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Williston School District 29

TT1: Long-Range Plan

Teacher’s name Karen Fiery Contract level Continuing

District Williston School Williston-Elko High

Academic year 2011-2012Evaluation period

Preliminary Final

Course English III CP

Section I: Student Information (Key Element 1.A)

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.

(Check one of the following two options.)

The student information is described in a separate document. (Note: A copy of this document must be included in the dossier.)

The student information is described in the table below.

Important Student Information (Key Element 1.A) Source(s) of Information

Standardized Test ScoresAccording to the Spring 2011 Testing Data, 12 of the students enrolled in English III for the 2011-2012 school year have not passed the ELA portion of the HSAP. According to the testing data, the weakest areas of ELA for these students is in writing skills and research knowledge.

The average PSAT percentile ranks for all English III Students is a 19.5 in Critical Reading Skills and a 15.5 in Writing Skills.

The highest PSAT percentile rank for English III students is a 58 in Critical Reading and a 50 in Writing Skills.

PSAT, and HSAP Scores

Graduation Rates/Individual Student Tracks:Currently, none of the students in Semester One English III must pass in order to take English IV during Second Semester and graduate on-time. The school-wide graduation rate is 77.3%, with the percentage of females graduating on time being slightly

School Report Card

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Important Student Information (Key Element 1.A) Source(s) of Information

lower than the percentage of males graduation on time.

These students are well-versed in test taking strategies but have not been exposed to more advanced tests such as SAT and ACT. In order to do well on these and increase our scores as a whole, these students must be continually challenged through exposure to more advanced texts and different types of college-entrance exam questions.

School-wide SAT/ACT scores, conversations with previous teachers

Reflect on the student information (Key Element 1.A): (1) Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long- and short-range plans?

The information described above shows while many of our students are progressing on-time and with the necessary testing data, i.e. passing scores on HSAP, there are several who need extra time and more one-on-one attention. It also tells me that several of the students perform very well on standardized tests and will likely have a higher level of academic achievement in class. I also used individual student data from both PSAT and HSAP testing results to determine which students will likely need tutoring and additional encouragement to complete tasks. This means that my long and short range plans will need to be flexible and allow for opportunities to provide intervention in the classroom setting.

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Section II: Long-Range Learning and/or Developmental Goals (Key Element 1.B)

Describe the long-range learning/developmental goals that you have established for your students in the subject/course.


The long-range learning and/or developmental goals are described in a separate document. (Note: A copy of this document must be included in the dossier.)

The long-range learning and/or developmental goals are described in the table below.

Long-Range Learning and/or Developmental Goals(Key Element 1.B)

The student will read and comprehend a variety of literary texts in print and non-print formats.

The student will read and comprehend a variety of informational texts in print and non-print formats.The student will use word analysis and vocabulary strategies to read fluently.

The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.The student will write for a variety of purposes and audiences.

The student will access and use information from a variety of sources.

Reflect on the long-range learning and/or developmental goals (Key Element 1.B): Of the long-range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

These goals are taken directly from the South Carolina English Language Arts standards. If each of these standards is mastered, the student should have a proficient grasp of American Literature and the higher-level concepts of Standard American English.

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Section III: Instructional Units (Key Element 1.C)

Describe the instructional units, in sequence, for this course.


The instructional units are described in a separate document. (Note: A copy of this document must be included in the dossier.)

The instructional units are described in the table below.

Unit Topic or Description(Key Element 1.C)

Unit Length(i.e., approximate number of

lessons)

Please see pacing guide below.

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

This pacing guide serves as its name implies, as a guide. It will be used to pace the instruction so that the student receives a comprehensive understanding of the relationship between American literature, American history, and the English language. The instructional sequence of the units were determined by their place in American history, as the best way to teach history and its corresponding literature is in a logical, sequential fashion.

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Section IV: Assessment of Student Performance (Key Element 1.D)

Describe how you will explain to the students and their parents the primary ways in which overall student progress and achievement will be determined (i.e., assessed, scored, weighted) and reported for this subject/course.


The procedures for determining and reporting overall student progress and achievement are described in a separate document. (Note: A copy of this document must be included in the dossier.)

The procedures for determining and reporting overall student progress achievement are described below.

