Page created by Renee Herrera
Section 2.1a. Appendix 1—
SpringBoard-CCSS Alignment

Delivering the Rigor of the Common Core

The SpringBoard Difference:
Our integrated model of literacy provides thematic units that integrate reading, writing, speaking and listening and
language skills. These units emphasize the strong connection between reading and writing while providing grammar
and vocabulary instruction in context. This unique design creates a balanced and vertically aligned system of literacy
development that engages students and prepares them for success with Common Core State Standards.

      Common Core State Standards
                                                                                  SpringBoard provides…
          for ELA include…

    1. CCSS Reading:                                       SpringBoard Reading:

    Literature and Informational Texts                     Literary and Informational Texts selected to be both challenging and engaging
    Key Ideas and Details                                  for students

    Craft and Structure                                    Explicit instruction in close reading and the opportunity to annotate within
                                                           the student text
    Integration of Knowledge and Ideas
                                                           A wide range of research-based reading strategies that empower students
    Range and Level of Text Complexity
                                                           Scaffolded instruction that moves students toward independence
    As the official pre-AP program of The College Board,
    SpringBoard prepares students for the rigorous
    textual analysis expected in AP English courses.

    2. CCSS Writing:                                       SpringBoard Writing:

    Text Types and Purposes                                Guided instruction for writing arguments, informative texts, and narratives
    (Argument, Informative, Narrative)                     Mode-specific Writing Workshops, open-ended prompts and Embedded
    Production and Distribution of Writing                 Assessments with Scoring Guides

    Research to Build and Present Knowledge                An Emphasis on Purpose and Audience

    Range of Writing                                       Formal and Informal Writing Tasks
    Strategies are embedded within the instructional       Multiple opportunities for short and extended student research
    activities to encourage best practices and sustain     A wide range of research-based writing strategies
    independent student learning.

    3. CCSS Speaking and Listening:                        SpringBoard Speaking and Listening:

    Comprehension and Collaboration                        A student-focused classroom where collaboration is fostered
    Presentation of Knowledge and Ideas                    A variety of nonprint texts including films
    SpringBoard develops students’ skills with focused     Multiple opportunities for student presentations, including speeches
    discussions such as Socratic Seminars and              and performances
    Literature Circles.
                                                           Specific strategies for collaboration and oral communication

    4. CCSS Language:                                      SpringBoard Language:

    Conventions of Standard English                        Signal Boxes that provide grammar support and instruction in the context of actual
    Knowledge of Language                                  reading and writing

    Vocabulary Acquisition and Use                         An emphasis on style analysis that transfers to students’ own use of language
    SpringBoard includes the essential rules while         An awareness of language as a flexible tool that can be adapted for specific contexts
    also considering how craft enhances choices about      A direct and integrated approach to vocabulary instruction that includes in-context
    grammar, conventions, vocabulary, and style.           and academic vocabulary, Greek and Latin roots, multiple-meaning words, and
                                                           literary terms defined at point of use

CCSS-Publisher’s Criteria for English Language Arts
                                      SpringBoard 2014 © Common Core Edition

                                                I. Key Criteria for Text Selection

    1. CCSS Text Complexity:           SpringBoard Text Complexity:

    A. Texts per grade align with      Evaluations of text complexity and an emphasis on access, engagement, and balance between reader
       complexity requirements         and task

    B. All students have               More direct and explicit scaffolding
       extensive opportunities
                                       Responsive to user feedback from users on age-appropriate materials
       to encounter grade-level
       complete texts                  Explicit reading pedagogy incorporated more explicitly into scaffolded lessons (before – during – after
                                       reading )
                                       Close reading strategies emphasized – marking/annotating and questioning the text
                                       Example Texts:
                                        • “Stranger in the Village” by James Baldwin
                                        • “Everyday Use” by Alice Walker
                                        • “Grant and Lee: A Study in Contrasts” by Bruce Catton

    C. Shorter, challenging texts      Encourage multiple readings of a text for comparison and deeper analysis
       that elicit close reading
                                       Emphasize style and literary analysis
       and re-reading are provided
       regularly at each grade         Facilitate additional analysis of structure and its relation to effective argument and analysis
                                       Text examples:
                                        •   “Eleven” by Sandra Cisneros
                                        •   “O Captain, My Captain” by Walt Whitman
                                        •   “Gift of the Magi” by O. Henry
                                        •   “The Story of an Hour” by Kate Chopin
                                        •   “Speech to the Virginia Convention” by Patrick Henry

    D. Novels, plays, other            Stronger connections to building skills through independent reading
       extended full length
                                       Multiple longer texts requiring sustained research
       readings with opportunities
       for close reading               Emphasizes close reading of passages with connections and contextualizing
                                       Literature Circles
                                       Added independent reading support in materials
                                       Students read a novel and/or a drama at every level. Example texts:
                                        •   Othello
                                        •   Romeo and Juliet
                                        •   The Giver
                                        •   Fahrenheit 451

    E. Additional materials            Includes lists of suggested independent readings (focused on a variety of complex texts) including high-
       aim to increase regular         interest young adult literature as well as canonical literature
       independent reading of texts
                                       Offers links to independent reading that are explicitly connected to lessons and skills taught in the unit
       that appeal to students’
       interests while developing
       both their knowledge base &
       joy in reading

CCSS-Publisher’s Criteria for English Language Arts
                                       SpringBoard 2014 © Common Core Edition

    2. CCSS Range and                   SpringBoard Range and Quality Texts:
       Quality of Texts:

    B. In grades 6–12, shift            Increased number of literary non-fiction texts across all grade levels (essays, speeches, opinion pieces,
       balance of texts/                historical documents)
       instructional time to
                                        Includes relevant multi-disciplinary non-fiction (seminal documents)
       reading substantially more
       literary nonfiction              Example Texts:
                                         • Declaration of Independence
                                         • “Speech to the Virginia Convention” by Patrick Henry
                                         • “Letter from Birmingham Jail” by Martin Luther King Jr.

