MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Occupational Training Program

Transcription

1 MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown High School Occupational Training Program September 2008 Revised by Stacy Zentz Supervisor of Curriculum and Instruction Lesley McGiboney

2 Monroe Township Public Schools Williamstown, New Jersey Philosophy of Education The administration, faculty, and staff of Monroe Township Public Schools, in cooperation with parent and the community, and with active participation of the students, are committed to viewing each other as individuals, respecting each person s uniqueness, and setting high expectations for all students. The school system will assist each student to become a contributing member of our society by providing a learning environment that is responsive to the needs of the individual student, community, and changing society by providing a learning environment that nurtures values and morals. This environment will be conducive to acquisition of knowledge, as well as to the development of problem solving, critical thinking, and organizational skills. We will provide a learning environment that addresses the New Jersey Core Curriculum Content Standards and is responsive to the needs of the individual student, community, and changing society. We will aid our students in developing responsible behavior, a positive attitude toward themselves and others, the necessary life skills to become productive citizens and lifetime learners. We accept the challenge and responsibility of accomplishing these goals. Revised: August,

3 Williamstown High School Williamstown, New Jersey Mission Statement Williamstown High School provides an atmosphere where our students become responsible, productive citizens, and life-long learners. BELIEFS Students are responsible for their education and are accountable for their actions and decisions. Students and staff respect all people regardless of race, color, creed, religion, gender, and sexual orientation. Students, regardless of learning styles and abilities, need to be challenged and inspired in order to achieve their full potential. Students and staff are provided a safe and supportive environment in which they can pursue their educational goals. High expectations are communicated to the students from all members of the school s community. Effective education is a student, staff, and community partnership, which prepares students for the future in a technologically changing society. High school personnel serve as catalysts for academic and personal success for all students. Revised:

4 Monroe Township Public Schools Williamstown, New Jersey Curriculum Philosophy Monroe Township Public Schools offer all students access to curricula that addresses the New Jersey Core Curriculum Content Standards to provide for differentiation in meeting the needs of a variety of learners. All students identified as Special Needs and English language Learners are provided with instruction that will meet the needs as identified in their individual educational plan or as established through the utilization of content area benchmark assessments. Our goal, as a district, is to provide students with the skills necessary to meet the rigor of a selected career in the 21 st century. August

5 Williamstown High School Williamstown, New Jersey Occupational Training Program Purpose Statement Revision The revision of these courses is due to the ever-changing needs of the students enrolled in the Occupational Training Program at Williamstown High School. The expansion of the student enrollment has increased the program from one class to two classes, varying in ages. The junior OTP class, ranging in age from 14 to 17, deals primarily with general educational academics and life skills with an introduction to vocational skills. The senior OTP class deals primarily with functional academics, life skills and an emphasis on vocational job and social skills. These students range in age from 17 until they age out at 21 or become eligible for graduation. 5

6 Williamstown High School Williamstown, New Jersey The Occupational Training Program Course Proficiency Requirement The students in The Occupational Training Program are placed by the Monroe Township Public School District Child Study Team. All academics are IEP driven. 6

7 Williamstown High School Williamstown, New Jersey The Occupational Training Program Curriculum Overview Essential Questions Page NJ CCCS Course Corresponding Essential Questions 3.1 OTP LAL 3.2 OTP LAL How do I figure out a word I do not know? What do readers do when they do not understand everything in a text? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer s product? How do writers develop a well written product? Why does a writer choose a particular form of writing? 3.3 OTP LAL How does a speaker communicate so others will listen and understand the message? 4.1, 4.2, 4.5 OTP Math Why is math an integral concept within our society and how will you incorporate it into your daily life? 4.4 OTP Math How can the collection, organization, interpretation and display of data be used to answer questions? 4.1 OTP Math 4.1 OTP Math How do mathematical ideas interconnect and build on one another to produce a coherent whole? How can we compare and contrast numbers? What mathematical technologies are necessary for you to adapt to in order to improve or maintain problem solving in your lifetime? 4.1 OTP Math How can we decide when to use an exact answer and when to use an estimate? 4.2 OTP Math How can measurements be used to solve problems? 7

