| Writing P1-WRI
A. The Writing Process
- Use pre-writing, graphic organizers and quick-writes to prepare for writing assignments
- Analyze prompts, in order to effectively respond to writing assignments
- Begin considering the audience, purpose and form for writing assignments
- Revise drafts or writing to improve and clarify
- Edit students’ essays, especially checking for errors in capitalization and pronoun usage
- Utilize rubrics to self-evaluate and peer evaluate work
- Reflect on one’s own writing to encourage continual growth
B. Writing Skills
- Understand strategies to write effective paragraphs
- Apply strategies to build and expand on vocabulary/word choice
- Effectively use pronouns in writing
- Use proper capitalization in writing
- Develop a clear thesis for expository writing
- Engage and orient the reader by establishing a context and point of view through the development of a strong introduction
- Apply strategies to develop ideas and use specific details
C. Writing Applications
- Develop and strengthen writing through the creation of a narrative essay
- Develop and strengthen writing through the creation of an expository essay
- Develop and strengthen writing through the creation of an informational essay
- Develop and strengthen writing through the creation of a memoir essay
- Use writing activities from content area classes to practice, develop and refine writing skills
D. Writing to Learn
- Write summaries which include only the most important information
- Compose well-written summaries using the writer’s own words, not copying the original text
- Differentiate between a summary and a reflection
Inquiry P1-INQ
A. Bloom’s Taxonomy
- Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
- Recognize differences between levels
B. Tutorials
- Establish a foundational understanding for collaborative tutorial skills
- Participate in academic tutorials with peers as group members once per week.
- Develop questioning strategies to help peers understand rigorous work in core classes.
C. Socratic Seminar and Philosophical Chairs
- Introduce the basic components of Philosophical Chairs and Socratic Seminars using topics based on student interest
- Analyze how two or more authors, writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts in a Socratic Seminar or Philosophical Chairs discussion
- Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words) in a Socratic Seminar or Philosophical Chairs discussion
Collaboration P1-COLL
- Participate in team building lessons to learn about valuing and effectively working with others following established rules.
- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
- Participate in group discussions and reflections based on collaborative work (e.g., ThinkPair-Share, Jigsaw, Numbered Heads)
- Acknowledge new information expressed by others and, when warranted, modify views accordingly
- Engage in dialogue within a large, teacher-supported group discussion, to gain a deeper understanding of the topic discussed and the process used
- Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs
Organization P1-ORG
A. Organization and Time Management
- Develop and maintain an organization system through drive, classroom, a planner, and other academically useful materials
- Begin an academic portfolio, demonstrating personal and academic growth
- Publish final versions of writing for the academic portfolio
- Evaluate personal time management habits and monitor effectiveness accordingly
B. Note-Taking
- Understand the history and functionality of focused notes.
- Develop an understanding of the various forms of focused notes.
- Develop an understanding of the summary in focused notes.
- Understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes
- Begin writing questions (any level) in the left column that correspond to chunks of information in the notes section
- Compose an essential question based on the standard or objective covered by the lesson
C. Test Preparation/Test-Taking
- Develop an understanding of how to prepare for content area final exams, focusing on before, during and after an exam
- Identify and reflect on particular problems in preparing for, or taking, tests
- Identify and distinguish strategies to study for different types of exams (such as matching, true-false, multiple-choice, vocabulary and essay tests)
- Understand the testing requirements for admittance into college.
Reading P1-REA
A. Vocabulary
- Identify key vocabulary while reading
B. Textual Analysis
- Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers
- Determine the main idea of grade appropriate text
- Use multiple reading strategies, including, but not limited to, Marking the Text, annotating text and numbering paragraphs to better understand text while reading
- Summarize informational text
- Connect visuals (captions, illustrations, etc.) to the surrounding text
Circle and underline relevant information Character Development P1-CD
A. Self-Awareness
- Develop an understanding of SLANT interactions (Sit up, Listen, Ask Questions, Note key information, Track the speaker) and apply strategy in all classes
- Develop awareness of proper behaviors in varied settings such as proper introductions and handshakes
- Complete self-evaluations about conflict management, personal behavior, learning styles, and interactions with others
- Differentiate between the three basic learning styles (auditory, visual, kinesthetic)
B. Goals
- Understand how to calculate grade point average
- Understand how to set SMART goals(specific, measurable, attainable, relevant, and timely).
- Understand the difference between goals and wishes.
- Identify and confront barriers in goal setting and accomplishing goals
C. Community and School Involvement
- Identify various opportunities to become involved in and contribute to the school/community and why these will help in the future
D. Ownership of Learning
- Access grades online or from teachers on a regular basis
Communication COMM P1-COMM
A. Speaking
- Understand basic terminology associated with public speaking
- Practice monitoring word choice when speaking
- Develop awareness of nonverbal communication when speaking.