    C. The quality of the               Emphasizes evaluating text complexity to assure users of text quality based on quantitative, qualitative,
       suggested texts is high          and reader task criteria
       –they are worth reading
                                        High-quality texts worthy of close and repeated reading prominently featured
       closely, and exhibit
       exceptional craft/thought
       or useful information

    D. Specific texts or text types     Foundational documents used in each level with specific units focused on American and World literature,
       named in standards are           Shakespeare, and American drama
                                        Example Texts:
                                         •   Declaration of Independence
                                         •   Preamble to the Constitution
                                         •   The Bill of Rights
                                         •   “Lincoln’s 2nd Inaugural Address” by Abraham Lincoln

    E. Within sequence or               Anchor texts used within thematic units of study
       collection of texts, specific
                                        Example Unit: Literary Theory study in 12th grade
       anchor texts are selected
       for especially careful            • “Shooting an Elephant” by George Orwell
       reading                           • Pygmalion by George Bernard Shaw
                                        All units have central and ancillary texts.

CCSS-Publisher’s Criteria for English Language Arts
                                    SpringBoard 2014 © Common Core Edition

                                         II. Key Criteria for Questions and Tasks

    CCSS:                            SpringBoard:

    High-Quality Text-               New “key ideas and details” focus on text-based questions (interpretive questions)
    Dependent Questions and
                                     Example Texts:
    Tasks (A – F)
                                     • “The Cask of Amontillado” by Edgar Allan Poe
                                     • “Advice to Youth” by Mark Twain
                                     Increase in the number of performance-based tasks (writing and performing)
                                     Example tasks:
                                     •   Literary analysis essays
                                     •   Interpretive performance of text
                                     •   Informal and formal oral presentations that require citing textual support
                                     •   EA: “Presenting a Literary Work Through Multiple Critical Perspectives”
                                     Many writing tasks are based on analysis of text and require citing textual evidence. For example:
                                     • L5U1 Writing a Synthesis Essay
                                     • L2U3 Writing a Literary Analysis
                                     Before – During – After reading (instructional design) fosters deeper understanding and insight
                                     Informational and argumentative texts have been revised to reflect current issues to increase student
                                     interest and engagement.

    Cultivating Students’ Ability    Literature Circles assignments and activities for independent reading are closely tied to instruction in skills
    to Read Complex Texts            and concepts in each unit
    Independently (A–F)
                                     Reading strategies are embedded and in context of close reading and independent use by students. For
                                     • Socratic Seminar
                                     • Literature Circles
                                     Textual suggestions for outside reading increase in complexity and are tiered to support diverse learners
                                     (e.g. ELL)
                                     Graphics are positioned as text, not in support of text (e.g. close reading of graphic novels and art)
                                     • The Arrival by Shaun Tan
                                     Graphics included as means of supporting reading comprehension
                                     • “Facts About Marketing to Children”

                                      III. Key Criteria for Academic Vocabulary

    CCSS:                            SpringBoard:

    Materials focus on               New emphasis on cross-disciplinary vocabulary as distinct from domain-specific terms
    academic vocabulary
                                     Identified Tier 2 words within each unit and provide focused instruction surrounding vocabulary
    prevalent in complex texts
    throughout reading, writing,     Vocabulary Notebooks give students ownership of their increasing growth in understanding.
    listening, and speaking

CCSS-Publisher’s Criteria for English Language Arts
                                    SpringBoard 2014 © Common Core Edition

                                 IV. Key Criteria for Writing to Sources and Research

    CCSS:                            SpringBoard:

    1. Materials portray writing     Extensive addition of writing prompts require students to write in response to sources
       to sources as a key task
                                     “Be sure to” for writing tasks explicitly set forth writing requirements
                                     Scoring Guides include “relevant and appropriate textual evidence”
                                     Embedded Assessments require students to analyze, reflect and research in response to texts.
                                     On-line writing prompts ask students to write in response to sources:
                                     Writing activities include Response to Literature;
                                     Research and Argumentative Writing Workshops reinforce skills in writing literary nonfiction.

    2. Materials focus on            Focus less on personal writing and more on argumentative & informative/explanatory writing. For example:
       forming arguments as          • L5U2EA2: Creating an Argument
       well as informative           • L1U3 EA2: Writing an Expository Essay
                                     Genre-specific writing instruction moves toward blended writing and full academic writing. For example:
                                     • Creating a News Outlet
                                     • Narrative Interview
                                     • Multi-Genre Research Project

    3. Materials make it clear       Increased emphasis on student choice in format and mode depending on audience and task (Writing
       that student writing          Workshop Series)
       should be responsive to
                                     Writer’s Craft activities focus on application of language and usage to achieve coherence and structure.
       the needs of the audience
       and the particulars of the    More activities focus on the deliberate use of language to achieve a specific effect.
       text in question              Strategies such as SOAPSTone encourage students to analyze audience and purpose in reading and focus
                                     on audience and purpose when writing.

