ENGLISH & LANGUAGE ARTS DEPARTMENT
GRADE 9 CURRICULUM
McCann Technical School
70 Hodges Cross Road,
North Adams, MA 01247
Revised February 2011
COURSE PHILOSOPHY
The philosophy of the Grade 9 College Prep and Honors English course is to prepare all
students to communicate effectively in writing, speech, reading, and through visual
representation. Through selected works revolving around a central theme of Facing
Monsters, self expression, effective communication, and creativity will be enhanced and
finely tuned. Through major activities, reading comprehension skills and effective class
and small group discussion will be honed. Recognizing and providing examples for
major literary elements is also a focal point throughout these courses. Effective essay
writing is another major goal worked towards during the freshmen year, with a
concentration on a well adapted and fully supported thesis statement and coherency in
writing. Other organization tools will be presented in order to ensure an effective
transition into next year with more rigorous work, concerning essay writing and research
papers.
COURSE DESCRIPTION
This course will begin with an overview on grammar conventions, which will be
enhanced and added to with each new unit of instruction and will also include vocabulary
study. The first major unit will revolve around short stories, which focuses on the theme
Facing Monsters. Additional stories from the Expect the Unexpected collection will be
integrated into the Honors curriculum. These themes also connect to their summer
reading selections. This connection will be strengthened not only through intensive
journal writing (aligned with MCAS open response format) but also through essay
writing format. Greek mythology, myths, and “The Odyssey” will then be explored,
which have a direct and unquestionable connection to the theme Facing Monsters. More
creative and rigorous projects will be implemented to foster effective communication,
creativity, and textual understanding. Shakespeare’s Romeo and Juliet will be the next
addressed unit. This will begin with an introduction to Shakespeare (his life, times and
writing style) and dramatic conventions/devises. The culmination of this unit will result
in a creative project aimed to show their comprehension of major events (honors students
will complete a research paper on any aspect of Shakespeare and his times). A selected
novel will then be covered. Historical background of the selected author and time period
will be explored. Major literary elements will be applied to this form of literature, with
connections shown from those revealed during both the short stories and Shakespeare
units. A brief poetry overview unit will then be covered. This is designed to examine the
basic poetic conventions, practice personal poetry writing (with various creative
exercises), and examine core examples of the specific elements of poetry to which they
were introduced. It is also important to note that throughout the year, two supplemental
reading books will be assigned. For regular English classes the assignment will focus on
breaking down the plot structure and connecting the novel to the theme of Facing
Monsters. For honors students the assignment will instead focus on essay writing,
connecting the theme in a large scale manner. Additionally, classes incorporate daily
sustained silent reading in order to encourage students' independent reading.
COURSE SYLLABUS
THE LEARNING OBJECTIVES FOR THIS COURSE INCLUDE:
•
•
•
•
•
•
Read, analyze and reflect on poetry, drama, and prose through primary sources
Master effective paragraph writing (open response writing format), which will
adapt into essay writing
To plan, draft, and revise an essay using peer editing techniques
Acquire and become comfortable with their individual voice in both writing and
creative projects
Understand the cultural and historical contexts within which particular pieces of
literature arise
Express analysis verbally and in writing through class discussion, group work,
presentations, written examinations, and essays
THE INSTRUCTIONAL PHILOSOPHY:
•
•
•
•
Engage students in the learning process
Communicate high standards and expectations when beginning, executing, and
assessing a lesson
Stimulate student thinking and encourage students to engage in discussion, debate
and exploration of new ideas
Actively engage students while meeting the Massachusetts Curriculum
•
•
Frameworks and Content Standards for All Teachers
Incorporate activities and foster an environment that will develop critical thinkers
and communicators
Incorporate reading writing into daily lessons
MAJOR COURSE PROJECTS/ACTIVITIES INCLUDE ANY COMBINATION OF
THE FOLLOWING:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Summer reading assignment (visual/presentation and essay for Honors students)
Thematic essays (Topics: Facing Monsters, Tragic Heroes, Destruction of
Innocence (honors students will complete a research paper in place of a theme
related essay), and investigating themes that apply to the selected novel)
Research projects on background information pertaining to authors and time
periods
Creative and cultural connection projects for each short story
“The Most Dangerous Game” board game and/or “The Most Dangerous Game”
map of island
God/goddess research (honors), Myth group presentations, create your own
god/goddess project and part 2 debate
Completion of Myth Activity packets
Map of Odysseus’ travels (group project)
Romeo and Juliet act projects (including collage, epitaph, and scene re-write)
Honors students will write a research paper on Elizabethan England
Novel unit essay and test
Poetry portfolio
Visual-arts based project, which connects to the selected novel
Supplemental reading assignments (2)
SSR (Sustained Silent Reading) participation (quiz) grade per quarter
COURSE ASSESSMENT PLAN:
The McCann English Department will use the following assessment plan:
GRADING SYSTEM:
“Report cards are issued four times each year. In addition, progress reports are issued at
the mid-point of each quarter.” (2010-2011 McCann Student Handbook)
100-97
96-94
93-90
A+
A
A-
79-77
76-74
73-70
C+
C
C-
89-87
86-84
83-80
B+
B
B-
69-67
66-65
64-0
D+
D
F
ENGLISH ACADEMIC GRADING POLICY:
Grading within the English & Language Arts Department at McCann Technical School
will be determined by a combination of percentages from the following categories:
70%
•
•
•
•
•
•
•
Projects
Tests
Papers
Final Exam
Quizzes
Presentations
Journal Writing
30%
•
•
•
•
Homework
Notebook/Binder
Participation
Attendance
**Note - Individual class grading will be within the provided scale and at the specific
teacher’s discretion.
TIMELINE FOR COURSE ACTIVITIES:
QUARTER ONE
Summer Reading Evaluation: Students are required to read one book during the
summer. (Honors students are required to read two)
o Summer Reading Form – Quiz Grade
o
Small group discussions based on the particular book read
o
(Honors) Summer Reading visual project and presentation
on selected
summer reading novel and essay
o
Paragraph structure and grammar review (parts of speech
and basic
grammar skills)
September
Short Stories Unit: Theme Facing Monsters (Honors students will read stories from an
additional theme entitled Expect the Unexpected). Students may read any four of the
following stories from the Facing Monsters theme.
o
Story plot outline, elements of literature, and essay format
o
“The Most Dangerous Game”
o
“The Birds”
o
“Marigolds”
o
“The Colomber”
o
“The Sniper”
o
“The Ransom of Red Chief”
o
Selected vocabulary and grammar exercises (parts of
speech, number and subject verb agreement, tenses, etc.)
September and October
Course Instructor will evaluate students on the previously described units
in any combination of the following:
o Unit Test (comprised of multiple choice, matching, and short
answer)
o Thematic essay Facing Monsters
o Vocabulary quizzes
o Study Guides
o Group Projects (“The Most Dangerous Game”-board game, “The
Ransom of Red Chief”-ransom note summary and other cultural
connection projects for the remaining short stories)
o Honors students will read selections from the Expect the
Unexpected theme. They will write an essay and take a test.
QUARTER TWO
Greek Mythology, Myths, and The Odyssey: Theme: Facing Monsters and Epic Heroes
o
Background on myths, Greek mythology, and The Odyssey
o
Study of selected myths
o
Grammar focus common grammar usage mistakes
o
Part I of The Odyssey
o
Part II of The Odyssey
o
Oedipus excerpt (Honors only)
o
The Odyssey epic movie
November, December, and January
Course Instructor will evaluate students on the previously described units
in any combination of the following:
o Part I and II quiz comprised of multiple choice, matching, short
answer
o God/goddess research (honors)
Group Myth presentation
Create your own god/goddess project
Study Guide questions
Part 2 debate
Group Odyssey Map project or Travel Agent Trip Plan
Epic Hero essay (Honors students will look at tragic heroes as well
by reading Oedipus and then comparing the two in an in depth
essay)
o Favorite character project
o Character Feast (optional)
o
o
o
o
o
o
QUARTER THREE
Shakespeare and Romeo and Juliet: Theme Destruction of Innocence/Facing Monsters
o
Background on Shakespeare and his times
o
Dramatic conventions and literary terms
o
Read The Tragedy of Romeo and Juliet as well as translate
specific
soliloquies and the prologue/chorus
o
View the Zeferelli version of the play as well as the newer
modernized
movie version (1996)
February, March, and April
Course Instructor will evaluate students on the previously described units
in any combination of the following:
o Shakespeare's Life Quiz
o Short answer and multiple choice quizzes after each Act
o Destruction of Innocence or other thematic essay
o Act projects (collage, epitaph, scene re-write)
o Final thematic synthesis visual project (potential)
o Students may participate in scene acting
o Honors students will work on a Research project on any aspect of
the 16th century, incorporating planning, editing, and re-writing
QUARTER FOUR
Novel unit or Poetry(choices include, but are not limited to A Lesson Before Dying, Of
Mice and Men, and Shiver):
o
Background on the selected novel’s author and historical
time period,
where appropriate
o
Review and find examples of all applicable literary
elements (including,
but not limited to:
foreshadowing, irony, metaphor, simile,
personification, motif, symbolism, theme, as well as the
conventions of
the story plot)
o
Read the novel with a focus on comprehension and
enrichment of critical
thought
May and June
Poetry Overview Unit
o
Introduction: Poetry is music and music is a part of our
everyday lives
(figurative language, rhyming,
repetition)
o
Overview of poetic terms and devices including:
alliteration, assonance,
onomatopoeia,
consonance, stanza, and couplet
o
Review poems that are strong examples of the above
mentioned areas
o
Practice poetry writing/reproducing poetic devices as well
as free writing
o
Free exploration of poetry through Teen Ink and other
poetry
anthologies/collections
June
Course Instructor will evaluate students on the previously described units
in any combination of the following:
o Unit Test comprised of multiple choice, matching, and short
answer
o Selected Novel essay (on a choice of discussed themes)
o Selected novel art-based project
o Vocabulary quizzes
o Creative writing activities
o Final poetry portfolio
**Note: Teachers will include grammar lessons throughout all quarters at their discretion.
Assessments include grammar quizzes and activities.
PERFORMANCE STANDARDS
Course Curriculum Topic
Summer Reading Evaluation
(and grammar review)
Standard
1.5: Identify and practice techniques such as setting time
limits for speakers and deadlines for decision-making to
improve productivity of group discussions.
2.5: Summarize in a coherent and organized way
information and ideas learned from a focused discussion.
3.14: Give formal and informal talks to various audiences
and for various purposes using appropriate level of
formality and rhetorical devices.
10.5: Compare and contrast the presentation of a theme or
topic across genres to explain how the selection of genre
shapes the message.
11.5: Apply knowledge of the concept that the theme or
meaning of a selection represents a view or comment on
life, and provide support from the text for the identified
themes.
19.26: Write well-organized essays (persuasive, literary,
personal) that have a clear focus, logical development,
effective use of detail, and variety in sentence structure.
(Honors only)
20.5: Use different levels of formality, style, and tone
when composing for different audiences (introduced with
essay format)
5.25: Recognize the functions of verbals: participles,
gerunds, and infinitives.
5.26: Analyze the structure of a sentence (traditional
diagram, transformational model).
5.28: Identify correct mechanics (semicolons, colons,
hyphens), correct usage (tense consistency), and correct
sentence structure (parallel structure).
Short Story Unit
4.23: Identify and use correctly idioms, cognates, words
with literal and figurative meanings, and patterns of word
changes that indicate different meanings or functions.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase
learning.
6.8: Identify content-specific vocabulary, terminology, or
jargon unique to particular social or professional groups.
6.9: Identify differences between the voice, tone, diction,
and syntax used in media presentations (STORIES ON
TAPE)
8.29: Identify and analyze patterns of imagery or
symbolism.
8.30: Identify and interpret themes and give supporting
evidence from a text.
10.5: Compare and contrast the presentation of a theme or
topic across genres to explain how the selection of genre
shapes the message.
11.5: Apply knowledge of the concept that the theme or
meaning of a selection represents a view or comment on
life, and provide support from the text for the identified
themes.
12.5: Locate and analyze such elements in fiction as point
of view, foreshadowing, and irony
13.25: Analyze and explain the structure and elements of
nonfiction works.
15.8: Identify and describe the importance of sentence
variety in the overall effectiveness of an
imaginary/literary or informational/expository work.
19.26: Write well-organized essays (persuasive, literary,
personal) that have a clear focus, logical development,
effective use of detail, and variety in sentence structure.
20.5: Use different levels of formality, style, and tone
when composing for different audiences (between journal
and essay writing)
21.8: Revise writing by attending to topic/idea
development, organization, level of detail, language/style,
sentence structure, grammar and usage, and mechanics.
22.9: Use knowledge of types of clauses (main and
subordinate), verbals (gerunds, infinitives, participles),
mechanics (semicolons, colons, hyphens), usage (tense
consistency), sentence structure (parallel structure), and
standard English spelling when writing and editing
23.12: Integrate all elements of fiction to emphasize the
theme and tone of the story.
Greek Mythology, Myths, and “The
Odyssey”
1.5: Identify and practice techniques such as setting time
limits for speakers and deadlines for decision-making to
improve productivity of group discussions.
3.14: Give formal and informal talks to various audiences
and for various purposes using appropriate level of
formality and rhetorical devices.
4.23: Identify and use correctly idioms, cognates, words
with literal and figurative meanings, and patterns of word
changes that indicate different meanings or functions.
4.24: Use knowledge of Greek, Latin, and Norse
mythology, the Bible, and other works often alluded to in
British and American literature to understand the
meanings of new words.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase
learning.
8.29: Identify and analyze patterns of imagery or
symbolism.
8.30: Identify and interpret themes and give supporting
evidence from a text.
9.6: Relate a literary work to primary source documents
of its literary period or historical setting
10.5: Compare and contrast the presentation of a theme or
topic across genres to explain how the selection of genre
shapes the message.
16.11: Analyze the characters, structure, and themes of
classical Greek drama and epic poetry.
