Month Content and Skills Lesson Examples and Essential...

Centerville High School Lynne O'Neal

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Month Content and

Essential Questions Skills Lesson Examples and

Assessments August 2008

A. Vocabulary for Success: Semester One EQ. What vocabulary do I need to know in order to succeed in this class? B. Summer Reading EQ. What have I learned from my summer reading?

A. In this college level course, students will be introduced to important vocabulary/terminology necessary for success in A.P. English. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Introduced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Introduced • Category Vocabulary and Concept Development Introduced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Introduced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Introduced ---------- B. Students will improve their reading, writing, and speaking and listening skills while studying their summer reading. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Introduced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Introduced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Introduced • Writing Introduced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Introduced • Standard 12.6 Students write using Standard English conventions. Introduced • Listening and Speaking Introduced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Introduced • Category Vocabulary and Concept Development Introduced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.

A. Students will: 1. Take a pretest over 20 rhetorical devices. 2. Learn the definitions and applications of the 20 rhetorical devices.

B. Students will: 1. Come to class the first day of school having read the assigned summer readings. 2. Come to class having completed any summer writing assignments. 3. Take tests over the summer readings. 4. Share writings over the summer readings. 5. Give an oral presentation based on a historical aspect of one of the summer readings. 6. Go through the revision process for one of the summer writings. 7. Discuss summer readings intelligently, referring to specific incidents as support.

O'Neal AP Language and Composition Centerville High School


Month Content and Essential Questions

Skills Lesson Examples and Assessments

Introduced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Introduced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Introduced • Category Structural Features of Informational and Technical Materials Introduced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Introduced • Example: Evaluate a famous political speech, such as Abraham Lincoln’s “Gettysburg Address” or John F. Kennedy’s 1960 inaugural address, and describe the rhetorical devices used to capture the audience’s attention and convey a unified message. Introduced • Category Structural Features of Literature Introduced • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Introduced • 12.3.1.d Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way Example: Read and evaluate the allegorical aspects of the novel Animal Farm by George Orwell. Introduced • Category Analysis of Grade-Level-Appropriate Literary Text Introduced • Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Introduced • Example: Evaluate the theme of a work, such as The Return of the Native by Thomas Hardy. Locate the words or passages that support this understanding. Introduced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Introduced • Example: Evaluate the use of irony and tone that Jane Austen uses in novels such as Pride and Prejudice or Sense and Sensibility. Introduced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Introduced • 12.3.5.a reflect a variety of genres in the major periods in literature. Introduced • 12.3.5.b were written by important authors in each historical period. Introduced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Introduced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Introduced • Indicator 12.3.7 Analyze recognized works of world literature from a variety of authors that: Introduced • 12.3.7.a contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period. Introduced • 12.3.7.b relate literary works and authors to the major themes and issues of their literary period. Introduced • 12.3.7.c evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Introduced • Example: Read and evaluate works of world literature, such as The Inferno of Dante by Dante Alighieri (translated by Robert Pinsky), Candide by Voltaire, I Have Visited Again by Alexander Pushkin, Question and Answer Among the Mountains by Li Po, Anna Karenina or War and Peace by Leo Tolstoy, Night by Elie Wiesel, and The Ring by Isak Dinesen. Introduced





• Indicator 12.3.10 Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others. Introduced • Category Literary Criticism Introduced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Introduced • Example: Example: Read excerpts from different novels by Charles Dickens and evaluate the treatment of children throughout these works. Introduced • Indicator 12.3.9 Evaluate the philosophical arguments presented in literary works and the use of dialogue to reveal character to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. Introduced • Example: Read Samuel Becket’s Waiting for Godot or Shakespeare’s Hamlet and evaluate the philosophical approach presented in each, and what each author seems to be saying about the human condition. Introduced • Category Organization and Focus Introduced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Introduced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Introduced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Introduced • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Introduced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Introduced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Introduced • Category Research Process and Technology Introduced • Indicator 12.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources. Introduced • Indicator 12.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. Introduced • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Introduced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Introduced • Category Evaluation and Revision Introduced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Introduced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Introduced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.





Introduced • Indicator 12.5.2 Write responses to literature that: Introduced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Introduced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Introduced • 12.5.2.c support statements with evidence from the text. Introduced • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Introduced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Introduced • Example: Analyze the events, point of view, and characterization in Virginia Woolf’s novel Mrs. Dalloway. Write an essay arguing whether or not criticism of her work is valid. Introduced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Introduced • 12.5.9.a develops a thesis. Introduced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Introduced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Introduced • 12.5.9.d makes valid inferences. Introduced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Introduced • 12.5.9.f uses technical terms and notations correctly. Introduced • 12.5.9.g provides a coherent conclusion. Introduced • Indicator 12.5.4 Write historical investigation reports that: Introduced • 12.5.4.a use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. Introduced • 12.5.4.b analyze several historical records of a single event, examining critical relationships between elements of the topic. Introduced • 12.5.4.c explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation. Introduced • 12.5.4.d include information from all relevant perspectives and take into consideration the validity and reliability of sources. Introduced • 12.5.4.e include a formal bibliography. Introduced • Example: Write a historical investigation report on the death of Diana, Princess of Wales. Include perspectives from newspapers or accounts of witnesses. Place the event into the larger societal context of the time, and indicate how or if the event has impacted the British and people from around the world. Introduced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Introduced • Example: Avoid colloquialism in most formal writing because it borders on informality and may not be understood by all. Write: Residents were extremely upset when they saw their tornado-damaged neighborhood. Avoid writing the informal: Residents were pretty much beside themselves when they saw their tornado-damaged neighborhood. Introduced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience.