    4. Students are given            More purposeful use of research with a greater degree of independence. For example:
       extensive practice with       • L1U3: Research and Debating a Controversy
       short, focused research       • L3U4: Presenting a Multi-Media Campaign
                                     Research emphasizes the need to find logical evidence to use in writing
                                     Students reflect on how research informs their understanding and interpretation of what they are reading.
                                     For example:
                                     • L4U5: “Shakespeare’s Globe”

CCSS-Publisher’s Criteria for English Language Arts
                                   SpringBoard 2014 © Common Core Edition

          V. Additional Key Criteria for Student Reading, Writing, Listening and Speaking

    CCSS:                           SpringBoard:

    1. Materials provide            Includes more complex elements of oral reading (inflection, rehearsal, etc.) For example:
       systematic opportunities     • L4U5: Presenting a Dramatic Interpretation
       for students to read         • L6U2: Writing and Presenting a Speech
       complex text with fluency

    2. Materials help teachers      Student-centered classroom and student-led discussions remain the focus of the instructional framework.
       plan substantive
                                    Text-based academic discussions are featured throughout materials:
       academic discussions
                                    •   Socratic Seminars
                                    •   Literature Circles
                                    •   Structured Academic Controversy
                                    •   Debates
                                    •   Discussion Groups

    3. Materials use multimedia     New “technology connections” to encourage creative and independent use of technology
       and technology to deepen
                                    Online interactive text materials
       attention to evidence and
       texts                        Student presentations incorporate multimedia components.
                                    Same text, different text:
                                    • Romeo and Juliet
                                    • Othello
                                    • Midsummer Night’s Dream

    4. Materials embrace the        Writers Craft asks students to apply grammar and language conventions in their own writing with
       most significant grammar     precision.
       and language conventions
                                    Grammar and language instruction is integrated and taught in the context of authentic reading and writing.
                                    Students study how published authors use grammar and language stylistically
                                    Includes Editor’s Checklists
                                    Scoring Guides indicate when formal conventions are expected
                                    New explicit mini -lessons on grammar and language use added

Visit for more information.

Section 2.1a. Appendix 2—SpringBoard 4-Yr Scope and Sequence
                                                                     SpringBoard® English Textual Power™
                                                                                      Level 4: Coming of Age
                                               Academic             Embedded                                                                                        Writing Workshop
Unit             Essential Questions           Vocabulary           Assessments                                           Unit Goals                                    Connection
Unit 1           What does it mean to          Voice                EA 1: Presenting an           To understand the concept of coming of age                    Writing Workshop 1:
Coming of        “come of age”?                Advertising          Interview Narrative           To identify diction, syntax, and tone and the way they        The Writing Process
Age                                              Techniques                                       work together to convey an author or speaker’s voice
Independent      How are rhetorical            Rhetorical Appeals   EA 2: Creating an Ad          To incorporate voice effectively in your own writing          Workshop 5: Script Writing
reading          appeals used to                                    Campaign for a Novel          To analyze and use rhetorical appeals to influence an
novels           influence an audience?                                                           audience

Unit 2           How do authors and            Point of View        EA 1: Creating a              To identify important cinematic techniques and analyze        Writing Workshop 9:
Defining Style   directors use specific        Commentary           Storyboard                    their effects                                                 Response to Literary or
                 techniques to achieve a       Cinematic                                          To transform a text into a new genre                          Expository Text
Edward           desired effect?                 Techniques         EA 2: Writing a Style         To identify specific elements of an author’s style
Scissorhands                                   Style                Analysis Essay                To develop an awareness of reading strategies to
                 What are the essential        Effect                                             enhance comprehension
                 features of an effective                                                         To analyze the elements of fiction—setting, plot,
                 style analysis?                                                                  character, theme—and the steps in plot development—
                                                                                                  exposition, complications, climax, falling action,
                                                                                                  resolution (denouement)

Unit 3           What is Poetry?               Poetic Structure     EA 1: Creating a Poetry       To develop the skills and knowledge to analyze and craft      Writing Workshop 3:
Exploring                                      Diction              Anthology                     poetry                                                        Poetry
Poetic Voices    What can a writer learn       Imagery                                            To analyze the function and effects of figurative language
                 from studying an              Figurative           EA 2: Analyzing and           To write original poems that reflect personal voice, style,   Writing Workshop 9:
                 author’s craft and style?       Language           Presenting a Poet             and an understanding of poetic elements                       Response to Literary or
                                               Syntax                                             To write a style analysis essay                               Expository Text
                                                                                                  To present an oral interpretation of a poem

Unit 4           What are the essential        Drama                EA 1: Presenting a            To engage in authentic research related to performing         Writing Workshop 6:
Interpreting     features of an effective      Tragedy              Shakespearean Scene           Romeo and Juliet                                              Expository Writing
Drama            drama and/or dramatic         Theatrical                                         To explore multiple interpretations of Romeo and Juliet
Through          performance?                    Elements           EA 2: Writing a               through performance and film
Performance                                    Interpretation       Metacognitive                 To examine the “coming of age” concept in context of the
                 How have the strategies       Metacognition        Reflection                    play
Romeo and        I have learned this year                                                         To be intentional in the use of strategies and to evaluate
Juliet           helped me to be a better                                                         how well they work
                 reader, writer, speaker,                                                         To reflect on one’s growth as a learner
                 listener, critical thinker?

© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.
Level 4: Coming of Age
                                            Academic             Embedded                                                                                      Writing Workshop
Unit            Essential Questions         Vocabulary           Assessments                                         Unit Goals                                    Connection
Unit 5          What are the essential      Context              EA 1: Historical             Gather and synthesize information for an oral                Writing Workshop 10:
Coming of       elements of an effective    Annotated            Investigation and            presentation on the social, cultural, historical, and        Research
Age Amidst      informative oral              Bibliography       Presentation                 geographical context of the novel
Controversy     presentation?               Characterization                                  Explore the significance of setting, conflict, and the       Writing Workshop 9:
                                            Thematic             EA 2: Analyzing a            growth of characters in relation to the theme of coming of   Response to Literary or
To Kill a       What impact does              Statement          Passage from To Kill a       age                                                          Expository Text
Mockingbird     historical, cultural,       Audience Analysis    Mockingbird                  Extrapolate from a short passage the larger themes and
                geographical, and social                                                      literary elements of the novel
                context have on a novel
                and on the reaction of
                readers to it?

© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.
SpringBoard® English Textual Power™
                                                                              Level 5: Culture and Community
                                                    Academic            Embedded                                                                                   Writing Workshop
Unit            Essential Questions                 Vocabulary          Assessments                                        Unit Goals                                  Connection
Unit 1          How can cultural experiences        Culture             EA 1: Creating and        To examine a variety of voices writers and speakers use        Writing Workshop 1:
Voices of       shape, impact, or influence our     Subculture          Artistic                  and the reasons they use them (audience, purpose,              The Writing Process
Modern          perception of the world?            Symbol              Representation of My      context, and genre)
Culture                                             Perspective         Culture                   To apply analytical, critical, creative, and reflective        Writing Workshop 3:
                How does voice function in and      Stereotype                                    strategies to published, personal, and peer-generated texts    Poetry
Independent     beyond the contexts of writing?                         EA 2: Presenting Two      To develop speaking and listening skills that build capacity
Reading                                                                 of My Voices              for effective communication
Unit 2          How do external factors affect      Persona                                       To recognize how we define ourselves as individuals            Writing Workshop 9:
Cultural        one’s sense of identity?            Juxtaposition       EA 1: Writing About a     through our interactions with external cultural forces         Response to Literary or
Conversations                                       Cultural Conflict   Cultural Conflict         To understand and apply the basic elements of argument         Expository Text
                How do we synthesize multiple       Satire/Humor                                  To recognize the role that culture plays in defining
Bend it Like    sources of information into a       Synthesis           EA 2: Writing a           ourselves as individuals
                                                                                                                                                                 Writing Workshop 8:
Beckham         cohesive argument?                  Argument            Synthesis Paper           To identify and understand significant cultural                Persuasive/
                                                                                                  conversations within a variety of media sources                Argumentative Writing
                                                                                                  To apply the appropriate conventions and elements of a
                                                                                                  synthesis essay
Unit 3          How can an author use a work                            EA 1: Researching and     To analyze character relationships and motives in a literary   Writing Workshop 10:
Community       of fiction to make a statement      Validity            Reflecting on             work                                                           Research
                about culture?                      Reliability         Community                 To apply academic writing skills to a literary analysis        Writing Workshop 9:
Things Fall                                         Plagiarism                                    To research and make connections between one’s culture         Response to Literary or
                How might the cultural fabric of
Apart                                               Tragic Hero         EA 2: Writing a           and the culture of another time and place                      Expository Text
                a community be stretched or
                                                                        Literary Analysis Essay
                altered when it encounters new
                ideas and members?
Unit 4          What is the nature of justice?      Justice             EA 1: Composing a         To examine perspectives of justice across cultures and over    Writing Workshop 1:
Justice                                             Chorus              Persuasive Text           time                                                           The Writing Process
                How does one construct a                                                          To recognize effective elements of persuasion                  Writing Workshop 5:
Antigone        persuasive argument?                                    EA 2: Creating a Living   To create a persuasive piece                                   Script Writing
                                                                        Tableau                   To rehearse and present a dramatic interpretation
Unit 5          How do cultural differences         Documentary         EA 1: Presenting a        To examine how nonfiction texts (both print and nonprint)      Writing Workshop 10:
Building        contribute to conflicts over          Film              Solution to an            construct our perceptions of what is true                      Research
Cultural        environmental issues?               Objectivity         Environmental Conflict    To analyze how writers and speakers use evidence to
Bridges                                             Subjectivity                                  impact the persuasiveness of a claim
                                                                                                                                                                 Writing Workshop 6:
                What is the value of self-                              EA 2: Presenting my       To examine how perceptions of a writer’s or speaker’s
                                                                                                                                                                 Expository Writing
                reflection in preparing for one’s                       Portfolio                 ethics affect the credibility of a text or its author
The 11 Hour     future?                                                                           To explore a complex issue from multiple perspectives and
                                                                                                  to work with peers to present a mediated solution
                                                                                                  To reflect on academic strengths and identify areas for
                                                                                                  further development

© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.
SpringBoard® English Textual Power™
                                                                             Level 6: The American Dream
                                            Academic             Embedded                                                                                        Writing Workshop
Unit           Essential Questions          Vocabulary           Assessments                                        Unit Goals                                       Connection
Unit 1         In what ways does the        Survey               EA 1: Presenting             To understand and define the concept of the American           Writing Workshop 6:
The            American Dream manifest      Primary Source       Findings from a Survey       Dream                                                          Expository Writing
American       itself in American life?     Secondary Source                                  To identify and synthesize a variety of perspectives that
Dream                                                            EA 2: Synthesizing the       exist about The American Dream
               How does one create a                             American Dream               To conduct a survey and use primary sources as a
               personal definition of the                                                     functional text to prove or disprove an assumption
               American Dream?

Unit 2         How do newspapers            Bias                 EA 1: Creating an Op-Ed      To identify the main components and role of a                  Writing Workshop 8:
American       impact public opinion or     Fallacy              Page                         newspaper’s op-ed page                                         Persuasive/
Forums:        public perception?           Editorial                                         To analyze how writers use logic, evidence, and rhetoric       Argumentative Writing
The                                         Parody               EA 2: Writing a Satirical    to advance their opinions
Marketplace    How does a writer use                             Piece                        To enable write persuasive pieces and refute the
of Ideas       tone to advance an                                                             positions of others
               opinion?                                                                       To recognize the symbols and references that editorial
                                                                                              cartoonists use
                                                                                              To analyze and apply satirical techniques

Unit 3         How are the components       Rhetoric             EA 1: Creating and           To define and apply the appeals and devices of rhetoric        Writing Workshop 8:
The Power      of rhetoric applied to the   Rhetorical Devices   Presenting a Persuasive      To analyze, create, and present persuasive speeches            Persuasive/
of             creation and delivery of     Social               Speech                       To interpret and analyze texts and situate them in their       Argumentative Writing
Persuasion     persuasive speeches?         Commentary                                        communication contexts
                                            Foil                 EA 2: Creating and           To analyze, create, and present a dramatic scene about a       Writing Workshop 5:
The Crucible   How can artistic                                  Performing a Dramatic        societal issue                                                 Script Writing
               expression advance social                         Scene

