File containing 2009 - 2010 CAPS

Collection Contents

Gr.11RS - Teaching Stephen King's Novellas 2009-2010

by Sue Costagliola East Meadow School District

The following CAP, “Teaching Stephen King’s Novellas,” is designed for the eleventh grade English Regents Support track classroom in the secondary school. The units for these supplementary novellas are designed to meet the needs of the Regents Support student. The lessons in each unit vary to accommodate both those students who require extra support in the subject of English to those who have learning disabilities. The novellas selected for this unit have been selected due to their high interest level. Although the reading of these novellas can be challenging to students who have reading comprehension difficulties, the novels are of high interest level to the RS student and, consequently, the students will learn how to analyze and interpret literature. Additionally, the lessons in the unit incorporate the NYS Learning Standards: Language for information and understanding 2. Language for literary response 3. Language for critical analysis and evaluation 4. Language for social interaction
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Film Studies is a course for high school students in grades 10 through 12. The course builds on both analytical and writing skills developed in an English class by applying those skills to a different artistic medium: film. Pedagogically, the course meets all of the New York state standards for English Language Arts: students will read, write, listen and speak for information and understanding, literary response and expression, critical analysis and evaluation, and social interaction. Additionally, the course also meets two of the four standards for the Arts: students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought, and students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
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Ernest Hemingway is one of the most important and influential American authors. Ironically, the core curriculum for our English students does not presently include any of Hemingway’s novels. Because the focus of the eleventh grade English curriculum is American literature, we can introduce this literary genius to our students through Hemingway’s short stories. This CAP will present lesson plans, study guides, and assessments for various short stories written by Ernest Hemingway.
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This Curriculum Area Project, L’Morte D’Arthur, Medieval Times in the Secondary School adheres to the following state standards for the English Language Arts program: Standard 1: Students will read, write, listen, and speak for information and understanding. Standard 2: Students will read, write, listen, and speak for literary response and expression. Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. It allows students to meet all levels of the standards in the secondary program.
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A collaboration is a work between two or more parties that necessitates a need to find a compromise and share intellectual ideas in order to make it work. This CAP will discuss creating a writing collaboration between two schools, one at an elementary level, the other at the secondary level. The collaboration must begin before the students actually meet and there needs to be multiple planning sessions between the collaborating teachers with the intention on focusing on a timeline, lessons, and the final product. Students will find the writing process and final product fulfilling because it allows them to take ownership and pride in their work.
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Gr. 12 Women in Literature 2009 - 2010

by Sue Costagliola East Meadow School District

Women in Literature is designed to be an elective English course which will introduce students to writing by both men and women authors, about important female characters. This course will enable students to describe and critically examine the tradition of women's roles in literature over time; deconstruct the all-encompassing images of women in literature; and analyze the way in which authors define women’s experiences in terms of language. The students will read a wide variety of works in prose and verse-including novels, plays, short stories, essays, and poetry by British, American, Canadian, European, and African writers. Many of these works from the nineteenth and twentieth centuries are interrelated or comment on each other, so that as the students proceed through the course, they should develop an understanding of the way in which a tradition in women's roles have evolved, and in what ways this tradition has encouraged or informed the works of individual authors.
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The Common Grammatical Errors Regents Skills Students Make CAP is a continuation of Grammar Basics for Regents Skills Students, however this CAP was created to explore the common grammar errors students of all levels, specifically Regents Skills students, make. After compiling a list of the most common errors our English students typically make we chose to focus upon use of idioms, run-on sentences, sentence fragments, comma splices, commonly confused words, and double negatives. This CAP can was designed specifically for Regents Skills students, it can also easily be used for any high school English class as a brief review in each area, or as in introductory instructional tool to first teach students about such errors. The repetition of such lessons proves to be especially beneficial in correcting these particular grammatical errors. As a result of this CAP, teachers have a unified reference including powerpoints, worksheets, lesson plans, etc. available for use. This CAP also strives to meet the following New York State English Language Arts Standards:
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Gr. 9 Regents Skills and Research Project

by Sue Costagliola East Meadow School District

The Regents Skills Research Project CAP was designed to create a research project that allows the Regents Skills level student to have a greater understanding of the proper process involved in researching. Once a Regents Skills student has had a successful research experience, it is our belief and experience that the student will be far more likely to have positive future experiences with research, which is essential for our district’s high school curriculum. We recommend selecting an interesting topic to entice the typically apprehensive Regents Skills students. Our CAP focuses on researching the origin of different candies and their companies. This CAP focuses on the basics of researching in a way that is both understandable and easily applicable, yet still delivered and taught on the high school level. We have used our teaching experience and a variety of research resources to compile a program that the Regents Skills students will find great success with, but that can also be used with any level ranging from 7th grade through 12th grade. Additionally, the students are encouraged to create a research binder for future use as part of this process and this CAP. As a result of this CAP, teachers have a unified reference including power points, worksheets, lesson plans, etc. available for use.
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Gr. 9-12 Summer Reading 2009-2010

by Sue Costagliola East Meadow School District

The Summer Reading program at W.T. Clarke High School, grades 9-12, asks students to choose works of literature from the included list, read and hopefully enjoy these titles, and then engage in a series of diversified assessment activities for extra credit in September. Students will be asked to write regents-like critical lens essays, engage in critical discussion in literary circles, create and perform skits, engage power point presentations, pursue and apply appropriate research to the ideas at hand, and write a variety of analytical essays. All of the assessments include reference to the four New York State Standards: • Standard 1 “Students will read, write, listen, and speak for information and understanding” • Standard 2 “Students will read, write, listen, and speak for literary response and expression” • Standard 3 “Students will read, write, listen, and speak for critical analysis and evaluation” • Standard 4 “Students will read, write, listen, and speak for social interaction” AP and Honors students will be required to read titles for summer reading. All R and RS students will read titles on a voluntary basis for extra credit.
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Gr. 11-12 Sports Literature 2009-2010

by Sue Costagliola East Meadow School District

The Sports Literature Course at W.T. Clarke High School, grades 11 and 12, is a multi-dimensional approach using “sports literature” to inspire writing, reading, speaking, and listening skills. Students will engage in a variety of activities and lessons that will expose them to the wonderful writings of the sports journalist, novelist, coach, and columnist. Some of the writers that students will be exposed to are: Mike Lupica, John Feinstein, Red Smith, Jack Tobin, Rick Reilly, John Wooden, and Joe Paterno. The course will also take a close look at today’s sports teams and players, and the ethics that play a huge part in society. In addition, the students will also be exposed to a number of sports films and their importance in interpreting the written word of the writer. Students will be asked to write for a variety of purposes, engage in critical discussions, and develop power point presentations.
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Gr. 11H Teaching Water for Elephants 2009-2010

by Sue Costagliola East Meadow School District

The following CAP “Teaching Water for Elephants,” is designed for a grade eleven honors English class. However, any lessons can be modified for a Regents class or alternate grade level. The learning plans and performance tasks are all done in accordance with the latest New York State Learning Standards: 1-Language for information and understanding 2-Language for literary response 3-Language for critical analysis and evaluation 4-Language for social interaction
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