Course Title: Department: Grade Level: WHITTIER UNION HIGH SCHOOL DISTRICT Whittier, California February 2004 C O U R S E O F S T U D Y ENGLISH 4‐P ENGLISH 12 COURSE DESCRIPTION This comprehensive course will focus on the essential 12th grade California English‐Language Arts Standards. Areas of study will include word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English language conventions; and listening and speaking strategies applications. Students will read historically or culturally significant works of world literature. Length: One year Prerequisites: None Type of Course: Meets English graduation requirement ESSENTIAL 12TH GRADE ENGLISH‐LANGUAGE ARTS CONTENT STANDARDS Reading 1. Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations. (2.4) 2. Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern.) b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. (3.7) Writing 2. Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. (1.3) 1 3. Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). (1.6) 4. Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies). (1.7) 5. Write reflective compositions. (2.3) 6. Deliver multimedia presentations: (2.6) Written and Oral English Language Conventions 7. Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. (1.1) 8. Produce legible work that shows accurate spelling and correct punctuation and capitalization. (1.2) 9. Reflect appropriate manuscript requirements in writing. (1.3) Listening and Speaking 10. Evaluate when to use different kinds of effects (e.g., visual, music, sound, graphics) to create effective productions. (1.10) 11. Deliver multimedia presentations. (2.4) Essential 11th Grade Standards to be Reinforced: Reading Apply knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (1.0) Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. (3.2) Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both. (3.3) Writing Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. (1.1) 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. (1.9) Write responses to literature. (2.2) 2 I. COURSE OBJECTIVES A. B. Relate literary works and authors to major themes and issues of their eras. Analyze the philosophical, political, religious, ethical, and social influences that have shaped characters, plots, and themes. C. Students write coherent and focused texts that convey a well‐defined perspective and tightly reasoned argument showing an awareness of the audience and purpose and progression through the stages of the writing process. The following course outline represents the minimum instruction of Standards listed. II. All Twelfth Grade English 4 Students Will: A. Have regular practice in focusing on short, guided writing warm‐ups, vocabulary, or short reading passages. B. Read and study a minimum of one core British or World literature novel, and one British or World core drama, to learn how history impacts literature, and to gain insight into selected standards and learn key literary terms through the study of literature. C. Read and study a collection of British or World short stories, poetry, prose, essays, and other basic genres including nonfiction. D. Determine the validity, relevance and truthfulness of information set forth in consumer work place and research materials by developing clear research questions and creative and critical research strategies. E. F. Write a personal statement essay for college/university application during quarter 1. Complete the Senior Project, which includes a 6‐8 page research paper, field work, a portfolio, and an oral presentation. G. In addition to the Senior Project and college application essay, students will use the writing process to produce a minimum of three 2‐3 page compositions. Students will also demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. H. Read a minimum of 350 pages per quarter and complete a reader response activity. III. All Twelfth Grade English 4 Teachers Will: A. The teacher will gather information and data on his/her students’ skill levels and plan collegially how to differentiate instruction to address students’ needs. B. Have regular reading experiences with narrative, expository, and persuasive texts that help students to build comprehension skills. 