Unit 4         How can an author’s style    Motif                EA 1: Writing an             To explore an American classic that addresses the              Writing Workshop 9:
 An            construct and reflect        Résumé               Analytical Essay             concept of “journey”                                           Response to Literary or
American       identity?                                                                      To analyze the writer’s rich and complex writing style as      Expository Text
Journey                                                          EA 2: Using                  a model for making deliberate stylistic choices
               How do communication                              Communication Skills to      To investigate the communication demands of a career           Writing Workshop 4:
Their Eyes     skills enhance self-                              Present Myself               and to prepare to meet those demands                           Reflective Writing
Were           expression?                                                                    To use media production elements and speaking and
Watching                                                                                      listening skills to construct a presentation of self that is   Writing Workshop 7:
God                                                                                           appropriate for the audience                                   Procedural:
                                                                                                                                                             College Application

© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.
Level 6: The American Dream
                                            Academic             Embedded                                                                                     Writing Workshop
Unit           Essential Questions          Vocabulary           Assessments                                        Unit Goals                                    Connection
Unit 5         What does it mean to         Coherence            EA 1: Writing a Personal      To analyze and evaluate the structural and stylistic       Writing Workshop 4:
The Pursuit    pursue happiness?            Genre Conventions    Essay                         features of texts                                          Reflective Writing
of                                          Discourse            EA 2: Writing a Multi-        To compose a personal essay that employs stylistic
Happiness      How does a writer                                 Genre Research Project        techniques                                                 Writing Workshop 10:
               represent research                                                              To synthesize research into a multi-genre research paper   Research
Into the       through multiple texts?

© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.
SpringBoard® English Textual Power™
                                                                            Senior English: Multiple Perspectives
                                                 Academic                Embedded                                                                                    Writing Workshop
Unit            Essential Questions              Vocabulary              Assessments                                      Unit Goals                                     Connection
Unit 1          How do writers and artists       Reader Response         EA 1: Creating a        To understand the relationship between perspective and            Writing Workshop 4:
Perception      organize or construct text to    Criticism               Photo Essay             critical theory                                                   Reflective Writing
Is Everything   convey meaning?                                                                  To apply critical theories to various texts studied and created
                                                 Cultural Criticism      EA 2: Writing a         To control and manipulate textual elements in writing to
“Shooting an    What does it mean to be a                                Reflective Essay        clearly and effectively convey a controlling idea or thesis
Elephant”       stranger in the village?
Unit 2          How does applying a critical     Archetypal Criticism    EA 1: Illuminating      To enhance critical thinking by studying Feminist, Marxist,       Writing Workshop 5:
The             perspective affect an                                    Pygmalion               and Archetypal critical perspectives                              Script Writing
Collective      understanding of text?           Marxist Criticism                               To apply multiple critical perspectives to drama, nonfiction,
Perspective                                                              EA 2: Applying a        and nonprint texts                                                Writing Workshop 9:
                How does a new                   Feminist Criticism      Critical Perspective    To engage in the writing process to generate a play script        Response to Literary or
Pygmalion       understanding of a text                                                          and an analytical response                                        Expository Text
                gained through
                interpretation help or hinder
                your enjoyment of it?
Unit 3          How can a dramatic               Historical Criticism    EA 1: Writing an        To interpret multiple representations of a Shakespearean          Writing Workshop 6:
Evolving        performance reflect a critical                           Analysis                tragedy                                                           Expository Writing
Perspectives    perspective?                                                                     To examine critical perspectives as they apply to drama
                                                                         EA 2: Staging an        To plan and perform dramatic interpretations of selected
Othello         What role does literature                                Interpretation          scenes
                play in the examination of                                                       To analyze the ways in which historical contexts have
                recurring societal issues?                                                       influenced performances of the play
Unit 4          How can an examination of        Archetypal Criticism    EA: Presenting a        To trace a reading through a critical perspective over the        Writing Workshop 1:
Multiple        texts through multiple           Cultural Criticism      Literary Work           course of an extended text                                        The Writing Process
Perspectives    perspectives affect              Feminist Criticism      Through Multiple        To analyze two literary works through multiple critical
The Arrival     understanding?                   Historical Criticism    Critical Perspectives   perspectives
Novels or                                        Marxist Criticism                               To analyze and then utilize text features of a graphic novel
plays for       How do media production          Reader Response                                 To create a presentation using a performance-based or
independent     elements shape a message?          Criticism                                     visual medium
Unit 5          How do media sources             Media Channel           EA 1: Examining         To identify ways in which media shape how and what we             Writing Workshop 10:
Creating        impact our understanding of                              How an Issue Is         know about particular events                                      Research
Perspectives    the truth and significance of                            Presented in Media      To investigate how different media channels communicate
                an issue?                                                Texts                   information about a particular event                              Writing Workshop 8:
                                                                                                 To investigate a variety of perspectives on a single event        Persuasive/
                How can media texts be                                   EA 2: Creating a        To analyze how different critical perspectives shape the          Argumentative Writing
                constructed to support an                                Media Text              reporting and interpreting of events
                agenda or interpretation?                                                        To create a media text applying multiple lenses to the
                                                                                                 investigation and representation of an event

© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.
Section 2.1b. Appendix 3—SpringBoard Track Record
Table 3: Change in AP Exam Test-takers and Success in Florida’s Collier County Public
Schools, 2007-2010.
Section 2.1a Appendix 4—Interactive Mathematics Program 4-Yr Scope and Sequence
        Interactive Mathematics Program Year 1

      Provides a broad introduction to algebra. Helps students develop strong mathematical
      skills and habits of mind. Improves communication and writing skills.

