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• Review the structure and contents of the ELA HSCE
• Learn how to create ELA HSCE units
• Become familiar with the unit planning documents
Session Goals
• High School Content Expectations
• Grade 9 and 10 Course Credit Requirements
• Unit Design – Flip Chart
Important Materials
Writing, Speaking, and Representing• Writing Process (8)• Personal Growth (4)• Audience and Purpose (9)• Inquiry and Research (7)• Finished Products (5)
Reading, Listening, and Viewing• Strategy Development (12)• Meaning Beyond the Literal Level (3)• Independent Reading (8)
Literature and Culture• Close Literary Reading (10)• Reading and Response (5)
(varied genre and time periods)
• Text Analysis (6)• Mass Media (4)
Language• Effective English Language
Use (5)• Language Variety (5)
Organized by strand and standard
ELA Expectations
A Closer Look
• Think of a lesson you teach in your English class
• Look through the ELA expectations to find the expectation that supports that lesson
• Turn to a partner and share your findings
Literature
Literary Analysis: literary elements and devices
Writing: response to literature, composition
All the ELA high school expectations are recursive and increase in complexity and difficulty by text and tasks
These support your current practice…
Informational TextWriting, Speaking, and
Expressing for Multiple PurposesReading Fluency, Reading
Comprehension, and Critical Reading
Listening and viewingMediaThe Power of Language
New Emphasis…
Habits of Mind…
• Grade 9: Inter-Relationships and
Self-Reliance• Grade 10: Critical Response and Stance• Grade 11: Transformational Thinking• Grade 12: Leadership Qualities
A lens to focus student thinking toward
social action and empowerment.
Four Dispositions
Essential Questions• Who am I? • How do I relate to my family, my community, and
society?• How am I a reflection of my relationships? • What can I contribute as an individual?• What is my responsibility to society?
Thinking• Connect to self and world• Compare and contrast• Reflect
Grade 9: Inter-Relationships and Self-Reliance
Essential Questions• What criteria do I use to judge my values? • How will I stand up for what I value? • What can I do to realize my dreams or visions for the
future? • What role does empathy play in how I treat others?• What voice do I use to be heard?
Thinking• Analyze from multiple perspectives• Respond critically
Grade 10: Critical Response and Stance
Essential Questions
• How do I develop a realistic plan for the future?
• How do I build a context for change in my life?
• How can I generate new ideas for solving problems?
• Which decisions I make today will affect me for my entire life?
• Where will I find wisdom?
Thinking
• Look for the unique or unusual
• Seek wisdom
• Tolerate change or chaos
Grade 11: Transformational Thinking
Essential Questions • How do I know if I am developing the academic skills that I will need
in my future life? • What rules or principles do I use for how I treat others?• What responsibility do I have to society?• What leadership qualities will I need to take with me from high
school?• How can I create the world I want to live in?
Thinking• Move toward innovative/generative thinking• Create new knowledge• Envision a new view of the world• Develop new ways to solve problems• Know when to take a risk
Grade 12: Leadership Qualities
Reflection
How will teaching to these dispositions influence the academic and social development of high school students?
Think/Pair/Share
What’s Inside the Michigan Merit Curriculum Requirements for English Language Arts?
• Welcome• Curriculum Unit Design• Relevance• Student Assessment• Introduction to English Language Arts• ELA Grade-Level Goal Statement• HSCE Codes and Organizational Structure• Content Standards for ELA• 9-12 Unit Framework (Description and Alignment with
the Expectations)• Model Units (four or five)
Begin with a text – those traditionally taught in high school English courses:
Romeo and Juliet To Kill a Mockingbird Hamlet A Raisin in the Sun Great Expectations The Crucible The Adventures of Huckleberry Finn Of Mice and Men
Create the Big-Picture Vision
Big Ideas in Of Mice and Men
Dreams/Visions
Relationships
Survival
Journey
Consider all “Big Ideas” the text could support
Of Mice and Men
Dreams / Vision
Select a Big Idea
Of Mice and Men -- Dreams / Vision
Linking Texts:
1. A Raisin in the Sun
2. “A Dream Deferred”
3. Seven Habits of Highly Effective Teens
Finding Linking Text(s)
Dreams / Visions
Select your Disposition (page 4 of the ELA HSCE):
1. Inter-relationships and Self Reliance (9th grade)
How can I realize my own dreams? How can I use visions to shape my life?
2. Critical Response / Stance (10th Grade)
Under what conditions do dreams / visions work positively? What caused the dreams of Lennie, George, Beneatha, Walter, or others to fail?
Determine Culminating Activity
3. Transformational Thinking (11th Grade) What are the patterns for realized dreams/visions?
Where are the patterns for dreams/visions failed or deferred? How is my thinking different now that I know the effects of creating a vision?