8 NJ CCCS Course Corresponding Essential Questions 5.1 OTP Science How can change in one part of an ecosystem affect change in other parts of the ecosystem? 5.5 OTP Science How does the understanding of manipulation of genetics, reproduction, development, and evolution affect the quality of human life? 5.5 OTP Science How does knowledge of basic science concepts help me deal with functioning in the world in which I live? 5.5 OTP Science 5.10 OTP Science 5.8 OTP Science OTP Social Studies OTP Social Studies What ethical standards are involved in life science and how does it relate to the views of human rights? What are your ethical standards on the human rights issue? What kind of ethical standards are involved in environmental science and how does it relate to your awareness and responsibility to the earth and the environment? What can you personally commit to do to make a difference in your world? How does understanding the properties of Earth materials and the physical laws that govern behavior lead to prediction of Earth events? How do changes in one What is government and what can it do? How have the basic values and principles of American democracy changed and in what ways have they been preserved? How does the government, established by the Constitution, embody the purposes, values, and principles of the American Dream? Are there general lessons to be learned from History? How are present events related to past events? What can we learn from events that have already occurred and apply to similar situations in the future? OTP Social Studies OTP Social Studies What social, political, and economic opportunities and problems arise when cultures interact? How do we affirm individual and group identities and at the same time learn to respect and appreciate the identities of other? How do geographic tools and technologies answer questions about the earth? How do human activity and geography affect each other? 8

9 Williamstown High School Williamstown, New Jersey OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY CURRICULUM 9

10 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY COURSE DESCRIPTION The language arts component of the full-time Occupational Training Program was developed to improve the functional reading, writing, reference and communication skills of the students. These components become part of the student s IEP as determined by the student s Child Study team. 10

11 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY PERSONAL EXPERIENCE CHARACTERISTICS The full-time Occupational Training Program was developed to provide multiply handicapped students, ages 14-21, with the basic academic skills and knowledge to succeed independently as adults. 11

12 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY TOPICAL OUTLINE UNIT I. ORIENTATION TO OTP ACADEMICS 1 WEEK School and Classroom Rules Course Objective UNIT II. FUNCTIONAL READING 9 WEEKS Improve Functional Vocabulary Increased Functional Reading Apply to Functional Life/Work Situation UNIT III. FUNCTIONAL WRITING 8 WEEKS Written Communication Appropriate Writing Skills (better writing, messages) UNIT IV. REFERENCE SKILLS 6 WEEKS Use Media Center Use Appropriate Reference Materials UNIT V. FOLLOWING WRITTEN DIRECTIONS 4 WEEKS Following Directions for constructing a Project Following Recipes Use Vending Machines Improve Test Taking Skills UNIT VI. COMMUNICATION SKILLS 8 WEEKS Body Language Mass Media Public Speaking 12

13 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY PROGRAM OBJECTIVES AND PROFICIENCIES WRITING AND READING A. OBJECTIVE: The student will improve functional reading skills. PROFICIENCY: The student will acquire functional reading skills with a minimum proficiency of 70% or in accordance to IEP. B. OBJECTIVE: The student will improve functional writing skills. PROFICIENCY: The student will improve functional writing skills with a minimum proficiency of 70% or in accordance to IEP. C. OBJECTIVE: The student will improve functional reference skills. PROFICIENCY: The student will acquire functional reference skills with minimum proficiency of 70% or in according to IEP. D. OBJECTIVE: The student will acquire functional communications skills. PROFICIENCY: The student will acquire functional oral and written communication skills with a minimum proficiency of 70% or in accordance to IEP. 13

14 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY COURSE OF STUDY UNIT I. ORIENTATION TO OTP ACADEMICS STANDARD 3.3 and 3.4 Essential Question: How does a speaker communicate so others will listen and understand the message? LISTENING ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS A. Active Listening 1. Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one or small group). 2. Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy. 3. Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker s message. 4. Recognize persuasive techniques and credibility in oral communication. 5. Listen to determine a speaker s purpose, attitude, and perspective. 6. Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions B. Listening Comprehension 1. Interpret a speaker s verbal and nonverbal messages, purposes, and perspectives. 2. Exhibit proficiency in integrating oral reading with listening, writing, and viewing. 3. Critique information heard or viewed. 4. Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric). 5. Ask probing questions to elicit information, including evidence to support the speaker s claims and conclusions. 6. Paraphrase a speaker s purpose and point of view. 7. Make inferences based on an oral report or presentation. 14

