ESCONDIDO UNION HIGH SCHOOL DISTRICT
COURSE OF STUDY OUTLINE
AND
INSTRUCTIONAL OBJECTIVES
COURSE TITLE:
AVID Senior Seminar
COURSE NUMBERS:
5910
DEPARTMENT:
Non-Departmentalized
PREREQUISITE:
Required -Previous enrollment in AVID lower-level
courses for three years.
CO-REQUISITE:
Enrollment in at least one honors, Advanced
Placement, or International Baccalaureate course.
LENGTH OF COURSE:
One year
SEMESTER PERIOD OF CREDITS:
Five per Semester
GRADE LEVEL (S):
12
DATE ADOPTED:
2/18/03
MEETS EUHSD Elective Credit or Designated College Prep Requirement
FULFILLS UC ADMISSION “g” REQUIREMENT
COURSE DESCRIPTION: The AVID Senior Seminar is the culmination of a student’s years in the
AVID program. The course involves substantial critical reading and writing, preparation for external
exams such as Advanced Placement, International Baccalaureate, and weekly Socratic Seminars.
Students enrolled in the Senior Seminar are required to complete weekly timed writings and analytical
discourses in subjects across the curriculum. In addition, students are required to make oral presentations
to the class on topics related to college entrance, contemporary issues and social concerns. Senior
Seminar students are expected to participate in and eventually act as moderators for Socratic Seminars.
These discussions move beyond didactic instruction and assist students in gaining multiple perspectives
on texts, supporting arguments with clear reasoning and evidence, and developing their critical thinking
skills to the degree necessary for success in college. Senior Seminar students are required to produce an
extended, reflective essay focusing on one of their areas of study such as mathematics, science, history,
English, or world language.
COURSE UNITS/TOPICS
AND
ALLOCATED INSTRUCTIONAL TIME
AVID SENIOR SEMINAR
The AVID Senior Seminar is divided into four areas of emphasis, leading to the student’s
acceptance at a four-year college or university.
Suggested Instructional Time
I.
Gaining Admission
9 Weeks
A. The College Application
B. Writing the College Essay
C. SAT/ACT Preparation
D. Financial Aid
E. Study Sample AP/IB Exams
F. Registration for Exams
G. Tutorials
H. Timed Writings and Analytical Discourse
II.
Becoming a College Student
9 Weeks
A. College Placement Exams
B. Time Management
C. Advanced Note Taking
D. Timed Writings and Analytical Discourse
E. Introduction of the Extended Essay
III.
Placement and External Exams
9 Weeks
A. UC and CSU Placement Exam Preparation
B. Socratic Seminars
C. Advanced Placement and International
Baccalaureate Practice
D. Research Project—Critical Issues in
College Acceptance
E. Portfolio Development
IV.
Selecting a Major and Career Emphasis
A. Research Project—Options at my
University
B. Career Exploration—Professions in my
Field of Study
C. Completion of Extended Essay
9 Weeks
ELECTIVE COURSE OF STUDY
AVID SENIOR SEMINAR
Grades Eleven and Twelve
English-Language Arts Content Standards
WRITING
1.0 Writing Strategies:
Students write coherent and focused texts that convey
a well-defined perspective and tightly reasoned
argument. The writing demonstrates students'
awareness of the audience and purpose and
progression through the stages of the writing
process.
Research and Technology
1.6 Develop presentations by using clear research
questions and creative and critical research strategies
(e.g., field studies, oral histories, interviews,
experiments, electronic sources).
1.7 Use systematic strategies to organize and record
information (e.g., anecdotal scripting, annotated
bibliographies).
1.8 Integrate databases, graphics, and spreadsheets into
word-processed documents.
READING
2.0 Reading Comprehension (Focus on Informational
Materials):
Students read and understand grade-levelappropriate material. They analyze the
organizational patterns, arguments, and positions
advanced. Recommended Reading in Literature,
Grades Nine Through Twelve illustrate the quality
and complexity of the materials to be read by
students. In addition, by grade twelve, students
read two million words annually on their own,
including a wide variety of classic and
contemporary literature, magazines, newspapers,
and online information.
AVID
STANDARDS
1. Students will
demonstrate
analytical writing at
a college level in a
variety of discourse
modes.