3 C. Incorporate vocabulary development, reading comprehension, grammar, writing, literary concepts and oral presentations with the study of literature and expository text. D. Review public speaking strategies and provide students various experiences in oral presentations which may include the following genres: expository, interview, responses to literature, and persuasive; these experiences can vary in length and preparation from classroom discussions to formal speaking. E. F. Use technology as an instructional strategy for teaching and learning, i.e. word processing, PowerPoint, electronic databases, and on‐line resources. Review the elements of an effective multimedia presentation. G. Administer four common assessments, analyze student results, and adjust curriculum or re‐teach accordingly. These four assessments will include college application essay, literary analysis paper, Senior Project research paper, and oral presentation. SENIOR PROJECT: Parenthetical notations refer to alignment to the English/Language Arts Grades 11‐12 State Content Standards. (W=Writing, R=Reading, LC=Language Conventions, LS=Listening/Speaking) IV. Course Outline for the Senior Project A. Research Paper: See attached rubric (9‐12 weeks) (W 2.4) 1. Conduct research (W 1.6) a. Select and narrow topic b. Review and apply library skills c. Apply reading strategies: main idea, fact/opinion, hierarchical structure (R 2.2, 2.4, 12.5, 2.6) d. Evaluate sources (R 2.3‐2.6) e. Take notes: summarize, paraphrase, and quote (R 2.2, W 1.7) f. Differentiate paraphrasing vs. plagiarism 2. Write paper a. Develop thesis statement b. Create outline (W 1.7) c. Write rough draft (W 1.3, LC 1.1‐1.3) d. Revise (W 1.4, 1.5, 1.9) (1) Style and effective use of quotations (2) Transition and content e. Edit and proofread (LC 1.1‐1.3) f. Rewrite (W 1.5) g. Word process final draft using MLA format (LC 1.1‐1.3) B. Fieldwork 1. Minimum 15 hours of non‐salaried work related to the paper topic 2. Must involve a learning stretch in which students are either involved in a challenging activity, which they have either not been involved in before or that significantly builds upon an already existing knowledge base in a new and challenging manner. 4 3. 4. 5. 6. 7. C. Must have a mentor over 21 years of age and not related to the student Whenever possible, mentor should be experts in the field Project must receive school approval in advance Signed mentor verification forms Mandatory fieldwork evidence including fieldwork logs Portfolio: The following items must be included (3‐4 weeks) 1. Write letter to the judges (LC 1.0) 2. Maintain weekly logs of progress on Senior Project (W 2.5) 3. Complete verification forms (W 2.5) 4. Include final draft of research paper (W 2.0) 5. Bind, cover, and divide Portfolio: The following items may be included. 1. Develop Personal Code (W 2.1) 2. Write resume (W 2.5) 3. Complete Intent Form or Letter of Intent (LC 1.0) 4. Write project abstract/overview/self‐evaluation (W 2.3) 5. Provide fieldwork evidence D. Presentation: (LS 1.6‐1.8, 1.1.10‐1.11, 2.1, 2.4; W 1.1, 1.4, 2.6) 1. Deliver an 7‐10 minute oral presentation 2. Present a complete portfolio 3. Show evidence of fieldwork or demonstrate learned skill 4. Each presentation is followed by a brief question and answer period 5. Visual aids are encouraged 6. Demonstrate effective speaking skills 7. Appropriate Dress An example of how State Standards can be taught through fiction and non‐fiction is illustrated below: Unit Activity State Standard Read A Doll’s House and Othello Reading Enduring Focus of Instruction: Issues of •Inference Word Anal 1.3 Society: Lit Resp 3.2 Gender, Race, •Theme •Tone Lit Resp 3.3 and Power •Character development Writing 1.2 •Point of view Lit Resp 1.2 •Vocabulary development in context Reading Comp 2.2 •Archetypes Lit Resp 3.6 •Writing Options: Writing App 2.4 •
Historical investigation concerning racial or gender prejudice 2.1 •
Character analysis that shows the character’s relationship to the historical/cultural biases of the era or some other significant theme in the novel. •
Write a comparison/contrast essay in which 5 Your Present: What Do You Believe? The Search for Truth V. VII. 2.3b 3.7b Reading 2.4 Reading 2.4 Writing App 2.2 2.2c 2.2b Testing Strategies: Kelly Gallagher PD INSTRUCTIONAL METHODS A. B. C. D. E. F. G. H. I. J. K. VI. students compare a major character from each work of literature focusing on societal constraints. •
Analysis of political assumptions Read Albert Camus’ The Stranger and Arthur Miller’s Death of a Salesman Focus of Instruction: •Defending and clarifying interpretations •Expository critique •Analysis of themes and issue •Structure ideas and arguments and support them •Draw comparisons between specific incidents and broader themes within the literary selections •Strategies for timed writing Large and small group discussions Direct instruction Writer’s Workshop Independent reading Collaborative learning Oral presentations/speaking Journals/learning logs Literature circles Class projects ABCDs of Timed Writing Individual conferences STUDENT ASSESSMENT A. Homework B. Class quizzes C. Tests which include both essay and objective questions D. Essays E. Oral presentations F. Common assessments/common rubrics G. Timed writing H. Checking for understanding techniques TEXT AND SUPPLEMENTAL INSTRUCTIONAL MATERIALS A. Basic Textbook See Board approved list B. Supplemental Textbook: See Board approved list 6