English

During this course, students will focus on writing complete and grammatically correct paragraphs, essays, and research papers. They will learn useful vocabulary words and practice grammar skills to improve their own writing and peer editing. Students will read both fiction and non-fiction critically and present their ideas in both written and verbal formats. Finally, students will learn to present and organize formal speeches and other presentations.

Proficiency Learning Targets for Grade 9 ELA

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Introduce and develop information about a topic (9.7.2.2)
• Organize and format information to maximize clarity and audience understanding (9.7.2.2)
• Write using formal academic standards (9.7.2.2; 9.7.1.1)
• Produce clear, coherent writing using the formal writing process (9.7.4.4)
• Generate effective research questions and develop an evidence-based outline (9.7.7.7)
• Synthesize multiple credible sources to support research (9.7.7.7; 9.7.8.8)
• Provide accurate citations for evidence (9.7.8.8)

Reading – Literature Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Find and use textual evidence to support analysis (9.4.1.1)
• Summarize a text and explain theme development (9.4.2.2)
• Define words and phrases using context clues and analyze tone and mood (9.4.4.4)
• Engage in discussions on issues related to Minnesota Native Americans (9.9.1.1)
• Select a variety of self-chosen texts based on interest (9.4.10.10)

Speaking and Listening Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Participate in discussions on substantive topics and prepare by gathering evidence (9.9.1.1)
• Follow shared discussion rules, goals, and outcomes (9.9.1.1)
• Provide oral and written citations when presenting (9.9.4.4)
• Organize and present information clearly and ethically (9.9.4.4; 9.9.7.7)

Language Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Use correct grammar, punctuation, and spelling in speech and writing (9.11.1.1; 9.11.2.2)
• Determine word meaning using context and structure (9.11.4.4)

Materials Used

• Textbook:
  • Holt Elements of Fiction: Third Course
• Mythology:
  • Various creation stories (www.bigmyth.com)
  • Various Aesop's fables
  • Various epics
• Short Story / Elements of Fiction:
  • “The Sniper” by Liam O'Flaherty
  • “A Sound of Thunder” by Ray Bradbury
  • “The Interlopers” by Saki
• Of Mice and Men Unit:
  • Of Mice and Men by John Steinbeck
  • “To a Mouse” by Robert Burns
  • Surviving the Dust Bowl (PBS Documentary)
  • “The Migrant Experience” – Library of Congress
  • Songs by Woody Guthrie
  • John Steinbeck’s Nobel Prize speech
• Research Writing:
  • Fake websites:
    • www.dhmo.org
    • zapatopi.net/treeoctopus
    • www.thedogisland.com
    • sudftw.com/jackcon.htm
    • molossia.org
    • improbable.com
• Non-Fiction Graphic Novels:
  • The Legend of Auntie Po by Shing Yin Khor
  • They Called Us Enemy by George Takei
  • March: Book 1 by John Lewis
  • Trinity by Jonathan Fetter-Vorm
  • Fever Year by Don Brown
  • Redbone by Christian Staebler
• Non-Fiction Literature Circles:
  • Unbroken (Teen adaptation) by Laura Hillenbrand
  • Into the Wild by Jon Krakauer
  • I Am Malala (Teen adaptation) by Malala Yousafzai
  • Popular by Maya VanWagenen
  • Laughing at My Nightmare by Shane Burcaw
  • The Bite of the Mango by Mariatu Kamara
  • Night Flying Woman by Ignatia Broker
  • Obsessed: My Life with OCD by Allison Britz
• Poetry:
  • “Folding Wontons In” by Abraham Chang
  • “Hope is the Thing with Feathers” by Emily Dickinson
  • “Ballad of Birmingham” by Dudley Randall
  • “Almost Ashore” by Gerald Vizenor
  • “The Sacred Circle” by Adrian Louis
  • “Anonymous is Coyote Girl” by Anita Endrezze
  • “Old Prairie House Between Tulsa and Bartlesville” by Diane Glancy
  • “Flies Buzzing” by Mark Turcotte
• Romeo and Juliet Unit:
  • Romeo and Juliet by William Shakespeare
  • Film adaptations directed by Zeffirelli, Luhrmann, and Carlei

The overall emphasis in this course will be on developing effective writing, reading, and listening skills, with a focus on composing organized paragraphs and essays. Grammar, mechanics, and usage will be reviewed in all written and oral communication. In addition to short stories, poetry, and non-fiction selections, students will also read novels through literature circles and World War II literature. Students will write formal argumentative compositions and literary analysis essays.

