9-12 Communication Arts Curriculum · Curriculum: College & Career Readiness English I – IV ......

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School District of the City of St. Charles

Approved by the Board of Education

June 12, 2014

9-12 Communication Arts Curriculum:

College & Career Readiness English I – IV

Advanced English I – II AP Language and Composition AP Literature and Composition

Advanced College Credit Composition Advanced College Credit Intro to Literature

Creative Writing I - II

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K-6 Communication Arts Curriculum Committee

Lead Facilitator Kim Fitterling, St. Charles West High School, Principal

Co-Facilitator

Ted Happel, St. Charles High School and Saint Charles West High School, Assistant Principal

Committee Members Lori Van Houten, St. Charles West High School, English Department Chair

Donette Goodlett, St. Charles High School, English/Gifted, English Department Chair Lynnette DeVoe, St. Charles High School, English

Jessica Evans, St. Charles High School, Language Arts Tanya Glennon, St. Charles High School, Language Arts

Angela Hockmeyer, St. Charles High/St. Charles West High School, Language Arts/Gifted Gillian Jackson, St. Charles High School, Language Arts, Gifted

Tanya Sanchez, Success Campus, Language Arts Diane Shuey, St. Charles High School, Language Arts

Julie Spies, St. Charles West High School, English Lauren Terbrock, St. Charles West High School, Communication Arts

Nancy Weil, St. Charles West High School, English

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9-12 Communication Arts Curriculum

TABLE OF CONTENTS

Table of Contents ........................................................................................................................................... 3

Mission Statement .......................................................................................................................................... 4

District Vision ................................................................................................................................................ 4

District Values ............................................................................................................................................... 4

District Goals ................................................................................................................................................. 5

Philosophical Foundations ............................................................................................................................. 6

English Language Arts Rationale/Program Goals ......................................................................................... 7

Communication Arts Scope and Sequence ............................................................................................... 8-10

Curriculum: Course Description, Essential Outcomes, Curriculum Units

College and Career Readiness ................................................................................................................ 11-19

English I .................................................................................................................................................. 20-39

English II ................................................................................................................................................. 40-70

English III ............................................................................................................................................. 71-104

English IV ........................................................................................................................................... 105-125

Advanced English I ............................................................................................................................. 126-144

Advanced English II ........................................................................................................................... 145-163

AP Literature and Composition .......................................................................................................... 164-177

AP Language and Composition .......................................................................................................... 178-188

Advanced College Credit Composition .............................................................................................. 189-198

Advanced College Credit Intro to Literature ...................................................................................... 199-208

Creative Writing I ............................................................................................................................... 209-232

Creative Writing II .............................................................................................................................. 233-257

Appendix .....................................................................................................................................................258

English I Assignments

English II Assignments

English III Assignments

English IV Assignments

Advanced English I Assignments

Advanced English II Assignments

AP Literature & Composition Assignments

AP Language & Composition Assignments

Advanced College Credit Composition Assignments

Advanced College Credit Intro to Literature Assignments

Advanced College Credit SLU Rubric

Show Me Standards

Grades 9-12 Communication Arts CLEs

Grades 6-12 Communication Arts Common Core State Standards

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District Mission The City of St. Charles School District will REACH, TEACH, and EMPOWER all students by providing a challenging, diverse, and innovative education.

District Vision The City of St. Charles School District will be an educational leader recognized for high performance and academic excellence that prepares students to succeed in an ever-changing global society.

District Values We, the City of St. Charles School District community of students, parents, staff, and patrons, value:

High quality education for all students which includes:

Lifelong learning from early childhood through adult education

Rigorous learning experiences that challenge all students

Instruction that meets the needs of a diverse community

Respect for all

Real world, critical thinking and problem-solving skills to prepare students for the 21st Century

Developing caring, productive, and responsible citizens

Strong engagement of family and community

A safe, secure, and nurturing school environment

Achievement through:

Celebration of individual success

Collaboration with parents and community stakeholders

Exploration, Innovation, and creativity

High quality staff by:

Hiring and retaining highly qualified and invested employees

Providing professional development and collaboration focused on increasing student achievement

Empowering staff to use innovative resources and practices

Informed decisions that are:

Student-centered

Focused on student achievement

Data Driven

Considerate of all points of view

Fiscally responsible

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District Goals For planning purposes, five overarching goals have been developed. These goals are statements of the key functions of the school district.

1. Student Performance

Develop and enhance the quality educational/instructional programs to improve student performance and enable students to meet their personal, academic, and career goals.

2. Highly qualified staff

Recruit, attract, develop, and retain highly qualified staff to carry out the District’s mission, vision, goals, and objectives.

3. Facilities, Support, and Instructional Resource

Provide and maintain appropriate instructional resources, support services, and functional and safe facilities.

4. Parent and Community Involvement

Promote, facilitate and enhance parent, student, and community involvement in district educational programs.

5. Governance

Govern the district in an efficient and effective manner providing leadership and representation to benefit the students, staff, and patrons of the district.

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School District Philosophical Foundations Teachers in the School District of the City of St. Charles share in and ascribe to a philosophy that places children at the heart of the educational process. We feel that it is our professional responsibility to strive to be our best at all times and to maximize our efforts by ensuring that the following factors are present in our classrooms and our schools.

1. Learning is developed within the personal, physical, social, and intellectual contexts of the learner.

2. A strong educational program should provide developmental continuity. 3. The successful learner is motivated, strategic, knowledgeable, and interactive. 4. Children learn best when they have real purposes and can make connections to real life. 5. Effective learning is a combination of student exploration and teacher and mentor modeling. 6. Assessment is an ongoing and multidimensional process that is an integral part of instruction. 7. Making reading and writing connections across multiple sources and curricula facilitates

meaning. 8. Literacy for the future means literacy in multiple technologies. 9. Education must respond to society’s diverse population and serve all children. 10. Interactions among students, teachers, parents, and community form the network that supports

learning.

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English Language Arts Rationale

The rationale for Communication Arts in the St. Charles School District is to provide a solid

foundation for all students in the areas of reading literature and informational texts, writing,

language, and speaking and listening. Through written and discussion-based analysis of texts

and author’s choices, students will become critical thinkers. Differentiating instruction through

Standards Based Grading ensures that each student has mastered the curriculum.

Program Goals Students who complete the English Language Arts curriculum will be prepared to use their

reading and writing skills to think critically about the world they encounter. Students will be

able to: Read and evaluate literature and informational texts with fluency.

Write argumentative, narrative, informative texts with clarity.

Participate in collaborative discussions, and present knowledge and ideas appropriate to task,

purpose, and audience.

Acquire and use academic and domain specific vocabulary that is appropriate to the audience.

Use the conventions of standard English.

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Scope and Sequence

Grades 9-12

Strand CCSS Standard 9 10 11 12

Reading RL.9-10.1 RL.11-12.1

Literature: Literature Analysis R R R M

RL.9-10.2 RL.11-12.2

Literature: Theme/Central Idea R R R M

RL.9-10.3 Literature: Character Development R R R M

RL.11-12.3 RL.11-12.4 RL.11-12.5

Literature: Author’s Choice R R R M

RL.9-10.4 RL.9-10.5

Literature: Word choice and text structure: text meaning, mood, tone

R R R M

RL.9-10.6 RL.11-12.6

Literature: Point of View or Cultural Perspectives

R R R M

RL.9-10.7 RL.11-12.7

Literature: Compare/Contrast Two Mediums

R R R M

RL.11-12.9 Literature: Literary Interpretation (Early American Texts)

I R R M

RL.9-10.10 RL.11-12.10

Literature: Reading Comprehension at Grade Level

R R R M

RI.9-10.1 RI.9-10.3 RI.9-10.9 RI.9-10.10 RI.11-12.1 RI.11-12.2 RI.11-12.3

Informational Text: Text Analysis R R R M

RI.9-10.2 Informational Text: Theme/Central Idea R R R M

RI.9-10.4 RI.9-10.5 RI.9-10.6 L.9-10.5 RI.11-12.4 RI.11-12.5 RI.11-12.6

Informational Text: Craft & Structure R R R M

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RI.9-10.7 RI.11-12.7

Informational Text: Compare/Contrast Two Mediums

R R R M

RI.9-10.8 Informational Text: Argument Evaluation

R R R M

RI.11-12.8 RI.11-12.9

Informational Text: Reasoning & Rhetoric of U.S. Documents

I R R M

RL.9-10.10 RL.11-12.10

Literature: Reading Comprehension at Grade Level

R R R M

RI.9-10.10 RI.11-12.10

Informational Text: Reading Comprehension at Grade Level

R R R M

Writing W.9-10.1 W.11-12.1

Argumentation R R R M

W.9-10.2 W.11-12.2

Informative/Explanatory Techniques R R R M

W.9-10.2a W.11-12.2a

Thesis R R R M

W.9-10.3 W.11-12.3

Narrative Techniques M M

W.9-10.4 W11-12.4

Organization R R R M

W. 9-10.5 W.11-12.5

Production & Editing R R R M

W.9-10.6 W 9-10.7 W.9-10.8 W.9-10.9 W.11-12.6 W.11-12.7 W.11-12.8 W.11-12.9

Research: Documentation, Citations R R R M

Language L.9-10.1 L.11-12.1

Sentence Structure R R R M

L.9-10.2 L.11-12.2

Punctuation & Spelling R R R M

L.9-10.3 Language in Context R R R M

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L.11-12.3

L.9-10.4 L.11-12.4

Vocabulary Acquisition & Use R R R M

L.9-10.5 L11-12.5

Figurative Language and Language Nuances

R R R M

L.9-10.6 L.11-12.6

Academic and Domain Language R R R M

Speaking & Listening

SL.9-10.1 SL.11-12.1

Collaborative Discussion R R R M

SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6 SL.11-12.2 SL.11-12.4 SL.11-12.5 SL.11-12.6

Presentation of Knowledge and Ideas R R R M

SL.9-10.3 SL.11-12.3

Speaker’s Point of View, Reasoning, & Use

R R R M

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College and Career Readiness

Course Description Essential Understandings

Units of Study

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College and Career Readiness Course Description

1231 ENGLISH: CAREER COLLEGE READINESS 1232 9/10 (Elective) 1 unit; 9-10; Prerequisite: Permit to enroll NOTE: This course may be repeated for credit. This course is designed for students who are currently enrolled in English 1 and/or

English 2 who may need individualized support and instruction. English: College/Career

Readiness is an opportunity to improve the reading, writing and language skills

necessary to prepare for future course work in English and success in a post-secondary

setting.

1241 ENGLISH: CAREER COLLEGE READINESS 1242 11/12 (Elective) 1 unit; 11-12 Prerequisite: Permit to enroll NOTE: This course may be repeated for credit. This course is designed for students who are currently enrolled in English 3 and/or

English 4 who may need individualized support and instruction. English: College/Career

Readiness is an opportunity to improve the reading, writing and language skills

necessary to prepare for future course work in English and success in a post-secondary

setting.

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College and Career Readiness

Essential Outcomes

Strand 1: Reading Literature

Topic: Reading Literature

Objective: Students will be able to analyze a text to determine a theme or central idea, characterization, and evidence of explicit as well as implicit information.

Strand 2: Reading Informational Text

Topic: Reading Informational Text

Objective: Students will be able to analyze a text to determine a theme or central idea, text features, and evidence of explicit as well as implicit information.

Strand 3: Writing

Topic: Writing: Process and Production

Objective: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Students will follow a writing process and conduct focused research projects.

Strand 4: Speaking and Listening

Topic: Speaking and Listening

Objective: Students will follow a process for collegial discussions and decision making.

Strand 5: Language

Topic: Language: Conventions of standard English

Objective: Students will be able to produce writing with 80% accuracy with respect to the conventions of formal, standard English.

Topic: Vocabulary Acquisition and Use

Objective: Students will increase their passive vocabulary and make steps toward improving their active vocabulary.

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CITY OF ST. CHARLES SCHOOL DISTRICT COLLEGE AND CAREER READINESS CURRICULUM

Content Area: English Language Arts

Course Name: College and Career Readiness

Grade: 9-12

Duration of Unit: full year

Unit Title Reading Literature

Learning Objective/ Essential Course Outcome: Students will be able to analyze a text to determine a theme or central idea, characterization, and evidence of explicit as well as implicit information. A+ Objective (High School Only):

Primary Text: Pearson Common Core Literature

Equity/Workplace Readiness Instructional Method (Strategy)

x Equity x Research x 1. Identify similarities /differences

x 6. Cooperative Learning

x Technology x Workplace Readiness Skills

x 2. Summarizing/Note Taking

x 7. Setting Objectives & Providing Feedback

x 3. Reinforcing Effort/ Providing Recognition

x 8. Generating & Testing Hypothesis

x 4. Homework & Practice

x 9. Cues, Questions, & Advanced Organizers

5. Nonlinguistic Representations

10. Other:

Assessment/Evaluation/Learning Activity: Assessment Activity:

Close reading of literary texts

Practice multiple choice questions

Predict how character will behave based on textual evidence

Explain author's use of literary techniques

Evaluation:

Summative assessment with objective and constructed response questions

Learning Activity – Guiding Questions:

Recognize examples of inference, central idea, character traits, literary techniques

Choosing quotations to illustrate above

Completing graphic organizers

Close reading of text

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA7

1.5 1.6 1.9

RL9-12, 10.1 RL9-12, 10.2 RL9-12, 10.3

Resources:

Enrichment Exercises : Choosing artistic form (painting, drawing, sculpture) to represent textual features Correction Exercises: Highlight examples Special Needs: Completing graphic organizers, review, reteach

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Grade: 9-12


Unit Title Reading Informational Text

Learning Objective/ Essential Course Outcome: Students will be able to analyze a text to determine a theme or central idea, text features, and evidence of explicit as well as implicit information. A+ Objective (High School Only):













10. Other:


Draw inferences about a topic and support in writing with references to the text

Orally explain text features Evaluation:

Summative assessment with objective and constructed response questions


Matching text features to terms

Map structure of text on graphic organizers

Close readings of text

Content Standards

Process Standards

GLEs or CLEs

ELA 3 ELA 7

1.5 1.6 1.9 2.4

RI9-12, 10.1 RI9-12, 10.2 RI9-12, 10.3

Resources: Houghton Mifflin Common Core Assessment

Enrichment Exercises : Springboard to research or additional analysis posing original questions Correction Exercises: Highlight text features, graph text structure, use context clues to determine meaning Special Needs: Review, re-teach, use graphic organizers and visual representations

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Grade: 9-12


Unit Title Writing: Process and Production

Learning Objective/ Essential Course Outcome: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience. Students will follow a writing process and conduct focused research projects. A+ Objective (High School Only):













10. Other:


Graphic organizers to plan and develop an essay

Short writing tasks addressing individual steps in the process

Evaluation:

Multi-paragraph informational essay Learning Activity – Guiding Questions:

Library orientation

Online resources for research and citation

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4 ELA 7

1.1 1.2 1.8 2.1 4.1

W9-12, 10.2A W9-12, 10.2B W9-12, 10.2C

Resources: Houghton Mifflin Common Core Assessment

Enrichment Exercises : Adding textual features such as varied transitions, engaging leads, examples and quotations Correction Exercises: Highlight textual features to expose gaps, review examples and highlight features, fill in graphic organizers to emphasize structure Special Needs: Choosing best topic sentence, choosing best supporting details, graphic organizers, template for writing paragraphs

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Grade: 9-12


Unit Title Speaking and Listening

Learning Objective/ Essential Course Outcome: Students will follow a process for collegial discussions and decision making. A+ Objective (High School Only):













10. Other:


Students will participate in small groups to address a problem collaboratively and generate several possible solutions.

Evaluation:

Rubric driven assessment of ability to follow group norms and participate in problem solving using a prescribed process


Collaboratively develop a set of rules governing group interaction

Practice several processes governing collegial discussions and shared tasks

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 6 ELA 7

1.5 1.10 2.3 3.4 4.1

SL9-12, 10.1B SL9-12, 10.1C SL9-12, 10.1D

Resources:

Enrichment Exercises : Teach a concept to small group or class Correction Exercises: Re-teach and review norms, review process Special Needs: Provide visual cues for norm-directed activities, checklists, note takers, peer coaching

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Grade: 9-12


Unit Title Language: Conventions of Standard English

Learning Objective/ Essential Course Outcome: Students will be able to produce writing with 80% accuracy with respect to the conventions of formal, standard English. A+ Objective (High School Only):













10. Other:


Find the errors

Correct the error and explain the rule that governs it

Evaluation:

Accuracy of 80% over a body of evidence of both shorter and longer compositions.


Grammar exercises

Short written assignments

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4 ELA 7

1.4 1.6 2.2

L9-12, 10.2

Resources: Glencoe Grammar Handbook

Enrichment Exercises : Teach the rule, make a reference poster Correction Exercises: Drill and repeat Special Needs: Visual cues, reference guides, correction in isolation

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Grade: 9-12


Unit Title Vocabulary Acquisition and Use

Learning Objective/ Essential Course Outcome: Students will increase their passive vocabulary and make steps toward improving their active vocabulary. A+ Objective (High School Only):












x 5. Nonlinguistic Representations

10. Other:


Shorter quizzes

Using vocabulary in sentences

Non-linguistic representations Evaluation:

Body of vocabulary tests (e.g., multiple choice, fill-in-the-blank, context clues and written response).


Making pictorial flashcards

Finding words in context

Exploring word families and affixes

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 2 ELA 3 ELA 4 ELA 5 ELA 6 ELA 7

1.2 1.4 1.6 2.3 2.4

L9-12, 10.4A L9-12, 10.4B L9-12, 10.4C

Resources: Marzano Vocabulary for the Common Core

Enrichment Exercises : Word art, posters, vocabulary stories, develop a game Correction Exercises: Repeat, review, games and pictorial representations Special Needs: Flashcards, tactile examples, PowerPoint presentations, video and photograph representations

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English I

Course Description Essential Outcomes English I Standards

Units of Study

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English I Course Descriptions

All ninth grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 1, Gifted English 1 or Advanced English 1. 1101 ENGLISH 1 1102 (Communication Arts) 1 unit; 9; Prerequisite: None This course is designed to lay the foundation for successful high school reading and

writing and satisfies the English graduation requirement. English 1 will further the

students’ reading, writing, language, speaking and listening skills. Reading instruction

will utilize literary and informational texts. Writing may include instruction in narrative,

informative, or argumentative techniques, and students will use research to construct

formal essays. The study of language will encompass vocabulary acquisition and use as

well as conventions of standard English. Speaking and listening will include both formal

and informal presentations. Students will be required to take an “End of Course” exam

provided by the State of Missouri at the completion of English 1.

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English 1 Essential Outcomes

Strand: Language The student will demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

The student will demonstrate command of the conventions of standard Advanced English In

capitalization, punctuation, and spelling in context when writing.

The student will determine or clarify the meaning of unknown and multiple meaning words and

phrases.

Strand: Speaking and Listening The student will be able to present information, findings, and supporting evidence clearly,

concisely, and logically, such that listeners can follow the line of reasoning.

Strand: Writing The student will be able to integrate information into text drawing evidence from literary or

informational texts; include a standard format for citation; write and edit work so that it conforms

to the guidelines in the chosen style manual.

The student will be able to write narratives to develop real or imagined experiences or events

using effective techniques, well-chosen details, and well-structured event sequences.

The student will be able to introduce a topic; organize ideas, concepts, and information.

The student will be able to produce clear and coherent writing in which the development,

organization, and styles, are appropriate to task, purpose, and audience.

The student will be able to write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and support with well-chosen, relevant, and sufficient

details.

Strand: Reading Informational Text The student will be able to cite strong and thorough textual evidence to support analysis for what

the text says explicitly as well as inferences drawn from the grade appropriate informational text.

The student will be able to analyze the author’s point of view or purpose based upon word choice,

ideas, and claim development.

Reading Literature: The student will be able to cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from grade appropriate texts.

The student will be able to analyze how complex characters develop over the course of a text,

interact with other characters, and advance the plot or develop the theme and support with textual

evidence.

The student will be able to determine a theme in literature or a central idea in informational text

and analyze in detail its development throughout the text and justify the theme with specific

details.

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English I Standards 2014

1. Writing: Textual Evidence

○ Introduce, Cite, Explain

○ MLA citations, Works Cited

2. Writing: Informative Techniques

○ Sufficient paraphrases, quotations, and explanations

○ Formal, objective tone

3. Writing: Organization

○ Thesis, essay/paragraph structure, topic sentences

4. Writing: Narrative Techniques

○ Vivid language with dialogue and description

5. Speaking & Listening

○ Collaborative discussion

○ Advanced and Gifted oral presentation

6. Reading: Literature Analysis

○ Theme, irony, symbolism, foreshadowing, plot structure, allusion

○ Figurative language--metaphor, personification

7. Reading: Character Development

○ How a character develops

○ Speech, Thoughts, Effect on others, Actions, Language

8. Reading: Informational Text

○ Author’s purpose, text features, text organizational patterns

9. Reading: Comprehension of grade level texts

○ Comprehension quizzes

10. Language: Vocabulary Acquisition and Use

○ Guaranteed vocabulary list, practice words in context

11. Language: Conventions of Standard English

○ Capitalization

○ Dialogue punctuation, quotation marks

○ Sentence structure-write simple, compound, and complex sentences and

punctuate correctly

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1st Semester must assess 9 scales

Reading: Literature Analysis

○ Theme, irony, symbolism, foreshadowing, plot structure

Reading: Character Development



Reading: Informational Text


Reading: Comprehension of grade level texts


Writing: Textual Evidence


○ MLA citation for single literary work

○ Works Cited for single literary work

Writing: Organization

○ Thesis, essay/paragraph structure, topic sentence

Writing: Narrative Techniques


Language: Vocabulary Acquisition and Use


Language: Conventions of Standard English

○ Capitalization


Teachers may choose to assess more as time and student progress allows.

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2nd Semester must assess 8 scales


○ Theme, irony, allusion, Figurative language--metaphor, personification





○ MLA citation for multiple works

○ Works Cited for multiple works



Writing: Informative Techniques










punctuate correctly

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CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH 1 CURRICULUM


Course Name: English I

Grade: 9 Duration of Unit:

Unit Title: Language: Sentence Structure

Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A+ Objective (High School Only):

Primary Text: Pearson Common Core Literature Grade 9


X Equity X Research X 1. Identify similarities /differences

X 6. Cooperative Learning

X Technology X Workplace Readiness Skills

X 2. Summarizing/Note Taking

X 7. Setting Objectives & Providing Feedback

X 3. Reinforcing Effort/ Providing Recognition

X 8. Generating & Testing Hypothesis

X 4. Homework & Practice

X 9. Cues, Questions, & Advanced Organizers

X 5. Nonlinguistic Representations

10. Other:


Peer assessment

Error identification and correction Evaluation:

Essay

Research paper

Narrative essay Learning Activity – Guiding Questions:

Sentence type identification

Verb charts

Sentence creation

Error identification and correction

Content Standards

Process Standards

GLEs or CLEs

ELA 1 1.6 2.2

L.9-10.1

Resources: Grammar and Composition Handbook

Enrichment Exercises: ACT practice questions Correction Exercises: error identification from student samples Special Needs: highlight features

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Unit Title: Language: Punctuation and Spelling

Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard Advanced English In capitalization, punctuation, and spelling in context when writing. A+ Objective (High School Only):

Primary Text: : Pearson Common Core Literature Grade 9












10. Other:



Essay summative

Research paper

Multiple choice assessment Learning Activity – Guiding Questions:


Online grammar sites (No Red Ink)

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.6 2.2

L.9-10.2

Resources Grammar and Composition Handbook

Enrichment Exercises: ACT practice questions Correction Exercises: error identification from student samples Special Needs: highlight features

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CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS

ENGLISH 1 CURRICULUM Content Area: English Language Arts



Unit Title: Language: Vocabulary Acquisition and Use

Learning Objective/ Essential Course Outcome: The student will determine or clarify the meaning of unknown and multiple meaning words and phrases. A+ Objective (High School Only):













10. Other:


Matching/multiple choice

Paragraph use Evaluation:

Literature assessments Learning Activity – Guiding Questions:

Context clue activities

Crossword puzzles

Synonyms

Marzano chart

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 7

1.5 2.2

L.9-10.4

Resources: ACT vocabulary lists

Enrichment Exercises: vocabulary stories Correction Exercises: matching activities, fill-in blank from word bank, pictorial representation Special Needs: break down words to syllables and word families, repetition

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Unit Title: Speaking and Listening: Presentation of Knowledge and Ideas

Learning Objective/ Essential Course Outcome: The student will be able to present information, findings, and supporting evidence clearly, concisely, and logically, such that listeners can follow the line of reasoning. A+ Objective (High School Only):













10. Other:


Present sonnet translations

Collaborative presentation Evaluation:

Oral presentation Learning Activity – Guiding Questions:

Class discussions

Act out Shakespeare

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 6

1.5 1.8 2.1 2.3 2.4 2.5 2.7

SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6

Resources: Model videos, Shakespeare Set Free

Enrichment Exercises: improvisational speeches, collaborative discussion Correction Exercises: small group presentations leading to stand-alone presentations Special Needs: pair share

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Unit Title: Writing: Textual Evidence and Citations

Learning Objective/ Essential Course Outcome: The student will be able to integrate information into text drawing evidence from literary or informational texts; include a standard format for citation; write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):













10. Other:


Multiple choice (choose the correct citation)


Collaborative presentation with citations Evaluation: Research paper Learning Activity – Guiding Questions:

ICE strategy


Content Standards

Process Standards

GLEs or CLEs

ELA 4 1.1 1.2 1.7 4.4

W.9-10.8 W.9-10.9 L.9-10.3

Resources: Easybib

Enrichment Exercises: using MLA Handbook for special situations Correction Exercises: error correction, multiple choice, use in research papers Special Needs: graphic organizers (break down parts), review, repeat

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Course Name: English I Grade: 9 Duration of Unit:

Unit Title: Writing: Narrative Techniques

Learning Objective/ Essential Course Outcome: The student will be able to write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. A+ Objective (High School Only):













10. Other:


Peer response

Collaborative narrative Evaluation:

Personal narrative Learning Activity – Guiding Questions:

Collaborative narrative

Sensory details

Plot chart

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.3

Resources: Biographies

Enrichment Exercises: partner share, peer evaluation, adding details Correction Exercises: tell it, then write it Special Needs: evaluating sample essays, practice new parts, review, repeat, highlight features

32




Unit Title: Writing: Thesis

Learning Objective/ Essential Course Outcome: The student will be able to introduce a topic; organize ideas, concepts, and information. A+ Objective (High School Only):













10. Other:


Collaborative thesis development Evaluation:

Research paper

Essays Learning Activity – Guiding Questions:

Teacher modeling

Debates

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.2a

Resources: Model essays

Enrichment Exercises: identify anchor statements, write a lead Correction Exercises: comparing differences, revising, categorize types Special Needs: find and highlight features

33

CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ENGLISH 1 CURRICULUM



Unit Title: Writing: Organization

Learning Objective/ Essential Course Outcome: The student will be able to produce clear and coherent writing in which the development, organization, and styles, are appropriate to task, purpose, and audience. A+ Objective (High School Only):













10. Other:


Practice paragraphs Evaluation:

Research paper


Organization maps

Transition creation

Cut and paste sample details/paragraphs

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.4

Resources: Nonfiction texts

Enrichment Exercises: peer evaluation Correction Exercises: graphic organizers Special Needs: find and highlight features

34




Unit Title: Writing: Informative/Explanatory Techniques

Learning Objective/ Essential Course Outcome: The student will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and support with well-chosen, relevant, and sufficient details. A+ Objective (High School Only):













10. Other:


Collaborative presentation

Peer evaluation Evaluation:

Research paper

Oral presentation Learning Activity – Guiding Questions:

Paraphrasing and summarizing

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.2


Enrichment Exercises: create a visual component to relate to student-generated text Correction Exercises: graphic organizers, research techniques, library orientation Special Needs: template for writing paragraphs, sample topic sentences, order details

35



Course Name: English 1


Unit Title: Reading Informational Text: Text Analysis

Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis for what the text says explicitly as well as inferences drawn from the grade appropriate informational text. A+ Objective (High School Only):













10. Other:


Practice multiple choice questions Evaluation:

Nonfiction summative Learning Activity – Guiding Questions:

Summarizing and paraphrasing

Analyzing charts and graphs

Content Standards

Process Standards

GLEs or CLEs

ELA 3 ELA 7

1.6 1.9 2.3 2.4

RI.9-10.1 RI.9-10.9 RI.9-10.10


Enrichment Exercises: locate wording to highlight audience, purpose, tone Correction Exercises: 5w chart, KWL, WIN strategy, find and locate information, comprehension test Special Needs: find and highlight data, Venn diagrams to compare, contrast content

36





Unit Title: Reading Literature: Literature Analysis

Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from grade appropriate texts. A+ Objective (High School Only):













10. Other:


Plot chart

Irony chart Evaluation:

Plot chart summative

Short story summative

Literary elements summative

Romeo and Juliet summative Learning Activity – Guiding Questions:

Review games

Map

Crossword puzzles

Analyzing quotations

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 7

1.5 4.1

RL9-10.1 RL9-10.10

Resources: Short stories, novels, plays

Enrichment Exercises: act out scenes, provide visual representation of story characters and events Correction Exercises: locate events on a story map, find textual evidence for character traits, motivations Special Needs: order events, graphic organizers to locate given quotations and list character traits

37





Unit Title: Reading Literature: Complex Character Development

Learning Objective/ Essential Course Outcome: The student will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme and support with textual evidence. A+ Objective (High School Only):













10. Other:


STEAL chart Evaluation:


Novel summative


Character trait identification

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 7

1.5 4.1

RL.9-10.3


Enrichment Exercises: compare, contrast characters; write letter as the character to author or another character or to the reader Correction Exercises: find textual evidence for character traits and motivations, create "scrapbook" of visual elements, quotations, etc. to represent character Special Needs: use visual representations of character traits on a graphic organizer

38





Unit Title: Reading Literature: Theme/Central Idea

Learning Objective/ Essential Course Outcome: The student will be able to determine a theme in literature or a central idea in informational text and analyze in detail its development throughout the text and justify the theme with specific details. A+ Objective (High School Only):









8. Generating & Testing Hypothesis




10. Other:


Theme tracker Evaluation:


Novel summative


Theme tracker

Scene summary

Venn diagram

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 7

1.5 4.1

RL.9-10.2 RI.9-10.2


Enrichment Exercises: analyze how author's language choices give theme, tone, structure Correction Exercises: Venn diagram to compare two themes; trace theme with graphic organizer to sort quotations and examples Special Needs: find and highlight theme features from a selection

39





Unit Title: Reading Information Text: Craft and Structure

Learning Objective/ Essential Course Outcome: The student will be able to analyze the author’s point of view or purpose based upon word choice, ideas, and claim development. A+ Objective (High School Only):













10. Other:


Craft and structure chart

Compare and contrast 2 articles/essays Evaluation:

Nonfiction narrative summative

Essay summative Learning Activity – Guiding Questions:

Hook activity

Teacher modeling-analyzing craft an structure elements

Content Standards

Process Standards

GLEs or CLEs

ELA 3 ELA 7

1.6 1.9 2.3 2.4

RI.9-10.4 RI.9-10.5 RI.9-10.6 L.9-10.5


Enrichment Exercises: analyze organizational patterns of speeches and historical documents Correction Exercises: order pieces of text, find topic sentences and match to related text Special Needs: place sections under appropriate headings, graphic organizer of text features

40

English II

Course Description English II Essential Outcomes

Units of Study

41

English II Course Description

All tenth grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 2, Gifted English 2, or Advanced English 2. 1201 ENGLISH 2 1202 (Communication Arts) 1 unit; 10; Prerequisite: None This course satisfies the graduation requirement and consists of instruction in world literature, writing, word study, research, and speaking/listening. Literature will include selections of fiction, nonfiction, poetry, drama and mythology. The emphasis will be on the analysis and evaluation of text. Strategies for improving comprehension of fiction and nonfiction texts will be stressed. Key writing concepts include study of stylistic devices, multiple modes of discourse, and evaluation of argumentation. Students will produce analytical, expository, and persuasive essays and a research paper. Students will evaluate various types of media. Students will continue to strengthen their vocabulary. This course will contain formal and informal speaking and listening opportunities. Students will be required to take an “End of Course” exam provided by the State of Missouri at the completion of English 2.

