Grades 6-12 Language Arts Adoption 2011-2012
Language Arts Curriculum Advisory Committee Plus • A teacher representative from each building at each grade level (middle school) and course (high school). • K-12 Language Arts/Literacy Specialist. • Parent Representation (7). • Principal/Assistant Principal representation from each building. • Bilingual/Federal Programs Staff/Administration. • Cabinet Members (Dave, Chuck, Ron). • Approximately 40+ members total Schedule of Meetings: • September 29, October 11, October 25, November 8, December 13, January 10, January 24, February 14, February 28, March 6, March 20, April 10
Professional Development Friendly for Teachers. Curriculum that is able to be implemented at a high level by teachers with a minimal amount of intensive and ongoing professional development. • Strong alignment with State and Common Core State Standards. • Online versions of books and supplemental materials available on materials being considered. • Research-based materials. • Parent friendly.
People interested in reviewing the middle and high school language arts curriculum materials being proposed for district-wide adoption in Kennewick, had opportunity to review them from 7:30 a.m. to 4 p.m. at the district office, 1000 W. 4th Ave. The materials were on display for the mandated 10-day inspection period. (Policy #2311)
Grade 6 (Prentice Hall) • Literature – Common Core Edition • Reality Central (A nonfiction anthology for additional practice) • Writing Coach • Grammar Handbook Grade 7 (Prentice Hall) • Literature – Common Core Edition • Reality Central (A nonfiction anthology for additional practice) • Writing Coach • Grammar Handbook Grade 8 (Prentice Hall) • Literature – Common Core Editions • Reality Central (A nonfiction anthology for additional practice) • Writing Coach • Grammar Handbook
Program Strengths – Adoption Committee • A literature anthology that has rigorous and robust skill instruction that takes students to the next level of mastery. • Teacher and student materials are available online. • More rigor present in the questioning and higher level thinking is encouraged. • Vertical alignment between the grade levels with common big theme questions. • Differentiated instruction available with stories to teach the same skills at different levels to meet student needs. • Aligns with state standards and common core standards. • Online video clips were easily available in English and Spanish to help and encourage engagement. • The layout of the materials made sense and multiple resources are available to use. • Test questions can be selected from a large bank to customize for every class.
Program Strengths – Adoption Committee • Has an online component. • Aligns with common core standards, 6-trait writing, and state standards. • High readability. • Well organized. • Resources that address student needs. • Bilingual component. • High Readability. • Very sequential. • Easy to implement, even if not very comfortable teaching writing. • Every grade level follows the same format so there is continuity between grade levels.
One folktale was titled “The Crippled Boy”. While it has high literary value, teachers may want to prep students to the word “crippled” The Content range is very broad in terms of multicultural perspectives. I feel like students of all backgrounds can connect with it. The anthology contains literary work from multiple perspectives and have high literary value. It is a well rounded collection.(parent who recommended with reservations). • The authors have taken great care in keeping the literature informative. The reading is very user friendly. • The 6th grade text won the prestigious “Tech to Learning” Magazine Award of excellence. • The various fiction and non-fiction stories are appropriate for all students and the various writing assignments are clear and constructive in developing an appreciation of literature and writing about literature. • Well thought out and organized. • The content is very rich and simple at the same time. Very wide in providing knowledge to 6th graders. • Common Core Standards section is in very small print.
Very complete with high a standard to learn English language/grammar. • Well thought out and organized. • This book is very reader friendly. The students access to the material outside of class is very helpful. • Excellent selection of authors and styles. • I did appreciate the positive life stories that were incorporated into the writing curriculum. I also like the on-line aspects and applications this curriculum has.