Proficiency Learning Targets for Grade 10 ELA

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Make and develop claims to support an argument. (9.7.1.1)
• Support claims with sufficient evidence. (9.7.1.1)
• Acknowledge counterclaims. (9.7.1.1)
• Organize using formal academic writing. (9.7.1.1)
• Produce clear and coherent writing. (9.7.4.4)
• Organize and develop content using a formal writing process. (9.7.4.4)
• Generate effective research questions. (9.7.7.7)
• Develop an outline based on gathered evidence. (9.7.7.7)
• Synthesize multiple sources to support research questions. (9.7.7.7)
• Integrate multiple credible sources to support research. (9.7.8.8)
• Provide accurate citations for evidence. (9.7.8.8)

Reading – Literature Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Find and use textual evidence to support analysis. (9.4.1.1)
• Summarize a text. (9.4.2.2)
• Explain how a theme develops over the course of a text. (9.4.2.2)
• Use context clues to define words and figurative language. (9.4.4.4)
• Explain how words and phrases contribute to tone and mood. (9.4.4.4)
• Self-select a variety of student-appropriate texts based on interest. (9.4.10.10)

Speaking and Listening Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Participate in discussions on substantive topics. (9.9.1.1)
• Prepare for discussions by gathering evidence and perspectives. (9.9.1.1)
• Abide by discussion rules, goals, and outcomes. (9.9.1.1)
• Provide citations (oral and written) when presenting evidence. (9.9.4.4)
• Logically organize information for an audience. (9.9.4.4)
• Recognize ethical standards in media literacy. (9.9.7.7)
• Formally present information clearly, concisely, and logically. (9.9.4.4)

Language Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Use correct grammar in speaking and writing. (9.11.1.1; 9.11.2.2)
• Use correct punctuation and spelling in writing. (9.11.1.1; 9.11.2.2)
• Determine word meaning using context clues and word structure. (9.11.4.4)

Materials Used

Various Short Stories

• "The Scarlet Ibis"
• "The Monkey’s Paw"
• "The Cask of Amontillado"
• "The Lottery"
• "The Most Dangerous Game"

Native American Texts

• Walking the Rez Road by Jim Northrup

Various Perspective Novels (Student Choice)

• To Kill a Mockingbird by Harper Lee
• Black Like Me by John Howard Griffin
• The Underground Railroad by Colson Whitehead
• Defiant by Wade Hudson
• The Invention of Wings by Sue Monk Kidd
• Where Wolves Don’t Die by Anton Treuer
• I Have Lived 1000 Years by Livia Bitton-Jackson
• A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
• Goodbye, Antoura by Karnig Panian
• First, They Killed My Father by Loung Ung
• An Ordinary Man by Paul Rusesabagina
• Night by Elie Wiesel

Slave Narratives

• Selections from the Federal Writers’ Project, 1936–1938

Practical Writing is a middle level writing course focused on writing situations in academic settings and professional life. Students complete a variety of essays and writing assignments of varying lengths and purposes including personal statements, argumentative writing, creative writing, and expository writing. Students who display proficiency in Practical Writing and have aspirations of attending a four-year college are encouraged to take College Writing as an English elective credit.

