 |
 |
|
LCCS students are expected to demonstrate their understanding
in each subject area throughly content rich real life projects.
By the end of their LCCS experience, students will have amassed
a portfolio composed of varied projects that demonstrate their
degree of understanding. LCCS students will complete projects
that integrate several aspects of the California State Language
Arts Standards and specifically 1) Students will be able to read,
write, and speak for a variety of purposes to a variety of audiences;
and 2) Students will be able to interpret and analyze a variety
of texts for different purposes. Projects will be selected from
the following types:
- Report
- Response to literature
- Narrative account (fictional or autobiographical)
- Narrative procedure
- Persuasive essay
- Reflective essay
- Genre Study
- Author study
The LCCS curriculum is one founded upon academic rigor. Student
development of specific skills will be measured in each project.
The skill areas measured in English Language Arts are:
- Reading Comprehension
- Abiding by the Conventions of English
- Revision
- Skill Criteria
- Reading Comprehension
- The student reads and comprehends informational material
to develop understanding and experitise and produce written
or oral work that:
- Restates or summarizes informatio;
- Relates new information to prior knowledge and experience
- Extends ideas
- Makes connections to related topics or information
Reading Expectations
The student reads at least twenty-five books or book equivalents
each year. The quality and complexity of the materials to be read
are illustrated in the sample reading list. The materials should
include traditional and contemporary literature (both fiction
and non-fiction) as well as magazines,newspaper ,textbooks, and
on-line materials. Such reading should represent a diverse collection
of material from at least five different writers.*
Abiding by the Conventions of English
The student independently and habitually demonstrates an understanding
of the rules of the English language in written and oral work,
and selects the structures and features of language appropriate
to the purpose, audience, and context of the work. The student
demonstrates crontrol of:
- grammar
- paragraph structure
- punctuation
- sentence contruction
- spelling
- usage
Revision
The student analyzes and subsequently resives work to clarify
it or make effective in communicating the intended message or
thought. The studentís revision should be made in light
of the purpose, audiences, and contexts that apply to the work.
Strategies for revising include:
- adding or deleting details
- adding or deleting explanations
- clarifying difficult passages
- rearranging words, sentences,and paragraphs to improve or
clarify meaning
- sharpening the focus
- reconsidering the organizational structure
- Rethinking and/or rewriting the piece in light of different
audiences and purpose
Incorporation of Relevant Technology
Online Research
The student will be able to utilize the internet as a research
tool. More specifically, the student will be able to:
- locates and cite relevant research located on the internet
- use email to correspond with peers and specialists in the
subject matter of their projects
- incorporate into email correspondance data of different file
types and applications
Word Processing
The student will be able to utilize word-prcessing software to
produce a multi-page document. The student will also be able to:
- use features of the software to create and edit the document
- use features of the software to format the document
- use features of the software to insert tables, charts, and
graphics
- use features of the software to track and highlight editing
for other students
Spreadsheets
The student will be able to create, edit, and analyze a spreadsheet
that appropriately presents, evaluates, and manipulates data.
The student will also be able to:
- create a spreadsheet that uses of formulas and functions
to evaluate data for a specific purpose;
- use features of the software to sort, and arrange data for
specific purposes
- use features of the software to create multiple spreadsheets
when appropriate
- Use features of the software to create tables, graphs or
charts to represent numeric data
- Project Criteria
The student produces a report that:
Engages the reader by establishing a context,creating a persona,
and otherwise developing reader interest
- develops a controlling idea that conveys a perspective on
thhe subject
- in cludes extraneous and inappopriate to purpose, audince,and
context
- excludes extraneous andinappropriate information
- uses a range of appropriate strategies, such as providin
facts and details, describing or analyzingthe subject, narrating
a relevant anecdote, comparing and contrasting,naming,explaining
benefits or limitations,demonstrating claim or assertions, and
providing a scenario to illustrate
- provides a sense of closure to the writing
The student produces a response to literature that:
- engages the reader through establishing a context,creating
a personal, and other wise developing reader interest
- advances a judgment through references to the text,references
to other workís ,authors,or non-print metia, or refernces
to personal knowledge
- demonstrates understanding of the literary work through suggesting
an interpretation
- anticipates and answers a reader's question
- recognizes possible am bigui ties, nuances, and complexities
- provides a sense of closure to the writing
- The student produces a narrative account (fictional or autobiographical)
that:
engages the reader by establish a context, creating a point
of view, and otherwise developing reader interest
- establishes a situation,point of view, setting, and conflict
(and for autobiography, the significance of eventís and
of con clu sions that can be drawn form those events)
- creates an organizing structure
- includes extraneous details and concrete language to develop
plot and inconsistencies
- develops complex charaters
- uses a range of appropriate stategies, such as dialogue,
tension or suspense, naming,pacing,and specific narrative action,e,g.
movement, gestures expressions
- provides a sense of closure to the writing
The student produces a narrative procedure that:
- engages the reader by establishing a context,creating a personal
,and otherwise developing reader intereset
- provides a guide to action for a complicated procedure in
order to anticipate a reader's needs
- creates expectations through predictable structures ,e.g.,
headlines; and provides smooth transitions between steps
- makes use of appropriate writing strategies, such as creating
a visual hiearchy nd using white space and graphics as appropriate
- includes relevant information
- anticipates problems, mistakes, and misunderstandings that
might arise for the reader
- provides a sense of closure to the writing
The student produces a persuasive essay that:
- Engages the reader by establishing a context, creating a
persona, and otherwise developing reader interest
- develops a controlling idea that makes clear and knowledgeable
judgement
- creates an organizing structure that is appropriate to the
needs, values, and interests of a specified audience, and arranges
details, reasons, examples, and anecdotes effectively and persuausively
- includes appropriate information and arguements
- excludes information and arguements that are irrelevant;
anticipates and addresses reader concerns and counter-arguements
- supports arguements with detailed evidence, citing sources
of information as appropriate
- uses arange of strategies to elaborate and persuade, such
as definitions, descriptions, illustrations, examples from evidence,
and anecdotes
- provides a sense of closure to the writing
The student produces a reflective essay that:
- Engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest
- analyzes a condition or situation of significance
- develops a commonplace, concrete occasion as the basis for
reflection, e.g., pesonal observation or experience
- creates an organizing structure appropriate to purpose or
audience
- uses a variety of writing strategies, such as concrete details,
comparing and contrasting, naming, describing, creating a scenario
- provides a sense of closure to the writing
The student produces a genre study that:
- makes thematic connections among literary texts, public discourse,
and media
- evaluates the impact of authorís decisions regarding
word choice, style, contect, and literary element;
- analyzes the characteristics of literary forms and genres
- evaluates literary merit
- explains the effect of point of view
- makes inferences and draws conclusions about fictional and
non-fictional contexts, events, characters, settings, themes,
and styles
- interprets the effect of liberty devices, such as figurative
language, allusion, diction, dialogue, description, symbolism
- evaluates the stance of a writer in shaping the presentation
of a subject
- interprets ambiguities, subtleties,contradictions, ironies,
and nuances
- understands the role of tone in presenting literature (both
fictional and non-fictional)
- demostrates how literary works (both fictional and non-fictional)
reflect the culture that shaped them
The student produces an author study that:
- Makes and supports warranted and responsible assertions about
the texts
- Supports assertions with elaborated and convincing evidence
- Draws the authorís texts toguether to compare and
contrast themes,character,and idea;
- Makes perceptive and well developed connections between the
authorís work
- Evaluates writing strategies and elements of the author's
craft.
|
|