Types of assessments that I will use: Research Papers: At the very beginning of the year, the students will learn the method for

writing 3-5 page research essays in MLA Style. They will practice this skill throughout the year by writing them to demonstrate their ability to analyze various literary works and to communicate basic thoughts through written communication.

Short yet Formal Written Assignments: Students will be required to complete a one-page written assignment each month in addition to their research papers. These one-page assignments will focus on college and scholarship application essays.

Unit Tests: For each combination of literary work and American Literary Period, the student will be assessed using a traditional test. These tests will include standardized test-style questions such as multiple choice, short answer, matching, and fill in the blank. Many tests will also contain college-level literature questions such as quotation identifications and lengthier extended response. The main goal of these tests is to prepare students for both standardized testing and college-level literature courses.

Creative Projects: In addition to a test, the student will also be responsible for doing one or more creative projects for each unit. These creative projects will give them a chance to respond to the literature in non-traditional ways. For example, for The Scarlet Letter, the student will be given an advanced level vocabulary word, asked to create an elaborate version of the letter the word begins with, wear the letter for a week, and teach the word to at least 10 other people. Other projects include making a visual representation of a significant item in The Crucible, and creating a map that illustrates the setting of the novel they are reading.

Stems/Vocabulary/Daily Oral Language Quizzes: Through Bell Work, the students will learn Latin and Greek stems, vocabulary words, and Traditional English Grammar rules. Their knowledge of these words and skills will be assessed every other week with a short quiz.

Practice SAT Questions: The student will be given practice SAT questions daily as a bell-ringer activity. The student’s ability to answer the questions using context clues, knowledge of

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Williston School District 29Standard American English, and their vocabulary inventory will help me monitor their progress daily.

Grading Procedures: The technical element of the grading system is listed below. Students will receive a copy of this information and both a written and oral explanation of it on the first day of class.

The English III Classes will be evaluated using a “point system.” This system enables all students the opportunity to succeed by using a variety of methods to determine their grade and not placing as much emphasis on their testing average.

Every assignment, activity, project, quiz, and test will be worth a predetermined amount of points. The point value of the activity will vary depending on its difficulty and length, and the generic point assignments for many of the activities can be found below. The amount of points the student earns on each assignment will be determined by its completeness, correctness, and if the assignment met the objective of the class. Points will be deducted for wrong/incomplete questions or items, lateness, or poor grammar. Quarter grades will be determined by the total number of points the student earned versus the total amount of points assigned in the report term.

Predetermined Points:Tests, presentations, and projects: 100 pointsCompositions: 100 pointsQuizzes, Homework, Class work 25-50 points

Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) How did you determine that your reporting of progress and achievement is understood by students and their parents?

Student progress will be monitored on a daily basis. The students will be given weekly notification of their grades and will each be given a student work folder where all of their graded assignments are stored. These folders will be used to evaluate student progress and help the student and teacher monitor their improvement at the end of the semester. Parents were informed of these policies through home visitations, phone conversations, and signature acceptance of the policies stated in the syllabus. I also continually reinforce the concept of the grading policy through individual student conferences and conversations with parents. In addition to this, parents will be informed of missing assignments and low grades through their preferred method of parent contact.

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Section V: Classroom Management (Key Element I.E)

Describe how you will communicate to the students and their parents your expectations for student behavior in the classroom.


The explanation for student classroom behavior during instruction and during non-instructional routines is described in a separate document. (Note: A copy of this document must be included in the dossier.)

The explanation for student classroom behavior during instruction and during non-instructional routines is described below.

The following are the routines and behavior policies for my classroom. With the exception of RTI, these policies were explained to the students on the first day through their syllabus and classroom discussion. The parents were informed of these polices and procedures through the syllabus, home visits, and personal conversations.

Rules and Policies:Late Work Policy: There will be a deduction of 10 points for each day that an assignment is late. For example, if the assignment is two days late, 20 points will be deducted from the assignment’s final grade. “Late” refers to anything turned in after the assignment has been taken up.

Make-up Work Policy: The student is responsible for making up any missed assignments. I will not remind you. Tests may be made up before or after school—not during class! Also, if you have been given the assignments for days that you have missed, you will be responsible for taking exams that could occur on the day you return to class. For all other assignments, you will be given one day per each day that you were absent to make up the work. So, if you were absent two days, you have two days to make the assignment up.