Proficiency learning targets for Grade 11/12 ELA

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Introduce and develop information about a topic (11.7.2.2)
• Organize and format information to maximize content clarity and audience understanding. (11.7.2.2)
• Organize and write using formal standards. (11.7.2.2)
• Use language, including figurative language, appropriate to the audience. (11.7.2.2)
• Produce clear and coherent writing. (11.7.4.4)
• Organize and develop content using a formal writing process. (11.7.4.4)
• Generate effective research questions. (11.7.7.7)
• Develop an outline according to evidence gathered (11.7.7.7)
• Synthesize multiple sources to support research questions. (11.7.7.7)
• Integrate multiple types of credible sources to support research (11.7.8.8)
• Provide accurate citations for evidence. (11.7.8.8)

Language Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Correctly use grammar in speaking and writing. (11.11.1.1; 11.11.2.2)
• Correctly use punctuation and spelling in writing. (11.11.1.1; 11.11.2.2)
• Edit written work for correct use of grammar and mechanics. (11.11.1.1; 11.11.2.2)
• Use context clues and word structure to determine meaning of words. (11.11.4.4)

Materials Used

No Textbook -- All Supplemental Materials

Introduction to Education provides an overview of the education profession and U.S. education system, including historical development, social foundations, and educational institutions. Other topics discussed include current theories; trends and issues in education and the community; certification standards; roles and responsibilities of teachers, learners, and other school personnel; and a field experience / practicum experience. Coinciding with classroom work, students will take field trips to various educational settings, learn from guest instructors focusing on various topics in the world of education, and take part in various “teaching” experiences through observations and student contact.

Proficiency learning targets for Grade 11/12 ELA

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Introduce and develop information about a topic (11.7.2.2)
• Organize and format information to maximize content clarity and audience understanding. (11.7.2.2)
• Organize and write using formal standards. (11.7.2.2)
• Use language, including figurative language, appropriate to the audience. (11.7.2.2)
• Produce clear and coherent writing. (11.7.4.4)
• Organize and develop content using a formal writing process. (11.7.4.4)
• Generate effective research questions. (11.7.7.7)
• Develop an outline according to evidence gathered (11.7.7.7)
• Synthesize multiple sources to support research questions. (11.7.7.7)
• Integrate multiple types of credible sources to support research (11.7.8.8)
• Provide accurate citations for evidence. (11.7.8.8)

Language Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Correctly use grammar in speaking and writing. (11.11.1.1; 11.11.2.2)
• Correctly use punctuation and spelling in writing. (11.11.1.1; 11.11.2.2)
• Edit written work for correct use of grammar and mechanics. (11.11.1.1; 11.11.2.2)

Materials Used

Textbook (supplied by Normandale)

• Pearson Custom Education (EDUC 1101 Intro to Education)
  • ISBN 10: 1-269-79767-0
  • ISBN 13: 978-1-269-79767-2

Literary Analysis Book List
Subject to Change -- students also have the option of ordering a self-selected book.

• Teach Like a Pirate by Dave Burgess
• Leading with Focus by Mike Schmoker
• Starting a Movement by Kenneth C. Williams and Tom Hierck
• The Courage to Teach by Parker J. Palmer
• Shifting the Money by Todd Whitaker
• GRIT by Angela Duckworth
• Holler If You Hear Me (2nd edition) by Gregory Michie
• Why Don’t Students LIKE School? By Daniel T. Willingham
• How Children Succeed by Paul Tough
• What Great Teachers Do Differently by Todd Whitaker
• Launch by John Spencer and AJ Juliani
• Inquiry Mindset by Trevor Mackenzie
• Your First Year by Todd Whitaker, Madeline Whitaker, and Katherine Whitaker
• Even on Your Worst Day You Can Be a Student’s Best Hope by Manny Scott
• Mindset by Carol S. Dweck, Ph.D.
• Creating Innovators by Tony Wagner
• The Autistic Brain by Temple Grandin
• Creative Schools by Ken Robinson, Ph.D.
• Self-Theories by Carol S. Dweck
• Outliers by Malcolm Gladwell
• Start Right Now by Todd Whitaker, Jeffrey Zoul, and Jimmy Casas
• Other People’s Children By Lisa Delpit
• The Innovator’s Mindset by George Couros
• Gen Z @ Work by David Stillman and Jonah Stillman

Public Speaking is designed to give students a “practice facility” in which to hone skills for interacting with other people in various contexts and situations. Students will model the best practices of accomplished speakers by viewing speeches, analyzing the performance of other speakers and themselves, and tailoring their speeches for different objectives. Throughout the semester, students will be expected to build upon and improve their skills; this means targeting specific areas of improvement and working towards achieving that improvement.

