English III 2013-14 - Weebly · English III 2013-14 ... Selections from Emily Dickinson’s poetry....

English III 2013-14 Course Title: Junior English Duration: one year

Frequency: one class period daily Year: 2013-14 Text: Grammar and Composition Handbook (A Beka) American Literature for Christian Schools (Bob Jones) Vocabulary from Classical Roots B and C (Educators Publishing Service, Inc.) Course goals: Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews; will become more adept at expressing themselves in creative writing as well as in following prescribed models; will study grammar essentials to apply to their writing; will increase their vocabulary through formal study of both Latin and Greek roots as well as selected key words. Areas to be evaluated: Student use of grammar; student comprehension and evaluation of literature, student use of vocabulary; student writing Additional activities: Response Essays; research paper Other materials: Writing Research Papers by James D. Lester; A Merchant of Venice

Course explanation: Junior English is a course designed to help students appreciate good American authors and to emulate these authors through their own writing practice. Students write a formal research paper as well as a semester-long unit on a small study of their own genealogies. The instruction is basically a blend of literature, grammar, writing and vocabulary in a single class hour, with some exceptions for longer discussions in literature and one class period per week dedicated to vocabulary testing. Unit: Writing the Research Paper

A formal research paper done in conjunction with the American History class. The History instructor assists in the choice of topic. A syllabus prepared by the instructors with due dates for portions of the paper is used to guide the students through this difficult task. Portions of Writing Research Papers by Lester are used to assure practice in using the conventional method.

Time frame: First nine weeks of first semester: portions of some days are allowed for discussion.

Unit: Writing Response Essays

A series of response essays. The students are provided with articles to respond to in a specific format. These are written outside of class, the rough draft is handed in for approval and suggestions, then the final copy is due a few days later. Students also have the opportunity to choose their own article providing them with an ownership and practice in identifying quality material.

Time frame: one semester

Unit: Vocabulary from Classical Roots B and Book C

Each lesson consists of three or four Latin or Greek roots, then a list of about ten key words. Students learn to spell the words as well as learn the definition and use of the words. Tests are weekly. A few minutes are spent each day on studying these, especially reviewing the roots.

Time frame: 1 lesson per week: Book C is used second semester

Unit: 1: American Literature: Literature of Settlement

1. Study guide showing historical reasons why authors wrote what they did 2.”A General History” Focus on style, description 3. “A Description of New England” Focus on historical facets 4.” The Secret Diary” Focus on journaling 5.” The History of the Dividing Line” Focus on historical events, record-keeping 6. “Of Plymouth Plantation” Focus on Gods blessings on the Pilgrims, writing style, 7.” A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson” Focus on recording a tragic event, seeing God’s hand at work and recording it for future generations

Time frame: 15 days

Unit: 2: American Literature: Literature of Religious Experience

1. Selections from Bay Psalm Book, Geneva Bible. Focus on poetry and translation of the Bible 2. Selections from Roger Williams, Focus on his character and his attitude in persecution 3. Selections from the poetry of Anne Bradstreet, Focus on first American woman writer, worship, concern for family 4. Selections from Edward Taylor, Focus on first great poet in New World 5. Selections from Jonathan Edwards, Focus on his talent, God’s blessing, his character, his famous sermon

Time frame: 15 days

Unit: 3: American Literature: Literature of Revolution

1. Selections from Benjamin Franklin’s writings. Focus on his practical advice, way to get ahead, honesty in writing to help others 2. Selection from Bartram. Focus on scientific writing 3. Selections from Freneau. Focus on burlesque, apostrophe, mock-heroic tone 4. Selections from Wheatley. Focus on first important black writer in the United States, understand her spiritual maturity and her point of view on being brought from Africa to America

Time frame: 15 days

Unit: 4: American Literature: Knickerbockers

1. Study guide for Era of Optimism 2. Rip Van Winkle. Focus on distinctive American literature, tall tale, characterization, narrative tale 3. Excerpt from The Deerslayer. Focus on legendary heroes of American literature, romantic elements in Coopers writing 4. Selections from William Cullen Bryant. Focus on difference in his worldview compared with Christian, appreciate the beauty of poetry, blank verse, iambic pentameter

