Grade 11 AP
Essential Question, Concept or Theme: A. Students will critically read and analyze
literature, including novels, dramatic literature, essays, literary criticism, and sample
readings from the Advanced Placement exam.
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.3.11 A-F
Benchmark/Skills
Assessment
READING
1. Students will continue to read
independently.
a) Choose appropriate texts in
language arts and throughout all
content areas
b) Analyze the structure of
informational materials with focus
on the author’s purpose
c) Practice and refine effective
reading strategies (skimming,
predicting, close reading,
summarizing, etc.) from a
variety of texts by identifying,
describing, evaluating, and
synthesizing ideas
d) Interpret and synthesize what is
read and demonstrate this
understanding
e) Demonstrate fluency and
comprehension in oral reading
f) Identify and explore new
vocabulary using knowledge of root
words, previously acquired
vocabulary, and
context
g) Extend root word knowledge to
understand the meaning of texts


Summer reading
Self-selected
reading
 Reading journal
entries (prose, poetry,
visual, etc.)
 Reading Quizzes
 Discussion
Groups / Lit Circles
 Two and Three
dimensional visuals
 Teacher
Observation
 Checklists
 Graphic
Organizers
 Essay Tests
(Advanced Placement
and SAT II formats)
 Reader responses
 Self-Evaluation
 Writing folder
 Unit Projects
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Reading List:
Semester A
* designates reading core
*Oedipus Rex (Sophocles)
Antigone (Sophocles)
Antigone (Anouilh)
*On Tragedy (Aristotle)
*Civil Disobedience (Thoreau)
Everyman
*Macbeth (Shakespeare)
The Imaginary Invalid (Moliere)
Enemy of the People (Ibsen)
*Existentialism (Sartre)
*No Exit (Sartre)
Waiting for Godot (Beckett)
Rhinoceros (Ionesco)
Six Characters in Search of an Author (Pirandello)
*Tragedy and the Common Man (Arthur Miller)
Death of a Salesman (Miller)
*Fences (Wilson)
Summer reading
Self-selected reading
Advanced Placement suggested reading
Semester B
Text may include:
Nobel Prize Winners:
Hesse (Demian)
Solzhenitsyn (One Day in the Life of Ivan Denisovich)
Yeats/Heaney (selected poetry)
Morrison (Beloved/ Sula)
Gortimer (Six Feet of the Country)
Instructional
Strategies



Mapping
Brainstorming
Organizing
Graphically
 Discussing
 Making
Connections
 Selfevaluating
 Reflection/me
tacognition
 Questioning
 Creating and
Predicting
 Activating
Prior Knowledge
 Comparing
 Contrasting
 Sharing
 Summarizing
 Read Aloud –
students
 Read Aloud –
teacher
Grade 11 AP
Faulkner (As I Lay Dying)
King (Letter from a Birmingham Jail/I Have a Dream)
Wiesel (Why I Write)
Recommended by Advanced Placement Program:
Chopin (The Awakening)
Kafka (The Metamorphosis)
Paton (Cry, the Beloved Country)
The Essay Connection
(highlights multicultural authors:
Scott Momaday
Elie Wiesel
Amy Tan
M.L. King
Richard Rodriquez)
Summer reading
Self-selected reading
Advanced Placement suggested reading
Online Sources:
Advanced Placement -- College Board Online at www.collegeboard.com/ap
University Online Writing Labs
Penncrest High School Library Resources:
World Book Encyclopedia, World Book
New Book of Knowledge, Grolier
Grolier Multimedia Encyclopedia, Grolier
Encyclopedia Americana, Grolier
Newsbank
Contemporary Authors, Gale
Student Resource Center Silver, Gale. (Includes multicultural, biography,
science, geography, and humanities components--including literature
components plus periodicals)
Access PA Power Library, Includes Ebsco Host: Primary Search or Middle
Search Plus (periodicals), Associated Press Photo Archive, SIRS
Discoverer Deluxe, Searchasaurus, Access PA Database,
Alt-Health Watch, NoveList, SIRS Researcher, Facts.com
RTM has capacity for students to access a number of resources from home.
Grade 11 AP
Essential Question, Concept or Theme: A. Students will critically read and analyze
literature, including novels, dramatic literature, essays, literary criticism, and sample
readings from the Advanced Placement exam.
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.3.11 A-F
Benchmark/Skills
READING
2. Students will continue to read and
evaluate informational texts, documents,
and a variety of media as well as evaluate
their quality.
a) Distinguish between essential and
nonessential elements
b) Establish and use criteria (factual
information, context, timeliness, tone,
author’s prejudice) for decision making
c) Evaluate arguments
d) Evaluate task-appropriate materials
e) Demonstrate understanding
f) Evaluate media material
g) Explain effect of modification of
discourse based on media and technology
h) Explain differences in purposes based
on presentation material used.
Assessment



