The Level I English course is aligned with the Arizona State Standards and the MYP Aims and Objectives. It is an integrated, literaturebased course where reading, writing, listening and speaking are infused within the study of literature.

This program is designed to help students gain confidence in communication skills. Students will receive daily instruction and practice in the six traits of writing (ideas, organization, voice, sentence fluency, word choice and conventions) and in core reading skills (decoding, reading fluency, vocabulary development and comprehension). Students will demonstrate various forms of expression through language including autobiography, memoirs, persuasive essays, poetry and oral presentations. Through literature, students will be exposed to multicultural and international issues. Themes will include natural phenomena, human behavior, adolescent health, as well as social and ethical issues. Students will be expected to think on a higher level and encouraged to develop their own sense of self as well as empathy for others. Instruction will be diverse and studentcentered. Formative and summative assessments will be used to guide the student learning process.

Course Outline:

FALL SEMESTER

It's Your Life/ It's Your Story

Through Approaches to Learning students will write, neatly and effectively, an autobiography as well as a personal memoir. The aims of this topic are; for students to compare and contrast the two various forms of expression; use language as a vehicle for thought, creativity, reflection, learning and selfexpression; practice the six traits of writing; and explore an autobiography through a variety of international autobiographies/ memoirs including as The Invisible Thread: An Autobiography by Yoshiko Uchida, A Day of Pleasure: Stories of a Boy Growing Up in Warsaw by Isaac Bashevis Singer, Childtimes: A ThreeGeneration Memoir by Eloise Greenfield, and I Am a Star: Child of the Holocaust by Inge Auerbacher, and Maritcha: A NineteenthCentury American Girl by Tonya Bolden.

Mummy's the Word!

Through the AOI of Community and Service, students will explore concepts of identity, culture, and community by responding to fictional and nonfictional books about Egypt. The aims of this topic are to; consider the role of literature both culturally and historically; learn to read aesthetically as well as efficiently; and learn the universal literary elements through interdisciplinary work. Literature may include The Magnificent Mummy Maker by Elvira Woodruff and Mummies, Tombs, and Treasure by Lila Perl.

The Unvanquished Truth

Through the AOI of Health and Social Education, students will develop a poster campaign to create an awareness of disabilities. The aims of this topic are for students to; comprehend more clearly the aspects of their own culture by exploring the interdependence of human beings; explore the reading process in more depth; practice tolerance; and to empathize with real people as well as fictional characters. Literature will include a whole class reading of Freak the Mighty by Rodman Philbrick and students will write a persuasive essay on why people with disabilities are not so different than those who are able.

SPRING SEMESTER

What? So What? Now What?

Through the AOI of Health and Social Education, students will examine the national state of adolescent health, safety and wellbeing through the CDC?s National Initiative to Improve Adolescent Health by the Year 2010 and will participate in the ?Walk Across the Wild West? competition. The aim of this topic is for student?s to reflect upon the learning process in various ways and at various stages throughout the competition while improving their general health. Literature will include basic articles on Adolescent Health and risky behaviors including: alcohol and drug use, injury and violence, nutrition, physical activity, and tobacco. Literature may include: Our Stories Our Songs: African Children Talk About AIDS by Deborah Ellis.

What's the purpose?

Through the AOI of Homo Faber, students will learn to assess the social and ethical impact of language on eating disorders through the study of media and advertisement. The aims of this topic include; exploring the many facets of the language used in the media, exposing the social ramifications and ethical impact of the media; developing a critical eye for analyzing media/ propaganda; and comparing the statistics of eating disorders in our culture/ country with other cultures/ countries. Articles and advertisements through magazines, newspapers and internet websites will be some of the communication sources examined.