Time frame: 15 days

Unit: 5: American Literature: New England School

1. Selections from Longfellow. Focus on worldview, sonnet 2. Selections from Whittier. Focus on worldview, dirge 3. Selections from Lowell. Focus on story poem, parable-poem 4. Selection from Holmes. Focus on occasional poem, worldview Time frame: 5 days

Unit: 6: American Literature: Transcendental Optimists

1. Selections from Emerson. Focus on worldview, transcendentalism, good writing, but erroneous teaching 2. Selections from Thoreau. Focus on good writing, wrong worldview 3. Selections from Whitman. Focus on good writing but wrong worldview Time frame: 10 days

Unit: 7: American Literature: Transcendental Pessimists

1. Selections from Edgar Allen Poe. Focus on excellent writing, short story, hopeless worldview 2. ‘The Celestial Railroad” Focus on Hawthorne’s worldview, hope in his allegory 3.”Bartleby” Focus on hopelessness of world without God Time frame: 15 days

Unit 8: American Literature-Regionalists

Study guide and introduction establishing the time frame and purpose Realism and Naturalism Selections: 1.“The Boom in the Calaveras Clarion” Focus on realism, local color, setting, worldview of author 2.“An Occurrence at Owl Creek Bridge” Focus on flashback, foreshadowing, characterization, irony, setting 3.” The Revenge of Hamish” Focus on revenge, irony, poetry 4.” The Song of the Chattahoochee” Focus on beauty of poetry’s musical language, onomatopoeia, purpose of life 5.” The Return of a Private” Focus on theme, regionalism, realism 6. Selections from Emily Dickinson’s poetry. Focus on unusual viewpoints and wording; appreciation of the intricacy of her word

Time frame: 30 days

choices.

Unit 9: American Literature-Masters of Realism

Selections: 1.”Editha” Focus on characterization, writing skill of author 2.”Life on the Mississippi” Focus on humor, worldview of author, excellent writing, word choices 3. Excerpt from ‘The Adventures of Huckleberry Finn” Focus on worldview of author, characterization, realism

Time frame: 5 days

Unit: 10: American Literature: Naturalists

Selections: 1. Selected poems by Stephen Crane. Focus on worldview,

naturalism 2. 2.”The Bride Comes to Yellow Sky” Focus on storytelling,

characterization, allegory, setting

Time frame: 5 days

Unit: 11 American Literature: Anti-naturalists

Selections: 1.”The Man with the Hoe” Focus on worldview, hope for mankind 2.”The Gift of the Magi” Focus on surprise ending, foreshadowing 3. Selected hymns by Fanny Crosby. Focus on worldview of author, her God-given gift of writing poetry

Time frame: 5 days

Unit 12: American Literature: Modern American Poetry

Selections: 1. “Miniver Cheevy,” “Richard Cory,” “Cliff Klingenhagen” Stress shaping of worldview of author, morals of the stories poems tell. 2. “The Pasture,” “The Road Not Taken,” “The Death of the Hired Man,” “Stopping by Woods on a Snowy Evening,” “Mending Wall” Focus of genius of Robert Frost 3.” Sonnet XXVI” Focus on sonnet, theme, tone 4.”The Unknown Citizen” Focus of burlesque, doggerel, rhyme, meter.”In a Station of the Metro” Focus on imagery, metaphor 6. “The Red Wheelbarrow” Focus on imagery 7. “Fog,” “Grass” Focus on genius of Carl Sandberg 8.” when serpents bargain for the right to squirm,” “r-p-o-p-h-e-s-s-a-g-r,” Focus on unusual format, surprise statements 9. “The Creation” Focus on black heritage, biblical interpretation 10. “Journey of the Magi” Focus on dramatic monologue

Time frame: 45 days; interspersed with short stories in the next unit

Unit 13: American Literature: Modern American Literature

1. Introduction to the unit fifteen pages of history, setting the stage for the writing of the period 2. “Charles” Focus on surprise ending, foreshadowing

