Review the structure and contents of the ELA HSCE

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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

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Important Materials

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

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ELA Expectations
Organized by strand and standard

• 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)
• Language
• Effective English Language Use (5)
• Language Variety (5)

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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

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These support your current practice

• Literature
• 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

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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

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Four Dispositions

• Habits of Mind
• Grade 9 Inter-Relationships and
• Self-Reliance
• 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.

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

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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?
• Thinking
• Analyze from multiple perspectives
• Respond critically

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

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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?
• Thinking
• 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

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Reflection

• How will teaching to these dispositions
  influence the academic and social development of
  high school students?
• Think/Pair/Share

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Whats 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)

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Begin with a text those traditionally taught in
high school English courses
Create the Big-Picture Vision

• 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

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Consider all Big Ideas the text could support

• Big Ideas in Of Mice and Men
• Dreams/Visions
• Relationships
• Survival
• Journey

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Select a Big Idea

• Of Mice and Men
• Dreams / Vision

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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
  

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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?

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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?

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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

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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)

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You Share

• Recorder reads your tables
• selected text
• big ideas
• linking text
• culminating activities

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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

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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

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Experience the Linking Texts

• Watch Power of One www.caringstrangers.com/power
  ofone.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)

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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
• Think/Pair/Share
• Volunteers share with large group

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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.

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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)

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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

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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

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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

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Additional Information

• Useful links to understanding and applying the
  new English Language Arts Content Expectations
• (Handout in Packet)

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More links

• Reference Materials from 2006 English Language
  Arts Content Expectations Conference
• http//edweb3.educ.msu.edu/outreach/k12out/9thannu
  alconfMaterials/materials_languagearts.htm

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And More

• Updates on MEAP and MME Assessment

http//michigan.gov/mde/0,1607,7-140-22709_35150-
--,00.html
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And for teaching ideas

• Web English Teacher presents the best of K-12
  English / Language Arts teaching resources
• http//www.webenglishteacher.com

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And, free to Michigan educators

• Michigan Learnport
• http//www.learnport.org
• Support for netTrekker d.i. (go to Help, and
  under Information you will find the following
  guides)
• netTrekker d.i. Quick Reference Guide
• http//www.nettrekker.com/pdf/di/nTdi_Quick_Ref_Gu
  ide.pdf
• netTrekker d.i. - Teacher Guide
• http//www.nettrekker.com/pdf/multiproduct/teacher
  _guide.pdf

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The new ELA HSCE remind us

• Learning is the master
• Resources are vehicles
• Management is the servant
• Margaret Mooney

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Reflect

• 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?

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Contact Information

• HS Content Expectations Susan Codere Kelly
• CodereS_at_michigan.gov
• ELA HS Content Expectations
• Dr. Elaine Weber eweber_at_misd.net
• Content Expectations
• Gale Sharpe SharpeG_at_michigan.gov

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Office of School Improvement Contacts

• Dr. Yvonne Caamal Canul, Director
• Canuly_at_michigan.gov
• Betty Underwood, Assistant Director
• Curriculum and Instruction
• Underwoodb_at_michigan.gov
• Deborah Clemmons, Supervisor
• Curriculum and Literacy
• ClemmonsD_at_michigan.gov