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ENGLISH 9
- Grade Level: 9
- Length of Course: Year
- Credit: 1
- Prerequisite: None
- Textbook: Course 4 Literature
- ISBN#: 0-02-635401-2
- Publisher: Glencoe
COURSE DESCRIPTION:
This course combines an introduction to the short story, novel,
drama, poetry, mythology, and Alaskan Literature with skills in
writing and oral communication. Study skills are also included.
The student writes short essays in relation to the literature studied
and passes objective and essay exams. Library skills, composition,
grammar, mechanics and usage, and vocabulary are incorporated into
the integrated units. Basic research writing is part of this course.
MASTERY CORE OBJECTIVES
WRITING:
Write a coherent composition with a thesis statement that
is supported with evidence, well-developed paragraphs, transitions,
and a conclusion.
- Compose using the writing process (prewrite, draft, revise,
edit, publish)
- Writes compositions that demonstrate effective use of descriptive
language that clarifies and enhances ideas
- Write a coherent well-organized paragraph which analyzes an
abstract concept or provides reflective thought on a topic of
personal interest to the learner, i.e. personal growth, career
future, family history , relation of historical events to self
- Write an effective summary of material using words that are
specific, accurate, and appropriate
- Write essay answers, learning logs, letters, descriptions, personal
narrative, written responses to literature, films and other media,
and essays based on supporting evidence
- Write a clear coherent “how to” or process paragraph
about a concrete operation or activity or process which the learner
knows well
Demonstrate understanding of elements of discourse (purpose,
speaker, audience, form), when completing expressive (creative,
narrative, descriptive), persuasive, researched-based, informational,
or analytic writing assignments.
- Demonstrates competence in the stylistic and rhetorical aspects
of writing, including entertaining, descriptive, and persuasive
writing
- Identify audience in a piece of writing and in the student’s
own writing
- Analyze and model the writing of peers and professionals
- Demonstrates competence in writing expository essays (i.e.,
synthesizes and organizes information from first-and second-hand
sources, including books, magazines, computer data banks, and
the community; selects appropriate techniques to develop the main
idea [e.g., names, describes or differentiates parts; compares
or contrasts subject with something; examines the history of a
subject; cites an anecdote to provide an example; illustrates
through a scenario; provides interesting facts about the subject]
Use the conventions of Standard English independently and
consistently including grammar, sentence structure, paragraph structure,
punctuation, spelling and usage.
- Use reference materials such as dictionaries, thesauri, and
grammar books in the writing process to assist in the use of Standard
Written English
- Demonstrates an understanding of the nature and function of
the English language and its mechanics
- Writes with a command of the grammatical and mechanical conventions
of composition, including grammar, punctuation, spelling, and
capitalization
- Writes compositions that have no significant errors in the use
of personal, relative, demonstrative, reflexive, and indefinite
pronouns and collective nouns
- Writes compositions that have no significant errors in the use
of indefinite, pronominal, descriptive, and other adjectival forms
- Writes compositions with a variety of sentence structures and
lengths (e.g. simple, compound, complex, and compound-complex)
purposefully, correctly, and for specific effect
- Addresses clarity and style through such strategies as parallelism;
appropriate coordination and subordination; variety and details;
appropriate and exact words; and conciseness
- Uses correct punctuation and capitalization in a variety of
types of writing, including
- Commas and semicolons in various sentence formats (simple, compound,
and complex
- Commas to set off phrases and items in a series
- Addresses and closings in business and personal letters
- Direct quotations
Revise writing to improve style, word choice, sentence variety,
and subtlety of meaning in relation to the purpose and audience.
- Organizes a paragraph to eliminate sentences that are off-topic
and place sentences in a logical order
- Chose the best way to begin a sentence to show it fits in with
the rest of the paragraph
- Identifies a sentence with correct: verb tense and form, subject-verb
agreement, adjectives and adverbs, and structure (syntax)
- Utilize sentence combining skills including framing dependent
clauses to show logical relationships, correctly using parallel
clauses, participial phrases, gerunds, and infinitive to achieve
clarity and brevity as well as combination to show emphasis
- Uses a range of strategies for drafting, revising, editing and
proofreading written work (e.g. plans writing through discussion
with others and by making notes, lists, or diagrams; attempts
to rearrange sections of text to improve organization of ideas;
uses a checklist to guide proofreading, redrafts for readability
and needs of readers; reviews writing to ensure that content and
linguistic structures and features are consistent with purpose)
- Prepare some writings for publication (formal papers, literary
magazines, bulletin boards, letters to the editor, portfolios,
final drafts to share with family and friends)
Cite sources of information using a standard method of documentation.