Time frame: 45 days; interspersed with poetry

3. “The Most Dangerous Game” Focus on excellent story telling, foreshadowing, characterization, plot, conflict 4. “The Catbird Seat” Focus on plot and conflict 5. “The Tomb” Focus on plot, conflict 6. “A Worn Path” Focus on character 7. “Big Two-Hearted River” Focus on theme 8. “There Will Come Soft Rains” Focus on theme 9. “The Happy Journey to Trenton and Camden” Focus on theme, drama 10. “The Thread That Runs So True” Focus on history, honor, excellent writing 11. “A Boy Who Was Traded for a Horse” Focus on character sketch, characterization, excellent writing

Unit: Grammar and Composition Unit 1

1. Sentence Parts 2. Parts of Speech 3. Verbals 4. The Phrase 5. The Clause 6. Kinds of Sentences

Time frame: 45 days; portions of class periods each day


1. Agreement 2. Correct Use of Verbs 3. Correct Case of Pronouns 4. Correct Use of Modifiers 5. Sentence Fragment 6. Run-on Sentence 7. Unity 8. Mechanics



1. Coordination and subordination 2. Misplaced Modifiers 3. Dangling Modifiers 4. Pronoun Reference 5. Clear and Logical Construction 6. Parallelism 7. Point of view 8. Conciseness 9. Emphasis 10. Variety



1. The Dictionary 2. Appropriateness


3. Exactness and Vividness 4. Figurative Language 5. Idioms 6. Jargon and Gobbledygook 7. Triteness 8. Wordiness 9. Diction

English III 2013-14 Research Paper

COURSE TITLE: Junior English UNIT/TITLE: Research Paper GRADE LEVEL / DEPT.: Junior / English SEMESTER: Second

DATE OF REVISION: 2013-14

LENGTH OF UNIT: portions of 45 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --become more adept at writing using a prescribed model—formal writing --use research skills in libraries and on the internet --integrate material into an original formal essay --follow precise instructions for formatting paper Unit Objective: Students will: --write a 1500-word research paper --do research in libraries, on the internet --write a formal paper, using a guide book --incorporate both primary and secondary sources KCCS: W.11-12.1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence. 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.11-12.8. 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.11-12.10. 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

INSTRUCTIONAL METHODOLOGY Primary means of instruction: Teacher directed, Handbook for reference Secondary means of instruction: Worksheets to practice formal writing; correction of rough drafts of paper

INTEGRATION Biblical: Learning to think at this level improves analytical skill needed for Bible study; understanding formal language broadens students’ opportunities to understanding the Bible and books about the Bible Integration of other skills: (research, writing, technological, practical application, other disciplines) Computer skills; Internet research skills; library skills

ASSESSMENT Of student learning/work/performance (describe means): Classroom discussion during instruction, rough drafts handed in for correction; some worksheets to teach particular skills Of teaching effectiveness (describe means): The final paper produced correctly Of unit effectiveness in contributing to course goals (describe means): Students’ ability to write in formal language, using a prescribed format

INSTRUCTIONAL RESOURCES Primary: Writing Research Papers by James D. Lester

Publisher: Addison-Wesley Educational Publishers Inc.

Secondary: Teacher generated assignment sheet, worksheets

Publisher:

English III 2013-14 Response Essays

COURSE TITLE: Junior English UNIT/TITLE: Response Essays GRADE LEVEL / DEPT.: Junior / English SEMESTER: First DATE OF REVISION: 2013-

14 LENGTH OF UNIT: One semester

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: • Increase ability to communicate information from another source and their own

opinion • Recognize arguments and points of view in academic, newspaper, and magazine

articles • Integrate these skills into indentifying points of view throughout the curriculum

• Develop skills in responding to composed thought Unit Objectives • Identify controversies within articles • Contrast the differing viewpoints presented within articles • Demonstrate proper APA formatting • Compose 600+ word essays summarizing and then providing opinion about an article • Assess the professional language and ideas in their essays KCCS: W.11-12.2. 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.

