English Language Arts (ELA) 

JLA's English program focuses on basic literacy, the proper use of language for personal and public reasons, and the development of an appreciation for various types of literature. Each year in the English curriculum plan of study is meant to build on previously learned skills while expanding the student's exposure to the realm of literature.   

 

The English curriculum is designed to achieve the following goals:  

• To stimulate critical and creative thinking  

• To improve students’ written communication by providing instruction, review and reinforcement in study skills, grammar, usage and vocabulary, structure and organization of the paragraph and essay, techniques of research, practical writing skills, and creative written expression  

• To enable students to comprehend, interpret, analyze and appreciate literature through studying significant authors, relating themes of literature to everyday experiences and recognizing the universality and diversity of the human family. 

• To develop communication skills by teaching students to listen with discernment and respect, to voice ideas clearly, and to function effectively in various communication roles 

• Read and discuss literary and nonliterary texts in order to understand human experience. 

 

Students will:  

• Students will read to acquire information, participate in the discussion and analysis of written works.  

• Learn and apply specific literary criticism techniques and theories 

• Speak and write clearly and effectively.  

• Review and reinforce the language elements necessary for successful communication. 

• Use media and technology to obtain, prepare, and share information. 

• Research and communicate information 

• Use a variety of writing styles to express information. 

• Use effective reading strategies to achieve their purposes in reading. 

JLA students will take English every year. Traditional courses, such as American and English literature, help improve writing skills, reading comprehension and vocabulary. 

 

                                                       Alignment with Common Core Standards 

 

Reading 

 

The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level 

 

•  The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. 

 

• Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year. The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

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Writing 

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.  

 

• Research—both short, focused projects (such as those commonly required in the workplace) and longer-term in-depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.  

 

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.  

 

Speaking and Listening 

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.  

 

• An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions , build understanding, and solve problems. 

 

Language 

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.  

 

The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading.  

 

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.  

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.  

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Social Studies 

 

The aim of social studies is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. By making civic competence a central aim, JLA emphasizes the importance of educating students who are committed to the ideas and values of democracy. 

Civic competence rests on this commitment to democratic values, and requires that citizens have the ability to use their knowledge about their community, nation, and world; to apply inquiry processes; and to employ skills of data collection and analysis, collaboration, decision-making, and problem-solving. Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global community 

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Students will: 

• learn about the history of the United States of America and the World 

• learn about political science and political systems 

• learn about geography through the study of the relationships among people, places, and environment 

• learn civics and develop civic responsibility 

• learn about and respect other cultures by learning about their history and their contributions 

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                    Alignment with National Curriculum Standards for Social Studies 

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• Social studies programs should include experiences that provide for the study of culture and cultural diversity. Social studies programs should include experiences that provide for the study of the past and its legacy. 

• Social studies programs should include experiences that provide for the study of people, places, and environments. Social studies programs should include experiences that provide for the study of individual development and identity 

• Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. 

• Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. 

• Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. 

• Social studies programs should include experiences that provide for the study of global connections and interdependence 

• Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic 

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Mathematics 

 

The courses offered in mathematics provide for the varying needs and abilities of all students from 9th through 12th grade. The content and delivery of our courses is consistent with the content required for college admission and success as well as the standards for excellence written and accepted by the National Council of Teachers of Mathematics.  

 

All of the math courses at JLA incorporate the use of technology to develop and enhance critical thinking skills. Calculators are used when appropriate to further learning and to explore the question “what if.” They are not used as a substitute for basic skills.   

 

Students need algebra and geometry to succeed on college entrance exams and in college math classes — and in many careers. JLA is offering classes early on.   That way, JLA student's will be able to enroll in advanced science and math and show colleges they are ready for higher-level work. Most colleges look for students who have taken three years of math in high school. The more competitive ones require or recommend four years. 

 

 Students will: 

• Reason abstractly and quantitatively.  