          •   Students develop basic ideas about functions, integers, angles, and polygons.
              They learn how to work on mathematical investigations and report on their ideas
              both orally and in writing.
          •   Students develop a mathematical analysis for a complex game based on an area
              model for probability.
          •   Students look at mid-19th-century Western migration in terms of the many linear
              relationships involved.
          •   Exploring an excerpt from a Edgar Allan Poe classic story, students use data from
              experiments and statistical ideas, such as standard deviation, to develop a formula
              for the period of a pendulum.
          •   Students use principles about similar triangles and basic trigonometry to develop
              formulas for finding the length of a shadow.

      Interactive Mathematics Program Year 2

      Covers quadratic functions and equations. Deepens students’ conceptual understanding
      through new contexts. Includes embedded practice.

          •   Students study surface area, volume, and trigonometry to answer the question,
              “What is the best shape for a honeycomb?”
          •   In their work to maximize profits for a bakery, students deepen their
              understanding of the relationship between equations and inequalities and their
          •   Students build on prior experience with statistical ideas from IMP Year 1,
              expanding their understanding of statistical analysis.
          •   The central problem of this unit involves sending up a rocket to create a fireworks
              display. This unit builds on the algebraic investigations of Year 1, with a special
              focus on quadratic expressions, equations, and functions.
          •   The unit starts with a model based on Lewis Carroll’s Alice’s Adventures in
              Wonderland, through which students develop the basic principles for working
              with exponents.

      Interactive Mathematics Program Year 3

      Extends students’ understanding of material studied in preceding years of the curriculum
      as they learn and apply new skills . Topics include combinatorics, derivatives, and the
      algebra of matrices.

          •   Students study circles and coordinate geometry to determine how long it will take
              before the trees in a circular orchard grow so large that someone standing at the
center of the orchard cannot see out.
   •   This unit concerns making a decision about land use and builds on skills learned
       in an IMP Year 2 unit about graphing systems of linear inequalities and solving
       systems of linear equations.
   •   Beginning with a table of population data, students study situations involving
       rates of growth, develop the concept of slope, and then generalize this to the idea
       of the derivative.
   •   Students use combinatorics to develop the binomial distribution and the
       probability that the team leading in the pennant race will ultimately win the
   •   Using trigonometry, polar coordinates, and the physics of falling objects, students
       model this problem: When should a diver on a Ferris wheel aiming for a moving
       tub of water be released in order to create a splash instead of a splat?

Interactive Mathematics Program Year 4

Features widely varied topics, including computer graphics, statistical sampling, and an
introduction to accumulation and integrals. Builds on the strong knowledge base of IMP