15 UNIT OBJECTIVE: After completion of this unit, the student will be familiar with the rules of the classroom, and have knowledge of the course objectives. The student must meet a minimum proficiency of 70% or in accordance with his/her IEP. SPECIFIC OBJECTIVES: The student will be able to: 1. Recall rules of the school. 2. Identify class rules. 3. Outline language arts course objectives. UNIT ACTIVITIES: 1. Discuss student handbook in small groups. 2. Copy classroom rules from board. 3. Highlight course objectives on handouts. 4. Discuss all specific objectives. 5. Prepare and administer teacher-made quiz. 15

16 UNIT II. FUNCTIONAL READING STANDARD 3.1 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY Essential Question: How do I figure out a word I do not know? What do readers do when they do not understand everything in a text? How do readers construct meaning from text? READING ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TESTS WITH FLUENCY AND COMPREHENSION A. Concepts About Print/Text 1. Identify and use organizational structures to comprehend information. (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text) C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight). 2. Apply spelling and syllabication rules that aid in decoding and word recognition F. Vocabulary and Concept Development 1. Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading G. Comprehension Skills and Response to Text 1. Differentiate between fact/opinion, bias, and propaganda in newspapers, periodicals, and electronic texts D. Fluency 1. Read developmentally appropriate materials at an independent level with accuracy and speed. UNIT OBJECTIVE: Given instruction in reading, the student will increase functional reading skills and will meet a minimum proficiency of 70% or in accordance with his/her IEP through teacher observation, written assessment and teacher evaluation. 16

17 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Functional Reading) SPECIFIC OBJECTIVES: The student will be able to: 1. Identify, define and appropriately use traffic signals for walking, (driving where applicable) and using public transportation (e.g., stop; caution, slow, no parking, exact change, M.P.H., pictorial signs, etc.). 2. Identify, define and appropriately use safety and emergency procedures (e.g., exit, no smoking, poison, high voltage, no trespassing, etc.). 3. Identify, define and appropriately use medical assistance language (e.g., ambulance, hospital, doctor, etc.). 4. Identify, define and appropriately use employment terminology (e.g., agency, help wanted, etc.). 5. Identify, define and appropriately use of banking language (e.g., checking account, withdraw, deposit, interest, balance). 6. Identify, define and appropriately use shopping language (e.g., items of food, clothing, and appliances). 7. Identify, define and appropriately use drug store language (e.g., prescription, vitamins, etc.). 8. Identify, define and appropriately use entertainment language (e.g., drama, comedy, box office, etc.). 9. Identify, define and appropriately use restaurant language (e.g., cheeseburger, fried chicken, etc.). 10. Use an index to locate a specific page of a newspaper. 11. Recognize and define newspaper abbreviations (e.g., emp, sec y, pd., wk., util., apts.). 12. Interpret advertisements and identify facts which can be used to judge sincerity of an ad. 13. Locate specific information in the yellow and white pages of the telephone directory. 14. Locate specific information on the internet, using key words pertaining to the topic. 15. Read, follow directions and answer questions pertaining to instruction manuals (including cookbooks, auto manuals, driver s manuals, etc). 17

18 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Functional Reading) SPECIFIC OBJECTIVES (con t): The student will be able to: 16. Correctly complete a variety of real world forms. 17. Demonstrate the ability to follow the steps necessary for obtaining a job including: locating appropriate job opportunities, writing resumes, filling out paper and computer job applications, and participating in a simulated interview. 18. Use a business receipt to determine the item purchased and cost. 19. Use a business receipt to follow instructions, complete a rebate application, and finish the task. 20. Use a business receipt to follow instructions to register a purchased product. 21. Use context clues to define words. 22. Use synonyms for common words. 23. Identify homonyms. 24. Identify analogies. 25. Use root words, prefixes and suffixes to derive meaning. 26. Learn meaning of assigned words. 27. Learn spelling of assigned words. 28. Increase reading comprehension. 29. Recall the main idea from reading selection. 30. Recall details from reading selection. 31. Sequence events in reading selection. 32. Draw logical conclusions from material read. 33. Distinguish between fact and opinion. 34. Identify a topic sentence for a paragraph. 18

