CURRICULUM MAP: 10028.map

English I (ACP/SCP/GEN) 111, 112, 113
Critical Viewing and Listening

TIME FRAME:
GRADE: 9
CONTACT:

         MAP LEVEL: 4
23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS

23.3.1.0.2 -- Students will listen to or read a variety of genres to use as models for writing in different modes.

23.3.2.0.2 -- Students will use strategies to generate and develop ideas for speaking, writing and visual activities.

23.3.2.9.2 -- Students will apply the most effective processes to create and present a written, oral or visual piece.

23.3.2.9.6 -- Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.

23.1 LANGUAGE ARTS - READING AND RESPONDING

23.1.1.0.5 -- Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

23.1.1.1.6 -- Students will make and justify inferences from texts heard, read and viewed.

01.4 THE ARTS - VISUAL ART

01.4.1.0.2 -- Students will describe how different media, techniques and processes cause different effects and personal responses

01.4.2.0.1 -- Students will identify the different ways visual characteristics are used to convey ideas

01.4.2.9.1 -- Students will judge the effectiveness of different ways of using visual characteristics in conveying ideas

01.4.6.0.2 -- Students will identify connections between the visual arts and other disciplines in the curriculum

01.3 THE ARTS - THEATRE

01.3.7.0.3 -- Students will articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances




What are the elements necessary for effective visual communication?
What are effective strategies for reading and understanding visual communication?
What are appropriate decorum and responses as a member of an audience?




Freshman English is concerned with the fundamental understanding and appreciation of literature, the improvement of oral and written expression, and the development of effective reading, research, vocabulary, critical viewing skills, listening skills, and study skills.

Writing instruction focuses upon the process of writing as a function of purpose, genre, and audience. Writing experiences may include directed journal entries, paragraph-length (or longer) responses to questions based upon assigned readings, personal narratives, descriptions of personas and places, arguments, book reports, creative writing, and letters. Class instruction in sentence and paragraph construction, mechanics and usage, and vocabulary and spelling is given as students' needs become apparent. Reading instruction and class-directed discussion assist student comprehension of high-interest novels, short stories, plays, poetry, and assorted nonfiction. Speaking experiences may include speeches, presentations, and/or debates. Emphasis is placed on cultivating appropriate classroom behaviors, organizational and study skills, and generally making the transition from middle school to high school.

Course topics include works by selected American and world authors, current affairs as reported in newspapers and news magazines, and language arts skills on an as-needed basis.




Students in Freshman English will develop the ability to:
-- Evaluate live performances of a variety of visual experiences (i.e. plays, films, field trips, concerts, galleries),
-- Demonstrate appropriate decorum and response as a member of an audience,
-- Analyze and judge the aesthetic value of a film,
-- Compare and evaluate print and visual interpretations of a text,
-- Recognize bias in the media,
-- Identify the relevance of visual texts to the students' life experiences.




All students will:
-- View a live visual "performance" (i.e. plays, films, field trips, concerts, galleries),
-- Be instructed on the skills and strategies necessary for interpretating, analyzing, and evaluating a visual communication.
-- Be instructed on audience decorum and appropriate responses.





Critical viewing of films and plays may be incorporated into the curriculum; they may assessed using any of the following activities: journals, criterion-referenced essays and examinations, compositions, discussion circles, Socratic seminars, oral and written responses to viewings, and student- and teacher-generated questioning and discussion.

Audience behavior may or may not be formally assessed, or may be incorporated into a class participation grade.





Teachers may choose to teach a film unit, or to use film to compare to literature.

Teachers will, to the best of their abilities, attempt to arrange a fieldtrip for students.