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.11-12.6. 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

INSTRUCTIONAL METHODOLOGY

Primary means of instruction: Teacher directed, Handouts for reference Secondary means of instruction: Worksheets to practice formal writing; correction of rough drafts of paper

INTEGRATION Biblical: Learning to think at this level improves analytical skill needed for Bible study; understanding formal language broadens students’ opportunities to understanding the Bible and books about the Bible Integration of other skills: (research, writing, technological, practical application, other disciplines) Computer skills; Internet research skills; library skills

ASSESSMENT Of student learning/work/performance (describe means): Classroom discussion during instruction, rough drafts handed in for correction; some worksheets to teach particular skills Of teaching effectiveness (describe means): The final paper produced correctly Of unit effectiveness in contributing to course goals (describe means): Students’ ability to write in formal language (using a prescribed format), correctly presents points of view, and their own opinion.

INSTRUCTIONAL RESOURCES

Primary: Handouts Publisher: Personal Secondary: Grammar and Composition Handbook

Publisher: A Beka Book

English III 2013-14 Vocabulary B

COURSE TITLE: Junior English UNIT/TITLE: Vocabulary from Classical Roots B GRADE LEVEL / DEPT.: Junior / English

SEMESTER: First DATE OF REVISION: 2013-14

LENGTH OF UNIT: One semester

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --Increase their vocabulary through the formal study of both Latin and Greek roots --Recognize key words that are constructed with the Latin and Greek roots they have studied --Integrate these skills into reading across the curriculum --Develop life-long skills in interpreting meanings of words Unit Objective: Students will: --Demonstrate understanding of new words --Integrate new words to writing --Improve reading comprehension --Improve performance on standardized tests KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


Primary means of instruction: Teacher explains the meanings, usage of words assigned each week; flash cards for Latin and Greek roots Secondary means of instruction: Workbook, self-graded Activities that support instruction: Students use words in original writing about literature or the theme around which the lesson is formulated; students and teacher vie to use words during class; spell the words

INTEGRATION

Biblical: God communicates through words; knowing Latin and Greek roots often open fresh new meaning to Biblical teaching; communicating testimonies and God’s love requires a good vocabulary Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original sentences applying the nuances of the meanings; creating original stories incorporating the words

ASSESSMENT Of student learning/work/performance (describe means): Verbal feedback, questions, weekly teacher-generated tests Of teaching effectiveness (describe means): Scores on writing assignments, tests Of unit effectiveness in contributing to course goals (describe means): Tests demonstrate comprehension and ability to use the words in context

INSTRUCTIONAL RESOURCES Primary: Vocabulary from Classical Roots B

Publisher: Educators Publishing Services, Inc.

Secondary: Reading across the curriculum Publisher:

English III 2013-14 Vocabulary C

COURSE TITLE: Junior English UNIT/TITLE: Vocabulary

Classical Roots C GRADE LEVEL / DEPT.: Junior / English SEMESTER: Second


LENGTH OF UNIT: One semester

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --Increase their vocabulary through the formal study of both Latin and Greek roots --Recognize key words that are constructed with the Latin and Greek roots they have studied --Integrate these skills into reading across the curriculum --Develop life-long skills in interpreting meanings of words Unit Objective: Students will: --Demonstrate understanding of new words --Integrate new words to writing --Improve reading comprehension --Improve performance on standardized tests

KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.



Primary means of instruction: Teacher explains the meanings, usage of words assigned each week; flash cards for Latin and Greek roots Secondary means of instruction: Workbook, self-graded Activities that support instruction: Students use words in original writing about literature or the theme around which the lesson is formulated; students and teacher vie to use words during class; spell the words

INTEGRATION Biblical: God communicates through words; knowing Latin and Greek roots often open fresh new meaning to Biblical teaching; communicating testimonies and God’s love requires a good vocabulary Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original sentences applying the nuances of the meanings; creating original stories incorporating the words

ASSESSMENT Of student learning/work/performance (describe means): Verbal feedback, questions, weekly teacher-generated tests Of teaching effectiveness (describe means): Scores on writing assignments, tests Of unit effectiveness in contributing to course goals (describe means): Tests demonstrate comprehension and ability to use the words in context

INSTRUCTIONAL RESOURCES Primary: Vocabulary from Classical Roots C

Publisher: Educators Publishing Services, Inc.