42

-English Two Essential Outcomes

Strand: Reading

Topic: Reading Comprehension (RL.9-10.10 and RI.9-10.10)

Strand: Reading Literature

Topic: Theme/Central Idea (RL.9-10.2 and RI.9-10.2) (Also used in English

One)(Semester One and Two)

Topic: Literature Analysis (RL.9-10.1 and RL.9-10.10) (Also used in English

one)(Semester One and Two)

Topic: Word choice and text structure: impact on text meaning, mood,

and tone (RL.9-10.4-5)

Topic: Cultural Perspectives (RL.9-10.6).

Topic: Compare and Contrast Two (RL.9-10.7)

Strand: Reading Informational Text

Topic: Informational Text Analysis (RI.9-10.3)

Topic: Argument Evaluation (RI.9-10.8)

Strand: Writing

Topic: Persuasion (W.9-10.1)(Semester Two)

Topic: Organization (W.9-10.4) (Also used in English One)(Semester One

and Two)

Topic: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)

(Also used in English One)(Semester One and Two)

Strand: Speaking and Listening

Topic: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and

SL.9-10.6) (Also used in English One)(Semester One and Two) (Also

integrate sources into this for English Two)

Strand: Language

Topic: Sentence Structure (L.9-10.1) (Also used in English One)(Semester

One and Two)

Topic: Punctuation and Spelling (L.9-10.2) (Also used in English


Topic: Vocabulary Acquisition and Use (L.9-10.4) (Also used in English

Two)(Semester One and Two)

43

CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ENGLISH II CURRICULUM

Content Area: ELA


Grade:10 Duration of Unit:

Unit Title: Writing: Argumentation

Learning Objective/ Essential Course Outcome:

Evaluate the argument and specific claims in a text by assessing the validity, relevancy, and

sufficiency of the reasoning. (W.9-10.1) A+ Objective (High School Only):












X 10. Other:


Reading nonfiction texts

Evaluate legitimate sources

Research multiple sources to gather support

Practice responses Evaluation:

Research paper – Argument Paper

Written responses

To Kill a Mockingbird argument analysis over trial


How do I structure logical arguments using relevant evidence?

How do I anticipate the knowledge and bias of the audience?

How do I use evidence to support my claims?

Research viewpoints

Evaluate viewpoints

Content Standards

Process Standards

GLES OR CLES


Goal 1.5 Goal 1.6 Goal 1.8 Goal 2.1 Goal 2.2 Goal 2.7 Goal 3.1 Goal 3.5 Goal 4.5

W.9-10.1

44

Resources: Grammar text, internet sources

Enrichment Exercises : Evaluate sample essays Correction Exercises: Use peer groups to evaluate essay Special Needs: Work closely with teacher to evaluate understanding

45


Content Area: ELA



Unit Title: Reading informational text: Argument evaluation



sufficiency of the reasoning. (RI. 9-10.8) A+ Objective (High School Only):

Primary Text: Primary Text: Pearson Common Core Literature Grade 10












X 10. Other:







Written responses

Class discussion Learning Activity – Guiding Questions:




Content Standards

Process Standards

GLES OR CLES

ELA 3

Goal 1.5 Goal 1.6 Goal 2.6

W.9-10.1

Resources: Primary text and online sources

46

Enrichment Exercises : locate individual sources based on interests Correction Exercises: work with peers to locate and evaluate sources Special Needs: work with small groups with teacher direction to locate and evaluate sources

47


Content Area: ELA



Unit Title: Reading Literature: Compare and Contrast Two Mediums


Analyze the representation of a subject or key scene in two different mediums through

comparison and contrast. (RL.9-10.7) A+ Objective (High School Only):













X 10. Other:


Reading multiple formats of a text or viewing multiple formats of a text

Practice literary responses Evaluation:

Compare Contrast Evaluation

Written responses

Summative Assessment


How can I evaluate the differences between depictions of a text to determine author’s various choices?

How is a theme represented differently between two different mediums?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 5

Goal 1.5 Goal 1.6

RL.9-10.7

48

Resources: Primary text, internet and multimedia sources

Enrichment Exercises : Seek out a variety of media representations of source material Correction Exercises: Use a specific character or scene to locate a variety of media representations Special Needs: Work in small teacher directed groups to seek out a variety of media representations of source material

49


Content Area: ELA



Unit Title: Reading Literature: Cultural Perspective


Analyze a particular point of view or cultural experience reflected in a work of literature from

outside the United States, drawing on a wide reading of world literature. (RL.9-10.6) A+ Objective (High School Only):













X 10. Other:


Reading various cultural texts

Quizzes


Research attributes of various cultures to be able to analyze how it is used within literature

Written responses



How do cultural differences effect or reflect literary choices?

How does the culture effect the character’s choices within their society?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3 ELA 7


RL.9-10.6

50

Resources: Primary text and online resources, novels

Enrichment Exercises : Seek out multi-cultural literature based on personal interest Correction Exercises: work with primary source material in conjunction with classroom literature Special Needs: complete close read activity on source material in teacher directed small groups

51


Content Area: ELA



Unit Title: Reading Informational Text: Informational Text Analysis


Analyze the structure of an informational text through how the author organizes the points, uses

rhetorical devices, and develops connections between ideas. (RI.9-10.3)

A+ Objective (High School Only):













X 10. Other:



Evaluate a speech (ex. Julius Caesar’s funeral speeches)

Evaluate rhetorical devices


Research paper – notes over sources for term paper

Written responses



How can I delineate and evaluate an argument?

How can I determine relevancy of evidence supporting an argument within a text?

Content Standards

Process Standards

GLES OR CLES

ELA 3


RL.9-10.3

52

Resources: Primary text and online resources

Enrichment Exercises : seek out and analyze the rhetorical strategies of historical speeches Correction Exercises: work in small groups with teacher assigned historical speeches Special Needs: complete a close read with teacher assigned speech

53


Content Area: ELA



Unit Title: Speaking and listening: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and SL.9-10.6)


Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.

Make strategic use of digital media in presentations.

Adapt speech and language to a variety of contexts. A+ Objective (High School Only):













X 10. Other:


Small group informal discussion

Incorporating digital media into the presentations

Evaluation:

Group or Independent presentations over classroom assignments

Small group presentations



How do I present information, findings, and evidence so that audience can logically follow the line of reasoning?

How do I make strategic of digital literacy in presentations?

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 5 ELA 6

Goal 2.1

SL.9-10.4 SL.9-10.5 SL.9-10.6

54

Mythology Presentation

Presentation of Research

Resources:

Enrichment Exercises : More student driven results Correction Exercises: Observe peers as well as example videos from Youtube Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)

55


Content Area: ELA



Unit Title: Reading: Comprehension


By the end of grade 10, read and comprehend nonfiction, literature, including stories, dramas,

and poems, at the high end of the grades 9-10 text complexity, independently and proficiently. (RL.9-10.10 and RI.9-10.10) A+ Objective (High School Only):













X 10. Other:


Read documents such as US seminal documents, classics of American Literature, Shakespeare, and a wide and dee2p reading of literature and literary nonfiction

Quizzes

Practice literary responses

Pre-ap style question

Independent reading at or above their level

Evaluation:

Literary Analysis paper or responses

Reading quizzes


What is the author trying to convey?

How can we determine meaning within an author’s text?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5 RL.9-10.10 RI.9-10.10

56

Resources: Primary text and novels

Enrichment Exercises : Socratic seminar Correction Exercises: work with peers on pre-ap style questions Special Needs: work in teacher directed small groups discussions

57


Content Area: ELA



Unit Title: Language: Sentence Structure (L.9-10.1)


• use parallel structure

• uses compound, complex, and compound-complex sentence structures effectively and vary sentence structure














X 10. Other:


Using various texts to locate examples

Practicing writing sentence structures

EOC sample and ACT practice type questions

Evaluation:

Sentence structure within an essay

Write individual sentence that incorporate the various structures

Identifying and explaining the usage within textual pieces


How do I use parallel structure in formal writing to show emphasis on important ideas?

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 2.6

L.9-10.1

58

How do I use various sentence structures to add variety to my writing?

Direct instruction on different structures


Enrichment Exercises : Identifying in current readings or personal work Correction Exercises: Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)

59


Content Area: ELA



Unit Title: Writing: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)


Integrate information into the text drawing evidence from literary or informational texts.

Include a standard format for citation to maintain the flow of ideas and avoid plagiarism.

Write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):













X 10. Other:


Working with librarian

Know how to create MLA citations using MLA guides and Owl at Purdue

Evaluation:

Research paper

Citations within other assignments Learning Activity – Guiding Questions:

How can I access reliable research material?

How do I avoid plagiarism?

How do I cite sources using a standard format?

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 3 ELA 4

Goal 1.7

W.9-10.8 W.9-10.9 L.9-10.3

60

Resources: Primary text and Grammar & Composition text

Enrichment Exercises : Locate documents and incorporate MLA style citations Correction Exercises: Work with teacher on corrections Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)

61


Content Area: ELA



Unit Title: Reading Literature: theme


Determine a theme in literature or a central idea in informational text and analyze in detail its

development throughout the text and justify the theme with specific details. (RL.9-10.2 and RI.9-

10.2) A+ Objective (High School Only):













X 10. Other:


Read documents such as US Seminole documents, classics of American Literature, Shakespeare, and a wide and deep reading of literature and literary nonfiction

Quizzes



Theme Tracker – Determine and track



How can I determine the meaning intended by the author?

How can I evaluate how an author extends a theme throughout a piece?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5 Goal 1.6

RL.9-10.2 RI.9-10.2

62

How is theme reflected through character behavior and elements of plot?

Resources: Primary text, internet sources and novels

Enrichment Exercises : determine a theme and track throughout a source Correction Exercises: work with peers to track teacher determined theme Special Needs: work with small teacher directed groups to track the theme of a text

63


Content Area: ELA



Unit Title: Writing: Organization (W.9-10.4)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.














X 10. Other:


Graphic organizers

Outlines

Evaluate textual examples for structural choices

Evaluation:

Any essay within the class

Written responses


How do I decide the organization style for a piece of writing?

Cut up sample essays for students to arrange in proper order

Utilize graphic organizer for writing

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 3 ELA 4

Goal 1.6 Goal 1.8

W.9-10.4

64

Resources: Primary text or online resources

Enrichment Exercises : Student selects best choice of organizational patterns Correction Exercises: Use graphic organizers Special Needs: Use teacher provided graphic organizers

65


Content Area: ELA




Learning Objective/ Essential Course Outcome: Analyze the use of literary elements and explain how they enhance the meaning of the text


Primary Text: Pearson Common Core Literature Grade 10 +












x 10. Other:


Analyze textual literary elements such as: character, plot, conflict, setting mood, point of view, irony, sensory details, figurative language and sound devices

Use text to determine use of element

Practice responses

Class discussion and activities Evaluation:

Literary analysis paper

Summative assessment Learning Activity – Guiding Questions:

How can I use evidence from the text to support my analysis

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1

66

How does an author’s purpose become clear through his use of literary techniques?

Resources: Primary text, online sources or novel

Enrichment Exercises : locate and analyze literary elements throughout assigned piece Correction Exercises: analyze teacher assigned literary elements Special Needs: Work in teacher directed small groups to analyze specific literary elements

67


Content Area: ELA



Unit Title: Language: Punctuation and Spelling (L.9-10.2)


Use a semicolon to link two or more closely related independent clauses or in conjunctive adverbial clauses

Use a colon to introduce a list or quotation

Spell grade-appropriate words correctly in writing A+ Objective (High School Only):













X 10. Other:



Practicing writing sentences that use this punctuation


Evaluation:

Correct usage within essays

Write individual sentence that incorporate the colon, semi-colon, and spelling words


Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 2.6

L.9-10.2

68


How do I use a semi-colon or colon appropriately within my writing?

How do I spell grade level appropriate words?

Resources: primary text and Grammar and Composition Handbook

Enrichment Exercises : Identifying in current readings or personal work Correction Exercises: Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)

69


Content Area: ELA



Unit Title: Language

Learning Objective/ Essential Course Outcome: Vocabulary Acquisition and Use (L.9-10.4) A+ Objective (High School Only):













X 10. Other:


Using various texts to develop vocabulary

Word of the week activity


Evaluation:

Correct usage of vocabulary within essays

Grade level appropriate vocabulary quizzes


How do I develop a higher level vocabulary?

How do I indentify word meaning with context clues?

Use cloze read strategies

Use “who has, I have” game

Word of the week

Work with word parts (prefix, suffix)

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 2.6

L.9-10.4

70

Resources: Primary text, online sources, Grammar and Composition Handbook

Enrichment Exercises : Students will create their own individual word list from in class readings Correction Exercises: Teacher will assign list of commonly misspelled words Special Needs: teacher will use pre-made word list in conjunction with special education teacher

71

English III

Course Description English III Essential Outcomes

Units of Study

72

English III Course Description

All eleventh grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 3, Gifted English 3, Advanced Placement Language and Composition, or Advanced Placement Literature and Composition. 1301 English 3 1302 (Communication Arts) 1 unit; 11; Prerequisite: None English 3 continues to expand and reinforce the students’ skills of analysis and

evaluation of literature, writing, word study, research, and speaking and listening.

Reading nonfiction, fiction, drama, and poetry the students will examine key concepts

including thorough knowledge of the writing process, organizational structure, meaning

and aesthetic impact, and grammatical conventions. Students will use multiple

interpretations of written works to evaluate each version compared to the primary

source. Students will gather and integrate research; develop a variety of written and

oral techniques appropriate to task, purpose, and audience; and support claims while

using effective evidence.

73

English 3 Essential Outcomes (Objectives)


Key Ideas & Details

Topic: Author’s Choices (analyze impact of setting, plot structure,

characterization, multiple themes in a text) RL.11-12, 1-3

Craft & Structure

Topic: Literary Language (contextual, figurative and connotative) RL.11-12.4

Integration of Knowledge & Ideas

Topic: Literary Interpretation (Early American Texts) RL.11-12.9

Range of Reading and Level of Text Complexity

Topic: Reading Comprehension at Grade Level (fiction and non-fiction, with

scaffolding at high end) RI and RL.11-12.10


Craft & Structure

Topic: Word Meaning (author’s use of technical and key words) RI.11-12.4

Topic: Author’s Point of View & Purpose RI.11-12.6


Topic: Reasoning & Rhetoric of U.S. Documents RI.11-12.8-9

Strand: Writing

Topic: Argument W.11-12.1

Topic: Informative/Explanatory W.11-12.2

Topic: Production, Organization, and Editing W.11-12.4-5

Topic: Research-gather, assess, integrate W.11-12.8-9


Topic: Collaborative Discussion SL.11-12.1

Topic: Presentation of Ideas SL.11-12.2

Strand: Language

Topic: Grammar and Punctuation— L.11-12.1-2

Topic: Vocabulary Acquisition and Use L.11-12. 4 & 6

74


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Writing: Argument (11-12.1)

Learning Objective/ Essential Course Outcome/Standard: Student will write arguments to support claims while using and citing effective evidence and maintaining a formal tone. A+ Objective (High School Only):

Primary Text: Pearson Common Core Literature The American Experience












x 10. Other:


Assess texts with both pro and con arguments

Using brainstorming and outlining techniques to create organization

Evaluation:

Argument Essay

Uses MLA citations Learning Activity – Guiding Questions:

Evaluate argumentative models as examples

Analyze text features of argumentative writing

Use of Socratic seminar to discuss the features

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 1.1 Goal 1.2 Goal 1.4 Goal 1.6 Goal 1.7 Goal 3.1

W.11-12.1

75

Resources: The text book, other textual resources pulled by the teacher, and multimedia sources may be utilized within the class.

Enrichment Exercises : Student does independent research and incorporates additional evidence from sources. They model other writer’s style when writing their argumentative essay. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Student may revise current essay or attempt a new essay after reteaching. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

76


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Reading Informational Text (Author’s Point of View and Purpose) (RI.11-12.6)

Learning Objective/ Essential Course Outcome/Standard: Student will determine an author’s point of view or purpose in a text, specifically analyzing for effectiveness of rhetoric and style. A+ Objective (High School Only):













x 10. Other:


Active listening to famous speeches

Journals/dialectical journals

Graphic Organizers

Evaluation:

Analyze specific speeches (such as “Gettysburg Address”, Patrick Henry’s speech, “Declaration of Independence”) for their use of rhetorical devices

Write their own declaration or speech using effective rhetorical devices


Reading the speeches and locating examples of rhetorical devices (parallelism, rhetorical questions, repetition, alliteration)

Write their own declaration or speech utilizing rhetorical devices

Content Standards

Process Standards

GLES OR CLES

ELA 3 ELA 5 ELA 7

Goal 1.5 Goal 1.6 Goal 1.7 Goal 2.3

RI.11-12.6

77


Enrichment Exercises : Students modeling a specific speech or declaration. They do their research to find more current speeches to analyze or model. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Student will write their speech with a more current or personal topic while demonstrating their connection and understanding of rhetorical devices. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

78


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title Reading Literature: Author’s Choices (RL.11-12.1-3

Learning Objective/ Essential Course Outcome/Standard: Student will analyze the impact of the author’s choices regarding elements of a story or drama. A+ Objective (High School Only):













x 10. Other:


Read eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature

Practice writing responses

Use of graphic organizers to evaluate author’s choices

Evaluation:

Literary analysis paper or responses

Presentations or projects on literary elements demonstrated by the author

Annotating texts during active reading


How do I evaluate author’s choices in regards to setting, plot structure, and characterization?

How do I evaluate the usage of multiple themes within a text?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 5

Goal 1.5 Goal 1.6

RL.11-12.1-3

79

How do those themes build off of each other or connect to author’s choices?

How do historical and author’s biographical events influence the author’s choices within a text?

Students will read various examples of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature

Students will learn specific literary elements and analyze them within pieces.


Enrichment Exercises : Students will utilize other works by same author to see how literary elements are used consistently within his or her writing. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will choose a similar author of the same time period for supplemental evaluation. Scaffold reading levels on the reading material. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

80


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title Speaking and Listening (Collaborative Discussion) (SL.11-12.1)

Learning Objective/ Essential Course Outcome/Standard: Student will initiate and participate in a range of collaborative discussions, building on other’s ideas and expressing their own clearly and persuasively. A+ Objective (High School Only):













x 10. Other:


Small group discussions

Class debates Evaluation:

Verbal Assessment

Class discussions

Class debates

Written critique with supportive examples from the speech


Small/Large group discussions with student facilitators

Structured debates utilizing previous research and investigation

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 5 ELA 7

Goal 1.5 Goal 1.7 Goal 2.2 Goal 2.4 Goal 2.5 Goal 3.5 Goal 3.6

SL.11-12.1


Enrichment Exercises : Students could bring outside examples from real world situations (board meeting, city council meetings, etc.). Students will lead a class discussion of a concept.

81

Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will participate in a small group discussion that is teacher led. Students will write their responses if they have trouble verbalizing in class. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

82


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Writing (Informative/Explanatory Writing) W.11-12.2

Learning Objective/ Essential Course Outcome/Standard: Student will write informative/explanatory texts which examine and accurately convey complex ideas, concepts, and information. A+ Objective (High School Only):













x 10. Other:


Students will synthesize information in his or her own words.

Journals

Practice explanatory writings

Write objective summaries Evaluation:

Informative/explanatory essay

Constructed response answers demonstrating knowledge of the prompt and material

Student will summarize informative sources while maintaining the meaning of the original text.


Read and annotate informative texts

Evaluate texts in small group discussion

Students will break down information into manageable chunks to aid in clear understanding.

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 1.1 Goal 1.2 Goal 1.8 Goal 2.1 Goal 3.1

W.11-12.2

83


Enrichment Exercises : Students will do additional outside research beyond the class text to deepen understanding. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold reading level of texts. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

84


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Reading Literature: Literary Interpretation (RL.11-12.7)

Learning Objective/ Essential Course Outcome/Standard: Student will analyze multiple interpretations of a work, evaluating how each version interprets the original. A+ Objective (High School Only):













x 10. Other:


Compare and contrasts documents

Practice writing responses using specific terminology

Use of graphic organizers to identify common structures within in texts

Evaluation:

Create a declaration emulating the original documents

Comprehension questions

Literary analysis responses to reading with supporting details


Students will have to read an original piece and then have another medium to make a comparison.

Annotate for specific differences and similarities between texts

Use a variety of graphic organizers to aid in comprehension

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3 ELA 7

Goal 1.5 Goal 1.6 Goal 1.7 Goal 1.9 Goal 4.2 Goal 4.3

RL.11-12.7

85


Enrichment Exercises: Students will discover additional examples of the original and subsequent variations in same or different mediums. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will break down the process into step by step analysis of only similarities and then only differences. After this, students will blend together. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

86


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Reading Literature: Literary Language (RL.11-12.4)

Learning Objective/ Essential Course Outcome/Standard: Student will determine the use of words and phrases and their impact on meaning and tone in a work. A+ Objective (High School Only):













x 10. Other:


Read texts for connotative meaning

Identify the use of figurative language

Practice writing responses using contextual support

Use of graphic organizers to evaluate contextual, figurative, and connotative meaning

Practice ACT questions Evaluation:

Literary analysis responses to reading with supporting details

ACT type summative questions

Identify author’s word choice and phrases to show how it contributes to tone of text – written response


Students will keep a journal recording specific words and phrases from the texts.

Content Standards

Process Standards

GLES OR CLES

ELA 2

Goal 1.5 Goal 1.6

RL.11-12.4

87

Students will create a graphic organizer to record specific words and phrases from the texts.

Read text and participate in small group discussions


Enrichment Exercises : Students will imitate a writer’s word and phrase choice in order to create a similar tone in their own piece. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will break down the process into analyzing word choice first and then identifying phrases that contribute to the author’s tone. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

89


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Speaking and Listening (Presentation of Ideas) (SL.11-12.4)

Learning Objective/ Essential Course Outcome/Standard: Student will present information, findings, and supporting evidence conveying a clear and distinct perspective, appropriate to purpose, audience, and task. A+ Objective (High School Only):













x 10. Other:



Class debates

Follow rubric for formal presentation of findings

Evaluation:

Clear communication skills utilized to demonstrate information within a presentation

Socratic Seminar

Class discussions

Class Projects Learning Activity – Guiding Questions:

Practice presentation in front of peers

Identification of formative benchmarks that lead to final presentation

Discussion of rubric expectations

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 6 ELA 7

Goal 1.5 Goal 1.7 Goal 1.8 Goal 2.1 Goal 2.2 Goal 2.3 Goal 2.4 Goal 2.7 Goal 4.1 Goal 4.6

SL.11-12.4

90


Enrichment Exercises: Students will participate in student led discussion groups to identify alternative and opposing perspectives; to note benchmarks and rubric requirements; to practice presentations; and to focus presentations. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will identify weaknesses and receive direction to strengthen presentations. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

91


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Writing (Production, Organization and Editing) W.11-12.4

Learning Objective/ Essential Course Outcome/Standard: Student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. A+ Objective (High School Only):













x 10. Other:


Outlines

Self and Peer Editing

Brainstorming and Graphic Organizers

Evaluation:

Organizational structure within essay writings

Organizational patterns within presentations

Focus on task, purpose, and audience is clear and consistent throughout


Develop thesis statements and appropriate topic sentences and transitions between ideas

Create an organized outline for the structure of the assessment

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4


W.11-12.4

92


Enrichment Exercises: Students will model more advanced transitions and coherence within their writing. Students will peer critique each other’s work to revise organization structures. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will identify weaknesses and receive direction to strengthen organizational structures. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

93


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Reading Literature: Reading Comprehension (RL.11-12.10 and RI.11-12.10)

Learning Objective/ Essential Course Outcome/Standard: Student will read and comprehend stories, dramas and poems and literary nonfiction at Grade 11 level. A+ Objective (High School Only):













x 10. Other:


Read appropriate grade level texts

Quizzes to monitor comprehensions

Class discussions

Use of graphic organizers or journals to track comprehension

Evaluation:

Reading quizzes

Written response that utilizes textual evidence for support

Reader response journals Learning Activity – Guiding Questions:


Reading appropriate grade level texts

Constructed response to text related questions

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5

RL.11-12.10 RI.11-12.10

94


Enrichment Exercise : Students will read material above grade level and demonstrate understanding of the material. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold the reading level of text choices. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

95


Content Area: ELA


Grade: 11

Duration of Unit:

Unit Title: Reading Informational Text (Reasoning and Rhetoric of U.S. Documents) (RI.11-12.8-9)

Learning Objective/ Essential Course Outcome/Standard: Student will analyze 17

th-, 18

th-, and 19

th-century foundational and seminal U.S. documents and

evaluate the premises, purposes, and arguments for theme and rhetorical features. A+ Objective (High School Only):













x 10. Other:


Graphic Organizers

Take notes to monitor comprehension as students read

Evaluation:

Written responses demonstrating understanding the purpose of U.S. documents

Project replicating features of U.S. documents

Compare and contrast essays of U.S. documents


Small group evaluation of U.S. documents

Read various foundational and seminal U.S. documents

Analyze use of theme and rhetorical features for student understanding

Content Standards

Process Standards

GLES OR CLES

ELA 3 ELA 5 ELA 7

Goal 1.5 Goal 1.6 Goal 1.7 Goal 1.9 Goal 1.10 Goal 4.2 Goal 4.3

RI.11-12.8-9


96

Enrichment Exercises: Students will read comparable material from other countries and compare and contrast with U.S. documents. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold the reading level of text choices. Teacher guided reading notes could be utilized. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

97


Content Area: ELA


Grade: 11

Duration of Unit:

Strand Writing (Research) W.11-12.8-9

Learning Objective/ Essential Course Outcome/Standard: Student will gather and integrate relevant information from multiple sources, using advanced searches, and avoiding plagiarism. A+ Objective (High School Only):













x 10. Other:


Research paper project

Reading various types of texts

Evaluating research information and sources

Organizing research information Evaluation:

Essay writings

Research paper

Constructed response

Literary analysis papers or responses


Students will research various sources and integrate information into the essay.

