By Lori Campbell
My husband prefers to order fast food by numbers. He refuses to go to restaurants such as Chipotle because he has to make too many choices. I had the same reaction to the list of possible modules available in ERWC 3.0. In this column, we have the book modules, in the next we find the dramas, and now for the protein–we find 12 juicy issue modules. Don’t forget the mini-modules to support the best balance to put before our seniors. It can be daunting if we don’t already know our students’ needs and preferences. However, the choices mean that we can serve a curriculum that is custom built to provide opportunities for engagement, critical thinking skills, and, most importantly, the confidence to enter the world of adults.
I appreciate the choice of modules that are similarly available for the 11th grade year. I can spend that year introducing the basic skills that can bridge the wide gap between the 9/10 standards and the 11/12 standards. I am also able to extend the reach of the mini-modules so that we can build on the foundational skills when they become seniors. That 12th grade year imposes certain challenges for both teachers and students in the forms of applying to colleges, applying for financial aid, enjoying senior activities, and, in some cases, “senioritis.” I believe that senior year, and particularly the second semester, requires the most thought as teachers plan for these “soon-to-be” adults.
I begin second semester with “Big Brother and the Authoritarian Surveillance State: 1984.” This is where I place the highest rigor because senioritis really hasn’t hit yet. FAFSAs have been completed. Hopefully, even the most procrastinating seniors have sent in college applications by this time. This is a remarkable season of maturity. It’s a decompression period for most seniors who can sit still for a time and focus on the important issues of the novel and its application to modern society.
Then by the end of February, the pressure builds for my seniors. At this point, I want to provide my students material that gives them the opportunity to reflect on the society they are about to enter as adults and their positions in that community. I next pair “Introducing Kairos” with “On Leaving|On Staying Behind.” The rhetorical concept of kairos, or situational time, also helps students recognize their current states. We can talk about why they might be feeling so unhinged and whether the certain decisions they make now really have a lasting impact on their lives.
Then the content of Diana Garcia’s poems on emigration provide students with a new perspective when they look at the daughter making her own decision to leave home. They find strength in this, and when it is time to write pieces about their own decisions, they feel a little better about them. The module provides several choices of a creative nature for the culminating writing task. Seniors appreciate this new opportunity because it is not “one more essay.” Writing poems that express their own social concern taps into a different part of their brain that they don’t often get the chance to use.
Finally, I pair “Introducing Stasis Theory” with “Language, Culture, and Gender.” This is the perfect combination to help seniors enter that adult world with a plan. I also love the latter module because I can use this as a final exam for students since there are several texts. I ask seniors to apply the strategies they have learned for the past two years, including descriptive outlines, rhetorical precis, annotation, and annotated bibliography to analyze the articles. They must be able to use these tools to grasp the claims and rhetorical strategies of any text they are given now or in the future. They are free to choose the order in which they read and analyze the texts and which tool best fits for them. They discuss the value of each of the ways to analyze a text and why a certain one works for them. The hope is they will carry those tools into college. In addition, the culminating task of this module helps students recognize the importance of their compassion, their voices, and their skills in examining multiple perspectives. Finally, students wrap up the senior year with the Final Reflection portfolio to show them they are indeed ready for the next academic step they take.
In the 10 years I have taught ERWC, I believe part of what we need to impart is confidence, and between March and May in a senior’s life, that gets lost along with the student’s assignments. That final pathway should put the finishing touches on skills, but, more importantly, convince students that they are worthy of the diploma they are about to receive. I believe selecting the modules that can boost their confidence and not pressure them more than necessary will ease the tension. Once these young people adjust to the pressure placed on them by “adulthood,” they will be able to explore the wonders of their new world beyond high school.
“Senioritis.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/senioritis. Accessed 29 Jan. 2021.
Lori Campbell is the English department chair for Kern High School District’s Kern Learn Program. This is a complete distance learning program that provides students the option to take their A-G required courses online. She has taught ERWC both face-to-face and through distance learning for 10 years. She holds her master’s degree in Curriculum and Instruction.
3 thoughts on “Picking Pathways”
Bravo Lori! I hope you don’t mind if I share your sample pathway with other teachers.
LikeLiked by 1 person
Lori, I really appreciate you laying out your thought process in how you build your year. It’s most helpful! Thank you.
Thanks so much for sharing, Lori. I’m wondering if there are other schools like mine where ERWC is only offered in the senior year.