STUDENT ASSESSMENT STRATEGIES
Student responses to Socratic Seminars
(W 1.6, 1.7, 1.8)
(R2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 3.8)
Research project
(R2.0, 2.1, 2.2, 2.4, 2.5, 3.8)
(W 1.0, 1.6, 1.7, 1.8,)
SUGGESTED RESOURCES/
TECHNOLOGY LINKS
www.sdcoe.k12.ca.us/AVID
www.essayedge.com
www.collegeboard.com
AVID Libraries
Student results of timed writings
(W 1.0, 1.7)
(R 3.8)
Extended essay
(W 1.0, 1.6, 1.7. 1.8)
(R 2.0, 2.1, 2.5)
Student essays from the AVID Writing
Curriculum Libraries
(W 1.0, 1.7. 1.8)
(R3.8)
3
ELECTIVE COURSE OF STUDY
AVID SENIOR SEMINAR
Grades Eleven and Twelve
English-Language Arts Content Standards
AVID
STANDARDS
STUDENT ASSESSMENT STRATEGIES
SUGGESTED RESOURCES/
TECHNOLOGY LINKS
Structural Features of Informational Materials
2.1 Analyze both the features and the rhetorical devices
of different types of public documents (e.g., policy
statements, speeches, debates, platforms) and the
way in which authors use those features and devices.
Comprehension and Analysis of Grade-LevelAppropriate Text
2.2 Analyze the way in which clarity of meaning is
affected by the patterns of organization, hierarchical
structures, repetition of the main ideas, syntax, and
word choice in the text.
2.4. Make warranted and reasonable assertions about the
author's arguments by using elements of the text to
defend and clarify interpretations.
2.5 Analyze an author's implicit and explicit
philosophical assumptions and beliefs about a
subject.
3.0 Literary Response and Analysis:
Students read and respond to historically or
culturally significant works of literature that
reflect and enhance their studies of history and
social science. They conduct in-depth analyses of
recurrent themes. The selections in
Recommended Readings in Literature, Grades nine
Through Twelve illustrate the quality and
complexity of the materials to be read by
students.
4
ELECTIVE COURSE OF STUDY
AVID SENIOR SEMINAR
Grades Eleven and Twelve
English-Language Arts Content Standards
AVID
STANDARDS
STUDENT ASSESSMENT STRATEGIES
SUGGESTED RESOURCES/
TECHNOLOGY LINKS
Literary Criticism
3.8 Analyze the clarity and consistency of political
assumptions in a selection of literary works or
essays the quality and complexity of the materials to
be read by students on a topic (e.g., suffrage,
women's role in organized labor). (Political
approach)
WRITING
1.0 Writing Strategies:
Students write coherent and focused texts that convey
a well-defined perspective and tightly reasoned
argument. The writing demonstrates students'
awareness of the audience and purpose and
progression through the stages of the writing
process.
Student reader responses
2. Students will learn
(W 1.1, 1.9)
to evaluate their own
and others’ writing,
Student responses on rubric and scoring
using rubrics and
guides
scoring guides
(W 1.1, 1.3, 1.5, 1.9)
modeled on UC and
CSU entrance
Participation in scoring practice
exams.
sessions.
(W 1.1, 1.9)
AVID Writing Library
www.sdcoe.k12.ca.us/AVID
Elements of Style William Strunk
Jr.
www.essayedge.com
5
ELECTIVE COURSE OF STUDY
AVID SENIOR SEMINAR
Grades Eleven and Twelve
English-Language Arts Content Standards
AVID
STANDARDS
STUDENT ASSESSMENT STRATEGIES
SUGGESTED RESOURCES/
TECHNOLOGY LINKS
Organization and Focus
1.1 Demonstrate an understanding of the elements of
discourse (e.g., purpose, speaker, audience, form)
when completing narrative, expository, persuasive, or
descriptive writing assignments.
1.3 Structure ideas and arguments in a sustained,
persuasive, and sophisticated way and support them
with precise and relevant examples.
1.5 Use language in natural, fresh, and vivid ways to
establish a specific tone.
Evaluation and Revision
1.9 Revise text to highlight the individual voice, improve
sentence variety and style, and enhance subtlety of
meaning and tone in ways that are consistent with the
purpose, audience, and genre.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies:
Students formulate adroit judgments about oral
communication. They deliver focused and
coherent presentations that convey clear and
distinct perspectives and demonstrate solid
reasoning. They use gestures, tone, and
vocabulary tailored to the audience and purpose.
3. Students will
improve their oral
communication
skills through a
variety of means,
including
presentation, debate,
and Socratic
Seminar.
Class presentations
(LS 1.0)
www.studyguide.org/socratic_se
minar.htm
Class debates
(LS 1.0)
www.sdcoe.k12.ca.us/AVID
Socratic Seminar
(LS 1.0)
www.ncsu.edu/literacyjunction/ht
ml/tutorialsocratic
http://www.educationworld
6
ELECTIVE COURSE OF STUDY
AVID SENIOR SEMINAR
Grades Eleven and Twelve
English-Language Arts Content Standards
AVID
STANDARDS
WRITING
1.0 Writing Strategies:
Students write coherent and focused texts that convey
a well-defined perspective and tightly reasoned
argument. The writing demonstrates students'
awareness of the audience and purpose and
progression through the stages of the writing
process.