Introduced • Example: Use the vocabulary of a particular trade, profession, or group only when writing for that specific audience. An attorney would write: Wherefore, said Executrix prays that the Court enter an order authorizing the sale of said personal property pursuant to the provisions of I.C. 29-1-15-8. The same sentence without legal language would say: As the person appointed to handle the estate of someone who has died, I am asking the court for permission to sell some property that person owned. Introduced • Category Research Application Introduced • Indicator 12.5.10 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: Introduced • 12.5.10.a uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations. Introduced • 12.5.10.b synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. Introduced • 12.5.10.c demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. Introduced • 12.5.10.d demonstrates that sources have been evaluated for accuracy, bias, and credibility. Introduced • 12.5.10.e incorporates numeric data, charts, tables, and graphs. Introduced • 12.5.10.f organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Introduced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Introduced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Introduced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Introduced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Introduced • Category Comprehension Introduced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Introduced • Category Speaking Applications Introduced • Indicator 12.7.17 Deliver oral reports on historical investigations that: Introduced • 12.7.17.a use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic). Introduced • 12.7.17.b analyze several historical records of a single event, examining each perspective on the event. Introduced • 12.7.17.c describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation. Introduced • 12.7.17.d include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources. Introduced





• Indicator 12.7.18 Deliver oral responses to literature that: Introduced • 12.7.18.a demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. Introduced • 12.7.18.b present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. Introduced • 12.7.18.c support important ideas and viewpoints through specific references to the text and to other works. Introduced • 12.7.18.d demonstrate an awareness of the author’s style and an appreciation of the effects created. Introduced • 12.7.18.e identify and assess the impact of ambiguities, nuances, and complexities within the text. Introduced



September 2008

A. Writing Well E.Q. What are techniques I can use to improve my writing?

A. Students will improve their reading, writing, and speaking and listening skills while studying the text Writing Well. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Developed • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Developed • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Developed • Writing Developed • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Developed • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Developed • Standard 12.6 Students write using Standard English conventions. Developed • Listening and Speaking Developed • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech

A. Students will: 1. Read the text Writing Well. 2. Complete a variety of exercises designed to improve student voice in writing. 3. Read published pieces which demonstrate various writing techniques and styles. 4. Write a number of essays, practicing various techniques. 5. Engage in the complete writing process, taking specific essays through to the final draft stage. 6. Organize an oral presentation which employs appropriate level diction and syntax as well as verbal and nonverbal delivery strategies. 7. Practice writing A.P. style essays. 8. Take a practice A.P. multiple-choice exam.





strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Developed • Category Vocabulary and Concept Development Developed • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Developed • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Developed • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Developed • Category Structural Features of Informational and Technical Materials Developed • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Developed • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Introduced • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Introduced • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Introduced • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. Introduced • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Introduced • Category Expository (Informational) Critique Introduced • Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Introduced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Developed • Indicator 12.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Introduced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Developed • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Developed • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Developed • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Developed • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Developed • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Developed • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Developed





• Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Developed • Category Evaluation and Revision Developed • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Developed • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Developed • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Developed • Indicator 12.5.1 Write fictional, autobiographical, or biographical narratives that: Introduced • 12.5.1.a narrate a sequence of events and communicate their significance to the audience. Introduced • 12.5.1.b locate scenes and incidents in specific places. Introduced • 12.5.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Introduced • 12.5.1.d pace the presentation of actions to accommodate changes in time and mood. Introduced • Indicator 12.5.2 Write responses to literature that: Developed • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Developed • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Developed • 12.5.2.c support statements with evidence from the text. Developed • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Developed • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Developed • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Developed • 12.5.9.a develops a thesis. Developed • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Developed • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Developed • 12.5.9.d makes valid inferences. Developed • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Developed • 12.5.9.f uses technical terms and notations correctly. Developed • 12.5.9.g provides a coherent conclusion. Developed • Indicator 12.5.3 Write reflective compositions that: Introduced • 12.5.3.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Introduced • 12.5.3.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Introduced • 12.5.3.c maintain a balance in describing individual events and relating those incidents to more general and abstract ideas. Introduced • Indicator 12.5.5 Write job applications and résumés that: Introduced





• 12.5.5.a provide clear and purposeful information and address the intended audience appropriately. Introduced • 12.5.5.b use varied levels, patterns, and types of language to achieve intended effects and aid comprehension. Introduced • 12.5.5.c modify the tone to fit the purpose and audience. Introduced • 12.5.5.d follow the conventional style for that type of document (a résumé or cover letter of application) and use page formats, fonts (typefaces), and spacing that contribute to the readability and impact of the document. Introduced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Developed • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Developed • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Developed • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Developed • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Developed • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Developed • Category Comprehension Developed • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Developed • Category Organization and Delivery of Oral Communication Introduced • Indicator 12.7.2 Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. Introduced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Introduced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Introduced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Introduced • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Introduced • Indicator 12.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. Introduced • Indicator 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. Introduced • Indicator 12.7.7 Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect. Introduced • Indicator 12.7.8 Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions. Introduced • Category Analysis and Evaluation of Oral and Media Communications Introduced





• Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language). Introduced • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Introduced • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Introduced • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Introduced • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Introduced • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Introduced • Category Speaking Applications Developed • Indicator 12.7.16 Deliver reflective presentations that: Introduced • 12.7.16.a explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion. Introduced • 12.7.16.b draw comparisons between the specific incident and broader themes and to illustrate beliefs or generalizations about life. Introduced • 12.7.16.c maintain a balance between describing the incident and relating it to more general, abstract ideas. Introduced



October 2008

A.Theme: Men, Women, and Social Customs EQ. What can I learn from these readings to improve my reading comprehension and writing style?