19 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Functional Reading) UNIT ACTIVITIES: 1. Play board games that require identification of public signs. 2. Complete spelling activities, i.e. crossword puzzles and word searches. 3. Match abbreviation of months, days, states, etc., with complete word. 4. Read and describe items on a menu. 5. Make choices from a menu. 6. Select and read magazines, and newspapers for enjoyment. 7. Watch a video and discuss the characters, their moods and their attitudes. 8. Read a variety of selections and determine cause and effect, sequence of events and subject of the passage. 9. Determine from two similar situations, which is fact and which is opinion. 10. Write book reports. 11. Discuss, in small groups, assigned reading activities. 12. Participate in plays that are read in class. 13. Follow computer assigned instructions for job applications. 14. Complete simulated or authentic rebate/registration forms. 15. Demonstrate comprehension of a newspaper or magazine article through the use of current events strategies. 16. Read employment ads with the use of abbreviations. 17. Read apartment ads with the use of abbreviations. 18. Create advertisements to promote a product using facts. 19. Write down five local restaurants, stores, friends, etc. then use the telephone book to locate their telephone numbers. 20. Using pictures, describe a specific food for a menu. 19

20 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Functional Reading) TEACHING TECHNIQUES 1. Cooperative learning activities 2. Lectures 3. Guided practice 4. Group discussions 5. Workbook/written assignments 6. Group activities 7. Independent activities 8. Computer software lessons 9. VCR / DVD presentations 10. Visual aids (models, posters, etc.) 11. Field trips/community Based Activities 12. Question/answer sessions 13. Newspaper Hand-outs 14. Critical thinking activities EVALUATION TECHNIQUES AND METHODS 1. Written assignments 2. Tests and quizzes 3. Classroom activities 4. Teacher observation/teacher judgment 5. Student feedback 6. Hands-on 7. Projects 8. Classroom performance 9. Parent feedback 20

21 UNIT III. FUNCTIONAL WRITING OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY STANDARD 3.2 Essential Question: How do good writers express themselves? How does process shape the writer s product? How do writers develop a well written product? WRITING ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. UNIT OBJECTIVES: A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail. 2. Compose, revise, edit, and publish writing using appropriate word processing software. 3. Reflect on own writing, noting strengths and setting goals for improvement C. Mechanics, Spelling, and Handwriting 1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing. 2. Review and edit work for spelling, usage, clarity, and fluency C. Mechanics, Spelling, and Handwriting 1. Write legibly in manuscript or cursive to meet district standards. Given instruction in functional writing skills, the student will meet a minimum of 70% proficiency in this skill area or in accordance with his/her IEP as measured through teacher observation, written assignments and group/individual work. 21

22 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Functional Writing) SPECIFIC OBJECTIVES: The student will be able to: 1. Write own name (printing). 2. Copy sentences with accuracy. 3. Legibly write individual words. 4. Use appropriate spacing between words. 5. Learn to write signature (cursive). 6. Correctly spell words in written work. 7. Write a sentence which expresses a complete thought. 8. Write a paragraph centering on one main topic. 9. Write a story or a report centering on one main topic. 10. Complete simulated or authentic rebate/registration forms. 11. Demonstrate comprehension of a newspaper or magazine article through the use of written current events strategies. 12. Write employment ads with the use of abbreviations. 13. Write apartment ads with the use of abbreviations. 14. Using pictures, write a menu description for specific foods. 15. Write a friendly letter. 16. Write a business letter. 17. Write a paragraph to explain a process or operation. 18. Write a complete story or report with introductory remarks. 19. Research a particular subject. 20. Utilize a computer when composing written assignments. 22