19.26: Write well-organized essays (persuasive, literary,
personal) that have a clear focus, logical development,
effective use of detail, and variety in sentence structure.
20.5: Use different levels of formality, style, and tone
when composing for different audiences (between journal
and essay writing)
21.8: Revise writing by attending to topic/idea
development, organization, level of detail, language/style,
sentence structure, grammar and usage, and mechanics.
22.9: Use knowledge of types of clauses (main and
subordinate), verbals (gerunds, infinitives, participles),
mechanics (semicolons, colons, hyphens), usage (tense
consistency), sentence structure (parallel structure), and
standard English spelling when writing and editing
23.12: Integrate all elements of fiction to emphasize the
theme and tone of the story.
Shakespeare and Romeo and Juliet
1.5: Identify and practice techniques such as setting time
limits for speakers and deadlines for decision-making to
improve productivity of group discussions.
4.23: Identify and use correctly idioms, cognates, words
with literal and figurative meanings, and patterns of word
changes that indicate different meanings or functions.
4.24: Use knowledge of Greek, Latin, and Norse
mythology, the Bible, and other works often alluded to in
British and American literature to understand the
meanings of new words.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase
learning.
8.29: Identify and analyze patterns of imagery or
symbolism.
8.30: Identify and interpret themes and give supporting
evidence from a text.
10.5: Compare and contrast the presentation of a theme or
topic across genres to explain how the selection of genre
shapes the message.
11.5: Apply knowledge of the concept that the theme or
meaning of a selection represents a view or comment on
life, and provide support from the text for the identified
themes.
12.5: Locate and analyze such elements in fiction as point
of view, foreshadowing, and irony
13.25: Analyze and explain the structure and elements of
nonfiction works.
15.7: Evaluate how an author’s choice of words advances
the theme or purpose of a work.
17.7: Identify and analyze how dramatic conventions
support, interpret, and enhance dramatic text.
18.5: Develop, communicate, and sustain consistent
characters in improvisational, formal, and informal
productions and create scoring guides with categories and
criteria for assessment of presentations. (Honors only)
19.26: Write well-organized essays (persuasive, literary,
personal) that have a clear focus, logical development,
effective use of detail, and variety in sentence structure.
19.27: Write well-organized research papers that prove a
thesis statement using logical organization, effective
supporting evidence, and variety in sentence structure.
(Honors only)
20.5: Use different levels of formality, style, and tone
when composing for different audiences (between journal
and essay writing and with honors students, research
papers as well)
21.8: Revise writing by attending to topic/idea
development, organization, level of detail, language/style,
sentence structure, grammar and usage, and mechanics
(Honors research paper only)
22.9: Use knowledge of types of clauses (main and
subordinate), verbs (gerunds, infinitives, participles),
mechanics (semicolons, colons, hyphens), usage (tense
consistency), sentence structure (parallel structure), and
standard English spelling when writing and editing
23.12: Integrate all elements of fiction to emphasize the
theme and tone of the story.
23.13: Organize ideas for a critical essay about literature
or a research report with an original thesis statement in
the introduction, well constructed paragraphs that build
an effective argument, transition sentences to link
paragraphs into a coherent whole, and a conclusion.
(Honors only)
24.5: Formulate open-ended research questions and apply
steps for obtaining and evaluating information from a
variety of sources, organizing information, documenting
sources in a consistent and standard format, and
presenting research. (Honors only)
Selected Novel Unit
4.23: Identify and use correctly idioms, cognates, words
with literal and figurative meanings, and patterns of word
changes that indicate different meanings or functions.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase
learning.
6.8: Identify content-specific vocabulary, terminology, or
jargon unique to particular social or professional groups.
6.9: Identify differences between the voice, tone, diction,
and syntax used in media presentations (NOVEL ON
TAPE)
8.29: Identify and analyze patterns of imagery or
symbolism.
8.30: Identify and interpret themes and give supporting
evidence from a text.
10.5: Compare and contrast the presentation of a theme or
topic across genres to explain how the selection of genre
shapes the message.
11.5: Apply knowledge of the concept that the theme or
meaning of a selection represents a view or comment on
life, and provide support from the text for the identified
themes.
12.5: Locate and analyze such elements in fiction as point
of view, foreshadowing, and irony
13.25: Analyze and explain the structure and elements of
nonfiction works.
19.26: Write well-organized essays (persuasive, literary,
personal) that have a clear focus, logical development,
effective use of detail, and variety in sentence structure.
20.5: Use different levels of formality, style, and tone
when composing for different audiences (between journal
and essay writing)
22.9: Use knowledge of types of clauses (main and
subordinate), verbals (gerunds, infinitives, participles),
mechanics (semicolons, colons, hyphens), usage (tense
consistency), sentence structure (parallel structure), and
standard English spelling when writing and editing
23.12: Integrate all elements of fiction to emphasize the
theme and tone of the story.
Poetry Overview Unit
4.23: Identify and use correctly idioms, cognates, words
with literal and figurative meanings, and patterns of word
changes that indicate different meanings or functions.
8.29: Identify and analyze patterns of imagery or
symbolism.
11.5: Apply knowledge of the concept that the theme or
meaning of a selection represents a view or comment on
life, and provide support from the text for the identified
themes.
14.5: Identify, respond to, and analyze the effects of
sound, form, figurative language, graphics, and dramatic
structure of poems:
• sound (alliteration, onomatopoeia, rhyme scheme,
consonance, assonance);
• form (ballad, sonnet, heroic couplets);
• figurative language (personification, metaphor, simile,
hyperbole, symbolism); and
• dramatic structure
16.11: Analyze the characters, structure, and themes of
classical Greek drama and epic poetry.
19.25: Write poems using a range of poetic techniques,
forms (sonnet, ballad), and figurative language.
VOCATIONAL/TECHNICAL EDUCATION CONNECTIONS
Strand 6: Underlying Principles of Technology
6.A Demonstrate proficiency in the use of computers and applications as well as an
understanding of concepts underlying hardware, software, and connectivity
6.A. 01a
Select and utilize the appropriate technology to solve a problem or
complete a task
6.A.07a
Illustrate methods of selecting and using search engines
6.B. Demonstrate responsible use of technology and an understanding of ethics and
safety issues in using electronic media
6.B.02a
Summarize the rights and responsibilities of the school's
Acceptable Use Policy
6.B.03a
Explain laws restricting use of copyrighted materials on the
Internet
6.C Demonstrate ability to use technology for research, problem solving, and
communication
6.C.01a
Locate, evaluate, collect, and process information from a variety
of electronic sources
6.C.03a
Demonstrate the use of appropriate electronic sources to conduct
research (e.g., Web sites, online periodical databases, and online
catalogs)
6.C.04a
Demonstrate proper style (with correct citations) when integrating
electronic research results into a research project
Strand 3: Embedded Academics – Grades 9 and 10
AUTOMOTIVE TECHNOLOGY
2.4
Integrate relevant information gathered
13.A.01c
from group discussions and interviews for
reports.
13.19 Identify and use knowledge of common
13.A.02c
graphic features (charts, maps, diagrams).
19.21
13.A.03c
24.4
13.A.04c
Write reports based on research that
includes quotations, footnotes or endnotes,
and a bibliography.
Apply steps for obtaining information from
a variety of sources, organizing
information, documenting sources, and
presenting research in individual projects:
Language
Reading
Composition
Composition
OFFICE TECHNOLOGY
24.5
Formulate open-ended research questions and
Composition
13.A.05
apply steps for obtaining and evaluating
c
information from a variety of sources,
organizing information, documenting sources in
a consistent and standard format, and
presenting research.
20.5
Use different levels of formality, style, and tone Composition
13.A.06
when composing for different audiences.
c
1.5
13.A.07
c
2.5
13.A.08
c
26.5
13.A.09
c
Identify and practice techniques such as setting
time limits for speakers and deadlines for
decision-making to improve productivity of
group discussions.
Summarize in a coherent and organized way
information and ideas learned from a focused
discussion.
Language
Analyze visual or aural techniques used in a
media message for a particular audience and
evaluate their effectiveness.
Media
Language
CABINETRY
19.21 For informational/expository writing: Write reports
based on research that include quotations, footnotes or
13.A.0
1c
endnotes, and a bibliography.
24.4
13.A.0
2c
13.19
13.A.0
3c
2.4
13.A.0
4c
Composition
Apply steps for obtaining information from a variety
of sources, organizing information, documenting
sources, and presenting research in individual
projects:
Identify and use knowledge of common graphic
features (charts, maps, diagrams).
Composition
Integrate relevant information gathered from group
discussions and interviews for reports.
Language
CARPENTRY
19.21 For informational/expository writing: Write
13.A.01
reports based on research that include
c
quotations, footnotes or endnotes, and a
bibliography.
24.4 Apply steps for obtaining information from a
13.A.02
variety of sources, organizing information,
c
documenting sources, and presenting research
in individual projects:
Reading
Composition
Composition
13.A.03
c
13.19 Identify and use knowledge of common graphic Reading
features (charts, maps, diagrams).
2.4
13.A.04
c
Integrate relevant information gathered from
group discussions and interviews for reports.
COMPUTER ASSISTED DRAFTING
19.21 For informational/expository writing: Write
13.A.01
reports based on research that include
c
quotations, footnotes or endnotes, and a
bibliography.
24.4 Apply steps for obtaining information from a
13.A.02
variety of sources, organizing information,
c
documenting sources, and presenting research
in individual projects:
2.4
Integrate relevant information gathered from
13.A.03
group discussions and interviews for reports.
c
13.A.04
c
13.A.05
c
Language
Composition
Composition
Language
13.19 Identify and use knowledge of common
graphic features (charts, maps, diagrams).
Reading
24.5
Composition
Formulate open-ended research questions and
apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting sources
in a consistent and standard format, and
presenting research.
CULINARY ARTS
19.21 Write reports based on research that includes
13.A.01
quotations, footnotes or endnotes, and a
bibliography.
24.4 Apply steps for obtaining information from a
13.A.02
variety of sources, organizing information,
documenting sources, and presenting research
in individual projects:
2.4
Integrate relevant information gathered from
13.A.03
group discussions and interviews for reports.
Composition
Composition
Language
13.A.04
13.19 Identify and use knowledge of common
graphic features (charts, maps, diagrams).
Reading
20.5
Use different levels of formality, style, and tone Composition
when composing for different audiences.
24.5
Formulate open-ended research questions and
apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting sources
in a consistent and standard format, and
presenting research.
Identify and practice techniques such as setting
time limits for speakers and deadlines for
decision-making to improve productivity of
group discussions.
Summarize in a coherent and organized way
information and ideas learned from a focused
discussion.
Analyze visual or aural techniques used in a
media message for a particular audience and
evaluate their effectiveness.
13.A.05
13.A.06
1.5
13.A.07
2.5
13.A.08
26.5
13.A.09
Composition
Language
Language
Media
ELECTRICITY
19.21 For informational/expository writing: Write
Composition
13.A.01
reports based on research that include
c
quotations, footnotes or endnotes, and a
bibliography.
24.4 Apply steps for obtaining information from a
Composition
13.A.02
variety of sources, organizing information,
c
documenting sources, and presenting research
in individual projects:
13.19 Identify and use knowledge of common graphic Reading
13.A.03
features (charts, maps, diagrams).
c
2.4
13.A.04
c
Integrate relevant information gathered from
group discussions and interviews for reports.
INFORMATIONAL TECHNOLOGY - NETWORKING
Language
13.A.01
c
13.A.02
c
13.A.03
c
13.A.04
c
19.21 For informational/expository writing: Write
reports based on research that includes
quotations, footnotes or endnotes, and a
bibliography.
24.4 Apply steps for obtaining information from a
variety of sources, organizing information,
documenting sources, and presenting research
in individual projects:
2.4
Integrate relevant information gathered from
group discussions and interviews for reports.
Composition
13.19 Identify and use knowledge of common
graphic features (charts, maps, diagrams).
Reading
24.5
Composition
13.A.05
c
26.5
13.A.06
c
Formulate open-ended research questions and
apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting sources
in a consistent and standard format, and
presenting research.
Analyze visual or aural techniques used in a
media message for a particular audience and
evaluate their effectiveness.
IT - PROGRAMMING
19.21 For informational/expository writing: Write
13.A.01
reports based on research that includes
c
quotations, footnotes or endnotes, and a
bibliography.
24.4 Apply steps for obtaining information from a
13.A.02
variety of sources, organizing information,
c
documenting sources, and presenting research
in individual projects:
2.4
Integrate relevant information gathered from
13.A.03
group discussions and interviews for reports.
c
13.A.04
c
13.19 Identify and use knowledge of common
graphic features (charts, maps, diagrams).
Composition
Language
Media
Composition
Composition
Language
Reading
24.5
13.A.05
c
26.5
13.A.06
c
Formulate open-ended research questions and
apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting sources
in a consistent and standard format, and
presenting research.
Analyze visual or aural techniques used in a
media message for a particular audience and
evaluate their effectiveness.
Composition
Media
MACHINE TECHNOLOGY
19.21 For informational/expository writing: Write Composition
13.A.01
reports based on research that include
c
quotations, footnotes or endnotes, and a
bibliography.
24.4
Apply steps for obtaining information from
Composition
13.A.02
a variety of sources, organizing information,
c
documenting sources, and presenting
research in individual projects:
2.4
Integrate relevant information gathered from Language
13.A.03
group discussions and interviews for reports.
c
13.19
Identify and use knowledge of common
graphic features (charts, maps, diagrams).
Reading
24.5
Formulate open-ended research questions
and apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting
sources in a consistent and standard format,
and presenting research.
Composition
13.A.04
c
13.A.05
c
METAL FABRICATION
19.21 For informational/expository writing: Write
13.A.01
reports based on research that include
c
quotations, footnotes or endnotes, and a
bibliography.