Teacher will provide direct instruction on citation formats and resources.

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 2 ELA 3 ELA 4 ELA 5

Goal 1.1 Goal 1.2 Goal 1.4 Goal 1.5 Goal 1.6 Goal 1.7 Goal 1.8 Goal 2.1 Goal 2.7 Goal 3.1 Goal 4.1

W.11-12.8-9

98

Students will demonstrate an understanding of plagiarism and how to avoid it.


Enrichment Exercises: Students will consult a wider variety of source material and utilize primary sources within their essays. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Scaffold the reading level of text choices used for research. Break down research process into smaller chunks in order to complete the task. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

99


Content Area: ELA


Grade: 11

Duration of Unit:

Strand Language (Sentence Structure) (L.11-12.1)

Learning Objective/ Essential Course Outcome/Standard: Student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A+ Objective (High School Only):













x 10. Other:


Daily Oral and Written Language Practice

ACT practice questions

Quizzes Evaluation:

Written responses

Essays

Presentations

Class Projects

ACT type questions Learning Activity – Guiding Questions:

Students will peer and self edit for common grammatical errors.

Teacher direct instruction on grammar rules and usage

Students will model proficiency in grammar.

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 1.6 Goal 2.2

L.11-12.1

100


Enrichment Exercises: Students will share and teach peers proper grammar and effective strategies for its use. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will utilize simpler syntax choices first before proceeding to more challenging and complex syntax choices. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

101


Content Area: ELA


Grade: 11

Duration of Unit:

Strand Language (Vocabulary Acquisition) (L.11-12.4 and L.11-12.6)

Learning Objective/ Essential Course Outcome/Standard: Student will acquire and use accurately general academic and domain-specific words and phrases, and demonstrate independence in gathering vocabulary knowledge. A+ Objective (High School Only):













x 10. Other:


Daily Oral and Written Language Practice

ACT practice questions

Quizzes

Written vocabulary usage

Graphic organizers appropriate for vocabulary

Evaluation:

Written responses

Essays

Presentations

Text analysis

ACT type questions

Use of context clues and root words to determine word meanings


Students will use new vocabulary correctly in their own writing.

Students will be able to define words within their independent reading.

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 2 ELA 3 ELA 4 ELA 5 ELA 7


L.11-12.1

102

Students will learn common root, prefixes, and suffixes as they affect word meaning.


Enrichment Exercises: Students will record or journal new words they encounter in academic and independent reading. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will develop their vocabulary with a word list provided from the teacher. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

103


Content Area: ELA


Grade: 11

Duration of Unit:

Strand Reading Informational Text (Word Meaning) (RI.11-12.4)

Learning Objective/ Essential Course Outcome/Standard: Student will determine the meaning of words and phrases as they are used in a text, including technical meanings and key terms. A+ Objective (High School Only):













x 10. Other:


Journals/dialectical journals

Graphic Organizers

Evaluation:

Constructed responses

Quizzes

Written essay utilizing technical words, phrases, and key terms

Identify the use of jargon in subject areas


Small group discussion

Students will define technical words and key terms.

Read grade level examples and identify technical words and key terms

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 3 ELA 7


RI.11-12.4

104


Enrichment Exercises: Students will record or journal new words they encounter in academic and independent reading. Correction Exercises: Reteach the concepts. Relearn the material. Reassess the strand. Students will develop their vocabulary with a word list provided from the teacher. Special Needs: Students get extended time for completion. Other strategies will be determined by the individual student’s needs.

105

English IV

Course Description English IV Essential Understandings

Units of Study

106

English IV Course Description

All twelfth grade students will be required to complete one full year (1 credit) of one of the following courses in order to meet graduation requirements: English 4, Advanced Placement Language and Composition, Advanced Placement Literature and Composition, Advanced College Credit: Composition, or Advanced College Credit: Literary Studies. 1471 ENGLISH 4 1472 (Communication Arts) 1 unit; 12; prerequisite: None English 4 focuses on senior level writing and reading skills in preparation for a post-secondary setting. Writing skills will include research, argumentation, coherent text development, audience, and purpose. Students will apply formal or informal tone as appropriate for audience, task and purpose through various writing and speaking activities. Reading skills will include comprehension, textual evidence, themes, key ideas and details, as well as multiple interpretations of various works.

107

English 4 Essential Outcomes


Key Ideas & Details

Topic: Textual Evidence RL.11-12.1

Topic: Theme/Central Ideas RL.11.-12.2

Craft & Structure

Topic: Point of View RL.11-12.6


Topic: Literary Interpretation (multiple interpretations) RL.11-12.7

Range of Reading & Level of Text Complexity

Topic: Reading Comprehension at Grade Level RL.11-12.10

Strand: Informational Texts

Key Ideas & Details

Topic: Central Ideas & Complexity of Sequence RI.11-12.2-3

Craft & Structure

Topic: Author’s Point of View & Purpose RI.11-12.6


Topic: Evaluate Multiple Sources & Media RI.11-12.7

Range of Reading & Level of Text Complexity

Topic: Reading Comprehension at Grade Level RI.11-12.10

Strand: Writing

Topic: Argument W.11-12.1

Topic: Informative/Explanatory W.11-12.2

Topic: Production and Organization W.11-12.4

Topic: Research (avoid plagiarism, gather and integrate sources) W.11-12.8-9


Topic: Multi-media Presentation of Ideas SL.11-12.2 & 12.5

Topic: Presentation of Information, Findings and Supporting Evidence SL.11-

12.4

Topic: Appropriate Use of Speech SL.11-12.6

Strand: Language

Topic: Punctuation L.11-12.2

Topic: Figurative Language and Nuances L.11-12.5

Topic: Academic & Domain-specific Language L.11-12.6

108

ENG 4 CURRICULUM Content Area: Communication Arts

Course Name: ENG 4 Grade: 12 Duration of Unit: Semester

Unit Title

Writing: Argument Learning Objective/ Essential Course Outcome: Students will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A+ Objective (High School Only):

Primary Text: Glencoe Grammar Handbook












x 10. Other: Student generated


Practice introductions

Practice introducing, quoting, and reiterating textual evidence

Evaluation:

Formal, written essay which cites textual evidence of claim


Class discussion

Class lecture

Researching and annotating sources

Content Standards

Process Standards

GLEs or CLEs

ELA 7

1.2 1.4 1.7 1.8 2.4 4.1

W 11-12.1

Resources: Computer lab, text books, internet sites

Enrichment Exercises: reading models of argument; annotating/analyzing others’ arguments, composing more complex, research arguments, or original arguments Correction Exercises: Supervised revision, by peer or teacher Special Needs: As directed by their plan and need

109



Unit Title

Writing: Informative/Explanatory Texts Learning Objective/ Essential Course Outcome: Students will write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A+ Objective (High School Only):















Document planning

Peer editing and commentary Evaluation:

Senior research project

Text will be evaluated for clarity and thoroughness and appropriateness of content for purpose


Researching and annotating sources

Content Standards

Process Standards

GLEs or CLEs


1.3 1.4 1.6 1.10 2.1-2 2.7 3.2—5 4.5

W 11-12.2

Resources: Computer lab, text books, guest speakers

Enrichment Exercises: Provide written models of informative/explanatory, student or professional Correction Exercises: Supervised revision, by peer or teacher Special Needs: As directed by their need and plan

110


Course Name: ENG 4 Grade: 12 Duration of Unit: Year

Unit Title

Writing: Production and Organization Learning Objective/ Essential Course Outcome: Students will produce clear and coherent writing whose development, organization, and style are appropriate to task, purpose, and audience. A+ Objective (High School Only):















Document planning

Peer editing and commentary Evaluation:

Text will be evaluated for clarity and thoroughness and appropriateness of content for purpose


What is author’s purpose?

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.4-5 1.7-8 1.10 2.1-2 2.6-7 3.2-3 3.5 4.4-5

W 11-12.4

Resources: student models, internet examples

Enrichment Exercises: Annotation of complex models Correction Exercises: Supervised revision by peer or teacher, re-teaching where necessary Special Needs: As directed by their need and plan

111


Course Name: ENG 4 Grade: 12 Duration of Unit: Year

Unit Title

Writing: Research Learning Objective/ Essential Course Outcome: Students will gather relevant information using multiple sources, and integrate those sources in a manner that supports analysis and reflection and avoids plagiarism. A+ Objective (High School Only):















Draft of document for peer review Evaluation:

Proper documentation of sources according to style guide


What information is “fair” to use?

Content Standards

Process Standards

GLEs or CLEs

ELA 3,4, 5, 7

1.1-2 1.6-8 2.7 3.1, 4 4.1, 4, 5

W 11-12.8-9

Resources: computer lab for internet research, textbooks for models

Enrichment Exercises: Student directed project of their choosing, reading models of complex structure Correction Exercises: Supervised revision, by peer or teacher Special Needs: As directed by their need or plan

112

ENGLISH 4 CURRICULUM Content Area: Communication Arts


Unit Title Reading Literature: Reading Comprehension at Grade Level

Learning Objective/ Essential Course Outcome: Student will be able to read and comprehend literature, including stories, dramas, and poems, and literary non-fiction at the high end of the grades 11-CCR text complexity band independently and proficiently. A+ Objective (High School Only): Primary Text: Pearson Literature Anthology, various trade books












x 10. Other: Student chosen literature


Class discussion for metacognition of student’s reading process

Practice questions from independent reading assignments

Evaluation: comprehension test

In-class writing or other demonstration of comprehension of assigned grade-level reading


As them to summarize the main

points

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 7

1.5 1.6 2.3

RI and RL 11-12.10

Resources: Extensive collection of trade books for them to choose from, texts for instruction

Enrichment Exercises: Conversations about what else the student could be reading related to their interest, more advanced readings Correction Exercises: Offer reading skills strategies, adjust text being read to scaffolding level Special Needs: As directed by their plan or need

113


Course Name: ENG 4 Grade: 12 Duration of Unit: semester

Unit Title Reading Literature: Theme/Central Ideas

Learning Objective/ Essential Course Outcome: Student will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. A+ Objective (High School Only): Primary Text: various trade books and literature anthology










9. Cues, Questions, & Advanced Organizers


x 10. Other: Student chosen literature


Group work around direct summary and central ideas

Practice focused writing or comparison chart of themes

Evaluation:

Formal literary analysis paper

Or in-class essay exam comparing themes


Class discussion

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 6 ELA 7

1.5 1.6 1.9 2.7 2.5 3.1 4.6

RL.11.-12.2

Resources: Computer lab, librarian

Enrichment Exercises: Use the library databases for models of more academic analysis of literature Correction Exercises: Re-read, looking for specific points; pre-reading guidance Special Needs: As directed by their need or plan

114



Unit Title Reading Literature: Literary Interpretation (multiple interpretations)

Learning Objective/ Essential Course Outcome: Student will be able to analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) A+ Objective (High School Only):

Primary Text: various trade books and literature anthology












x 10. Other: student chosen topic


Annotating a literary analysis of the common reading

Evaluation:

Formal paper or in-class essay which defends, challenges, or qualifies one or more literary interpretations of a common reading


Class discussion about different perspectives on the common reading, including literary scholars

Content Standards

Process Standards

GLEs or CLEs


1.4 1.5 1.6 1.7 1.8 2.2 2.3 2.4 2.7 3.1 3.4 3.6 4.1 4.4 4.5

RL.11-12.7

Resources: Textbook, Springboard

Enrichment Exercises: Use the library database for more academic analysis of text Correction Exercises: Reduce factors of confusion by having student focus on one element of the reading Special Needs: As directed by their plan or need

115



Unit Title Reading Literature: Author’s Point of and Purpose

Learning Objective/ Essential Course Outcome: Student will be able to analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). A+ Objective (High School Only):













x 10. Other: Student chosen focus


Read various informational texts and identify author’s purpose and point of view

Identify effective rhetoric

Analyze style and content that contribute to the overall effect of the text

Point out persuasive techniques used by the author

Evaluation:

Summative assessment such as formal paper or in-class essay

Learning Activity – Guiding Questions: ● Why did the author choose to write this way?

Content Standards

Process Standards

GLEs or CLEs


1.4 1.5 1.6 1.7 1.9 2.3 3.1 4.1

RL.11-12.6

Resources: Textbook

Enrichment Exercises: Offer more complex models of inference, irony, and satire. Consider why leaving matters uncertain is an author’s choice Correction Exercises: Relate inference to real life situations, reinforce definitions of satire and irony, with real-world examples Special Needs: As directed by their need and plan

116



Unit Title Reading Literature: Textual Evidence

Learning Objective/ Essential Course Outcome: Student will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. A+ Objective (High School Only):













x 10. Other: discussion


Annotating readings for textual evidence

Practice phrasing of introducing, quoting evidence, and reiterating its place as evidence of claim

Evaluation:

Assessed by rubric in formal written text


How else could this have been

organized? How would that change

the meaning?

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 3

1.4 1.7-9 3.2

RL.11-12.1

Resources: Purdue OWL, textbooks

Enrichment Exercises: Offer more complex texts to annotate, or have student choose their own Correction Exercises: Oral reading of text with student, modeling possible annotations Special Needs: As directed by their plan and need

117



Unit Title INFORMATIONAL TEXT: AUTHOR’S POINT OF VIEW & PURPOSE

Learning Objective/ Essential Course Outcome: Student will be able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. A+ Objective (High School Only):













10. Other:


Evaluation of rhetoric and structure, through annotation or discussion

Evaluation:

Summative assessment such as applying analysis in an in-class essay, formal paper, or presentation


Identify author’s point of view

Identify author’s purpose

Read various nonfiction works to determine author’s point of view and purpose

Identify how the author’s rhetoric contributes to the power of his/her purpose

Content Standards

Process Standards

GLEs or CLEs


1.5 1.6 1.7 2.3 3.4 3.7 4.4

RI.11-12.6

Resources: Textbook

Enrichment Exercises: Student could choose their own model, compare models from their own reading history, or teacher could offer more complex readings Correction Exercises: Relate purpose and point of view to student’s own life, then connect that to the reading Special Needs: As directed by their need or plan

118



Unit Title INFORMATIONAL TEXT: EVALUATE MULTIPLE SOURCES & MEDIA

Learning Objective/ Essential Course Outcome: Student will be able to integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. A+ Objective (High School Only):

Primary Text: trade books and internet


x Equity x Research X 1. Identify similarities /differences










x 10. Other: student led

Assessment/Evaluation/Learning Activity:

Evaluate multiple sources of information in different media or formats

Integrate multiple sources and information

Address questions and/or solve problems using multiple sources of information in different media or formats

Assessment Activity:

Locate information in different media formats

Evaluate information

Identify faulty reasoning

Utilize information to address questions and or solve problems

Evaluation:

Utilizing multiple sources of information presented in different media or formats, students will address a question and solve a problem

Learning Activity – Guiding Questions ● What purpose does a website have? How will that affect your research?

Content Standards

Process Standards

GLEs or CLEs


1.1 1.2 1.5 1.6 1.7 1.10 2.2 2.3 3.4 3.5 3.6 3.7

RI.11-12.7

Resources: Computer lab, various trade books in curriculum, Common Core workbook—Springboard

Enrichment Exercises: Student could search for, analyze, and present their own examples of high or low quality resources Correction Exercises: Offer models of high and low quality, and analyze them together Special Needs: As directed by their need and plan

119



Unit Title INFORMATIONAL TEXT: EVALUATE MULTIPLE SOURCES & MEDIA

Learning Objective/ Essential Course Outcome: Student will be able to integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. A+ Objective (High School Only):

Primary Text: varies by research method












x 10. Other: student led


Evaluate multiple sources of information in different media or formats

Integrate multiple sources and information

Address questions and/or solve problems using multiple sources of information in different media or formats


Locate information in different media formats

Evaluate information

Identify faulty reasoning

Utilize information to address questions and or solve problems

Evaluation:

Utilizing multiple sources of information presented in different media or formats, students will address a question and solve a problem

Learning Activity – Guiding Questions: ● What are the best format choices for your purpose?

Content Standards

Process Standards

GLEs or CLEs


1.1 1.2 1.5 1.6 1.7 1.10 2.2 2.3 3.4 3.5 3.6 3.7

RI.11-12.7

Resources: Computer lab

Enrichment Exercises: Student could find and analyze models from their own daily life Correction Exercises: Further analysis of text features, re-teaching the guiding principles of persuasive design Special Needs: As directed by their plan and need

120


Course Name: ENG 4 Grade: 12 Duration of Unit:

Unit Title Speaking and Listening: Multi-media Presentations of Ideas

Learning Objective/ Essential Course Outcome: Student will be able to integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data as well as make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. A+ Objective (High School Only):

Primary Text: No printed for for this unit












X 10. Other: Student chosen media


Drafting

Annotating sources

Organization of research process which “keeps and tosses” based on quality of work

Evaluation:

Formal, multimedia presentation of source information


How have you accounted for your

particular audience?

Content Standards

Process Standards

GLEs or CLEs


1.1 1.2 1.7 1.8 2.1 2.7 3.3 4.1 4.4

SL.11-12.2 & 12.5

Resources: Library Media specialist

Enrichment Exercises: Student could try a new presentation venue with support from qualified users Correction Exercises: Work with librarian to understand fundamentals of multimedia, further models Special Needs: As directed by their need and plan

121


Course Name: ENG 4 Grade: 12 Duration of Unit:

Unit Title Speaking and Listening: Appropriate Use of Speech

Learning Objective/ Essential Course Outcome: Student will be able to adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. A+ Objective (High School Only):

Primary Text: Pearson textbook












10. Other:


Practicing presentations

Evaluation:

Formal presentation Learning Activity – Guiding Questions:

Researching and understanding professional vs. casual tone

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 7

1.4 1.7 1.10 2.2 2.6 4.4

SL.11-12.6

Resources: Texts, internet, media specialist

Enrichment Exercises: Direct student to advanced speech models, preview their speech and offer tips Correction Exercises: Students practice first with one other student, teacher previews notes and offers specific advice Special Needs: As directed by their plan and need

122



Unit Title Speaking and Listening: Presentation of Information, Findings and Supporting Evidence

Learning Objective/ Essential Course Outcome: Student will be able to present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. A+ Objective (High School Only):

Primary Text: Pearson Textbook












10. Other:


rubric—feedback of practice presentation of findings

Evaluation:

rubric—formal presentation of findings Learning Activity – Guiding Questions:

Which information did you cut or ignore,

and what do you still need?

Content Standards

Process Standards

GLEs or CLEs


1.3 1.4 1.5 2.1 3.1 3.2 4.4

SL.11-12.4

Resources: Internet for composing and researching, peers for practice, teacher conferences

Enrichment Exercises: Further audience analysis and rhetorical strategies Correction Exercises: Re-teach fundamentals of approaching an audience, help them tie their own idea to it in a conference environment Special Needs: As directed by plan and need

123

CURRICULUM DEVELOPMENT

Content Area: Communication Arts

Course Name: ENG 4

Grade: 12

Duration of Unit: year

Unit Title Language: Academic and Domain-Specific Language

Learning Objective/ Essential Course Outcome: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. A+ Objective (High School Only):

Primary Text: Common Core vocabulary


X Equity X Research 1. Identify similarities /differences










10. Other:


Pre-test Evaluation:

Post-tests to check for spelling and application


What categories of words do you know,

and what categories are foreign to you?

Content Standards

Process Standards

GLEs or CLEs


1.1-2 1.4-5 2.6-7 3.7

L11-12.6

Resources: Common Core Vocabulary

Enrichment Exercises: Eliminate words they already know with a pre-test. Correction Exercises: Offer a more focused list Special Needs: As directed by plan and need.

124


Course Name: ENG 4

Grade: 12 Duration of Unit: year

Unit Title Language: Figurative Language and Nuances

Learning Objective/ Essential Course Outcome: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. A+ Objective (High School Only):

Primary Text: Pearson Textbook




x Technology X Workplace Readiness Skills








10. Other:


Practice identifying and citing examples of figurative language within a text and explaining how the use affects the theme through discussion and group work

Evaluation:

Identify and cite examples of figurative language within a text and explain how the use affects the theme


Why did the author choose this

comparison? What other comparison

could be made?

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 5 ELA 7

1.5 2.4-5 4.4

L11-12.5 L11-12.5A L11-12.5B

Resources: Trade books and Textbook

Enrichment Exercises: Have student write their own; offer more complex models Correction Exercises: Further exercises for practice and experience with the concepts of figurative representation Special Needs: As directed by need and plan

125


Course Name: ENG 4

Grade: 12 Duration of Unit: year

Unit Title: Language: Punctuation

Learning Objective/ Essential Course Outcome: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Observe hyphenation conventions. Spell Correctly. A+ Objective (High School Only):

Primary Text: Glencoe Grammar or Pearson textbook


X Equity X Research x 1. Identify similarities /differences










x 10. Other: peer editing, student revision


Peer evaluations, self evaluations

Quizzes Evaluation:

Written work Learning Activity:

Error correction

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.5 4.1 4.6

L11-12.2 L11-12.2A L11-12.2B

Resources: Grammar Handbook, editors (teacher or student)

Enrichment Exercises: Offer more advanced study Correction Exercises: Re-teach, offer exercises for practice Special Needs: As directed by need and plan

126

Advanced English I

Course Description

Curriculum Units of Study

Essential Outcomes

127

1151 ADVANCED ENGLISH 1 1152 (Communication Arts) 1 unit; 9; Prerequisite: Permit to enroll This course is designed to lay the foundation for successful high school reading and writing and satisfies the English graduation requirement. Advanced English 1 will further the students’ reading, writing, language, speaking and listening skills. Reading instruction will utilize literary and informational texts. Writing may include instruction in narrative, informative, or argumentative techniques, and students will use research to construct a formal essay. The study of language will encompass vocabulary acquisition and use as well as conventions of standard English. Speaking and listening will include both formal and informal presentations. Students will be required to take an “End of Course” exam provided by the State of Missouri at the completion of Advanced English 1. NOTE: This course will exceed the expectations for English1 with a more in depth and rigorous curriculum. The course will prepare students for success in Advancement Placement and college level English courses.

128

CITY OF ST. CHARLES SCHOOL DISTRICT COMUNICATION ARTS ADVANCED ENGLISH 1 CURRICULUM


Course Name: Advanced English I


Unit Title: Language: Sentence Structure

Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A+ Objective (High School Only):













10. Other:


Peer assessment


Essay

Research paper

Narrative essay Learning Activity – Guiding Questions:

Daily Warm-ups

Sentence type identification

Sentence creation


Content Standards

Process Standards

GLEs or CLEs

ELA 1 1.6 2.2

L.9-10.1

Resources: Grammar and Composition handbook

Enrichment Exercises: Online grammar exercises Correction Exercises: Online grammar exercises Special Needs: Sentence correction exercises

129





Unit Title: Language: Punctuation and Spelling

Learning Objective/ Essential Course Outcome: The student will demonstrate command of the conventions of standard Advanced English In capitalization, punctuation, and spelling in context when writing. A+ Objective (High School Only):













10. Other:



Essay summative

Research paper

Multiple choice assessment Learning Activity – Guiding Questions:


Online grammar sites

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.6 2.2

L.9-10.2

Resources: Grammar and Composition handbook

Enrichment Exercises: Online grammar exercises Correction Exercises: Online grammar exercises Special Needs: Paper/pencil practice exercises

130





Unit Title: Language: Vocabulary Acquisition and Use

Learning Objective/ Essential Course Outcome: The student will determine or clarify the meaning of unknown and multiple meaning words and phrases. A+ Objective (High School Only):













10. Other:


Matching/multiple choice

Paragraph use Evaluation:

Literature assessments Learning Activity – Guiding Questions:

Context clue activities

Synonyms and antonyms

Research allusions

SAT Quack words

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 7

1.5 2.2

L.9-10.4

Resources: AP, ACT or SAT word lists

Enrichment Exercises: Online vocabulary activities Correction Exercises: Vocabulary games, vocabulary writing Special Needs: Use vocabulary orally

131





Unit Title: Speaking and Listening: Presentation of Knowledge and Ideas

Learning Objective/ Essential Course Outcome: The student will be able to present information, findings, and supporting evidence clearly, concisely, and logically, such that listeners can follow the line of reasoning. A+ Objective (High School Only):













10. Other:


Socratic circles

Evaluate notable speeches Evaluation:

Oral presentations

Pecha Kucha (multi-media presentation) (See Appendix for website)


Class discussions

Act out Shakespeare

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 6

1.5 1.8 2.1 2.3 2.4 2.5 2.7

SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6

Resources: Socratic Seminar guidelines

Enrichment Exercises : suggest more advanced speaking strategies Correction Exercises: prepare responses in advance Special Needs: prepare responses in advance

132





Unit Title: Writing: Textual Evidence and Citations

Learning Objective/ Essential Course Outcome: The student will be able to integrate information into text drawing evidence from literary or informational texts; include a standard format for citation; write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):













10. Other:


Multiple choice (choose the correct citation)


Collaborative presentation with citations Evaluation:

Research paper

Literary analysis Learning Activity – Guiding Questions:

ICE strategy


MLA practice

Content Standards

Process Standards

GLEs or CLEs

ELA 4 1.1 1.2 1.7 4.4

W.9-10.8 W.9-10.9 L.9-10.3

Resources: Easybib or MLA guide

Enrichment Exercises : Model advanced textual evidence strategies Correction Exercises: revision Special Needs: orally cite information

133



Course Name: Advanced English I Grade: 9 Duration of Unit:

Unit Title: Writing: Narrative Techniques

Learning Objective/ Essential Course Outcome: The student will be able to narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. A+ Objective (High School Only):













10. Other:


Peer response

Collaborative narrative Evaluation:

Personal narrative Learning Activity – Guiding Questions:

Collaborative narrative

Plot chart

Memoir evaluation for imagery and literary device identification

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.3

Resources: Narratives

Enrichment Exercises : model advanced narrative techniques Correction Exercises: revision Special Needs: orally share narrative before writing

134




Unit Title: Writing: Thesis

Learning Objective/ Essential Course Outcome: The student will be able to introduce a topic; organize ideas, concepts, and information. A+ Objective (High School Only):













10. Other:


Collaborative thesis development

Multiple choice question Evaluation:

Research paper


Teacher modeling

Debates

Evaluate thesis statements

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.2a


Enrichment Exercises : model more advanced thesis writing strategies Correction Exercises: revision Special Needs: revision

135




Unit Title: Writing: Organization

Learning Objective/ Essential Course Outcome: The student will be able to produce clear and coherent writing in which the development, organization, and styles, are appropriate to task, purpose, and audience. A+ Objective (High School Only):













10. Other:


Practice paragraphs

First draft review

Peer review Evaluation:

Research paper


Organization maps

6 + 1 Trait Writing

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.4


Enrichment Exercises : use transitions and coherence techniques Correction Exercises: revision Special Needs: oral revision

136




Unit Title: Writing: Informative/Explanatory Techniques

Learning Objective/ Essential Course Outcome: The student will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and support with well-chosen, relevant, and sufficient details. A+ Objective (High School Only):













10. Other:


Collaborative presentation

Peer evaluation Evaluation:

Research paper

Oral presentation

Pecha Kucha multi-media presentation Learning Activity – Guiding Questions:

Paraphrasing and summarizing

Evaluate model papers

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4

2.1 2.2

W.9-10.2


Enrichment Exercises : model more advanced techniques, revision Correction Exercises: revision Special Needs: revision

137





Unit Title: Reading Informational Text: Text Analysis

Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis for what the text says explicitly as well as inferences drawn from the grade appropriate informational text. A+ Objective (High School Only):













10. Other:


Practice multiple choice questions

Respond to informational texts Evaluation:

Nonfiction summative Learning Activity – Guiding Questions:

Summarizing and paraphrasing

Compare informational texts

Content Standards

Process Standards

GLEs or CLEs

ELA 3 ELA 7

1.6 1.9 2.3 2.4

RI.9-10.1 RI.9-10.9 RI.9-10.10


Enrichment Exercises : Pre-AP test questions Correction Exercises: Annotation exercises Special Needs: Annotation exercises

138






Learning Objective/ Essential Course Outcome: The student will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from grade appropriate texts. A+ Objective (High School Only):













10. Other:


Plot chart

Irony chart

Literary element assessment Evaluation:

Plot chart summative


Literary elements summative


Review games

Map

Analyzing quotations

Model activity

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 7

1.5 4.1

RL9-10.1 RL9-10.10

Resources: short stories, novels, plays

Enrichment Exercises : Pre-AP practice questions and activities Correction Exercises: Annotation activities Special Needs: Use simpler or multimedia texts

139





Unit Title: Reading Literature: Complex Character Development

Learning Objective/ Essential Course Outcome: The student will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme and support with textual evidence. A+ Objective (High School Only):













10. Other:


STEAL chart (See Appendix)

Identify literary archetype assessment Evaluation:


Novel summative

Romeo and Juliet summative

Character analysis essay Learning Activity – Guiding Questions:

Character trait identification

Literary character archetype analysis

Modeling activity

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 7

1.5 4.1

RL.9-10.3

Resources: short stories, novels, plays


140





Unit Title : Reading Literature: Theme/Central Idea

Learning Objective/ Essential Course Outcome: The student will be able to determine a theme in literature or a central idea in informational text and analyze in detail its development throughout the text and justify the theme with specific details. A+ Objective (High School Only):













10. Other:


Theme tracker Evaluation:


Novel summative


Theme tracker

Scene summary

Content Standards

Process Standards

GLEs or CLEs

ELA 2 ELA 7

1.5 4.1

RL.9-10.2 RI.9-10.2

Resources: Variety of texts


141





Unit Title: Reading Information Text: Craft and Structure

Learning Objective/ Essential Course Outcome: The student will be able to analyze the author’s point of view or purpose based upon word choice, ideas, and claim development. A+ Objective (High School Only):













10. Other:


Craft and structure chart

Compare and contrast 2 articles/essays Evaluation:

Nonfiction narrative summative

Essay summative Learning Activity – Guiding Questions:

Hook activity

Teacher modeling-analyzing craft an structure elements

Content Standards

Process Standards

GLEs or CLEs

ELA 3 ELA 7

1.6 1.9 2.3 2.4

RI.9-10.4 RI.9-10.5 RI.9-10.6 L.9-10.5



142

English I Standards 2014

1. Writing: Textual Evidence


○ MLA citations, Works Cited

2. Writing: Informative Techniques



3. Writing: Organization

○ Thesis, essay/paragraph structure, topic sentences

4. Writing: Narrative Techniques


5. Speaking & Listening



6. Reading: Literature Analysis

○ Theme, irony, symbolism, foreshadowing, plot structure, allusion

○ Figurative language--metaphor, personification

7. Reading: Character Development



8. Reading: Informational Text


9. Reading: Comprehension of grade level texts


10. Language: Vocabulary Acquisition and Use


11. Language: Conventions of Standard English

○ Capitalization



punctuate correctly

143

1st Semester must assess 9 scales


○ Theme, irony, symbolism, foreshadowing, plot structure

Reading: Character Development



Reading: Informational Text






○ MLA citation for single literary work

○ Works Cited for single literary work



Writing: Narrative Techniques





○ Capitalization


Teachers may choose to assess more as time and student progress allows.

