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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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)
Organized by strand and standard
Habits of Mind…
A lens to focus student thinking toward
social action and empowerment.
How will teaching to these dispositions influence the academic and social development of high school students?
Big Ideas in Of Mice and Men
Of Mice and Men
Of Mice and Men -- Dreams / Vision
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?
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?
(Use your flipbook as a guide)
Recorder reads your table’s
The anchor text is The Crucible.
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)
Considering The Crucible, the linking texts (including media), and the dispositions for tenth grade, identify activities that demonstrate that students:
Volunteers share with large group
(Steps 1 to 5)
(Look for new and fresh strategies and activities)
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
Useful links to understanding and applying the new English Language Arts Content Expectations
(Handout in Packet)
Reference Materials from 2006 English Language Arts Content Expectations Conference:
Web English Teacher presents the best of K-12 English / Language Arts teaching resources:
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:
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?
HS Content Expectations – Susan Codere Kelly
ELA HS Content Expectations –
Dr. Elaine Webereweber@misd.net
Content Expectations –
Dr. Yvonne Caamal Canul, Director
Betty Underwood, Assistant Director
Curriculum and Instruction
Curriculum and Literacy