23 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Functional Writing) UNIT ACTIVITIES: 1. Sign signatures cards, job applications, classroom contracts, etc. using cursive writing. 2. Neatly print information on student data sheet. 3. Complete all written assignments in legible manuscript writing as determined by teacher. 4. Write and correctly spell, from memory, functional personal words. 5. Write abbreviations to function words. 6. Write complete sentences, given who, what, when and where information. 7. Write simple messages to a variety of people. 8. Write a business, personal and social letter. 9. Practice addressing envelopes. 10. Use a cassette tape of phone calls; write phone messages and phone calls. 11. Plan special events and write shopping lists of necessary items. 12. Group Reading Assignments 13. Cooperative learning activities 14. Group Discussions 15. Completion of worksheets 16. Independent reports and projects 17. Education games 18. Computer software lessons 19. VCR/DVD Presentations 20. Guest Speaker 21. Adaptive aids and appliances demonstration 22. Administer/evaluate written tests 23

24 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Functional Writing) TEACHING TECHNIQUES 1. Cooperative learning activities 2. Lectures 3. Guided practice 4. Group discussions 5. Workbook/written assignments 6. Group activities 7. Independent activities 8. Computer software lessons 9. VCR / DVD presentations 10. Visual aids (models, posters, etc.) 11. Field trips/community Based Activities 12. Question/answer sessions 13. Newspaper Hand-outs 14. Critical thinking activities EVALUATION TECHNIQUES AND METHODS 1. Written assignments 2. Tests and quizzes 3. Classroom activities 4. Teacher observation/teacher judgment 5. Student feedback 6. Hands-on 7. Projects 8. Classroom performance 9. Parent feedback 24

25 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY COURSE OF STUDY UNIT IV. REFERENCE SKILLS STANDARD 3.1 ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Essential Question: How do I figure out a word I do not know? What do readers do when they do not understand everything in a text? How do readers construct meaning from text? F. Vocabulary and Concept Development 1. Develop a vocabulary of regular and irregular sight words. 2. Know and relate meanings of simple prefixes and suffixes. 3. Demonstrate evidence of expanding language repertory. 4. Understand concept of antonyms and synonyms. 5. Begin to use a grade-appropriate dictionary with assistance from teacher F. Vocabulary and Concept Development 1. Use a grade-appropriate dictionary (independently) to define unknown words F. Vocabulary and Concept Development 1. Clarify word meanings through the use of a word s definition, example, restatement, or contrast. 2. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources F. Vocabulary and Concept Development 1. Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading. 2. Clarify word meanings through the use of a word s definition, example, restatement, or contrast. 3. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. 4. Explain relationships between and among words including connotation/denotation, antonyms/synonyms, and words with multiple meanings. UNIT OBJECTIVE: After completion of this unit, the student will be able to identify appropriate reference sources necessary to obtain desired information. The student must meet a minimum of 70% proficiency in this skill area or in accordance with his/her IEP as measured through teacher observation, written assignments and group/individual work. 25

26 SPECIFIC OBJECTIVES: OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Reference Skills) The student will be able to: 1. Place and locate words in alphabetical order. 2. Identify an appropriate resource for help when unable to accomplish a task. 3. Identify name and type of information provided in references. 4. Determine if a given topic is on particular page, given two guide words. 5. Locate a given word, fact, description, price, and/or application found in references. 6. Identify reference materials available in a library. 7. Use the reference materials available in a library. 8. Use reference materials available on the internet access. UNIT ACTIVITIES: 1. Place words in alphabetical order. 2. Work on group projects, where only partial information is given. Name the appropriate resource(s) needed to complete the project. 3. Match a list of resources with the type of information provided in a variety of references. 4. Use guide words. Decide if given words or subjects are on that specific page. 5. Find required information (words, facts, description, etc.) in appropriate reference materials. 6. Group Reading Assignments 7. Cooperative learning activities 8. Group Discussions 9. Completion of worksheets 10. Independent reports and projects 11. Education games 12. Computer software lessons 13. VCR/DVD Presentations 14. Guest Speaker 15. Adaptive aids and appliances demonstration 16. Administer/evaluate written tests 26

27 TEACHING TECHNIQUES 1. Cooperative learning activities 2. Lectures 3. Guided practice 4. Group discussions 5. Workbook/written assignments 6. Group activities 7. Independent activities 8. Computer software lessons 9. VCR / DVD presentations 10. Visual aids (models, posters, etc.) 11. Field trips/community Based Activities 12. Question/answer sessions 13. Newspaper Hand-outs 14. Critical thinking activities EVALUATION TECHNIQUES AND METHODS 1. Written assignments 2. Tests and quizzes 3. Classroom activities 4. Teacher observation/teacher judgment 5. Student feedback 6. Hands-on 7. Projects 8. Classroom performance 9. Parent feedback OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Reference Skills) 27