Proficiency learning targets for Grade 11/12 ELA

Speaking, Viewing, Listening, & Media Literacy Proficiency Targets As evidenced based on classroom assessments, the student is able to:

• Engage in discussions about issues related to Minnesota American Indians. (11.9.1.1)
• Prepare for discussions by gathering evidence and perspectives (11.9.1.1)
• Abide by commonly held rules, goals and outcomes that define the purpose of the discussion (11.9.1.1)
• Provide citations (oral and written) when presenting evidence. (11.9.4.4)
• Logically organize information for an audience. (11.9.4.4)
• Formally present info clearly, concisely, and logically (11.9.4.4)
• Provide Multiple Perspectives of an issue (11.9.4.4)

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Organize and format information to maximize content clarity and audience understanding. (11.7.2.2)
• Develop an outline according to evidence gathered. (11.7.7.7)
• Introduce and develop information about a topic (11.7.2.2)
• Make and develop claims to support an argument. (11.7.1.1)
• Support claims with sufficient evidence. (11.7.1.1)
• Acknowledge Counterclaims (11.7.1.1)
• Tailor content to a specific audience. (11.7.1.1)
• Introduce and develop information about a topic. (11.7.2.2)
• Use language, including figurative language, appropriate to the audience. (11.7.2.2)

Materials Used

No Textbook -- All Supplemental Materials

Literary Studies satisfies the required junior/senior literature credit. Literary Studies explores the choices that authors make in their writing and the impact of those choices on the text's tone, mood, theme, and aesthetic appeal. Students will build skills in analytical reading, literature analysis, and critical thinking, and then they will apply these skills in assessments like essays, tests, and presentations. Major texts include several novels, a variety of poems and short stories, and plays by Shakespeare. This course fulfills the 11th-12th grade English: Literature elective requirement.

Proficiency learning targets for Grade 11-12 ELA

Reading-Literature Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Find and use textual evidence to support analysis (11.4.1.1)
• Infer meaning from what a text says explicitly. (11.4.1.1)
• Explain how multiple themes develop and interact over the course of a text. (11.4.2.2)
• Explain how Shakespeare’s words and phrases contribute to tone and mood. (11.4.4.4)
• Self-select a variety of student-appropriate texts based on interest. (11.4.10.10)

Language Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Correctly use grammar in speaking and writing. (11.11.1.1; 11.11.2.2)
• Correctly use punctuation and spelling in writing. (11.11.1.1; 11.11.2.2)
• Edit written work for correct use of grammar and mechanics. (11.11.1.1; 11.11.2.2)
• Use context clues and word structure to determine meaning of words. (11.11.4.4)

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Make and develop claims to support an argument. (11.7.1.1)
• Support claims with sufficient evidence. (11.7.1.1)
• Organize using formal academic writing. (11.7.1.1)
• Introduce and develop information about a topic. (11.7.2.2)
• Organize and format information to maximize content clarity and audience understanding. (11.7.2.2)
• Organize and write using formal standards. (11.7.2.2)
• Use language, including figurative language, appropriate to the audience. (11.7.2.2)
• Produce clear and coherent writing. (11.7.4.4)
• Organize and develop content using formal writing process. (11.7.4.4)
• Develop an outline according to evidence gathered. (11.7.7.7)
• Provide accurate citations for evidence. (11.7.8.8)

Speaking, Viewing, Listening, & Media Literacy Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Engage in discussions about issues related to Minnesota American Indians. (11.9.1.1)
• Provide citations (oral and written) when presenting evidence. (11.9.4.4)
• Logically organize information for an audience. (11.9.4.4)

Materials Used

• Individual Novel Texts
• Device with Schoology and Google Drive access.