Won the prestigious “Tech and Learning” Magazine Award of Excellence in 2010 for its online piece. • I find the 7th grade lit book to be an excellent language arts text that incorporates critical thinking and writing skills throughout the entire book in an appropriate and creative manner. • I believe it to be an excellent book for both teachers and students. • The 7th grade text was interesting and diverse in the stories, from animals to historical figures. I can understand the reasoning of such. • The material that I’ve viewed is interesting and looks to be something that my children and myself will be comfortable reading and even enjoy. • This text book does an excellent job of making the stories interesting and pulling the reader in to further examine the material. I am impressed with this book and how it is organized, although I only reviewed a small sample.
Well thought out and organized. • Easy to read; clear and concisely written; I wish they had text books like this when I was a kid. • Writing and Grammar is coupled to teach a more thorough experience for child. • I like the idea that the authors come from other countries and races.
Good choices of literature for students to read. Well thought out and organized. • The online piece won the prestigious “Tech and Learning” Magazine Award of Excellence in 2010. • The book is very organized and starts off with Common Core, showing the skills one will learn in each section and then the standards addressed in the section. This allows success to take place from the beginning. • The suggested reading is a nice feature to the text book. • Teaches many subjects, vocabulary/definitions and knowledge in literature. • This book will have a positive influence on students – plenty to work on, learn, knowledge. • I appreciate how it takes the student through the writing process from critical thinking, pre-writing, planning drafting strategies and revision.
Holt Literature (Houghton Mifflin Harcourt) – English 1/2 (9th grade) – All HS’s • Holt Literature(Houghton Mifflin Harcourt) – English 3/4 (10th grade) – All HS’s • The Write Source (Houghton Mifflin Harcourt) – English 1/2 (9th grade) – All HS’s • The Write Source (Houghton Mifflin Harcourt) – English 3/4 (10th grade) – All HS’s • Elements of Literature (Holt, Rinehart and Winston) – World Literature (11th – 12th grade) - KaHS • Literature and Composition (Bedford St. Martin) – AP Literature and Composition (11th – 12th grade) – KaHS and SRHS • Models for Writers 11th Ed (Bedford St. Martin) – English for College (11th – 12th grade) – All HS’s • Literature: The American Experience (Pearson/Prentice Hall) – American Literature (11th grade) – All HS’s • The Writer’s World: Essays (Pearson/Prentice Hall) – Advanced Communications ( 11th – 12th grade) – KaHS and SRHS • World Mythology (Glencoe/McGraw Hill) – Mythology (11th – 12th grade) – KaHS and KeHS • Mythology and You (Glencoe/McGraw Hill) – Mythology (11th – 12th grade) – KaHS and KeHS • Journalism Matters (Glencoe/McGraw Hill) - Journalism (10th - 12th grade) – KaHS and KeHS • Breaking Down the Barriers: How to Debate (West Coast Publishing) – Debate (9th - 12th grade) – All HS’s • Running in the Family by Michael Ondaatje – International Baccalaureate Sr. English (12th grade) - KeHS • Purple Hibiscus by Chimamanda Ngozi Adichie – International Baccalaureate Sr. English (12th grade) - KeHS • The Collected Stories of Katherine Mansfield – International Baccalaureate Language Arts (11th – 12th grade) - KeHS • The Optimist’s Daughter by Welty – International Baccalaureate Language Arts (11th – 12th grade) - KeHS • The Best Short Stories by Rudyard Kipling – International Baccalaureate Language Arts (11th – 12th grade) - KeHS • Collected Poemsby Sylvia Plath – International Baccalaureate Language Arts (11th – 12th grade) - KeHS • An Origin Like Water by Eavan Boland – International Baccalaureate Language Arts (11th – 12th grade) - KeHS • New Collected Poems by Eavan Boland – International Baccalaureate Language Arts (11th– 12thgrade) - KeHS • English Literature for the IB Diploma by David James and Nic Amy– International Baccalaureate English (11th– 12th grade) - KeHS • Friday Night Lights by H.G. Bissinger – Sports Literature (11th – 12th grade) - SRHS • Bleachersby John Grisham – Sports Literature (11th – 12th grade) - SRHS • Ironmanby Chris Crutcher – Sports Literature (11th – 12th grade) - SRHS
Holt Literature– English 1/2 (9th grade) • Holt Literature – English 3/4 (10th grade) • The Write Source – English 1/2 (9th grade) • The Write Source– English 3/4 (10th grade)
