English

=**Updated Framework for NCA Evaluation:**=

** Seton Academy ** High School Course Syllabus

Steve Moore || Description |||| This course is designed to expose students to the habits of writing, reading, study, and critical thinking. This course has an open framework and is continually being driven by the students and their unique needs, strengths, and interests. The power of student-driven reading and writing is explored in this course as students are encouraged to be metacognitive, reflective, and inquiring learners. || Objectives |||| This course aims to promote the use of: · personalized reading abilities · critical thinking · student choice in learning acts · reflection on practice · habit-forming metacognition · guided note-taking leading to student-authorship · public promotion of the connections between speaking, listening, writing, reading, and learning. || Resources |||| The course is always adapting new curricular resources and texts which fit the changing landscape of student interest, relevant social and cultural media, technology, and current events. Here are some used recently:  · The Best Teen Writing of 2008  · The Best Teen Writing of 2009  · Student Journal  · The Kansas City Star  · Google News  · Previous collaborative texts of students || Evaulation |||| The Writing Workshop requires each student to keep a journal, create a quarterly portfolio of work which ranges in its scope, size, and content for each student. The differentiated nature of this course allows for custom tailoring to each student's learning needs and strengths. The portfolios are paired with quarterly individual student conferencing and checks. Each student's progress and learning is evaluated through a combination of their multi-modal portfolio, their view of their own work, their presence in the academic content, and application of effort. || Expectations And Responsibilities |||| Students in Writing Workshop are expected to be curious explorers of learning above all else. They are presented with the tools necessary to make themselves familiar with a variety of texts. Their class time is intended to serve many roles: a Socratic seminar, a student-led discussion, a showcase, a forum, a silent reading or writing room, and whatever else the students may require in order to advance their own learning and self-expression. ||
 * Course || Writing Workshop || Teacher:
 * Department || Communication Arts || Year: 2010-11 ||
 * Course
 * Primary
 * Textbook/
 * State Standards/Indicators by Quarter |||| Each of the Missouri Department of Elementary and Secondary Education Communication Arts Course Level Expectations will apply in the order and structure most suited to each student’s development, progress, and readiness. The Common Core bridge document being developed by DESE is included in the instructor’s decision-making as well. ||
 * Method of
 * Student

=Original Framework:= Spring Portfolio Effort || Fall Portfolio Spring Portfolio Effort || Fall Portfolio Spring Portfolio Effort || Fall Portfolio Spring Portfolio Effort || ==**Major**==
 * ==**English 9**== || ==**English 10**== || ==**English 11**== || ==**English 12**== ||  ||
 * //"Discovering Identity"// || //"Experiencing Others"// || //"Assessing Location"// || //"Expressing Opinion"// || ==**Theme**== ||
 * Who am I? || How do I make sense of those around me? || Where am I? || How can we/do we define "culture"? || ==**High Order Question**== ||
 * What's in a name? || What makes up a landscape? || What am I exchanging with others? || How do we make up our minds? || ==**High Order Question**== ||
 * How do choices shape us? || How do I respond to the world? || What time is it? || How do we share what we feel usefully? || ==**High Order Question**== ||
 * Fall Portfolio

**Products**
||
 * * Spirited Away (film) Hideo Myazaki
 * Anthem (novella) Ayn Rand
 * "Relations," Identity Theory (essay) Eula Bliss
 * "An Incomplete Education" (episodic nonfiction)
 * "The Grammar Lesson" (poem) by Steve Kowit
 * "Onions" (poem) by William Matthews
 * Portfolio/Mashup video on YouTube (music video) || * "Selecting a Reader" (poem) by Ted Kooser
 * National Anthem (collection of poems) by Kevin Prufer
 * "Who Are Our Barbarians--Sububia" (poem) by Kevin Prufer
 * "Other Barbarians Will Come" (poem) by Mahmoud Darwish
 * Portfolio/Mashup video on YouTube (music video) || * "Lines" (poem) by Martha Collins
 * "On Not Flying to Hawaii" (poem) by Alison Luterman
 * "Vegetarian Physics" (poem) by David Clewell
 * "Advice from the Experts" (poem) by
 * Faces of America
 * Portfolio/Mashup video on YouTube (music video) || * Crowded with Voices (narrative)
 * Unfortunately, It Was Paradise (collection of poems)
 * National Anthem (collection of poems)
 * Rabbit Proof Fence (film)
 * Portfolio/Mashup video on YouTube (music video) || ==**Texts**== ||

Daily Habits for English students at Seton:

 * //**Writing**--//freewriting, prompted by teacher, prompted by peer, prompted by text/self
 * **//Reading//**--casual, assigned, multiple modes, listening, watching, scanning, searching, multiple sources and perspectives
 * **//Thinking//**--text to text, text to self, text to world
 * **//Inquiring//**--curiosity, exploration, critique, support
 * **//Collaborating//**--sharing, listening, reading, writing, exchanging currency

**Portfolio Assessment**
Each semester the items in your portfolio will be assessed at 75% of your total grade. Each piece you include in your final semester portfolio will represent an interest, skill, or burning question you tackled during some part of the semester. Each item will vary in its length and style but all will be refined, edited, and represent a period of reflective work by you. We will meet one-on-one as often as possible during the semester to discuss the formation of your portfolio for your level of English; it will represent skills lain out in the standards for your course and grade level by Missouri and Seton.

A few example curricula from DESE bookmarked for rainy days: @http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/index.html

Digital Storytelling Wiki http://cogdogroo.wikispaces.com/StoryTools