The 3R's: Read, Relay and Relate

Through the AOI of Approaches to Learning, students will participate in Literature Circles and explore the reading process. They will develop note taking skills; learn how to ask and answer pertinent questions; develop interpersonal skills; and learn how to set goals and problem solve through culturally rich literature. The aims of this topic are to develop a critical and creative approach to studying and analyzing literature. The culturally diverse literature will consist of books representing the different cultures here at GCMS and beyond. Some of these books may include:
(1) Mexican culture: The Circuit: Stories from the Life of a Migrant Child by Francisco Jimenez, and La mariposa by Francisco Jim?nez.
(2) Native American cultures: Turtle Dream: Collected Stories from the Hopi, Navajo, Pueblo, and Havasupai People by Gerald Hausman;
If You Lived With The Hopi Indians by Anne Kamma and its sequels, If You Lived With The Iroquois/ Sioux/ Cherokees, etc. as well as hosting a Meet the Author Night with Roy Purcell and his book, Long Journey from Wikame.

Canyon Deep / Mountain High: AZ/NH Poetry Unit

Through the AOI of Environment, students will use language through poetic expression to describe and evaluate their immediate environment. Students will participate in a ?Poet PenPal? program with students from Concord, NH. They will compare indigenous animal poems through writing and orally presenting on video tape their respective poems. The aims of the program is for students to develop the skills involved in speaking, listening, reading, writing and viewing in a variety of contexts.

Teaching and Assessment:

Level I English requires multidimensional instruction. The role of the teacher is not only to instruct through lecture but more importantly, to guide and facilitate learning through literature circles, writing workshops, cooperative groups and whole class discussions. In this course, evidence of competency is assessed both formatively and summatively with criterion based evaluations. Formative examples may include: journals, portfolios, conferences, first drafts, reading responses, as well as classroom observation and guided whole class discussions. Summative assessments will include the prescribed tasks of essays, creative writing and responding to literature to measure the Language A Assessment Criteria of : Content, Organization and Style and Language Usage.

Resources:

In addition to the materials listed in the above topics, material may be used from the following resources:

Name of Course: English A7

Teacher and Contact Information:

Course Description:

The focus of English 7 is to develop the use language as a vehicle of thought, creativity, selfexpression and reflection. This course places emphasis on learning about learning styles and how it connects to how one reads and writes. The Six Traits of Writing and parts of speech are reviewed prior to the different writing activities. Students are also exposed to new vocabulary and incorporate the words in a variety of writing activities. Writing activities focus on creative, reflective and informative modes. Each mode is interlaced with an Area of Interaction and guiding question as to make the topic relevant to each student. A menu of topics for writing is provided, with the students choosing their own topic in the end. Writing activities are evaluated using a rubric that is designed to assess their use of writing techniques, their process, articulation of the information being presented and its connection to our international community.

Language is also developed through the use of literature. Students read two fictional novels that include themes such as racism and social class. Through the use of inquiry, Areas of Interaction, technology and literature circles, students will demonstrate their comprehension of the connection between the themes to their own lives, as well as the lives of others in other cultures. A thorough unit on the reading process is also taught.

Topics:

FIRST QUARTER

Puzzle Pieces of Languagepart 1
How do I use language? (Approaches to Learning)

Reviewing parts of speech, sentence diagrams, modes of speech, kinds of sentences, creative writing, connections to languages in other cultures

Exploding the MomentHow and why do I write? (Homo Faber)

Students learn and practice writing techniques such as free writing, zooming in, snapshots and thoughtshots and incorporate these skills into their writing. A creative writing piece is evaluated using the Six Traits of Writing rubric. Students will also evaluate writing styles from authors from around the world.

SECOND QUARTER

The Great Brain
How do I learn best? (Approaches to Learning)

Students learn about learning styles and what tools work best for individual learning. They learn how do to the Brain Dance and create a visual representation of their learning style traits.

Textbook Tango
How do I process what I read? (Approaches to Learning)

Students will learn the process of reading and how to adapt their own learning styles to make reading relevant to them.

THIRD QUARTER

Stay Gold
What makes a hero? (Health and Social)

Students read The Outsiders and are introduced to discussing the story through literature circles. The focus of the unit is on heroes and how we define one. Students will complete a reflective essay as well as a visual representation of their perception of a hero.