• Make sense of problems and persevere in solving them.   

• Construct viable arguments and critique the reasoning of others.  

• Model with mathematics.  

• Use appropriate tools strategically. Attend to precision.  

• Look for and make use of structure. Look for and express regularity in repeated reasoning.  

• Analyze non-routine and real world problems 

• develop oral & written presentations 

 

 

Alignment with Common Core Standards 

 

• The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.  

 

• The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.  

 

• The high school standards emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions. For example, the draft standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making.  

 

Science 

 

JLA offers our life & physical science teachers a curriculum that is aligned to state & national standards. With different learning styles as our focus, our educational curriculums optimize the learning aptitudes of science students. Student centered lesson plans create a fun learning environment for science classes! 

 

Writing high school science lessons that integrates different learning styles, student interest, and meets state standards is very difficult, however, can be accomplished with good curriculum planning and design.    

 

Students will:  

 

• Start with an open-ended question or demonstration (as opposed to beginning a lesson with definitions and explanations).  

• Gather responses and subsequent questions from students with little comment or direction.  

• Require students to collaborate on designing experiments or methods of inquiry.  

• Student teams conduct experiments or gather data.  

• If time allows, re-evaluate question based on new data and re-experiment or collect new data based on revised question.  

• Students present findings as an oral presentation, a poster presentation or an evaluative write-up.  

• Learn about physical and chemical properties 

• learn about the structure and systems of the universe 

• learn about the characteristics and structure of living things 

• learn about the relationship between science and technology 

 
Inquiry-based learning curriculum: 

• Courses are designed to emphasize the scientific processes of observing, inferring, measuring, formulating and testing hypotheses, collecting and analyzing data and problem solving.  

• The laboratory experience is an essential part of the curriculum.  

• Oral and written communication of scientific ideas is essential and is stressed throughout the department. Assessment is based on written lab reports, quizzes, homework, exams, written research papers, projects and semester final exams.   

• Asking questions, making discoveries, gathering data, analyzing explanations,  

communicating scientific arguments  

 

 

Inquiry-based learning aims to enhance learning based on (1) increased student involvement, (2) multiple ways of knowing and (3) sequential phases of cognition. By using student derived investigations knowledge is more relevant and meaningful. This investment in the curriculum and learning process leads to active construction of meaningful knowledge, rather than passive acquisition of facts transmitted from a lecturer.  

 

Next, by engaging students' multiple intelligences more types of students are successful contributors and students are engaged on more than one level. In addition, this process mirrors the stages of Blooms learning phases, which leads to more complete cognition by building on previously learned knowledge.  

 

                                

Alignment with Wisconsin State Standards in Science 

 

• Students in Wisconsin will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines.  

 

Nature of Science: Students in Wisconsin will understand that science is ongoing and inventive 

 

• Nature of Science: Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found.  

• Physical Science: Students in Wisconsin will demonstrate an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact.  

• Life and Environmental Science: Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment.  

• Science Applications: Students in Wisconsin will demonstrate an understanding of the relationship between science and technology and the ways in which that relationship influences human activities.  

• Science Applications: Students in Wisconsin will use scientific information and skills to make decisions about themselves, Wisconsin, and the world in which they live.  

 

JLA Plan 

English Language Arts  

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English Year One 

English 1 is the introductory course for high school English. Students learn the basics of the writing process including constructing thesis statements and writing essays. They also study grammar rules and vocabulary. In terms of literature, students typically look closely at each author's style, theme, and plot. Finally, students learn about and practice research and public speaking skills.  

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English Year Two 

English 2 continues to build on the major principles taught in English 1. Students focus on expanding their formal and informal forms of written expression. They work through each step of the writing process from pre-writing to final drafts. Students continue to learn about grammar and expand their vocabulary. In terms of literature, students continue to focus on increasing their comprehension while recognizing theme and plot. They also examine each author's use of literary devices. Students are expected to present information orally and learn more about correct research techniques. 

