For example, students are given five minutes to prepare a scene between Nora and Torvald (A Doll’s House) 20 years after their separation; or a student, supposedly at the library studying, who sees his mother at the mall.		Scope English Grammar and Composition, Level 6 Amsco Writing Textbook: NJ Grade 11 HSPT, (Level 1144 Only)
11.Develop library skills through expanded use of library facilities resulting in a report.	3.4	1.Review the elements of a library research paper: writing the outline, proper note taking, writing the thesis statement, writing parenthetical, citations, writing the body of the paper, and writing the works cited page. 2.Coordinate with the media center director and hold class in center for 2-4 days. Review use of reference section, card catalog, Reader’s Guide, and computer lab. 3.Assign students the task of skimming possible resources (via prefaces, index, appendix, and table of contents) to determine if they are relevant to the research topic. 4.Assist students in utilizing library resources when gathering information. 5.Provide students with a style manual that devotes specific library report criteria. 6.Suggested library research papers include a vocational paper, an "I Search" paper, or a literary paper.	Teacher observation Evaluation of library use Evaluation of final library report based on format and coherence		R. II W. I
12.Express themselves orally in a well-structed speech that includes visual and/or non-visual props.	3.1	1.Review the techniques for effective delivery: eye contact, posture, gestures, voice modulation, pronunciation, articulation, and timing. 2.Provide students with a poignant speech delivery via video cassette such as Dr. Martin Luther King, Jr. or a Shakespearean soliloquy. 3.Assign the type of speech to be delivered - persuasive, demonstrative, political, etc. 4.Assign the task of writing the speech to be delivered.	Evaluation of presentation based on criteria provided by teacher.		R. II
13.Develop listening skills through diction and guided class action.	3.2	1.In response to listening to any given oral presentation the student will express comprehension of the topic by responding with comments and questions. 2.Assign students the task of responding to an evaluating any given oral presentation, such as a persuasive speech. 3.Assign students the task of responding to oral and/or written questions generated by the teacher at the conclusion of movies, audio, topics, and guest speaker .4.Assign students the task of listening to an oral presentation of a literary selection from either Scope or Globe literature then demonstrate comprehension of the piece. 5.Assign students the task of interviewing others (such as career professionals and college representatives) and demonstrating comprehension of given responses. 6.Assign students the task of listening to a college or vocational school recruiter and demonstrating comprehension of the information presented. 7.Assign students the task of listening to a scientific presentation and demonstrating comprehension of the information presented. 8.Discuss the media’s ability to influence others. Provide students with a video of popular commercials. Assign students the task of evaluating media techniques and messages.	Teacher observation Evaluation of student responses
14.Demonstrate the proper form for writing the business letter.	3.3	1.Review with students the difference between the friendly letter and the business letter. 2.Review with students the components of the business letter: return address, date, recipient’s address, salutation, body, complimentary close, signature and typed name. 3.Assign students the task of utilizing the wanted section of the newspaper then writing a business letter requesting an interview. 4.Assign students the task of writing a formal letter of complaint or a letter to the editor of a newspaper or magazine.	Teacher evaluation of written work		W. I
15.Demonstrate the ability to complete forms properly.	3.3	1.Review the importance of giving clear and accurate information when filling out a form. 2.Assign students the task of completing a variety of forms: job applications, college applications, credit applications, bank account applications, etc.	Teacher evaluation of forms		W. I
16.Utilize proper interviewing techniques.	3.1	1.Discuss with students the importance of proper articulation and listening when conducting an interview. 2.Allow students the opportunity to observe formal interviews on television and then discuss these to determine effective questioning strategies, provides students with a set of guidelines. 3.Assign the students the task of interviewing others in real life situations such as college representatives, military recruiters, career professionals, etc. 4.Assign students an inter-generational project in which they interview an older relative or acquaintance about a historic event or particular time period as read about in a study of literature 5.Assign students the task of interviewing someone of a different culture or religion about their differences/similarities 6.Assign students the task of writing formal thank you letters to any given interview participant. 7.Assign students the task of interviewing both school and town officials regarding a current local issue. 8.Provide students the opportunity to engage in mock interviews for job positions and college applications.	Teacher observation Evaluation of student response sheet Oral History report		W. I
17.Respond to print and non-print media through active engagement with appropriate methods of analysis interpretation and evaluation, given exposure to print and non-print media such as the fine and performing arts, video, and television.	3.5	1.Provide students with field trips to see the performing arts whenever possible. 2.Assign students the task of making a video based on a particular subject such as a career, literary study, or personal interview. 3.Assign students the task of reading newspapers/news magazines and watching the news then discussing newsworthy stories with the class.	Social Sciences/Civics
18.Solve problems using multimedia technology and be able to browse, annotate, link, and elaborate on information in a nonlinear, multimedia database.	3.5	1.Assign students the task of accessing the internet for research. 2.Assign students the task of using the CD-ROM in the media.
19.Develop a sense of individual worth and to identify the responsibility that goes with it, through self-analytical writing assignments and class discussions.	3.3	1.Assign students the task of writing personal narratives that focus on the analysis of self. Encourage students to share these in a small group or class discussions. 2.Have students formulate groups. Group members will then provide positive feed back on the aforementioned assignment.	Teacher evaluation of written responses
20.Plan effectively the use of time, to complete specific short and long term independent projects.	3.3	1.Assign students the task of completing tests and essays within a specific time frame. 2.Assign students the task of reading an independent book within a 3-4 week time frame. 3.Assign the students the task of completing a formal library research paper within a 3-5 week time fram 4.Assign the students the task of writing a 4-6 minute speech within a 40 minute time frame.	Teacher evaluation of specific projects
21.Demonstrate the ability to implement study skills by maintaining an accurate and functional notebook.	3.3 3.4	1.Assign students the task of keeping a notebook for English class that reflects the daily aims and homework. 2.Teacher should periodically check notebooks for efficiency. 3.Periodically allow open notebook quizzes/tests to encourage students to utilize notebook regularly.	Teacher notebook evaluation
22.Improve skills found deficient on standardized test (HSPT) and outlined in the Individual Student Improvement Plan (ISIP). (Level 1144 Only)	3.3 3.4	1.Assign students a variety of revise/edit passages that focus on a particular set of skills. 2.Assign students the task of writing timed essays. 3.Assign students the task of completing Senior Review Assessment (SRA) writing frameworks. (Level 1144 Only)	Teacher observation Teacher evaluation of revise/edit passages and essays SRA panel evaluation of writing frameworks (Level 1144 Only)

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