- Evaluate sources of information and use reliable resources in
research
- Use bibliographical resources in writing that requires research
- Uses cross referencing while gathering information for research
purposes
- Writes basic descriptions of events to record information for
research purposes
- Effectively uses indexes, appendixes, glossaries, and tables
of contents
- Scans a passage to determine whether a text contains relevant
information
- Uses almanacs to gather information for research purposes
Compose and edit a composition with a word processing program.
- Use a word processor effectively to draft proofread all assigned
formal writing; use spell checkers regularly; keyboard at no less
than 30 words per minute, develop and correct and print multi-drafts
of all assigned essays and paragraphs
- Use technology to produce two technical writing projects utilizing
technology, one will be a job application: i.e., web pages, desktop
publishing, rubrics, pamphlet/brochure, newsletters
READING:
Apply knowledge of syntax, roots, and word origins, and use
context clues and reference materials, to determine the meaning
of new words and to comprehend text.
- Uses vocabulary strategies such as roots and affixes, word maps,
and context clues to discern the meaning of words
- Identify and apply multiple meanings of vocabulary in context;
use context clues to understand challenging vocabulary words
- Use synonyms, identify synonyms , and differentiate between
connotation of different synonyms
- Determines the meaning of abbreviations and acronyms from context
- Understand mathematical notations presented in writing
- Gain an appreciation for connotation and nuance in language
through discussion of the student’s own reading
- Recall details from reading selections; generalize, summarize,
and analyze significance of details
- Use questioning strategies to explore and analyze content of
reading selection
Rehearse and read texts aloud to an audience, in performances
such as readers’ theater, reading to younger students or peers,
or as part of formal presentations including research reports and
literature responses.
- Demonstrates competence in speaking and listening for a variety
of learning purposes
- Read with rhythm, punctuation, and line breaks in poetry
- Orally present speeches drawn from self-selected or teacher-selected
literature (dramatic readings or prepared speeches)
Summarize information or ideas from a text and make connections
between summarized information or sets of ideas and related topics
or information.
- Writes a summary of events presented in a passage
- Identifies and describes an author’s position
- Connects elements and information from a variety of fiction
and non-fiction texts
- Identifies relevant details, main ideas, and summary sentences
in a passage
- Identifies an author’s viewpoint and applies it to related
situations
- Uses evidence into determine and support key ideas
- Reads and understands workplace documents
- Summarize and visualize narrative action in short stories and
novels; diagram the plot of a short story or a novel
- Accurately read and analyze product labels and signs including
information about medicine, equipment, and food
Identify and assess the validity, accuracy, and adequacy
of evidence that supports an author’s main ideas.
- Makes abstract connections between one’s own life and the
characters, events, motives, and causes of conflict in texts
- Use graphic organizer (such as webbing, predicting, or flow
charts) to locate evidence to support the student’s own understanding
of the theme
- Infer main ideas and concepts when not overtly stated; restate
in own words inferences and summaries
Critique the power, logic, reasonableness, and audience appeal
of arguments advanced in public documents.
- Understands that a single text will elicit a wide variety of
responses, each of which is valid from a personal, subjective
perspective
- Locate evidence in texts to support main ideas
- Identifies and differentiates main ideas and secondary ideas
- Finds evidence in text that supports an argument
- Differentiates between arguments based on emotions and arguments
based on facts
- Identify and use standards to evaluate aspects of the work or
the work as a whole
- Critique various genres by judging the impact of different stylistic
and literary devices
- Identify the parts and purpose of the different parts of a newspaper;
contrast the type of information presented in different parts
of a newspaper; i.e. advertisements, straight news, editorials,
features
Read and follow multi-step directions to complete complex
tasks.
- Identifies and explains the reasons for using specific methods
to complete a task
- Complete a project with multiple levels of instruction
Analyze the rules (conventions) of the four genres of fiction
(short story, drama, novel and poetry) and the techniques used in
these genres, and evaluate the effects of these conventions and
techniques on the audience.