Program Strengths – Adoption Committee • Text contains almost page-by-page suggestions and samples of differentiated instruction techniques. • Textbook layout is very easy to read. From a teacher’s perspective, it’s easy to access the organization of the text and apply information to the classroom. • The text contains connections to Core Curriculums that are easy to understand and transfer to classroom use. • The text provides tiered-leveled questions to use to meet the needs of a variety of readers. • Has on-line resources that accompany the various literary selections. Very beneficial for “front-loading” students and accessing prior knowledge • Comes with supplemental material that is broken down into levels for ELL Students and low-level readers. • Text contains graphics, charts, illustrations that help with the readability of the content for students. • User-friendly; well organized and easy to find information. • On-line support is easy to use and provides multiple levels of support for learners in reading, writing and assessment. • Includes classic and current literature, poetry and non fiction selections. • A broad range of selections that provide many options to experience cultural and ethnic views. • Grade-level appropriate.
Our children need to learn different moral standards. Wish I had this when I went to school. • Contains moral issues, value judgments, and controversial ideology or philosophy. The material is appropriate in context of a 9th grade textbook. • Everything seemed to at the level of maturity of the students for whom it is intended. • Very impressed by this text book! Amazed at all the different avenues of learning that it offers. • Contains moral issues, value judgments, and controversial ideology or philosophy in a good way. The story, “The Most Dangerous Game” contains important issues to think about and discuss. Great thought provoking story and others as well are current and should keep the students interest. • I think its really awesome that it can be looked up through the internet.
Program Strengths • Excellent teacher resources. • Applies to all student skill levels. • Organization allows for differentiation from low level learners to Pre AP classes. • Assessment tools are abundant and diverse. • Includes various genres for each theme based unit. • Meets Common Core and State Standards. • Each chapter has interventions for a variety of reading and ability levels. • Includes Differentiated curriculum for ELL and lower readers. • It is divided by theme and genres are mixed throughout entire textbook. • Supports are fully online for ease of access for both teachers and students. • The text flags Common Core Standards and even shows a selection in each chapter. • Provides media clips in each unit to show students and increase interest. It also mixes news articles, etc. with some of the pieces. • The book is very colorful and eye-catching.
One recommend with reservation in regards to the books size; “Too thick-big” (Parent who recommended with reservations) District Response: Online component of the curriculum will help greatly with this issue. • Re: Moral issues, value judgments, controversial ideology or philosophy: • If the book does not offer stories with these items, then how are the students expected to learn and expand their minds? What would be the point of studying without this? • All literature contains moral issues. • Well done; good illustrations. • Textbook includes a very diverse field. Great style and quality.
Program Strengths • This text is very easy to navigate as a teacher. The sections are organized thematically; it is easy to find tools to use in the classroom. • The book organizes the process of writing into its various components and also provides examples of different types of writing. • The text is organized along the lines of the 6-Traits of Writing. This writing approach has been used in the KSD for years, so this book fits current writing curriculum. • Text provides on-line supplemental resources, such as Grammar Snap and Net-Text, which will be useful to assist writers in the classroom. • Text comes with ready-made mini-lessons on various components of writing. • Text provides ways to differentiate instruction for struggling writers, advance writers, and ELL students. Very Helpful. • This book contain graphs, charts, graphic organizers, etc. that will be helpful for students. The layout in this sense is aesthetically pleasing and useful. • Meets GLE and Common Core Standards.