Secondary: Reading across the curriculum Publisher:

English III 2013-14 Lit. Unit 1

COURSE TITLE: Junior English UNIT/TITLE: American Literature—Literature of GRADE LEVEL / DEPT.: Junior / English

Settlement (Unit 1 in text) SEMESTER: Second


LENGTH OF UNIT: 15 days; Taught a portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews; why they wrote --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview --understand and apply some literary terms to original writing KCCS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and

relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4. 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.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


Primary means of instruction: Reading selections; class discussions; reading selections aloud and discussion them; writing answers to discussion questions provided in the text Secondary means of instruction: Dramatizing parts of selections, videos of stories Activities that support instruction: Drawing illustrations of selections; creating interpretive “still-life” scenes of stories; drawing map of story, locating events on a map of the U.S.

INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible; Pilgrims and Puritans lived their faith in God’s Word Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original stories, explaining worldview to fellow classmates; applying

writing to history; map work

ASSESSMENT Of student learning/work/performance (describe means): Teacher generated discussions, short quizzes, Of teaching effectiveness (describe means): Longer tests, especially over literary terms and “lessons” learned from the reading and discussions Of unit effectiveness in contributing to course goals (describe means): Students develop character, and the ability to read and interpret character of others; analyze character of first settlers

INSTRUCTIONAL RESOURCES Primary: American Literature for Christian Schools

Publisher: Bob Jones

Secondary: Publisher:


COURSE TITLE: Junior English UNIT/TITLE American Literature—Literature of Religious Experience (Unit 2 in text)

GRADE LEVEL / DEPT.: Junior / English

SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews; why they wrote --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview --understand and apply some literary terms to original writing KCCS: RL.11-12.2. 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.

RL.11-12.6. 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).

RL.11-12.7. 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.)



Primary means of instruction: Reading selections; class discussions; reading selections aloud and discussing them; writing answers to discussion questions provided in the text Secondary means of instruction: Dramatizing parts of selections, videos of stories Activities that support instruction: Drawing illustrations of selections; creating interpretive “still-life” scenes of stories; drawing map of story, locating events on a map of the U.S.

INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible; Pilgrims and Puritans lived their faith in God’s Word Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original stories, explaining worldview to fellow classmates; applying writing to history; map work






COURSE TITLE: Junior English UNIT/TITLE American Literature—

Literature of Revolution (Unit 3 in text)


SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews; why they wrote --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview --understand and apply some literary terms to original writing KCCS: RL.11-12.1. 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.11-12.5. 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.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.




INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible; Pilgrims and Puritans lived their faith in God’s Word Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original stories, explaining worldview to fellow classmates; applying writing to history; map work






COURSE TITLE: Junior English UNIT/TITLE: American Literature— Knickerbockers (Unit 4 in text)


SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews; why they wrote --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview --understand and apply some literary terms to original writing

KCCS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and







INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible; Pilgrims and Puritans lived their faith in God’s Word, contrast with those who do not Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original stories, explaining worldview to fellow classmates; applying writing to history; map work

ASSESSMENT Of student learning/work/performance (describe means): Teacher generated discussions, short quizzes, Of teaching effectiveness (describe means): Longer tests, especially over literary terms and “lessons” learned from the reading and discussions Of unit effectiveness in contributing to course goals (describe means): Students develop character, and the ability to read and interpret character of others;





COURSE TITLE: Junior English UNIT/TITLE: American Literature— New England School (Unit 5 in text) GRADE LEVEL / DEPT.: Junior / English

SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews; why they wrote --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview --understand and apply some literary terms to original writing KCCS: RL.11-12.2. 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.