Summer reading
Self-selected reading
Reading journal entries (prose,
poetry, visual, etc.)
 Reading Quizzes
 Discussion Groups / Lit Circles
 Two and Three dimensional visuals
 Teacher Observation
 Checklists
 Graphic Organizers
 Essay Tests (Advanced Placement
and SAT II formats)
 Reader responses
 Self-Evaluation
 Writing folder
 Unit Projects
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
Mapping
Brainstorming
Organizing Graphically
Discussing
Making Connections
Self-evaluating
Reflection/metacognition
Questioning
Creating and Predicting
Activating Prior Knowledge
Comparing
Contrasting
Sharing
Summarizing
Read Aloud – students
Read Aloud – teacher
Grade 11 AP
Essential Question, Concept or Theme: A. Students will critically read and analyze
literature, including novels, dramatic literature, essays, literary criticism, and sample
readings from the Advanced Placement exam.
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.3.11 A-F
Benchmark/Skills
Assessment
READING
3. Students will continue to read,
analyze, and interpret literature, as
well as be introduced to evaluating
the effectiveness of an author’s
craft.
a) Refine analysis of the
relationships, uses, and effectiveness
of literary elements, orally and in
writing.
b) Refine analysis of the quality of
literary devices
c) Respond critically, analytically,
and with an historical perspective to
literature (fiction, drama, and
nonfiction)



Summer reading
Self-selected reading
Reading journal entries (prose, poetry,
visual, etc.)
 Reading Quizzes
 Discussion Groups / Lit Circles
 Two and Three dimensional visuals
 Teacher Observation
 Checklists
 Graphic Organizers
 Essay Tests (Advanced Placement and SAT
II formats)
 Reader responses
 Self-Evaluation
 Writing folder
 Unit Projects
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
Mapping
Brainstorming
Organizing Graphically
Discussing
Making Connections
Self-evaluating
Reflection/metacognition
Questioning
Creating and Predicting
Activating Prior Knowledge
Comparing
Contrasting
Sharing
Summarizing
Read Aloud – students
Read Aloud – teacher
Grade 11 AP
Essential Question, Concept or Theme: A. Students will critically read and analyze
Approx. Time Allotment:
literature, including novels, dramatic literature, essays, literary criticism, and sample
readings from the Advanced Placement exam.
Standards: 1.1.11 A-H, 1.2.11 A-C, 1.3.11 A-F
Adaptations/Inclusion
Enrichment
Remediation
Techniques
Strategies
Strategies
May include:
READING
As per student’s IEP
 Extra credit (reading, projects,
 Theme reader to help one-onMay include:
movie reviews)
one with writing problems and/or
 Extend time parameters for inabsenteeism
 Oral or dramatic interpretation
class assessment
 Teacher/student conference
 Parent/student Film Nights
 Offer alternative assignments,
 After school support as needed
 Audio/Video adaptations
modes of reporting, modes of
 Mini-lessons on basic skills
 Field trips (museums, plays)
evaluation
and test preparation as needed
 Additional reading
 Give advance notice regarding
 Examining other art genres and
future assignments and/or deadlines
making connections
 Extra credit
 Guest speakers (as possible)
 Summer reading options
 Student designed activities
 Independent reading options
 Independent study
(length and difficulty of literature
research projects)
 Assessment options
 Use of theme reader for time
 After school sessions to reinforce
extension, quiet one-on-one testing,
exam preparation strategies
and/or helping lead smaller group
 Contests (teacher-generated and
discussions and individual student
outside agencies)
conferences
 Contributions to school newspaper
and literary magazine
 Updated classroom library
 Event celebrations
 Seasonal and event connections
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical
information with works read.

Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and literature
enhancements.

Integrate multicultural and
multiethnic works into curriculum
and independent reading and study.
Grade 11 AP
Essential Question, Concept or Theme: B. Students will practice persuasive and
informational writing in response to literature and in preparation for the Advanced
Placement exam. Students will practice research techniques and write a major research
paper. Students will also experiment with personal and creative writing and continue to
refine their mastery of a variety of writing strategies and conventions.
Standards: 1.4.11 A-E, 1.5.11 A-G
Benchmark/Skills
WRITING
1. Students will continue to practice and refine
persuasive and informational essays connected to
literature read.
a) Organize thoughts using varying models
b) Plan and/or brainstorm prior to writing
c) Follow models to facilitate practice
d) Practice self-and peer-editing
e) Utilize correct forms of writing types
f) Use a variety of structures in writing
g) Use precise language and detail
h) Use text citations to support ideas
i) Use correct quotation marks, parentheses,
punctuation with citations
j) Synthesize ideas from written material in both formal
and informal essays
k) Maintain a writing folder
Assessment

Reading journal entries
(prose, poetry, visual, etc.)
 Two and three dimensional
visuals
 Teacher Observation
 Checklists
 Graphic Organizers
 Essay Tests (Advanced
Placement and SAT II formats)
 Persuasive Essays
 Analytical Essays
 Reader Responses
 Outlines
 Using texts as models
 Self-Evaluation
 Writing Folder
 Unit Projects
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies










Mapping
Brainstorming
Organizing Graphically
Discussing
Making Connections
Self-evaluating
Reflection/metacognition
Questioning
Creating and Predicting
Activating Prior
Knowledge
 Comparing
 Contrasting
 Sharing
 Summarizing
 Listening to music
 Playing Games
 Revising
 Editing
 Publishing
 Interviewing (B)
 Extending (add to the
piece modeling the writer’s
style, tone, purpose)
Grade 11 AP
Essential Question, Concept or Theme: B. Students will practice persuasive and informational writing
Approx. Time Allotment:
in response to literature and in preparation for the Advanced Placement exam. Students will practice
research techniques and write a major research paper. Students will also experiment with personal and
creative writing and continue to refine their mastery of a variety of writing strategies and conventions.
Standards: 1.4.11 A-E, 1.5.11 A-G
Benchmark/Skills
Assessment
Aligned Materials/
Instructional Strategies
Resources/Technology
WRITING
2. Students will engage in formal and
 Reading journal entries (prose,
 Mapping
informal pieces to practice skills in “real
poetry, visual, etc.)
 Brainstorming
world” situations
 Two and three dimensional visuals
 Organizing Graphically
a) Write creative pieces according to
 Teacher Observation
 Discussing
appropriate conventions
 Checklists
b) Construct a portfolio for college
 Making Connections
admissions process (including college
 Graphic Organizers
 Self-evaluating
application essays)
 Essay Tests (Advanced Placement
 Reflection/metacognition
c) Write film reviews comparing
and SAT II formats)
 Questioning
performance text and written text
 Persuasive Essays
d) Write guided journal responses in a
 Creating and Predicting
 Analytical Essays
variety of modes and voices
 Activating Prior Knowledge
 Reader Responses
 Comparing
 Outlines
 Contrasting
 Using texts as models
 Sharing
 Self-Evaluation
 Summarizing
 Writing Folder
 Listening to music
 Unit Projects
 Playing Games
 Dramatic scenes
 Revising
 Personal narratives
 Editing
 Letters
 Publishing
 Sonnet writing (A)
 Interviewing (B)
 Ethnography (B)
 Extending (add to the piece modeling
 Poetry project
the writer’s style, tone, purpose)
 Playwrights Workshop (A)
 Acting and improvisation (A)
Grade 11 AP
Essential Question, Concept or Theme: B. Students will practice persuasive and
informational writing in response to literature and in preparation for the Advanced
Placement exam. Students will practice research techniques and write a major research
paper. Students will also experiment with personal and creative writing and continue to
refine their mastery of a variety of writing strategies and conventions.
Standards: 1.4.11 A-E, 1.5.11 A-G
Benchmark/Skills
Assessment
WRITING
3. Students will continue to practice
mechanics and conventions of
writing.
a) Use complete sentences
b) Follow grammar rules
c) Use controlled and /or subtle
organizational techniques (logical
order, effective introduction and
conclusion)
d) Use correct spelling
e) Revise and rewrite
f) Edit writing using the
conventions of language
g) Write using well-developed
content appropriate for topic
h) Write with a command of the
stylistic aspects of composition
(different types and lengths of
sentences, precise language)