What's Their Story
How can one person influence society? (Health and Social)

Students will learn the process of research to write a biography of a person who has made a significant impact on society. They will choose persons from a variety of countries. Students reflect upon their process of presenting the information as well as what they learned about these people.

FOURTH QUARTER

Perseverance and Prejudice
Why are people afraid to speak out against injustice? (Environment)

Students read The Cay and discuss how prejudice affects society. A strong emphasis will be placed on recurrence of prejudice throughout the world such as the Holocaust and Rwanda. Students will reflect upon this and make connections of this to their own lives, and how that affects our environment.

The Prose of Poetry
Why do writers write this way? (Community and Service)

Students evaluate how figurative language is used in different forms of poetry. Students will analyze a variety of poems from several authors including Dr. Suess, Shel Silverstien, William Shakespeare, and other writers from around the world. A final writing piece will consist of a collection of poems that will be read in a Poetry Jam format for parents and students.

Teaching and Assessment:

Units will be taught using a variety of techniques such as literature circles, thinkpairshare, use of media, learning styles and reflection. Assessments will be both formative and summative. Use of rubrics is highly utilized. Each unit is evaluated using the Language A Assessment Criteria of: AContent, BOrganization and CStyle and Language Usage. Prescribed assessment tasks will be used such as essays in argumentative, persuasive and analytical form; responses to literature; and creative writing.

Resources:

Name of Course: English A8

Teacher and Contact Information:

Course Description:

The focus of English 8 is to use language with enjoyment as a vehicle of thought, creativity, selfexpression and reflection. This course places emphasis on writing in narrative, persuasive, creative and informative modes. The Six Traits of Writing and parts of speech are reviewed prior to the different writing activities. Students are also exposed to new vocabulary and incorporate the words in a variety of writing activities. Each mode of writing is interlaced with an Area of Interaction and guiding question as to make the topic relevant to each student. A menu of topics for writing is provided, with the students choosing their own topic in the end. Writing activities are evaluated using a rubric that is designed to assess their use of writing techniques, their process, articulation of the information being presented and its connection to our international community.

Language is also developed through the use of literature. Students read three novels from the genres of historical and science fiction that include cultural awareness. Through the use of inquiry, Areas of Interaction, technology and literature circles, students will demonstrate their comprehension of the connection between aspects of their own culture and of other cultures.

Topics:

FIRST QUARTER

Puzzle Pieces of Languagepart 1
How do I use language? (Approaches to Learning)

Reviewing parts of speech, sentence diagrams, modes of speech, kinds of sentences, creative writing, how do other cultures use these techniques?

Exploding the Moment
How and why do I write? (Homo Faber)

Students learn and practice writing techniques such as free writing, zooming in, snapshots and thoughtshots and incorporate these skills into their writing. Writing is evaluated using the Six Traits of Writing rubric.

SECOND QUARTER
The Ethics of Choice

Even though we can, how do we decide if we should? (Health and Social Education)

Students read "The Giver?" and use literature circles to communicate ideas about the theme of control vs. choice. Ethical issues are discussed and students work in groups to research and present a topic from different points of view. Students reflect upon their process of presenting the information as well as what they learned about the human ethical responsibilities of their issue and how other cultures respond to these issues.

THIRD QUARTER

Let Me Tell You This?
How do we influence one another's choices? (Environment)

Students are exposed to a variety of problems and issues that are worldwide. They choose a country and issue to research and present to the class in a persuasive format as to how can we help with this issue.

Walk the Walk
How does the past influence the future? (Health and Social)

Students read ?Sing Down the Moon? and evaluate how that event affected Native Americans. A reflection will be written as a formal response to this novel.

FOURTH QUARTER

Perseverance and Prejudice
Why are people afraid to speak out against injustice? (Community and Service)

Students read "To Kill A Mockingbird" and demonstrate their understandings of symbolism, historical significance in writing style and the roles people play during times of trial. Connections will be made to prejudice in today?s society around the world. A strong emphasis will be placed on character analysis.

