- Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake
and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move
away from Classicism in Europe. (CA H/SS 10.3.7) - Explain how elements, artistic processes, and organizational principles are used in similar and
distinctive ways in the various arts. (CA VPA Music 9–12, Proficient 5.1) - Research and discuss the practical use of current research-based guidelines for a nutritionally
balanced diet. (CA Health Education 9–12.1.2.N) - Produce and present a complex written, oral, or signed (ASL) product in a culturally authentic
way. (CA World Languages, Communication 4.6) - Examine the physical, emotional, cognitive, and scientific factors that affect performance and
explain the relationship between those factors. (CA
Physical Education HS Course 1.1.6) - Compare and contrast environmental laws and
regulations that may have a positive or negative
impact on the environment and the economy. (CA
Career Technical Education, Energy, Environment, and
Utilities A12.3) - Analyze media for purpose, message, accuracy, bias,
and intended audience. (CA Model School Library
9–12.2.2c)
Similarly, for classrooms with ELs, the components
of the CA ELD Standards (“Interacting in Meaningful
Ways,” “Learning About How English Works,” and “Using
Foundational Literacy Skills”) are integrated throughout the curricula, rather than being addressed
exclusively during designated ELD time. This integration of ELD instruction in ELA and all academic
content courses necessitates collaboration among ELD and content area instructors. Given the focus
on literacy across the content areas, all teachers become teachers of language—the language needed
to understand, engage with, and communicate about written texts, digital formats, and oral discourse
in each discipline.
The departmentalized nature of high schools and subject area “a–g” eligibility requirements
for the University of California (UC) and the California State University (CSU) can appear to work
against teacher collaboration and interdisciplinary study. However a number of innovative integrated
courses, such as Linked Learning, California Partnership Academies, and other career technical
programs, have been approved by the UC and CSU. A number of practices, such as professional
learning communities, communities of practice, and other teacher inquiry groups, can bring teachers
together across disciplines, grades, specific courses, and student needs to collaborate. Teachers,
specialists, administrators, and others should create structures for collaboration in which all school
professionals have opportunities to work together to learn about standards and instructional
approaches, share successful practices, plan curriculum and instruction, develop formative and other
assessments, analyze student work, and modify schedules and instruction as needed. In these settings
teachers need to identify and address the points of shared responsibility—specific literacy tasks and
assignments and groups of students, such as ELs and others—for which joint planning and monitoring
are necessary. Other examples of collaborations include the following:
Given the focus on literacy
across the content areas, all
teachers become teachers
of language—the language
needed to understand, engage
with, and communicate about
written texts, digital formats,
and oral discourse in each
discipline.668 | Chapter 7 Grades 9 to 12