English 4v. 2015 - 2016
English 4
Students in this 12th grade English course develop an understanding of the skills necessary for success at the next level of their education. To this end, students complete an MLA-formatted research paper, write critical essays, and craft creative narratives. Students read both original and adapted pieces of British literature, and additional emphasis is placed on British literature’s role on world literature, literary terms, and SAT-level vocabulary. Assessments consist of quizzes, tests, and projects.
Course Information:
Frequency & Duration: Daily for 42 minutes
Text: Beers, Kylene, Dr., and Lee Odell, Dr. Elements of Literature, Sixth Course. New York: Holt, Rinehart and Winston, 2007. Print.
Chaucer, Geoffrey. The Canterbury Tales. New York: Penguin Books, 2003. Print.
Golding, William. Lord of the Flies. New York: Penguin Putnam, 1954. Print.
McDonald, John, and William Shakespeare. Macbeth: The Graphic Novel: Plain Text Version. Litchborough: Classical Comics, 2008. Print.
Duration: September/ October (6 weeks)
Writing/ Speaking and Listening / Fiction/Non-FictionContent / · Informative and Explanatory Essays and Complex Ideas, Concepts, and Information
· English Grammar and Usage and Capitalization, Punctuation, and Spelling
· Range of collaborative discussions, grade-level topics, texts, and issues, other’s ideas, and own ideas. / · Central Idea/Theme, Multiple Central Ideas, and Objective Summary
· Point of View in Non-fiction, Purpose, and Content and Style
Essential Question: / How does productive oral communication rely on speaking and listening? / How does interaction with text provoke thinking and response?
Skill: / · Compose informative/ explanatory essays and examine and convey complex ideas, concepts, and information clearly and accurately.
· Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spelling, into personal writing abilities.
· Identify, view and analyze, and discuss strategies and techniques for conducting a range of collaborative discussions. / · Determine two or more ideas in non-fiction, provide an objective summary of non-fiction text, and analyze and explain development of central idea/themes with detail
· Determine, analyze, and explain the relationship between content and author point of view and purpose.
Assessment: / · Based on grade-level appropriate texts, students will be able to compose informative/explanatory essays, conveying accurately and clearly complex ideas, concepts, and information.
· Students will state, practice, and write proper usage of English grammar, including capitalization, punctuation, and spelling.
· Students will name strategies and techniques for conducting a range of collaborative discussions, critique a variety of discussions on grade-level topics, texts, and issues, understanding how ideas are built upon clearly and persuasively, and conduct a collaborative discussion on a grade-level topic, text, or issue. / · Students will write an objective summary of non-fiction and identify, analyze, and explain the emergence of central idea with specific detail.
· Students will identify, explain, and evaluate how content and point of view influence author purpose in non-fiction.
Resources: / A Pocket Style Manual Guide / Tuesdays with Morrie (Memoir)
Nightline
Tuesdays with Morrie (Film)
Lou Gehrig Yankee Stadium Speech
Non-Fiction ALS/ Brain Trauma Article
Standards: / CC.1.4.11–12.A- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.4.11–12.F- Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.5.11–12.A- Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. / CC.1.2.11–12.A- Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
CC.1.2.11–12.D- Evaluate how an author’s point of view or purpose shapes the content and style of a text.
Comments:
Duration: October/ November (6 weeks)
Writing/ Speaking and Listening / Fiction/Non-FictionContent / · Short and Sustained Research Projects, Self-Generated Question, and Multiple Sources.
· Relevant Information, Multiple Authoritative Print and Digital Sources, Advanced Searches, Strengths and Limitations, Task, Purpose, and Audience, Information, Flow of Ideas, Plagiarism, Overreliance on One Source, and Standard Format for Citation.
· Claims, Alternate or Opposing Claims, Counterclaims, Evidence, Strengths and Limitations, Knowledge Level, Concerns, Values, and Possible Biases.
· Organization, claims, counterclaims, reasons, and evidence, words, phrases, and clauses, syntax, cohesion, relationships, concluding statement, and argument. / · Multiple Sources of Information, Visual Media, and Quantitative Formats
· Literary Non-fiction and Informational Text
Essential Question: / How do we use information gained through research to expand knowledge? / How can our knowledge and use of the research process promote lifelong learning?
Skill: / · Understand and harness the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources in conducting research project.
· Gather relevant information from a variety of sources, utilize advanced searches effectively, assess the strengths and limitations of each source, integrate information into the text, maintain the flow of ideas, avoid plagiarism, avoid overreliance on any one source, and follow a standard format for citation.
· Understand, analyze, and create claims, alternate or opposing claims, and counterclaims, including their similarities, differences, and fairness, while accounting for knowledge level, concerns, values, and possible biases.
· Identify effective organizational techniques, create organization that logically sequences claim, counterclaims, reasons and evidence, establish cohesion and clarify the relationship between claims and reasons, between reasons and evidence, and between claims and counterclaims, and provide a concluding statement or section that follows from and supports the argument presented. / · Examine multiple sources of non-fiction media or formats, determine effectiveness of visual media or quantitative format in addressing a question or solving a problem, and evaluate quality, function, and impact of non-fiction media source.
· Independently and proficiently read and interpret literary non-fiction and informational text on grade level.
Assessment: / · Students will demonstrate understanding of the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources to answer a self-generated question.
· Students will recognize techniques to distinguish between credible and flawed sources to complete a research project that utilizes valid, reliable, and credible sources, avoids plagiarism and overreliance on any one source, and creates a proper works cited page and appropriate in-text citations.