28 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY COURSE OF STUDY UNIT V. WRITING FOR A VARIETY OF PURPOSES STANDARD 3.2 ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Essential Question: Why does a writer choose a particular form of writing? UNIT OBJECTIVE: The student will develop his/her ability write for a variety of purposes, including personal and business letters, sympathy, birthday or various other cards, message taking and other daily living writing activities with accuracy. The student will meet a minimum of 70% proficiency in this skill area or in accordance to IEP as measured through teacher observation, written assignments and group/individual work. SPECIFIC OBJECTIVES: The student will be able to: 1. Write a simple telephone message. 2. Write a complete sentence to extend an appropriate feeling for another person in a card.. 3. Write a personal letter to a friend with appropriate punctuation including capitalization and punctuation. 4. Successfully identify and write items needed for a list (such as a grocery list, shipping list or recipe. UNIT ACTIVITIES: 1. Complete written one-step directions, i.e. hang up jacket, sit down, and sharpen your pencil. 2. Complete a list of multiple-step directions within a given time frame. 3. Play games following the simple directions provided. 4. Operate vending machines, pay phone and change machine located in school. 5. Group Reading Assignments 6. Cooperative learning activities 7. Group Discussions 8. Completion of worksheets 28

29 UNIT ACTIVITIES (CON T): 9. Independent reports and projects 10. Education games 11. Computer software lessons 12. VCR/DVD Presentations 13. Guest Speaker 14. Adaptive aids and appliances demonstration 15. Administer/evaluate written tests TEACHING TECHNIQUES 1. Cooperative learning activities 2. Lectures 3. Guided practice 4. Group discussions 5. Workbook/written assignments 6. Group activities 7. Independent activities 8. Computer software lessons 9. VCR / DVD presentations 10. Visual aids (models, posters, etc.) 11. Field trips/community Based Activities 12. Question/answer sessions 13. Newspaper Hand-outs 14. Critical thinking activities OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Writing for a Variety of Purposes) 29

30 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Writing for a Variety of Purposes) EVALUATION TECHNIQUES AND METHODS 1. Written assignments 2. Tests and quizzes 3. Classroom activities 4. Teacher observation/teacher judgment 5. Student feedback 6. Hands-on 7. Projects 8. Classroom performance 9. Parent feedback 30

31 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY COURSE OF STUDY UNIT VI. COMMUNICATION SKILLS STANDARD 3.3 ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZES LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Essential Question: How does a speaker communicate so others will listen and understand the message? UNIT OBJECTIVES: The student will improve his/her functional communication skills. The student must meet 70% proficiency in this skill or accordance with student s IEP as measured through teacher observation, written assignment and group/individual work. SPECIFIC OBJECTIVE: The student will be able to: 1. Match at least three sounds of warning with the appropriate behavior response. 2. Match specific situations with appropriate response. 3. List examples of mass media and be able to list their uses in daily life. 4. Interpret gestures, facial expressions and general body language. 5. Exhibit appropriate responses to various emotionally charged situations. 6. Exhibit appropriate transition from one activity to another. 7. Respond appropriately to verbal and non-verbal cues recognizing a threat. 8. Match a specific behavior with the appropriate verbal response. 9. Indicate that they are listening and correctly summarize what was said. 10. Demonstrate the ability to comprehend meaning through listening skills. 11. Respond correctly to question. 12. Wait their turn to speak in discussions and conversations. 13. Speak loudly, clearly, and alter tone of voice naturally and appropriately. 31