144

2nd Semester must assess 8 scales


○ Theme, irony, allusion, Figurative language--metaphor, personification





○ MLA citation for multiple works

○ Works Cited for multiple works



Writing: Informative Techniques










punctuate correctly

145

Advanced English II

Course Description Curriculum Units of Study Essential Understandings

146

1251 ADVANCED ENGLISH 2 1252 (Communication Arts ) 1 unit: 10; Prerequisite: Permit to enroll This course satisfies the graduation requirement and consists of instruction in literature, nonfiction, writing, language study, research, and speaking and listening. Literature will include selections of fiction, nonfiction, poetry, and drama. The emphasis will be on the analysis and evaluation of text. Key writing concepts include various modes of discourse and students will produce analytical, expository, research, and persuasive essays. Students will evaluate various types of media, strengthen vocabulary, and participate in informal and formal speaking and listening activities. Students will be required to take an “End of Course” exam provided by the State of Missouri at the completion of English

147


Content Area: ELA

Course Name: English 2 ADV

Grade:10 Duration of Unit: 3 weeks

Unit Title: Writing: Argumentation



sufficiency of the reasoning. (W.9-10.1) A+ Objective (High School Only):












X 10. Other:





Practice responses

Integrate a larger variety of sources (internet, DVD, text, periodicals)

Evaluation:


Written responses

To Kill a Mockingbird argument analysis over trial





Research viewpoints

Evaluate viewpoints

Content Standards

Process Standards

GLES OR CLES


Goal 1.5 Goal 1.6 Goal 1.8 Goal 2.1 Goal 2.2 Goal 2.7 Goal 3.1 Goal 3.5 Goal 4.5

W.9-10.1

148

Resources: Grammar text, internet sources

Enrichment Exercises : Evaluate sample essays Correction Exercises: Use peer groups to evaluate essay Special Needs: Work closely with teacher to evaluate understanding

149


Content Area: ELA



Unit Title: Reading informational text: Argument evaluation



sufficiency of the reasoning. (RI. 9-10.8) A+ Objective (High School Only):

Primary Text: Primary Text: Pearson Common Core Literature Grade 10












X 10. Other:





Practice responses

Evaluate multiple sources (internet, text, periodical)

Evaluation:


Written responses





Content Standards

Process Standards

GLES OR CLES

ELA 3


W.9-10.1

Resources: Primary text and online sources

Enrichment Exercises : locate individual sources based on interests Correction Exercises: work with peers to locate and evaluate sources Special Needs: work with small groups with teacher direction to locate and evaluate sources

150


Content Area: ELA



Unit Title: Reading Literature: Compare and Contrast Two Mediums


Analyze the representation of a subject or key scene in two different mediums through

comparison and contrast. (RL.9-10.7) A+ Objective (High School Only):













X 10. Other:


Reading multiple formats of a text or viewing multiple formats of a text


Create a digital presentation noting similarities and differences

Evaluation:

Compare Contrast Evaluation

Written responses



How can I evaluate the differences between depictions of a text to determine author’s various choices?

How is a theme represented differently between two different mediums?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 5

Goal 1.5 Goal 1.6

RL.9-10.7

Resources: Primary text, internet and multimedia sources

Enrichment Exercises : Seek out a variety of media representations of source material Correction Exercises: Use a specific character or scene to locate a variety of media representations Special Needs: Work in small teacher directed groups to seek out a variety of media representations of source material

151


Content Area: ELA

Course Name: English 2 ADV Grade:10 Duration of Unit: 3 weeks

Unit Title: Reading Literature: Cultural Perspective


Analyze a particular point of view or cultural experience reflected in a work of literature from

outside the United States, drawing on a wide reading of world literature. (RL.9-10.6) A+ Objective (High School Only):













X 10. Other:


Reading various cultural texts

Quizzes


Student will seek out text from cultures with larger social issues

Evaluation:

Research attributes of various cultures to be able to analyze how it is used within literature

Written responses



How do cultural differences effect or reflect literary choices?

How does the culture effect the character’s choices within their society?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3 ELA 7


RL.9-10.6

Resources: Primary text and online resources, novels

Enrichment Exercises : Seek out multi-cultural literature based on personal interest Correction Exercises: work with primary source material in conjunction with classroom literature Special Needs: complete close read activity on source material in teacher directed small groups

152


Content Area: ELA


Unit Title: Reading Informational Text: Informational Text Analysis


Analyze the structure of an informational text through how the author organizes the points, uses rhetorical devices, and develops connections between ideas. (RI.9-10.3)














X 10. Other:



Evaluate a speech (ex. Julius Caesar’s funeral speeches)

Evaluate rhetorical devices

Practice responses

Seek own text and evaluate author’s development

Evaluation:

Research paper – notes over sources for term paper

Written responses



How can I delineate and evaluate an argument?

How can I determine relevancy of evidence supporting an argument within a text?

Content Standards

Process Standards

GLES OR CLES

ELA 3


RL.9-10.3


Enrichment Exercises : seek out and analyze the rhetorical strategies of historical speeches Correction Exercises: work in small groups with teacher assigned historical speeches Special Needs: complete a close read with teacher assigned speech

153


Content Area: ELA


Unit Title: Speaking and listening: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and SL.9-10.6)


Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.

Make strategic use of digital media in presentations.

Adapt speech and language to a variety of contexts. A+ Objective (High School Only):













X 10. Other:


Small group informal discussion


Socratic seminars Evaluation:

Group or Independent presentations over classroom assignments

Small group presentations



How do I present information, findings, and evidence so that audience can logically follow the line of reasoning?

How do I make strategic of digital literacy in presentations?

Mythology Presentation

Presentation of Research

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 5 ELA 6

Goal 2.1

SL.9-10.4 SL.9-10.5 SL.9-10.6

154

Resources: Textbook, online resources

Enrichment Exercises: More student driven results Correction Exercises: Observe peers as well as example videos from Youtube Special Needs: Use reteaching as well as teacher monitoring for progress (refer to student IEP)

155


Content Area: ELA


Unit Title: Reading: Comprehension


By the end of grade 10, read and comprehend nonfiction, literature, including stories, dramas,

and poems, at the high end of the grades 9-10 text complexity, independently and proficiently. (RL.9-10.10 and RI.9-10.10) A+ Objective (High School Only):













X 10. Other:


Read documents such as US seminal documents, classics of American Literature, Shakespeare, and a wide and deep reading of literature and literary nonfiction

Quizzes


Pre-ap style question

Independent reading at or above their level

Evaluation:


Reading quizzes


What is the author trying to convey?

How can we determine meaning within an author’s text?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5 RL.9-10.10 RI.9-10.10

Resources: Primary text and novels

Enrichment Exercises : Socratic seminar Correction Exercises: Work with peers on pre-AP style questions Special Needs: Work in teacher directed small groups discussions

156


Content Area: ELA


Unit Title: Language: Sentence Structure (L.9-10.1)


• use parallel structure

• uses compound, complex, and compound-complex sentence structures effectively and vary sentence structure














X 10. Other:



Practicing writing sentence structures

EOC sample and ACT practice questions

Create a rap, rhyme, song and present to class

Evaluation:

Sentence structure within an essay

Write individual sentence that incorporate the various structures

Identifying and explaining the usage within textual pieces


How do I use parallel structure in formal writing to show emphasis on important ideas?

How do I use various sentence structures to add variety to my writing?

Direct instruction on different structures

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 2.6

L.9-10.1


Enrichment Exercises : Identifying in current readings or personal work Correction Exercises: Small Group teaching Special Needs: Use reteaching as well teacher monitoring for progress (refer to student IEP)

157


Content Area: ELA


Unit Title: Writing: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)


Integrate information into the text drawing evidence from literary or informational texts.

Include a standard format for citation to maintain the flow of ideas and avoid plagiarism.

Write and edit work so that it conforms to the guidelines in the chosen style manual. A+ Objective (High School Only):













X 10. Other:


Working with librarian

Know how to create MLA citations using MLA guides and Owl at Purdue

Create presentation explain proper MLA format to peers

Evaluation:

Research paper

Citations within other assignments Learning Activity – Guiding Questions:

How can I access reliable research material?

How do I avoid plagiarism?

How do I cite sources using a standard format?

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 3 ELA 4

Goal 1.7

W.9-10.8 W.9-10.9 L.9-10.3

Resources: Primary text and Grammar & Composition text

Enrichment Exercises: Locate documents and incorporate MLA style citations Correction Exercises: Work with teacher on corrections Special Needs: Use re-teaching as well as teacher monitoring for progress (refer to student IEP)

158


Content Area: ELA


Unit Title: Reading Literature: theme

Learning Objective/Essential Course Outcome: Determine a theme in literature or a central idea in informational text and analyze in detail its development throughout the text and justify the theme with specific details. (RL.9-10.2 and RI.9-10.2) A+ Objective (High School Only):

Primary Text: Pearson CC Literature Grade 10












X 10. Other:


Read documents such as US seminal documents, classics of American Literature, Shakespeare, and a wide and deep reading of literature and literary nonfiction

Quizzes


Create a presentation documenting a theme as well as its progression through the text

Evaluation:


Theme Tracker – Determine and track



How can I determine the meaning intended by the author?

How can I evaluate how an author extends a theme throughout a piece?

How is theme reflected through character behavior and elements of plot?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5 Goal 1.6

RL.9-10.2 RI.9-10.2

Resources: Primary text, internet sources and novels

Enrichment Exercises: Determine a theme and track throughout a source Correction Exercises: Work with peers to track teacher determined theme Special Needs: Work with small teacher directed groups to track the theme of a text

159


Content Area: ELA


Unit Title: Writing: Organization (W.9-10.4)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.














X 10. Other:


Graphic organizers

Outlines

Evaluate textual examples for structural choices

Peer assessment Evaluation:

Any essay within the class

Written responses


How do I decide the organization style for a piece of writing?

Cut up sample essays for students to arrange in proper order

Utilize graphic organizer for writing

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 3 ELA 4

Goal 1.6 Goal 1.8

W.9-10.4

Resources: Primary text or online resources

Enrichment Exercises: Student selects best choice of organizational patterns Correction Exercises: Use graphic organizers Special Needs: Use teacher provided graphic organizers

160


Content Area: ELA

Course Name: English 2 ADV Grade: 10 Duration of Unit: 3 weeks


Learning Objective/ Essential Course Outcome: Analyze the use of literary elements and explain how they enhance the meaning of the text A+ Objective (High School Only):













x 10. Other:


Analyze textual literary elements such as: character, plot, conflict, setting mood, point of view, irony, sensory details, figurative language and sound devices

Use text to determine use of element

Practice responses

Class discussion and activities

Use pre-ap style questions Evaluation:

Literary analysis paper

Summative assessment Learning Activity – Guiding Questions:

How can I use evidence from the text to support my analysis

How does an author’s purpose become clear through his use of literary techniques?

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1

Resources: Primary text, online sources or novel

Enrichment Exercises: Locate and analyze literary elements throughout assigned piece Correction Exercises: Analyze teacher assigned literary elements Special Needs: Work in teacher directed small groups to analyze specific literary elements

161


Content Area: ELA


Unit Title: Language: Punctuation and Spelling (L.9-10.2)


Use a semicolon to link two or more closely related independent clauses or in conjunctive adverbial clauses

Use a colon to introduce a list or quotation

Spell grade-appropriate words correctly in writing A+ Objective (High School Only):













X 10. Other:



Practicing writing sentences that use this punctuation

EOC sample and ACT practice questions

Create their own mini assessments and share with peers

Evaluation:

Correct usage within essays

Write individual sentence that incorporate the colon, semi-colon, and spelling words

Summative Assessment Learning Activity – Guiding Questions:

How do I use a semi-colon or colon appropriately within my writing?

How do I spell grade level appropriate words?

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 2.6

L.9-10.2

Resources: primary text and Grammar and Composition Handbook

Enrichment Exercises: Identifying in current readings or personal work Correction Exercises: Small group reteaching Special Needs: Use re-teaching as well as teacher monitoring for progress (refer to student IEP)

162


Content Area: ELA


Unit Title: Language: Vocabulary and Acquisition

Learning Objective/ Essential Course Outcome: Vocabulary Acquisition and Use (L.9-10.4) A+ Objective (High School Only):













X 10. Other:


Using various texts to develop vocabulary

Word of the week activity


Create a personal list of unknown words from class readings

Evaluation:

Correct usage of vocabulary within essays

Grade level appropriate vocabulary quizzes


How do I develop a higher level vocabulary?

How do I indentify word meaning with context clues?

Use cloze read strategies

Use “who has, I have” game

Word of the week

Work with word parts (prefix, suffix)

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 2.6

L.9-10.4

Resources: Primary text, online sources, Grammar and Composition Handbook

Enrichment Exercises: Students will create their own individual word list from in class readings Correction Exercises: Teacher will assign list of commonly misspelled words Special Needs: Teacher will use pre-made word list in conjunction with special education teacher

163

English Two Essential Outcomes

Strand: Reading

Topic: Reading Comprehension (RL.9-10.10 and RI.9-10.10)


Topic: Theme/Central Idea (RL.9-10.2 and RI.9-10.2) (Also used in English


Topic: Literature Analysis (RL.9-10.1 and RL.9-10.10) (Also used in English

one)(Semester One and Two)

Topic: Word choice and text structure: impact on text meaning, mood,

and tone (RL.9-10.4-5)

Topic: Cultural Perspectives (RL.9-10.6).

Topic: Compare and Contrast Two (RL.9-10.7)


Topic: Informational Text Analysis (RI.9-10.3)

Topic: Argument Evaluation (RI.9-10.8)

Strand: Writing

Topic: Persuasion (W.9-10.1)(Semester Two)

Topic: Organization (W.9-10.4) (Also used in English One)(Semester One

and Two)

Topic: Textual Evidence and Citations (W.9-10.8 and W.9-10.9 and L.9-10.3)

(Also used in English One)(Semester One and Two)


Topic: Presentation of Knowledge and Ideas (SL.9-10.4 and SL.9-10.5 and

SL.9-10.6) (Also used in English One)(Semester One and Two) (Also

integrate sources into this for English Two)

Strand: Language

Topic: Sentence Structure (L.9-10.1) (Also used in English One)(Semester

One and Two)

Topic: Punctuation and Spelling (L.9-10.2) (Also used in English


Topic: Vocabulary Acquisition and Use (L.9-10.4) (Also used in English

Two)(Semester One and Two)

164

AP Literature and Composition

Course Description Essential Understandings/Standards


165

1521 AP ENGLISH LITERATURE & COMPOSITION 1522 (Communications Arts) 1 unit; 11-12; prerequisite: None NOTE: This class will fulfill the requirement of the 3rd or 4th year of English. Students are expected to take the AP course exam. This is a college level course, which prepares the students for the Advanced Placement Literature and Composition exam. Students should be aware of the rigor, intensity, and scope that this course will demand. This course will further develop students’ abilities as skilled analysts of a broad range of prose written in a variety of periods, disciplines, and rhetorical contexts. Students will study, analyze, and write from a variety of literary genres. The main emphasis will be writing critical essays under time constraints with emphasis on point of view, imagery, figurative language, syntax, style, structure, and diction. These essays should demonstrate what is expected at the end of a college freshman course in English. Students will enhance vocabulary, grammar, research skills as well as speaking and listening skills.

166

AP Literature and composition Essential Outcomes

Strand: Reading Literature The student will read deliberately and thoroughly, taking time to understand a work’s complexity and analyze how that meaning is embodied in literary form The student will read deliberately and thoroughly, taking time to understand a poem’s complexity and analyze how that meaning is embodied in poetic form The student will demonstrate their mastery of their literary language skills and understanding as it applies to various literary texts The student will read deliberately and thoroughly, taking time to understand a poem’s complexity and analyze how that meaning is embodied in poetic form Strand: Language The student will demonstrate their mastery of their literary language skills and understanding as it applies to various literary texts The student will identify or clarify word meanings and phrases by using context clues, analyzing meaningful word parts and consulting general and specialized reference materials The student will demonstrate understanding of figurative language, word relationships, nuances, and word meanings Strand: Writing The student will demonstrate their ability to develop an argument or present a literary analysis from a critical perspective The student will write to develop and organize ideas in clear, coherent and persuasive language The student will demonstrate the ability to explain clearly, cogently, even concisely communicate what they understand about literary works and why they interpret them as they do The student will produce writing that reinforces their reading and supports and recognizes the author’s diction and syntax Strand: Speaking and Listening The student will present information, findings, and supporting evidence utilizing organization, development and style appropriate to audience

167

CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS AP LITERATURE AND COMPOSITION CURRICULUM

Content Area: ELA

Course Name: AP Literature and Composition

Grade: 11/12

Duration of Unit: 3 weeks

Unit Title: Reading: Literary Analysis Prose

Learning Objective/ Essential Course Outcome/Standard: Reading: The student will read deliberately and thoroughly, taking time to understand a work’s complexity and analyze how that meaning is embodied in literary form A+ Objective (High School Only):

Primary Text:












X 10. Other:


Class discussion

Reading quizzes

Journaling

Constructed response Evaluation:


AP practice exams Learning Activity – Guiding Questions:

Read and actively annotate

Small group analysis of AP practice essays

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5 Goal 1.9

RL 11-12.3 RL 11-12.5

Resources: Primary text, novels and online sources

Enrichment Exercises: Socratic seminar Correction Exercises: Dialectical journals Special Needs: Allow extended time and additional strategies as determined by individual student needs

168


Content Area: ELA


Grade: 11/12


Unit Title: Reading: Literary Analysis Poetry

Learning Objective/ Essential Course Outcome/Standard: Reading: The student will read deliberately and thoroughly, taking time to understand a poem’s complexity and analyze how that meaning is embodied in poetic form A+ Objective (High School Only):

Primary Text:












X 10. Other:


Class discussion

Reading quizzes

Journaling




Read and actively annotate

Small group analysis of AP practice essays

Read and evaluate sound devices

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5 Goal 1.9

RL 11-12.3 RL 11-12.5


Enrichment Exercises: Choose individual poet to analyze and evaluate for style Correction Exercises: Work in small group to analyze individual poets Special Needs: Allow extended time and additional strategies as determined by individual student needs

169


Content Area: ELA


Grade: 11/12


Unit Title: Reading: Literary Language

Learning Objective/ Essential Course Outcome/Standard: Reading: The student will demonstrate their mastery of their literary language skills and understanding as it applies to various literary texts A+ Objective (High School Only):

Primary Text:












X 10. Other:


Active reading skills

Reading quizzes

Journaling




Literary vocabulary quizzes

AP exam multiple choice examples

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 3

Goal 1.5 Goal 1.9

RL 11-12.3 RL 11-12.5


Enrichment Exercises: Apply various literary terms to a variety of readings Correction Exercises: Work with teacher assigned literary terms and apply to a variety of readings Special Needs: Allow extended time and additional strategies as determined by individual student needs

170


Content Area: ELA


Grade: 11/12


Unit Title: Writing: Argument

Learning Objective/ Essential Course Outcome/Standard: Writing: The student will demonstrate their ability to develop an argument or present a literary analysis from a critical perspective A+ Objective (High School Only):

Primary Text:












X 10. Other:



Journaling




Develop and write thesis statements

Close analysis of sample AP prompts/essays

Content Standards

Process Standards

GLES OR CLES

ELA 4

Goal 2.1 Goal 2.3

W 11-12. 1 W 11-12.4


Enrichment Exercises: Seek out critical analysis on a variety of readings Correction Exercises: Seek out critical analysis on teacher assigned readings Special Needs: Allow extended time and additional strategies as determined by individual student needs

171


Content Area: ELA


Grade: 11/12


Unit Title: Writing: Synthesis

Learning Objective/ Essential Course Outcome/Standard: Writing: The student will write to develop and organize ideas in clear, coherent and persuasive language A+ Objective (High School Only):

Primary Text:












X 10. Other:



Journaling




Peer/group editing of timed essays

Brainstorming exercise and graphic organizers

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 4

Goal 2.1 Goal 2.4

W 11-12. 1 W11-12.2 W 11-12.4


Enrichment Exercises: Demonstrate knowledge of advanced skills in organization and persuasion Correction Exercises: Examine peer writing for structure and revision Special Needs: Allow extended time and additional strategies as determined by individual student needs

172


Content Area: ELA


Grade: 11/12


Unit Title: Writing: Textual evidence and supporting detail

Learning Objective/ Essential Course Outcome/Standard: Writing: The student will demonstrate the ability to explain clearly, cogently, even concisely communicate what they understand about literary works and why they interpret them as they do A+ Objective (High School Only):

Primary Text:












X 10. Other:



Journaling




Paraphrase author’s content expressing clear analysis

Utilize literary vocabulary to write effective AP practice essays

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 2 ELA 4


W 11-12.4 W11-12.9


Enrichment Exercises: Correction Exercises: Special Needs: Allow extended time and additional strategies as determined by individual student needs

173


Content Area: ELA


Grade: 11/12


Unit Title: Writing: Diction and syntax

Learning Objective/ Essential Course Outcome/Standard: Writing: The student will produce writing that reinforces their reading and supports and recognizes the author’s diction and syntax A+ Objective (High School Only):

Primary Text:












X 10. Other:


Identify author’s style


Journaling




Review sample literary works and identify author’s diction and word choice

Content Standards

Process Standards

GLES OR CLES

ELA 1 ELA 2 ELA 4

Goal 2.1 Goal 2.4

W 11-12.1.c L11-12.3


Enrichment Exercises: Incorporate knowledge insightful use of syntax and diction in class writing Correction Exercises: Work with peers to determine selected authors diction and syntax Special Needs: Allow extended time and additional strategies as determined by individual student needs

174


Content Area: ELA


Grade: 11/12


Unit Title: Language: Vocabulary acquisition and use

Learning Objective/ Essential Course Outcome/Standard: Language: The student will identify or clarify word meanings and phrases by using context clues, analyzing meaningful word parts and consulting general and specialized reference materials A+ Objective (High School Only):

Primary Text:












X 10. Other:



Journaling

Identifying root words and utilizing context clues

Evaluation:



Review sample literary works and identify author’s style reflected by diction and word choice

Review sample literary words and identify the effective sentence structure

Content Standards

Process Standards

GLES OR CLES

ELA 1

Goal 1.5 Goal 2.1

L11-12.4 L11-12.5


Enrichment Exercises : Incorporate advanced vocabulary in timed and assigned writing Correction Exercises: Create personal vocabulary list based on required class readings Special Needs: Allow extended time and additional strategies as determined by individual student needs

175


Content Area: ELA Course Name: AP Literature and Composition

Grade: 11/12


Unit Title: Language: Understanding of figurative language

Learning Objective/ Essential Course Outcome/Standard: Language: The student will demonstrate understanding of figurative language, word relationships, nuances, and word meanings A+ Objective (High School Only):

Primary Text:












X 10. Other:



Journaling

Utilizing context clues to determine word relationships

Identifying author’s use of figurative language

Evaluation:



Literary vocabulary quizzes

Use visual media to demonstrate understanding with examples of various interpretations

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 7

Goal 1.5 Goal 2.1

L11-12.5


Enrichment Exercises: Student will evaluate chosen literature for the author’s purpose and use of figurative language Correction Exercises: Work with peers on assigned readings to evaluate the author’s purpose and use of figurative language Special Needs: Allow extended time and additional strategies as determined by individual student needs

176


Content Area: ELA


Grade: 11/12


Unit Title: Speaking and Listening: Comprehension and collaboration

Learning Objective/ Essential Course Outcome/Standard: Speaking and listening: The student will integrate and evaluate information presented in diverse formats including: visually, quantitatively and orally, including expressing their own ideas clearly and persuasively. A+ Objective (High School Only):

Primary Text:












X 10. Other:



Socratic seminar

Written response to visual and digital media

Evaluate a speaker’s point of view, reasoning and evidence through digital technology

Evaluation:


AP practice exams

Projects Learning Activity – Guiding Questions:

Visual display (Prezi, PowerPoint, Google Slides)

Small group collaboration on presentation

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 6


SL11-12.1 SL11-12.4 SL11-12.6


Enrichment Exercises: Students will acquire and present information in multiple media types on a chosen topic Correction Exercises: With a partner, students will acquire and present information on an assigned topic Special Needs: Allow extended time and additional strategies as determined by individual student needs

177


Content Area: ELA


Grade: 11/12


Unit Title: Speaking and Listening: Presentation of Knowledge and ideas

Learning Objective/ Essential Course Outcome/Standard: Speaking and listening: The student will present information, findings, and supporting evidence utilizing organization, development and style appropriate to audience A+ Objective (High School Only):

Primary Text:












X 10. Other:



Socratic seminar

Written response to visual and digital media

Evaluate a speaker’s point of view, reasoning and evidence through digital technology

Evaluation:


AP practice exams

Projects Learning Activity – Guiding Questions:

Develop outline to organize information used in AP essay

Presenting information appropriate for a college level audience

Content Standards

Process Standards

GLES OR CLES

ELA 2 ELA 6


SL11-12.4 SL11-12.5 SL 11-12.6


Enrichment Exercises: Students will acquire and present information in multiple media types on a chosen topic Correction Exercises: With a partner, students will acquire and present information on an assigned topic Special Needs: Allow extended time and additional strategies as determined by individual student needs

178

AP Language and Composition



179

1531 AP LANGUAGE AND COMPOSITION 1532 (Communication Arts) 1 unit; 11-12; prerequisite: None NOTE: This class will fulfill the requirement of the 3rd or 4th year of English. Students are expected to take the AP course exam. This is a college level course, which prepares students for the Advanced Placement Language and Composition exam. Students should be aware of the rigor, intensity, and scope that this course will demand in developing students’ abilities as skilled analysts of a broad range of prose written in a variety of periods, disciplines, and rhetorical contexts. The course emphasis is on nonfiction literature and students will focus on the writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. Students will compose a variety of modes and for a variety of purposes. Students will also enhance vocabulary, grammar, research skills as well as speaking and listening skills.

180

AP English Language Essential Outcomes

Strand 1: The student will analyze the rhetorical strategies authors employ to achieve their purpose.

Strand 2: The students will create arguments based on readings, research, or personal anecdotes.

Strand 3: Students will be able to synthesize an argument in response to a variety of sources.

