ACADEMIC KNOWLEDGE AND SKILLS 2202002-201 –H2IG1H HSCIGHOHO LSCHOOL Table of Contents Language Arts AKS 3 Career and Technical Education AKS 177 Mathematics AKS 32 Fine Arts AKS 402 Science AKS 107 Modern/Classical Language AKS 671 Social Studies AKS 126 Health and Physical Education AKS 696 Gifted AKS 155 Peer Leadership AKS 739 English to Speakers of Other Languages AKS 158 JROTC AKS 741 Character Education The school system supports a mandate from the Georgia General Assembly requiring all schools to teach character edu- cation. Society and culture are tied together through common threads that guide the way we live, work, and learn. These common beliefs are taught at home and reinforced by the community, schools, religious institutions, and youth service groups. These basic tenets guide the way Gwinnett County teachers teach and the way the school system conducts the busi- ness of teaching and learning. Character education is thoroughly embedded in the AKS curriculum. Traits emphasized in the curriculum include the following: courage respect for self-control generosity respect for creativity patriotism others courtesy punctuality environment sportsmanship citizenship cooperation compassion cleanliness respect for loyalty honesty kindness tolerance cheerfulness creator perseverance fairness self-respect diligence school pride patience virtue Parent Involvement Research shows that when parents are involved in their student’s education at home, their student does better in school. When parents are involved at school, their student’s achievement increases and the school becomes even stronger. Be There is a national movement that inspires parents to become more involved in their student’s education and their public schools. Teachable moments are everywhere. You can be your student’s favorite teacher by connecting in meaningful ways as you go through the ordinary routines of the day… driving in the car, preparing a meal, shopping, or doing chores. Below, you will find tips for helping your student have a successful high school experience. Look for more helpful tipsheets and other resources on the school system website and your local school website. Suggestions for Helping Your Student Achieve Academically The school system encourages parents to be an active part of their student’s education. The following are just a few ways you can be involved: • Review the AKS for your student’s grade. • Support your student and communicate that his or her You also can access the AKS on the system’s website— academic success is important to you. www.gcpsk12.org. • Read and write with your student often. Remind • Ask to see your student’s work. students to edit the entire sentence and paragraph when they write and to use complete sentences with • Ask your student to show his or her work in appropriate grammar and spelling. assignments, making sure to answer the question asked, not just provide information that may or may not be • Participate in parent-teacher conferences. relevant. Share these Keys to School Success with Your Student  Be prepared each day. Have the needed materials and  Review your work from each class every evening, even assignments for each class. if you don’t have a homework assignment due the next  Stay organized. Keep your desk, notebooks, book bag, day. and home study area neatly arranged.  Study for every test and quiz.  Use an agenda book or calendar to keep track of as-  Ask your teacher questions if you do not understand a signments and due dates. Check it every day. lesson or an assignment.  Give your best effort to both homework and in-class  Get involved in at least one extracurricular activity. assignments. Complete assignments and turn them in on time. 3 High School Language Arts Freshman Language Arts A - Reading Literary Text • cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text • analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme • determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) • analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise • analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature • analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden's poem "Musée des Beaux Arts" and Breughel's painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment • analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) • read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of grade 9 B - Reading Informational Text • analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them • determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) • analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) 4 High School Language Arts B - Reading Informational Text (continued) • determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose • analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account • delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning • analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts • read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently by the end of grade 9 • cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text C - Writing • write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence • write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content • produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience • develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience • use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically • conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subject under investigation 5 High School Language Arts C - Writing (continued) • gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations • draw evidence from literary or informational texts to support analysis, reflection, and research • write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences • write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences D - Speaking and Listening • initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively • integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, and orally), evaluating the credibility and accuracy of each source • evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence • present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task • make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest • adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate E - Language • acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression • demonstrate command of the conventions of standard English grammar and usage when writing or speaking • demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing 6 High School Language Arts E - Language (continued) • apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, to comprehend more fully when reading or listening, and to write and to edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers, APA Handbook) appropriate for the discipline and writing type • determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies • demonstrate understanding of figurative language, word relationships, and nuances in word meanings 7 High School Language Arts Sophomore Language Arts A - Reading Literary Text • cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text • analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme • determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) • analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise • analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature • analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden's poem "Musée des Beaux Arts" and Breughel's painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment • analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) • read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of grade 10 B - Reading Informational Text • analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account • delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning • analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts 8 High School Language Arts B - Reading Informational Text (continued) • read and comprehend literary non-fiction at the high end of the grades 9-10 text complexity band independently and proficiently, by the end of grade 10 • cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text • analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them • determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) • analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) • determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose C - Writing • write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence • write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content • write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences • produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience • develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience • use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically • conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subject under investigation 9 High School Language Arts C - Writing (continued) • gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations • draw evidence from literary or informational texts to support analysis, reflection, and research • write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences D - Speaking and Listening • initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively • integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source • evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence • present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task • make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest • adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate E - Language • demonstrate command of the conventions of standard English grammar and usage when writing or speaking • demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing • apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers, APA Handbook) appropriate for the discipline and writing type • determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies • demonstrate understanding of figurative language, word relationships, and nuances in word meanings