32 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Communication Skills) OBJECTIVES (CON T) 14. Make at least one relevant comment in a discussion/conversation. 15. Ask for help and directions. 16. Use the telephone to obtain information. 17. Use complete thought in expressing self. 18. Demonstrate ability to make small talk in social situations. 19. Send and read . UNIT ACTIVITIES: 1. Make a list of at least three common sounds of warning. 2. Match at least three sounds of warning with the appropriate behavioral responses. 3. Match specific situations with appropriate response. 4. Play a game of charades to improve interpretation of gestures and facial expressions. 5. Select the appropriate response given a variety of emotionally charged situations. 6. Respond to questions pertaining to daily lesson. 7. Wait for appropriate turn to speak. 8. Recite/read short verses and concentrate on speaking loudly, clearly and with proper intonation. 9. Provide directions to fellow classmate to various parts of the school. 10. Use the telephone to determine what movie is playing, what time and to obtain other pertinent information. 11. Make appropriate small talk in a variety of situations. 12. Group Reading Assignments 13. Cooperative learning activities 14. Group Discussions 15. Completion of worksheets 16. Independent reports and projects 17. Education games 18. Computer software lessons 19. VCR/DVD Presentations 20. Guest Speaker 21. Adaptive aids and appliances demonstration 22. Administer/evaluate written tests 32

33 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Communication Skills) TEACHING TECHNIQUES 1. Cooperative learning activities 2. Lectures 3. Guided practice 4. Group discussions 5. Workbook/written assignments 6. Group activities 7. Independent activities 8. Computer software lessons 9. VCR / DVD presentations 10. Visual aids (models, posters, etc.) 11. Field trips/community Based Activities 12. Question/answer sessions 13. Newspaper Hand-outs 14. Critical thinking activities 15. Written assignments 16. Tests and quizzes 17. Classroom activities 18. Teacher observation/teacher judgment 19. Student feedback 20. Hands-on activities 21. Parent feedback 33

34 EVALUATION TECHNIQUES AND METHODS OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY (Communication Skills) 1. Presents primary instructions through the multi-sensory modalities. Material presented through any secondary channel should be supported by additional input. 2. Introduce new words; go over their dictionary meanings and how the word relates to what they will be reading. 3. Pair readers for reading assignments over the heads of some of the readers, average readers should be paired with a poor reader. 4. Whenever possible, students should see an enactment (play, TV program or movie) to reinforce the material about which they are reading. 5. Establish a purpose for reading by presenting questions to be answered before reading. 6. Increase knowledge of background information pertinent to material being reading. 7. Review new words frequently until they are recognized automatically. 8. Use high interest/low vocabulary reading materials to encourage and enhance independent reading. 9. Immediate feedback. 10. Repetition and rephrasing. 11. Small group and/or individual instruction. 12. Provide extra practice as needed, using chalkboard, worksheets or games. 13. Utilize concept of teach-re-teach until learning has occurred. 14. Use hands-on activities as often as possible. 15. Cooperative learning. 16. Peer tutoring. 17. Computer activities. 34

35 APPENDIX 35

36 OCCUPATIONAL TRAINING PROGRAM LANGUAGE ARTS LITERACY SUPPLEMENTARY TEXTBOOK (S), PREFERENCE BOOK (S), PERIODICAL (S) Starkey, Carolyn Morton and Penn, Norgina Wright: Building Real Life English Skills, National Textbook Company, Chicago, IL 1994 Cassidy Ph.D., Jack: Pence, Robin: Johnston, James: Stuff, Ted: Reading Skills For Life Levels A, B, C, D. American Guidance Services, Inc. Circle Pines, MN 2002 Engelmann, Siegfried: Meyer, Linda: Johnson, Gary: Carmine, Linda: Skill Applications Decoding Levels A-D SRA 1988 Quigley, Stephen P.: McAnally, Patricia L.: Rose, Susan: King, Cynthia M.: Reading Milestones Levels 1-6, Pro-Ed Publisher Austin, TX 2002 Cavazos, Bonnye Wier: Real World Writing: PCI Educational Publishing, San Antonio, TX

37 Language Arts Literacy STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension..1.1 Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Concepts About Print/Text 1. No additional indicators at this grade level B. Phonological Awareness 1. No additional indicators at this grade level C. Decoding and Word Recognition 1. No additional indicators at this grade level D. Fluency 1. Read developmentally appropriate materials at an independent level with accuracy and speed. 2. Use appropriate rhythm, flow, meter, and pronunciation when reading. 3. Read a variety of genres and types of text with fluency and comprehension E. Reading Strategies (before, during, and after reading) 1. Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts. 2. Practice visualizing techniques before, during, and after reading to aid in comprehension. 3. Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension F. Vocabulary and Concept Development 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary. 2. Use knowledge of root words to understand new words. 3. Apply reading vocabulary in different content areas G. Comprehension Skills and Response to Text 1. Identify, describe, evaluate, and synthesize the central ideas in informational texts. 2. Understand the study of literature and theories of literary criticism. 37