Composition
24.4
13.A.02
c
2.4
13.A.03
c
Apply steps for obtaining information from
Composition
a variety of sources, organizing information,
documenting sources, and presenting
research in individual projects:
Integrate relevant information gathered from Language
group discussions and interviews for reports.
13.19
Identify and use knowledge of common
graphic features (charts, maps, diagrams).
Reading
24.5
Formulate open-ended research questions
and apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting
sources in a consistent and standard format,
and presenting research.
Composition
13.A.04
c
13.A.05
c
MF – Sheet metal working
19.21 For informational/expository writing: Write
13.A.01
reports based on research that include
c
quotations, footnotes or endnotes, and a
bibliography.
24.4
Apply steps for obtaining information from
13.A.02
a variety of sources, organizing information,
c
documenting sources, and presenting
research in individual projects:
13.19 Identify and use knowledge of common
13.A.03
graphic features (charts, maps, diagrams).
c
2.4
13.A.04
c
Composition
Composition
Reading
Integrate relevant information gathered from Language
group discussions and interviews for reports.
COMPETENCY REPORTING SYSTEM
The English Department will monitor student progress through a computerized
grading program. Student progress will be reported to the parent through progress reports
and quarterly report cards. These reports will be distributed by the school and will occur
at the designated date each month (refer to school calendar for progress report dates). In
addition, through the use of the Parent Portal on X2, parents can access grades at any
time. Parents may contact the English instructor if additional progress updates are
requested and warranted.
INSTRUCTIONAL ACTIVITIES
Any of the following may be used during instruction of the Freshmen Literature and
Writing courses:
DISCUSSION – Summer Reading
Students will take part in “Book Talk” discussions. They will be broken into groups based
on their summer reading choice. From these groups a foundation for either a visual
representation of the novel or essay (Honors) will be developed.
GROUP PROJECT-Most Dangerous board game
Each class will create a board game based from the short story “The Most Dangerous
Game”. When finished each class will swap games and grade the other on appearance,
question difficulty, and effort (while I will grade cooperativeness and time on task).
GROUP PROJECT-Ransom Note summary
Students will be broken into three groups in which they will write a summary of the
ransom note (and reply note) in the story “Ransom of Red Chief”. They will then cut out
letters and construct a ransom note replica of their summary.
THEMATIC ESSAY- Facing Monsters
Students will trace the theme of Facing Monsters throughout the various short stories
read in class. Honors students will compare the themes Facing Monsters and Expect the
Unexpected.
GROUP PRESENTATIONS- Myths
Groups of 2-3 students will sign up to study a myth of their choice. They will then
summarize major facts, create an appropriate visual, which will accompany their class
presentation
PROJECT- Create your own god/goddess
Students will create their own mythological god/goddess on any appropriate topic.
Specific information and a visual illustration must be provided as well.
GROUP PROJECT- “The Odyssey” Map
Each class will be divided into groups in which each will construct a recreation of
Odysseus’ travels. A key must be provided, along with symbols to stand for each island
stop. Arrows correctly tracing his journey will complete the group project
ESSAY-Epic Hero (Tragic Heroes with Honors students)
Students will review information given about epic heroes and apply to the character
Odysseus. Three specific qualities will be analyzed, with support from the text given
throughout the essay. Honors students will look at Odysseus as an epic hero as well;
however, they will then compare this character to that of Oedipus (a tragic hero) as well,
by reading excerpts from Oedipus and then comparing the two in an in depth essay.
ESSAY-Destruction of Innocence
This theme, highlighted in Romeo and Juliet, will be analyzed in essay format and will
focus on three specific situations/examples from the play.
PROJECT-Act Illustrations Project
After each act students will choose a scene to illustrate. This will be followed by a quote
that corresponds to the selected illustration. When the play is finished, each student will
have produced a complete Act Illustrations booklet.
GROUP PROJECT-Group Blank Verse Summary
After each act groups will gather to create a summary of what was read. This will then in
turn be translated into blank verse (with appropriate markings). The final Verse
Summary (act V) will end with a rhyming couplet.
PROJECT-Final Thematic Synthesis
Students will create a visual representation that integrates Romeo and Juliet’s theme of
Destruction of Innocence with the continuing theme of Facing Monsters.
RESEARCH PAPER-16th Century/Shakespeare’s Times
Honors students will work on a research project on any aspect of the 16th century.
Review of appropriate writing format will also include works cited and revision work.
Please note that this process may carry into the next unit.
THEMATIC ESSSAY-Selected Novel’s theme(s)
Students may choose any theme discussed from the selected novel to explore in a five
paragraph essay.
PROJECT/PRESENTATION- Selected novel Visual Art-Based Project
Students will create a visual art creation (painting, poem, drawing, poster, collage,
diorama, etc.) that relates to the novel. Each student will present their artwork to their
peers in a brief presentation.
PORTFOLIO (Honors only)-Poetry Portfolio
Honors students will be responsible for organizing all poetry covered during this unit into
a portfolio. This includes a cover page, table of contents, poetic devises (and poem
examples), forms of poetry (and poem examples), personal writing exercises, and will
end with their selection of a favorite poem that they encountered during the unit.
RESOURCES
•
Elements of Literature-Third Course
textbook
•
“The Odyssey” (excerpts from each
book compiled into a larger/somewhat
summarized version)-Homer
•
Romeo and Juliet (found in textbook)William Shakespeare
•
Of Mice and Men-John Steinbeck
•
The Hobbit-J.R.R. Tolkien
•
Shiver-Maggie Stiefvater
•
Heroes, Gods and Monsters of the Greek
Myths-Bernard Evslin
•
Mythology-Edith Hamilton
•
A Lesson Before Dying-Earnest J.
Gaines
•
Supplementary videos where applicable
and appropriate of works covered in
class(“The Odyssey” Romeo and
Juliet, Of Mice and Men, The Hobbit,
etc)
•
Television/VCR/DVD Player
•
Overhead Projector
•
Computers
•
Supplemental Handouts
•
Audio Copies of various short stories
and novels covered in class
ENGLISH & LANGUAGE ARTS DEPARTMENT
GRADE 10 CURRICULUM
C.H. McCann Technical School
70 Hodges Cross Road,
North Adams, MA 01247
Revised March 2011
COURSE PHILOSOPHY
Picking up where freshmen year left off, sophomore English aims to strengthen student’s
critical thinking skills as well as develop writers with more polished skills. Students in
English 10 will be pushed to take their thinking to the next level by evaluating their
thoughts and coming up with modern-day applications for them. In addition, students
will continue to work on their essay writing and increase their writing skills into more
formal areas of writing through in-text citations, MLA format, and a research paper. The
goals for sophomore English classes are:
1. Develop Critical Thinking skills.
2. Create awareness in students of literature, author’s purpose and the
different cultures and experiences literature can expose people to.
3. Develop the ability in students to organize and convey their thoughts
through writing and other mediums.
4. Teach students to use the conventions of writing to more effectively
make their points.
5. Equip students with strategies and content knowledge for better
success on the MCAS test.
COURSE DESCRIPTION
Sophomore English classes will contain a unit on Short Stories, in addition to a
review of the elements of fiction (plot, setting, etc) that were covered in freshmen
English. These short stories will focus on helping students develop their thinking skills
by focusing on the themes of “Hard Choices” for all students and “Breakthroughs” for
honors students.
The students will also read the memoir Night by Elie Wiesel. They will examine
a number of different issues surrounding the Holocaust, and they will write a research
paper on an aspect of the Holocaust that they find interesting.
To Kill a Mockingbird or A Lesson Before Dying are novels that may be used
during the sophomore year. The issues covered in this unit will be prejudice, the Civil
Rights Movement and how these influence our society today. There will also be
significant time put into the exploration of setting in this novel and how it enhances the
overall story.
All tenth-grade students will also complete a drama unit. Students in CP English
will read either Antigone or Julius Caesar while students in honors English will read both
tragedies. In Antigone, the theme of conscience versus authority will be addressed. Is it
better to do what you see is morally right in spite of the law or does the law need to
followed despite your personal views? Students will be asked to compare the issues in
Antigone with our modern world. A major theme that will be covered when reading
Julius Caesar is idea of leadership. Who gets to decide who the leaders are? Are there
good leaders and bad leaders or are they all essentially the same?
We will also compare
the ancient Romans with the ancient Greeks that students learned about in Freshman
English which will help them distinguish between the two geographically, socially, and
culturally.
Writing will be heavily emphasized in sophomore English classes through the use
of the Collins writing program. The year will begin with a review of the writing
conventions that the students worked on last year before moving on to more complex
conventions as well as formal writing that they will be doing later this year. The MLA
conventions for research papers will be reviewed with heavy emphasis placed on
appropriate citing of the works they researched. A significant amount of time will be
spent with sophomore English students working on answering open-response questions
and long composition responses in preparation for the MCAS test. Sophomore English
will also push the students to write a number of traditional essays with the use of in-text
citations. Students will work heavily on developing creative and original theses and
supporting them thoroughly.
Poetry units will generally be conducted at or near the end of the sophomore year.
Poetry in grade 10 will focus on the themes “How to Live,” “Can This be Love,” and
“Dreams-Lost and Found.” Material will be covered from the collections in the textbook
under the same names. Students will use poems from these collections, as well as poems
chosen at instructors’ discretion, as a foundation for learning the different poetic forms.
Students will also have practice in writing in these forms.
The outcomes expected of sophomore English classes are that the students will be
able to write effective essays and research papers, comprehend and analyze texts, think
critically about the issues in texts and apply them to our world, as well as develop an
appreciation for literature and its purposes.
COURSE SYLLABUS
Sophomore English classes will be taught with an emphasis on student-driven
learning. The philosophy used to instruct students will be one that encourages
independent, creative thought based on class topics and the ability to back up those
thoughts with sound reasoning. Students will be encouraged to take risks with their ideas
and will be pushed to learn through teacher-directed individual and group efforts rather
than through teacher lectures whenever possible.
There will be a couple of major projects through the course of the year. Among
these will be a research paper and a minimum of 4 major essays through the course of the
year. For Honors classes this total will be no less than 6. Students will also be expected
to read two supplemental reading books outside of class over the course of the year.
They will also participate in a Sustained Silent Reading program for the first 15 minutes
of their English classes. In addition, there will projects for the other books read in class.
Examples of these projects can include the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
Individual projects for each short story
Thematic essay and unit test for the short story unit
Poster project illustrating the Elements of Fiction in one or more of the
short stories read in class
Maintenance of a binder
Antigone project (honors)
Supplemental Reading Assignment(s)
Sustained Silent Reading (SSR) participation logs (quiz grade per quarter)
A detailed map based on To Kill a Mockingbird from setting clues they
collected while reading the novel
45-minute group lesson plan for To Kill a Mockingbird (honors)
Trial of Brutus project (honors)
Mock Trial based on To Kill a Mockingbird
Arts-based visual project on Night
A research project on the Holocaust
COURSE ASSESSMENT PLAN
The McCann English Department will use the following assessment plan:
GRADING SYSTEM:
“Report cards are issued quarterly and serve as a guideline for students and their parents
to measure achievement. Parents are encouraged to contact teachers and counselors to
ensure a continuing participation in student progress. Courses are graded numerically in
accordance with the following rules.” (2005-2006 McCann Student Handbook)
90-100
80-90
70-80
65-70
0-64
I
Advanced
Proficient
Satisfactory
Passing
Failing
Incomplete (make-up required)
ENGLISH ACADEMIC GRADING POLICY:
Grading within the English & Language Arts Department at McCann Technical School
will be determined by a combination of percentages from the following categories:
70%
•
•
•
•
•
•
Projects
Tests
Papers
Final Exam
Quizzes
Presentations
30%
•
•
•
•
Homework
Notebook/Binder
Attendance
Participation
FINAL EXAMINATIONS:
“Final Examinations must be taken when scheduled. A grade of “F” will be given for
any examination missed unless previously approved by the Principal. Final examinations
will be by course title for all students. No exemptions will be given.” (2005-2006
McCann Student Handbook)
Note - Individual class grading will be within the provided scale and at the specific
teacher’s discretion.
TIMELINE FOR COURSE ACTIVITIES: (May vary in order dependent on the
availability of books and teacher discretion)
QUARTER ONE
Summer Reading Evaluation: Students are required to read one book during the
summer. Honors students are required to read two books. In addition, students will also
complete the following assignments:
Summer Reading Form – Quiz Grade (honors complete 2
forms)
Summer Reading essay
Summer Reading group work and presentation (honors)
9/11 connection and personal reflection
Short Story Unit:
Theme Hard Choices (All students will complete this unit.)
Hard Choices will look at decisions that characters in literature have to make. Students
will evaluate these decisions and come up with conclusions concerning these decisions.
The story selections can include the following:
• “The Cold Equations”
• “The Bass, The River, and Sheila Mant”
• “The Book of Sand”
• “Boys and Girls”
• “Everyday Use”
• “Travels with Charley”
Course instructor will evaluate students on the previously described unit in any
combination of the following:
o Review elements of literature (and quiz)
o Vocabulary from the stories
o Projects for each story (glog/collage, “The Book of Sand” creative
writing, replica quilt, picture glossary, etc)
o Poetry connections
o Unit test
Honors students will complete an additional short story unit.
Theme Breakthroughs
• “Through the Tunnel”
• “With All Flags Flying”
Honors course instructor will evaluate students on the additional unit in the
following ways:
o Literary element poster and presentation
o Thematic essay
o Unit test
•
Writing
o Review of writing mechanics from last year
o Review of Collins Writing Assignments (Types 1-5)
o Collins writing types one-three
o Review of 5-paragraph essay format
o Thematic essay type four (with in-text citations)
o MLA citation
o MCAS overview of question types and open response format/grading
o Creative writing opportunities
o Reflective writing based upon covered reading
o Grammar Concepts to be covered
Review of Run-on Sentences and Proper Comma Usage
Standards Addressed in Quarter One
1.5: Identify and practice techniques such as setting time limits for
speakers and deadlines for decision-making to improve
productivity of group discussions.
