1. Subject Area ____English ____________________________ Grade Level __10___
    2. New York State Standards:
    3. Standard 1: Language for Information and Understanding
    4. Standard 2: Language for Literary Response and Expression
    5. Standard 3: Language for Critical Analysis and Evaluation
    6. Standard 4: Language for Social Interaction
    7. National Standards:


Subject Area ____English ____________________________ Grade Level __10___



Subject Area ____English ____________________________ Grade Level __10___
 
 
Mission Statement: It is the mission of the Elba Central School District to actualize the phrase “Elba Equals Educational Excellence for Everyone.” We are committed to providing both quality and equity. Every student will have the opportunity to develop to the best of his/her ability.
 
 
Elba Standards: In addition to the knowledge and basic skills they need in order to participate in society, graduates of Elba Central School will develop:
1.  Empowering skills: decision making, goal setting, creative thinking and problem solving abilities;
2.  Communication and social interaction skills;
3.  Technological literacy;
4.  Total wellness (social, physical, emotional health and self-esteem);
5.  The values necessary to participate in society.
As a result of achieving these outcomes, our students will embrace lifelong learning.
 


New York State Standards:



New York State Standards:
 
 


Standard 1: Language for Information and Understanding



Standard 1: Language for Information and Understanding
 
 
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
 
 


Standard 2: Language for Literary Response and Expression



Standard 2: Language for Literary Response and Expression
 
 
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
 
 


Standard 3: Language for Critical Analysis and Evaluation



Standard 3: Language for Critical Analysis and Evaluation
 
 
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
 
 


Standard 4: Language for Social Interaction



Standard 4: Language for Social Interaction
 
 
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
 
 


National Standards:



National Standards:
 
National Council of Teachers of English
 
 
1. 		 
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 
2. 		 
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 
3. 		 
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 
4. 		 
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
 
5. 		 
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
 
6. 		 
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
 
7. 		 
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
 
8. 		 
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
 
9. 		 
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
 
10. 		 
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
 
11. 		 
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
 
12. 		 
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 
Performance Indicators: Description of the levels of student achievement pertaining to standard.
 
 
Assessment :      Acceptable Performance Level:
New York State
Comprehensive English
Examination 		65 % Competency level
85 % Mastery level

Scope: Types and examples of different genres in literature that explore the theme of
discrimination in the Western world as well as other controversial topics.
 
Sequence:
1. Racial Discrimination
2. Sexual Discrimination
3. Economic Discrimination
 
 
 
Methodology:
1. Essays that analyze understanding of the characteristics of the genres
2. Essays that analyze themes and criticize authors’ uses of those themes
3. Multiple intelligence assessments that require students to synthesize creative projects and
manipulate the characteristics of the different genres and themes.
4. Large group discussions that allow the students to explore themes and share ideas in a
creative and constructive manner.
 
 

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