- Recognize and analyze the characteristics of literary genres,
including fiction (e.g., myths, legends, short stories, novels),
non-fiction (e.g., essays, biographies, autobiographies, historical
documents), poetry (e.g. epics, sonnets, lyric poetry, ballads)
and drama (e.g. tragedy, comedy)
- Recognizes literary terms and devices
- Identifies and interprets examples of figurative language
- Demonstrate an understanding of narrative structure in various
forms of literature(such as exposition, complication, rising action,
climax, and resolution)
- Read and analyze the literary forms and components of each literary
genre: identify meter, rhyme, and rhythm, poetic type and characteristics
(lyric, sonnet, epic, etc.) and figurative language in poetry;
identify and analyze plot, character exposition, dialog, denouement
etc. in drama.
Analyze and evaluate how authors use narrative elements and
tone in fiction for specific purposes.
- Interpret literary devices such as allusion, symbolism, figurative
language, flashback, dramatic irony, dialogue, diction, and imagery
- Analyzes character traits from his/her actions, speech, appearance,
or what others say about him or her
- Interprets the message conveyed by a character’s actions
- Evaluates an author’s tone, mood, diction, style, and point
of view
- Identify and differentiate authorial purpose, devices, and style
of different types of narrative including: personal narrative,
short stories, novels, biographical writing, scientific, and consumer
information writing
- Identify the main thesis and supporting evidence (or lack thereof)
in editorials and opinions pieces of a newspaper; analyze editorials
and quality and relevance of supporting evidence and assertions;
summarize and analyze authorial point of view and extrapolate
to related topics
Express and support assertions, with evidence from the text
or experience, about the effectiveness of a text.
- Writes clear assertions (statements, opinions, or interpretations)
- Identifies evidence and details from the text to support assertions
- Compares information from multiple sources
Analyze and evaluate themes across a variety of texts, using
textual and experiential evidence.
- Analyzes, compares, and contrasts the themes of multiple reading
passages
- Identifies and interprets details that support the theme
Analyze the effects of cultural and historical influences
on texts.
- Understands that readers have the right and even the responsibility
to bring their own values to bear as they respond to a text
- Understand the influence of gender on language use
- Compares form, meaning, and value of different kinds of language
- Identify and analyze personal, social, historical, or cultural
influences contexts, or bias
COMMUNICATION:
Understand and respect the perspectives of others in order
to communicate effectively.
- Has a clear main point when speaking to others and adjusts the
message wording and delivery to the particular audience and context
- Engages in public speaking around issues of personal concern
- Makes well-informed and well-organized formal presentations
to the class
- Demonstrates competence in speaking and listening for a variety
of learning purposes
- Prepare and give four -two minute long formal speeches in front
of the class using appropriate posture, gestures, and enunciation
(content of speeches may come from assigned written reports)
- Give oral presentations with emphasis on preparation, organization,
content and presentation: use appropriate volume and intonation,
beware of nonverbal cues and body language, be aware of audience,
restate, respond, critique, and persuade
ENGLISH 10
- High School Qualifying Exit Exam
- (Spring Administration)
- Grade Level: 10
- Length of Course: Year
- Credit: 1
- Prerequisite: English 9
- Textbook: Course 5 Literature
- ISBN#:
- Publisher: Glencoe
COURSE DESCRIPTION:
This course is a literature/composition based English course. Students
will: review and learn some of the more advanced elements of grammar,
usage, writing, and literature, participate in an aggressive vocabulary
building program, learn advanced editing skills, write a variety
of longer papers of several genres, engage in some creative writing,
and be involved in speech and other oral presentations. As a literature-based
class, students will read a great variety of world literature, including
novels, plays, epics, and other shorter works. Students will respond
to literary elements and cultural contexts with more depth of analysis
than in English 9. Students will also pass objective and essay exams.
*(Concurrent enrollment allowed for those sophomores making up
a failed semester of English 9 as a freshman)
MASTERY CORE OBJECTIVES
WRITING:
Write a coherent composition with a thesis statement that
is supported with evidence, well-developed paragraphs, transitions,
and a conclusion.