2.5: Summarize in a coherent and organized way information and
ideas learned from a focused discussion.
4.23: Identify and use correctly idioms, cognates, words with
literal and figurative meanings, and patterns of word changes that
indicate different meanings or functions.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase learning.
5.23: Identify simple, compound, complex, and compoundcomplex sentences.
5.26: Analyze the structure of a sentence
5.28: Identify correct mechanics (semicolons, colons, hyphens),
correct usage (tense consistency), and correct sentence structure
(parallel structure).
6.8: Identify content-specific vocabulary, terminology, or jargon
unique to particular social or professional groups.
8.30: Identify and interpret themes and give supporting evidence
from a text.
8.31: Analyze the logic and use of evidence in an author’s
argument.
9.6: Relate a literary work to primary source documents of its
literary period or historical setting
10.5: Compare and contrast the presentation of a theme or topic
across genres to explain how the selection of genre shapes the
message.
11.5: Apply knowledge of the concept that the theme or meaning
of a selection represents a view or comment on life, and provide
support from the text for the identified themes.
12.5: Locate and analyze such elements in fiction as point of view,
foreshadowing, and irony.
19.26: Write well-organized essays (persuasive, literary, personal)
that have a clear focus, logical development, effective use of detail,
and variety in sentence structure.
21.8: Revise writing by attending to topic/idea development,
organization, level of detail, language/style, sentence structure,
grammar and usage, and mechanics.
22.9: Use knowledge of types of clauses (main and subordinate),
verbals (gerunds, infinitives, participles), mechanics (semicolons,
colons, hyphens), usage (tense consistency), sentence structure
(parallel structure), and standard English spelling when writing
and editing.
23.13: Organize ideas for a critical essay about literature or a
research report with an original thesis statement in the
introduction, well constructed paragraphs that build an effective
argument, transition sentences to link paragraphs into a coherent
whole, and a conclusion.
25.5: Use group-generated criteria for evaluating different forms of
writing and explain why these are important before applying them.
QUARTER TWO
Memoir / Novel Unit- Night or To Kill a Mockingbird
Night by Elie Wiesel
o Historical context of the Holocaust
o Life of Elie Wiesel
o Genocide, Scapegoats and Propaganda
o Witness accounts
o Poetry connections
o One Survivor Remembers documentary
o Major themes/motifs and how they support the text
o Completion of supporting activities packet
o Schindler’s List-video clips
o Arts-based visual and presentation
o MCAS-based long composition
o Unit Test
To Kill a Mockingbird
o Context of the time period (Great Depression and 1930’s Southern
Society)
o Scottsboro Boys Trial connection
o Civil Rights Movements: 41 Lives for Freedom (beginnings of)
o Harper Lee Background- parallels between actual events in her life
and the book.
o Study setting and how it enhances and actually helps the plot of a
story.
o Mock Trial
o Map of Maycomb
o Major themes/motifs and how they support the text (Maturation,
Loss of Innocence, Courage, etc).
o Quizzes taken after each novel section-averaged as a test grade for
quarter
o 45-minute group literary element lesson plan (honors)
•
Writing
o Thematic essay (type four)
o Collins Writing Assignments, types one through three
o Reflective writing based upon covered reading
o Creative writing opportunities
o MCAS practice continued (open response)
o Grammar Concepts to be covered:
Suffixes, Prefixes, and Roots
Etymologies
Standards Addressed in Quarter Two
1.5: Identify and practice techniques such as setting time limits for
speakers and deadlines for decision-making to improve
productivity of group discussions.
2.5: Summarize in a coherent and organized way information and
ideas learned from a focused discussion.
3.15: Analyze effective speeches made for a variety of purposes
and prepare and deliver a speech containing some of these features.
3.16: Create an appropriate scoring guide to prepare, improve, and
assess presentations.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase learning
6.8: Identify content-specific vocabulary, terminology, or jargon
unique to particular social or professional groups.
8.30: Identify and interpret themes and give supporting evidence
from a text.
9.6: Relate a literary work to primary source documents of its
literary period or historical setting
13.25: Analyze and explain the structure and elements of
nonfiction works.
15.7: Evaluate how an author’s choice of words advances the
theme or purpose of a work.
19.27: Write well-organized research papers that prove a thesis
statement using logical organization, effective supporting
evidence, and variety in sentence structure.
20.5: Use different levels of formality, style, and tone when
composing for different audiences.
21.8: Revise writing by attending to topic/idea development,
organization, level of detail, language/style, sentence structure,
grammar and usage, and mechanics
22.9: Use knowledge of types of clauses (main and subordinate),
verbals (gerunds, infinitives, participles), mechanics (semicolons,
colons, hyphens), usage (tense consistency), sentence structure
(parallel structure), and standard English spelling when writing
and editing.
23.13: Organize ideas for a critical essay about literature or a
research report with an original thesis statement in the
introduction, well constructed paragraphs that build an effective
argument, transition sentences to link paragraphs into a coherent
whole, and a conclusion.
24.5: Formulate open-ended research questions and apply steps for
obtaining and evaluating information from a variety of sources,
organizing information, documenting sources in a consistent and
standard format, and presenting research.
26.5: Analyze visual or aural techniques used in a media message
for a particular audience and evaluate their effectiveness.
27.7: Develop and apply criteria for assessing the effectiveness of
the presentation, style, and content of films and other forms of
electronic communication.
QUARTER THREE
Drama Unit- Julius Caesar or Antigone – Honors students will complete both units.
• Julius Caesar Unit:
o Background history of Shakespeare’s and the Globe Theater
o Review of dramatic conventions (including poetry concepts such
as iambic pentameter)
o Roman Historical Context (including geography of Roman
Empire)
o Shakespeare and (the real) Julius Caesar background quiz
o Democracy, Dictatorship, Republic
o Qualities of a good leader
o Role of the people in choosing a leader (real or imagined)
o Acting exercise
o Act projects (collage, epitaph, trial of Brutus)
o Act quizzes averaged as a test at end of unit
o Vocabulary throughout the play
• Antigone Unit:
o Background on Sophocles, Greek Drama, and the Myth of Oedipus
o Theater background/stage directions
o Focus in on the theme of Conscience vs. Authority, or man’s laws
vs. higher laws
o Relate theme of Antigone to modern world.
•
Writing
o MCAS long composition preparation writing
o Continue MCAS multiple choice/open response practice
o Collins writing types one-three
o Thematic Essay type four (with in text citations)
o Reflective writing based upon covered reading
o Creative writing opportunities
o Grammar Concepts to be covered:
Vocabulary from context
Revision strategies
Standards Addressed in Quarter Three
1.5: Identify and practice techniques such as setting time limits for
speakers and deadlines for decision-making to improve
productivity of group discussions.
2.5: Summarize in a coherent and organized way information and
ideas learned from a focused discussion.
4.23: Identify and use correctly idioms, cognates, words with
literal and figurative meanings, and patterns of word changes that
indicate different meanings or functions.
4.24: Use knowledge of Greek, Latin, and Norse mythology, the
Bible, and other works often alluded to in British and American
literature to understand the meanings of new words.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase learning
5.29: Describe the origins and meanings of common words and
foreign words or phrases used frequently in written English, and
show their relationship to historical events or developments
(glasnost, coup d’état).
8.30: Identify and interpret themes and give supporting evidence
from a text.
10.5: Compare and contrast the presentation of a theme or topic
across genres to explain how the selection of genre shapes the
message.
11.5: Apply knowledge of the concept that the theme or meaning
of a selection represents a view or comment on life, and provide
support from the text for the identified themes.
16.11: Analyze the characters, structure, and themes of classical
Greek drama and epic poetry.
17.7: Identify and analyze how dramatic conventions support,
interpret, and enhance dramatic text.
19.24: Write well-organized stories or scripts with an explicit or
implicit theme and details that contribute to a definite mood or
tone.
19.26: Write well-organized essays (persuasive, literary, personal)
that have a clear focus, logical development, effective use of detail,
and variety in sentence structure.
20.5: Use different levels of formality, style, and tone when
composing for different audiences.
21.8: Revise writing by attending to topic/idea development,
organization, level of detail, language/style, sentence structure,
grammar and usage, and mechanics
22.9: Use knowledge of types of clauses (main and subordinate),
verbals (gerunds, infinitives, participles), mechanics (semicolons,
colons, hyphens), usage (tense consistency), sentence structure
(parallel structure), and standard English spelling when writing
and editing.
23.12: Integrate all elements of fiction to emphasize the theme and
tone of the story.
23.13: Organize ideas for a critical essay about literature or a
research report with an original thesis statement in the
introduction, well constructed paragraphs that build an effective
argument, transition sentences to link paragraphs into a coherent
whole, and a conclusion.
QUARTER FOUR (the other literary work from quarter two will be covered)
Memoir / Novel Unit- Night or To Kill a Mockingbird
Night by Elie Wiesel
o Historical context of the Holocaust
o Life of Elie Wiesel
o Genocide, Scapegoats and Propaganda
o Witness accounts
o Poetry connections
o One Survivor Remembers documentary
o Major themes/motifs and how they support the text
o Completion of supporting activities packet
o Schindler’s List-video clips
o Arts-based visual and presentation
o MCAS-based long composition
o Unit Test
To Kill a Mockingbird
o Context of the time period (Great Depression and 1930’s Southern
Society)
o Scottsboro Boys Trial connection
o Civil Rights Movements: 41 Lives for Freedom (beginnings of)
o Harper Lee Background- parallels between actual events in her life
and the book.
o Study setting and how it enhances and actually helps the plot of a
story.
o Mock Trial
o Map of Maycomb
o Major themes/motifs and how they support the text (Maturation,
Loss of Innocence, Courage, etc).
o Quizzes taken after each novel section-averaged as a test grade for
quarter
o 45-minute group literary element lesson plan (honors)
•
Writing
o Collins Writing Assignments, types one through three
o Thematic essay (type four)
o Reflective writing based upon covered reading
o Creative writing opportunities
o MCAS practice continued (open response)
o Grammar Concepts to be covered:
• Active vs. Passive voice
• Any other area as needed
Standards Addressed in Quarter Four
1.5: Identify and practice techniques such as setting time limits for
speakers and deadlines for decision-making to improve
productivity of group discussions.
2.5: Summarize in a coherent and organized way information and
ideas learned from a focused discussion.
3.15: Analyze effective speeches made for a variety of purposes
and prepare and deliver a speech containing some of these features.
3.16: Create an appropriate scoring guide to prepare, improve, and
assess presentations.
4.25: Use general dictionaries, specialized dictionaries,
thesauruses, or related references as needed to increase learning
6.8: Identify content-specific vocabulary, terminology, or jargon
unique to particular social or professional groups.
8.30: Identify and interpret themes and give supporting evidence
from a text.
9.6: Relate a literary work to primary source documents of its
literary period or historical setting
13.25: Analyze and explain the structure and elements of
nonfiction works.
15.7: Evaluate how an author’s choice of words advances the
theme or purpose of a work.
19.27: Write well-organized research papers that prove a thesis
statement using logical organization, effective supporting
evidence, and variety in sentence structure.
20.5: Use different levels of formality, style, and tone when
composing for different audiences.
21.8: Revise writing by attending to topic/idea development,
organization, level of detail, language/style, sentence structure,
grammar and usage, and mechanics
22.9: Use knowledge of types of clauses (main and subordinate),
verbals (gerunds, infinitives, participles), mechanics (semicolons,
colons, hyphens), usage (tense consistency), sentence structure
(parallel structure), and standard English spelling when writing
and editing.
23.13: Organize ideas for a critical essay about literature or a
research report with an original thesis statement in the
introduction, well constructed paragraphs that build an effective
argument, transition sentences to link paragraphs into a coherent
whole, and a conclusion.
24.5: Formulate open-ended research questions and apply steps for
obtaining and evaluating information from a variety of sources,
organizing information, documenting sources in a consistent and
standard format, and presenting research.
26.5: Analyze visual or aural techniques used in a media message
for a particular audience and evaluate their effectiveness.
27.7: Develop and apply criteria for assessing the effectiveness of
the presentation, style, and content of films and other forms of
electronic communication.
EMBEDDED ACADEMICS
24.5
13.A.05c
20.5
13.A.06c
1.5
13.A.07c
2.5
13.A.08c
Formulate open-ended research questions
and apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting
sources in a consistent and standard format,
and presenting research.
Use different levels of formality, style, and
tone when composing for different
audiences.
Identify and practice techniques such as
setting time limits for speakers and
deadlines for decision-making to improve
productivity of group discussions.
Summarize in a coherent and organized
way information and ideas learned from a
focused discussion.
Composition
Composition
Language
Language
Analyze visual or aural techniques used in a
media message for a particular audience and
evaluate their effectiveness.
20.5
Use different levels of formality, style, and tone Composition
when composing for different audiences.
24.5
Formulate open-ended research questions and
apply steps for obtaining and evaluating
information from a variety of sources,
organizing information, documenting sources
in a consistent and standard format, and
presenting research.
Identify and practice techniques such as setting
time limits for speakers and deadlines for
decision-making to improve productivity of
group discussions.
Summarize in a coherent and organized way
information and ideas learned from a focused
discussion.
13.A.09
c
13.A.05
13.A.06
1.5
13.A.07
2.5
13.A.08
26.5
13.A.09
Media
26.5
Analyze visual or aural techniques used in a
media message for a particular audience and
evaluate their effectiveness.
Composition
Language
Language
Media
COMPETENCY REPORTING SYSTEM
Student progress will be monitored by the teacher, through X2 Electronic rankbook. X2 is a computer rank-book program that allows teachers can access and
enter grades into from both school and home. Periodic reporting will take place
every month through the school administration’s dispersal of progress reports
halfway through each quarter and report cards at the end of each quarter.
Parents/Guardians have access to their student(s) grades via the Family Portal of
X2.