Rules:1. Obey all school rules. 2. See me personally if you have a complaint. 3. Be quiet unless you have been called on. 4. Show classmates and teacher respect.

Consequences:1. Warning / Conference with student either after class or during lunch. 2. Contact parent3. Referral to Administration

Restroom policy:You should try your best to make arrangements to go to the restroom before you come to class. However, I do understand that situations arise. When these do happen, you may leave class to go to the restroom. However, if you are gone more than 4 minutes from class you will have to return to lunch to serve for the time you missed in class.

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Tardy Policy:You will be marked tardy if you are not in your seat at the sound of the bell. If you are walking in the door or walking to your desk at the sound of the bell, you will be marked tardy. The only exceptions will be students who have a written excuse from another teacher or administrator, or if I have given the student permission. I will abide by the school’s Tardy Sweep Policy for every situation.

Bell Work Policy: Each day you will be given a sample SAT English questions. These questions will range from simple vocabulary questions to more in-depth reading comprehension passages. They will be evaluated for organization and completeness twice a quarter and each day the questions will be formally discussed in class.

RTI:At the end of each class, we will focus on individual practice and individual remediation. It is during this time that you should see me for any house-keeping information, any questions that were not answered in class, and to make arrangements to stay during lunch or after school.

Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

I believe the most important considerations in managing the classroom are strict emphasis on non-instructional routines and careful consideration of the use of all instructional time. The non-instructional routines such as the restroom policy and the pencil policy help insure the class maximizes its amount of instructional time, and that no time is lost due to the absence of students at the restroom or the loud churning of the pencil sharpener. Routines such as Bell Work and RTI will be used to ensure that the students are working both before the bell rings and until the last second of class. This helps both the student and me get the most out of class, and it allows me to maximize the amount of time I spend with them on instructional units.

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Section VI: Additional Teacher Comments (optional)

Set lessons are subject to change as the K-12 school setting frequently necessitates the need for lesson alteration through the standard practice of monitor and adjust.

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Williston School District 29Pacing Guide

English 3

English 3 Early American Writing 1600-1800Vocabulary E.3-3 Literary Texts E.3-1 Informational Text E.3-2Ab/Abs, Nat/Nasc/Nai, Pon/Pos, Ten/Tin/TainVocabulary in context from informational text

The World on the Turtle’s Back,The Way to Rainy Mountain,The General History of Virginia,Of Plymouth Plantation,Selected Poetry from Ann Bradstreet and Edward Taylor,Sinners in the Hands of an Angry God

Unit 1 Introduction: Early American Writing

Activity Focus FocusLearn two roots and related families of words. Analyze word parts and how they work together. Determine meaning of words through context (guess/confirm). Words from informational text.

Early American Writing and the growing influence of the new Americas on writing. Reading folk literature, making predictions, analyzing structure, reading primary sources and summarizing.

Learning about influences in America on writing during the timeframe.

Indicator(s) Indicator(s) Indicator(s)E3-3.1 E3-3.2 E3-3.3 E3-1 E3-1.1 - E3-1.7 E3-3.3 E3-2Developing Written Communications E3-4

Producing Written Communications E3-5

Research E-6

Element(s) Product Focus AreaPrewriting and proofreading for persuasive essay

Writing a persuasive essay Begin studying America as it grows and how it affects writing

Activity Activity ActivityUse prewriting and proofreading skills to perfect numerous drafts of a persuasive essay.

Brainstorming and prewriting after selecting a topic

Note taking and citing within informational text

Indicator(s) Indicator(s) Indicator(s)E3-4.1 E3-4.2 E3-4.3 E3-4.4 E3-4.5 E3-4.6

E3-5.4 E3-6.5 E3-6.8

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English 3 American Romanticism 1800-1855Vocabulary E.3-3 Literary Texts E.3-1 Informational Text E.3-2Vinc/Vict, Vers/Vert, Morph, Form, Doc/Doct, Tut/Tui, Top, Centr/CenterVocabulary in context from informational text

The Devil and Tom Walker,Selected Fireside Poems,Self-Reliance,Nature,Walden,Civil Disobedience,The Fall on the House of Usher,The Masque of the Red Death,The Raven

Unit 2 Introduction: Early American Romanticism


Reading, analyzing and discussing different literary elements within Gothic and Romantic American Writing.