- Clearly states a position, thesis statement, or topic
- Write a strong introduction including grabbing opener (or hook),
transitions, and thesis statement
- Provide written support in the forms of specific example, illustration,
or quote for topic sentences
- Uses reasonably clear, relevant details
- Uses logical organization which may include an introduction,
well-developed paragraphs, transitions, and a conclusion
- Write effective conclusions for compositions
- Demonstrate the ability to compose a variety of literary analysis
essays including character analysis, theme analysis, and comparison/contrast
Demonstrate understanding of elements of discourse (purpose,
speaker, audience, form), when completing expressive (creative,
narrative, descriptive), persuasive, researched-based, informational,
or analytic writing assignments.
- Writes narrative, informative, persuasive, and descriptive responses
- Writes compositions that are clearly focused for different audiences
including those informed about the topic, those uninformed about
the topic, those that are highly public, and those that are not
- Writes compositions that clearly fulfill different purposes,
including to entertain and stimulate emotion
- Demonstrates competence in the stylistic and rhetorical aspects
of writing, including entertaining, descriptive, and persuasive
writing
Use the conventions of Standard English independently and
consistently including grammar, sentence structure, paragraph structure,
punctuation, spelling and usage.
- Identifies and corrects sentence fragments and run-ons
- Demonstrate knowledge of a variety of different sentence beginnings
(adjective, adverb, infinitive, participle, etc.)
- Determines topic sentences, supporting details, and concluding
sentences
- Uses correct punctuation and capitalization in a variety of
types of writing, including
- Commas and semicolons in various sentence formats (simple, compound,
complex and compound-complex)
- Commas to set off phrases and items in a series
- Addresses and closings in business and personal letters
- Direct quotations
- Punctuate dialogue correctly
- Identifies and corrects misspelled words
- Identifies and corrects errors in grammar, punctuation, and
capitalization
- Determines and uses the correct form of regular and irregular
verbs
- Identify sentences according to purpose (declarative, imperative,
interrogative, exclamatory)
- Writes compositions that use a variety of transitional devices
(e.g., phrases, sentences, paragraphs)
- Writes with a command of the grammatical and mechanical conventions
of composition, including entertaining, grammar, punctuation,
spelling, and capitalization
- Writes compositions that have no significant errors in the use
of adverbial forms
- Writes compositions that have no significant errors in use of
coordinating and subordinating conjunctions
- Examine textual and classroom language for elements such as
idioms, denotation, and connotation to apply effectively in own
writing and speaking
Revise writing to improve style, word choice, sentence variety,
and subtlety of meaning in relation to the purpose and audience.
- Organizes a paragraph to eliminate sentences that off-topic
and place sentences in a logical order; develop coherent paragraphs
which stick to a core subtopic and develop the subtopic
- Combines two simple sentences by rewriting them as a single
complex sentence and inserting a transition
- Choose the best way to begin a sentence to show it fits in with
the rest of the paragraph
- Identifies a sentence with correct: verb tense and form, subject-verb
agreement, adjectives and adverbs, and structure (syntax)
- Use correct form/format for essays, business letters, research
papers, bibliographies
- Prepare some writing for publication (formal papers, literary
magazines, bulletin boards, letters to the editor, portfolios,
final drafts to share with family and friends:
- Read papers aloud (to small response groups, partners, parents,
or self) as part of revision process
- Distinguish between connotation and denotation in word choices
Cite sources of information using a standard method of documentation.
- Document the reading of student chosen works
- Evaluate the validity, relevancy, currency, and accuracy of
information and use reliable resources in research
- Use bibliographical resources in writing that requires research
- Use library: electronic catalog, indices/cross-referencing,
classification systems, encyclopedias, atlases, and online databases
and indexes
Compose and edit a composition with a word processing program.
- Use word processing tools to edit and polish work
- Uses resources such as computers, word processing software,
dictionaries, and thesauruses to make choices when writing
- Use word processing and related programs/applications to prepare
and present projects, presentations, and papers
- Use a word processor effectively to draft, proofread all assigned
formal writings: use spell checkers regularly; keyboard at no
less than 30 words per minute, develop and print multi-drafts
of all assigned essays and paragraphs
READING:
Apply knowledge of syntax, roots, and word origins, and use
context clues and reference materials, to determine the meaning
of new words and to comprehend text.