INSTRUCTIONAL ACTIVITIES
Sophomore English will provide students with a variety of creative opportunities
to demonstrate their understanding of content covered in class. These activities,
dependent on the teacher, can include:
•
•
•
•
•
•
•
•
•
Collins Writing Types One through Four- Students will have a collection
of writing following the Collins Writing Program. These writing types
will primarily be made up types two through four from each covered unit.
Notebook/Binder- Students will keep a notebook/Binder of concepts
covered in class as well as pre and post reading assignments. Other
materials kept in the notebooks, such as vocabulary lists, will be
designated at the teacher’s discretion.
To Kill A Mockingbird Setting Maps- This novel is one that’s plot and
overall meaning is greatly enhanced through Harper Lee’s very detailed
creation of Maycomb County. Students will create a map of Maycomb
based upon gathered setting clues.
To Kill a Mockingbird Group Lesson – Students will work in groups to
design a 45-minute lesson and teach an aspect of the novel to the class.
Antigone Project- Students will write a narrative about how the themes in
Antigone relates to their lives. Next, they will find five magazine or
newspaper articles and write a one page per article of how these articles
relate to Antigone. They will also be responsible for a sixth representation
that will be strictly creative and of the student’s choosing.
Trial of Brutus Project – After reading Julius Caesar, students will put
Brutus on trial for murder. Students will be assigned individual roles
(judge, attorney, witness, court report, court artist, and juror).
Arts-based Visual Project- Students will create a visual representation of
one of the themes in Night. Projects could include: PowerPoint, 3D
display, or any other creative interpretation.
Supplemental Reading- Students will read a free choice noevel and
complete a project of the teacher’s choosing (letter to author, poem, artsbased project, report, and/or presentation).
Sustained Silent Reading (SSR) - Students will complete an SSR log for
each quarter, which will count as a quiz grade.
•
•
Research Paper- Students will be assigned a research paper in their
sophomore year. The research paper will focus on citations, MLA format,
works cited, and the organization of a research paper vs. the organization
of an essay.
Elements of Fiction Poster- Students will create a poster demonstrating
visually (with a minimum of words allowed) their understanding of the
Elements of Fiction as they were shown in one of the short stories covered
in class.
RESOURCES
- Elements of Literature Fourth Course textbook
- Night by Elie Wiesel
- To Kill a Mockingbird by Harper Lee
- Videos of famous speeches. (Hitler, King, Jr., Brutus from Julius Caesar, etc.)
- T.V.
- VCR
- DVD Player
- Overhead Projector
- Computers
- Supplemental Handouts to be gathered by instructors
- Audio copies of various short stories, novels and plays covered in class
ENGLISH & LANGUAGE ARTS DEPARTMENT
GRADE 11 Curriculum
McCann Technical School
70 Hodges Cross Road,
North Adams, MA 01247
Developed June 2006
Revised March 2011
COURSE PHILOSOPHY
The goal of Junior English is to explore American writings from a variety of sources and
authors, including Native Americans, explorers, colonists, slaves, and immigrants. The
literature will be approached by genre, tying in American history and events to the
literature of the time. It is expected that the students will form connections between
historical events and social climates, and the various forms of literature which derive
their importance from such cultural origins.
Students will continue to study and be encouraged to seek other literature that reflects the
universal connections between authors and their audiences as well as the understanding
that there are universal truths that are not defined by time or culture, but are passionately
addressed in each generation.
Literary techniques that are studied and demonstrated through reading and listening skills
will be applied through writing skills. All students are expected to grow as
communicators and as conscientious, contributing members of society. Students will
continue to develop their five-paragraph essay by covering many styles of writing,
including the narrative, expository, descriptive, and personal essays.
Students must have successfully completed Grade 10 English to enroll in this course.
COURSE DESCRIPTION
The scope of this course will begin with coverage of short stories and essays and
culminate with contemporary American literature. Specific titles for these units can
include Uncle Tom’s Cabin, The Scarlet Letter and The Great Gatsby. Students will
develop communication skills through analysis of literature, speeches, historical letters,
documents, and a wide variety of stories, novels, and drama. Writing assignments will
further encourage growth in communications. Specific assignments can include
narrative, expository, descriptive, persuasive, and creative essays. Open-ended writing
prompts are often used to stimulate the creative process.
Assessment for the course will be made through the use of common rubrics, teacher
evaluation, self evaluation and peer editing.
COURSE SYLLABUS
The learning objectives for this course are the following:
• Read, analyze and reflect on poetry, drama, and prose through primary sources
• Understand and articulate the cultural and historical contexts within which
literature arises
• Express analysis verbally and in writing through class discussion, group work,
presentations, written examinations, and essays.
• Introduction to ethical use of information, plagiarism, and MLA format.
The instructional philosophy:
•
•
•
•
•
•
Engaging students in the learning process
Communicating high standards and expectations when beginning, executing, and
assessing a lesson.
Stimulate student thinking and encourage students to engage in discussion, debate
and exploration of new ideas.
Actively engage students while meeting the Massachusetts Curriculum
Frameworks and Content Standards for All Teachers.
Incorporate activities and foster an environment that will develop critical thinkers
and communicators.
Incorporate writing into daily lessons
Major course projects and activities include:
•
•
Thematic essays (Topics: Identity, Literary Analysis, Personal beliefs,
Compare/Contrast, Culture)
Visual Representation of character ideals, symbolism, themes, conflicts, and
literary elements.
COURSE ASSESSMENT PLAN
The McCann English Department will use the following assessment plan:
GRADING POLICY:
“Student assessment and grade reporting is considered a positive tool to measure growth,
progress and the development of the student. Report cards are issued four times each
year. In addition, progress reports are issued at the midpoint of each quarter.” (2009
McCann Student Handbook)
100-97
96-94
93-90
89-87
A+
A
AB+
86-84
83-80
79-77
76-74
73-70
69-67
66-65
64-0
B
BC+
C
CD+
D
F
ENGLISH ACADEMIC GRADING POLICY
Grading within the English & Language Arts Department at McCann Technical School
will be determined by a combination of percentages from the following categories:
70%
•
•
•
•
•
Projects
Tests
Papers
Quizzes
Final Exam
30%
•
•
•
•
•
•
Homework
Notebook
Attendance
Participation
Cooperation
Class Work
FINAL EXAMINATIONS
“Final Examinations must be taken when scheduled. A grade of “F” will be given for
any examination missed unless previously approved by the Principal. Final examinations
will be by course title for all students. No exemptions will be given.” (2005-2006
McCann Student Handbook)
Note - Individual class grading will be within the provided scale and at the specific
teacher’s discretion.
TIMELINE FOR PROGRAM ACTIVITIES
{Honors Course in Grade 11 will focus on rigorous reading selections and writing
activities. In addition to this students will delve into time periods of the literature at
length and it's importance in American History. Students will have the opportunity to
attend an Honors overnight field trip which will further study the literature and time
period they are reading about. The goal in this Honors course is encourage students to see
beyond the literature ino the time, ideals, and nature of the study.}
QUARTER ONE
•
Summer Reading Evaluation –Students are required to read one book
during the summer. (Honors students are required to read two)
o Summer Reading Form – Quiz Grade
o
Small group discussions based on the particular book read
o
Incorporation of the summer reading book into the unit
exam
o
(Honors) Summer Reading Essay on book of student’s
choice
•
Short Stories and Essays (Teachers may choose from any of the following
selections)
o Native American stories and myths such as How the World Was
Made and The Sky Tree
o Early American and Colonial Literature (Selections included in
textbook)
o Horror and Suspense story unit (Selections from authors such as
Edgar Allan Poe, Ambrose Bierce, Nathaniel Hawthorne)
Course Instructor will evaluate students in the following ways:
o Unit Test comprised of multiple choice, matching, short answer,
essay
o Creative writing assignments and projects for chosen units
o Rubrics used for instructor and peer evaluation of essays.
Examples include: Creation/Origin myths
o Quizzes and Discussions
o Honors Students will complete a class visual representation project
on Native American ideals and literature
o Honors students will write an additional expository essay
discussing theme
QUARTER TWO
•
Novel Unit (Upon completion of short story/essay unit, teachers will begin novels
from the following selections)
o Uncle Tom’s Cabin
o The Scarlet Letter
o The Great Gatsby
o Ethan Frome
o One Flew Over the Cuckoo’s Nest
o The Catcher in the Rye
Course Instructor will evaluate students in the following ways:
o Unit Test comprised of multiple choice, matching, short answer,
essay
o Rubrics used for instructor and peer evaluation of essays.
o Quizzes and Discussions
o Honors class will write a thorough expository essay on a theme
topic of choice based on the novel.
o Honors students for The Scarlet Letter will complete a series of
projects throughout the novel.
-Wear a Scarlet Letter
-Scandal Project
-Puritanic Codes Research
QUARTER THREE
•
Novel Unit II or Drama Unit: Novel selections remain the same from Quarter
Two. Drama Unit may include the following (including works of literature not
used in Quarter Two):
o
o
o
o
Hamlet
Midsummer Night’s Dream
A Raisin in the Sun
The Crucible
Course Instructor will evaluate students in the following ways:
o Unit Test comprised of multiple choice, matching, short answer,
essay
o Essay Exam
o Role Playing activities
o Quizzes and Discussions
o Project based visual assessments
•
Writing Portfolio (Honors) Students will begin creating a variety of writing
samples which they will choose from for a formal Writing Portfolio. This will be
a representation of the student's best work from their perspective. Writing
activities include:
-Creative Writing
-Formal writing such as college or scholarship essay-Destruction
-Persuasive and Descriptive writing
QUARTER FOUR
•
Poetry: Upon completion of Novel/Drama unit, instructors may choose
any poetry selections from the textbook. For example:
o Mending Wall
o Birches
o Stopping by Woods on a Snowy Evening
o To My Dear and Loving Husband Upon the Burning of Our House
o To a Waterfowl
o The Chambered Nautilus
o The First Snowfall
Course Instructor will evaluate students in the following ways:
o Unit Test comprised of multiple choice, matching, short answer,
essay
o Rubrics used for instructor and peer evaluation of essays.
o Quizzes and Discussions
o Honors Students will do a poetry project consisting of research on
poets and poetry in American History. They will read and analyze
the poetry, make connections to modern-day song and poetry and
provide visual representation illustrating the theme and nature of
the poem.
STANDARDS
Course Curriculum Topic
Summer Reading Evaluation
Short Story and Essay Genre
Standard
2.6 Analyze differences in responses to focused group
discussion in an organized and systematic way.
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
8.32: Identify and analyze the point(s) of view in a
literary work.
8.33: Analyze patterns of imagery or symbolism and
connect them to themes and/or tone and mood.
9.7 Relate a literary work to the seminal ideas of its time.
11.6 Apply knowledge of the concept that a text can
contain more than one theme.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
(Honors Summer Reading Essay)
20.6: Use effective rhetorical techniques and demonstrate
understanding of purpose, speaker, audience, and form
when completing expressive, persuasive, or literary
writing assignments (Honors Summer Reading Essay)
21.9: Revise writing to improve style, word choice,
sentence variety, and subtlety of meaning after rethinking
how well questions of purpose, audience, and genre have
been addressed. (Honors Summer Reading Essay)
22.10: Use all conventions of standard English when
writing and editing.
23.14: Organize ideas for emphasis in a way that suits the
purpose of the writer
Novel Unit I and II
Drama Unit
2: Students will pose questions, listen to the ideas of
others, and contribute their own information or ideas in
group discussions or interviews in order to acquire new
knowledge.
2.6: Analyze differences in responses to focused group
discussion in an organized and systematic way.
4: Students will understand and acquire new vocabulary
and use it correctly in reading and writing.
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
5.31: Describe historical changes in conventions for usage
and grammar.
5.33: Analyze and explain how the English language has
developed and been influenced by other languages.
6.11: Analyze how dialect can be a source of negative or
positive stereotypes among social groups.
8.32: Identify and analyze the point(s) of view in a
literary work.
8.33: Analyze patterns of imagery or symbolism and
connect them to themes and/or tone and mood.
9.7: Relate a literary work to the seminal ideas of its time.
10.6: Identify and analyze characteristics of genres
(satire, parody, allegory, pastoral) that overlap or cut
across the lines of genre classifications such as poetry,
prose, drama, short story, essay, and editorial.
11.6: Apply knowledge of the concept that a text can
contain more than one theme.
11.7: Analyze and compare texts that express a universal
theme, and locate support in the text for the identified
theme.
12.6: Analyze, evaluate, and apply knowledge of how
authors use techniques and elements in fiction for
rhetorical and aesthetic purposes.
13.26: Analyze and evaluate the logic and use of evidence
in an author’s argument.
14.6: Analyze and evaluate the appropriateness of diction
and imagery
16.12: Analyze the influence of mythic, traditional, or
classical literature on later literature and film.
17.7 Identify and analyze how dramatic conventions
support, interpret, and enhance dramatic text.
17.8 Identify and analyze types of dramatic literature. For
example, students read a comedy and discuss the
elements and techniques the playwright used to create
humor.
17.9 Identify and analyze dramatic conventions
19.28: Write well-organized stories or scripts with an
explicit or implicit theme, using a variety of literary
techniques.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, well-
developed paragraphs, and logical argumentation.
22.10: Use all conventions of standard English when
writing and editing.
23.14: Organize ideas for emphasis in a way that suits the
purpose of the writer.
Essays
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
22.10: Use all conventions of standard English when
writing and editing.
23.14: Organize ideas for emphasis in a way that suits the
purpose of the writer.
•
Poetry
2: Students will pose questions, listen to the ideas of
others, and contribute their own information or ideas in
group discussions or interviews in order to acquire new
knowledge.
2.6: Analyze differences in responses to focused group
discussion in an organized and systematic way.
4: Students will understand and acquire new vocabulary
and use it correctly in reading and writing.
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
8.32: Identify and analyze the point(s) of view in a
literary work.
8.33: Analyze patterns of imagery or symbolism and
connect them to themes and/or tone and mood.