Primary means of instruction: Reading selections; class discussions; reading selections aloud and discussing them; writing answers to discussion questions provided in the text

Secondary means of instruction: Dramatizing parts of selections, videos of stories Activities that support instruction: Drawing illustrations of selections; creating interpretive “still-life” scenes of stories; drawing map of story, locating events on a map of the U.S.







COURSE TITLE: Junior English UNIT/TITLE: American Literature— Transcendental Optimists (Unit 6) GRADE LEVEL / DEPT.: Junior / English

SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews; why they wrote

--explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview --understand and apply some literary terms to original writing KCCS: RL.11-12.1. 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.11-12.5. Analyze how an author’s choices concerning how to structure specific parts





Primary means of instruction: Reading selections; class discussions; reading selections aloud and discussing them; writing answers to discussion questions provided in the text Secondary means of instruction: Dramatizing parts of selections, videos of stories, memorizing short excerpts of excellent writing Activities that support instruction: Drawing illustrations of selections; creating interpretive “still-life” scenes of stories; drawing map of story, locating events on a map of the U.S.


ASSESSMENT Of student learning/work/performance (describe means): Teacher generated discussions, short quizzes, Of teaching effectiveness (describe means): Longer tests, especially over literary terms and “lessons” learned from the reading and discussions Of unit effectiveness in contributing to course goals (describe means): Students develop

character, and the ability to read and interpret character of others;


Primary: American Literature for Christian Schools




COURSE TITLE: Junior English UNIT/TITLE: American Literature— Transcendental Pessimists Unit 7 GRADE LEVEL / DEPT.: Junior / English

SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews; why they wrote --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview --understand and apply some literary terms to original writing KCCS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and





INSTRUCTIONAL METHODOLOGY Primary means of instruction: Reading selections; class discussions; reading selections aloud and discussing them; writing answers to discussion questions provided in the text Secondary means of instruction: Dramatizing parts of selections, videos of stories, memorizing short excerpts of excellent writing Activities that support instruction: Drawing illustrations of selections; creating interpretive “still-life” scenes of stories; drawing map of story, locating events on a map of the U.S.







COURSE TITLE: Junior English UNIT/TITLE: American Literature-Regionalists Unit 8 GRADE LEVEL / DEPT: Junior / English



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and

interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the authors’ worldviews --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview KCCS: RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their


RL.11-12.5. 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.




Primary means of instruction: Reading selections; class discussions; writing answers to discussion questions provided in the text Secondary means of instruction: Dramatizing parts of selections, videos of stories Activities that support instruction: Drawing illustrations of selections; creating interpretive “still-life” scenes of stories;

INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original stories, explaining worldview to fellow classmates

ASSESSMENT Of student learning/work/performance (describe means): Teacher generated discussions, short quizzes, Of teaching effectiveness (describe means): Longer tests, especially over literary terms and “lessons” learned from the reading and discussions

Of unit effectiveness in contributing to course goals (describe means): Students develop character, and the ability to read and interpret character of others






COURSE TITLE: Junior English UNIT/TITLE: Literature—Masters of Realism Unit 9 GRADE LEVEL / DEPT.: Junior / English


LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --learn to appreciate and interpret good literature --become aware of author’s worldviews Unit Objective: Students will: --analyze excerpts and stories assigned --demonstrate their understanding of the author’s worldviews --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview KCCS: RL.11-12.1. 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.11-12.6. 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).



INSTRUCTIONAL METHODOLOGY Primary means of instruction: Reading selections; class discussions; writing answers to discussion questions provided in the text Secondary means of instruction: Dramatizing parts of selections, illustrating scenes Activities that support instruction: Discussion of characterization; of expertise of author with humor and word choices; memorize detailed definition of worldview

INTEGRATION Biblical: Jesus used stories to teach; students learn from stories; analyze character Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original character sketches about real people they know;

ASSESSMENT Of student learning/work/performance (describe means): Teacher generated quizzes, discussions Of teaching effectiveness (describe means): Tests, especially over literary terms, comprehension of application of literary terms in a story; “lessons” learned about character Of unit effectiveness in contributing to course goals (describe means): Students learn to read and interpret character in themselves and in others