Strand 4: The student will be able to utilize a wide range of vocabulary appropriately and effectively.

Strand 5: The student will read a variety of complex texts independently and proficiently.

Strand 6: The student will produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions.

Strand 7: The student will demonstrate AP level stylistic maturity through the use of effective sentence structures, diction, tone, and voice.

Strand 8: The student will be able to listen to varying viewpoints and ideas, and engage in conversation and synthesize an oral response.

181

CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM AP ENGLISH LANGUAGE AND COMPOSITION


Course Name: Advanced Placement Language and Composition

Grade: 11-12

Duration of Unit:

Unit Title: Rhetorical Analysis

Learning Objective/ Essential Course Outcome: The student will analyze the rhetorical strategies authors employ to achieve their purpose. A+ Objective (High School Only):

Primary Text: Writing America












X 10. Other:


Multiple choice rhetorical analysis

Annotation

Dialectical journals

Rhetorical devices in action

Timely topic evaluation Evaluation:

Timed Writing Learning Activity – Guiding Questions:

Pre-writing

Teacher modeling

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 4 ELA 5 ELA6 ELA 7

1.5 1.6 1.7 1.9 1.10 2.2 2.3 2.4 4.1

RI. 11-12.1 RI. 11-12.2 RI. 11-12.3 RI. 11-12.4 RI. 11-12.5 RI. 11-12.6 RI. 11-12.7 RI. 11-12.8 RI. 11-12.9 L. 11-12.3 L. 11-12.4 L. 11-12.5 L. 11-12.6

Resources: AP exemplar essays

Enrichment Exercises: Assign more challenging text Correction Exercises: Assign shorter text Special Needs: Assign shorter text

182




Grade: 11-12

Duration of Unit:

Unit Title: Argument

Learning Objective/ Essential Course Outcome: The student will be able to create arguments based on readings, research, or personal anecdotes. A+ Objective (High School Only):













X 10. Other:



Evaluate rhetorical appeals

Socratic seminar

Propaganda analysis Evaluation:

Researched argument paper

Timed Writing Learning Activity – Guiding Questions:

Four corners

Debates

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 3 ELA 6

1.1 1.2 1.4 1.5 1.6 1.7 1.8 2.1 2.3 2.4 2.7 3.1 3.5 3.6 3.7 3.8 4.1

RI. 11-12.6 W. 11-12.1 W. 11-12.4 W. 11-12.5 W. 11-12.6 W. 11-12.8

Resources: They Say I Say

Enrichment Exercises: Analyze a more complex argument and respond with a mature, thoughtful analysis. Correction Exercises: Assign a more engaging text that builds upon student experiences. Special Needs: Assign a more engaging text that builds upon student experiences.

183




Grade: 11-12

Duration of Unit:

Unit Title: Synthesis

Learning Objective/ Essential Course Outcome: Students will be able to synthesize an argument in response to a variety of sources. A+ Objective (High School Only):













X 10. Other:


Create synthesis questions

Collaborative discussions Evaluation:

Timed Writing

Researched argument paper Learning Activity – Guiding Questions:

In-class analysis of timely topics

Teacher modeling

Practice “They Say, I Say”

Content Standards

Process Standards

GLEs or CLEs


1.5 1.6 1.7 1.8 1.9 2.3 2.4 3.4 3.5 3.6 3.7 3.8

RI. 11-12.2 RI. 11-12.3 RI. 11-12.7 W. 11-12.1 W. 11-12.4 W. 11-12.5 W. 11-12.6 W. 11-12.7 W. 11-12.8

Resources: They Say I Say

Enrichment Exercises : Assign a more challenging text with a more complex argument. Correction Exercises: Assign fewer, more engaging texts. Special Needs: Assign fewer, more engaging texts.

184

CITY OF ST. CHARLES SCHOOL DISTRICT CURRICULUM

AP ENGLISH LANGUAGE AND COMPOSITION Content Area: English Language Arts


Grade: 11-12

Duration of Unit:

Unit Title: Vocabulary Acquisition and Use

Learning Objective/ Essential Course Outcome: The student will be able to utilize a wide range of vocabulary appropriately and effectively. A+ Objective (High School Only):













X 10. Other:


Multiple Choice assessments

Personal vocabulary list

Student-created sentences Evaluation:

Timed writing

Essay evaluation Learning Activity – Guiding Questions:

SAT Quack Words DVD

Teacher modeling

Word walls

Content Standards

Process Standards

GLEs or CLEs

ELA 3 2.2 L. 11-12.4 L. 11-12.5 L. 11-12.6

Resources: Suggested AP vocabulary

Enrichment Exercises : Assign more challenging vocabulary. Correction Exercises: Use Marzano vocabulary strategies. Special Needs: Use Marzano vocabulary strategies.

185




Grade: 11-12

Duration of Unit:

Unit Title: Reading AP Level Texts

Learning Objective/ Essential Course Outcome: The student will read a variety of complex texts independently and proficiently. A+ Objective (High School Only):













X 10. Other:


Practice passages

Multiple choice assessments Evaluation:

Comprehension assessment Learning Activity – Guiding Questions:

Independent reading

Analyzing prose passages

Annotation activity

Content Standards

Process Standards

GLEs or CLEs

ELA 3 ELA 5

1.5 1.6

RI. 11-12.10

Resources: Variety of teacher and student chosen texts

Enrichment Exercises : Assign more challenging texts. Correction Exercises: Break text into manageable chunks. Special Needs: Break text into manageable chunks.

186




Grade: 11-12

Duration of Unit:

Unit Title: Writing: Textual Evidence and Idea Development

Learning Objective/ Essential Course Outcome: The student will produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions. A+ Objective (High School Only):













X 10. Other:



Collaborative discussions

In-class writing Evaluation:

Timed writing


Teacher modeling

Analyze student sample writing

Review MLA protocol

Content Standards

Process Standards

GLEs or CLEs


1.5 1.6 1.7 1.9 2.1 2.2 2.3 2.4 2.7 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4.1

RI. 11-12.1 RI. 11-12.2 RI. 11-12.3 RI. 11-12.4 RI. 11-12.5 RI. 11-12.6 RI. 11-12.7 RI. 11-12.8 RI. 11-12.9 RI. 11-12.11 RI. 11-12.12 W. 11-12.1

Resources: AP Exemplar essays

Enrichment Exercises: Require a more in-depth response. Correction Exercises: Develop ideas with textual evidence orally. Special Needs:. Develop ideas with textual evidence orally.

187




Grade: 11-12

Duration of Unit:

Unit Title: Writing: Diction and Syntax

Learning Objective/ Essential Course Outcome: The student will demonstrate AP level stylistic maturity through the use of effective sentence structures, diction, tone, and voice. A+ Objective (High School Only):













X 10. Other:


Diction analysis activity

Multiple-choice assessments Evaluation:

Timed writing


Diction analysis activity

Identify appropriate diction for a variety of audiences

Parse syntactical structures

Content Standards

Process Standards

GLEs or CLEs

ELA 4 2.1 2.2

L. 11-12.1 L. 11-12.2 L. 11-12.3 W. 11-12.4 W. 11-12.5 W. 11-12.6

Resources: Online dictionaries

Enrichment Exercises: Require the use of more sophisticated diction and syntactical structure. Correction Exercises: Correction exercises requiring the use of precise diction and syntactical structure. Employ sentence structure imitation exercises. Special Needs: Correction exercises requiring the use of precise diction and syntactical structure. Employ sentence structure imitation exercises.

188




Grade: 11-12

Duration of Unit:

Unit Title Collaborative Discussion

Learning Objective/ Essential Course Outcome: The student will be able to listen to varying viewpoints and ideas, and engage in conversation and synthesize an oral response. A+ Objective (High School Only):













X 10. Other:


Group activities Evaluation:

Socratic seminar

Oral Presentation Learning Activity – Guiding Questions:

Pair/share discussion

Whole-class discussion

Content Standards

Process Standards

GLEs or CLEs

ELA 6 1.5 1.6 1.7 1.8 2.1 2.3 2.4 3.5 3.7 3.8 4.1

SL. 11-12.1 SL. 11-12.2 SL. 11-12.3 SL. 11-12.4 SL. 11-12.6

Resources: Online Socratic seminar videos, discussion questions

Enrichment Exercises : Provide encouragement and feedback to peers. Correction Exercises: Require specific written preparation. Special Needs: Online discussion via teacher-sponsored discussion board.

189

Advanced College Credit Composition



190

1501 ADVANCED COLLEGE CREDIT: COMPOSITION (Communication Arts) ½ unit; 12;Prerequisite: None if taken for High School credit only. If taken for 3 credit hours from St. Louis University, students must have a 3.0 cumulative GPA as required from SLU and permit to enroll. NOTE: Students may earn three hours of college credit by successfully completing this course with a minimum C- average and remitting a fee to St. Louis University for the course.

This Saint Louis University course introduces students to writing for the purposes of the university setting, by focusing on the elements of rhetoric that govern communication (audience, purpose, discourse community, and context). Writing and discussion will focus on rhetorical strategies necessary for writing, and thinking tools that university work will require. Students will also examine how to compose arguments and incorporate research methods into writing.

191

Essential Course Outcomes Advanced College Language & Composition

(formerly English 190) Strand: Writing

Text Type and Purpose: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for

each while pointing out the strengths and limitations of both in a manner that anticipates the

audience's knowledge level, concerns, values, and possible biases. .W.11-12.1.B Text Types and Purposes: Developing author’s voice utilizing a variety of approaches

with tone and mood. (Pursuant to SLU standards)

Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience's

knowledge of the topic. CCSS.ELA-LITERACY.W.11-12.2.B Text Types and Purposes: Engage and orient the reader by setting out a problem,

situation, or observation and its significance, establishing one or multiple point(s) of

view. Create a smooth progression of experiences or events. (SLU Standard)

Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.5 Strand: READING

Topic: Informational Text

Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text, including

determining where the text leaves matters uncertain. R 11-12.1

Strand: Language

Vocabulary Acquisition and Use: Acquire and use accurately general academic and

domain-specific words and phrases, sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering

vocabulary knowledge when considering a word or phrase important to comprehension or

expression. L 11-12.6

http://www.corestandards.org/ELA-Literacy/W/11-12/1/b/


http://www.corestandards.org/ELA-Literacy/W/11-12/5/

192

CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT COMPOSITION CURRICULUM

Content Area: ELA

Course Name: Advanced College Credit Composition

Grade: 12 Duration of Unit: Semester

Unit Title Writing

Learning Objective/ Essential Course Outcome: Text Types and Purposes

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences’ knowledge level, concerns, values and possible biases. A+ Objectives:

Primary Text:












10. Other:


Essays, presentations that analyze

literature

Evaluation:

Final essays or presentations based

on a rubric


What claims were left out? Why?

Which claims are most effective?

Why?

Content Standards

Process Standards

GLEs or CLEs

ELA 1,2,4,5,6

1.1, 1.5, 1.7, 1.8, 2.1, 2.4, 3.2, 3.4, 4.1

W 11-12.1 B

Resources: Text or trade books

Enrichment Exercises: Additional related readings, review of other students’ writings Correction Exercises: Editing and conferencing Special Needs: As directed by plan or need.

193

CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS ADVANCED COLLEGE CREDIT CURRICULUM

COMPOSITION Content Area: ELA



Unit Title WRITING


Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point (s) of view. Create a smooth progression of experiences or events.

Primary Text:












10. Other:


Attempts to write in a variety of

voices.

Evaluation:

Essays evaluated based upon a

rubric for a particular voice.


Reading samples of a variety of

voices

Content Standards

Process Standards

GLEs or CLEs

ELA 1.1, 1.3, 1.4

2.1, 2.2, 2.3 PER SLU STANDARDS

Resources:

Enrichment Exercises: Further readings and editing Correction Exercises: Conferencing and further editing Special Needs: As directed by plan or need.

194





Unit Title Writing


Develop a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. A+ Objectives:

Primary Text:












10. Other:


Compositions assessed on a rubric

for the particular traits

Evaluation:

Combination of formal and informal

writings


Which arguments and facts would

your audience reject, and why?

Content Standards

Process Standards

GLEs or CLEs

ELA 1,3,4 1.2, 2.1, 2.2, 3.2

W 11-12.2 B

Resources: Any text which makes an argument, especially the student’s own text

Enrichment Exercises: Further writing and researching Correction Exercises: Editing and conferences Special Needs: As directed by plan or need.

CITY OF ST. CHARLES SCHOOL DISTRICT COMMUNICATION ARTS

195

ADVANCED COLLEGE CREDIT CURRICULUM COMPOSITION

Content Area: ELA



Unit Title Writing


Developing author’s voice utilizing a variety of approaches through tone and mood.

Primary Text:












10. Other:


Compositions assessed on a rubric

for the particular traits

Evaluation:

Combination of formal and informal

writings


What other moods would be effective

here? Tones?

Content Standards

Process Standards

GLEs or CLEs

ELA 1,3,4 1.2, 2.1, 2.2, 3.2

Per SLU standards

Resources: Any text, especially the student’s own


196





Unit Title Writing

Learning Objective/ Essential Course Outcome: Production and Distribution of Writing

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Primary Text:












10. Other:


Essay with a rubric

Evaluation:

Absence of errors in composition


What other approaches might have

worked here?

Which is the best approach?

Content Standards

Process Standards

GLEs or CLEs

ELA 1,3,4 1.2, 2.1, 2.2, 3.2

W 11-12.5

Resources: Any text, especially a peer’s or the student’s own


197





Unit Title Reading: Informational Text

Learning Objective/ Essential Course Outcome: Key Ideas and Details Cute strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Primary Text:












10. Other:


Essay with a rubric

Evaluation:



What does it mean to leave an

uncertainty in a policy issue? Can

we proceed despite the

uncertainties?

Content Standards

Process Standards

GLEs or CLEs

ELA 3 1.2, 1.1, 1.4, 1.7, 2.1, 2.2

R 11-12.1

Resources: Any informational text, including student work

Enrichment Exercises: Further writing and researching as w ell as analyzing the author’s evidence Correction Exercises: Editing and conferences Special Needs: As directed by plan or need.

198





Unit Title Language

Learning Objective/ Essential Course Outcome: Vocabulary acquisition and use

Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Primary Text:












10. Other:


Understanding and applying the

vocabulary of college writing such as

pathos, ethos, and logos, tone,

mood, and voice.

Evaluation:

Quiz, short written application

exercises


Why does rhetoric have its own

terms, when other words would also

describe the content or idea?

Content Standards

Process Standards

GLEs or CLEs

ELA 1,3,4 1.2, 2.1, 2.2, 3.2

L 11-12.6

Resources: Thank You For Arguing, common core vocabulary domain specific words

Enrichment Exercises: Further vocabulary expansion regarding other words pertaining to the subject matter Correction Exercises: Applying vocabulary to new situations Special Needs: As directed by plan or need.

199

Advanced College Credit Intro to Literature



200

1512 ADVANCED COLLEGE CREDIT: LITERARY STUDIES (Communication Arts) ½ unit; 12;

Prerequisite: Advanced College Credit: Composition. If taken for 3 credit hours from St. Louis University, students must also have a 3.0 cumulative GPA as required from SLU and permit to enroll. This course may also be taken for High School credit only. NOTE: Students may earn three hours of college credit by successfully completing this course with a minimum C- average and remitting a fee to St. Louis University for the course.

This Saint Louis University course focuses on close reading and literary analysis. The course will offer theme based literary analysis and discuss the role of English as a discipline. Analysis will focus on literature’s distinctive and even privileged way of knowing and experiencing the world around us. The course will demonstrate that literature offers a broad window into vital social questions that affect humanity and reveal the powerful role literature and literary study plays in the creation of the whole person

201

Advanced College Credit Literature Essential Outcomes

(Formerly Eng 202)

Strand: Reading Literature Key Ideas and Details

Topic: Citing Textual Evidence

Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text, including determining where

the text leaves matters uncertain. RL 11-121.5

Topic: Craft and Structure

Determine the meaning of words and phrases as they are used in the text, including

figurative and connotative meanings; analyze the impact of specific word choices on

meaning and tone, including words with multiple meanings or language that is

particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.4

Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,

the choice of where to begin or end a story, the choice to provide a comedic or tragic

resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.5

Analyze a case in which grasping point of view requires distinguishing what is directly

stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.6

Strand: Writing Text Types and Purposes

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that

logically sequences claim(s), counterclaims, reasons, and evidence. . W.11-12.1.A

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience's knowledge level, concerns, values, and possible biases.

W.11-12.1.B

Production and Organization

Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms

of the task, purpose, and audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and

following a standard format for citation. W.11-12.8

http://betterlesson.com/common_core/browse/1886/ccss-ela-literacy-rl-11-12-4-determine-the-meaning-of-words-and-phrases-as-they-are-used-in-the-text-including-figurative-and-co

http://betterlesson.com/common_core/browse/1887/ccss-ela-literacy-rl-11-12-5-analyze-how-an-author-s-choices-concerning-how-to-structure-specific-parts-of-a-text-e-g-the-choice

http://betterlesson.com/common_core/browse/1888/ccss-ela-literacy-rl-11-12-6-analyze-a-case-in-which-grasping-point-of-view-requires-distinguishing-what-is-directly-stated-in-a

http://www.corestandards.org/ELA-Literacy/W/11-12/1/a/

202


LITERATURE Content Area: ELA

Course Name: Advanced College Credit Literature


Unit Title Reading

Learning Objective/ Essential Course Outcome: Key Ideas and Details: Citing Textual Evidence Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Primary Text:












10. Other:


Essay with a rubric

Evaluation:



How did the author indicate inference

here?

What if it had been directly stated

instead?

Content Standards

Process Standards

GLEs or CLEs

ELA 1,3,4 1.2, 2.1, 2.2, 3.2

R 11-12.5

Resources: Any literary text.


203





Unit Title Reading

Learning Objective/ Essential Course Outcome: Key Ideas and Details: Craft and Structure Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging and beautiful. Include Shakespeare as well as other authors.

Primary Text:












10. Other:


Interpret works of literature

Evaluation:

Essay, class discussion,

presentation, or quiz


Is this “literature”?

What makes a work literary?

Content Standards

Process Standards

GLEs or CLEs

ELA 2 1.1 W 11-12.4

Resources: Any literary text

Enrichment Exercises: Further reading Correction Exercises: Further explanation of readings and reassessment Special Needs: As directed by plan or need.

204





Unit Title Reading

Learning Objective/ Essential Course Outcome: Key Ideas and Details: Craft and Structure Analyze how an author’s choices concerning how to structure specific parts of a text (eg., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Primary Text:












10. Other:



Evaluation:




What other directions could the

author have taken this plot?

How would that effect the pathos?

Content Standards

Process Standards

GLEs or CLEs

ELA 1 1.1 RL 11-12.5


Enrichment Exercises: Further reading Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.

205





Unit Title Writing


Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons, and evidence.

Primary Text:












10. Other:


Essays (formal or informal) and

discussion which support a claim

with evidence.

Evaluation:

Essays, class discussion


Content Standards

Process Standards

GLEs or CLEs

ELA 2 1.6 W 11-12.1 A

Resources: Student and professional samples

Enrichment Exercises: Further research Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.

206





Unit Title Reading

Learning Objective/ Essential Course Outcome: Key Ideas and Details: Craft and Structure

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement).

Primary Text:












10. Other:



Evaluation:




Satire, sarcasm, irony, and

understatement are some of the most

difficult concepts to grasp in

language. What makes them so

difficult? What makes them so

effective?

Content Standards

Process Standards

GLEs or CLEs

ELA 1 1.1 RL 11-12.6


Enrichment Exercises: Further reading Correction Exercises: Further explanation of text as well as reassessment Special Needs: As directed by plan or need.

207





Unit Title Writing


Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Primary Text:


x Equity x Research 1. Identify similarities /differences

6. Cooperative Learning


2. Summarizing/Note Taking

7. Setting Objectives & Providing Feedback

3. Reinforcing Effort/ Providing Recognition


4. Homework & Practice



10. Other:




with evidence.

Evaluation:



What does your audience already

know?

What is the weakness in your

argument?

How can the two combine?

Content Standards

Process Standards

GLEs or CLEs

ELA 2 1.6 W 11-12.1 B

Resources: Any text, especially the student’s own (or a peer’s)


208





Unit Title Writing

Learning Objective/ Essential Course Outcome: Production and Organization

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any once source and following a standard format for citation.

Primary Text:












10. Other:




with evidence.

Evaluation:



What evidence in your notes is most

effective?

What evidence should be tossed

from your process?

Are you missing evidence?

Content Standards

Process Standards

GLEs or CLEs

ELA 2 1.6 W 11-12.8

Resources: Any text, especially the student’s own or a peer’s.


209

Creative Writing I



210

1541 CREATIVE WRITING 1 (Elective) ½ unit; 10-12 Prerequisite: None Students will use original ideas and individuality to increase fluency and to develop as writers. Students will experiment with prose and poetry formats to produce a significant body of writing including background research. Students will maintain and update a writer’s portfolio; and brainstorm, edit, critique, and conference with teacher and peers. Students will read examples by professional writers and expand their writing abilities with a variety of genres. Since this course requires several major writings, students should have a strong desire to express themselves through the written word.

211

Creative Writing 1: Essential Outcomes Writing W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.11-12.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.) W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.


http://www.corestandards.org/ELA-Literacy/W/11-12/3/a/


http://www.corestandards.org/ELA-Literacy/W/11-12/3/d/

http://www.corestandards.org/ELA-Literacy/W/11-12/3/e/

http://www.corestandards.org/ELA-Literacy/L/11-12/


http://www.corestandards.org/ELA-Literacy/SL/11-12/1/

212

CITY OF ST. CHARLES SCHOOL DISTRICT CREATIVE WRITING 1 CURRICULUM

Content Area: ELA

Course Name: Creative Writing 1 Grade: 10-12

Duration of Unit: semester

Unit Title SPEAKING & LISTENING: COLLABORATIVE DISCUSSION

Learning Objective/ Essential Course Outcome: Student will be able to initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly. A+ Objective (High School Only):

Primary Text: None












x 10. Other: Student-led classroom discussion


Brainstorming ideas

Discussing stories

Peer editing

Revising in groups Assessment Activity:

Presenting short stories and poems to peers and instructor

Self-reflection

Feedback Evaluation:

Selections or excerpts shared with the class

Responses and feedback from audience


What is collaborative discussion?

Students will share original works

Students will respond to readers and offer feedback.

Students will locate, identify, and discuss selections from various genres.

Content Standards

Process Standards

GLEs or CLEs


1.5 1.7 1.10 2.3 2.4 2.5 3.4 3.6 3.7 4.4 4.5 4.6

SL.11-12.1

213

Students will share selections or excerpts of original work.

Resources: internet sources & websites, existing nonfiction and fiction characters, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)

Enrichment Exercises : Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs

214


Content Area: ELA



Unit Title WRITING: CONCLUSION

Learning Objective/ Essential Course Outcome: Student will be able to provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. A+ Objective (High School Only):

Primary Text: None














Identify conclusions previously used across genres

Verbally discuss story endings


Brainstorming

Outlining

Research

Writing

Revising Evaluation:

Original short story concluding in a way that ties up the plot line


Does the plot have a definite conclusion?

Students will use varied genres to identify different strategies for writing conclusions and tying up the plot

Students will identify samples of conclusions

Students will model appropriate techniques for writing conclusions


Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.4 1.7 2.1 2.4 2.5 2.7 3.5 3.7 4.4

RL.11-12.3e

215



216


Content Area: ELA



Unit Title WRITING: NARRATIVE TECHNIQUES – DIALOGUE, DESCRIPTION & MULTIPLE PLOT LINES

Learning Objective/ Essential Course Outcome: Student will be able to use narrative techniques, such

as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. A+ Objective (High School Only):

Primary Text: None














Class discussion

Determination of how multiple plot lines can be connected

Dialogue writing

Pacing


Brainstorming

Outlining

Research

Writing

Revisions Evaluation:

Original short story containing dialogue, description and multiple plot lines


How are the multiple plots connected?

What determines the pacing in the story?

Students will correctly write and punctuate dialogue

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5

1.1 1.2 1.5 2.2 2.3 2.4 2.5 3.1 3.2 3.6 4.4 4.5

RL.11-12.3b

217

Students will conduct brainstorming activities with peers

Students will experience ne-on-one teacher conferencing

Students will locate samples

Students will model appropriate dialogue and multiple plot lines




218


Content Area: ELA



Unit Title WRITING: NARRATIVE

Learning Objective/ Essential Course Outcome: Student will be able to write narratives and poetry to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


Primary Text: None












x 10. Other: Student performance


Writing poetry and short stories that relate to the narrative genre


Brainstorming

Outlining

Research

Writing

Revision

Rewrite Evaluation:

Use of narrative and poetry in original works


How is the narrative format used in both poetry and prose?

Students will create detail within their writing

Students will identify entertaining stories and poetry that use the narrative technique

Students will model these stories and poetry for peers

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5

1.4 1.6 1.10 2.1 2.2 2.3 2.5 4.4

RL.11-12.3

219

Students will brainstorm with peers

Students will collaborate on ideas




220


Content Area: ELA



Unit Title WRITING: CHARACTERIZATION & PLOT

Learning Objective/ Essential Course Outcome: Student will be able to engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. A+ Objective (High School Only):

Primary Text: None




X Technology x Workplace Readiness Skills










Writing characters for specific genres of short stories

Developing thorough plots Assessment Activity:

Brainstorming

Outlining

Research

Writing


Original short stories with believable character(s) and plot


Is the plot thorough?

Are the characters developed through the story?

Students will peer edit

Students will conduct brainstorming activities

Students will utilize technology

Students will identify and model various genres

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 7

1.4 1.5 1.6 2.1 2.5 2.7 3.2 3.4 4.4 4.5

RL.11-12.3a

221




222


Content Area: ELA

Course Name: Creative Writing 1 Grade: 10- 12


Unit Title WRITING: ORGANIZATION

Learning Objective/ Essential Course Outcome: Student will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. A+ Objective (High School Only):

Primary Text: None














Review of previously read stories and novels

Discussion of organization in popular novels and short stories


Brainstorming

Outlining

Research

Writing

Revisions Evaluation:

Original short story developed with a clear beginning, middle, and end

Poetry appropriate to the task or purpose


How are short story elements used to give organization to a story?

Students will identify samples from fiction and non-fiction published works

Students will model samples for peers

Students will conduct peer brainstorming

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.4 1.5 2.5 2.7 3.5 3.7 4.4 4.5

RL.11-12.4

223

Students will have peer edits/teacher conferencing

Students will share selections or excerpts of original work



224


Content Area: ELA

Course Name: Creative Writing 1 Grade: 10 - 12


Unit Title WRITING: REVISION & EDITING

Learning Objective/ Essential Course Outcome: Student will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. A+ Objective (High School Only):

Primary Text: None














Peer editing

Self-analysis

Self-reflection Assessment Activity:

Brainstorming

Outlining

Research

Writing


Original stories and poems peer edited and revised for clarity


Does the story contain correct grammatical mechanics?

Is the story believable?

Does the story have the elements of its assigned genre?

Students will comprehend plot and character motivations.

Students will participate in peer editing.

Content Standards

Process Standards

GLEs or CLEs


1.4 1.5 1.7 2.2 2.3 2.7 3.4 3.5 3.6 3.7 4.1 4.4 4.5 4.6

RL.11-12.5

225

Students will have collaborative conferencing with peers and instructor.

Students will share selections or excerpts of original work



226


Content Area: ELA



Unit Title WRITING: TECHNOLOGY

Learning Objective/ Essential Course Outcome: Student will be able to use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. A+ Objective (High School Only):

Primary Text: None














Student use of various media formats


Brainstorming

Outlining

Research

Writing

Revising

Presenting

Researching Evaluation:

The use of technology in creating original short stories and poetry


Which media is best for presenting, formatting, and creating personal story/poetry?

Students will use technology to edit peer papers.

Students will identify appropriate media formatting for various writing styles.

Students will brainstorm and research writing ideas.

Content Standards

Process Standards

GLEs or CLEs

ELA 5

1.4 1.7 1.8 2.1 2.4 2.5 2.7 4.4 4.5

RL.11-12.6

227




228


Content Area: ELA



Unit Title WRITING: TONE & OUTCOME

Learning Objective/ Essential Course Outcome: Student will be able to use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution) A+ Objective (High School Only):

Primary Text: None














Outlining plot

Story boards

Identify and choose a strategy to sequence events and establish tone


Brainstorming

Outlining

Research

Writing

Revision

Editing Evaluation:

Original short stories or poems with appropriate tone and outcome


Which techniques are used to sequence events, establish tone, and determine outcome?

Students will establish tone that helps determine the outcome of the story.

Students will research varied techniques to establish tone.

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 2

1.4 1.5 1.6 1.7 1.9 2.1 2.2 2.4 2.5 2.7 3.7 4.4 4.5

RL.11-12.3c

229

Students will brainstorm with peers.

Students will peer critique and edit one another’s writings.