 

English Year Three 

English 3 students focus specifically on American literature. In many cases, this course can be successfully integrated with American History. Students continue to work on their formal and informal forms of written expression. Students are expected to successfully complete literary analyses of various forms of literature. Students are expected to successfully complete a research paper this year along with numerous oral presentations. With English 3, students focus specifically on American literature. In many cases, this course can be successfully integrated with American History. Students continue to work on their formal and informal forms of written expression. Students are expected to successfully complete literary analyses of various forms of literature. Students are expected to successfully complete a research paper this year along with numerous oral presentations. 

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English Year Four 

English 4 culminates the student's secondary school language arts experience. The focus    is on World Literature this year. Students are expected by the end of this year to be able  to comprehend and analyze various forms of literature including essays, nonfiction, fiction, and poetry. A strong focus will be on formal written expression through essays and literary analyses. Further, students are expected to complete a research paper this year along with numerous oral presentations. 

 

 

JLA Plan 

 

Social Studies  

 

Year One the World History course is obviously a true survey course. Students typically get just a taste of the various cultures and their history from around the world. Elective courses available. 

• World Studies 

• Human Geography 

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Social Studies Year Two One of the main purposes of the American History course is to highlight the root causes and interconnections of many events that arose throughout America's past.  

• US History 

• Electives:                                                                                                                                                                Psychology 

       Sociology  

       Economics Micro 

       Contemporary Issues 

 

Social Studies Year Three Connections are highlighted along with the dynamics of group interaction, the building of a national identity, the rise of social movements, and the growth of federal institutions. Elective courses available. 

• American Government 

• Government & Politics 

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Social Studies Year Four Students learn key economic concepts such as scarcity, supply and demand, and major economic theories. Students then focus on the way that the American Legal system works. Elective courses available. 

• Economics Micro 

• American Legal System 

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JLA Plan of Study 

 

Science  

 

Year One-Biology The biology course studies living organisms and their interactions with each other and the environment. The course provides the students with laboratories designed to help them understand the nature of living organisms along with their similarities and differences. Topics covered include: Anatomy and Physiology Anatomy and Physiology is the study of the structures and functions of the human body. Students learn about the skeletal, muscular, endocrine, nervous, and other systems in the body. Cellular, Biology, Life Cycle, Genetics, Evolution, Classification, Organisms, Animals, Plants, Ecosystems. 

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Year Two- Physical Science The Physical Science course covers the natural sciences and non-living systems. This is a survey course providing students with a basic understanding of key physical science concepts. Students focus on learning overall concepts and theories to help them understand and explain aspects of nature. Across the nations, different states have different opinions on what should be included in physical science. Some include astronomy and earth science while others focus on physics and chemistry. This sample Physical Science course is integrated and includes basic principles in: Physics, Chemistry, Earth Science, and Astronomy. 

 

Year Three -Chemistry The Chemistry course studies matter, atomic theory, chemical reactions and interactions, and the laws that govern the study of chemistry. The course includes laboratories that are designed to reinforce these major concepts. Topics covered include:  

• Matter  

• Atomic Structure  

• The Periodic Table  

• Ionic and Covalent Bonding  

• Chemical Reactions  

• Kinetic Theory  

• Gas Laws  

• Solutions  

• Chemical Kinetics  

• Acids, Bases, and Salts  

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Year Four -Electives Typically, students take their science elective in their senior year. Following are a sampling of typical science electives offered in high schools.  

• Physics  

Physics is the study of the interactions between matter and energy. Students who have doubled up in previous years and taken basic physics might choose to take AP Physics their senior year.  

• Chemistry I 

• Environmental Science  

Environmental Science is the study of the interaction between humans and the living and non-living environment around them. Students learn about the effects of human interaction including deforestation, pollution, habitat destruction, and issues surrounding the management of the Earth's water resources.