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Session Goals. Review the structure and contents of the ELA HSCE Learn how to create ELA HSCE units Become familiar with the unit planning documents. Important Materials. High School Content Expectations Grade 9 and 10 Course Credit Requirements Unit Design – Flip Chart.

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session goals
Session Goals
  • Review the structure and contents of the ELA HSCE
  • Learn how to create ELA HSCE units
  • Become familiar with the unit planning documents

Important Materials

  • High School Content Expectations
  • Grade 9 and 10 Course Credit Requirements
  • Unit Design – Flip Chart
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)


Effective English Language Use (5)

Language Variety (5)

ELA Expectations

Organized by strand and standard

a closer look
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
these support your current practice
These support your current practice…


  • 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

New Emphasis…

  • Informational Text
  • Writing, Speaking, and Expressing for Multiple Purposes
  • Reading Fluency, Reading Comprehension, and Critical Reading
  • Listening and viewing
  • Media
  • The Power of Language

Four Dispositions

Habits of Mind…

  • Grade 9: Inter-Relationships and


  • 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.

grade 9 inter relationships and self reliance
Grade 9: Inter-Relationships and Self-Reliance

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?


  • Connect to self and world
  • Compare and contrast
  • Reflect

Grade 10: Critical Response and Stance

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?


  • Analyze from multiple perspectives
  • Respond critically

Grade 11: Transformational Thinking

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?


  • Look for the unique or unusual
  • Seek wisdom
  • Tolerate change or chaos

Grade 12: Leadership Qualities

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?


  • 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

How will teaching to these dispositions influence the academic and social development of high school students?


what s inside the michigan merit curriculum requirements for english language arts
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

Create the Big-Picture Vision

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

Consider all “Big Ideas” the text could support

Big Ideas in Of Mice and Men

  • Dreams/Visions
  • Relationships
  • Survival
  • Journey

Select a Big Idea

Of Mice and Men

  • Dreams / Vision

Finding Linking Text(s)

Of Mice and Men -- Dreams / Vision

Linking Texts:

  • A Raisin in the Sun
  • “A Dream Deferred”
  • Seven Habits of Highly Effective Teens

Determine Culminating Activity

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?

now it is your turn
Now it is your turn…
  • 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

Select One Core Text, Then

  • 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)

you share
You Share…

Recorder reads your table’s

  • selected text
  • big ideas
  • linking text
  • culminating activities

So Far …

  • 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
experience a model unit
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
Experience the Linking Texts

Watch “Power of One”

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
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


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
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
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
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
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
additional information
Additional Information

Useful links to understanding and applying the new English Language Arts Content Expectations

(Handout in Packet)

more links
More links…

Reference Materials from 2006 English Language Arts Content Expectations Conference:

and more
And More…
  • Updates on MEAP and MME Assessment:,1607,7-140-22709_35150---,00.html


And for teaching ideas…

Web English Teacher presents the best of K-12 English / Language Arts teaching resources:


And, free to Michigan educators…

Michigan Learnport

Support for netTrekker d.i. (go to Help, and under Information you will find the following guides):

netTrekker d.i. Quick Reference Guide:

netTrekker d.i. - Teacher Guide:

the new ela hsce remind us
The new ELA HSCE remind us…
  • Learning is the master
  • Resources are vehicles
  • Management is the servant

Margaret Mooney


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
Contact Information

HS Content Expectations – Susan Codere Kelly

ELA HS Content Expectations –

Dr. Elaine

Content Expectations –


office of school improvement contacts
Office of School Improvement Contacts

Dr. Yvonne Caamal Canul, Director

Betty Underwood, Assistant Director

Curriculum and Instruction

Deborah Clemmons,Supervisor

Curriculum and Literacy