“Reservations in regards to what seems to be a “reverse discrimination” view point in regards to Christians. Although I did not thoroughly read each page, I did notice Muslims and Jews, but no Christians specifically mentioned. Most of our society is still Christian, so it does not reflect the actual make up of American Society.” • The teaching material seems effective, although pages are quite busy. • Also a concern regarding isolated instances of “Liberal” ideas, presented as facts such as, global warming, etc. with “conservative” viewpoints included. (Parent who recommended with reservations) District Response: The parent objects to one example selection she sees as bias in favor of “Muslim and Jews” and sees no balance favoring “Christian” and “Conservative” viewpoints. The parent also references one example selection that she sees as bias in favor of global warming theory. She also objects to a cartoon and analysis in reference to NASA and taxpayers. • One example the parent provides for “liberal” bias promoting global warming as fact is a student note taking writing sample, which demonstrates the process of discovery, with one sentence against the idea of global warming as a problem, and one sentence in favor of the theory. • Although the parent is correct in seeing one example selection that is not anti-Muslim, there are several example selections that are indeed pro-Christian family values and a couple of selections that are pro Christian, specifically(Patrick Henry’s “Speech to the Virginia Convention”). • The parent also expressed concern about the pages being “busy”. This book is actually color coded and is consistent throughout the grade levels. Each chapter reinforces the pattern: Purple=Prewrite, Green=Write, Blue=Revise, Orange = Edit and Red=Publish. Every reference in the book to any of these elements of writing uses this code so the student is more able to understand. • I am very impressed with these books. So organized and so much information in many different forms! Definitely will get them prepared for college level courses. • Nice exciting appearance.
Program Strengths • The text goes into depth on the different kinds of writing students are required to know; it ties units in with the corresponding literature units because the book is from the same company as the literature book we have chosen. • It has good references for students, like how to cite sources and proofreading marks. • A strong, straight forward grammar/mechanics text. • Well organized and thorough. • Meets all GLE and Common Core Standards.
Seems to be an easier understanding textbook for the children to learn from. (Parent who recommended with reservations) District Response: Not sure if the parent understood fully what she was saying. Her rating of the book was a 5 in all categories, however she recommended it with reservation. This is a supplemental grammar/writing textbook, where units can be taught along with units in the Holt grade 10 Literature text. It provides clear instruction for the variety of writing that students must be familiar with and know. It is also a wonderful resource book that provides help on citing sources, proofreading marks, and research. • Write Source is an informative and well organized book on writing and grammar. The use of color, page layout, bold print, etc. make its content fun and easy to follow and understand. • It contains clear and concise explanations on a variety of writing forms, basic grammar, writing tools and skills, the writing process and much more. I highly recommend this book. • This is a great book for the classroom, as well as a great resource for any writer.
Elements of Literature – World Literature (11th – 12th grade) - KaHS • Literature and Composition – AP Literature and Composition (11th – 12th grade) – KaHS/SRHS • Models for Writers 11th Ed – English for College (11th – 12th grade) – All HS’s • Literature: The American Experience – American Literature (11th grade) – All HS’s • The Writer’s World: Essays – Advanced Communications (11th – 12th grade) – KaHS/SRHS • World Mythology – Mythology (11th – 12th grade) – KaHS/KeHS • Mythology and You – Mythology (11th – 12th grade) – KaHS/KeHS • Journalism Matters –Journalism (10th –12th grade) – KaHS/KeHS • Breaking Down the Barriers: How to Debate – Debate (9th – 12thgrade) – All HS’s
Program Strengths • There are a wide variety of materials for differentiation. There are materials for lower students and advanced. • CDs are provided with all selections in audio, and it is available in Spanish and English. • The text is divided in units by period of time and country, which is beneficial and practical. • The selections are varied by both genre and time period. In other words, there are both contemporary and classic literature. • The text comes with a wide variety of supplementary materials, including art transparencies, audios versions of some of the works and work-sheets adapted to both struggling and gifted readers. • Wide variety of literary cultures. It includes numerous works.