   •   This unit builds upon Year 3’s High Dive problem: "When should a diver on a
       Ferris wheel aiming for a moving tub of water be released in order to create a
       splash instead of a splat?" In Year 4, students use vectors modeling horizontal and
       vertical components of the diver’s initial velocity.
   •   In this unit, students explore families of functions in terms of various
       representations—tables, graphs, algebraic representations, and situations they can
       model; they also explore ways of combining functions using arithmetic operations
       and composition.
   •   The central problem of this unit concerns an election poll, and students use
       normal distributions and standard deviations to find confidence intervals and see
       how concepts such as margin of error are used in polling results.
   •   This unit adds integrals to the derivative concepts explored in Year 3. Students
       solve accumulation problems using a version of the Fundamental Theorem of
       Calculus. They find that the derivative of the function that describes the amount
       of accumulation up to a particular time is the rate of accumulation, and that the
       function describing accumulation is an anti-derivative of the function describing
       the rate of accumulation.
   •   Students study the fundamental geometric transformations—translations,
       rotations, and reflections—in two and three dimensions, in order to create a
       display of a cube rotating around an axis in three-dimensional space.
Section 2.1a. Appendix  5—Social  Science  Additional  Curriculum  and  Programs  
All  four  of  the  programs  below  address  the  right  to  individual  expression  and  respect  for  diversity  of  
ideas  that  validates  students’  own  life  experiences  and  perspectives.  Schools  (and  educational  programs  
such  as  these)  that  respect  students’  ideas  support  their  participation.  This,  in  turn,  provides  motivation  
for  them  to  transcend  their  personal  struggles  and  to  engage  with  their  social  context  in  order  to  realize  
the  Dyett  mission.  Students  who  acquire  the  skills  embodied  in  the  programs  below  will  be  better  
equipped  to  stay  on  track  for  college  and  to  develop  career  readiness.    
Facing  History  And  Ourselves  
Facing  History  And  Ourselves  describes  itself  on  its  website  as  “an  international  educational  and  
professional  development  organization  whose  mission  is  to  engage  students  of  diverse  backgrounds  in  
an  examination  of  racism,  prejudice,  and  anti-­semitism  in  order  to  promote  the  development  of  a  more  
humane  and  informed  citizenry.”  Facing  History  And  Ourselves  gives  students  and  teachers  the  tools  to  
dissect  and  discuss  historical  events  from  a  people-­centric  view,  allowing  for  a  more  holistic  
understanding  of  how  individual  have  shaped  history.    The  goal  of  using  Facing  History  And  Ourselves  
in  the  classroom  is  to  empower  students  to  be  change  agents  and  shape  the  history  of  their  own  
Document  Based  Question  (DBQ)  
DBQs  are  based  on  a  question  format  from  AP  History  exams.  They  emphasize  close  reading  and  
questioning  of  interdisciplinary  documents,  giving  a  rich  cross-­section  of  cultures  and  time  periods,  and  
are  closely  aligned  with  the  Common  Core  Standards.  As  stated  by  the  DBQ  Project  website  “DBQs  
offer  students  a  sampling  of  non-­fiction  texts  and  documents.  Students  examine  maps,  letters,  charts,  
graphs,  cartoons,  historians’  accounts,  diaries,  advertisements,  photographs,  flyers  and  more.”  DBQ  
asks  students  to  carefully  analyze  various  primary  sources,  take  positions,  and  create  high-­quality,  
evidence-­based  arguments  that  integrate  social  science  content  with  literacy  and  critical  analysis  skills.    
Democracy  in  Action  (Mikva  Challenge,  Chicago)  
The  Democracy  in  Action  civics  curriculum  was  developed  by  Mikva  Challenge  in  Chicago,  
specifically  for  CPS  schools.  This  program  offers  skills  and  support  to  students  who  are  learning  to  
advocate  for  social  change,  which  is  relevant  to  the  Dyett  mission  and  to  students  completing  their  
various  school  projects.  Democracy  in  Action’s  award-­winning  youth  citizenship  programs  have  
generated  enthusiastic  participation  and  the  emergence  and  development  of  young  leaders  with  strong  
voices  about  education  and  other  social  issues.  
Socratic  Seminars  
Socratic  Seminars  promote  a  similar  skill  set  as  DBQs  and  also  provide  a  model  of  structured  
classroom  discussion  which  promotes  thoughtful  verbal  expression,  close  textual  analysis,  listening  
skills,  collective  reasoning,  and  metacognition.  Socratic  Seminars  promote  a  social  and  democratic  
vision  of  learning,  aligning  with  the  work  of  educators  such  as  Jean  Piaget,  John  Dewey,  and  Howard  
Zinn.    Through  the  use  of  open-­ended  questions  about  the  text,  students  are  required  to  consider  
multiple  perspectives,  creating  a  well  rounded  understanding  of  both  the  text  and  their  fellow  students’  
thoughts  and  worldviews.    
Section 2.1a. Appendix  6—Social  Science  Classes  
World  Studies  (grade  9)    
Students  will  examine  various  cultures  from  around  the  world  through  the  lenses  of  
geographical,  historical,  social,  political,  economical,  environmental,  and  cultural  forces.  
Inquiry-­based  investigations,  based  upon  large  themes,  will  help  students  gain  a  greater  
understanding  of  individual  cultures  as  well  as  the  relationships  between  different  cultures.  
Students  will  examine  the  manner  in  which  people,  political  movements,  big  ideas,  technological  
innovations,  and  social  forces  have  influenced  world  cultures.  In  keeping  with  the  mission  of  the  
school,  students  will  also  focus  on  issues  of  global  environmental  sustainability  and  global  
US  History  (grade  10)    
This  class  will  study  the  formation  of  the  nation  by  examining  the  people  and  events  that  created  
the  United  States.  Emphasis  will  be  placed  on  understanding  the  conditions  and  interests  of  
various  competing  and  complementary  social  groups  within  the  United  States.    What  did  they  
feel  and  think?  Why  did  they  behave  the  way  they  did?  What  choices  did  they  have?  Students  
will  look  at  the  role  of  leadership  and  how  leaders  shape  and  are  shaped  by  social  forces.  Our  
orientation  is  that  this  class  is  about  the  past,  but  it  is  also  about  today.  Students  study  history  to  
learn  about  themselves  and  the  world  today.    
The  course  will  trace  the  nation’s  founding  from  the  Colonial  Period  through  the  present.  
Students  will  examine  how  economic,  geographic,  political,  social,  cultural,  and  environmental  
factors  shaped  and  were  shaped  by  historical  events.  They  will  engage  with  the  historical  
narrative  as  well  as  with  the  ethical  debates  that  shaped  the  country.    
Students  will  develop  research,  literacy,  analytical  thinking,  and  communication  skills  through  
the  close  study  and  engagement  with  primary  and  secondary  sources.  The  relationship  between  
events,  the  credibility  of  sources,  and  the  need  to  examine  multiple  points  of  view  will  be  
incorporated  through  the  course.  Also  in  this  course,  students  will  demonstrate  understanding  of  
the  US  and  Illinois  Constitutions  and  successfully  pass  the  Public  Law  195  test.    
African  American  History  (grade  11)    
The  study  of  African  American  history  will  provide  an  in-­depth  analysis  of  the  often  overlooked  
and  reduced  importance  of  the  events  and  contributions  of  African  Americans  in  the  US.  This  
course  will  allow  students  to  engage  with  historical  events  and  facts,  question  the  missing  voices  
in  the  literature,  and  analyze  the  contradictions  of  democracy  and  freedom  in  the  nation’s  
foundation.  Students  will  come  to  understand  the  multiple  and  complex  aspects  of  African  
American  life  and  the  development  of  Black  culture  from  historical,  social,  and  political  
perspectives.    This  will  help  students  to  realize  that,  while  African  Americans’  collective  
experiences  in  the  US  constitute  a  particular  shared  identity,  the  variety  within  Black  life  is  as  
rich  and  complex  as  that  of  any  people.    
Section 2.1a       Appendix  7—Dyett  High  School  4  Yr  Proposed  Course  Schedule  

                                                                          GRADES  9  -­12  

                                              Bold  Type  =  Required  Coursework    ​
                                                                                     Italic  Type  =  Electives    

 Grad  Recs                      9​th  ​Grade                        10​th​  Grade                                  11​th​  Grade                       12​th​  Grade  
English—4  Yrs             -­   World  Literature  I            -­ World  literature  II                            -­ American                          -­ English  IV  
                           -­   Writing  Workshop                 -­ Writing  Workshop                                     Literature                   -­ AP  English    
                                                                                                      -­            Humanities  (11  or              -­ College  English  
                                                                                                                           12th​​  grade)                      (CPS  Dual  
                                                                                                     -­             AP  English  Lang  &               Enrollment  Program)  
                                                                                                                    Composition  (11  or                -­ AP  English  
                                                                                                                           12th​​  grade)                   Literature  &  
                                                                                                      -­            Writing  Workshop                       Composition  
                                                                                                                                                   -­ Writing  Workshop    