10.6: Identify and analyze characteristics of genres
(satire, parody, allegory, pastoral) that overlap or cut
across the lines of genre classifications such as poetry,
prose, drama, short story, essay, and editorial.
11.7: Analyze and compare texts that express a universal
theme, and locate support in the text for the identified
theme.
14.5 Identify, respond to, and analyze the effects of
sound, form, figurative language, graphics, and dramatic
structure of poems:
•sound (alliteration, onomatopoeia, rhyme scheme,
consonance, assonance)
•form (ballad, sonnet, heroic couplets)
•figurative language (personification, metaphor,
simile, hyperbole, symbolism)
•dramatic structure.
14.6 Analyze and evaluate the appropriateness of diction
and imagery
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
22.10: Use all conventions of standard English when
writing and editing.
23.14: Organize ideas for emphasis in a way that suits the
purpose of the writer.
Vocational/Technical Education Curriculum Frameworks
Strand 6: Underlying Principles of Technology
6.A Demonstrate proficiency in the use of computers and applications as well as an
understanding of concepts underlying hardware, software, and connectivity
6.A. 01a
Select and utilize the appropriate technology to solve a problem or
complete a task
6.A.07a
Illustrate methods of selecting and using search engines
6.B. Demonstrate responsible use of technology and an understanding of ethics and
safety issues in using electronic media
6.B.02a
Summarize the rights and responsibilities of the school's
Acceptable Use Policy
6.B.03a
Explain laws restricting use of copyrighted materials on the
Internet
6.C Demonstrate ability to use technology for research, problem solving, and
communication
6.C.01a
Locate, evaluate, collect, and process information from a variety
of electronic sources
6.C.03a
Demonstrate the use of appropriate electronic sources to conduct
research (e.g., Web sites, online periodical databases, and online
catalogs)
6.C.04a
Demonstrate proper style (with correct citations) when integrating
electronic research results into a research project
Vocational/Technical Education Curriculum Frameworks
Strand 3: Embedded Academics
AUTOMOTIVE TECHNOLOGY
19.27 For informational/expository writing: Write well13.A.0
organized research papers that prove a thesis statement
5c
using logical organization, effective supporting
evidence, and variety in sentence structure.
Composition
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of the
adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
Language
13.A.0
6c
13.A.0
7c
13.A.0
8c
OFFICE TECHNOLOGY
20.5
Use different levels of formality, style, and tone when
composing for different audiences.
Composition
1.5
Identify and practice techniques such as setting time limits for
speakers and deadlines for decision-making to improve
productivity of group discussions.
Language
2.5
Summarize in a coherent and organized way information and
ideas learned from a focused discussion.
Language
13.A.0
6c
13.A.0
7c
13.A.0
8c
26.5
13.A.0
9c
13.A.1
0c
13.A.1
1c
Composition
22.10 Use all conventions of standard English when writing and
editing.
Composition
24.6
Composition
CABINETRY
3.17
13.A.0
5c
4.27
13.A.0
7c
Media
19.27 Write well-organized research papers that prove a thesis
statement using logical organization, effective supporting
evidence, and variety in sentence structure.
13.A.1
2c
13.A.0
6c
Analyze visual or aural techniques used in a media message for
a particular audience and evaluate their effectiveness.
Formulate original, open-ended questions to explore a topic of
interest, design and carry out research, and evaluate the quality
of the research paper in terms of the adequacy of its questions,
materials, approach, and documentation of sources.
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
Language
19.27 For informational/expository writing: Write wellorganized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
CARPENTRY
3.17 Deliver formal presentations for particular audiences
13.A.05
using clear enunciation and appropriate organization,
c
gestures, tone, and vocabulary.
Composition
Language
4.27
13.A.06
c
13.A.07
c
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
19.27 For informational/expository writing: Write wellorganized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
Language
Composition
COMPUTER ASSISTED DESIGN
19.27 For informational/expository writing: Write wellComposition
13.A.0
organized research papers that prove a thesis statement
6c
using logical organization, effective supporting
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
Language
13.A.0
7c
13.A.0
8c
13.A.0
9c
CULINARY ARTS
24.5
Formulate open-ended research questions and apply
13.A.0
steps for obtaining and evaluating information from a
6
variety of sources, organizing information,
documenting sources in a consistent and standard
format, and presenting research.
19.27
13.A.1
0
Write well-organized research papers that prove a
thesis statement using logical organization, effective
supporting evidence, and variety in sentence structure.
Composition
Composition
22.10
13.A.1
1
Use all conventions of standard English when writing
and editing.
ELECTRICITY
3.17
Deliver formal presentations for particular audiences
13.A.0
using clear enunciation and appropriate organization,
5c
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
19.27
For informational/expository writing: Write wellComposition
organized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
13.A.0
6c
13.A.0
7c
INFORMATION TECHNOLOGY - NETWORKING
19.27 For informational/expository writing: Write well13.A.0
organized research papers that prove a thesis
7c
statement using logical organization, effective
supporting evidence, and variety in sentence
structure.
24.6
Formulate original, open-ended questions to explore
13.A.0
a topic of interest, design and carry out research, and
8c
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach,
and documentation of sources.
3.17
13.A.0
9c
Composition
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
Composition
Composition
Language
Massachusetts VTE Frameworks Information Support Services and Networking DRAFT
– March 2006 Page 14
4.27
Use general dictionaries, specialized dictionaries,
Language
13.A.1
thesauruses, histories of language, books of quotations,
0c
and other related references as needed.
INFORMATION TECHNOLOGY – PROGRAMMING AND WED DESIGN
19.27 For informational/expository writing: Write wellComposition
organized research papers that prove a thesis statement
13.A.0
7c
using logical organization, effective supporting
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
13.A.0
8c
13.A.0
9c
13.A.1
0c
Language
MACHINE TECHNOLOGY
19.27 For informational/expository writing: Write wellComposition
13.A.0
organized research papers that prove a thesis statement
6c
using logical organization, effective supporting
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
Language
13.A.0
7c
13.A.0
8c
13.A.0
9c
METAL FABRICATION
19.27
For informational/expository writing: Write wellComposition
organized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
Language
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
Language
19.27
For informational/expository writing: Write wellComposition
organized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
13.A.0
6c
13.A.0
7c
13.A.0
8c
13.A.0
9c
13.A.0
5c
13.A.0
6c
13.A.0
7c
RESOURCES
Textbook: Glencoe Literature: American Literature
(The McGraw Hill Companies, Inc. Copyright 2002.)
Massachusetts Department of Education Website. www.doe.mass.edu
1
ENGLISH & LANGUAGE ARTS DEPARTMENT
GRADE 12 Curriculum
British and World Literature
Writing
C.H. McCann Technical School
70 Hodges Cross Road,
North Adams, MA 01247
Developed June 2006
Revised March 2011
COURSE PHILOSOPHY
Senior English Language Arts is a survey course that explores British and World Literature and
Conventions of Writing from a variety of authors ranging from the Old English Period to the Modern
Period. Analysis of such literature will allow students to see certain universal “truths” in a changing
world. In order to understand the works studied more fully, their historical and cultural contexts will be
explored. Similarly, students will study contemporary literature from around the world, awakening their
awareness of the current global community and their role in that community. It is the intention of this
further search for interrelationships to show that literature is the mirror of humanity. Exploration of
literature will allow students to apply literary techniques and elements to their own writing, enabling
them to grow as effective writers and communicators. Students will be able to recognize and formulate
a standard five-paragraph essay which includes an introductory paragraph with thesis, supporting detail
paragraphs and a concluding paragraph. In addition to such writing activities, students will be required
to complete a minimum of a 5-page Senior Project research paper that meets all the requirements of
Modern Language Association (MLA) format.
COURSE DESCRIPTION
The scope of this course will begin with coverage of Anglo-Saxon England and culminate with
contemporary British and world literature. Specific titles for these time periods will range from
Beowulf and The Canterbury Tales to a variety of modern works such as The Life of Pi. Students will
gain an understanding of the importance of communicating effectively in writing, speech, and through
visual representation. Assignments will include writing expository, narrative and creative papers on
assigned topics and those of their own focus. Daily and long-range reading and occasional journal
writing sometimes assigned and at other times chosen by the students, encourage rigorous preparation,
understanding, and independence. These skills will be illustrated with the completion of a
comprehensive cross-curricular Senior Project, including a research paper, a speech unit and the
organization of a PowerPoint Presentation. Assessment for the course will be made through the use of
common rubrics, teacher evaluation, self evaluation and peer editing.
COURSE SYLLABUS
The learning objectives for this course include the following:
•
•
•
•
•
•
Read, analyze and reflect on poetry, drama, and prose through primary sources.
Understand and articulate the cultural and historical contexts within which literature arises.
Express analysis verbally and in writing through class discussion, group work, presentations,
written examinations, and essays.
To plan, draft, revise, edit and submit an essay assignment.
Practice library and Internet research skills and consulting secondary sources.
Review ethical use of information, how to avoid plagiarism, and how to cite sources according
to MLA format.
The instructional philosophy is represented by:
•
•
•
•
•
•
Engaging students in the learning process.
Communicating high standards and expectations when beginning, executing, and assessing a
lesson.
Stimulating student thinking and encouraging students to engage in discussion, debate and
exploration of new ideas.
Actively engaging students while meeting the Massachusetts Curriculum Frameworks and
Content Standards for All Teachers.
Incorporating activities and fostering an environment that will develop critical thinkers and
communicators.
Incorporating writing into daily lessons.
Major course projects and activities include:
•
•
•
•
•
The Senior Project – a research based cross curricular activity involving a combination of
writing, presenting and creating an original product.
Thematic essays (Topics: Heroism, Literary Analysis, Personal beliefs, Compare/Contrast,
Culture).
Visual Representation of character ideals, symbolism, themes, conflicts, and literary elements.
Guest Speakers (Example: Speaker on Autism for the study of The Curious Incident of the Dog
in the Nighttime).
Field Trips (Example: The Tragedy of Macbeth).
COURSE ASSESSMENT PLAN:
The Charles H. McCann Technical School English Department will use the following assessment plan:
GRADING SYSTEM:
“Report cards are issued quarterly and serve as a guideline for students and their parents to measure
achievement. Parents are encouraged to contact teachers and counselors to ensure a continuing
participation in student progress. Courses are graded numerically in accordance with the following
rules” (2005-2006 McCann Student Handbook).
90-100
80-90
70-80
65-70
0-64
I
Advanced
Proficient
Satisfactory
Passing
Failing
Incomplete (make-up required)
ENGLISH ACADEMIC GRADING POLICY:
Grading within the English & Language Arts Department at McCann Technical School will be
determined by a combination of percentages from the following categories:
70%
•
•
•
•
•
Projects
Tests
Papers
Final Exam
Senior Project paper (final exam)
30%
•
•
•
•
•
•
•
•
•
•
Quizzes
Group projects
Oral reports
In-class essays
Homework
Notebook
Attendance
Participation
Cooperation
Class Work
FINAL EXAMINATIONS:
“Final Examinations must be taken when scheduled. A grade of ‘F’ will be given for any examination
missed unless previously approved by the Principal. Final examinations will be by course title for all
students. No exemptions will be given” (2005-2006 McCann Student Handbook).
Note - Individual class grading will be within the provided scale and at the specific teacher’s discretion.
TIMELINE FOR PROGRAM ACTIVITIES
QUARTER ONE
Summer Reading Evaluation –All students are required to read one book during the summer. Honors
students are required to read two.
o Summer Reading Form – Quiz Grade (2 Summer Reading Forms for honors)
o
Small group discussions based on the particular book(s) read
o
Summer Reading Essay: Hero Definition Essay using both books
(honors)
September
Introduction to British/World Literature with a short story and a brief poem
o “Tobermory” by Saki - September
o “Rainforests” by Judith Wright
September
•
•
•
College Essay Unit (honors)
o Student samples from College Essays That Made a Difference
Autobiographical Essay
September-October
Anglo Saxon Period – Theme “The Heroic and the Humble”
(Honors will read additional selections.)
o Introduction to the Anglo-Saxon Period (449-1066)
o Cultural Study – “The Epic and the Epic Hero”
o Excerpt from Beowulf
Beowulf Film vs. Epic Compare and/or Contrast Essay (honors)
Beowulf Point of View Creative Writing Exercise (honors)
o Excerpt from Gilgamesh
o Poem – “The Seafarer”
o Unit Test comprised of multiple choice, matching, short answer, and essay
October
Middle Ages –Theme “The Herioc and The Humble”
(Honors will read additional selections.)
o
Introduction to the Middle Ages (1066-1485)
o
“The Ballad Tradition” – series of ballads examined
• Ballad Writing Exercise (honors)
o
Excerpts of The Canterbury Tales by Geoffrey Chaucer
• The Canterbury Tales Character Wiki and Speech Project (honors)
• The Canterbury Tales Irony or Theme Essay (honors)
o
Unit Test comprised of multiple choice, matching, short answer, and essay
October-November
Introduction to Senior Project Research Paper
o
Review of MLA format skills
o
Note-taking strategies
o
Outlining
September-November
Course Instructor will evaluate students on these time periods in one of the following
ways:
o Unit Test comprised of multiple choice, matching, short answer, essay
o Personal Statement Essay – Students will be graded on an essay for college
during the first quarter. This assignment will count as a grade and may be used
by students for college applications as needed.
o Rubrics used for instructor and peer evaluation of essays—Examples include the
following: Compare/Contrast Hero Essay on Beowulf and Gilgamesh, evaluation
of Beowulf and Gilgamesh as epic heroes.
o Daily Quizzes and Discussions
QUARTER TWO
The English Renaissance – Themes “Love’s Labors”, “Ambition and Anguish” and “Inspirations”
Specific selections chosen by Instructor. (Honors will read additional selections.) Examples Include:
o Unit Introduction
o Renaissance poems
o Sonnets (Spenser, Sidney, Shakespeare)
• Sonnet Analysis (honors)
• Sonnet Writing Exercise (honors)
o “The Long Exile” by Leo Tolstoy
o “Dead Poet’s Society” Screenplay
o The Tragedy of Macbeth by William Shakespeare
• Drama Writing Exercise (honors)
• Acting Exercise (honors)
• Macbeth Essay (student-chosen topic) (honors)
o Unit Test comprised of multiple choice, matching, short answer, and essay
November
The 18th Century, The Romantic Period and the Victorian Age (Honors will read additional
selections.) Examples include:
o A Modest Proposal by Jonathan Swift
o From Gulliver’s Travels by Jonathan Swift
• Satire Writing Exercise (honors)
• Political Cartoon (honors)
o “Epigrams” poem by Alexander Pope
o Aesop fable “The Raven and the Fox”
o From A Journal of the Plague Year
o Poems by William Blake and William Wordsworth
o Poems by Tennyson, Hardy, Hopkins and Housman
o Unit Test comprised of multiple choice, matching, short answer, and essay.