COURSE TITLE: Junior English UNIT/TITLE: American Literature-Naturalists Unit 10 GRADE LEVEL / DEPT.: Junior / English



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze poems and stories assigned --demonstrate their understanding of the authors’ worldviews

--explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview KCCS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and






Primary means of instruction: Reading selections; class discussions about the poems and stories as well as analyzing naturalism; writing answers to discussion questions provided in the text, Secondary means of instruction: Activities that support instruction: Drawing map of selection;

INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible; naturalism is taught as a nemesis to creation Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original stories, explaining worldview to fellow classmates

ASSESSMENT Of student learning/work/performance (describe means): Teacher generated discussions, short quizzes, Of teaching effectiveness (describe means): Longer tests, especially over literary terms and “lessons” learned from the reading and discussions Of unit effectiveness in contributing to course goals (describe means): Students develop character, and the ability to read and interpret character of others; ability to see others’ worldviews that contrast with Biblical worldviews






COURSE TITLE: Junior English UNIT/TITLE: American Literature-

Anti-Naturalists Unit 11 GRADE LEVEL / DEPT.: Junior / English SEMESTER: First DATE OF REVISION:

2013-14 LENGTH OF UNIT: 5 days; Taught a portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews. Unit Objective: Students will: --analyze poems and stories assigned --demonstrate their understanding of the authors’ worldviews --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview KCCS: RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their






Primary means of instruction: Reading selections; class discussions about the poems and stories as well as analyzing naturalism; writing answers to discussion questions provided in the text, Secondary means of instruction: Activities that support instruction: Write a devotional for children using Fanny Crosby’s biographical sketch as a basis

INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible; Crosby’s gospel songs emphasize aspects of God and His Word Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original devotional; explaining worldview to fellow classmates

ASSESSMENT Of student learning/work/performance (describe means): Teacher generated discussions, short quizzes, Of teaching effectiveness (describe means): Longer tests, especially over literary terms and “lessons” learned from the reading and discussions Of unit effectiveness in contributing to course goals (describe means): Students develop character, and the ability to read and interpret character of others; ability to see others’ worldviews that contrast with Biblical worldviews




English III 2013-14 Lit. Unit 12 & 13

COURSE TITLE: Junior English UNIT/TITLE: American Literature—

Modern American Poetry (Unit 12) & Modern American Literature (Unit 13)



LENGTH OF UNIT: 45 days; Interspersed with prose in next unit; Taught a portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews.

Unit Objective: Students will: --analyze poems and stories assigned --demonstrate their understanding of the authors’ worldviews --explain how the author’s worldview is understood from the biographical sketch and the stories --critique the author’s worldview, comparing it to the Biblical worldview KCCS: RL.11-12.1. 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.11-12.5. Analyze how an author’s choices concerning how to structure specific parts





Primary means of instruction: Reading selections; class discussions about the poems and stories as well as analyzing use of literary terms; writing answers to discussion questions provided in the text, Secondary means of instruction: Activities that support instruction: Overhead transparencies of maps of the stories to generate discussion; illustrations of poetry in unusual format

INTEGRATION Biblical: God’s Word shows us how stories teach; students learn from illustrations; analyze character according to the Bible; Integration of other skills: (research, writing, technological, practical application, other disciplines) Acting out scenes of the stories; draw map or illustration of some stories; write short poems illustrated as assigned for the bulletin board

ASSESSMENT Of student learning/work/performance (describe means): Teacher generated discussions, short quizzes, cooperation in making illustrations, writing poems Of teaching effectiveness (describe means): Longer tests, especially over literary terms and “lessons” learned from the reading and discussions Of unit effectiveness in contributing to course goals (describe means): Students develop

character, and the ability to read and interpret character of others; ability to see others’ worldviews that contrast with Biblical worldviews




Junior English 2013-14 Grammar Unit 1

COURSE TITLE: Junior English UNIT/TITLE: Grammar Unit 1, Sections 3-7 GRADE LEVEL / DEPT: Junior English

SEMESTER: First



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --identify parts of speech --distinguish the parts of sentences in original work --examine and classify each word in a sentence --analyze and classify phrases and clauses in a sentence --generalize the rules for finding various parts of sentences to original writing KCCS: L.11-12.2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing


.