Science—3  Yrs             -­   Biology                              -­     Chemistry                          -­    Environmental            -­     Senior  Project  (with  
(1  Bio  and  2                                                                                                          Science                           colloquium)  
more  lab                                                                                             -­            AP  Environmental                    -­ Physics  
sciences)                                                                                                                 Science                    -­ AP  Chemistry  
                                                                                                                                                       -­ AP  Biology  
Mathematics—               -­   Integrated  Math  I             -­   Integrated  Math  II                 -­        Integrated  Math          -­     Integrated  Math  IV  
3  yrs                                                                                                                     III                       -­ AP  Calculus  
 Social                    -­   World  Studies                       -­     US  History              -­             African  American                 -­   Community  
 Science—                                                                                                                History                           Internship  
 3  yrs  (incl.                                                                                   
 Test  and  
Consumer  Ed  
Fine  Arts—2  yrs              -­        Beginning  Band             -­      Intermediate  Band                         -­      Jazz  Band  I                        -­       Jazz  Band  II  
(in  two  different                          -­                                   -­                                              -­                                            -­   
  arts  ie:  Visual            -­        Beginning  Mixed                 -­ Beginning  Mixed                                                                                   -­   
                                              Chorus                               Chorus                          -­         Music  Theory  I                                  -­   
  Arts    and  
  Music)                            -­    General  Music                                                                          -­   
                                                                                         -­                                                                               -­ Dance  IV  
                                                                                                                             -­ Dance  III  
                                                                                 -­      Dance  II                                                                          -­ Arts  II  
                                         -­   Dance  I                                                                         -­ Arts  I    
World                                                                            -­      Spanish  I                      -­      Spanish  II                         -­ Spanish  III  
Language—                                                                                                                         -­                       -­        Honors/AP  Spanish  
2  yrs                                                                                    -­     

  CTE—3  yrs                                                               -­         Culinary  Arts  I            -­         Culinary  Arts  II                -­        Culinary  Arts  III  

Phys  Ed—4yrs                Phys  Ed/Health                                    Phys  Ed/Health                         Phys  Ed/Health                              Phys  Ed/Health  

 (Career  and/or             Seminar                                                   Seminar                                  Seminar                                      Seminar  
   Colloquia/           Freshman  Community                   10th  graders  participate  in                Junior  year  has  a  national           Senior  year  will  have  
  Internships           Internship  based  on  required       colloquium  based  on  US                     focus.    The  colloquium                International  focus.    Students  
                        9th  grade  Science  and  World       history  and  World  Literature,              projects  will  be  based  on            will  be  encouraged  to  do  a  
                        Studies  classes  explores            through  which  they  work  in                junior  year  required                   Major  project  as  a  part  of  this  
                                                                                                            coursework  in  African                  year’s  work  with  a  global  
                        civic,  social,  and                  groups  to  learn  community  
                                                                                                            American  History  and                   organization.  Studies  might  
                        environmental  responsibility         justice  skills,  explore  
                                                                                                            Environmental  Science.                  include  a  look  at  the  
                        at  local  and  global  levels.       community  issues,  and                                        -­                      similarities,  differences  and  
                        Freshmen  year  will  focus  on       develop  social  action  projects.                                                     practices  as  well  as  creative  
acquiring  a    solid                    solutions.  They  can  study  
     understanding  of  local                 human  rights  practice,  Fair  
     community  institutions  how             Trade.  Art  and  Music  food  
     they  operate  and  how  they            resources  and  much  more.  
     affect  their  daily  life.    


Section 2.1d Appendix  8—Feeder  School  NWEA  and  Explore  Data  
                     Burke           Dulles          Mollison          Fiske           Reavis         Woodson  

     NWEA            7th:​  6         7th:  ​1        7th:​6          7th:  ​8         7th:  ​9         7th:  ​24  
     Reading         8th:  ​5         8th:  ​3        8th:  ​9        8th:  ​18        8th:  ​15        8th:  ​22  

     NWEA            7th:  ​6         7th:  ​1        7th:​  23       7th:​  6          7th:  ​1        7th:  ​25  
      Math           8th:  ​5         8th:  ​2        8th:  ​13       8th:  ​13         8th:  ​4        8th:  ​42  

     Explore          13.3             11.8             13.6            13.4             14.7             12.2  

     Explore          14.6             14.6             14.8            16.5             15.4             14.8  
NWEA  data  refers  to  the  percentile  for  the  school  based  on  grade  level  performance  and  compares  the  
school’s  performance  to  the  national  average  school.    
Section 2.2d    Appendix  9—Partner  Organizations  for  Internships  and  Colloquia     

      ● Black  Metropolis  Convention  and  Tourism  Council    
      ● Kenwood  Oakland  Community  Organization    
      ● Chicago  Teacher’s  Union  
      ● Action  Now  
      ● DuSable  Museum  
      ● DePaul  University  Egan  Center  
      ● The  Plant  Chicago  
      ● Chicago  Botanical  Garden  
      ● The  Jazz  Institute  of  Chicago  
      ● The  Chicago  Defender  
      ● Ain’t  She  Sweet  Cafe  
      ● Annenberg  Institute  for  School  Reform  
      ● Advancement  Project  
      ● Alliance  for  Education  Justice  
      ● Center  for  Popular  Democracy  
      ● Rainbow  Push  Coalition  
      ● Journey  for  Justice  Alliance    
      ● Amnesty  International  
      ● The  Model  UN  
      ● Equal  Education  
      ● Human  Rights  Watch  
      ● The  Universal  Zulu  Nation  
You can also read