- Understand the difference between formal and informal communication.
- Participate in impromptu speeches to build confidence in public speaking
- Practice speaking skills in front of small groups
B. Listening
- Understand the difference between hearing and listening
- Practice how to be a “critical listener” by taking notes and reflecting with class
POST SECONDARY Preparedness P1-PSP
A. Guest Speakers
- Choose guest speakers who represent careers of interest and prepare questions for the speakers with teacher support
- Use listening skills during presentations by guest speakers, regarding career preparation and required schooling.
- Draft, peer edit, revise and create a final draft of a thank-you letter to guest speakers Po
B. Post Secondary Education and Career Knowledge
- Understand the different postsecondary options.
- Research colleges of interest
- Develop an understanding of the value of post secondary education
- Begin a basic understanding of college vocabulary
- Prepare for and conduct a career interview on a profession of choice
- Research various careers, comparing salaries and qualifications
Writing P1-WRI
A. The Writing Process
- Use pre-writing, graphic organizers and quick-writes to prepare for writing assignments
- Analyze prompts, in order to effectively respond to writing assignments
- Begin considering the audience, purpose and form for writing assignments
- Revise drafts or writing to improve and clarify
- Edit students’ essays, especially checking for errors in capitalization and pronoun usage
- Utilize rubrics to self-evaluate and peer evaluate work
- Reflect on one’s own writing to encourage continual growth
B. Writing Skills
- Understand strategies to write effective paragraphs
- Apply strategies to build and expand on vocabulary/word choice
- Effectively use pronouns in writing
- Use proper capitalization in writing
- Develop a clear thesis for expository writing
- Engage and orient the reader by establishing a context and point of view through the development of a strong introduction
- Apply strategies to develop ideas and use specific details
C. Writing Applications
- Develop and strengthen writing through the creation of a narrative essay
- Develop and strengthen writing through the creation of an expository essay
- Develop and strengthen writing through the creation of an informational essay
- Develop and strengthen writing through the creation of a memoir essay
- Use writing activities from content area classes to practice, develop and refine writing skills
D. Writing to Learn
- Write summaries which include only the most important information
- Compose well-written summaries using the writer’s own words, not copying the original text
- Differentiate between a summary and a reflection
Inquiry P1-INQ
A. Bloom’s Taxonomy
- Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
- Recognize differences between levels
B. Tutorials
- Establish a foundational understanding for collaborative tutorial skills
- Participate in academic tutorials with peers as group members once per week.
- Develop questioning strategies to help peers understand rigorous work in core classes.
C. Socratic Seminar and Philosophical Chairs
- Introduce the basic components of Philosophical Chairs and Socratic Seminars using topics based on student interest
- Analyze how two or more authors, writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts in a Socratic Seminar or Philosophical Chairs discussion
- Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words) in a Socratic Seminar or Philosophical Chairs discussion
Collaboration P1-COLL
- Participate in team building lessons to learn about valuing and effectively working with others following established rules.
- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
- Participate in group discussions and reflections based on collaborative work (e.g., ThinkPair-Share, Jigsaw, Numbered Heads)
- Acknowledge new information expressed by others and, when warranted, modify views accordingly
- Engage in dialogue within a large, teacher-supported group discussion, to gain a deeper understanding of the topic discussed and the process used
- Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs
Organization P1-ORG
A. Organization and Time Management
- Develop and maintain an organization system through drive, classroom, a planner, and other academically useful materials
- Begin an academic portfolio, demonstrating personal and academic growth
- Publish final versions of writing for the academic portfolio
- Evaluate personal time management habits and monitor effectiveness accordingly
B. Note-Taking
- Understand the history and functionality of focused notes.
- Develop an understanding of the various forms of focused notes.
- Develop an understanding of the summary in focused notes.
- Understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes
- Begin writing questions (any level) in the left column that correspond to chunks of information in the notes section
- Compose an essential question based on the standard or objective covered by the lesson
C. Test Preparation/Test-Taking
- Develop an understanding of how to prepare for content area final exams, focusing on before, during and after an exam
- Identify and reflect on particular problems in preparing for, or taking, tests
- Identify and distinguish strategies to study for different types of exams (such as matching, true-false, multiple-choice, vocabulary and essay tests)
- Understand the testing requirements for admittance into college.
Reading P1-REA
A. Vocabulary
- Identify key vocabulary while reading
B. Textual Analysis
- Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers
- Determine the main idea of grade appropriate text
- Use multiple reading strategies, including, but not limited to, Marking the Text, annotating text and numbering paragraphs to better understand text while reading
- Summarize informational text
- Connect visuals (captions, illustrations, etc.) to the surrounding text
- Circle and underline relevant information
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