38 3. Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition. 4. Compare and evaluate the relationship between past literary traditions and contemporary writing. 5. Analyze how works of a given period reflect historical and social events and conditions. 6. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning. 7. Interpret how literary devices affect reading emotions and understanding. 8. Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox). 9. Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present. 10. Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view. 11. Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. 12. Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts. 13. Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals) H. Inquiry and Research 1. Select appropriate electronic media for research and evaluate the quality of the information received. 2. Develop materials for a portfolio that reflect a specific career choice. 3. Develop increased ability to critically select works to support a research topic. 4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position. 6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns. 38

39 .2 Language Arts Literacy STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes..2.1 Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Engage in the full writing process by writing daily and for sustained amounts of time. 2. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing. 3. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning. 4. Review and edit work for spelling, usage, clarity, and fluency. 5. Use the computer and word-processing software to compose, revise, edit, and publish a piece. 6. Use a scoring rubric to evaluate and improve own writing and the writing of others. 7. Reflect on own writing and establish goals for growth and improvement B. Writing as a Product (resulting in a formal product or publication) 1. Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing. 2. Critique published works for authenticity and credibility. 3. Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development. 4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism). 5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper. 6. Write a literary research paper that synthesizes and cites data using researched information and technology to support writing. 7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media. 8. Foresee readers needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position. 9. Provide compelling openings and strong closure to written pieces. 10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation). 11. Use the responses of others to review content, organization, and usage for publication. 12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres. 39

40 C. Mechanics, Spelling, and Handwriting 1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling. 2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style. 3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas. 4. Use transition words to reinforce a logical progression of ideas. 5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. 6. Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness. 7. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work. 8. Write legibly in manuscript or cursive to meet district standards D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Employ the most effective writing formats and strategies for the purpose and audience. 2. Demonstrate command of a variety of writing genres, such as: Persuasive essay Personal narrative Research report Literary research paper Descriptive essay Critique Response to literature Parody of a particular narrative style (fable, myth, short story) Poetry 3. Evaluate the impact of an author s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 4. Apply all copyright laws to information used in written work. 5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles. 6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications. 7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. 8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres. 40

41 .3 Language Arts Literacy STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes..3.1 Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Discussion 1. Support a position integrating multiple perspectives. 2. Support, modify, or refute a position in small or large-group discussions. 3. Assume leadership roles in student-directed discussions, projects, and forums. 4. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage B. Questioning (Inquiry) and Contributing 1. Ask prepared and follow-up questions in interviews and other discussions. 2. Extend peer contributions by elaboration and illustration. 3. Analyze, evaluate, and modify group processes. 4. Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. 5. Question critically the position or viewpoint of an author. 6. Respond to audience questions by providing clarification, illustration, definition, and elaboration. 7. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives) C. Word Choice 1. Modulate tone and clarify thoughts through word choice. 2. Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration) D. Oral Presentation 1. Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression). 2. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words). 3. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking. 4. Edit drafts of speeches independently and in peer discussions. 5. Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details). 6. Use a rubric to self-assess and improve oral presentations. 41

42 .4 Language Arts Literacy STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations..4.1 Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Active Listening 1. Explore and reflect on ideas while hearing and focusing attentively. 2. Listen skillfully to distinguish emotive and persuasive rhetoric. 3. Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation B. Listening Comprehension 1. Listen to summarize, make judgments, and evaluate. 2. Evaluate the credibility of a speaker. 3. Determine when propaganda and argument are used in oral forms. 4. Listen and respond appropriately to a debate. 42

43 .5 Language Arts Literacy STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources..5.1 Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Constructing Meaning from Media 1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world. 2. Identify and evaluate how a media product expresses the values of the culture that produced it. 3. Identify and select media forms appropriate for the viewer s purpose B. Visual and Verbal Messages 1. Analyze media for stereotyping (e.g., gender, ethnicity). 2. Compare and contrast three or more media sources C. Living with Media 1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions). 2. Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback). 3. Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages. 43