Reading journal entries (prose, poetry,
visual, etc.)
 Two and three dimensional visuals
 Teacher Observation
 Checklists
 Graphic Organizers
 Essay Tests (Advanced Placement and SAT
II formats)
 Persuasive Essays
 Analytical Essays
 Reader Responses
 Outlines
 Using texts as models
 Self-Evaluation
 Writing Folder
 Unit Projects
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies














Mapping
Brainstorming
Organizing Graphically
Discussing
Making Connections
Self-evaluating
Reflection/metacognition
Questioning
Creating and Predicting
Activating Prior Knowledge
Comparing
Contrasting
Sharing
Summarizing Listening to
music
 Playing Games
 Revising
 Editing
 Publishing
 Interviewing (B)
 Extending (add to the piece
modeling the writer’s style, tone,
purpose)
Grade 11 AP
Essential Question, Concept or Theme: B. Students will practice persuasive and
informational writing in response to literature and in preparation for the Advanced
Placement exam. Students will practice research techniques and write a major research
paper. Students will also experiment with personal and creative writing and continue to
refine their mastery of a variety of writing strategies and conventions.
Standards: 1.4.11 A-E, 1.5.11 A-G
Adaptations/Inclusion
Techniques
WRITING
As per student’s IEP
May include:
 Extend time parameters for inclass assessment
 Offer alternative assignments,
modes of reporting, modes of
evaluation
 Give advance notice regarding
future assignments and/or deadlines
 Extra credit
 Summer reading options
 Independent reading options
(length and difficulty of literature
research projects)
 Use of theme reader for time
extension, quiet one-on-one testing,
and/or helping lead smaller group
discussions and individual student
conferences”
Enrichment
Strategies
May include:
 Extra credit (reading, projects,
movie reviews)
 Oral or dramatic interpretation
 Parent/student Film Nights
 Audio/Video adaptations
 Field trips (museums, plays)
 Additional reading
 Examining other art genres and
making connections
 Guest speakers (as possible)
 Student designed activities
 Independent study
 Assessment options
 After school sessions to reinforce
exam preparation strategies
 Contests (teacher-generated and
outside agencies)
 Contributions to school
newspaper and literary magazine
 Updated classroom library
 Event celebrations
 Seasonal and event connections
Approx. Time Allotment:
Remediation
Strategies

Theme reader to help one-on-one
with writing problems and/or
absenteeism
 Teacher/student conference
 After school support as needed
 Mini-lessons on basic skills and
test preparation as needed
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical
information with works read.

Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and literature
enhancements.

Integrate multicultural and
multiethnic works into curriculum
and independent reading and study.
Grade 11 AP
Essential Question, Concept or Theme: C. Students will continue to develop
appropriate and effective interactive skills in listening, discussion, and presentation.
Standards: 1.6.11 A-F, 1.7.11 A-C
Benchmark/Skills
Assessment
LISTENING AND SPEAKING
1. Students will practice speaking
and listening.
a) Participate in large and small
group discussion.
b) Present information orally, both
in formal and informal settings
c) Take notes from discussions,
lectures, and media presentations
d) Practice polite social conventions
in regard to speaking and listening
e) Ask relevant questions (of teacher
and classmates)
f) Initiate discussion
g) Summarize others’ points
h) Present oral interpretation of
literature (A)
i) Conduct formal/informal
interview (B)






Discussion Groups
Teacher Observation
Checklists
Graphic Organizers
Debate
Essay Tests (Advanced Placement and SAT
II formats)
 Reader responses
 Oral Presentations and Interpretations
 Recitation
 Self-Evaluation
 Interview (personal, phone, or e-mail) (B)
 Writing folder
 Unit Projects
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies


