An excellent book filled with much knowledge, information/helpfulness, etc. • I’ve enjoyed looking through the entire book and reading selections.
Program Strengths • The teachers’ manual provides instructional suggestions and encouragement to the AP teacher, as well as thorough suggested answers to most of the questions for the selections in the student edition. The remarks at the beginning of each unit clearly identify the purpose/learning for the unit. • A free site which offers audio and video related to the readings, color versions of every piece of art in the book, and a collection of materials for writing, grammar and research. • The selections in the student text are arranged in thematic units with a variety of genres, an approach that directs students more specifically toward meaning of the work as a whole (big ideas), which is what they need to write about in not only AP Exam essays, but in college content classes as well. • Specific guided instruction for selections in the text walks students through identifying a topic and composing a strong thematic statement leading to a thesis statement connected to a prompt. • The selections in each unit have a range of difficulty in reading level affected by the style, time period, culture, and subject of the writer. The questions posed to the students provoke critical thinking and close reading. • This anthology represents the diverse cultures, writers, time periods the College Board requires as part of the syllabus/audit. • The manual has 35 sets of AP-style multiple choice questions and 42 AP-style essay questions, which is the kind of practice students need to prepare for the AP exam. • The primary editor of the text was an advisor for the Common Core Standards Initiative, is a published author, conducts AP teacher training workshops, and served in 2010 at President of NCTE. The book reflects her expertise and experience, along with that of the other editors.
There is lots of good literature for teachers to choose from in this book, but is it wise to have everything in this book in the hands of high school students? • When reviewing literature for our students please consider filling their minds with things that are true (fiction-uplifting), noble, reputable, authentic, compelling, gracious – the best not the worst, the beautiful not the ugly – remembering what goes in the mind stays in the mind and will com out in words and action some day. Isn’t there enough really good literature that avoids these issues. I realize Girl is in Jamaican culture, but is their culture all like that? • Pages 195-246 - Fences, full of vulgarity, uses words like hell and God dam • Page 262 - Babylon Revisited – uses Jesus Christ – I find that very offensive - (Note: Could not locate comment anywhere in this story.) • Page 92 - Girl-Moral issues, i.e. abortion (parent who recommended with reservations) District Response: As AP English teachers, our educational goal is to provide students opportunities to build their critical thinking skills as they read, analyze, and interpret challenging text from a vide variety of cultures, time periods, genres, authors and topics. Presenting ideas and values different from those of our students, their families, and ourselves, does not mean endorsement. Presenting differing viewpoints affords student opportunities to weigh those values against their own, to endorse or refute. In high school, while students are still living with their parents, there is opportunity for these young people to discuss the ideas with their parents. Certainly, as teachers of seniors, we are preparing students for the kinds of text and ideas they encounter in college classrooms. • I believe that this text would be appropriate for a 11/12 grade AP course. It exposes the students to numerous authors and themes. Not only authors found on most College Board student’s reading list, but also current ones and topics relevant to current times. (Exp. P. 701 , Is arranged marriage really any worse than Craigslist?) Topics for great discussions. The text is also extremely thorough in its’ description/explanation/analysis of various literary styles, terms, etc. • American Literature may touch on these subjects, which are at the heart of understanding our personal beliefs and can open us up to new knowledge. • The book is organized by themes with a wide variety of literature in each section to foster classroom conversation. Each section is followed by probing questions to increase critical thinking. • The section on War and Peace gives 2 sides to the issue. Actually the whole book does a really good job of comparing different ideas. I like it that it paints a broad picture and exposes the kids to opposing ideas. • All the stories will have moral issues, value judgments, and controversial philosophy, that way it will be a story. • The material has bias, however the material is used for mature audiences. High school students are able to understand the importance of certain biases presented in the material. • All literary work has controversial ideology, moral issues and value judgment.
Program Strengths • Text facilitates the simultaneous development of reading and writing skills. Students answer analytical question about each essay, and they use each essay as a model for specific writing skills. • The text should help prepare students for the reading and writing they will do at college level, specifically it should prepare them for an English 101 course. • Text contains a variety of thought provoking essays from divergent perspectives. • Text questions cover all levels of reading: Comprehension, analysis, and evaluation. • Text offers writing instruction in a variety of essay types – example: cause & effect, etc. • Text offers specific instruction on developing and writing research papers. • Text gives examples of specific writing skills such as thesis statements and writing transitions. • Classroom activities are varied and appeal to all learning styles. • Text is compact and well constructed. It will be easy to tote around.
This text book has real examples by known authors, as well as other students writing for students to use as models for their own writing. The suggested writing assignments encourage students to think critically about the essays and synthesize the new information to form their won views of the topics and themes presented. • A wonderful book that I would enjoy reading as a parent. It should challenge the student to examine morals and values and have some controversial subjects. • This a college level/prep book and should present more challenging subject matter. References to racism, sexism or bias are required in certain contexts and should be allowed in that context. • Re: moral issues/value judgments/controversial ideology or philosophy – It should challenge the student to examine morals and values and have some controversial subjects. • This textbook has real examples, by known authors, that writing students can use as models for their own writing. The suggested writing assignments encourage students to think critically about the essays and synthesize the new information to form their own views of the topics and themes presented.
Program Strengths • Text meets all Common Core Standards. • There are online and video resources, as well as leveled supplements for low readers and English learners. • Common Core components are applied and noted throughout both student texts and teacher editions. • Text layout is visibly interesting and easy to navigate. • Has SAT prep embedded. • Several writers workshops covering the core standards introduces “21st Century Skills” of writing ‘Blogs’, ‘Podcasts’, ‘Wikis’. • Text is organized chronologically and sequences match historical events. • Meets need for chronological American Literature with a range of genres. Historical and contemporary connections are paired throughout; as well as leveled questions and writing workshops. • Artwork and images are complementary to the text.
Layout is great – a few cuss words and questionable inferences, pages 820, 840, 869 (parent who recommended with reservations) District Response: As literature has developed, there have been movements which included language that is appropriate for the context in which it is used – realistic dialogue and description that accurately portrays language used and typical human behavior during the time periods. Since we are talking about realistic fiction, some swear words fit both the context and the literary purposes of the authors. In teaching literature that has rough language in it; teachers acknowledge the author’s license to use such language to create setting and character while expecting appropriate use of language for academic use and polite society both in writing and speaking at school. • Cannot recommend this textbook because I have nothing to compare it to. I’m sure it’s an excellent choice, but I don’t think it’s a valid question to ask me to rate something that I have nothing to compare. I would feel more useful if I were involved when it was narrowed down to the top 3. (parent who cannot accept the content of the material) District Response: District adoption committee has spent the past 8 months narrowing down the recommendations and making the final selection.
Everything is good about this book. • Hiroshima – war and bombs, The Crucible- witch hunt, Ambush-war and killing, contain moral issues and value judgments. These all have historical perspectives but are moral & values based writing examples. • I found this book acceptable for my child’s high school American Lit experience. I did find the book interesting and well prepared. I would expect that an American Lit class would offer materials that are historically accurate in accord with it sociological list of our country and its many seasons of growth. • I would recommend this book. Very informative and educational. I really liked the Common Core and SAT sections; very relevant to today’s learning. Very useful book and I would highly recommend it. I learned a lot myself in looking it over. • It’s American Literature; one should expect content that has controversial ideology and morals and values. • Excellent readability and illustrations. Extremely informative. Very modern for all children to relate to. I highly recommend this book. • I am impressed how history is introduced in an effort to describe the ideas of that literature in time. Additionally, I love that it has the introduction of “ordinary language” versus “academic language”. I was able to relate with the writers, understand the authors by understanding the “theme” of the “era”. • Contains moral issues, value judgments, and controversial ideology or philosophy – In my opinion, this book is only stating factual history in relationship to literature. • I believe this book is bias in reference to race, religion, and genders. Additionally, I believe this book is not based on opinion or persuasive towards an opinion. The idea is to get the student to understand the literature and stimulate the mind - the student’s own creativity.