Indicator(s) Indicator(s) Indicator(s)E3-3.1 E3-3.2 E3-3.3 E3-1 E3-1.1 - E3-1.7 E3-3.2

E3-3.3E3-2

Developing Written Communications E3-4


Research E-6

Element(s) Product Focus AreaHouse of Usher Brochure Reflective EssayActivity Activity ActivityCreate a brochure that is selling the House of Usher using elements from the text

Writing a Reflective essay about a turning point in your life

Indicator(s) Indicator(s) Indicator(s)E3-4.4 E3-4.6 E3-5.2

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English 3 Age of Transition: Realism 1855-1870Vocabulary E.3-3 Literary Texts E.3-1 Informational Text E.3-2Tempor, Chron, Anim, EvVocabulary in context from informational text

Poetry by Walt Whitman,Poetry by Emily Dickinson,Narrative of the Life of Frederick Douglass,Voices from the Civil Way,An Occurrence at Owl Creek Bridge

Unit 3 Introduction: From Romanticism to Realism


Reading, analyzing and discussing different literary elements within Realism writing with a focus on Primary Sources.



E3-3.3 E3-6.7E3-2



Research E-6

Element(s) Product Focus AreaDescriptive Essay Descriptive NarrativeActivity Activity ActivityPrewriting and brainstorming ideas about the wars. Important moments from the texts to implement into the writing.

Write a narrative describing one of the war texts read in class.


E3-4.6 E3-5.2

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English 3 Regionalism and Naturalism 1870-1910Vocabulary E.3-3 Literary Texts E.3-1 Informational Text E.3-2Tang/Tact, Grad, Fig, Lat, Crit, JurVocabulary in context from informational text

The Autobiography of Mark Twain,The Notorious Jumping Frog of Calaveras County,The Outcasts of Poker Flat,A Wagner Matinee,The Law of Life,The Story of an Hour,The Devil and Daniel Webster

Unit 4 Introduction: From Regionalism and Naturalism


Reading, analyzing and discussing different literary elements within Regionalism and Naturalism writing.



E3-3.3 E3-2



Research E-6

Element(s) Product Focus AreaDialect Writing Journal EntryActivity Activity ActivityWriting a conversation between people using dialect.

Write a journal entry about something that is bothering you (fictional) that you can’t share with others.


E3-4.6 E3-5.2

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English 3 The Harlem Renaissance and Modernism 1910-1940Vocabulary E.3-3 Literary Texts E.3-1 Informational Text E.3-2Tele, Neg, Nom, Pater/Patr, Lega, Greg.Vocabulary in context from informational text

Langston Hughes Poetry,How it Feels to be Colored Me,Thoughts on the African-American Novel,Selections of New Poetry,T.S. Eliot Poems,Winter Dreams,The Jilting of Granny Weatherall,A Worn Path, A Rose for Emily

Unit 5 Introduction: The Harlem Renaissance and Modernism


Reading, analyzing and discussing different literary elements within Regionalism and Naturalism writing.



E3-3.3 E3-2



Research E-6

Element(s) Product Focus AreaThe Research Paper The Research Paper The Research PaperActivity Activity ActivityFind a topic, narrow it down, research it and present it.

Find a topic, narrow it down, research it and present it.



E3-5.4 E3-6.1 – E3-6.8

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English 3 Contemporary Literature 1940 - PresentVocabulary E.3-3 Literary Texts E.3-1 Informational Text E.3-2Flu/Fluct, Prehend/Prehens, Term/Termin, Di/Duo, Ortho.Vocabulary in context from informational text

A Raisin in the Sun,Why Soldiers Won’t Talk Adam,Survival in Aushwitz,The Things They Carried,Letter from Birmingham Jail,My Dungeon Shook,Mother Tonguem,The Man in the Moon,Forgetfulness

Unit 6 Introduction: Contemporary Literature


Reading, analyzing and discussing different literary elements within Contemporary Literature.



E3-3.3 E3-2



Research E-6

Element(s) Product Focus AreaThe Research Paper, Essay responses to The Things They Carried

The Research Paper The Research Paper

Activity Activity ActivityFind a topic, narrow it down, research it and present it.Well formed, developed, and written responses to The Things They Carried




E3-5.4 E3-6.1 – E3-6.8

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