A. Students will improve their reading, writing, and speaking and listening skills while studying various readings revolving around the theme of men, women, and social customs. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant

A. Students will: 1. Read various selections from The Bedford Reader, which deal with the theme of men, women, and social customs. 2. Write a variety of responses to the readings - some creative, some personal, some academic in nature. 3. Work on establishing their voice in writing by examining their diction (word choices). 4. Participate in numerous Socratic seminars, discussing the readings. 5. Analyze the media's portrayal of men, women, and social customs, both in advertising and in television





works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Developed • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Developed • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced • Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Example: Evaluate a famous political speech, such as Queen Elizabeth I’s Tilbury speech, and describe the rhetorical devices used to capture the audience’s attention and convey a unified message. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Developed • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Developed • Example: Analyze Queen Elizabeth I’s Tilbury speech to examine the way her language influences the impact of her message. Developed • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Developed • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations

shows. 6. Continue discussion of rhetorical and logical fallacies. 7. Analyze the rhetoric of Queen Elizabeth's Tilbury speech and how it fits this month's theme of men, women, and social customs. 8. Practice writing A.P. style essays. 9. Take a practice A.P. multiple-choice exam.





or elements of the text to defend and clarify interpretations. Developed • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Developed • Category Expository (Informational) Critique Developed • Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Developed • Category Structural Features of Literature Developed • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Developed • 12.3.1.a Satire: using humor to point out weaknesses of people and society Introduced • 12.3.1.b Parody: using humor to imitate or mock a person or situation Introduced • 12.3.1.c Allegory: using symbolic figures and actions to express general truths about human experiences Introduced • Category Analysis of Grade-Level-Appropriate Literary Text Developed • Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Developed • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Reinforced • Indicator 12.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Developed • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Developed • 12.3.5.a reflect a variety of genres in the major periods in literature. Developed • 12.3.5.b were written by important authors in each historical period. Developed • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Developed • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Developed • Indicator 12.3.6 Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. Introduced • Indicator 12.3.7 Analyze recognized works of world literature from a variety of authors that: Developed • 12.3.7.b relate literary works and authors to the major themes and issues of their literary period. Developed • 12.3.7.c evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Developed • Indicator 12.3.10 Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others. Developed • Category Literary Criticism Developed • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Developed • Category Organization and Focus Reinforced





• Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Developed • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Category Research Process and Technology Reinforced • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.1 Write fictional, autobiographical, or biographical narratives that: Developed • 12.5.1.a narrate a sequence of events and communicate their significance to the audience. Developed • 12.5.1.b locate scenes and incidents in specific places. Developed • 12.5.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Developed • 12.5.1.d pace the presentation of actions to accommodate changes in time and mood. Developed • Example: After reading from Geoffrey Chaucer’s The Canterbury Tales, write your own version of a traveler’s tale. Developed • Indicator 12.5.2 Write responses to literature that: Reinforced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • 12.5.2.c support statements with evidence from the text. Reinforced • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced





• 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.3 Write reflective compositions that: Developed • 12.5.3.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Developed • 12.5.3.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Developed • 12.5.3.c maintain a balance in describing individual events and relating those incidents to more general and abstract ideas. Developed • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Developed • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Developed • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Developed • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Developed • Indicator 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. Developed • Category Analysis and Evaluation of Oral and Media Communications Developed • Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and





language). Developed • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Developed • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Developed • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Developed • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Developed • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Developed • Category Speaking Applications Developed • Indicator 12.7.18 Deliver oral responses to literature that: Developed • 12.7.18.a demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. Developed • 12.7.18.b present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. Developed • 12.7.18.c support important ideas and viewpoints through specific references to the text and to other works. Developed • 12.7.18.d demonstrate an awareness of the author’s style and an appreciation of the effects created. Developed • 12.7.18.e identify and assess the impact of ambiguities, nuances, and complexities within the text. Developed



November 2008

A. The Tragedy of Hamlet, Prince of Denmark by William Shakespeare EQ. What can I learn from this play to improve my writing, rhetorical analysis, and persuasion techniques?

A. Students will improve their reading, writing, and speaking and listening skills while studying William Shakespeare's The Tragedy of Hamlet, Prince of Denmark. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays,

A. Students will: 1. Read the work. 2. Analyze the themes of the work. 3. Memorize and recite 30 lines from the work. 4. Analyze the rhetorical strategies of the work. 5. Write both in- and out-of-class essays over the work. 6. Analyze the rhetoric of King Charles I's speech from the scaffold. 7. Write an argumentative research paper.





speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Developed • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced • Example: Consider what is meant by literary comparisons and analogies, such as Shakespeare’s phrases: a sea change or A rose by any other name would still smell as sweet. Reinforced • Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Example: Evaluate a famous political speech, such as King Charles I’s speech from the scaffold, and describe the rhetorical devices used to capture the audience’s attention and convey a unified message. Reinforced • Category Structural Features of Literature Reinforced • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Developed

8. Practice writing A.P. style essays. 9. Take a practice A.P. multiple-choice exam.





• 12.3.1.b Parody: using humor to imitate or mock a person or situation Developed • 12.3.1.c Allegory: using symbolic figures and actions to express general truths about human experiences Developed • Category Analysis of Grade-Level-Appropriate Literary Text Reinforced • Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Reinforced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Reinforced • Indicator 12.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Developed • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Developed • 12.3.5.a reflect a variety of genres in the major periods in literature. Developed • 12.3.5.b were written by important authors in each historical period. Developed • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Developed • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Developed • Indicator 12.3.6 Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. Developed • Indicator 12.3.7 Analyze recognized works of world literature from a variety of authors that: Reinforced • 12.3.7.a contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period. Developed • 12.3.7.b relate literary works and authors to the major themes and issues of their literary period. Reinforced • 12.3.7.c evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Reinforced • Category Literary Criticism Reinforced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Reinforced • Indicator 12.3.9 Evaluate the philosophical arguments presented in literary works and the use of dialogue to reveal character to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. Developed • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Developed • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced





• Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Category Research Process and Technology Reinforced • Indicator 12.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources. Developed • Indicator 12.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. Developed • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.2 Write responses to literature that: Reinforced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • 12.5.2.c support statements with evidence from the text. Reinforced • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.4 Write historical investigation reports that: Developed • 12.5.4.a use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. Developed • 12.5.4.b analyze several historical records of a single event, examining critical relationships between elements of the topic. Developed • 12.5.4.c explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation. Developed • 12.5.4.d include information from all relevant perspectives and take into consideration the validity and reliability of sources. Developed





• 12.5.4.e include a formal bibliography. Developed • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Indicator 12.5.8 Deliver multimedia presentations that: Introduced • 12.5.8.a combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images. Introduced • 12.5.8.b select an appropriate medium for each element of the presentation. Introduced • 12.5.8.c use the selected media skillfully, editing appropriately and monitoring for quality. Introduced • 12.5.8.d test the audience’s response and revise the presentation accordingly. Introduced • Indicator 12.5.10 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: Developed • 12.5.10.a uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations. Developed • 12.5.10.b synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. Developed • 12.5.10.c demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. Developed • 12.5.10.d demonstrates that sources have been evaluated for accuracy, bias, and credibility. Developed • 12.5.10.e incorporates numeric data, charts, tables, and graphs. Developed • 12.5.10.f organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Developed • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Category Organization and Delivery of Oral Communication Developed • Indicator 12.7.2 Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. Developed • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced





• 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Reinforced • Indicator 12.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. Developed • Indicator 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. Reinforced • Indicator 12.7.7 Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect. Developed • Indicator 12.7.8 Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions. Developed • Category Analysis and Evaluation of Oral and Media Communications Reinforced • Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language). Reinforced • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Reinforced • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Reinforced • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Reinforced • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Reinforced • Indicator 12.7.14 Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. Introduced • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Developed • Category Speaking Applications Developed • Indicator 12.7.17 Deliver oral reports on historical investigations that: Developed • 12.7.17.a use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic). Developed • 12.7.17.b analyze several historical records of a single event, examining each perspective on the event. Developed • 12.7.17.c describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation. Developed





B. Critical Thinking EQ. What is argumentation,

• 12.7.17.d include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources. Developed • Indicator 12.7.18 Deliver oral responses to literature that: Reinforced • 12.7.18.a demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. Reinforced • 12.7.18.b present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. Reinforced • 12.7.18.c support important ideas and viewpoints through specific references to the text and to other works. Reinforced • 12.7.18.d demonstrate an awareness of the author’s style and an appreciation of the effects created. Reinforced • 12.7.18.e identify and assess the impact of ambiguities, nuances, and complexities within the text. Reinforced • Indicator 12.7.19 Deliver multimedia presentations that: Introduced • 12.7.19.a combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. Introduced • 12.7.19.b select an appropriate medium for each element of the presentation. Introduced • 12.7.19.c use the selected media skillfully, editing appropriately, and monitoring for quality. Introduced • 12.7.19.d test the audience’s response and revise the presentation accordingly. Introduced • Indicator 12.7.20 Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (for example, stage a presentation of Hamlet’s soliloquy “To Be or Not To Be” or Portia’s soliloquy “The Quality of Mercy Is Not Strained” from The Merchant of Venice). Introduced ---------- B. Students will improve their reading, writing, and speaking and listening skills while studying the text Critical Thinking.B. Students will improve their reading, writing, and speaking and listening skills while studying the text Critical Thinking. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials





and what is a valid argument? to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Reinforced • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Reinforced • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Reinforced • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. Reinforced • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Reinforced • Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Reinforced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or

B. Students will: 1. Read the text. 2. Learn strategies for excellent writing. 3. Learn common rhetorical devices. 4. Apply knowledge through analysis. 5. Create a logical fallacies scrapbook (due in December).





world history that: Developed • 12.3.5.a reflect a variety of genres in the major periods in literature. Reinforced • 12.3.5.b were written by important authors in each historical period. Reinforced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Reinforced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Reinforced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Reinforced • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Reinforced • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.





Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Category Analysis and Evaluation of Oral and Media Communications Reinforced • Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language). Reinforced • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Reinforced • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Reinforced • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Reinforced • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Reinforced • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Reinforced • Category Speaking Applications Reinforced • Indicator 12.7.16 Deliver reflective presentations that: Reinforced • 12.7.16.b draw comparisons between the specific incident and broader themes and to illustrate beliefs or generalizations about life. Reinforced



December 2008

A.Theme: Logic and Argumentation EQ. What can I learn from

A. Students will improve their reading, writing, and speaking and listening skills while studying various readings involving the theme of logic and argumentation. ------------

A. Students will: 1. Read various selections from The Bedford Reader, which deal





these readings to improve my reading comprehension and writing style?

IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw

with logic and argumentation. 2. Write a variety of responses to the readings, some creative, some personal, some academic in nature. 3. Participate in numerous Socratic seminars, discussing the readings. 4. Create a logical fallacies scrapbook. 5. Deliver a 1-2 minute analysis of a full-page magazine adverisement. 6. Continue discussion of rhetorical and logical fallicies. 7. Analyze the rhetoric of Woodrow Wilson's "The World Must Be Made Safe for Democracy" speech. 8. Analyze the rhetoric of Adolf Hitler's "My Patience is at an End" speech. 9. Practice writing A.P. style essays. 10. Take a practice A.P. multiple-choice exam.





inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced • Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Reinforced • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Reinforced • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Reinforced • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. Reinforced • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Reinforced • Category Expository (Informational) Critique Reinforced • Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Reinforced • Category Structural Features of Literature Reinforced • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Reinforced • 12.3.1.a Satire: using humor to point out weaknesses of people and society Developed • 12.3.1.b Parody: using humor to imitate or mock a person or situation Reinforced • 12.3.1.c Allegory: using symbolic figures and actions to express general truths about human experiences Reinforced • 12.3.1.d Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way Example: Read and evaluate the allegorical aspects of the novel Animal Farm by George Orwell. Developed • Category Analysis of Grade-Level-Appropriate Literary Text Reinforced • Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Reinforced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Reinforced • Indicator 12.3.4 Analyze ways in which poets use imagery, personification, figures of speech,





and sounds to evoke readers’ emotions. Reinforced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Reinforced • 12.3.5.a reflect a variety of genres in the major periods in literature. Reinforced • 12.3.5.b were written by important authors in each historical period. Reinforced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Reinforced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Reinforced • Indicator 12.3.6 Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. Reinforced • Indicator 12.3.7 Analyze recognized works of world literature from a variety of authors that: Reinforced • 12.3.7.a contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period. Reinforced • 12.3.7.b relate literary works and authors to the major themes and issues of their literary period. Reinforced • 12.3.7.c evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Reinforced • Indicator 12.3.10 Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others. Reinforced • Category Literary Criticism Reinforced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Reinforced • Example: Example: Read excerpts from different novels by Charles Dickens and evaluate the treatment of children throughout these works. Reinforced • Indicator 12.3.9 Evaluate the philosophical arguments presented in literary works and the use of dialogue to reveal character to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. Reinforced • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive





writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Reinforced • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.1 Write fictional, autobiographical, or biographical narratives that: Reinforced • 12.5.1.a narrate a sequence of events and communicate their significance to the audience. Reinforced • 12.5.1.b locate scenes and incidents in specific places. Reinforced • 12.5.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Reinforced • 12.5.1.d pace the presentation of actions to accommodate changes in time and mood. Reinforced • Indicator 12.5.2 Write responses to literature that: Reinforced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • 12.5.2.c support statements with evidence from the text. Reinforced • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities





within the text. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Developed • 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.3 Write reflective compositions that: Reinforced • 12.5.3.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Reinforced • 12.5.3.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Reinforced • 12.5.3.c maintain a balance in describing individual events and relating those incidents to more general and abstract ideas. Reinforced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Category Organization and Delivery of Oral Communication Reinforced • Indicator 12.7.2 Use rhetorical questions (questions asked for effect without an expected





answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Reinforced • Indicator 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. Reinforced • Category Analysis and Evaluation of Oral and Media Communications Reinforced • Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language). Reinforced • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Reinforced • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Reinforced • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Reinforced • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Reinforced • Indicator 12.7.14 Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. Developed • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Reinforced • Category Speaking Applications Reinforced • Indicator 12.7.16 Deliver reflective presentations that: Developed • 12.7.16.a explore the significance of personal experiences, events, conditions, or concerns,





using appropriate speech strategies, including narration, description, exposition, and persuasion. Developed • 12.7.16.b draw comparisons between the specific incident and broader themes and to illustrate beliefs or generalizations about life. Developed • 12.7.16.c maintain a balance between describing the incident and relating it to more general, abstract ideas. Developed



January 2009

A. Vocabulary for Success: Semester Two EQ. What vocabulary do I need to know in order to succeed in this class? B. Critical Thinking EQ. What is the proper form of a research paper?

A. In this college level course, students will be introduced to important vocabulary/terminology necessary for success in A.P. English. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced ---------- B. Students will improve their reading, writing, and speaking and listening skills while studying the text Critical Thinking. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials

A. Students will: 1. Take a pretest over 20 literary terms. 2. Learn the definitions and applications of the 20 literary terms.

B. Students will: 1. Learn strategies of writing a research paper. (Strategies will be applied in the Ethics, Science and Technology research paper.) 2. Review internal citation. 3. Write at least one A.P. style, synthesis essay. 2. Practice writing various A.P. style essays. 3. Take a practice A.P. multiple-choice exam.





to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced • Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Reinforced • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Reinforced • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Reinforced • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. Reinforced • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Reinforced • Category Expository (Informational) Critique Reinforced • Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and





address reader concerns and counterclaims. Reinforced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Developed • 12.3.5.a reflect a variety of genres in the major periods in literature. Reinforced • 12.3.5.b were written by important authors in each historical period. Reinforced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Reinforced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Reinforced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Reinforced • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Reinforced • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as





an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Category Analysis and Evaluation of Oral and Media Communications Reinforced • Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language). Reinforced • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Reinforced • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Reinforced • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Reinforced • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Reinforced • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Reinforced • Category Speaking Applications Reinforced • Indicator 12.7.16 Deliver reflective presentations that: Reinforced • 12.7.16.b draw comparisons between the specific incident and broader themes and to illustrate beliefs or generalizations about life. Reinforced



February A. Frankenstein, or the A. Students will improve their reading, writing, and speaking and listening skills while studying Mary A. Students will:





2009 Modern Prometheus by Mary Shelley EQ. Why is this novel, which isn't considered well-written, a classic studied in schools? What importance does it serve today?

Shelley's Frankenstein, or the Modern Prometheus. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced

1. Read the work. 2. Analyze the themes of the work. 3. Participate in group discussions about the work. 4. Take reading quizzes over nightly assignments. 5. Explore one theme of the novel in a small group. 6. Present findings of group to the class. 7. Practice writing A.P. style essays. 8. Take a practice A.P. multiple-choice exam.





• Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Reinforced • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Reinforced • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Reinforced • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. Reinforced • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Reinforced • Category Expository (Informational) Critique Reinforced • Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Reinforced • Category Structural Features of Literature Reinforced • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Reinforced • 12.3.1.c Allegory: using symbolic figures and actions to express general truths about human experiences Reinforced • 12.3.1.d Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way Example: Read and evaluate the allegorical aspects of the novel Animal Farm by George Orwell. Reinforced • Category Analysis of Grade-Level-Appropriate Literary Text Reinforced • Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Reinforced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Reinforced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Reinforced • 12.3.5.a reflect a variety of genres in the major periods in literature. Reinforced • 12.3.5.b were written by important authors in each historical period. Reinforced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Reinforced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Reinforced • Indicator 12.3.6 Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. Reinforced • Indicator 12.3.7 Analyze recognized works of world literature from a variety of authors that: Reinforced • 12.3.7.a contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period. Reinforced • 12.3.7.b relate literary works and authors to the major themes and issues of their literary period.





Reinforced • 12.3.7.c evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Reinforced • Indicator 12.3.10 Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, and others. Reinforced • Category Literary Criticism Reinforced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Reinforced • Indicator 12.3.9 Evaluate the philosophical arguments presented in literary works and the use of dialogue to reveal character to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. Reinforced • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Reinforced • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Category Research Process and Technology Reinforced • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.2 Write responses to literature that: Reinforced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • 12.5.2.c support statements with evidence from the text. Reinforced





• 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Category Research Application Reinforced • Indicator 12.5.10 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: Reinforced • 12.5.10.a uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations. Reinforced • 12.5.10.b synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. Reinforced • 12.5.10.c demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. Reinforced • 12.5.10.d demonstrates that sources have been evaluated for accuracy, bias, and credibility. Reinforced • 12.5.10.e incorporates numeric data, charts, tables, and graphs. Reinforced • 12.5.10.f organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced





• Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Category Organization and Delivery of Oral Communication Reinforced • Indicator 12.7.2 Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Reinforced • Indicator 12.7.18 Deliver oral responses to literature that: Reinforced • 12.7.18.a demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. Reinforced • 12.7.18.b present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. Reinforced • 12.7.18.c support important ideas and viewpoints through specific references to the text and to other works. Reinforced • 12.7.18.d demonstrate an awareness of the author’s style and an appreciation of the effects created. Reinforced • 12.7.18.e identify and assess the impact of ambiguities, nuances, and complexities within the text. Reinforced



March 2009

A.Theme: Ethics, Science and Technology EQ. What can I learn from these readings to improve my reading comprehension and writing style?

A. Students will improve their reading, writing, and speaking and listening skills while reading selections with the theme of ethics, science and technology. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant

A. Students will: Read various selections from The Bedford Reader, which deal with the theme of ethics, science and technology. 2. Write a variety of responses to the readings, some creative, some personal, some academic in nature. 3. Work on establishing their voice in writing by examining their diction (word choices). 4. Participate in numerous Socratic seminars, discussing the readings. 5. Analyze the media's bias in documentaries dealing with ethics, science and technology.





works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced • Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Reinforced • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Reinforced • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Reinforced • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. Reinforced • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Reinforced • Category Expository (Informational) Critique Reinforced

6. Write a research paper on a controversial topic involving ethics in science and technology. 7. Practice writing A.P. style essays. 8. Take a practice A.P. multiple-choice exam.





• Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Reinforced • Category Structural Features of Literature Reinforced • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Reinforced • 12.3.1.a Satire: using humor to point out weaknesses of people and society Reinforced • 12.3.1.c Allegory: using symbolic figures and actions to express general truths about human experiences Reinforced • 12.3.1.d Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way. Reinforced • Category Analysis of Grade-Level-Appropriate Literary Text Reinforced • Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Reinforced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Reinforced • Indicator 12.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Reinforced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Reinforced • 12.3.5.a reflect a variety of genres in the major periods in literature. Reinforced • 12.3.5.b were written by important authors in each historical period. Reinforced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Reinforced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Reinforced • Category Literary Criticism Reinforced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Reinforced • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Reinforced • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Category Research Process and Technology Reinforced • Indicator 12.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. Reinforced





• Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.2 Write responses to literature that: Reinforced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • 12.5.2.c support statements with evidence from the text. Reinforced • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.3 Write reflective compositions that: Reinforced • 12.5.3.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Reinforced • 12.5.3.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Reinforced • 12.5.3.c maintain a balance in describing individual events and relating those incidents to more general and abstract ideas. Reinforced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Category Research Application Reinforced • Indicator 12.5.10 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: Reinforced





• 12.5.10.a uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations. Reinforced • 12.5.10.b synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. Reinforced • 12.5.10.c demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. Reinforced • 12.5.10.d demonstrates that sources have been evaluated for accuracy, bias, and credibility. Reinforced • 12.5.10.e incorporates numeric data, charts, tables, and graphs. Reinforced • 12.5.10.f organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Category Organization and Delivery of Oral Communication Reinforced • Indicator 12.7.2 Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Reinforced • Indicator 12.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. Reinforced • Indicator 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. Reinforced • Indicator 12.7.7 Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect. Reinforced • Indicator 12.7.8 Evaluate when to use different kinds of effects (including visuals, music, sound, and





graphics) to create effective productions. Reinforced • Category Analysis and Evaluation of Oral and Media Communications Reinforced • Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language). Reinforced • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Reinforced • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Reinforced • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Reinforced • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Reinforced • Indicator 12.7.14 Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. Reinforced • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Reinforced • Category Speaking Applications Reinforced • Indicator 12.7.16 Deliver reflective presentations that: Reinforced • 12.7.16.a explore the significance of personal experiences, events, conditions, or concerns, using appropriate speech strategies, including narration, description, exposition, and persuasion. Reinforced • 12.7.16.b draw comparisons between the specific incident and broader themes and to illustrate beliefs or generalizations about life. Reinforced • 12.7.16.c maintain a balance between describing the incident and relating it to more general, abstract ideas. Reinforced • Indicator 12.7.18 Deliver oral responses to literature that: Reinforced • 12.7.18.a demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. Reinforced • 12.7.18.b present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. Reinforced • 12.7.18.c support important ideas and viewpoints through specific references to the text and to other works. Reinforced • 12.7.18.d demonstrate an awareness of the author’s style and an appreciation of the effects created. Reinforced • 12.7.18.e identify and assess the impact of ambiguities, nuances, and complexities within the text. Reinforced