Musical Poems? Go Figure?
How is figurative language used in music? (Homo Faber)

Students evaluate how figurative language is used in different forms of music lyrics. A presentation will be given on a particular song with figurative elements highlighted and explained, as well as a piece that is created by the student. Students will also look at how different cultures express ideas through themes in music.

Teaching and Assessment:

Units will be taught using a variety of techniques such as literature circles, thinkpairshare, use of media, learning styles and reflection. Assessments will be both formative and summative. Use of rubrics is highly utilized. Each unit is evaluated using the Language A Assessment Criteria of: AContent, BOrganization and CStyle and Language Usage. Prescribed assessment tasks will be used such as essays in argumentative, persuasive and analytical form; responses to literature; and creative writing.

Resources:

Name of Course: English I

Teacher: Cynthia Vaughan Granberg

Contact Information: cynthiag@grandcanyonschool.org 928.638.2461 ext. 207

Course Description: English I places emphasis on student development in a range of areas, including: critical reading of a variety of genres and cultural origins, writing?creative, informative, and analytical, vocabulary development, interpersonal communication skills, public speaking and the conventions of the English language.

Critical thinking activities require students to examine the meaning of literary texts through written, oral, and visual responses. Students are required to maintain a vocabulary log or word journal over the course of the year. Students will use the writing process to develop work from draft form to publication. Internationalism and multicultural awareness are pursued through poetry, short story, novel and film selections, as well as specific unit inquiries.

A primary objective of the course is for students to use the English language as a conduit for learning, reflection, expression and the exchange of ideas; as well as a means for developing relationships within the international community. Assessment, both formative and summative, will primarily be performance based and referenced to the IB criteria of Content, Organization, and Style and Language.

Topics:

What Are the Essentials of Story? (Approaches to Learning)

Taking a close look at the short story, students will identify and examine specific literary elements such as: plot, setting, character, point of view and theme. Story selections will include: ?Eleven? by Sandra Cisneros, ?Dancer? by Vickie Sears, ?A Worn Path? by Eudora Welty, ?Thank you, M?am,? by Langston Hughes, and ?Save the Moon for Kerdy Dickus,? by Tim WynneJones. Students will write an analysis of a short story.

Who Am I Anyway? (Health and Social)

Students will examine the connections between heritage, culture and personal identity. Inquiry will focus on achieving selfknowledge and reflecting on the connections between literature and identity, as well as scientific criteria for defining who an individual is. Readings will include The House of the Scorpion by Nancy Farmer, Bridges by Walter Dean Myers, and ?The Good Daughter? by Caroline Hwang, along with a variety of nonfiction, and web sources on genetics and cloning. Students will write a personal credo.

Choice and Change (Community and Service)

In this unit students will explore the relationship between decisions and consequences, and the impact choices have on individuals and the community. Text selections will include Whirligig by Paul Fleischman and Tuesdays with Morrie by Mitch Albom. Students will maintain a current events journal and will write a cause and effect essay.

Consider the Source (Approaches to Learning, Health and Social)

The focus of this unit is for students to recognize the presence of unreliable narrators, not only in fiction, but in life. Students will also analyze various works of fiction and personal essays for author?s purpose, diction and tone. An emphasis will be placed on interpreting irony. Students will do an oral presentation.

Seeing and Knowing (Homo Faber, Environment)

Moving beyond the written word, students will investigate the power of the visual image to describe, explain, narrate, and persuade. The images considered will include photographs, advertisements, logos, monuments, posters, product packaging, graffiti, and works of art. Students will create a visual essay.

Life?Journey or Destination? (Health and Social, Approaches to Learning)

Students will consider the value of selfreflection, introspection, and goal setting, while reading The Odyssey with a focus on the impact that Odysseus? actions and choices have on his journey. The unit will also include analysis of the epic hero and the concept of the hero?s journey, as well as analysis and construction of Homeric epithets and similes. Students will write an invocation and a persona poem.