4. Leadership Qualities (12th Grade)Based on what I have learned about visions or dreams, what can I do to better plan for successful outcomes for me, for my school, my district, my community, my state, my country, my world?
Determine Culminating Activity
• Identify a recorder at your table (the person who has been teaching the fewest years)
• Identify all of the core literature used in your district
• Recorder lists all core texts on designated paper
Now it is your turn…
• Brainstorm all the Big Ideas
• Select one Big Idea
• Identify Linking Text(s)
• Choose a Disposition
• Draft Essential Questions
• Consider Culminating Activities(Use your flipbook as a guide)
Select One Core Text, Then
You Share…
Recorder reads your table’s
• selected text
• big ideas
• linking text
• culminating activities
• You practiced the first four steps in creating a Big-Picture Vision
– Selected anchor text, genre, and focus– Identified big ideas– Chose linking texts– Developed culminating activities and
essential questions
So Far …
Experience a Model Unit
The anchor text is The Crucible.
• Refresh your memory of The Crucible
• Examine and review the big ideas and themes that come from The Crucible
• See Model Unit 10.1 on page 16 of the Course Credit Requirements
Experience the Linking Texts
Watch “Power of One” www.caringstrangers.com/powerofone.htm
Read “The Dying Girl That No One Helped”by Loudon Wainwright
Listen to “Outside of a Small Circle of Friends” by Phil Ochs
Watch an excerpt from The Crucible
Reflect on the Essential Questions (page 16)
Now, set the direction for the unit,
“Begin with the End in Mind” Considering The Crucible, the linking texts (including media), and the dispositions for tenth grade, identify activities that demonstrate that students:
• Can apply the big ideas and themes generated in this unit
• have moved to social action and empowerment
Think/Pair/Share
Volunteers share with large group
Reminders . . .
• The Big-Picture Vision is determined by the− Anchor Text − Big Ideas− Dispositions− Themes− Essential Questions − Culminating Activities
(Steps 1 to 5)
• This becomes “The End in Mind.”
Complete the Unit
• At your table, select one text or media selection
• Look over the text or media and consider its potential for teaching strategies and activities that meet the expectations(Look for new and fresh strategies and activities)
Complete Steps 6 - 9
Use your flipbook to develop steps 6-9 of your tactical plan
Step 6: Identify genre study and literary analysis components
Step 7: Identify reading, listening, viewing strategies and activities
Step 8: Identify writing, speaking, expressing strategies and activities.
Step 9: Ongoing literacy development
Share Your Unit Plans
• Each group will share beginning with
− “The Power of One”
− “The Dying Girl That No One Helped”
− “Outside a Small Circle of Friends”
− The Crucible
ELA Implementation Toolkit• Michigan Merit Curriculum Course/Credit Requirements• High School Content Expectations English Language Arts• Disposition Posters• Summary of each of the four Strands• Unit Design Flipbook• Charts for Analyzing/Planning Units over the year• Bookmarks
– Characteristic of Complex Text (ACT) and rubric– Reading Skills Assessed on ACT– Recommendations from High Schools That Work and On Course for
Success• Rubrics for Writing
– Michigan Merit English Language Arts and Social Studies– ACT rubric for writing
• Power Point Presentation• Significant Web Links
Useful links to understanding and applying the new English Language Arts Content Expectations
(Handout in Packet)
Additional Information
More links…
Reference Materials from 2006 English Language Arts Content
Expectations Conference:
• http://edweb3.educ.msu.edu/outreach/k12out/9thannualconfMaterials/materials_languagearts.htm
And More…
• Updates on MEAP and MME Assessment:
http://michigan.gov/mde/0,1607,7-140-22709_35150---,00.html
Web English Teacher presents the best of K-12 English / Language Arts teaching resources:
http://www.webenglishteacher.com
And for teaching ideas…
Michigan Learnporthttp://www.learnport.org
Support for netTrekker d.i. (go to Help, and under Information you will find the following guides):
netTrekker d.i. Quick Reference Guide:
http://www.nettrekker.com/pdf/di/nTdi_Quick_Ref_Guide.pdf
netTrekker d.i. - Teacher Guide:
http://www.nettrekker.com/pdf/multiproduct/teacher_guide.pdf
And, free to Michigan educators…
The new ELA HSCE remind us…
• Learning is the master
• Resources are vehicles
• Management is the servant
Margaret Mooney
Reflect…
Take a couple of minutes to do a think, write, pair, share to answer the question:
How will my teaching change to reflect the ELA Content Expectations and unit design?
Contact Information
HS Content Expectations – Susan Codere Kelly
ELA HS Content Expectations –
Dr. Elaine Weber [email protected]
Content Expectations –
Gale Sharpe [email protected]
Office of School Improvement Contacts
Dr. Yvonne Caamal Canul, Director [email protected]
Betty Underwood, Assistant DirectorCurriculum and [email protected]
Deborah Clemmons, Supervisor Curriculum and [email protected]