- Use word recognition strategies to understand vocabulary and
exact word choice (Greek, Latin roots and affixes, analogies,
idioms, denotation, connotation)
- Expand their own vocabulary through reading
- Discuss connotation and nuance in language
- Infer the meaning of vocabulary words through context clues
Rehearse and read texts aloud to an audience, in performances
such as readers’ theater, reading to younger students or peers,
or as part of formal presentations including research reports and
literature responses.
- Use language effectively to create mood and tone
- Demonstrate competence in speaking and listening for a variety
of learning purposes
- Read with rhythm, punctuation, and line breaks in poetry
- Orally present speeches drawn from self-selected or teacher-selected
literature (dramatic readings or prepared speeches)
Summarize information or ideas from a text and make connections
between summarized information or sets of ideas and related topics
or information.
- Read and understand a variety of expository texts (pamphlets,
historical documents, essays, speeches, newspaper articles, and
editorials)
- Demonstrate comprehension (debating, writing, participating
in small and large group discussions)
- Identify bias and propaganda techniques in writing
- Distinguish between opinion and fact
- Problem solve using information from various sources
- Analyze and respond to data encountered in the student’s
own reading
- Recall and use information through listening and speaking experiences
- Participate in focused discussions (questioning, paraphrasing,
clarifying, facilitating, analyzing, negotiating, managing time,
compromising, seminar, panel discussions)
- Explore relationships among sets of ideas that are not explicitly
connected to each other
Identify and assess the validity, accuracy, and adequacy
of evidence that supports an author’s main ideas.
- Demonstrate the ability to verbalize the main idea and the author’s
purpose in expository text
- Identify and explain the theme in a work of literature
- Demonstrate the ability to verbalize the main idea and the author’s
intent
- Use strategies such as webbing, predicting, or using graphic
organizer to locate evidence and support the student’s understanding
of theme
- Infer the meaning of written material
- Demonstrate the ability to connect events in the student’s
life or from history thematic ideas in literature (via discussion,
personal narrative, etc.)
- Infer main ideas and concepts when not overtly stated; restate
in their own words inferences and summaries
Critique the power, logic, reasonableness, and audience appeal
of arguments advanced in public documents.
- Evaluate options in print ads to make wise consumer decisions
- Analyze and respond to data
- Apply abstract concepts from literature (such as liberty, etc.)
- Develop and articulate personal opinions
- Demonstrate freedom of thought and the ability to think critically
when reading public documents
- Distinguish opinion from fact
Read and follow multi-step directions to complete complex
tasks.
- Accurately complete a variety of applications (job, college,
scholarship, military, etc.)
- Identify the individual steps required to follow complex directions
or carry out complex tasks
- Explore career options using a multi-step process
- Break down multi-step directions and instructions in test taking
and access a personal set of strategies to achieve success.
Analyze the rules (conventions) of the four genres of fiction
(short story, drama, novel and poetry) and the techniques used in
these genres, and evaluate the effects of these conventions and
techniques on the audience.
- Demonstrate knowledge of an author’s intended purpose and
audience in nonfiction and fiction
- Recognize rhythm and sound in poetry
- Define the structure of novels, short stories, and drama (exposition,
complication, rising action, climax, resolution)
- Identify the characteristic distinctions among the various periods
of literature
Analyze and evaluate how authors use narrative elements and
tone in fiction for specific purposes.
- Demonstrate an understanding of narrative structure in the various
forms of literature (e.g. exposition, complication, rising action,
climax, and resolution)
- Demonstrate an understanding of the elements of literature that
work to create the author’s style (word choice, sentence
structure, mood, dialect, setting, etc.)
- Demonstrate sensitivity to an author’s tone
- Define how an author develops character (through what the character
does, says, thinks, looks like, and what others say about him)
- Define the elements of literature (character, setting, plot,
theme, voice, tone, point of view, irony, poetic devices)
- Analyze the importance of tone and mood
- Analyze literary devices such as allusion, symbolism, figurative
language, flashback, dramatic irony, situational irony, and imagery
and explaining their effect on the work of world literature
Express and support assertions, with evidence from the text
or experience, about the effectiveness of a text.
- Express the student’s own interpretations of literature
and understand and gain knowledge of the opinions of others
- Analyze, respond to, and defend assertions made about texts
- Identify the impact of diction, imagery, and tone in a work
of literature
- Self-select material to read for pleasure and appreciation
- Recognize the quality among works of literature through examination
of the elements of literature (character, setting, plot, theme,
voice, tone, point of view, irony, poetic devices)
Analyze and evaluate themes across a variety of texts, using
textual and experiential evidence.