Primary means of instruction: Direct instructions and discussion Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, handout exercises Activities that support instruction: Write sentences about current literature story using sample grammar sentences.

INTEGRATION Biblical: Discuss how language is used to communicate God’s truth verbally and in written form. The Bible is easier to understand if one can diagram the sentences. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original compositions, student explanation of parts of sentences to others in the class.

ASSESSMENT

Of student learning/work/performance (describe means): Verbal feedback, questions, teacher-generated quizzes, handout grades Of teaching effectiveness (describe means): Verbal feedback during class discussion, scores on quizzes and unit test as well as improvement in original writing Of unit effectiveness in contributing to course goals (describe means): Students’ application of grammar essentials to their writing.

INSTRUCTIONAL RESOURCES Primary: Handouts Publisher: Teacher Generated Secondary: Grammar and Composition Handbook


English III 2013-14 Grammar Unit 2

COURSE TITLE: Junior English UNIT/TITLE: Unit II Grammar (second

part) and Mechanics, Part 4 GRADE LEVEL / DEPT: Junior / English SEMESTER: First DATE OF REVISION:

2013-14 LENGTH OF UNIT: 45 days; Taught a portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --identify parts of sentences --distinguish the parts of sentences in original work --examine and classify each word in a sentence --generalize the rules for finding various parts of sentences to original writing KCCS: L.11-12.2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. L.11-12.5. 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.


Primary means of instruction: Direct instructions and discussion Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, handout exercises Activities that support instruction: Write sentences about current literature story using

sample grammar sentences, integrate mechanics into individual, original writing

INTEGRATION Biblical: Discuss how language is used to communicate God’s truth verbally and in written form. The Bible is easier to understand if one can diagram the sentences.

Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original compositions, student explanation of parts of sentences to others in the class.

ASSESSMENT Of student learning/work/performance (describe means): Verbal feedback, questions, teacher-generated quizzes, handout grades Of teaching effectiveness (describe means): Verbal feedback during class discussion, scores on quizzes and unit test as well as improvement in original writing Of unit effectiveness in contributing to course goals (describe means): Students’ application of grammar essentials to their writing.




COURSE TITLE: Junior English UNIT/TITLE: Grammar Unit 3 GRADE LEVEL / DEPT: Junior English SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --identify problems in sample sentences in exercises --distinguish the kind of correction to be made --examine their own writing for similar problems --generalize the rules for finding problems in original writing KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

INSTRUCTIONAL METHODOLOGY Primary means of instruction: Direct instructions and discussion Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, handout exercises Activities that support instruction: Write sentences about current literature story using sample grammar sentences, apply corrections to original writing

INTEGRATION Biblical: Discuss how language is used to communicate God’s truth verbally and in written form. The Bible is easier to understand if one can diagram the sentences. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original compositions, student explanation of corrections to others in the class.

ASSESSMENT


COURSE TITLE: Junior English UNIT/TITLE: Grammar Unit 4 GRADE LEVEL / DEPT: Junior / English SEMESTER: Second



GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --identify problems in sample sentences in exercises --distinguish the kind of correction to be made --examine their own writing for similar problems --generalize the rules for finding problems in original writing KCCS: L.11-12.3. Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.6. 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 means of instruction: Direct instructions and discussion Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, handout exercises Activities that support instruction: Write sentences about current literature story using sample grammar sentences, apply corrections to original writing

INTEGRATION Biblical: Discuss how language is used to communicate God’s truth verbally and in written form. The Bible is easier to understand if one can diagram the sentences. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original compositions, student explanation of corrections to others in the class.

ASSESSMENT

English III 2013-14 - Weebly · English III 2013-14 ... Selections from Emily Dickinson’s poetry....

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