· Students will examine, compare and contrast, and compose claims, alternate or opposing claims, and counterclaims for knowledge level, concerns, values, and possible biases.
· Students will analyze effectively organized outlines and essays, write an effectively organized essay that logically sequences claim(s), counterclaims, reasons, and evidence, offer organization within their essays that link the major sections of the text to create cohesion and clarify the relationships between claim(s) and counterclaims, and write effective conclusions. / · Students will incorporate non-fiction visual media of quantitative format into properly constructed argument and categorize relationship between media or quantitative format and its source in addressing a question or solving a problem. (i.e. biased or unbiased).
· Students will summarize and demonstrate proficiency in comprehending and interpreting literary non-fiction and informational text on grade level.
Resources: / A Pocket Style Manual Guide / Self-Identified Non-Fiction Resources for Research Project
Standards: / CC.1.4.11–12.I- Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
CC.1.4.11–12.J- Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words,
phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
CC.1.4.11–12.V- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broad in the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CC.1.4.11–12.W- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. / CC.1.2.11–12.G- Integrate and evaluate multiple sources of information presented in different media or formats (e.g. ,visually, quantitatively) as well as in words in order to address a question or solve a problem.
CC.1.2.11–12.L- Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
Comments:
Duration: December/ January (6 weeks)
Writing/ Speaking and Listening / Fiction/Non-FictionContent / · Awareness, Stylistic Aspects of Composition, Precise Language, Domain Specific Vocabulary, Techniques such as Metaphor, Simile and Analogy, Complexity of the Topic, Formal Style and Objective Tone, and Norms of the Discipline
· English Grammar and Usage and Capitalization, Punctuation, and Spelling
· Narratives, Real or Imagined Experiences, and Real or Imagined Events
· Progression of Experiences or Events, Variety of Techniques, Events, Coherent Whole, Particular Tone and Outcome, Conclusion, and Narrative
· Evidence, Literary or Informational Texts, Analysis, Reflection, Research grade-level Reading Standards, Literature and Literary nonfiction
· Information, findings and supporting evidence, clear and distinct perspective, organization, development, substance and style, and purpose, audience, and task / · Central Idea/Theme, Multiple Central Ideas, Objective Summary, and Interaction of Ideas or Themes
· Inferences, Conclusions, and Explicit Ideas, Textual Evidence, and Author’s Assumptions and Beliefs
· Foundational Works of Literature from Variety of Genres, Major Periods of Literature, and Similar Themes and Topics
Essential Question: / What role does writing play in our lives? / How does interaction with text provoke thinking and response?
Skill: / · Define, analyze, explain, and create precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to create a formal style and objective tone while attending to the norms of the discipline in which they are writing.
· Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spelling, into personal writing abilities.
· Identify, explain, and craft the proper elements of narrative in both the fictional and non-fictional contexts.
· Create a smooth progression, use a variety of techniques to sequence events, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
· Identify, examine, and incorporate techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and research of student-created arguments.
· Present information, findings, and supporting evidence, convey a clear and distinct perspective, and consider purpose, audience and task to organize, develop and substantiate the presentation. / · Determine two or more ideas in fiction, provide an objective summary of fictional text, and analyze development and explain interaction of central idea/themes with detail in fiction.
· Cite strong and thorough textual support for determining author inferences and conclusion, identify and analyze author assumptions and beliefs, and analyze relationship between fiction and author beliefs.
· Identify objective events of, analyze themes and topics within, and explain how themes and topics interact within foundational works of literature from variety of genres and time periods.
Assessment: / · Students will state, describe, and write an essay using precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to establish a formal style and objective tone while attending to the norms of the discipline in which they are writing.
· Students will state, practice, and write with proper usage of English grammar, including capitalization, punctuation, and spelling.
· Students will define the proper elements of narrative, analyze how elements of narrative function in both the fictional and non-fictional contexts, and write fictional and non-fictional narratives using proper elements.
· Students will analyze effectively organized narratives, recognizing appropriate techniques for sequencing events, establish a smooth progression within narrative prose, and build toward a particular tone within their narratives and offer an effective conclusion.
· Recognize techniques and strategies for identifying, draw conclusions about, and write a response to evidence from literary or informational texts to support analysis, reflection, and research of student-created arguments.
· Students will research, write, and deliver oral presentations conveying a clear and distinct perspective, students will consider purpose, audience, and task to develop and substantiate the presentations, and students will vary style, development, substance, and organization to meet the needs of the audience. / · Students will write an objective summary of fiction and identify, describe and analyze development of, and explain the emergence of central idea over a text.
· Students will identify explicit ideas with textual evidence, identify implicit ideas based on author’s beliefs, and analyze how author assumptions and beliefs influence inferences and conclusions.
· Students will state objective events related to plot of, explain impact of themes and topics as they occur in, and connect themes and topics of foundational works of literature across time periods.
Resources: / A Pocket Style Manual Guide / Beowulf
Beowulf (Movie)
Gilgamesh
“Death of Hector” from Iliad
Troy (Movie)
Standards: / CC.1.4.11–12.K- Write with an awareness of the stylistic aspects of composition.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.11–12.L- Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.11–12.M- Write narratives to develop real or imagined experiences or events.
CC.1.4.11–12.P- Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CC.1.4.11–12.S- Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.5.11–12.D- Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. / CC.1.3.11–12.A- Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.
CC.1.3.11–12.B- Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
CC.1.3.11–12.H- Demonstrate knowledge of foundational works of literature
that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.
Comments: