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Goal

To meet the assessment objectives of the AICE General Paper course so students are successful with End of Course exams, while meeting Florida BEST standards and excelling on their FAST exam. This also provides high-interest grade-level novels for students to read and interact with on a meaningful level that allows for thoughtful analysis and critical thinking. 

 

Category

School supplies - Markers, paints, paper, crayons, clay, pencils, sharpies, modeling dough, etc. 

 

What will be done with my students

This will serve two purposes. First, it provides a classroom set of a novel that is most commonly used in the AICE General Paper class for a whole-class novel, as it provides ample options to teach the required assessment objectives. Additionally, it has been strongly recommended that the AICE GP students are provided with the opportunity for choice novels with targeted book club/literature circles. Students will select one novel of interest, and will be put in literacy circles based on their chosen genre/interest.
Students will read their novels while also discussing, evaluating, and analyzing themes, literary techniques, author's voice, word choice, and a variety of other benchmark concepts. Upon finishing their novels, each group will put together a presentation that evaluates and analyzes how different authors created different effects and presented ideas.
Specific benchmarks targeted:
ELA.11.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text, ELA.11.R.1.2: Track and analyze universal themes in literary texts from different times and places, ELA.11.R.1.3: Analyze the author’s choices in using juxtaposition to define character perspective, ELA.11.R.3.1: Analyze the author’s use of figurative language and explain examples of allegory, ELA.11.R.3.2: Paraphrase content from grade-level texts, ELA.11.R.3.3: Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time period, ELA.11.3.4: Explain an author’s use of rhetoric in a text, ELA.11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness, ELA.11.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate, ELA.11.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level, ELA.9.C.5.1: Create digital presentations with coherent ideas and a clear perspective, and ELA.11.C.5.2: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience.
Specific AICE Assessment Objectives Met:
AO1 Selection and application of information: Demonstrate understanding of information from a variety of material, identify, select and interpret relevant data, information and examples, apply information that exemplifies ideas and opinions. AO2 Analysis and evaluation: Demonstrate the ability to analyze the meaning of language as used in its context, develop explanations with examples, analysis and evaluation, develop, analyze and evaluate arguments and make supported judgements. AO3 Communication using written English: Write structured responses, using a range of appropriate language for a variety of purposes, communicate information, ideas and opinions clearly and accurately, construct cohesive and organized responses, linking ideas and arguments. 

 

Benefits to my students

Both the whole class novel selection (The Hitchhiker's Guide to the Galaxy, by Douglas Adams), and the choice novel literature groups will engage students in learning through multiple benchmarks and assessment objectives, while also providing them with relevant, relatable reading material. Additionally, studies show that students are more likely to engage in activities when they are offered a choice - this is particularly true of reluctant readers. Further, students who are given autonomy through project-based lessons and activities tend to be more critical thinkers and learners. This assignment provides that while encouraging independent critical thinking, research skills, and creativity, allowing students to engage deeply with literature and present their findings in a meaningful and engaging way.  

 

Budget Narrative

The items on this list are all books. Books 1-42 are all approved novels from the 2024 - 2025 Florida Teen Reads (FTR) list. These are the same books the media specialist at our school uses for the school's book club. Books 43 - 60 have gone through the same review process each book must go through before being approved to be added to the school's media center. Book 61 is the chosen whole-class novel, and has also undergone the same approval process mentioned above.  

 

Items