- Analyzes, compares, and contrasts the themes of multiple reading
passages
- Identify the theme of a passage, short story, or novel; find
selections within passages which support thematic analysis; discuss
how the title of a short story may relate to the theme
- Analyze archetypal characters, themes, and settings in world
literature
- Show an understanding of cultural context
- Use specific references from texts to show how a theme is universal
- Examine how elements such as irony and symbolism impact theme
- Select and explore a wide range of works which relate to an
issue, author, or theme of world literature
Analyze the effects of cultural and historical influences
on texts.
- Respond reflectively (through small group discussion, class
discussion, journal entry, essay, letter, dialogue) to written
and visual texts by:
- Showing an awareness of one’s own culture as well as the
cultures of others
- Explaining how culture affects personal responses
- Demonstrating an understanding of the media’s impact on
personal responses and cultural analyses
- Make comparisons and connections between historical and contemporary
issues
- Examine multicultural literature to include Alaskan literature,
styles, point of view, and conflict resolution
- Screen personal writing for biases, stereotyping, and generalizations
- Building on prior knowledge of the characteristics of literary
genres, including fiction, non-fiction, drama, and poetry, and
exploring how those characteristics apply to literature of world
cultures
COMMUNICATION:
Understand and respect the perspectives of others in order
to communicate effectively.
- Makes well-informed and well-organized formal presentations
to the class
- Asks questions as a way to broaden and enrich classroom discussions
- Has a clear main point when speaking to others and adjust the
message wording and delivery to the particular audience and context
- Demonstrates competence in speaking and listening for a variety
of learning purposes
- Makes explicit use of various techniques for effective presentations
(e.g., modulation of voice, inflection, tempo, enunciation, physical
gestures) and demonstrates poise and self control while presenting)
- Give oral presentations with emphasis on preparation, organization,
content and presentation: use appropriate volume and intonation,
beware of nonverbal cues and body language, be aware of audience,
restate, respond, critique, and persuade
AMERICAN LITERATURE ENGLISH 11
- (English 11)
- Grade Level: 11
- Length of Course: Year
- Credit: 1
- Prerequisite: English 9 and 10
- Textbook: American Literature
- ISBN#: 0-02-635423-3
- Publisher: Glencoe
COURSE DESCRIPTION:
American Literature is a year-long survey of American writers from
the colonial period to present. This course will focus on a blend
of both classic and contemporary literature. In addition to a well-rounded
regiment of reading, the course will include a substantial focus
on building vocabulary, grammar, literary, and writing skills. In
this course, Student’s writing skills are challenged and taken
to the next level in preparation for writing at the college level.
This course also emphasizes the connections among moments in history
and traces the development of the American literary heritage. It
examines American culture and character through its prose, poetry,
and drama. Portfolio writing is part of this course.
A student should be able to speak and write well for a variety
of purposes and audiences.
- Students will make persuasive presentations
- Organize evidence to support a position
- Present evidence clearly and convincingly
- Support and defend ideas and thoughts in public forum
- Students will analyze and evaluate persuasive presentations
- Critique the accuracy, relevance, and organization of evidence
- Critique the clarity and effectiveness of delivery
- Students will demonstrate competence in writing reflective essays
(i.e., uses person experience as a basis for reflection on some
aspect of life, draws abstract comparisons between the specific
incident and abstract concepts, maintains a balance between the
specific incident and abstract concepts, maintains a balance between
describing the incident and relating it to more general abstract
ideas that illustrate the writer’s important beliefs, moves
from specific examples to generalizations about life)
- Students will write compositions that have a strong overall
sense of cohesion
- Students will demonstrate competence in the stylistic and rhetorical
aspects of writing, including entertaining, descriptive, and persuasive
writing
- Students will make effective use of a variety of techniques
for providing supportive detail (e.g., analogies, anecdotes, restatements,
paraphrases, examples, comparisons)
- Writes compositions that have no significant errors in the use
of ending punctuation marks (e.g., periods, and quotation marks)
and common uses of commas, and few significant errors in the common
use of the colon, semicolon, hyphen, dash, apostrophe, and quotation
marks
A student should be a competent and thoughtful reader, listener,
and a viewer of literature, technical materials, and a variety of
other information.