Students will listen to classmates’ writings and discern the use of required literary elements: sequencing of events, tone, and outcome.




230


Content Area: ELA



Unit Title WRITING: WORD CHOICE

Learning Objective/ Essential Course Outcome: Student will be able to use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. A+ Objective (High School Only):

Primary Text: None














Vocabulary

Sensory, descriptive language

Figurative, connotative language

Denotation

Connotation

Synonyms

Homonyms

Antonyms Assessment Activity:

Brainstorming

Outlining

Research

Writing

Revision Evaluation:

Original short story and poetry that uses precise words and sensory detail


How does vocabulary influence the impact of an original work?

Students will use descriptive, picturesque language.

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 2 ELA 7

1.4 1.5 1.6 1.9 2.2 2.3 2.5 2.7 3.5 3.7 4.4 4.5

RL.11-12.3d

231

Students will locate, identify, and model samples of distinctive word choice.

Students will have collaborative discussion and brainstorming activities to share word choice.

Students will use imagery in their original works.

Students will share, edit, and revise original work.

Resources: internet sources & websites, existing nonfiction and fiction characters, online dictionaries and thesauruses, fiction & non-fiction texts, peers, instructors, media, technology, internet site to check for plagiarism (ex. Turnitin, EPIC, Blackboard)


233

Creative Writing II

Course Description Essential Outcomes


234

1542 CREATIVE WRITING 2 (Elective) ½ unit; 10-12 Prerequisite: Creative Writing 1 Students will continue to develop original ideas and individuality to advance as writers. Students will enhance their prose and poetry skills to produce and prepare for publication of individual, original writings including background research. Students will continue to maintain a writer’s portfolio; and brainstorm, edit, critique, and conference with teacher and peers. Students will read examples by professional writers and expand their writing skills. Since this course requires several major writings, students should have a strong desire to express themselves through the written word. Students will learn the techniques of positive feedback and encouragement as an integral part of the writing process.

235

Creative Writing 2: Essential Outcomes

Writing

W.11-12.2.d

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and

analogy to manage the complexity of the topic.

W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences.

W.11-12.3.c

Use a variety of techniques to sequence events so that they build on one another to create a

coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,

suspense, growth, or resolution).

Production and Distribution of Writing:

W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 1-3 above.)

W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of Language standards 1-3 up

to and including grades 11-12 here.)

W.11-12.6

Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

W.11-12.10

Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and

audiences.

http://www.corestandards.org/ELA-Literacy/W/11-12/2/d/


http://www.corestandards.org/ELA-Literacy/W/11-12/3/c/


http://www.corestandards.org/ELA-Literacy/L/11-12/



236


Content Area: ELA



Unit Title SPEAKING & LISTENING: COLLABORATIVE DISCUSSION

Learning Objective/ Essential Course Outcome: Student will be able to initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and student-led) with diverse partners on various topics, texts, and issues, building on others' ideas and expressing their own ideas clearly. A+ Objective (High School Only):

Primary Text: None












x 10. Other: Student-led classroom discussion


Student-led class discussion

Facilitation of classroom discussion

Student choice of genre not used in CW1


Modeling examples of short stories and poems to peers and instructor

Directing class in self-reflection activities

Focusing class discussion by contributing thought-provoking, meaningful questions

Evaluation:

Student facilitation of the classroom discussion

Presentation of a previously unused genre


What are elements of commonly used genres?

Content Standards

Process Standards

GLEs or CLEs


1.5 1.7 1.10 2.3 2.4 2.5 3.4 3.6 3.7 4.4 4.5 4.6

SL.11-12.1

237

Students will research and model different genres.

Students will lead class discussions

Students will focus feedback and audience response.


Enrichment Exercises: After conferencing with instructor, students may generate assignments and rubrics for their work. Brainstorming and peer discussion to generate a higher level story. Students may facilitate and/or lead classroom discussions over published and student-generated writings. Brainstorming with peers and teacher conferencing to write a higher-level of story Correction Exercises: Edits, revisions, rewrites, & teacher/one-on-one peer conferences Special Needs: Revisit stories through revisions, rewrites, classroom & instructor feedback; determined by individual student needs

238


Content Area: ELA

Course Name: Creative Writing 2 Grade: 10- 12


Unit Title WRITING: RESOLUTION

Learning Objective/ Essential Course Outcome: Student will be able to provide a complex resolution to an original story and to sub-plots within the story


Primary Text: None














Identification of multiple conflicts and subplots

Brainstorming of probable, realistic resolutions

Both student/teacher-led discussions of previous resolutions within other writings (published & student-generated)


Brainstorm within teacher/student-led groups

Outline story boards and plot resolutions

Research realistic plot lines and story resolutions

Write original story with multiple plots

Peer critique stories for gaps in the writing process and resolution(s)

Integrate technology in written work and in edits

Evaluation:

Original short story concluding in a way that ties up the plot line(s) & subplot(s)

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.4 1.7 2.1 2.4 2.5 2.7 3.5 3.7 4.4

RL.11-12.3e

239


How many plots & subplots can realistically exist within a short story?

Students will research, locate, identify, and share original and published resolutions to storylines.

Students will model realistic options for resolution of plots and subplots.

Students will critique and edit peer writings.



240


Content Area: ELA



Unit Title: WRITING: NARRATIVE TECHNIQUES – DIALOGUE & SENSORY LANGUAGE

Learning Objective/ Essential Course Outcome: Student will be able to develop plots, characters,

voice, and storyline through the use of dialogue and sensory language. A+ Objective (High School Only):

Primary Text: None














Review of sensory and figurative language

Review writing dialogue with appropriate punctuation and quotations.

Example and model through student and teacher –led discussions

Edit and critique peers’ original works

Research and identify published stories which utilize the objectives and outcomes in their development


Brainstorming discussions

Research options to develop story

Identify techniques to fashion a story through dialogue

Share examples of sensory language and its power in writing

Write rough and final drafts of an original story

Integrate technology in written work, research, story formulation, and peer critique

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5

1.1 1.2 1.5 2.2 2.3 2.4 2.5 3.1 3.2 3.6 4.4 4.5

RL.11-12.3b

241

Evaluation:

Original short story containing dialogue & sensory description to develop plot(s), characters, voice, and storyline.


What is sensory language and how does it strengthen the storyline?

Students will use correctly punctuated and quoted dialogue to move forward the plot(s), characters, voice, and storyline.

Students will use sensory language to move forward the plot(s), characters, voice, and storyline.

Students will critique, review, and edit peers’ original writings.

Students will self-edit and self-critique.

Students will model previously published examples and share within student & teacher-led discussions.

Students will facilitate class discussion and brainstorming activities.



242


Content Area: ELA



Unit Title WRITING: NARRATIVE

Learning Objective/ Essential Course Outcome: Student will be able to write narratives and poetry to develop real or imagined experiences or events using effective technique, well-structured event sequences, and multi-genres within their original pieces.


Primary Text: None












x 10. Other: Student performance


Writing poetry and narratives that develop multi-genres

Wring poetry and narrative plotlines that use effective technique and well-structured event sequences


Brainstorm ideas

Outline concepts

Research, sample, and model

Write original narrative and poetic pieces

Turn electronic copy into a plagiarism site

Evaluation:

Use of narrative and poetry in original works


How do well-structured events enhance the believability of the plotline?

Students will critique, review, and edit peers’ original writings.

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5

1.4 1.6 1.10 2.1 2.2 2.3 2.5 4.4

RL.11-12.3

243

Students will self-edit and self-critique.

Students will model previously published examples and share within student & teacher-led discussions.

Students will facilitate class discussion and brainstorming activities.

Students may choose the options of publishing original writing and/or entering works in writing contests.



244


Content Area: ELA



Unit Title WRITING: ORGANIZATION

Learning Objective/ Essential Course Outcome: Student will be able to produce clear, coherent writing in which the level, development, organization, and style are appropriate to task, purpose, and audience. Students will attempt organization styles and methods with which they have not previously experimented. A+ Objective (High School Only):

Primary Text: None














Review of previously read stories and novels

Discussion of organization styles and methods in popular novels and short stories


Brainstorm

Outline

Research

Write

Revise Evaluation:

Original short story developed with an attention-getting, engaging beginning, middle, and resolution

Poetry and prose appropriate to the task or purpose


How are organizational styles and methods used to advance the level of a student’s writing?

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 4

1.4 1.5 2.5 2.7 3.5 3.7 4.4 4.5

RL.11-12.4

245

Students will identify samples from fiction and non-fiction published works.

Students will model samples for peers.

Students will conduct peer brainstorming.

Students will have peer edits/teacher conferencing.




246


Content Area: ELA



Unit Title WRITING: Points of View

Learning Objective/ Essential Course Outcome: Student will be able to engage the reader through multiple points of view of narrators and/or characters and create a smooth progression of experiences or events. A+ Objective (High School Only):

Primary Text: None














Brainstorm, research, identify, and model multiple points of view in published and student-generated writings.

Discuss the effect of points of view on characters.

Share published and student-generated writings in which there is a smooth progression of events and/or experiences.

Facilitate student-led class discussions Assessment Activity:

Brainstorm ideas

Outline and identify rubric requirements

Research and utilize multiple points of view within student-generated writings

Write smooth progressions

Engage readers through techniques and strategies used in student writings.

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 7

1.4 1.5 1.6 2.1 2.5 2.7 3.2 3.4 4.4 4.5

RL.11-12.3a

247

Evaluation:

Original writings in which student experiments with different points of view for narrators and/or characters


What are the different points of view?

Students will identify the effect that multiple points of view have on choice of narrator and/or characters.

Students will engage readers through the use of multiple points of view.

Students will use multiple points of view to create a smooth progression of experiences or events.

Students will choose an original writing to publish and/or enter into a writing contest.



248


Content Area: ELA



Unit Title WRITING: Points of View

Learning Objective/ Essential Course Outcome: Student will be able to engage the reader through multiple points of view of narrators and/or characters and create a smooth progression of experiences or events. A+ Objective (High School Only):

Primary Text: None














Brainstorm, research, identify, and model multiple points of view in published and student-generated writings.

Discuss the effect of points of view on characters.

Share published and student-generated writings in which there is a smooth progression of events and/or experiences.

Facilitate student-led class discussions Assessment Activity:

Brainstorm ideas

Outline and identify rubric requirements

Research and utilize multiple points of view within student-generated writings

Write smooth progressions

Engage readers through techniques and strategies used in student writings.

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 5 ELA 7

1.4 1.5 1.6 2.1 2.5 2.7 3.2 3.4 4.4 4.5

RL.11-12.3a

249

Evaluation:

Original writings in which student experiments with different points of view for narrators and/or characters


What are the different points of view?

Students will identify the effect that multiple points of view have on choice of narrator and/or characters.

Students will engage readers through the use of multiple points of view.

Students will use multiple points of view to create a smooth progression of experiences or events.

Students will choose an original writing to publish and/or enter into a writing contest.



250


Content Area: ELA



Unit Title WRITING: REVISION & EDITING

Learning Objective/ Essential Course Outcome: Student will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. A+ Objective (High School Only):

Primary Text: None














Peer editing

Self-analysis

Self-reflection Assessment Activity:

Brainstorming

Outlining

Research

Writing


Original stories and poems peer edited and revised for clarity.

Students will create a peer editing form and rubric for editing and revision purposes.


Does the story contain correct grammatical mechanics and the elements of its assigned genre?

Students will participate in peer editing.

Students will have collaborative conferencing with peers and instructor.

Content Standards

Process Standards

GLEs or CLEs


1.4 1.5 1.7 2.2 2.3 2.7 3.4 3.5 3.6 3.7 4.1 4.4 4.5 4.6

RL.11-12.5

251


Students will choose peer writings that they feel should be published or entered into a writing contest.



252


Content Area: ELA



Unit Title WRITING: TECHNOLOGY

Learning Objective/ Essential Course Outcome: Student will be able to use technology, including the Internet, to critique, edit, revise, produce, publish, and update individual or shared writing products in response to ongoing feedback. A+ Objective (High School Only):

Primary Text: None














Student use of various media formats to do the following:

1. Critique 2. Edit 3. Revise 4. Produce 5. Publish 6. Enhance 7. Improve 8. Update 9. Share 10. Check plagiarism 11. Monitor originality


Brainstorming

Outlining

Researching

Writing

Revising

Presenting

Content Standards

Process Standards

GLEs or CLEs

ELA 5

1.4 1.7 1.8 2.1 2.4 2.5 2.7 4.4 4.5

RL.11-12.6

253

Evaluation:

The use of technology in creating, presenting, revising, critiquing, rewriting, publishing, and improving original short stories and poetry


Which media is best for presenting, formatting, and creating personal story/poetry?

Students will use technology to edit, update, improve, and critique peer papers.

Students will identify appropriate media formatting for various writing styles.

Students will brainstorm and research writing ideas.


Students will publish and/or enter writing contests.



254


Content Area: ELA



Unit Title WRITING: TONE & OUTCOME

Learning Objective/ Essential Course Outcome: Student will be able to use a variety of techniques to

sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome in varied genres (e.g., a sense of mystery, suspense, growth, or resolution)


Primary Text: None














Outlining plot

Story boards

Identify and choose a strategy to sequence events and establish tone


Brainstorm

Outline

Research

Write

Revise

Edit

Critique

Facilitate class discussion: group and one-on-one

Evaluation:

Original short stories or poems with appropriate tone and outcome

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 2

1.4 1.5 1.6 1.7 1.9 2.1 2.2 2.4 2.5 2.7 3.7 4.4 4.5

RL.11-12.3c

255


Which techniques are used to sequence events, establish tone, and determine outcome?

Students will establish tone that helps determine the outcome of the story.

Students will research varied techniques to establish tone.

Students will brainstorm with peers.

Students will peer critique and edit one another’s writings.

Students will listen to classmates’ writings and discern the use of required literary elements: sequencing of events, tone, and outcome.


Students will research opportunities to publish original works and/or enter writing contests.



256


Content Area: ELA

Course Name: Creative Writing 2 Grade: 12 Duration of Unit: semester

Unit Title WRITING: WORD CHOICE

Learning Objective/ Essential Course Outcome: Student will be able to use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. A+ Objective (High School Only):

Primary Text:














Vocabulary

Sensory, descriptive language

Figurative, connotative language

Denotation

Connotation

Synonyms

Homonyms

Antonyms Assessment Activity:

Brainstorm

Outline

Research

Write

Revise

Critique

Facilitate classroom discussions (one-on-one and/or group)

Evaluation:

Original short story and poetry that uses precise words and sensory detail

Content Standards

Process Standards

GLEs or CLEs

ELA 1 ELA 2 ELA 7

1.4 1.5 1.6 1.9 2.2 2.3 2.5 2.7 3.5 3.7 4.4 4.5

RL.11-12.2d

257


How does vocabulary influence the impact of an original work?

Students will use descriptive, picturesque language.

Students will locate, identify, and model samples of distinctive word choice.

Students will have collaborative discussion and brainstorming activities to share word choice.

Students will use imagery in their original works.

Students will share, edit, and revise original work.

Students will research options for publication of original works and/or enter writing contests



258

Appendix

English I Assignments English II Assignments English III Assignments English IV Assignments Advanced English I Assignments Advanced English II Assignments AP Literature & Composition Assignments AP Language & Composition Assignments Advanced College Credit Composition Assignments Advanced College Credit Intro to Literature Assignments Advanced College Credit SLU Rubric Show Me Standards GLEs Communication Arts Common Core State Standards

259

English I Assignments

Appendix

260

Of Mice and Men Theme Tracker Name______________________________

Trace the following themes through Of Mice and Men by citing quotations that support each

theme. Don’t forget to include page numbers in MLA format.

Theme #1 The American Dream Theme #2 Friendship vs.

Loneliness

Quotation (pg). Quotation (pg).

1

2

3

261

Theme #1 The American Dream 4

Theme #2 Friendship vs. Loneliness

5

6

262

Elizabethan Mini-Research Project

It’s time to research Elizabethan culture so we have a better understanding of the context and

setting of Romeo and Juliet. You will choose one of the Elizabethan topics provided, research

it, and create a Google slide presentation with a partner. Your presentation will contain a title

slide, 3-5 body slides, and a works cited slide. Your body slides will contain two paraphrases

and two quotations, cited correctly, and at least two pictures. Your works cited slide will contain

two credible sources. Finally, the two of you will present this to the class. For this project, much

like the play, think TWO of everything.

1 Below Basic 2 Basic 3 Proficient 4 Advanced

Informative Techniques

Missing paraphrases, quotations, or credible sources

Contains only 1 paraphrase, quotation, picture, or credible source, or lacks explanation

2 paraphrases, 2 quotations, and 2 pictures from 2 credible sources are well-chosen and explained

Engaging and insightful explanation of details

Organization Hard to follow logic of presentation

Some details or pictures stray or do not support titles

Contains relevant details and pictures that support titles

Use of transitions create coherence and unity

Textual Evidence & Citations

Missing citations or works cited

Paraphrase and quotation citations or works cited contain significant MLA errors

Paraphrase and quotation citations and Works Cited contain minimal MLA errors

Paraphrase and quotation citations and Works Cited contain no MLA errors

Name

Oral Presentation Student does not speak or use visual

Speaking is too soft or too fast; visual is difficult to see or does not support speech

Uses appropriate volume and pace; visual is clear and supports speech

Engages audience with enthusiasm, eye contact, gestures, and confident posture

Name

Oral Presentation Student does not speak or use visual

Speaking is too soft or too fast; visual is difficult to see or does not support speech

Uses appropriate volume and pace; visual is clear and supports speech

Engages audience with enthusiasm, eye contact, gestures, and confident posture

263

English II Assignments

264

English II

Tone Assignment: To Kill a Mockingbird

Analyze the passages Harper Lee writes describing the Ewell residence and the “negro”

settlement in chapter 17 (found on pages 170-171 in the purple book.) Locate words that help

the reader understand how she feels about these two locations. Draw a picture based on the

descriptions provided, and write the words you feel most closely communicate her feelings

about the location to the reader.

Content

Claim Evidence and Support

Relevant, quality details give the reader important information to support the claims

posed by the paper. The author offers three claims and supports the claims with 3

pieces of evidence (through direct quotes and paraphrases). The evidence is

persuasive in nature and supports the thesis of the paper.

Paper embeds 4 – 6 direct quotes throughout the paper. Each quote is used to

enhance the author’s position and contributes to the argument. Each quote is

embedded into the text with an effective introduction; and the author explains the

quote in own voice and shows how it connects to the claim presented.

/40

Opposition

The author has fully considered 2 opposing arguments and effectively addresses the

arguments or criticisms. The writer reinforces his or her position and proves why his or her

argument is stronger.

/20

Grammar and Mechanics

Paper has been edited for major errors:

-- Avoid errors with punctuation -- Avoids use of personal pronouns

-- Avoids errors with spelling -- Avoids use of contractions

-- Avoids fragments and run-ons

/15

265

English III Assignments

Appendix

266

Human Rights: American Literature Research Paper

Assignment Overview:

1. Explain three human rights which are violated by slavery and support your claim with

quotations from two different slave narratives in each of the three human rights sections.

2. Begin each of the three discussions of a particular right being violated by quoting the

part of the United Nations Declaration that claims the human right.

Forming Your Essay: Introduction: You should begin by introducing the subject of slavery through the lens of its being a human rights violation, that the United Nations agreed that this would be so, and that you are focusing on three rights in particular. Body (do this three times, one for each right): Introduce the right being discussed, quote the UN stating that right, and provide two quotes from two different slaves’ lives to show the human cost of violating that right. Conclusion: You may conclude by drawing connections to current human rights violations, ask enduring questions, call for action, or neatly state your view of the content (as Douglass does in his own narrative—possibly even quote one of his wise comments about human dignity). .

Grading Rubric 10 9 8 7 6 5 4 3 2 1 Introduction 10 9 8 7 6 5 4 3 2 1 Three rights covered 20 18 16 14 12 10 8 6 4 2 0 Two support quotes each, from two different narratives 20 18 16 14 12 10 8 6 4 2 0 Imbedding of quotes: introduces, quotes, and explains. 10 9 8 7 6 5 4 3 2 1 Works Cited page is correctly formatted 5 4 3 2 1 0 Conclusion 10 9 8 7 6 5 4 3 2 1 Surface control of grammar, punctuation, and spelling

267

Sample Quote Sandwich Use:

Freewill is an essential human right. The United Nations states: “Quote the rule about freewill.” Rose Williams was not allowed to choose a husband, and it affected her for the rest of her life, “Quote Williams talking about never marrying because of it” (30). She was never able to overcome the negative effect of being “bred” to another slave against her freewill. Now introduce, quote, and explain a second person’s freewill being violated, and you’re all set for this particular right.

268

Transcendentalism—The Cost of Nonconformity Writing Assignment Objective: To apply the Transcendental notion that trusting in your own beliefs sometimes

requires us to refuse to conform.

Focus from the learning: In “Civil Disobedience,” Thoreau states, “ . . . a government which

the majority rule cannot be based on justice . . .(371). Then he asks us, “Why has every man has

a conscience, then?” (371-372). He goes on to encourage masses of people to non-conform

together, thereby forcing the unjust rule to change. The price of Thoreau’s non-conformity to

taxes that paid for unjust actions was to refuse to pay (the non-conformity) and therefore be

thrown in jail. He was happy to accept the consequences if it meant following his true beliefs.

Assignment: you will write a four paragraph essay explaining the cost of non-conformity and

drawing a conclusion about it.

Choice one: in our movie, several characters face the consequences of non-conformity. Explain

the cost of non-conformity to one of the following: John Keating, Neil Perry, Todd Anderson,

Knox Overstreet, or Charlie Dalton. Begin with introducing his Transcendental conflict (the

thing he feels he must rebel against), then explain the consequence the establishment holds over

him, and finally, tell us his ultimate decision. Conclude with a comment about whether he made

a good decision.

Choice two: in life we are often expected to do things we do not agree with, and it is the

consequences of non-conformity which must make us choose whether or not it is worth it to

rebel against the expectation. Time away from an event offers us a chance to assess it

objectively. Think back to a time in your life when you faced the decision of whether to follow

expectations or follow your heart. Begin with introducing your Transcendental conflict (the

thing you felt you must rebel against), then discuss the consequence the establishment held over

you, and finally leave us with your ultimate decision. Conclude with a comment about whether

you made a good decision.

Grading Rubric:

/5 Both sides of the Transcendental conflict are explained

/5 The conflicted person’s choice is revealed

/5 Concludes with a comment about whether the choice was ultimately the right one.

/5 Surface Control

/20 Total

269

English IV Assignments

Appendix

270

Write Your Own Modernist Poem.

Can you believe we get to do this in school?

“The Waste Land” is considered one of the greatest Modernist works. It was written in 1922, as a

response to the despair felt between the world wars.

You also live in a unique moment in time, and your job is to reflect our modern world in your poem.

Keep T. S. Eliot’s five part structure, and be sure to borrow from the Modernist Poetry Traits below—you

may not be able to fit all of them in, so pick those you like.

Keep the footnotes. Explain things to me with footnotes.

USE THESE MODERNIST POETRY TRAITS:

Formal characteristics

Open Form

Free verse

Discontinuous narrative

Juxtaposition

Intertextuality (songs, phrases, religion, poems, books, plays)

Classical allusions (mythology, religion, ancient texts and cities)

Borrowings from other cultures and languages

Unconventional use of metaphor

Metanarrative (a narrative about a narrative. April being hopeful is the original narrative)

Fragmentation

Multiple narrative points of view (several different speakers just appear)

Themes and symbols peep in now and then

Breakdown of social norms and cultural sureties

Dislocation of meaning and sense from its normal context

Valorization of the despairing individual in the face of an unmanageable future

Disillusionment

Rejection of history and the substitution of a mythical past, borrowed without chronology

Product of the metropolis, of cities and urbanscapes

Stream of consciousness

Overwhelming technological changes of the 20th Century

271

The Canterbury Tales and Medieval England

Paper Grading Rubric

Introduction

Introduce the topic by explaining that Chaucer’s story gives

us insight into Medieval England.

5

Insight

Transitions, IQR, and explanations tell how the following are

present:

Morality

Religious values

Social values

10

Support from

Text

Your IQR (introduce, quote, reiterate) guides the reader

through each of the five (or more) quotes in your text,

explaining how the quote supports your insight.

25

Conclusion

Wrap this up with one final comment about the times, and/or

connect it to modern values with a comparison

5

MLA

Documentation

In text citations are punctuated correctly

Works Cited page is in proper format

10

Surface

Control

Spelling, grammar, and punctuation

10

A Note About In-Text Citations Since we have Chaucer from four different tales, it will be necessary to add the title of the article

to the in-text citations. Here’s how that parenthetical will look inside your paper:

In fact, we see the disdain Christians held for the Jews in the Prioress’s description: “Whatever she said about them” (Chaucer, “The Prioress’s Tale,” lines 22-24).

272

Advanced English I

Appendix: Sample Activities

273

Pecha Kucha multi-media presentation: http://libguides.bvswlmc.com/pechakucha 6-Trait Websites: Scoring Practice and Scored Samples: http://www.nwrel.org/assessment/department.php?d=1 6 Trait Getting Started: http://www.nwrel.org/assessment/gettingstarted.php?odelay=0&d=1 6 Trait FAQ’s: http://www.nwrel.org/assessment/faq.php?odelay=0&d=1 Lesson Plans for High School: http://www.nwrel.org/assessment/lessonplans.php?odelay=0&d=1&search=1&grade=6&trait=0 Writing Prompts: http://www.nwrel.org/assessment/prompts.php?odelay=0&d=1&prompt=1

Theme Tracker: https://docs.google.com/a/stcharlessd.org/document/d/1mCv3yhvaG6-Ydt7lZ58nMTVrgqdQxWTkSH56IwJKtrU/edit?usp=gmail Character Chart: https://docs.google.com/a/stcharlessd.org/document/d/1gylap6-j7zWWMuHc_PiqcCZd_P2oJtCAtuHJ82808Us/edit?usp=gmail Analysis and close reading chart: http://www.greece.k12.ny.us/webpages/smikulski/news.cfm?subpage=29976 Embedding Quotes: http://www.bixbyenglish9.com/uploads/8/2/7/9/8279061/embedding_quotes_best.doc

http://libguides.bvswlmc.com/pechakucha

http://www.nwrel.org/assessment/department.php?d=1

http://www.nwrel.org/assessment/gettingstarted.php?odelay=0&d=1

http://www.nwrel.org/assessment/faq.php?odelay=0&d=1

http://www.nwrel.org/assessment/lessonplans.php?odelay=0&d=1&search=1&grade=6&trait=0

http://www.nwrel.org/assessment/lessonplans.php?odelay=0&d=1&search=1&grade=6&trait=0

http://www.nwrel.org/assessment/prompts.php?odelay=0&d=1&prompt=1

https://docs.google.com/a/stcharlessd.org/document/d/1mCv3yhvaG6-Ydt7lZ58nMTVrgqdQxWTkSH56IwJKtrU/edit?usp=gmail

https://docs.google.com/a/stcharlessd.org/document/d/1mCv3yhvaG6-Ydt7lZ58nMTVrgqdQxWTkSH56IwJKtrU/edit?usp=gmail

https://docs.google.com/a/stcharlessd.org/document/d/1gylap6-j7zWWMuHc_PiqcCZd_P2oJtCAtuHJ82808Us/edit?usp=gmail

https://docs.google.com/a/stcharlessd.org/document/d/1gylap6-j7zWWMuHc_PiqcCZd_P2oJtCAtuHJ82808Us/edit?usp=gmail

http://www.greece.k12.ny.us/webpages/smikulski/news.cfm?subpage=29976

http://www.bixbyenglish9.com/uploads/8/2/7/9/8279061/embedding_quotes_best.doc

http://www.bixbyenglish9.com/uploads/8/2/7/9/8279061/embedding_quotes_best.doc

274

S.T.E.A.L. Characterization: https://mail.google.com/mail/u/0/?ui=2&ik=f6123fc2a2&view=att&th=144d11864c899d6b&attid=0.1&disp=inline&realattid=f_hsw12r1z0&safe=1&zw Ender’s Game Summative Name_____________________ Explain how Orson Scott Card creates the character of Ender using STEAL. You may use one aspect of STEAL OR explain how one character trait is created through STEAL. Include a topic/thesis sentence and support your answer with 3 pieces of textual evidence. Remember to use ICE.