Sound, Sense and Meaning (Homo Faber)

Students will read, write, and explore the language of poetry. The unit will concentrate on the use of sensory images, and the difference between the concrete and the abstract as it applies to poetry. The impact of translation on poems will also be considered Students will use a variety of poetic exemplars as patterns for their own poems, and will compile a personal anthology. Texts will include: Sixteen Varieties of Gazelle by Naomi Shibab Nye, Fives/Petice: Fifty Poems by Serbian and American Poets, and Poetry 180 by Billy Collins.

Shakespeare and His Theatre (Homo Faber)

In this unit students will research Shakespeare in his historical context and reflect on why his work is still relevant today. Students will read Romeo and Juliet, a selection sonnets, and excerpts from one of Shakespeare?s history plays, and one of his comedies. The reading will be supported by viewing various film versions of the plays. Students will present research based PowerPoint presentations.

Teaching and Assessment

Teaching: The class will be organized around a unit structure, and instruction will be student centered. Teaching methods will include minilessons, lecture and teacher modeling, but will primarily be inquiry driven and project based. Students will work both independently and collaboratively.

Assessment: Assessment in the class will be ongoing, formative and summative, and task oriented. Assessment tasks each semester will include at least one analytical or persuasive essay, a literary response, and a piece of creative work?either poetry or fiction. All assessment tasks will be considered using the appropriate criteria for Language A of Content, Organization, Style and Language Usage, and scored according to the IB Rubric.

English II (Level V) is designed to give students the opportunity to think critically about ideas that face them, their peers, their community, state, country, and world. Students will critically read, listen to, write about, and view a wide variety of genres from around the world in order to examine the many perspectives of an idea. Students will analyze different perspectives in order to formulate and decide their own opinions and explain them. They will then communicate their ideas clearly and compassionately through writing and speaking. By studying different ideas and perspectives, students will identify problems and thoughtfully solve them. The ultimate goal of the course is for students to gain an understanding and respect for humankind and individual differences and similarities.

We will follow the IB/MYP Language A Level 5 Aims and Objectives which coincide with Arizona?s Content Standards for Grade 10. We will make a commitment to incorporate intercultural awareness throughout all of our learning by choosing works from a variety of cultures and writers and applying what we learn about to current events in our world today. Students will be assessed using criterionbased rubrics through formative and summative assessments.

Topics:

Throughout the year students will be focusing on the following topics?

Internationalmindedness will be reinforced in each unit as students will be asked to find, analyze, and discuss how the guiding question relates to a current event that is happening right now somewhere in the world.

Reading

Students will read from a variety of genres throughout the year focusing on
responding appropriately to a variety of texts
reading widely to promote a lifelong interest in language and literature
acquiring and using new vocabulary in relevant contexts
reading from a variety of genres with accuracy and expression
employing active reading strategies

Students will also groupselect 4 books that they feel EVERYONE in the class should read. Each student will be responsible for reading that book at some point during the year. They will keep a reflective journal for each book.
express an informed personal response to literary and nonliterary texts and demonstrate the ability to approach works independently

Reflective Journal

Students will keep a journal in order to
reflect on the learning process in various ways and at various stages

Writing

Each unit will contain a written and an oral component in answering the guiding question. Students will
express ideas with clarity and coherence in both oral and written communication
demonstrate the use of the 6 traits of writing: voice, ideas, organization, sentence fluency, word choice, and conventions
use appropriate conventions of the English language both written and spoken.
use the writing process of prewriting, drafting, revision, editing, and publishing

Teaching and Assessment:

Lessons are taught in a variety of ways including: direct instruction, roundtable discussions, debate, mindmapping, cooperative learning, Powerpoint presentations, readings, and videos.

Students will be assessed using a criterionreferenced approach and will not be assessed against other students. When appropriate, assessments will reflect achievement against the defined criteria (Content, Organization, Style and Language) for English (Language A).

Both formative and summative assessments will be used including: Teachermade tests, written examinations, quizzes, oral commentaries on literary/nonliterary texts and poetry, creative writing, essays, powerpoint presentations, oral presentations, projects, performances, self and peer evaluations.

Resources: