Learning+Outcomes

=Learning Outcomes =

=11/12th Grade =

PLEASE ADD ASSIGNMENTS (in a different color) that we can use to reach the desired Learning Outcomes (see "Roots 1-18" in red). Franklin/Poor Richard's Almanack-aphorism Paredes/Dichos-aphorism Dickinson-paradox, irony, inference, personification, sensory imagery John Updike- "A & P" literary elements. Multicultural Reading, Independent Reading 2. Utilize and master a number of deep reading strategies including “Marking the Text” “Writing in Margins” “Charting” “Chunking” Annotated Bibliography-Controversial issue articles AVID Weekly Articles and Lessons Fast Food RIAP Unit 3. Decode, define, and utilize new vocabulary using knowledge of roots and affixes (R 1.2) Roots 1-18, 4. Read critically (identify theses, claims, text support, structure,) to better understand audience, author’s purpose, and content development (R 2.1, 2.2) Emerson/Self Reliance Thoreau/ Waldon, Civil Disobedience Henry/Speech to the Second Virginia Convention Paine/Crisis #1 Jefferson/Declaration of Independence AVID Weekly Articles and Lessons 5. Analyze and evaluate author’s implicit and explicit claims, assumptions or beliefs as credible and relevant (R 2.4, 2.5) Thoreau/Walden Truth/And Ain't I a Woman Douglass/My Bondage, My Freedom Lincoln/The Gettysburg Address AVID Weekly Articles and Lessons || 1. Anaylze author’s style as it applies to rhetorical and aesthetic purpose and readers’ emotions (R 3.0) Swift/A Modest Proposal-satire, irony, generalizing, propaganda Johnson/A Dictionary of the English Language-bias Defoe/A Journal of the Plague Year-historical fiction 2. Utilize and master a number of deep reading strategies including “Marking the Text” “Writing in Margins” “Charting” “Chunking” Annotated Bibliography-Controversial issue articles 3. Drawing accurate inferences for unfamilair terminology and the ability to use effective, interesting languge (R 1.2) Self Selected Vocabulary 4. Read critically (identify theses, claims, text support, structure,) to better understand audience, author’s purpose, and content development (R 2.2) 4A. Use text to defend and clarify arguments AVID Weekly Articles The Drug That Pretends it Isn't 5. Evaluate and critique author’s implicit and explicit claims, assumptions or beliefs as credible and relevant (R 2.4, 2.5) Shelley/Lift Not the Painted Veil Which Those who Live, Cavalier Poets (Herrick, Lovelace, Marvell)-carpe diem, freedom and imprisonment, paradox, cause/effect, Byron/Don Juan-satire, hypocrisy, archetype ||
 * STANDARD || 11th || 12th ||
 * **Reading** || 1. Identify, understand, and analyze literary elements/ author’s devices used in fiction and non-fiction (R 3.0).
 * **Listening/Speaking** || 1. Use logical, ethical, and emotional appeals that enhance a specific tone and purpose (LS 1.6).

2. Use effective and interesting language, including: Informal expressions for effect Standards American English for clarity Technical language for specificity (LS 1.8) 3. Deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. WLAK powerpoint presentations Literature Presentations or Article Presentations Fast Food RIAP Unit- Add Presentation || 1. Critique a speaker’s diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience (LS 1.11). Beowulf-the reading of oral tradition (phrasing, alliteration, syllable count, tone) 2. Use effective and interesting language, including: Informal expressions for effect Standards American English for clarity Technical language for specificity (LS 1.8) 3. Deliver reflective multimedia presentations: a. Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between the specific incident and broader themes that illustrate the speaker’s beliefs or generalizations about life. c. Maintain a balance between describing the incident and relating it to more general, abstract ideas (R 2.1). Analysis and Discussion of Reflective Essay structure || 1A. Identify and compose sentences using the four basic sentence patterns Grammar Work Books Sentence Structure Practice and Quizzes 2. Identify and use transitions/coherence devices between sentences and paragraphs to demonstrate a clear connection among ideas, basic grammar, and punctuation. Revision of writing drafts " " 3. Produce legible work that shows accurate word choice and spelling and correct punctuation and capitalization final drafts " " || 1. Demonstrate mastery of grammar, diction, and paragraph sentence structure and an understanding of English usage 1A. Compose sentences using the four basic sentence patterns
 * **Writing** || 1. Demonstrate control of grammar, diction, and paragraph sentence structure and an understanding of English usage

2. Demonstrate accurate use of transitions/coherence devices between sentences and paragraphs to develop sophisticated connections among ideas, basic grammar, and punctuation. Revision of writing drafts 3. Produce legible work that shows sophisticated word choice and accurate spelling and correct punctuation and capitalization final drafts || 11/12th Grade Learning Outcomes "The constant collective inquiry into 'What is it we want our students to learn?' and 'How will we know when each student has learned it?' is a professional responsibility of every faculty member" (DuFour 46). It is important to start by answering these questions as a team. Once your team has decided on the "essential learning," the results can be posted the "Learning Outcomes" of your team's wikispace. Essential learning is defined as "The critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and unit of instruction. Essential learning may also be referred to as essential outcomes or power standards." DuFour __Learning by Doing__ p. 215

The following are some things for educators to consider when creating learning outcomes:

1. "The essential learning they establish must be aligned with state or provincial standards and district curriculum." 2. "The identified essential learning must ensure students are well prepared to demonstrate proficiency on state, provincial, district, and national assessments." 3. "The assessments created by the team must provide timely information on each student's proficiency so students who are struggling can be provided with additional time and support for learning. The assessment must also be sufficiently precise to ensure the team can ascertain the specific skills with which a particular student needs help." DuFour __Learning by Doing__ p. 46-47

Once established, a list of learning outcomes should be posted on this page of the team's wikispace as a resource. An Example of Learning Outcomes