Mapping
Brainstorming
Organizing Graphically
Discussing
Making Connections
Self-evaluating
Reflection/metacognition
Questioning
Creating and Predicting
Activating Prior Knowledge
Comparing
Contrasting
Sharing
Summarizing
Listening to music
Student led lessons
Interviewing (B)
Oral presentation
Grade 11 AP
Essential Question, Concept or Theme: C. Students will continue to develop
Approx. Time Allotment:
appropriate and effective interactive skills in listening, discussion, and presentation.
Standards: 1.6.11 A-F, 1.7.11 A-C
Adaptations/Inclusion
Enrichment
Remediation
Techniques
Strategies
Strategies
May include:
LISTENING AND SPEAKING
As per student’s IEP
 Extra credit (reading,
 Theme reader to help one-on-one with
May include:
projects, movie reviews)
writing problems and/or absenteeism
 Extend time parameters for in Oral or dramatic
 Teacher/student conference
class assessment
interpretation
 After school support as needed
 Offer alternative assignments,
 Parent/student Film Nights
 Mini-lessons on basic skills and test
modes of reporting, modes of
 Audio/Video adaptations
preparation as needed
evaluation
 Field trips (museums, plays)
 Give advance notice regarding
 Additional reading
future assignments and/or deadlines
 Examining other art genres
 Extra credit
and making connections
 Summer reading options
 Guest speakers (as possible)
 Independent reading options
 Student designed activities
(length and difficulty of literature
 Independent study
research projects)
 Assessment options
 Use of theme reader for time
extension, quiet one-on-one testing,
 After school sessions to
and/or helping lead smaller group
reinforce exam preparation
discussions and individual student
strategies
conferences”
 Contests (teacher-generated
and outside agencies)
 Contributions to school
newspaper and literary magazine
 Updated classroom library
 Event celebrations
 Seasonal and event
connections
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical
information with works read.

Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and literature
enhancements.

Integrate multicultural and
multiethnic works into curriculum
and independent reading and study.
Grade 11 AP
Essential Question, Concept or Theme: D. Students will demonstrate and improve
their research skills, including location of primary and secondary sources, organization,
and presentation of appropriate information.
Standards: 1.8.11 all
Benchmark/Skills
Assessment
RESEARCH
1. Students will continue to learn, practice,
and use research skills, particularly with
regard to literary criticism
a) Select topics from among those offered or
applicable
b) Practice development of information
seeking strategies
c) Practice searching for and locating
information using a variety of formats
d) Begin to differentiate between authoritative
and non-authoritative sources
e) Practice note taking
f) Learn and practice reevaluating research
questions and findings to determine if steps
need to be repeated
g) Read, respond to, and evaluate criticism of
literary works
h) Continue to critically examine findings
i) Cite correctly according to MLA
Guidelines and RTM Usage Guide
j) Create a correct list of sources used
k) Practice responsible and ethical use of all
resources according to copyright law
l) Practice responsible and ethical behavior in
regard to intellectual property
m) Synthesize primary and secondary research
n) Produce a clear and stylistically
appropriate report of findings




Teacher Observation
Checklists
Graphic Organizers
Essay Tests (Advanced Placement
and






SAT II formats)
Reader responses
Outlines
Using texts as models
Self-Evaluation
Interview (personal, phone, or email) (B)
 Writing folder
 Unit Projects
 Independent Research Project (A)
 I-Search Project (B)
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies


