April 2009 A. A Midsummer Night's Dream by William Shakespeare EQ. What devices does Shakespeare employ in creating his comedies?

A. Students will improve their reading, writing, and speaking and listening skills while studying William Shakespeare's A Midsummer Night's Dream. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as

A. Students will: 1. Read the play, some aloud in class, most as homework. 2. Analyze various symbols presented in the play. 3. Discuss the ironies found in the play. 4. Work in small groups to act out a scene from the play. 5. Take a test over the play, both subjective or objective. 6. Watch a professional production of the play. 7. Practice writing A.P. style essays. 8. Take a practice A.P. multiple-choice exam.





relationships and inferences. Reinforced • Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Reinforced • Category Structural Features of Literature Reinforced • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Reinforced • 12.3.1.a Satire: using humor to point out weaknesses of people and society Reinforced • 12.3.1.b Parody: using humor to imitate or mock a person or situation Reinforced • 12.3.1.c Allegory: using symbolic figures and actions to express general truths about human experiences Reinforced • 12.3.1.d Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way Example: Read and evaluate the allegorical aspects of the novel Animal Farm by George Orwell. Reinforced • Category Analysis of Grade-Level-Appropriate Literary Text Reinforced • Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Reinforced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Reinforced • Indicator 12.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Reinforced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Reinforced • 12.3.5.a reflect a variety of genres in the major periods in literature. Reinforced • 12.3.5.b were written by important authors in each historical period. Reinforced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Reinforced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Reinforced • Indicator 12.3.7 Analyze recognized works of world literature from a variety of authors that: Reinforced • 12.3.7.a contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period. Reinforced • 12.3.7.b relate literary works and authors to the major themes and issues of their literary period. Reinforced • 12.3.7.c evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Reinforced • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Reinforced





• Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Category Research Process and Technology Reinforced • Indicator 12.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. Reinforced • Indicator 12.4.9 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.2 Write responses to literature that: Reinforced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • 12.5.2.c support statements with evidence from the text. Reinforced • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Category Research Application Reinforced • Indicator 12.5.10 Write or deliver a research report that has been developed using a systematic research





process (defines the topic, gathers information, determines credibility, reports findings) and that: Reinforced • 12.5.10.a uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations. Reinforced • 12.5.10.b synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. Reinforced • 12.5.10.c demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. Reinforced • 12.5.10.d demonstrates that sources have been evaluated for accuracy, bias, and credibility. Reinforced • 12.5.10.e incorporates numeric data, charts, tables, and graphs. Reinforced • 12.5.10.f organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Category Organization and Delivery of Oral Communication Reinforced • Indicator 12.7.2 Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Reinforced • Indicator 12.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. Reinforced • Indicator 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. Reinforced • Indicator 12.7.7 Use research and analysis to justify strategies for gesture, movement, and vocalization, including pronunciation, enunciation, and the use of dialect. Reinforced





• Indicator 12.7.8 Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective productions. Reinforced • Indicator 12.7.18 Deliver oral responses to literature that: Reinforced • 12.7.18.a demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. Reinforced • 12.7.18.b present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. Reinforced • 12.7.18.c support important ideas and viewpoints through specific references to the text and to other works. Reinforced • 12.7.18.d demonstrate an awareness of the author’s style and an appreciation of the effects created. Reinforced • 12.7.18.e identify and assess the impact of ambiguities, nuances, and complexities within the text. Reinforced



May 2009 A. Theme: Humor EQ. What can I learn from these readings to improve my reading comprehension and writing style?

A. Students will improve their reading, writing, and speaking and listening skills while reading humorous pieces. ------------ IN_Academic_Standards English/Language Arts (2006) : Grade 12 • Reading Reinforced • Standard 12.1 Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Reinforced • Standard 12.2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Reinforced • Standard 12.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Reinforced • Writing Reinforced • Standard 12.4 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, and revising). Reinforced • Standard 12.5 At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and résumés; and to deliver multimedia presentations. Student writing demonstrates a command

A. Students will: 1. Read various selections from The Bedfored Reader, which are humorous in nature. 2. Write a variety of responses to the readings, some creative, some personal, some academic in nature. 3. Participate in numerous Socratic seminars, discussing the readings. 4. Analyze the media's use of humor in advertizing. 5. Continue discussion of rhetorical and logical fallicies. 6. Practice writing A.P. style essays. 7. Take a practice A.P. multiple-choice exam.





