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1、Senior Applications in English Senior Applications in EnglishTable of ContentsUnit 1: Practicing Good Habits1Unit 2: Exploring Your Identity28Unit 3: Focusing on Survival42Unit 4: Learning Life Lessons58Unit 5: Practicing Citizenship78Unit 6: Living in Community97Unit 7: Becoming an Adult114Unit 8:
2、Finding Connection130Many of the materials used in this document were provided by and used with permission from the Southern Regional Education BoardLouisiana Comprehensive Curriculum, Revised 2008Course IntroductionThe Louisiana Department of Education issued the Comprehensive Curriculum in 2005. T
3、he curriculum has been revised based on teacher feedback, an external review by a team of content experts from outside the state, and input from course writers. As in the first edition, the Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as defined by Grade-
4、Level Expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The order of the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP assessments.District Implementation G
5、uidelinesLocal districts are responsible for implementation and monitoring of the Louisiana Comprehensive Curriculum and have been delegated the responsibility to decide if units are to be taught in the order presented substitutions of equivalent activities are allowed GLES can be adequately address
6、ed using fewer activities than presented permitted changes are to be made at the district, school, or teacher level Districts have been requested to inform teachers of decisions made.Implementation of Activities in the ClassroomIncorporation of activities into lesson plans is critical to the success
7、ful implementation of the Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the act
8、ivities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities. New FeaturesContent Area Literacy Strategies are an
9、integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http:/ Materials List is
10、 provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for each course. The Access Guide to the Comprehensive Curriculum is an online database of suggested strategie
11、s, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. The Access Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with other grades to be added over time. Click on the Access Guide icon found on the firs
12、t page of each unit or by going directly to the url http:/mconn.doe.state.la.us/accessguide/default.aspx. Louisiana Comprehensive Curriculum, Revised 2008Senior Applications in English Unit 1: Practicing Good HabitsTime Frame: Approximately four weeksUnit DescriptionThis unit focuses on learning and
13、 practicing the seven habits of highly effective teens with emphasis on discovering a personal learning style, acquiring organizational skills, developing successful methods of note-taking, reading, listening, and creating and maintaining successful relationships. Literature studied will include The
14、 Seven Habits of Highly Effective Teens by Sean Covey and other works selected by thematic connection.Student UnderstandingsStudents will develop habits of effectiveness. They will identify personal paradigms, analyze their effectiveness, and formulate paradigm shifts. They will learn ways to build
15、their own self-esteem, to be proactive with choice, and to stay aware of their individual power. Students will learn to set goals, manage time, and control fear. They will examine their relationships and learn to seek win-win situations, to give understanding, and to value the strength of team work. They will learn to celebrate diversity and to take care of themselves: body, brain, heart, and soul. They will practice effective reading, note-taking, and listening and will experience the universal qualities of literature by reading, understanding, and connecting to themati