December/January
Supplemental Reading Project—In addition to the selections above, students will choose a novel to
read on their own. Titles may be selected by the student and/or instructor. Examples Include:
o
o
o
o
Tears of a Tiger by Sharon Draper
The Lovely Bones by Alice Sebold
The Catcher in the Rye by J.D. Salinger
Projects may include the following:
• The Catcher in the Rye Debate (honors)
• The Lovely Bones: Trial of Mr. Harvey (honors)
• Tears of a Tiger Editorial (honors)
Course Instructor will evaluate students on these time periods in
one of the following ways:
o Unit Tests comprised of multiple choice, matching, short answer, essay
Rubrics used for instructor and peer evaluation of essays—Examples include the
following: Personal Connection to Ballad essay
Writing of Senior Project Paper – This includes library research, Collins writing activities/editing,
rough draft, and final draft submission.
o
Focus will be on quality research resulting in a required number of cited sources.
o
Editing and revising will be completed based on instructor and peer comments.
o
Final copy graded on department-wide rubric and counted as a fifth marking
period. The completion of this assignment will take the place of a Final
Examination.
Due before Winter Break
QUARTER THREE
18th Century, The Romantic Period and The Victorian Age (continued)
Modern Literature– Instructor will choose from selections provided in the textbook. (Honors will
read additional selections.) Examples include:
o Pygmalion by George Bernard Shaw (Drama)
o Selections by Harold Pinter (honors)
• Drama: Writing Exercise
• Drama: Acting Exercise
o “Araby” by James Joyce
o “The Duke’s Children” by Frank O’Connor
o from A Room of One’s Own by Virginia Wolf
o “The Demon Lover” by Elizabeth Bowen
o Unit Test comprised of multiple choice, matching, short answer, and essay
Novel Unit - Students will read two novels from the approved senior list. The majority of the reading
will take place outside of class. Examples include:
o Lord of the Flies by William Golding
o The Curious Incident of the Dog in the Nighttime (modern)
o The Life of Pi (modern)
o Unit Test comprised of multiple choice, matching, short answer, essay
February-March
QUARTER FOUR
Speech Unit (in preparation for Senior Project Presentations) – Before delivering their own speeches,
students will study and view effective and ineffective speeches from the past and present. Students will
also take notes on writing and delivering speeches.
o
Students will do two speeches in the following categories (Honors
Students will complete all three):
• Personal narrative speech
• Demonstration speech
• Persuasive speech
o Assessment will be based on Instructor, peer and self evaluation on rubrics.
April-May
Supplemental Reading Project—In addition to the speech unit, students will choose a novel to read
on their own. Titles may be selected by the student and/or instructor. Examples Include:
o Tears of a Tiger by Sharon Draper
o The Lovely Bones by Alice Sebold
o The Catcher in the Rye by J.D. Salinger
o Projects may include the following:
• The Catcher in the Rye Debate (honors)
• The Lovely Bones: Trial of Mr. Harvey (honors)
• Tears of a Tiger Editorial (honors)
STANDARDS
Course Curriculum Topic
Summer Reading Evaluation
Introduction:
British/World Writing and
Literature
Honors British/ World Writing and
Literature
Standard
2.6 Analyze differences in responses to focused group
discussion in an organized and systematic way.
4.26: Identify and use correctly new words acquired
through study of their different relationships to other
words.
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
8.32: Identify and analyze the point(s) of view in a
literary work.
8.33: Analyze patterns of imagery or symbolism and
connect them to themes and/or tone and mood.
9.7 Relate a literary work to the seminal ideas of its time.
11.6 Apply knowledge of the concept that a text can
contain more than one theme.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
(Honors Summer Reading Essay)
20.6: Use effective rhetorical techniques and demonstrate
understanding of purpose, speaker, audience, and form
when completing expressive, persuasive, or literary
writing assignments (Honors Summer Reading Essay)
21.9: Revise writing to improve style, word choice,
sentence variety, and subtlety of meaning after rethinking
how well questions of purpose, audience, and genre have
been addressed. (Honors Summer Reading Essay)
22.10: Use all conventions of standard English when
writing and editing.
23.14: Organize ideas for emphasis in a way that suits the
purpose of the writer
Introduction to British/World Lit
Anglo-Saxon Literature
Middle Ages Literature
2.6 Analyze differences in responses to focused group
discussion in an organized and systematic way.
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
5.31: Describe historical changes in conventions for
usage and grammar.
5.32: Explain and evaluate the influence of the English
language on world literature and world cultures.
5.33: Analyze and explain how the English language has
developed and been influenced by other languages.
6.11: Analyze how dialect can be a source of negative or
positive stereotypes among social groups.
8.32: Identify and analyze the point(s) of view in a
literary work.
9.7 Relate a literary work to the seminal ideas of its time.
10.6 Identify and analyze characteristics of genres (satire,
parody, allegory, pastoral) that overlap or cut across the
lines of genre classifications such as poetry, prose, drama,
short story, essay, and editorial.
11.6 Apply knowledge of the concept that a text can
contain more than one theme.
11.7 Analyze and compare texts that express a universal
theme, and locate support in the text for the identified
theme
12.6 Analyze, evaluate, and apply knowledge of how
authors use techniques and elements in fiction for
rhetorical and aesthetic purposes.
13.26 Analyze and evaluate the logic and use of evidence
in an author’s argument.
14.6: Analyze and evaluate the appropriateness of diction
and imagery
15.10: Analyze and compare style and language across
significant cross-cultural literary works.
16.12: Analyze the influence of mythic, traditional, or
classical literature on later literature and film.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
Intro to Senior Project Paper
5.30: Identify, describe, and apply all conventions of
standard English.
6.10: Analyze the role and place of standard American
English in speech, writing, and literature.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
24.6: Formulate original, open-ended questions to explore
a topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of the
adequacy of its questions, materials, approach, and
documentation of sources.
English Renaissance
4.26: Identify and use correctly new words acquired
through study of their different relationships to other
words.
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
5.31: Describe historical changes in conventions for
usage and grammar.
5.32: Explain and evaluate the influence of the English
language on world literature and world cultures.
5.33: Analyze and explain how the English language has
developed and been influenced by other languages.
6.11: Analyze how dialect can be a source of negative or
positive stereotypes among social groups.
8.32: Identify and analyze the point(s) of view in a
literary work.
9.7 Relate a literary work to the seminal ideas of its time.
11.6 Apply knowledge of the concept that a text can
contain more than one theme.
11.7 Analyze and compare texts that express a universal
theme, and locate support in the text for the identified
theme
12.6 Analyze, evaluate, and apply knowledge of how
authors use techniques and elements in fiction for
rhetorical and aesthetic purposes.
13.26 Analyze and evaluate the logic and use of evidence
in an author’s argument.
13.27: Analyze, explain, and evaluate how authors use
the elements of nonfiction to achieve their purposes.
14.6: Analyze and evaluate the appropriateness of diction
and imagery
15.10: Analyze and compare style and language across
significant cross-cultural literary works.
16.12: Analyze the influence of mythic, traditional, or
classical literature on later literature and film.
17.9: Identify and analyze dramatic conventions
17.8: Identify and analyze types of dramatic literature (If
Macbeth is covered)
18.6: Demonstrate understanding of the functions of
playwright, director, technical designer, and actor by
writing, directing, designing, and/or acting in an original
play. (If Macbeth is covered)
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
Selections:
The 18th Century
The Romantic Period
The Victorian Age
4.26: Identify and use correctly new words acquired
through study of their different relationships to other
words.
4.27: Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
6.11: Analyze how dialect can be a source of negative or
positive stereotypes among social groups.
8.32: Identify and analyze the point(s) of view in a
literary work.
9.7 Relate a literary work to the seminal ideas of its time.
10.6 Identify and analyze characteristics of genres (satire,
parody, allegory, pastoral) that overlap or cut across the
lines of genre classifications such as poetry, prose, drama,
short story, essay, and editorial.
11.6 Apply knowledge of the concept that a text can
contain more than one theme.
11.7 Analyze and compare texts that express a universal
theme, and locate support in the text for the identified
theme
12.6 Analyze, evaluate, and apply knowledge of how
authors use techniques and elements in fiction for
rhetorical and aesthetic purposes.
13.26: Analyze and evaluate the logic and use of
evidence in an author’s argument.
13.27: Analyze, explain, and evaluate how authors use the
elements of nonfiction to achieve their purposes.
14.6: Analyze and evaluate the appropriateness of diction
and imagery
15.10: Analyze and compare style and language across
significant cross-cultural literary works.
16.12: Analyze the influence of mythic, traditional, or
classical literature on later literature and film.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
Modern Literature
5.32: Explain and evaluate the influence of the English
language on world literature and world cultures.
6.11: Analyze how dialect can be a source of negative or
positive stereotypes among social groups.
8.32: Identify and analyze the point(s) of view in a
literary work.
9.7 Relate a literary work to the seminal ideas of its time.
10.6 Identify and analyze characteristics of genres (satire,
parody, allegory, pastoral) that overlap or cut across the
lines of genre classifications such as poetry, prose, drama,
short story, essay, and editorial.
11.6 Apply knowledge of the concept that a text can
contain more than one theme.
11.7 Analyze and compare texts that express a universal
theme, and locate support in the text for the identified
theme
12.6 Analyze, evaluate, and apply knowledge of how
authors use techniques and elements in fiction for
rhetorical and aesthetic purposes.
13.26: Analyze and evaluate the logic and use of evidence
in an author’s argument.
13.27: Analyze, explain, and evaluate how authors use
the elements of nonfiction to achieve their purposes.
14.6: Analyze and evaluate the appropriateness of diction
and imagery
15.10: Analyze and compare style and language across
significant cross-cultural literary works.
16.12: Analyze the influence of mythic, traditional, or
classical literature on later literature and film.
17.8: Identify and analyze types of dramatic literature (If
Pygmalion is covered)
18.6: Demonstrate understanding of the functions of
playwright, director, technical designer, and actor by
writing, directing, designing, and/or acting in an original
play. (If Pygmalion is covered)
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
Novel Unit
2.6 Analyze differences in responses to focused group
discussion in an organized and systematic way.
6.11: Analyze how dialect can be a source of negative or
positive stereotypes among social groups.
8.32: Identify and analyze the point(s) of view in a
literary work.
8.33 Analyze patterns of imagery or symbolism and
connect them to themes and/or tone and mood
9.7 Relate a literary work to the seminal ideas of its time.
12.6 Analyze, evaluate, and apply knowledge of how
authors use techniques and elements in fiction for
rhetorical and aesthetic purposes.
Speech Unit
14.6: Analyze and evaluate the appropriateness of diction
and imagery
3.17: Deliver formal presentations for particular
audiences using clear enunciation and appropriate
organization, gestures, tone, and vocabulary.
3.18: Create an appropriate scoring guide to evaluate final
presentations.
6.10: Analyze the role and place of standard American
English in speech, writing, and literature.
15.9: Identify, analyze, and evaluate an author’s use of
rhetorical devices in persuasive argument.
20.6: Use effective rhetorical techniques and demonstrate
understanding of purpose, speaker, audience, and form
when completing expressive, persuasive, or literary
writing assignments (Writing of the speech)
21.9: Revise writing to improve style, word choice,
sentence variety, and subtlety of meaning after rethinking
how well questions of purpose, audience, and genre have
been addressed. (Writing of the speech)
23.15: Craft sentences in a way that supports the
underlying logic of the ideas. (Writing of the speech)
Writing Senior Project Paper
Preparing Senior Project
Presentation
26.6: Identify the aesthetic effects of a media presentation
and identify and evaluate the techniques used to create
them
4.27 Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
5.30: Identify, describe, and apply all conventions of
standard English.
6.10: Analyze the role and place of standard American
English in speech, writing, and literature.
19.30: Write coherent compositions with a clear focus,
objective presentation of alternate views, rich detail, welldeveloped paragraphs, and logical argumentation.
20.6: Use effective rhetorical techniques and demonstrate
understanding of purpose, speaker, audience, and form
when completing expressive, persuasive, or literary
writing assignments
21.9: Revise writing to improve style, word choice,
sentence variety, and subtlety of meaning after rethinking
how well questions of purpose, audience, and genre have
been addressed.
22.10: Use all conventions of standard English when
writing and editing.
23.14: Organize ideas for emphasis in a way that suits the
purpose of the writer
23.15: Craft sentences in a way that supports the
underlying logic of the ideas.
24.6: Formulate original, open-ended questions to explore
a topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of the
adequacy of its questions, materials, approach, and
documentation of sources.
25.6: Individually develop and use criteria for assessing
work across the curriculum, explaining why the criteria
are appropriate before applying them.
27.8: Create coherent media productions that synthesize
information from several sources.