Program Strengths • References different kinds of essays (listed by rhetorical mode). • Has reading strategies/skill connected to professional essay samples. • Research essay writing chapter from gathering resources to documenting those sources. • Sample essays are annotated – pointing out strengths, weaknesses, grammar points. • Questions after essays to help focus kids on how the essay is written (to help guide them), plus helps reading comprehension. • The book fit goals and is student friendly material. It is neither too simple or rigorous and offers instruction is a wide variety of writing.
Some of the essays in chapter 40 would require quality class discussion to make sure students do not come away with misconceptions about what is the norm in society or miss the opposing view. (parent who recommended with reservations) • District Response: The essay the community member noted as a reason to recommend this text “with reservation” is in the final part of the text entitled “Reading Strategies and Selections,” which contains 18 distinct types of essays (definition, narration, process, argument, etc.). The essay in question comes from an author who contends that American mass culture through media has merchandised women so that they in turn decide to be the “hottest” instead of the most accomplished. The author goes on to argue that the “Raunch Culture” has the capability to steal away the true goal of the feminist movement, which should be “to encourage girls to go to college, play sports and be secretaries of state.” The questions following the essay do not ask for student opinion but frame questions with the “author’s view” and “according to the author.” There are also stylistic questions about the author’s purpose in using juxtaposition and rhetorical questions. Any classroom discussion about controversial or sensitive topics must be handled carefully. Students are more engaged in their learning when we make connections between what they are reading and writing and what is going on in the world. The classroom instruction of this piece would include how the writer has developed and presented her ideas. The variety of essays in this text for a teacher to use as models for strong writing, and which present well-supported ideas developed clearly, played a large part in why we chose this book as valuable for teaching writing in Advanced Communications.
Program Strengths • Meets state EALRs. • The text contains a variety of myths from around the world that allow for a comparison to Greek mythology. • Text contains introductions for each myth that give the students historical and cultural background and that also discuss the purpose, appeal, and value of the myth. • There is a variety of questions; some lower-level and some higher-level, allowing the teacher to individualize the lesson. • Text contains an index with a pronunciation guide to help with new names, places, and terms from around the world. • The text contains in-depth notes from the author that would be useful for research assignments and additional information.
Recommend with reservations just because I did not begin to read the contents in their entirety. • The material is presented in a documented for each culture way – I would think offensive. (parent who recommended with reservations) District Response: Parent reviewers are asked only to review material and approve it as appropriate for the grade and maturity level of the student. The documented way the material is presented is simply one way to organize the readings to aid student comprehension. The organization is useful for teaching and comparing myths from different parts of the world. • I think this is a very good book. The students will learn from it. • It had good content; I would approve this book.
Program Strengths • Meets state EALRs. • The text contains a variety of Greek myths that are often mentioned in literature, music and popular culture. • The text contains introductions for each myth that give the students necessary information to better understand the myth. • The text contains activities that help the student personalize and connect to each story. • The vocabulary is at an appropriate level, however new words are defined within the text. • The text includes a glossary with a pronunciation guide for Greek names, places and terms, along with an index. • Text includes an appropriate amount of visuals that enhance the text without being overwhelming.
My only concern is the binding. I don’t think this book would hold up in paperback form. (parent who recommended with reservations). • Did not really like the title; there could be a better one for high school students. • I enjoyed reading this and answering the questions. I think this will be a good teaching aid. • I see this book as very educational.