Research and Technology
1.6 Develop presentations by using clear research
questions and creative and critical research strategies
(e.g., field studies, oral histories, interviews,
experiments, electronic sources).
1.7 Use systematic strategies to organize and record
information (e.g., anecdotal scripting, annotated
bibliographies).
4. Students will
prepare for an
external exam such
as Advanced
Placement or
International
Baccalaureate.
WRITING
1.0 Writing Strategies:
Students write coherent and focused texts that convey
a well-defined perspective and tightly reasoned
argument. The writing demonstrates students'
awareness of the audience and purpose and
progression through the stages of the writing
process.
Research and Technology
1.6 Develop presentations by using clear research
questions and creative and critical research
strategies (e.g., field studies, oral histories,
interviews, experiments, electronic sources).
1.7 Use systematic strategies to organize and record
information (e.g., anecdotal scripting, annotated
bibliographies).
5. Students will select
a college area of
study that leads to
an anticipated
career.
STUDENT ASSESSMENT STRATEGIES
Participation in preparation for an
external exam
SUGGESTED RESOURCES/
TECHNOLOGY LINKS
http://encarta.msn.com/college/
http://www.number2.com/
http://www.sdcoe.k12.ca.us/avid/
welcome.asp
www.collegeboard.com
www.cavhs.org
Major selected on college applications
www.cavhs.org
Completion of research paper on
selected area of study
Eureka
www.collegeboard.com
7
ELECTIVE COURSE OF STUDY
AVID SENIOR SEMINAR
Grades Eleven and Twelve
English-Language Arts Content Standards
AVID
STANDARDS
STUDENT ASSESSMENT STRATEGIES
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies:
Students formulate adroit judgments about oral
communication. They deliver focused and
coherent presentations that convey clear and
distinct perspectives and demonstrate solid
reasoning. They use gestures, tone, and
vocabulary tailored to the audience and purpose.
6. Students will
Completion of portfolio
complete and
present a portfolio of Presentation of portfolio
their work in AVID.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies:
Students formulate adroit judgments about oral
communication. They deliver focused and
coherent presentations that convey clear and
distinct perspectives and demonstrate solid
reasoning. They use gestures, tone, and
vocabulary tailored to the audience and purpose.
7. Students will learn
to act as moderators
for Socratic
Seminars.
SUGGESTED RESOURCES/
TECHNOLOGY LINKS
Power Point
Word Processing
http://www.sdcoe.k12.ca.us/avid/
welcome.asp
Participation in the practice and
preparation to become a moderator
for a Socratic Seminar
Performing as a moderator of a Socratic
Seminar
http://www.mcps.k12.md.us/scho
ols/wjhs/depts/socialst/ams/Skills/
SocraticSeminar/SocraticSeminar
Intro.html
http://www.mcps.k12.md.us/scho
ols/wjhs/depts/socialst/ams/Skills/
SocraticSeminar/SocraticSeminar
Intro.html
http://www.nusd.k12.az.us/nhs/gt
homson.class/web.pagemain/socr
aticsmeinar.html
http://www.indiana.edu/~w505a/r
aider.html
Upon completion of the “a-g” requirements, students
enrolled in AVID as seniors have met the California
State Standards of Science, English, Math, and
Social Sciences.
8. Students will
complete the a-g
course requirements
for entrance to the
University of
California.
High school transcript
www.ucpathways.org
www.csumentor.org
www.cavhs.org
“a-g” AVID Center Poster
8
ELECTIVE COURSE OF STUDY
AVID SENIOR SEMINAR
Grades Eleven and Twelve
English-Language Arts Content Standards
READING
2.0 Reading Comprehension (Focus on Informational
Materials):
Students read and understand grade-levelappropriate material. They analyze the
organizational patterns, arguments, and positions
advanced. Recommended Reading in Literature,
Grades Nine Through Twelve illustrate the quality
and complexity of the materials to be read by
students. In addition, by grade twelve, students
read two million words annually on their own,
including a wide variety of classic and
contemporary literature, magazines, newspapers,
and online information.
AVID
STANDARDS
9. Students will
successfully
complete college
applications and
financial aid
packages.
STUDENT ASSESSMENT STRATEGIES
Completed college applications
Completion of FAFSA.
SUGGESTED RESOURCES/
TECHNOLOGY LINKS
www.ucpathways.org
www.csumentor.org
www.cavhs.org
http://www.fafsa.ed.gov/
If student qualifies, completion of
EOP Applications.
Structural Features of Informational Materials
2.1 Analyze both the features and the rhetorical devices
of different types of public documents (e.g., policy
statements, speeches, debates, platforms) and the
way in which authors use those features and devices.
9