Vocational/Technical Education Curriculum Frameworks – Standardized Objectives
Strand 4: Employability
4.A Develop employability skills to secure and keep employment in chosen field
4. A. 05a
Create professional cover letters, resumes, and portfolios in a
variety of formats (print and electronic)
4.B
Communicate in multiple modes to address needs within the career and technical field
4.B. 02a
Apply reading skills and strategies to work-related documents
4.B. 03a
Locate information from books, journals, magazines, and the
Internet
4.B. 04a
Apply basic writing skills to work-related communication
4.B. 05a
Write work-related materials
4.B. 07a
Use writing/publishing/presentation applications
4.B. 08a
Apply basic skills for work-related oral communication
4.B. 10a
Lead formal and informal group discussions
4.B. 12a
Apply active listening skills to obtain and clarify information
4.B. 13a
Communicate with others in a diverse workforce
4.C Solve problems using critical thinking
4.C. 02a
Explain the importance and dynamics of individual and teamwork
approaches of problem solving
4. C. 03a
Describe methods of researching and validating reliable
information relevant to the problem
4.D Demonstrate positive work behaviors
4.D. 01a
Identify time management and task prioritization skills
4.D. 03a
Demonstrate willingness to learn and further develop skills
4.D. 06a
Describe the importance of having a positive attitude and
techniques that boost morale
4.D. 07a
Show initiative by coming up with unique solutions and taking on
extra responsibilities
4.D. 08a
Explain the importance of setting goals and demonstrate the
ability to set, reach, and evaluate goals
4.D. 09a
Explain the importance of taking pride in work accomplished and
extrinsic and intrinsic motivators that can be used to increase
pride
4.D. 10a
Value the importance of professionalism, including reliability,
honesty, responsibility, and ethics
4.D. 11a
Demonstrate a respect for diversity and its benefit to the
workplace
Strand 6: Underlying Principles of Technology
6.A Demonstrate proficiency in the use of computers and applications as well as an
understanding of concepts underlying hardware, software, and connectivity
6.A. 01a
Select and utilize the appropriate technology to solve a problem or
complete a task
6.A.07a
Illustrate methods of selecting and using search engines
6.B. Demonstrate responsible use of technology and an understanding of ethics and safety issues
in using electronic media
6.B.02a
Summarize the rights and responsibilities of the school's
Acceptable Use Policy
6.B.03a
Explain laws restricting use of copyrighted materials on the
Internet
6.C Demonstrate ability to use technology for research, problem solving, and communication
6.C.01a
Locate, evaluate, collect, and process information from a variety
of electronic sources
6.C.03a
Demonstrate the use of appropriate electronic sources to conduct
research (e.g., Web sites, online periodical databases, and online
catalogs)
6.C.04a
Demonstrate proper style (with correct citations) when integrating
electronic research results into a research project
Vocational/Technical Education Curriculum Frameworks
Strand 3: Embedded Academics
AUTOMOTIVE TECHNOLOGY
13.A.0
5c
19.27 For informational/expository writing: Write wellorganized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
Composition
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of the
adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
Language
13.A.0
6c
13.A.0
7c
13.A.0
8c
OFFICE TECHNOLOGY
20.5
Use different levels of formality, style, and tone when
composing for different audiences.
Composition
1.5
Identify and practice techniques such as setting time limits for
speakers and deadlines for decision-making to improve
productivity of group discussions.
Language
2.5
Summarize in a coherent and organized way information and
ideas learned from a focused discussion.
Language
26.5
Analyze visual or aural techniques used in a media message for
a particular audience and evaluate their effectiveness.
Media
13.A.0
6c
13.A.0
7c
13.A.0
8c
13.A.0
9c
13.A.1
0c
13.A.1
1c
19.27 Write well-organized research papers that prove a thesis
statement using logical organization, effective supporting
evidence, and variety in sentence structure.
Composition
22.10 Use all conventions of standard English when writing and
editing.
Composition
24.6
13.A.1
2c
CABINETRY
3.17
13.A.0
5c
4.27
13.A.0
6c
13.A.0
7c
4.27
13.A.07
c
Composition
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
Language
19.27 For informational/expository writing: Write wellorganized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
CARPENTRY
3.17
13.A.05
c
13.A.06
c
Formulate original, open-ended questions to explore a topic of
interest, design and carry out research, and evaluate the quality
of the research paper in terms of the adequacy of its questions,
materials, approach, and documentation of sources.
Composition
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
Language
19.27 For informational/expository writing: Write wellorganized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
Composition
COMPUTER ASSISTED DESIGN
19.27 For informational/expository writing: Write wellComposition
13.A.0
organized research papers that prove a thesis statement
6c
using logical organization, effective supporting
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
Language
13.A.0
7c
13.A.0
8c
13.A.0
9c
CULINARY ARTS
24.5
Formulate open-ended research questions and apply
13.A.0
steps for obtaining and evaluating information from a
6
variety of sources, organizing information,
documenting sources in a consistent and standard
format, and presenting research.
19.27
Write well-organized research papers that prove a
thesis statement using logical organization, effective
supporting evidence, and variety in sentence structure.
Composition
22.10
Use all conventions of standard English when writing
and editing.
Composition
13.A.1
0
13.A.1
1
ELECTRICITY
3.17
Deliver formal presentations for particular audiences
13.A.0
using clear enunciation and appropriate organization,
5c
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
19.27
For informational/expository writing: Write wellComposition
organized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
13.A.0
6c
13.A.0
7c
Composition
Language
INFORMATION TECHNOLOGY - NETWORKING
19.27 For informational/expository writing: Write wellorganized research papers that prove a thesis
13.A.0
statement using logical organization, effective
7c
supporting evidence, and variety in sentence
structure.
24.6
Formulate original, open-ended questions to explore
13.A.0
a topic of interest, design and carry out research, and
8c
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach,
and documentation of sources.
3.17
13.A.0
9c
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Composition
Composition
Language
Massachusetts VTE Frameworks Information Support Services and Networking DRAFT – March 2006
Page 14
4.27
Use general dictionaries, specialized dictionaries,
Language
13.A.1
thesauruses, histories of language, books of quotations,
0c
and other related references as needed.
INFORMATION TECHNOLOGY – PROGRAMMING AND WED DESIGN
19.27 For informational/expository writing: Write wellComposition
13.A.0
organized research papers that prove a thesis statement
7c
using logical organization, effective supporting
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of quotations,
and other related references as needed.
13.A.0
8c
13.A.0
9c
13.A.1
0c
Language
MACHINE TECHNOLOGY
Composition
19.27 For informational/expository writing: Write wellorganized research papers that prove a thesis statement
13.A.0
using logical organization, effective supporting
6c
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
Language
13.A.0
7c
13.A.0
8c
13.A.0
9c
METAL FABRICATION
19.27 For informational/expository writing: Write wellComposition
13.A.0
organized research papers that prove a thesis statement
6c
using logical organization, effective supporting
evidence, and variety in sentence structure.
24.6
Formulate original, open-ended questions to explore a
topic of interest, design and carry out research, and
evaluate the quality of the research paper in terms of
the adequacy of its questions, materials, approach, and
documentation of sources.
Composition
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
Language
3.17
Deliver formal presentations for particular audiences
using clear enunciation and appropriate organization,
gestures, tone, and vocabulary.
Language
13.A.0
7c
13.A.0
8c
13.A.0
9c
13.A.0
5c
4.27
Use general dictionaries, specialized dictionaries,
thesauruses, histories of language, books of
quotations, and other related references as needed.
19.27
For informational/expository writing: Write wellComposition
organized research papers that prove a thesis statement
using logical organization, effective supporting
evidence, and variety in sentence structure.
13.A.0
6c
13.A.0
7c
Language
COMPETENCY REPORTING SYSTEM
Student progress will be monitored by the teacher, through IPass Electronic rank-book. IPass is a
computer rank-book program that allows teachers can access and enter grades into from both school
and home. Periodic reporting will take place every month through the school administration’s dispersal
of progress reports halfway through each quarter and report cards at the end of each quarter.
INSTRUCTIONAL ACTIVITIES
Students in regular level British and World Literature and Writing will complete three of the
following activities decided by the instructor.
DISCUSSION – Summer Reading
Students will take part in “Book Talk” discussions. They will be broken into groups based on their
summer reading choice. These discussions will be presented to the entire class in a creative way at the
completion of the talk.
VISUAL REPRESENTATION - Characterization
In this activity, students will be creating a poster that depicts a character from the readings of the
Anglo-Saxon Era or The Middle Ages. Characterizations in these works of literature are descriptive,
imaginative and sophisticated. Each student will use the author’s words to create a physical picture of
the character of his/her choice. Students will be required to illustrate certain quotes from the text that
inspired the picture. This visual representation will be supported by a two page paper discussing the
reason the student chose the character and the text that supports the illustration. The Collins Writing
Program will be used during the writing of this essay.
ESSAY – Creating Mood
In the examples we have read in the Old English Period, many writers use descriptive words and
images to evoke a feeling or mood. Many of the moods in this literary section forebode danger and
violence, followed by a sense of calm. In this essay students will use descriptions of natural elements
such as weather, and sensory images to create mood in their essays. They will be asked to review some
of the selections in this time period and theme. Using the Collins Writing, students will define “mood”
and list the passages that help convey the mood. Next students will write a short story in which the
doorbell rings and the main character goes to answer it. They will write two versions of this scene. In
one they will create a mood of happy anticipation; in the other, a mood of fearfulness. This essay will
be a minimum of three pages typed double spaced.
ESSAY – English Renaissance – Analyzing a Poem
Students will get to know a poem by thoroughly writing an analysis of its elements and message.
Students will choose the poem from the English Renaissance time period. This poem does not need to
be the student’s favorite, it can be a poem they would like to gain a better understanding of, or one they
have confused or mixed feelings about. Students will be given three questions they should use to judge
which poem will be the best choice for them. Students will take part in several class activities which
will allow them to explore their poem to the fullest.
COMPARISON – Text and Film
After reading a selection provided in the senior textbook, students will view a version of either
Gulliver’s Travels or The Dead Poet’s Society. While viewing the movie, students will take notes on
the similarities and differences; noting specific instances when the author or director was faced with
difficult portrayal of events and how he/she succeeded. They will compare the text to the film and
write a brief review.
ESSAY – Senior Project Paper
Throughout the first semester, students will work on the senior research paper. The topic of this paper is
one approved by the student’s English instructor. Each student will research a topic relating to his/her
shop area and discuss the research and the original product being created. Students will be required to
follow MLA format regarding all Standard English conventions.
GUEST SPEAKER – The Curious Incident of the Dog in the Nighttime
After students have completed reading this novel, they will have the opportunity to discuss Autism with
the parent of a child with the disability. Students will have discussed “point of view” at length
regarding the literary aspects of the book and will now deal with the issues presented in the text on a
personal level.
DEBATE – The Life of Pi
Students will work in groups called “Debate Teams” working out arguments that support their
perspective on the ending of the novel Life of Pi. Each person will be graded on his/her participation in
the small groups and during the in class debate.
Students in honors level British and World Literature and Writing will complete the following
activities.
HERO DEFINITION ESSAY – Summer Reading
Students will write essays about their definition of a hero. Students will use examples from their
summer reading books and personal experience.
AUTOBIOGRAPHICAL ESSAY – College Essay Unit
Students will write autobiographical essays on self-chosen topics. These essays may be used as college
admissions or scholarship essays.
FILM VS. EPIC COMPARE AND/OR CONTRAST ESSAY – Beowulf
After reading excerpts from Beowulf, students will write an essay in which they determine similarities
and/or differences between the film and epic.
POINT OF VIEW CREATIVE WRITING EXERCISE – Beowulf
After reading Beowulf and an excerpt from Grendel, students will write a narrative from the perspective
of one of the characters in Beowulf.
BALLAD WRITING EXERCISE – Middle Ages Unit
Students will write a ballad about a self-chosen topic.
CHARACTER WIKI AND SPEECH PROJECT - The Canterbury Tales
Each student will be assigned a character from The Canterbury Tales. Each student will design an
online character profile, write a speech from the perspective of the character, and present the speech to
the class.
IRONY OR THEME ESSAY - The Canterbury Tales
Students will write essays about the irony in “The Pardoner’s Tale” or the theme of “The Wife of Bath’s
Tale.”
SONNET WRITING EXERCISE – Renaissance Unit
Students will write sonnets about self-chosen topics.
DRAMA WRITING EXERCISE – Renaissance / Modern Literature Unit
In groups, students will write and perform a one-act play.
ACTING EXERCISE - Renaissance / Modern Literature Unit
In groups, students will perform selected scenes from the drama selections.
SATIRE WRITING EXERCISE
After reading selected satires, students will write satires about problems in society that need to be
reformed.
POLITICAL CARTOON
After viewing selected political cartoons, students will design their own political cartoons.
DEBATE - The Catcher in the Rye Debate
After read The Catcher in the Rye, students will be divided into three groups: school committee, those
in favor of banning the novel, and those against banning the novel. Students in favor or against
banning the novel will present their ideas to the (class) school committee.
TRIAL OF MR. HARVEY - The Lovely Bones
After reading The Lovely Bones, students will be assigned roles (prosecutors, defense attorneys, judge,
witnesses, court reporters, court artists, jurors, etc.). Prosecutors and defense attorneys will present
their cases to the jury. All roles will include a written component.
EDITORIAL - Tears of a Tiger
Students will write editorials based upon a topic in the novel. Topics might include drinking and
driving, depression, suicide, etc.
RESOURCES
Textbook: Glencoe Literature: British Literature (ISBN: 0078251117)
(The McGraw Hill Companies, Inc. Copyright 2002.)
Paperback Choices:
• The Lord of the Flies (ISBN: B00007EI5P)
(Golding, William. Putnam Penguin. September 2001.)
•
The Curious Incident of the Dog in the Nighttime (ISBN: 1400032717)
(Haddon, Mark. Vintage Contemporaries. Random House. New York. 2003.)
•
Life of Pi (ISBN: 0156027321)
(Martel, Yann. Harvest Books. May 2003.)
•
The Catcher in the Rye
•
The Lovely Bones
•
Tears of a Tiger
**Department has plans to order additional paperbacks during the summer of 2006 for
example: The Count of Monte Cristo and others.
Senior Project Handbook
(McCann Technical High School 2005)
2