Core Class Information

Class Title:Future Focus

Since this is a requirement for graduation and a CORE English class, teachers must make sure that ALL core standards are being taught and reinforced in order to meet the Common Core State Standards outlined for the year.

Common course units are listed on the following pages. Materials listed are the options for that unit, but teachers must make sure that the six Bloom’s Based Unit Concepts, listed next to each unit, are covered in full, no matter the material choices used for that unit.

Common course end of the semester assessment must be given to each Core course taught, no matter the teacher. Make sure that your students are meeting all six of the listed Bloom’s Six Class Concepts stated above as these concepts will be the concepts tested within the common course end of the semester assessment.

Common Units of Study For Future Focus

Unit 1: Essay Orientation

1. Define creativity and why it is one of the most important traits for any field.

Materials:2. Illustrate own creative attributes through

Sketchpadthe utilization of literary elements.

Various Student Choice Articles3. Apply literary elements through the composition of individual writing pieces.

4. Analyze ways to build strong writing and thinking skills from outside samples (literary and visual).

5. Write a choice essay incorporating the skills explored through the unit. This will carry into the college/career essays.

6. Determine how this writing style can be influential in various career and professional outlets.

Time Frame: September

1. Know their strengths and weaknesses.

Materials:2. Use both their strengths and

The Element, Ken Robinsontheir understanding of their weaknesses to (Selections from) make choices about their future.

3. Relate to the people in The Element by thinking about what they are passionate about.

4. Discover a way to make their own passion a significant part of their life whether as a professional or an amateur.

5. Compile a presentation using prezi.com that shows their strengths, how they can transform their weaknesses, and how they use their passion in their life.

6. Positively influence the lives of others through pursuing their passion and make a positive difference in the world.

Time Frame:October

Common Units of Study For Future Focus

Unit 3: Career/Higher Education Research

1. Outline what they already know and write questions about what they need to find out about their future plans..

Materials:2. Distinguish between print and non-print sources and know what information is reliable.

3. Review and apply direct quote, paraphrase, parenthetical citation, source, outlining, Works Cited, computer databases, and MLA format for research to avoid plagiarism.

4. Write a research paper to synthesize information about college and career optionsto make an educated decision about future.

5.Through job-shadowing, students will witness the work environment firsthand, observe employability and occupational skills in practice, and evaluate professional training and potential career options.

6. Will be able to evaluate career/education options and decide their own best path.

Time Frame:October

Unit 4: Getting a Job—Portfolio Building

1. Utilize the process of revision to perfect résumé, cover letter, memo, and other work-world documents.

Materials:2. Show best attributes in a professional presentation format and in an organized, professional portfolio.

3. Develop and practice interview skills.

4. Participate in mock interviews.

5. Develop the skills to make realistic personal, school, educational, and career decisions by understanding themselves and relating to others and the work world.

6. Present themselves as the “best person for the job” through interview, portfolio, and presentation.

Time Frame:October/November

Unit 5:Genocide

1. Be able to explain what the Holocaust was, when it happened, and key leaders/influences.

2. Compare the holocaust to other events

throughout history and today.

3. Organize the order of events which lead up to the Holocaust and how it changed or influenced our world today.

4. Analyze relationships throughout the novel; specifically how they grow or deteriorate as time goes on.

5. Construct a project which symbolizes a theme noted through out the story.

6. Explain how the book has impacted the world and one’s self. Give examples from the text and research.

Unit 7: Hamlet

1. Challenge self to understand a story written in a different time period.

Materials:2. Understand and apply themes

Hamlet3. Identify elements of a revenge play

4. Use context analysis to determine the meanings of unfamiliar and multiple-meaning words.

Time Frame:January