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Local, State, and National Standards Exploring the Rights of Human Subjects Through a Classic Work In Literature: Daniel Keyes’s Flowers for Algernon Miami-Dade County Competency-Based Curriculum Standards Language Arts-English I (Grade 9) Component: Literature Competencies: A & B Objectives: 6. Identifies elements of literary work, including plot, setting, characterization, point of view, and theme. 7. Identifies and analyzes the feelings, traits, and motives of characters. 8. Interprets a literary selection and supports the interpretation with examples from the text. 9. Relates text to real life experiences. Component: Composition Competencies: A & B Objectives: 1. Understands and practices the reading-writing connection. 3. Uses personal experiences, discussions, visual stimuli, observation, reading research, and media to generate ideas for writing. 4. Formulates a thesis statement and writes to it. 7. Applies appropriate logical thought patterns in multi-paragraph compositions to include essays of three paragraphs or more (comparison and/or contrast, cause and effect, analysis, classification, order of importance, definition, and/or chronological order). Component: Listening/Speaking/Viewing Competency: A Objectives: 2. Demonstrates appropriate listening skills in a variety of settings. 5. Contributes appropriately to an oral discussion. Language Arts-English II (Grade 10) Component: Literature Competencies: A & B Objectives: 7. Recognizes the use of literary devices such as tone, mood, symbolism, irony, satire imagery, allusion, foreshadowing, flashback, and uses the terms appropriately in oral and written analysis. 8. Analyzes fictional works in terms of plot, conflict, setting, characterization, point of view and theme. 9. Identifies dynamic characters in a selection, and traces their changes in the story Component: Composition Competencies: A, B, & C Objectives: 1. Understands and practices the reading-writing connection. 3. Writes a clear and definite thesis statement. 4. Supports the thesis with fully developed paragraphs with details which are varied, relevant, and purposeful for a selected plan of organizational development to include comparison/contrast, cause/effect, definition, order of importance, and classification. 5. Writes for a variety of audiences and purposes. 6. Writes in a variety of modes to include narrative (personal experience), expository (essay process paper, biographical incident), persuasive (editorial), and imaginative (story, poem). Component: Listening/Speaking/Viewing Competency: A Objectives: 1. Demonstrates appropriate listening, speaking, and viewing skills in a variety of cooperative settings. 3. Designs and delivers an oral presentation for a specific purpose and audience using effective verbal and non-verbal techniques. Biology (Grade 9/10) Component: Science Skills and Attitudes, Applications and Contexts of Biology Competency: B Objectives: 1. Describe how discoveries by biologists can have both beneficial and detrimental affects on the quality of human life Social Studies American Government (Grade 12) Component: Civic Responsibility Competency: B Objectives: 1. Identify the constitutional guarantees to which an individual is entitled, noting that they reflect the belief that government should protect individual right. 5. Evaluate the effects of legislative acts on civil rights and civil liberties in the United States. Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading: This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities. Miami-Dade County Curriculum Guide for Biology: First Nine Week Cycle Topic: Introduction to Biology/Nature of Life Miami-Dade County Scope and Sequence Planning Outline for American Government: Second Nine Week Cycle Main Topic # 7- Civil Liberties Broward County Critical Content & Performance Indicators American Government Strand C: Civics and Government SS.C.2.4.3 - understand issues of personal concern: the rights and responsibilities of the individual under the US Constitution; the importance of civil liberties; the role of conflict resolution and compromise; and issues involving ethical behavior in politics • explains how crime and its consequences squander a nation’s human and economic resources • explains how ethical and moral standards reflect the values of a society Broward County Curriculum Map for American Government November Essential Question: How does the Supreme Court define freedom and security of the person? Broward County Curriculum Map for Language Arts February/March Essential Question: How do our actions impact others or cause chain reactions? State of Florida-Sunshine State Standards Language Arts Grades 9-12 Writing Standard 1: The student uses writing processes effectively. (LA.B.1.4) 2. drafts and revises writing that: is focused, purposeful, and reflects insight into writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with a subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling. Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.4) 3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. Listening, Viewing, and Speaking Standard 1: The student uses listening strategies effectively. (LA.C.1.4) 1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations. 3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 4. identifies bias, prejudice, or propaganda in oral messages. Standard 3: The student uses speaking strategies effectively. (LA.C.3.4) 1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations. 4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. 5. develops and sustains a line of argument and provides appropriate support. Literature Standard 1: The student understands the common features of a variety of literary forms. (LA.E.1.4) 1. Identifies the characteristics that distinguish literary forms. 2. understands why certain literary works are considered classics. Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4) 1. analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions 3. analyzes poetry for the ways in which poets inspire the reader to share emotions, such as the use of imagery, personification, and figures of speech, including simile and metaphor; and the use of sound, such as rhyme, repetition, and alliteration 6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and cause of conflicts in texts 7. examines a literary text from several critical perspectives   National Standards English (National Council of Teachers of English & International Reading Association) 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Science (National Research Council and the National Academy of Sciences) Content Standard: Science in Social and Personal Perspectives • Personal and Community Health Social Studies (National Council for the Social Studies) Thematic Strand: Individuals, Groups and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Thematic Strand: Power, Authority and Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.