Program Strengths • This text meets standards for Journalism provided by Washington Journalism Education Association. It also meets English standards from OSPI and covers basics of law/ethics, news writing, layout, design, and on-line publishing. • The text is attractive to the eye, with colorful and helpful sidebars in each chapter. • The questions/activities at the end of the chapters use a variety of cognitive skill and require students to use critical thinking. • Text has an on-line component that students can access. • This provides Exam View for teachers to help with the assessment process. • The teacher’s edition has additional suggestions/activities based on level of journalism. • There is also a teacher resource kit with extra worksheets and quizzes and tests. • I liked how this material addresses all aspects of journalism.
Material contains moral issues, value judgments and controversial ideology or philosophy – They cannot possibly learn to be a good journalist unless the book presents moral issues, value judgment and controversial ideology or philosophy.
Program Strengths • This text presents a thorough process to develop debate cases, including policy and Lincoln-Douglas debates. It includes strategies, basic and advanced, for actually participating in a debate. • In-depth strategies and examples for both policy and Lincoln Douglas debates. • Examples of full length debates provided. • Developed for Whitman Colleges summer debate camps.
The format and presentation is distracting and neurotic. (parent who recommended with reservations) District Response: This was one out of the 10 reviewers opinion on the format. • I felt the book was easy to read and understand.
Running in the Family by Michael Ondaatje – IB Sr. English (12thgrade) • Purple HibiscusbyChimamanda Ngozi Adichie – IB Sr. English (12thgrade) • The Collected Stories of Katherine Mansfield – IB Language Arts (11th – 12th grade) • The Optimist’s Daughter by Welty – IB Language Arts (11th – 12th grade) • The Best Short Stories by Rudyard Kipling – IB Language Arts (11th – 12th grade) • Collected Poemsby Sylvia Plath – IB Language Arts (11th – 12th grade) • An Origin Like Waterby Eavan Boland – IB Language Arts (11th – 12th grade) • New Collected Poems by EavanBoland – IB Language Arts (11th – 12th grade) • English Literature for the IB Diploma by David James & Nic Amy – IB English (11th – 12th grade)
Program Strengths • The author, Michael Ondaatje, is on the approved author’s list for IB. His descriptive style encourages strong written analysis. • Can be used in Part 3 of required IB curriculum. Part 3 work is required for senior IB exam #2 that occurs in May of each year. This novel fills that requirement and it allows students to study the culture and lifestyle through world literature. • The strong descriptive style, as well as additional written poetry, add to the engagement of the novel. • Ondaatje’s narrative covers complex social issues effortlessly. The mix of prose and poetry lends itself to deeper understanding of the novel’s themes. Great for discussion of author’s writing choices and their effects.
Seems appropriate for high school level. Contains some graphic sexual content, which illustrates excesses of human behavior and also references to alcohol, which are justified at the end of the book(example of how personal history affects us). District Response: The parent who commented recommended this novel without reservation. The sexual content referred to on pates 159-160 is inferred and not graphic. It displays the culture of the street in Sri Lanka. Senior IB students are mature and will handle this in a responsible manner. There is discussion of alcohol in various parts of the novel. It is obvious however in the novel, overall, that success in life comes when alcohol is controlled. It does give a flavor of what alcohol can do to an individual’s life. Also on the approved authors list for IB programs. • Well written, engaging story, strong characters.
Program Strengths • Allows written and verbal discussion in a world literature direction. • It requires close reading and literary analysis – important fundamentals for IB program. • This gives an additional culture for students to contrast in discussion of world literature. • Won the Hurston/Wright Legacy Award, as well as, book of the year for the San Francisco Chronicle.
This novel provides students with a very interesting story in which as the novel progresses, they can see obvious changes in the primary characters and the differences amongst people. It’s themes & lesson are perfect for students this age. • Strong development of the main character, but the ending was not happy. I did think that overall, the book started out slow. • Not sure of the lesson to be learned by the student. Cultures religions, and interpersonal relationships are all interesting, but can’t be experienced the same way by all. • Statement that marijuana can be used for good – definitely controversial: may be a good discussion.