1 Below Basic 2 Basic 3 Proficient 4 Advanced

Complex Character Development

Does not correctly identify or explain how the author creates a character or does not support with evidence

Partially identifies or explains how the author creates a character and supports with 1-2 pieces of evidence

Correctly identifies and explains how the author creates a character and supports with at least 3 pieces of evidence

In depth or insightful analysis of character

Textual Evidence & Citations

Does not use quotes, ICE, or MLA format

Some errors in ICE or MLA format

Correctly uses ICE and MLA format

ICE strategy utilizes advanced vocabulary and sentence structure

Thesis Does not include a topic sentence

Topic sentence is unclear, or the details do not support it

Includes a topic sentence with supportive details

Topic sentence illustrates deep analysis

https://mail.google.com/mail/u/0/?ui=2&ik=f6123fc2a2&view=att&th=144d11864c899d6b&attid=0.1&disp=inline&realattid=f_hsw12r1z0&safe=1&zw

https://mail.google.com/mail/u/0/?ui=2&ik=f6123fc2a2&view=att&th=144d11864c899d6b&attid=0.1&disp=inline&realattid=f_hsw12r1z0&safe=1&zw

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Advanced English II Assignments

Appendix

276

Advanced English II Persuasive Term Paper

Final Draft Rubric

Name: _______________________________ Block: ____________ Paper

Total: _______/200

MLA Format

MLA General Format

The paper is written employing correct format:

- appropriate margins - double space

- 12 point font - correct MLA heading (1st page

only)

- header (last name and page numbering) - appropriate and creative title

- paper meets the appropriate length requirement of 3 – 4 pages

/20

Parenthetical Documentation (In-text citation)

The paper uses appropriate in-text citations within the paper and follows MLA style. The

necessary information is given, proper placement, correct punctuation, and at least five

different sources documented throughout the paper. All sources listed on the works cited

have been cited within the paper.

/40

Works Cited Page

The works cited page includes the following information on the five sources required (and

one source must be a print source).

- Title - doubled-spaced

- Sources are in alphabetical order - indentation correct

- No uncited sources listed - correct punctuation

- Sources are not numbered - adequate source information

/30

Organization

Introduction

This introduction includes a strong hook that effectively grabs the audience interest.

The hook relates to persuasive topic and introduction successfully sets up

controversy.

A clearly worded, appropriately placed thesis statement identifies the purpose of the

entire paper and is persuasive in nature. The thesis is in the appropriate location of

the paper.

Conclusion

The paper includes a strong conclusion which restates the thesis, ties all points

together, and leaves the reader with a sense of completion and final thought.

/15

Coherency

Paper is organized in a clear manner that works well with a persuasive paper and shows a

coherent unity. The paper uses appropriate topic sentences and appropriate transitions

between and within paragraphs to show how ideas are connected.

/20

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1. Underline the claims

2. Circle unknown words and look up the definitions

3. Left margin: What are the characters SAYING?

4. Right margin: Highlight the example and identify the rhetorical devices being used?

5. Identify examples of ethos, logos, and pathos from the speech.

Julius Caesar Close Reading Act III Scene 2 (Antony’s funeral speech) ANTONY Friends, Romans, countrymen, lend me your ears;

I come to bury Caesar, not to praise him.

The evil that men do lives after them;

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious:

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest--

For Brutus is an honourable man;

So are they all, all honourable men--

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me:

But Brutus says he was ambitious;

And Brutus is an honourable man.

He hath brought many captives home to Rome

Whose ransoms did the general coffers fill:

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept:

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious;

And Brutus is an honourable man.

You all did see that on the Lupercal

I thrice presented him a kingly crown,

Which he did thrice refuse: was this ambition?

Yet Brutus says he was ambitious;

And, sure, he is an honourable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause:

What cause withholds you then, to mourn for him?

O judgment! thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

First Citizen Methinks there is much reason in his sayings.

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Second Citizen If thou consider rightly of the matter,

Caesar has had great wrong.

Third Citizen Has he, masters?

I fear there will a worse come in his place.

Fourth Citizen Mark'd ye his words? He would not take the crown;

Therefore 'tis certain he was not ambitious.

First Citizen If it be found so, some will dear abide it.

Second Citizen Poor soul! his eyes are red as fire with weeping.

Third Citizen There's not a nobler man in Rome than Antony.

Fourth Citizen Now mark him, he begins again to speak.

ANTONY But yesterday the word of Caesar might

Have stood against the world; now lies he there.

And none so poor to do him reverence.

O masters, if I were disposed to stir

Your hearts and minds to mutiny and rage,

I should do Brutus wrong, and Cassius wrong,

Who, you all know, are honourable men:

I will not do them wrong; I rather choose

To wrong the dead, to wrong myself and you,

Than I will wrong such honourable men.

But here's a parchment with the seal of Caesar;

I found it in his closet, 'tis his will:

Let but the commons hear this testament--

Which, pardon me, I do not mean to read--

And they would go and kiss dead Caesar's wounds

And dip their napkins in his sacred blood,

Yea, beg a hair of him for memory,

And, dying, mention it within their wills,

Bequeathing it as a rich legacy

Unto their issue.

Fourth Citizen We'll hear the will: read it, Mark Antony.

All The will, the will! We will hear Caesar's will.

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ANTONY Have patience, gentle friends, I must not read it;

It is not meet you know how Caesar loved you.

You are not wood, you are not stones, but men;

And, being men, bearing the will of Caesar,

It will inflame you, it will make you mad:

'Tis good you know not that you are his heirs;

For, if you should, O, what would come of it!

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Greek God and Goddess Profile Project

Directions: You will create a profile for one of the Gods or Goddesses listed below.

First you will research the person and take notes on the following information- what he or

she is a god/goddess of, symbols associated with god, spouse of, parent of, sibling of, and

a fun and interesting fact.

After this, you will use this new knowledge to help you describe what the God or

Goddess would be like if they were living in the modern day society. You will include

the following elements for modern day (type of car, clothing, and lifestyle) but also an

explanation that shows the connection to the person.

You will be presenting the profiles to the class. Keep in mind other students will be

taking notes.

Requirements:

You may work alone or with one other person.

Each profile will be presented and will briefly introduce each god or goddess.

The profile picture can be drawn, created, or found online. Be sure your ideas are

appropriate for school and for the Gods and Goddesses.

Research will be conducted in the computer lab.

Use complete sentences and brief descriptions in the profile.

For any websites you use, you will have to cite them on a works cited page. (Will have to

cite the website used to obtain picture of your god or goddess if you choose one from

online)

Choose from this list of Gods and Goddesses:

Zeus Hera Poseidon Hades/Pluto Demeter Hestia

Apollo

Artemis Hermes Pallas Athena Aphrodite Ares

Hephaestus Cronus

Atlas Dionysus Eros

Use the following websites to get you started looking for information (remember to cite any of

the websites you use).

Encyclopedia Mythica

http://www.pantheon.org/areas/mythology/europe/greek

Greek Mythology for kids

http://www.pantheon.org/areas/mythology/europe/greek

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http://greece.mrdonn.org/myths.html

Greek Mythology

http://www.greekmythology.com/

The 21st Century Pantheon

Picture of God or Goddess:

God or Goddess’ Name:

Job and symbol associated with god:

Family Relations:

Relationship Status:

Attire of deity:

Lifestyle:

Car:

Fun Fact about God or Goddess:

http://greece.mrdonn.org/myths.html

http://www.greekmythology.com/

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AP Literature & Composition Assignments

Appendix

283

AP Literature Independent Project

Visual Poetry Presentation

Checklist

Presentation

1) Give a brief background introduction to the poet (1-2 minutes max). Information to

provide: time period of life, key/shaping events in life, school of poetry (i.e.

Romanticism, transcendentalism, metaphysical poet, etc) and what that means, special

honors received, etc. Keep it interesting.

2) Read your poem aloud. Poems should be read effectively, not in monotone.

3) Give your reaction: explain why you chose it (your personal connection) and give

your interpretation (what is the poem about?)

4) Research critical interpretations of the poem. Part of your presentation must include

what the experts have to say about your choice.

5) Demonstrate the literary terms (using the handout provided) utilized by the author (10

minimum)

6) information must be communicated both orally as well as visually (visuals can

include but are not limited to: video, powerpoint, or posterboard)

● Submit

o a properly formatted MLA style “Works Cited” page, which includes all the sources

you used for your author background and researched critical interpretation.

o A copy of the poem for everyone in the class (I can make these copies if it is

submitted to me at least the class period before you present)

*The poem chosen must be unique among both classes. If your poem is taken, you will

need to choose another.

Schedule:

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_______ 3 possible poems due

_______ begin sign-ups for presentations

Possible poets of literary merit: W.H. Auden; Elizabeth Bishop; William Blake; Anne

Bradstreet; Edward Kamau Brathwaite; Gwendolyn Brooks; Robert Browning; George

Gordon; Lord Byron; Lorna Dee Cervantes; Geoffrey Chaucer, Samuel Taylor

Coleridge; H.D. (Hilda Doolittle); Emily Dickinson; John Donne; Rita Dove; T.S. Eliot;

Robert Frost; Joy Harjo; Seamus Heaney; George Herbert; Garrett Hongo; Gerard

Manley Hopkins; A.E. Housman; Langston Hughes; Ben Jonson; John Keats; Philip

Larkin; Robert Lowell; Andrew Marvell; John Milton; Marianne Moore; Sylvia Plath;

Edgar Allan Poe; Alexander Pope; Adrienne Rich; Anne Sexton; William Shakespeare;

Percy Bysshe Shelley; Leslie Marmon Silko; Cathy Song; Alfred, Lord Tennyson; Derek

Walcott; Walt Whitman; Richard Wilbur; William Carlos Williams; William Wordsworth;

William Butler Yeats.

Any author who is included in a college-level poetry anthology, or who has received

National or International recognition for poetry (any Pulitzer winner, for example), will

most likely count under the College Board category of “literary merit.”

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Teach – the – Class

Shakespeare

“The Bard”

You and your group have read and become experts on one

of Shakespeare’s 37 plays. It is time to share your knowledge and

teach others what you have learned. Your Shakespeare lesson includes:

Lesson plan (typed)

Introduction (or warm-up) to your play – must include basic facts about the play

such as category, when written, when performed, how received (popular?), etc.

Reading and/or demonstration – may be story telling, short film, Power Point,

skit, etc., relating the main plot and characters of the play

Literary Analysis – may be Q & A, Power Point, use of white board, 3M, etc.,

must contain information about how the play relates to another literary work,

movie, culture, i.e., its influence.

Assessment – for your class. Must be typed, approved and given to me before

your class begins so that I have time to copy it.

Works Cited – MLA documentation, minimum 4 sources

Lesson Plan = 20

Introduction = 30

Lesson = 80 (includes Reading/demonstration and Literary Analysis)

Assessment = 30

Works Cited = 40

Total Points = 200

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Advanced College Credit Composition Assignments

Appendix

287

St. Louis University 1818 Advanced College Credit Program

English 190: Advanced Strategies in Rhetoric and Research

Fall 2013

Instructor: Lori Van Houten

St. Charles West High School

3601 Droste Rd. St. Charles, MO 63301

Home: 636.265.0641

School: 636.443.4200

e-mail: [email protected]

Plan: blocks 5 and 6

Required Texts and Materials:

In Cold Blood by Truman Capote

Reading packet of non-fiction literature

1818 Advanced College Credit Program Website: http://www.slu.edu/x15948.xml

Registration information, bill pay, add/drop, ordering transcripts, access SLU grades,

and credit transfer information.

Course Description (from SLU website):

This course is designed to examine the process of logical thinking and discourse. Argumentation

involves an understanding of basic reasoning, such as evidence and inference, as well as devices of

persuasion. Students in this course study the more complex structures of language with respect to its

logical and persuasive possibilities. The course emphasizes the development of the skills of analytical

reasoning, critical thinking, and research methodology, and it seeks to help students integrate their

own reasoned opinions with the fruits of their reading and research in order to produce coherent,

persuasive essays. To this end, the course requires students' close analytical readings of published

essays, their participation in class discussions about rhetorical strategies, and their preparation of

several argumentative essays, including one researched essay. Through the study of style and

argumentation, this course aims to deepen awareness of the nature and power of language and its

cultural use.

Course Objectives (from SLU website):

Reading and Interpretive Practices. Students will:

· Learn about the complex structures of language, including its logical and persuasive possibilities.

· Learn to read personal, expository and argumentative prose narratives.

· Learn effective skills in analytical reading, critical-thinking, and research methodology.

· Develop the ability to discuss their writing in group settings with confidence, acuity, and articulation.

mailto:[email protected]

mailto:[email protected]

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Writing and Cognitive Practices. Students will:

· Write a minimum of 20-30 pages of formal and informal graded prose analysis (6000-9000 words).

· Learn effective skills in personal, expository and argumentative writing, including methods of invention,

organization, audience analysis, and style.

· Further develop abilities as critical writers through intense classroom participation and through the creation of

essays, journal submissions, take-home examinations, and portfolios.

A Caution About Course Content (from SLU’s Writing Program Resource Manual):

In this course, students may be required to read text of view materials that they may consider

offensive. The ideas expressed in any given text do not necessarily reflect the views of the instructor,

the English Department, the Writing Program, or Saint Louis University. Course materials are selected

for their historical and/or cultural relevance, or as an example of stylistic and/or rhetorical strategies

and techniques. They are meant to be examined in the context of intellectual inquiry of the sort

encountered at the university level.

Late Paper Policy:

The assignment schedule on the next page and course calendar at the end of this syllabus state when

papers are due. While I accept late work, there will be a late penalty of 5% for each school day late up

to 25% off the final grade--at that point, just get it finished (remember, there is a day between classes

which also counts).

Papers not present or incomplete at the beginning of class on editing days will permanently lose points

for that activity because the educational experience of giving and receiving feedback can’t be made up

if your paper isn’t here to interact with.

Academic Honesty and Integrity: Students in this class follow both SCW and SLU codes

of conduct. Plagiarism will be searched for and reported.

College students have a special duty to be honest citizens.

When interacting with others’ ideas, it is important to be careful about citing not only exact words, but

also ideas taken from outside sources. Always cite sources of any kind of information, and do not

hesitate to ask me about the correct method for citing outside sources. The MLA Guide offers clear

and thorough information on the definition of and avoidance of plagiarism (questions can also be

answered online at Purdue OWL).

Discipline procedures for plagiarized work

As per SLU policy, any essay containing plagiarism will receive a final grade of F (zero), and the SLU

English department and Dean’s office at St. Louis University are notified for disciplinary action,

including a letter placed in your permanent file. Cases of academic dishonesty are also subject to

SCW regulations, which include an office referral at SCW, during which the student will be assigned

further discipline beginning at two detentions if there have been no other discipline issues. The

plagiarized essay will be rewritten without the plagiarism. The student should consider writing a note

289

of apology for using so much of the teacher’s time and energy. Since the two academic institutions

have different policies, it is possible that a student could have two different grades for the same

course.

A policy of no extra credit or bonus points exists in this college class.

SLU’s Grading Rubric: Writing Components

● Readability and Audience Awareness: Papers are designed to appeal to a particular

audience, whether that audience is the scholarly community, professionals, students, the

instructor, or the general public. They therefore must be readable. Readability refers to

the clarity of the paper itself. Readability is influenced by the use of proper grammar and

mechanics, but readability also relates to the relative clarity of ideas expressed, and the

extent to which a writer uses language and tone in ways appropriate to the intended

audience.

● Clarity of Objective, Argument, or Thesis Statement: All assignments serve a purpose.

Within a given class, a paper is designed to address one or more key objectives. Papers

with a clear objective, purpose, or thesis statement sufficiently explain what the paper

sets out to accomplish and why that argumentative goal is significant.

● Support, Analysis, and Critical Thinking: All papers serve a particular purpose.

Elaborating on the objective, purpose, or thesis statement requires the writer to provide

examples or evidence to support that objective, purpose, or thesis statement. Carefully-

chosen examples and evidence demonstrate that the writer can think critically about the

paper topic. When outside resources are required, the paper will provide appropriate

documentation, typically using MLA style.

● Organization: An organized paper models a clear progression of ideas. The writer

moves from idea to idea in a deliberate, not a haphazard way, effectively and

persuasively transitioning from one topic to another. In addition, for a given topic or

class, effectively organized papers will logically structure the key sections required for

the assignment

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Assignment Overview

Assignment Type and Purpose

Options for Achieving Purpose

Other Details

Various Reading Quizzes

Unannounced, sporadic. Do you

reading.

Points will vary.

Critical Response

Choose a TED Talk and respond

to the issue presented with your

own insight.

3.5 pages, 100 points

Due Sept 18/19

Developing Voice: Your Tone and

Mood

The purpose of this paper is to

develop a sense of voice and tone

in your own unique written voice.

Choices Include:

● Creative Comparison

● Qualitative Exemplification

● Other

4 pages, 100 points.

Peer Edit Due

Redefinition Essay

The way we name things has a

mighty power. Stand up for

something wrongly named, or take

this opportunity to redefine

something.

2 pages. 75 points

Due: Sept. 30/Oct. 2

Research—Annotated Bibliography

This is the works cited page for

your research paper, with the

addition of “annotations” after your

best five sources.

Annotations will explain the

source’s main points and

usefulness to your work.

4 pages, aprox., 100 points.

Due Oct. 28/29.

Persuasive Research Paper

Here you will weave facts and

opinion in a carefully researched

and well- crafted argument.

6 pages, 150 points.

Due Nov 19/20

Editorial Cartoon & Explanation

Visual rhetoric is more and more

important in our culture. Here’s

your chance to speak out.

Cartoon plus explanation, 50

points.

Due December 6/9

Final Exam MLA, terms. 100 points

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Course Calendar

Aug 14/15

Introductions, policies. How to use a syllabus. Reading packets handed out.

In Class reading and discussion of Kenneth Burke’s “Conversation”.

How to annotate a text or video (projector).

Aug 16/19

Lecture/notes: rhetoric and dialectic: thesis, antithesis, and synthesis

We will watch a TED Talk, and find it’s use of thesis, antithesis, and synthesis.

TED Talk Critical Response assignments explained.

Homework: select a TED Talk to respond to in your critical response--take notes and bring them with

you to next class.

Aug 20/21

Have read “The Prodigal Daughter” (model of writing about people and a personal connection to a

subject)

Lecture/notes/PwrPt: The Rhetorical Triangle—balancing the three concerns of communication

TED Talk reports from students about their homework finds

Aug 22/23

Have read “Last Call” (a model of writing about a person’s experience with an issue)

In class: Gerald Graff’s templates for discussing other’s writing (to prepare you for writing your critical

response); adding MLA style to Graff’s templates. PwrPt: “Working Sources Into Your Draft”

Aug 26/27: PwrPt: “MLA Match it Up” then to lab to write critical responses

Aug 28/29: In lab to write critical responses

Aug 30/Sept 3:

Polished draft of critical response due in class for peer editing (not a rough draft). Turn in if error

free.

Have read In Cold Blood to page 30. Be prepared for discussion.

Terms PwrPt: voice = tone and mood in class. Discussion and exercise in Capote’s tone vs. mood.

Discussion of our upcoming voice papers: your choices.

Sept. 4/Sept. 5:

(cricitical response due on my desk at beginning of hour if not turned in last class)

Have read In Cold Blood to page 57. Be prepared for discussion.

In class: “Separation Anxiety Sleep-Away Camp” (model of satirical voice)

Lecture/notes/PwrPt over upcoming paper:

What is Exemplification?

Qualitative vs. Quantitative proof: our search for Ethos and Logos in a world of Pathos

Creative Comparison as Extended Metaphor

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Sept. 6/9

Have read: ICB to 74

Student samples of voice papers in class

Sept. 10/11

Have read: ICB 232-246 (We will read 269-271 together in class. Perhaps the most pathos-filled

three pages in the history of the written language).

Prep for writing this thing.

Sept 12/13 & Sept 16/17: In lab to write Voice papers

Sept 18/19

Polished copy of voice paper DUE for peer editing today: turn in if error-free.

Begin discussion of our redefinion exercise. What’s at stake: examples from history.

Sept 20/23

Final voice paper due on my desk at beginning of hour.

Have read “That Egyptian Woman” a classic redefinition essay from a Pulitzer Prize winning book

byStacey Schiff called Cleopatra.

Argh! brainstorm your redefinition.

Sept 24/25 & 26/27: in lab to write redefinition piece

Sept 30/Oct. 2 Redefinition essay due. Present your piece to the class (and turn in written portion)

Oct. 2/3 Moving toward our Research projects: annotated bibliography and research papers

explained.

Have read the excellent example of a strong, focused argument: “The Whole Fracking Enchilada.”

Sample student Annotated Bibliographies in class.

Oct 4/7

Have read “Lyme Wars” (a model of a research-based public policy issue like your research papers

will be)

Lecture: MLA style: making in-text citations match Works Cited page

Oct 8/9 (Parent Teacher conferences are October 9th and 10th--come in with your parent!).

Have read the excellent model of combining research and events to create a thesis: “Phychopath”

from Dave Cullen’s Columbine book and “The Psychopathy Tests and Checklists.”

In class: conducting research the lazy way: what to make note of in the lab so you don’t have to do

your work twice.

Oct 14/15

In lab to compile research

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Oct 16/17

In lab to compile research

Oct. 18/21

Have all printed articles with you in class to work with.

Power Point/Notes: making a works cited entry

Oct. 22/23

In lab to write annotated bibliographies

Oct 24/25

In lab to write annotated bibliographies

Oct 28/29

Annotated Bib due at beginning of hour.

In class to peer edit annotated bibliographies, especially the works cited entries.

Back to lab for recon last half of hour.

Oct 30/31

Student research paper samples in class.

Taking stock: what you have, where you’re going. Keep and toss articles, tighten thesis, identify gaps

in research. Strategies for arriving at a theme and approaching your audience.

In class we will read five types of research argumentation from a book I’ll have.

Nov 1 /Nov 4 Avoiding logical fallacies in your persuasive writing: notes, power point, examples

Nov 5/6 In lab to write research papers. PwrPt: “Quotes or Italics?”

Nov 7/8 In lab to write research papers.

Nov 11/12 In lab to write research papers. PwrPt: “Some Advanced Punctuation.”

Nov. 1.3/14 have four + page draft in class for peer editing and conferences. PwrPt: “Fixing Terrible

Sentences” in research writing.

Nov 15/18 in lab. PwrPt: “MLA What’s Wrong?”

Nov 19/20 in class with finished draft: peer editing marathon

Nov 21/22 Awe-inspiring PowerPoint on Political cartoons.

Nov 25/26: RESEARCH PAPERS DUE at beginning of hour.

Political cartoons—draft day

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Dec. 2/3

Political cartoons --work time

Dec 4/5 Political cartoons --work time

Dec 6/9 Cartoons due. Final exam prep: exercises in terms from the semester (rhetorical triangl;,

logical fallacies; tone vs mood; the conversation; rhetoric and dialectic; thesis, synthesis, and

antithesis; and so on).

Dec 10/11 Gallery walk of cartoons. Final exam review: MLA review

Dec 12/13 and Dec. 16/17 Movie: In Cold Blood

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TED Talk Critical Response Assignment

Select and become familiar with a TED Talk that is significant to you. You will respond to the talk in a

four page essay that discusses the following:

● your stake in this issue/why you selected the talk

● selected summary of the talk, so that anyone reading will understand, even if they haven’t watched it (build this into your response naturally)

● particularly significant or poignant moments of the talk, and why you think so.

● the speaker’s handling of antithesis to their belief or idea (the talk itself may be antithesis to someone esle’s thesis)

● this assignment is a fine opportunity to offer a conclusion that is every bit as good as the TED Talk you picked was. Startle me with your wrap-up.

Critical Response Grading Rubric

Introduction: You come to a party.

Your paper cleverly introduces the Talk you’re responding to and points to the part of the

conversation being discussed. An “A” paper will do this effortlessly, with smooth transition, delightful

turn of phrase, and trust that the audience is right there with you (because they are caring generally

educated citizens too). Use the Graff templates to smoothly discuss others’ ideas.

Putting in your oar.

Your opinion is clear and adds to the debate over the issue (the more meaningfully, the better). Your

phrases are thoughtful, your prose is smooth, concise, and clever.

Discussing the conversation: managing ethos.

You correctly use and cite quotes from the text to expand your argument by agreeing with them,

disagreeing, or using them as a starting point to make a further point of your own. Quotes are well

transitioned, smooth, and in MLA format.

Depart, with the debate still vigorously in progress.

Typical conclusions to a piece like this bring a personal example full circle by telling the end result of

the story, call for further action, or leave the reader with an enduring question.

Ethos: your reader will have trust and confidence in you if you avoid common grammatical and

spelling errors and use sophisticated sentence structure. A poorly edited paper can significantly hurt

your grade for this reason.

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Voice Paper Options: Developing Your Tone and Mood

1. Qualitative Exemplification As an insider of any particular group, your qualitative

inside view can change the way others view an issue because you have special insight

into something they can only speculate about. Your inside story will serve as an

example of your thesis about an issue in your group.

Examples:

This one is sincere, concerned in tone: As a Catholic (Jew, Methodist, atheist. . .) I’ve always

been taught that ________________. Lately, though, I’ve heard some criticism of this teaching.

Even in my own church/temple, people are. . .

This one attempts to use sarcasm and humor to make the point: Americans have been convinced

that being called a liberal is to be insulted. As a life-long liberal, I’ve re-examined my beliefs to find

just where I’ve gone wrong. I’ll begin with the poor. The party of family values claims that. . . .

(insert comments on how liberal views are targeted by the other side—this paper also works when

you reverse the party name and insults)

2. Creative Comparison: Two Nouns Serve as an Extended Metaphor for Your Point of View

For this essay, you will choose two nouns (person, place, thing, or idea)—two that are very much

the same or very different—and offer fresh and astute observations by comparing their traits.

Your tone and voice could be sincere, satirical, or humorous.

This paper will look at the odd family dynamics of sibling rivalry (the siblings are the very different nouns): My brother and my sister spent last night in their rooms . . .

This will be a humorous essay about the life of a baseball player: Dogs and baseball players . . .

This paper will be a satirical look at the claim that the modern Tea Party is named after the actual tea party. The paper’s theme would work in reverse as well: Consider the Boston Tea Party, and now imagine one of our modern Tea Partiers in attendance.

297

Redefinition Assignment

3 pages, 100 points. See SLU Grading Rubric for further guidance about grading.

The way we name things, the way we frame them for presentation to the public, can all too easily

persuade the public. In this brief, focused paper you will identify a noun (person, place, thing, or

idea) that has been wrongly named, and present arguments for what we will now see as it’s proper

name.

First, you will identify the issue and it’s wrong name, citing examples of its incorrect use in culture.

Next, you will rename the noun and provide support for your claim.

Examples of names that shaped perceptions from history: “not by the color of one’s skin, but the

content of one’s character;” The Patriot Act; Pro-Life; coup or revolution; Operation Iraqui Freedom;

someone’s life (Cleopatra, for instance); “the abortion pill”; No Child Left Behind Act; “Ask not what

your country can do for you, ask what you can do for your country”. . .

298

Annotated Bibliography Assignment

This paper is an annotated Works Cited for your coming research paper.

Here’s how it works:

1. Weed through, then read and annotate the most significant sources (7-10).

2. Write a Works Cited Entry for each.

3. Under your top five Works Cited entries, in a paragraph, you will write an annotation which

describes the essential content of the work, especially its relevance to your research topic. The five

sources you choose to annotate should be high quality sources (not a one page fact sheet, for

instance—while it may be high quality, it isn’t going to be a significant source to your paper). For

sources like a quick fact sheet or bio, just do a regular works cited entry and leave the annotation off.

Put the annotated bibliography in alphabetical order like usual. The five annotations will be placed

under their corresponding works cited entry.

?????Why, Why, Why?????

Your purpose is to write an informative annotation of a source’s content, quality, and use in

your paper. We do this to get our minds around the myriad of research—it forces you to find

good articles, actually read them (!), and wrestle them down into the conversation you’re having

in your research paper. You’ll be surprised about how much of the research paper your

annotated bib writes for you.

What to Include in Your Annotation

1. Ethos. Explain the authority and/or qualifications of the author.

For example: Dr. William Smith, a history professor at XYZ University, based his book on

twenty years of research. Check the “About Us” section of the site.

2. Scope, main points, and main argument(s) of the article.

3. Any biases that you detect. Look for bias: if none, just skip this one in your annotation.

Sometimes bias can be your bff in a research paper (discredits the other side if they aren’t

playing fair).

4. How you intend to use the work in your argument, or how the work relates and

compares to other works you are using on the topic.

Note: Your first annotation entry will explain the thesis of your paper—you won’t need to

repeat it every time. You need not see the four items above as separate steps with

separate sentences—they can blend. See example.

299

Annotated Bibliography Grading Rubric

MLA: Correctness of Entries

_____(of 25 points) All parts of works cited entries are complete

_____(of 15 points) There are no punctuation errors

_____(of 5 points) Entries are in alphabetical order and double spaced, with hanging indent

Annotations

_____(of 10) Ethos of author is clear

_____(of 25) Content info is specific, not general

_____(of 10) It is clear how the info will be used in your work

Quality of Research

_____(of 10) Sources are credible and significant, and there are enough sources.

Notes:

If you made a repeated mistake I only circled it the first time, but you’ll need to correct it on every

works cited entry you made when you turn it back in on the research paper.