This course includes a writing semester and a literature semester. First semester will focus on Foundations of Writing and Rhetoric. During this semester, we will be approaching writing as a subject of study by investigating how writing works across a variety of contexts. We will examine the writing of others for content, purpose, and structure as well as create our own pieces of writing including both research writing and analysis writing.  Although writing is the focus of this course, reading and analyzing different authors is also an important aspect of understanding rhetoric. Second semester will focus on literature. The essence of this portion of the course is critical reading, writing, and discussion of selected modern novels, poems, and short stories. The course will examine texts from multiple viewpoints, examining the works not only for themes, narratives, and style but also through the application of a variety of critical theories (lenses).

Proficiency Targets

Reading-Literature Proficiency Targets

As evidenced based on classroom assessments, the student is able to: 

• Find and use textual evidence to support analysis (11.4.1.1)
• Infer meaning from what a text says explicitly. (11.4.1.1)
• Explain how multiple themes develop and interact over the course of a text. (11.4.2.2)
• Explain how Shakespeare’s words and phrases contribute to tone and mood. (11.4.4.4)
• Self-select a variety of student-appropriate texts based on interest. (11.4.10.10)

Writing Proficiency Targets

As evidenced based on classroom assessments, the student is able to: 

• Make and develop claims to support an argument. (11.7.1.1)
• Support claims with sufficient evidence. (11.7.1.1)
• Acknowledge Counterclaims (11.7.1.1)
• Organize using formal academic writing. (11.7.1.1)
• Analyze validity and limitations of sources. (11.7.1.1)
• Tailor content to a specific audience. (11.7.1.1)
• Introduce and develop information about a topic. (11.7.2.2)
• Organize and format information to maximize content clarity and audience understanding. (11.7.2.2)
• Organize and write using formal standards. (11.7.2.2)
• Use language, including figurative language, appropriate to the audience. (11.7.2.2)
• Produce clear and coherent writing. (11.7.4.4)
• Organize and develop content using a formal writing process. (11.7.4.4)
• Develop an outline according to evidence gathered. (11.7.7.7)
• Provide accurate citations for evidence. (11.7.8.8)

Language Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Correctly use grammar in speaking and writing. (11.11.1.1; 11.11.2.2)
• Correctly use punctuation and spelling in writing. (11.11.1.1; 11.11.2.2)
• Edit written work for correct use of grammar and mechanics. (11.11.1.1; 11.11.2.2) 

Speaking, Viewing, Listening & Media Literacy Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• Engage in discussions about issues related to Minnesota American Indians. (11.9.1.1)
• Prepare for discussions by gathering evidence and perspectives (11.9.1.1)
• Abide by commonly held rules, goals and outcomes that define the purpose of the discussion (11.9.1.1)
• Provide citations (oral and written) when presenting evidence. (11.9.4.4)
• Logically organize information for an audience. (11.9.4.4)
• Formally present info clearly, concisely, and logically (11.9.4.4)
• Provide Multiple Perspectives of an issue (11.9.4.4)

Materials Used

Short Stories

• “A and P” by:  John Updike
• “The Most Dangerous Game” by:  Richard Connell
• “The Short Happy Life of Francis Macomber
• “A Worn Path” by Eudora Welty
• “The Lottery” by Shirley Jackson
• “The Drunkard” by:  Frank O’Connor

Drama

• Everyman
• Hamlet
• MacBeth
• King Lear
• Othello
• Angels in America by:  Tony Kushner

Poetry

• “To The Virgins to Make Much of Time” by:  Robert Herrick
• “Do Not Go Gentle into that Good Night” by:  Dylan Thomas
• “Richard Cory” by:  Edwin Arlington Robinson (and other poems in Spoon River Anthology)
• “Aunt Jennifer’s Tigers” by Adrienne Rich
• “Living in Sin” by Adrienne Rich
• “Storm Warnings” by Adrienne Rich
• Picnic, Lightning by Billy Collins -- This is a whole book. 

Novels:

• The Awakening by: Kate Chopin
• Things Fall Apart by: Chinua Achebe
• The Things They Carried by: Tim O’Brien 
• Sula by:  Toni Morrison
• Love Medicine by:  Louise Erdrich
• There, There by:  Tommy Orange

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