of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Standard 12.6 Students write using Standard English conventions. Reinforced • Listening and Speaking Reinforced • Standard 12.7 Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Reinforced • Category Vocabulary and Concept Development Reinforced • Indicator 12.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. Reinforced • Indicator 12.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas. Reinforced • Indicator 12.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Reinforced • Category Structural Features of Informational and Technical Materials Reinforced • Indicator 12.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. Reinforced • Category Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Reinforced • Indicator 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. Reinforced • Indicator 12.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. Reinforced • Indicator 12.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. Reinforced • Indicator 12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject. Reinforced • Category Expository (Informational) Critique Reinforced • Indicator 12.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. Reinforced • Category Structural Features of Literature Reinforced • Indicator 12.3.1 Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Reinforced • 12.3.1.a Satire: using humor to point out weaknesses of people and society Reinforced • 12.3.1.b Parody: using humor to imitate or mock a person or situation Reinforced • 12.3.1.d Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way Example: Read and evaluate the allegorical aspects of the novel Animal Farm by George Orwell. Reinforced • Category Analysis of Grade-Level-Appropriate Literary Text Reinforced





• Indicator 12.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Reinforced • Indicator 12.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. Reinforced • Indicator 12.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Reinforced • Indicator 12.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: Reinforced • 12.3.5.a reflect a variety of genres in the major periods in literature. Reinforced • 12.3.5.b were written by important authors in each historical period. Reinforced • 12.3.5.c reveal contrasts in major themes, styles, and trends in these historical periods. Reinforced • 12.3.5.d reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Reinforced • Indicator 12.3.7 Analyze recognized works of world literature from a variety of authors that: Reinforced • 12.3.7.b relate literary works and authors to the major themes and issues of their literary period. Reinforced • 12.3.7.c evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Reinforced • Indicator 12.3.10 Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries. Reinforced • Category Literary Criticism Reinforced • Indicator 12.3.8 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. Reinforced • Indicator 12.3.9 Evaluate the philosophical arguments presented in literary works and the use of dialogue to reveal character to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. Reinforced • Category Organization and Focus Reinforced • Indicator 12.4.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator 12.4.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator 12.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes. Reinforced • Indicator 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples. Reinforced • Indicator 12.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action. Reinforced • Indicator 12.4.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Category Research Process and Technology Reinforced • Indicator 12.4.13 Integrate quotations and citations into a written text while maintaining the flow of ideas. Reinforced • Category Evaluation and Revision Reinforced • Indicator 12.4.10 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced





• Indicator 12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator 12.4.12 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator 12.5.1 Write fictional, autobiographical, or biographical narratives that: Reinforced • 12.5.1.a narrate a sequence of events and communicate their significance to the audience. Reinforced • 12.5.1.b locate scenes and incidents in specific places. Reinforced • 12.5.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Reinforced • 12.5.1.d pace the presentation of actions to accommodate changes in time and mood. Reinforced • Indicator 12.5.2 Write responses to literature that: Reinforced • 12.5.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • 12.5.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • 12.5.2.c support statements with evidence from the text. Reinforced • 12.5.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • 12.5.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reinforced • Indicator 12.5.9 Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • 12.5.9.a develops a thesis. Reinforced • 12.5.9.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • 12.5.9.c includes accurate information from primary and secondary sources and excludes extraneous information. Reinforced • 12.5.9.d makes valid inferences. Reinforced • 12.5.9.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • 12.5.9.f uses technical terms and notations correctly. Reinforced • 12.5.9.g provides a coherent conclusion. Reinforced • Indicator 12.5.3 Write reflective compositions that: Reinforced • 12.5.3.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Reinforced • 12.5.3.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Reinforced • 12.5.3.c maintain a balance in describing individual events and relating those incidents to more general and abstract ideas. Reinforced • Indicator 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator 12.5.7 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Category Research Application Reinforced • Indicator 12.5.10 Write or deliver a research report that has been developed using a systematic research





process (defines the topic, gathers information, determines credibility, reports findings) and that: Reinforced • 12.5.10.a uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations. Reinforced • 12.5.10.b synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. Reinforced • 12.5.10.c demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. Reinforced • 12.5.10.d demonstrates that sources have been evaluated for accuracy, bias, and credibility. Reinforced • 12.5.10.e incorporates numeric data, charts, tables, and graphs. Reinforced • 12.5.10.f organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Reinforced • Indicator 12.6.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator 12.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator 12.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator 12.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced • Category Comprehension Reinforced • Indicator 12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject. Reinforced • Category Organization and Delivery of Oral Communication Reinforced • Indicator 12.7.2 Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. Reinforced • Indicator 12.7.3 Distinguish between and use various forms of logical arguments, including: Reinforced • 12.7.3.a inductive arguments (All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe.) and deductive arguments (If all men are mortal and he is a man, then he is mortal.). Reinforced • 12.7.3.b syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others.) Reinforced • Indicator 12.7.4 Use logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. Reinforced • Indicator 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. Reinforced • Indicator 12.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating stereotypes; and using visual representations, special effects, and language). Reinforced • Indicator 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence





on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. Reinforced • Indicator 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). Reinforced • Indicator 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. Reinforced • Indicator 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation). Reinforced • Indicator 12.7.14 Analyze the four basic types of persuasive speech (propositions of fact, value, problem, and policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof. Reinforced • Indicator 12.7.15 Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker’s character (using, for example, the Duke of Windsor’s abdication speech). Reinforced • Category Speaking Applications Reinforced • Indicator 12.7.18 Deliver oral responses to literature that: Reinforced • 12.7.18.a demonstrate a comprehensive understanding of the significant ideas of literary works and make assertions about the text that are reasonable and supportable. Reinforced • 12.7.18.b present an analysis of the imagery, language, universal themes, and unique aspects of the text through the use of speech strategies, including narration, description, persuasion, exposition, or a combination of those strategies. Reinforced • 12.7.18.c support important ideas and viewpoints through specific references to the text and to other works. Reinforced • 12.7.18.d demonstrate an awareness of the author’s style and an appreciation of the effects created. Reinforced • 12.7.18.e identify and assess the impact of ambiguities, nuances, and complexities within the text. Reinforced

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