Mapping
Brainstorming
Organizing Graphically
Discussing
Making Connections
Self-evaluating
Reflection/metacognition
Questioning
Creating and Predicting
Activating Prior Knowledge
Comparing
Contrasting
Sharing
Summarizing
Revising
Editing
Publishing
Interviewing (B)
Grade 11 AP
Essential Question, Concept or Theme: D. Students will demonstrate and improve their Approx. Time Allotment:
research skills, including location of primary and secondary sources, organization, and
presentation of appropriate information.
Standards: 1.8.11 all
Adaptations/Inclusion
Enrichment
Remediation
Techniques
Strategies
Strategies
May include:
RESEARCH
As per student’s IEP
 Extra credit (reading,
 Theme reader to help one-on-one with
May include:
writing problems and/or absenteeism
projects, movie reviews)
 Extend time parameters for in Teacher/student conference
 Oral or dramatic
class assessment
interpretation
 After school support as needed
 Offer alternative assignments,
 Parent/student Film Nights
 Mini-lessons on basic skills and test
modes of reporting, modes of
preparation as needed
 Audio/Video adaptations
evaluation
 Field trips (museums, plays)
 Give advance notice regarding
 Additional reading
future assignments and/or deadlines
 Examining other art genres
 Extra credit
and making connections
 Summer reading options
 Guest speakers (as possible)
 Independent reading options
 Student designed activities
(length and difficulty of literature
 Independent study
research projects)
 Assessment options
 Use of theme reader for time
extension, quiet one-on-one testing,
 After school sessions to
and/or helping lead smaller group
reinforce exam preparation
discussions and individual student
strategies
conferences
 Contests (teacher-generated
and outside agencies)
 Contributions to school
newspaper and literary magazine
 Updated classroom library
 Event celebrations
 Seasonal and event
connections
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical
information with works read.

Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and literature
enhancements.

Integrate multicultural and
multiethnic works into curriculum
and independent reading and study.;
Grade 11 AP
Essential Question, Concept or Theme: E. Students will review exam structure and
strategies for taking each segment of the Advanced Placement English Language and
Composition Exam. AP exam questions will be incorporated into each unit. Students
will also practice strategies for taking the SAT I, the SAT II, and the PSSA exams.
Standards:
Benchmark/Skills
Assessment
EXAMINATION PREPARATION
1. Students will prepare for
standardized examinations.
a) Students will prepare for the
Advanced Placement Language and
Composition Examination
b) Review exam structure (AP, SAT
I, SAT II, PSSA)
c) Review exam scoring (AP, SAT
I, SAT II, PSSA)
d) Review exam terminology (AP)
e) Practice objective and free
responses (AP, SAT I, SAT II, PSSA)
f) Review and practice test taking
strategies (AP, SAT I, SAT II, PSSA)
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Teacher Observation
Checklists
Essay Tests (Advanced Placement and SAT
II formats)
 Persuasive Essays
 Analytical Essays
 Reader Responses
 Outlines
 Using texts as models
 Self-Evaluation
 Writing folder
 Unit Projects
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
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Mapping
Brainstorming
Organizing Graphically
Discussing
Making Connections
Self-evaluating
Reflection/metacognition
Questioning
Creating and Predicting
Activating Prior Knowledge
Comparing
Contrasting
Sharing
Summarizing
Grade 11 AP
Essential Question, Concept or Theme: E. Students will review exam structure and
Approx. Time Allotment:
strategies for taking each segment of the Advanced Placement English Language and
Composition Exam. AP exam questions will be incorporated into each unit. Students will
also practice strategies for taking the SAT I, the SAT II, and the PSSA exams.
Standards:
Adaptations/Inclusion
Enrichment
Remediation
Techniques
Strategies
Strategies
May include:
EXAMINATION PREPARATION
As per student’s IEP
 Extra credit (reading,
 Theme reader to help one-on-one with
May include:
projects, movie reviews)
writing problems and/or absenteeism
 Extend time parameters for in Oral or dramatic
 Teacher/student conference
class assessment
interpretation
 After school support as needed
 Offer alternative assignments,
 Parent/student Film Nights
 Mini-lessons on basic skills and test
modes of reporting, modes of
 Audio/Video adaptations
preparation as needed
evaluation
 Field trips (museums, plays)
 Give advance notice regarding
 Additional reading
future assignments and/or deadlines
 Examining other art genres
 Extra credit
and making connections
 Summer reading options
 Guest speakers (as possible)
 Independent reading options
 Student designed activities
(length and difficulty of literature
 Independent study
research projects)
 Assessment options
 Use of theme reader for time
extension, quiet one-on-one testing,
 After school sessions to
and/or helping lead smaller group
reinforce exam preparation
discussions and individual student
strategies
conferences
 Contests (teacher-generated
and outside agencies)
 Contributions to school
newspaper and literary magazine
 Updated classroom library
 Event celebrations
 Seasonal and event
connections
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical
information with works read.
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Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and literature
enhancements.

Integrate multicultural and
multiethnic works into curriculum
and independent reading and study.
Grade 11 AP