300

Sample Works Cited Entry and Annotation

London, Herbert. "Five Lost Morals of Network News." Television Quarterly Online. Time

Media, 10 Jan. 2010. Web. 30 October 2011.

Herbert London, the Dean of Journalism at New York University and author of several books

and articles on Mass Media’s effect on elections, explains how television news coverage

contradicts five commonly believed ideals about fairness in reporting. One example

particularly fits my purpose, that of bias evident in the recent news coverage of the Tea Party

demonstrations. London lists examples of bias in media coverage being admitted proudly by

networks with powerful agendas, which supports my argument that we need to fund non-

biased news sources such as National Public Radio and public broadcasting. He compares

the right-leaning Fox New’s coverage to left-leaning MSN’s coverage two days before the

presidential election. London’s examples have been selected to expose the erosion of old

standards in journalism, especially objectivity. The article will be useful to my foundation

argument that Like in Orwell’s 1984, today’s biased media is no different than Big Brother’s

live-stream on the teleprompters inside each and every household, slowly brainwashing the

multitudes into compliance: and public radio/television may be our last protection from the

total corruption of information services in our society.

301

College Composition-OJ Simpson Trial

Rhetoric After viewing the OJ Simpson Trial, look at the evidence before you. Remember the faults of the

prosecution in this case and the strengths of the defense. What could the prosecution have

possibly done to change this outcome? Could anything have been done?

Using your notes on rhetoric, create a short written recommendation for the

prosecution using the evidence you have and understanding the mistakes made on behalf of the

detectives upon evidence collection. Be detailed in your account and, recall, you are using the

powers of rhetoric to make this recommendation. Please make sure your information is complete

and thorough.

This recommendation must include:

Acknowledgement of audience (jury-what demographics are you speaking to? You may use this

link to get this info- http://law2.umkc.edu/faculty/projects/ftrials/simpson/simpson.htm)

Rhetorical principles used (use your packet for this)

Reasoning behind your selected evidence

Recommendation on presentation of selected evidence

”If the gloves don’t fit, you must acquit!”-Johnnie Cochran

302

Advanced College Credit Intro to Literature Assignments

Appendix

303

Teach – the – Class

Shakespeare

“The Bard”

You and your group have read and become experts on one

of Shakespeare’s 37 plays. It is time to share your knowledge and

teach others what you have learned. Your Shakespeare lesson includes:

Lesson plan (typed)

Introduction (or warm-up) to your play – must include basic facts about the play

such as category, when written, when performed, how received (popular?), etc.

Reading and/or demonstration – may be story telling, short film, Power Point,

skit, etc., relating the main plot and characters of the play

Literary Analysis – may be Q & A, Power Point, use of white board, 3M, etc.,

must contain information about how the play relates to another literary work,

movie, culture, i.e., its influence.

Assessment – for your class. Must be typed, approved and given to me before

your class begins so that I have time to copy it.

Works Cited – MLA documentation, minimum 4 sources

Lesson Plan = 20

Introduction = 30

Lesson = 80 (includes Reading/demonstration and Literary Analysis)

Assessment = 30

Works Cited = 40

Total Points = 200

304

Writing Your Film Analysis: “Psycho” In this paper, you will analyze the film we have been watching, “Psycho”, by

Alfred Hitchock. This film and Hitchcock’s direction has received innumerable

critical acclaim as well as analysis by film aficionados globally. Your task is to

take what you have learned regarding the film from in class discussions, the

viewing of the film and the viewing of the behind the scenes as well as your own

independent research and create an analysis.

You will select a scene from “Psycho” that really stood out or “spoke” to you

and analyze it using the verbiage you obtained in class regarding film

vocabulary. Before writing your analysis, think about what you imagine were

Hitchcock’s motives for choosing these film elements to convey a particular

idea in the scene. Further, ask yourself if that particular scene contained

suspense. What made you believe this? If there is not a great amount of

suspense in the film, what is there? How does this scene (and the particular film

elements within the scene) help to move the plot forward? (These questions

should be answered in your pre-writing phase).

Approach:

We are going to take a different approach on this paper. I want to do this in

steps.

Step One: Select your scene

Step Two: Look at the notes you have taken during the viewing and think about

what questions you have about the film (for instance, you may ask a question,

“What would be the motivation for Hitchcock to continue to use birds as a

symbol in the parlor scene?”). Also, research experts on film, Hitchcock, etc. to

learn more. (You might use search terms such as, but NOT limited to: Hitchcock,

film analysis, “Psycho”, Hitchcock’s methods, etc.)

Step Three: Then answer this question: “What do I want the reader to know

about the stance I am taking?” as well as “What examples from the film help

show this to the reader?”

Step Four: Once you have your question and your examples, try to develop a

paragraph containing this information. At this point, you may find that you have

other ideas that need to be expressed. Great! That means you have taken the

right amount of notes! So, create more questions and seek more examples and

create more paragraphs (don’t try to put your paragraphs together, though).

Step Five: Look at the paragraph(s) and ask yourself if it could stand on its own

as a statement. Do you think a reader could identify your message and

purpose?

Step Six: Now organize your paragraphs in an order where they may make

sense (they will most likely only roughly fit together at this point).

Step Seven: Begin to connect the paragraphs with transitions that tie the two

together.

Pre-

Writing

305

Step Eight: Looking at your work at this point, ask how you want to introduce

your paper. Does it make sense to begin with a scenario? Does is make sense to

begin with a quote? Does it make sense to begin with an analogy? These are

simply a few of the options you may use. Please open your mind and make your

introduction as unique as your paper. Then, do the same for your conclusion.

Remember to draw everything to a close.

Missouri students must build a solid foundation of factual knowledge and basic skills in the traditional content areas. The statements listed here represent such a foundation in reading, writing, mathematics, world and American history, forms of government, geography, science, health/physical education and the fine arts. This foundation of knowledge and skills should also be incorporated into courses in vocational education and practical arts. Students should acquire this knowledge base at various grade levels and through various courses of study. Each grade level and each course sequence should build on the knowledge base that students have previously acquired. These concepts and areas of study are indeed significant to success in school and in the workplace. However, they are neither inclusive nor are they likely to remain the same over the years. We live in an age in which ‘‘knowledge’’ grows at an ever-increasing rate, and our expectations for students must keep up with that expanding knowledge base. Combining what students must know and what they must be able to do may require teachers and districts to adapt their curriculum. To assist districts in this effort, teachers from across the state are developing curriculum frameworks in each of the content areas. These frameworks show how others might balance concepts and abilities for students at the elementary, middle and secondary levels. These models, however, are only resources. Missouri law assures local control of education. Each district has the authority to determine the content of its curriculum, how it will be organized and how it will be presented.

KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS

Communication ArtsIn Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in

1. speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization)2. reading and evaluating fiction, poetry and drama3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)4. writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)5. comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)6. participating in formal and informal presentations and discussions of issues and ideas7. identifying and evaluating relationships between language and culture

Social StudiesIn Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. principles expressed in the documents shaping constitutional democracy in the United States2. continuity and change in the history of Missouri, the United States and the world3. principles and processes of governance systems4. economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment6. relationships of the individual and groups to institutions and cultural traditions7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

MathematicsIn Mathematics, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. addition, subtraction, multiplication and division; other number sense, including numeration and estimation; and the application of these operations and concepts in the workplace and other situations2. geometric and spatial sense involving measurement (including length, area, volume), trigonometry, and similarity and transformations of shapes3. data analysis, probability and statistics4. patterns and relationships within and among functions and algebraic, geometric and trigonometric concepts5. mathematical systems (including real numbers, whole numbers, integers, fractions), geometry, and number theory (including primes, factors, multiples)6. discrete mathematics (such as graph theory, counting techniques, matrices)

Fine ArtsIn Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. process and techniques for the production, exhibition or performance of one or more of the visual or performed arts2. the principles and elements of different art forms3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts4. interrelationships of visual and performing arts and the relationships of the arts to other disciplines5. visual and performing arts in historical and cultural contexts

ScienceIn Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of1. properties and principles of matter and energy2. properties and principles of force and motion3. characteristics and interactions of living organisms4. changes in ecosystems and interactions of organisms with their environments5. processes (such as plate movement, water cycle, air flow) and interactions of Earth’s biosphere, atmosphere, lithosphere and hydrosphere6. composition and structure of the universe and the motions of the objects within it7. processes of scientific inquiry (such as formulating and testing hypotheses)8. impact of science, technology and human activity on resources and the environment

Health/Physical EducationIn Health/Physical Education, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. structures of, functions of, and relationships among human body systems2. principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)3. diseases and methods for prevention, treatment and control4. principles of movement and physical fitness5. methods used to assess health, reduce risk factors, and avoid high-risk behaviors (such as violence, tobacco, alcohol and other drug use)6. consumer health issues (such as the effects of mass media and technologies on safety and health)7. responses to emergency situations

Missouri Department of Elementary and Secondary Education • DESE 3220-5 Rep 12/09

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KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS

ll Missourians are eager to ensure that graduates of Missouri’s public schools have the knowledge, skills and competencies essential to leading productive, fulfilling and successful lives as they continue their education, enter the workforce and assume their civic responsibilities. Schools need to establish high expectations that will challenge all students. To that end, the Outstanding Schools Act of 1993 called together master teachers, parents and policy-makers from around the state to create Missouri academic standards. These standards are the work of that group. The standards are built around the belief that the success of Missouri’s students depends on both a solid foundation of knowledge and skills and the ability of students to apply their knowledge and skills to the kinds of problems and decisions they will likely encounter after they graduate. The academic standards incorporate and strongly promote the understanding that active, hands-on learning will benefit students of all ages. By integrating and applying basic knowledge and skills in practical and challenging ways across all disciplines, students experience learning that is more engaging and motivating. Such learning stays in the mind long after the tests are over and acts as a springboard to success beyond the classroom. These standards for students are not a curriculum. Rather, the standards serve as a blueprint from which local school districts may write challenging curriculum to help all students achieve. Missouri law assures local control of education. Each school district will determine how its curriculum will be structured and the best methods to implement that curriculum in the classroom.

Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri,and the Code of State Regulations, 5 CSR 50-375.100.

Note to Readers: What should high school graduates in Missouri know and be able to do? The Missourians who developed these standards wrestled with that question. In the end, they agreed that ‘‘knowing’’ and ‘‘doing’’ are actually two sides of the same coin. To perform well in school or on the job, one must have a good foundation of basic knowledge and skills. Equally important, though, is the ability to use and apply one’s knowledge in real-life situations. These standards (73 in all) are intended to define what students should learn by the time they graduate from high school. On this side are 33 ‘‘performance’’ standards, listed under four broad goals. On the reverse side are 40 ‘‘knowledge’’ standards, listed in six subject areas. Taken together, they are intended to estab-lish higher expectations for students throughout the Show-Me State. These standards do not represent everything a student will or should learn. However, graduates who meet these standards should be well-prepared for further educa-tion, work and civic responsibilities.

GOAL 2

Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.

Students will demonstrate within and integrate across all content areas the ability to

1. plan and make written, oral and visual presentations for a variety of purposes and audiences2. review and revise communications to improve accuracy and clarity3. exchange information, questions and ideas while recognizing the perspectives of others4. present perceptions and ideas regarding works of the arts, humanities and sciences5. perform or produce works in the fine and practical arts6. apply communication techniques to the job search and to the workplace7. use technological tools to exchange information and ideas

GOAL 1

Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.


1. develop questions and ideas to initiate and refine research 2. conduct research to answer questions and evaluate information and ideas 3. design and conduct field and laboratory investigations to study nature and society 4. use technological tools and other resources to locate, select and organize information 5. comprehend and evaluate written, visual and oral presentations and works 6. discover and evaluate patterns and relationships in information, ideas and structures 7. evaluate the accuracy of information and the reliability of its sources 8. organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation 9. identify, analyze and compare the institutions, traditions and art forms of past and present societies10. apply acquired information, ideas and skills to different contexts as students, workers, citizens and consumers

GOAL 4

Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society.


1. explain reasoning and identify information used to support decisions2. understand and apply the rights and responsibilities of citizenship in Missouri and the United States3. analyze the duties and responsibilities of individuals in societies4. recognize and practice honesty and integrity in academic work and in the workplace5. develop, monitor and revise plans of action to meet deadlines and accomplish goals6. identify tasks that require a coordinated effort and work with others to complete those tasks7. identify and apply practices that preserve and enhance the safety and health of self and others8. explore, prepare for and seek educational and job opportunities

GOAL 3

Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.


1. identify problems and define their scope and elements2. develop and apply strategies based on ways others have prevented or solved problems3. develop and apply strategies based on one’s own experience in preventing or solving problems4. evaluate the processes used in recognizing and solving problems5. reason inductively from a set of specific facts and deductively from general premises6. examine problems and proposed solutions from multiple perspectives7. evaluate the extent to which a strategy addresses the problem8. assess costs, benefits and other consequences of proposed solutions

Missouri Department of Elementary and Secondary Education • DESE 3220-5 Rep 12/09

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1

Communication Arts Course Level Expectations

The Communication Arts Grade Level Expectations document is an updated version of the March, 2004 K-12 Communication Arts Grade Level Expectations. Missouri educators from across the state, representing education from the primary grades through the college level, met numerous times to carefully examine the current Grade Level Expectations and make suggestions to update that document. This is the result of their discussion and study. Please note:

In several instances, the difference is a change in location, rather than a change in the GLE itself. All Communication Arts content may be assessed at the grade level where it appears. Teachers are responsible for content up to—and including—that which appears at the grade level they teach.

This document represents a continuum of instruction, so teachers must be familiar with GLEs leading up to their grade level so that they may scaffold instruction for students missing requisite skills.

The GLE Update and Review Committees addressed only Reading and Writing. An asterisk (*) is used to indicate GLEs that are locally assessed. PLEASE NOTE: The Listening and Speaking and Information Literacy strands will be revised during the 2008-2009 school year. The existing version is included at the end of this document and includes grades K-12. While the Listening and Speaking and Information Literacy strands are under revision, teachers are still responsible for the content in the existing version. Sources: 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! (Zimmerman, Susan and Chryse Hutchins, Heinemann Publishers); Apprenticeship in Literacy: Transitions Across Reading and Writingi (Dorn, Linda, Stenhouse Publishers); Glossary of Terms (NAEP Reading Framework); Information Literacy Strands for Student Learning: Standards and Indicators (American Association of School Librarians and the Association for Educational Communications and Technology, 1998); Literary Devices (Jay Braiman, 2003,2006); Mosaic of Thought (Zimmerman, Susan and Ellin Keene, Heinemann Publishers); NETS for Students (International Society for Technology in Education, National Educational Technology Standards for Students); Scaffolding Young Writers: A Writer’s Workshop Approach (Dorn, Linda, Stenhouse Publishers); Shaping Literate Minds: Developing Self-Regulated Learners (Dorn, Linda, Stenhouse Publishers); Strategies that Work: Teaching Comprehension to Enhance Understanding (Harvey, Stephanie and Anne Goudvis, Stenhouse Publishers); Units of Study for Primary Writing (Calkins, Lucy, Heinemann Publishers); Units of Study for Teaching Writing Grades 3-5 (Calkins, Lucy, Heinemann Publishers).

Missouri Department of Elementary and Secondary Education October, 2008

Reading 2/9/2011

20

1 Develop and apply skills and strategies to the reading process English I English II English III English IV

A

Pri

nt

Co

nce

pts

DOK

ST

B

Ph

on

em

ic

Aw

are

ness

DOK

ST

C * Apply decoding strategies to “problem-

solve” unknown words when reading when needed

* Apply decoding strategies to “problem-solve”

unknown words when reading when needed

* Apply decoding strategies to “problem-

solve” unknown words when reading when needed

* Apply decoding strategies to “problem-solve”

unknown words when reading when needed

Ph

on

ics

DOK 2 2 2 2

ST CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6

Reading 2/9/2011

21


D * Read grade-level instructional text

a. with fluency: accuracy, comprehension and appropriate expression

b. adjusting reading rate to difficulty and type of text

* Read grade-level instructional text









Flu

en

cy

DOK 1 1 1 1

ST CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5

E Develop vocabulary through text, using a. roots and affixes b. context clues c. glossary, dictionary and thesaurus

Develop vocabulary through text, using a. roots and affixes b. context clues c. glossary, dictionary and thesaurus



Vo

ca

bu

lary

DOK 2 2 2 2

ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6

F * Apply pre-reading strategies to aid

comprehension a. access prior knowledge b. preview c. predict with text support or rationale d. set a purpose and rate for reading

* Apply pre-reading strategies to aid






Pre

-Re

ad

ing

DOK 2 2 2 2

ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6

Reading 2/9/2011

22


G *During reading, utilize strategies to a. determine meaning of unknown words b. self-monitor comprehension c. question the text d. infer e. visualize f. paraphrase g. summarize

*During reading, utilize strategies to a. determine meaning of unknown words b. self-monitor comprehension c. question the text d. infer e. visualize f. paraphrase g. summarize



Du

rin

g R

ea

din

g

DOK 2 2 2 2

ST CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5

H Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: a. identify and explain the relationship

between the main idea and supporting details

*b. question to clarify *c. reflect d. draw conclusions e. paraphrase f. summarize

Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: a. identify and explain the relationship









Po

st-

Read

ing

DOK 3 3 3 3

ST CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5 CA 2, 3, 1.5, 1.6, 3.5

I Compare, contrast, analyze and evaluate connections: a. text to text (information and relationships

in various fiction and non-fiction works) *b. text to self (text ideas and own

experiences) *c. text to world (text ideas and the world by

analyzing and evaluating the relationship between literature and its historical period and culture)

Compare, contrast, analyze and evaluate connections:

a. text to text (information and relationships in various fiction and non-fiction works) *b. text to self (text ideas and own experiences)

*c. text to world (text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture)

Compare, contrast, analyze and evaluate connections: a. text to text (information and

relationships in various fiction and non-fiction works)

*b. text to self (text ideas and own experiences)

*c. text to world (text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture)

Compare, contrast, analyze and evaluate connections: a. text to text (information and relationships

in various fiction and non-fiction works) *b. text to self (text ideas and own

experiences) *c. text to world (text ideas and the world by

analyzing and evaluating the relationship between literature and its historical period and culture)

Ma

kin

g C

on

ne

cti

on

s

DOK 3 3 3 3

ST CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5 CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5 CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5 CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5

Reading 2/9/2011

23

2 Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times

English I English II English III English IV

A Analyze and evaluate the text features in grade-level text

Analyze and evaluate the text features in grade-level text



Te

xt

Fe

atu

res

DOK 3 3 3 3

ST CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5

B Identify and explain literary techniques, in text emphasizing a. irony b. imagery c. repeated sound, line or phrase d. analyze sensory details, figurative

language, sound devices, and literary techniques previously introduced

Identify and, explain literary techniques, in text emphasizing a. understatement b. parallelism c. allusion d. analogy e. analyze and evaluate literary techniques,

sensory details, figurative language, and sound devices previously introduced

Identify and explain literary techniques, in text emphasizing a. euphemism b. satire c. analyze and evaluate literary

techniques, sensory details, figurative language, and sound devices previously introduced

Analyze and evaluate literary techniques, sensory details, figurative language, and sound devices previously introduced

Lit

era

ry T

ech

niq

ue

s

DOK 2 3 3 3

ST CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5 CA 2, 3, 1.5, 1.6, 2.4, 3.5

C Use details from text(s) to a. demonstrate comprehension skills

previously introduced b. analyze character, plot, setting, point of

view c. analyze the development of a theme

across genres d. evaluate the effect of author’s style

Use details from text(s) to a. demonstrate comprehension skills



across genres d. identify and analyze tone


previously introduced b. analyze character, plot, setting, point

of view c. analyze the development of a theme

across genres d. evaluate the effect of tone on the

overall meaning of work




across genres d. evaluate the effect of tone on the overall

meaning of work

Lit

era

ry E

lem

en

ts

DOK 3 3 3 3

ST CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7,

3.8

CA 2, 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8

Reading 2/9/2011

24

3 Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times


A Explain, analyze and evaluate the author’s use of text features to clarify meaning

Explain, analyze and evaluate the author’s use of text features to clarify meaning



Te

xt

Fe

atu

res

DOK 3 3 3 3

ST CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5

B Identify and explain literary techniques, in text emphasizing a. irony b. imagery c. repeated sound, line or phrase d. analyze sensory details, figurative

language, sound devices, and literary techniques previously introduced

Identify and, explain literary techniques, in text emphasizing a. understatement b. parallelism c. allusion d. analogy e. analyze and evaluate literary techniques,

sensory details, figurative language, and sound devices previously introduced

Identify and explain literary techniques, in text emphasizing

a. euphemism b. satire c. analyze and evaluate literary

techniques, sensory details, figurative language, and sound devices previously introduced

Analyze and evaluate literary techniques, sensory details, figurative language, and sound devices previously introduced

Lit

era

ry

Te

ch

niq

ue

s

DOK 2 3 3 3

ST CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5 CA 3, 1.5, 1.6, 2.4, 3.5

C Use details from informational text to a. identify and explain the

organizational pattern b. analyze and evaluate effectiveness of

word choice c. analyze and evaluate the accuracy

and adequacy of evidence d. analyze and evaluate point of view e. analyze and evaluate author’s

viewpoint/perspective f. evaluate proposed solutions g. demonstrate comprehension skills

previously introduced

Use details from informational and persuasive text(s) to a. analyze and evaluate the organizational

patterns b. identify and analyze faulty reasoning

and unfounded inferences c. evaluate proposed solutions d. evaluate for accuracy and adequacy of

evidence e. evaluate effect of tone on the overall

meaning of work f. analyze and evaluate point of view g. analyze and evaluate author’s

viewpoint/perspective h. demonstrate comprehension skills


Use details from argumentative text(s) to a. analyze and evaluate the organizational

patterns b. identify and analyze faulty reasoning

and unfounded inferences c. evaluate proposed solutions d. evaluate for accuracy and adequacy of

evidence e. analyze and evaluate the type of

appeal (emotional, ethical, and logical) f. evaluate effect of tone on the overall

meaning of work g. analyze and evaluate point of view h. analyze and evaluate author’s

viewpoint/perspective i. demonstrate comprehension skills


Use details from argumentative text(s) to a. analyze and evaluate the organizational

patterns b. identify and analyze faulty reasoning and

unfounded inferences c. evaluate proposed solutions d. evaluate for accuracy and adequacy of

evidence e. analyze and evaluate the type of appeal

(emotional, ethical, and logical) f. evaluate effect of tone on the overall

meaning of work g. analyze and evaluate point of view h. analyze and evaluate author’s

viewpoint/perspective i. demonstrate comprehension skills


Te

xt

Str

uctu

res

DOK 3 3 3 3

ST CA 3, 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8

CA3 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8 CA3 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8 CA3 1.5, 1.6, 1.7, 2.4, 3.4, 3.5, 3.6, 3.7, 3.8

Reading 2/9/2011

25

3 Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times


D *Read and apply multi-step directions to perform complex procedures and/or tasks

*Read and apply multi-step directions to perform complex procedures and/or tasks



Un

de

rsta

nd

ing

Dir

ecti

on

s

DOK 2 2 2 2

ST CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6

Writing

8

1 Apply a writing process in composing text English I English II English III English IV

A Follow a writing process to a. use appropriate prewriting strategies as

needed b. generate a draft *c. revise in response to feedback (peer

and/or teacher) *d. edit for conventions (refer to W2E) *e. share writing

Apply a writing process to write effectively in various forms and types of writing (refer to W3A)



Wri

tin

g P

rocess

DOK 3 3 3 3

ST CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2

Writing

9

2 Compose well-developed text English I English II English III English IV

A Compose text a. showing awareness of audience b. choosing a form and point of view

appropriate to purpose and audience

Compose text a. showing awareness of audience b. choosing a form and point of view






Au

die

nce

an

d p

urp

ose

DOK 3 3 3 3

ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1

B Compose text with: a. strong controlling idea b. relevant specific details c. complex ideas d. freshness of thought

Compose text with: a. strong controlling idea b. relevant specific details c. complex ideas d. freshness of thought



Ide

as

an

d

Co

nte

nt

DOK 3 3 3 3

ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1

C Compose text with a. effective beginning, middle, and end b. a logical order c. effective paragraphing d. cohesive devices e. varied sentence structure f. clarity of expression g. active voice

Compose text with a. effective beginning, middle, and end b. a logical order c. effective paragraphing d. cohesive devices e. varied sentence structure f. clarity of expression g. active voice



Org

an

iza

tio

n a

nd

Se

nte

nce

Str

uctu

re

DOK 3 3 3 3

ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1

D Compose text using a. precise and vivid language b. writing techniques, such as imagery,

humor, voice, and figurative language

Compose text using a. precise and vivid language b. writing techniques such as imagery,

humor, voice, and figurative language


humor, voice, figurative language, and rhetorical devices


humor, voice, figurative language, and rhetorical devices

Wo

rd C

ho

ice

DOK 3 3 3 3

ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1

Writing

10

2 Compose well-developed text English I English II English III English IV

E In written text apply a. conventions of capitalization b. conventions of punctuation c. standard usage

In written text apply a. conventions of capitalization b. conventions of punctuation c. standard usage

In written text apply a. conventions of capitalization b. conventions of punctuation c. standard usage

In written text use a. conventions of capitalization b. conventions of punctuation c. standard usage

Co

nve

nti

on

s

DOK 1 1 1 1

ST CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2

Writing

11

3 Write effectively in various forms and types of writing English I English II English III English IV

A Compose a variety of texts, a. using narrative, descriptive, expository,

and/or persuasive features b. in various formats, including workplace

communication c. including summary d. including literary analysis e. including reflective writing

Compose a variety of texts, a. using narrative, descriptive, expository,


communication c. including summary d. including literary analysis e. including reflective writing



communications (resume, letter of application, follow-up letter)

c. including summary d. including literary analysis e. including reflective writing



communications (resume, letter of application, follow-up letter)

c. including summary d. including literary analysis e. including reflective writing

Fo

rms/T

yp

es/M

od

es

of

Wri

tin

g

3 3 3 3

CA 4, 1.8, 2.1, 2.6, 4.8 CA 4, 1.8, 2.1, 2.6, 4.8 CA 4, 1.8, 2.1, 2.6, 4.8 CA 4, 1.8, 2.1, 2.6, 4.8

Listening and Speaking

12

1 Develop and apply effective listening skills and strategies GRADE 9-12

A Listen for enjoyment for information for directions critically to summarize and evaluate communications that inform, persuade and entertain to evaluate own and others’ effectiveness in presentations and group discussions, using provided criteria to evaluate the validity and reliability of speaker's message

Pu

rpo

se

fo

r Lis

ten

ing

ST CA 5, 6 1.5, 1.6, 1.10

FR II 3b, 4f, III 1b-c, f, 3a, c & f-h, IV 1b, 3a, 9-12

B Use active-listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion)

Lis

ten

ing

Beh

avio

r

ST CA 5, 6 1.5

FR II 5b, III1b, IV 1c-d, 9-12

Listening and Speaking

13

2 Develop and apply effective speaking skills and strategies for various audiences and purposes GRADE 9-12

A In discussions and presentations, create concise presentations on a variety of topics incorporate appropriate media or technology respond to feedback defend ideas demonstrate poise and self-control

Dis

cu

ssio

n a

nd

Pre

se

nta

tio

n

ST CA 1, 6 2.1, 2.3, 4.6

FR I 2c,II 2b-c, 4a-c, 5a, 6a, III 4d & i, IV 1c, 3a, 9-12

B Give clear and concise multi-step oral directions to perform complex procedures and/or tasks

Giv

ing

Dir

ecti

on

s

ST CA 1, 6 2.1, 2.3

FR II 3c, 6a, 9-12

Information Literacy – UNDER REVISION

14

1 Develop and apply effective research process skills to gather, analyze and evaluate information GRADE 9-12

A Develop an appropriate research plan to guide investigation and research of focus questions

Rese

arc

h

Pla

n

ST CA 2, 3 1.1, 1.4, 4.5

FR I 2a-b, IV 2d, 9-12

B Locate and use multiple primary and secondary sources to select relevant and credible information evaluate reliability of information evaluate reliability of sources

Acq

uir

e

info

rma

tio

n

ST CA 2, 3 1.2, 1.4, 1.7

FR I 2d-e, 3a, III 1d, IV 1e, 9-12

C Record relevant information from multiple primary and secondary sources using a self-selected note-taking or organizational strategy

Re

co

rd

Info

rma

tio

n

ST CA 2, 3, 4, 1.2, 1.8, 2.1

FR III 1d, 9-12

D Document sources of information using a standard citation format

So

urc

es

Co

nsu

lte

d

ST CA 4 1.4, 1.7, 1.8, 2.3, 4.4

FR II 3a, IV 3f-g, 9-12

Information Literacy – UNDER REVISION

15

2 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media GRADE 9-12

A Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs)

Me

dia

Messa

ge

s

ST CA 5 1.5, 1.7, 2.7

FR I 1b, 2d, III 3h-I, 9-12

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