- Students will read and analyze relationships among American
Literature, history, and culture
- Describe contributions of different cultures to the development
of American literature
- Describe the development of American literature in the 17th,
18th, 19th, and 20th centuries
- Contrast periods in American literature
- Differentiate among archetypal characters in American literature
- Demonstrate an understanding of the themes, values, and cultural,
historical, and political foundations of American literature
- Conduct in-depth analysis of recurrent themes and patterns in
American literature
- Describe how use of context and language structures conveys
an author’s point of view in contemporary and historical
essays, speeches, and critical reviews
- Students will read and demonstrate an understanding of various
genres within American literature (e.g., science fiction, mystery,
western, biography, adventure, etc.)
- Students will read a variety of print material
- Use information from texts to clarify or refine understanding
of academic concepts
- Extend general and specialized vocabularies for reading and
writing
- Generalize ideas from selections to make predictions about other
texts
- Analyze ways authors use imagery, figurative language, motifs,
symbolism, and sounds to evoke readers’ emotions and create
meaning
- Identify an author’s purpose, tone, and intended audience
- Analyze how style and structure affect clarity and meaning
- Determine characters’ traits by what the characters say
about themselves, what others say about them, the ways they are
described, and the ways that they act
- Students will read and critique a variety of poetry
- Analyze the poetic elements of classic poems
- Identify the poetic elements and techniques that most appealing
and that make poetry enjoyable
- Compare and contrast the works of contemporary and past American
poets
- Students will read a variety of dramatic selections
- Describe the relationship between farce and characterization
- Describe the dramatic conventions or devices used by playwrights
to present selected plays
- Explain the use of monologue and soliloquy
- Explain the use of verbal and dramatic irony
A student should be able to identify and select from multiple
strategies in order to complete projects independently and cooperatively.
- Participate in both large and small group discussions
- Respond appropriately to questions and opinions of others
- Create products and presentations which maintain standard conventions
of written and oral language
- Maintain a balance between individual incidents and general
reflection
- Effectively gather and uses information logically from reliable
and relevant sources for research purposes
A student should be able to think logically and reflectively
in order to present and explain positions based on relevant and
reliable information.
- Students will analyze, evaluate, synthesize, and organize information
from a variety of sources into a documented paper dealing with
a question, problem, or issue
- Narrow a topic
- Develop a plan for research
- Collect information to support a thesis
- Evaluate quality and accuracy of information
- Synthesize information in a logical sequence
- Document sources of information using a style sheet format,
such as MLA or APA
- Revise writing for clarity of content
- Edit final copy for correct use of language format, spelling,
punctuation, and capitalization
- Use available technology
A student should understand and respect the perspectives
of others in order to communicate effectively.
- Make extensive use of primary sources when researching a topic
and makes careful consideration of the motives and perspectives
of the authors of those sources
- Read essays of literary criticism to examine interpretations
of the political assumptions or philosophical arguments present
in the core literary works and determine whether they have contributed
to the quality of each work and the credibility of the characters
BRITISH LITERATURE
- (English 12)
- Grade Level: 12
- Length of Course: Semester
- Credit: 1/2
- Prerequisite: American Literature
- Textbook: The Readers Choice
- ISBN#: 0-02-635434-9
- Publisher: Glencoe
COURSE DESCRIPTION:
This course is designed to be a semester long survey of British
Literature. The course will focus on a blend of both classic and
contemporary literature. In addition to a well-rounded regimen of
reading, the course will include a substantial focus on building
vocabulary, grammar, literary, and writing skills. This course also
emphasizes the connections among moments in history and traces the
development of the British literary heritage. This is a college
prep course in which students will be challenged to master skills
needed to transition smoothly into college reading and writing.
A student should be able to speak and write well for a variety
of purposes and audiences.
- Apply knowledge of literary terms, grammar, and rhetoric in
order to write clearly, succinctly, and accurately
- Understand how to use and apply grammatical, metaphorical, or
rhetorical devices
- Recognize how to use different language conventions (such as
loose or periodic sentences, effective use of passive voice, or
the importance of strong verbs)
- Revise writing to enhance voice and style, sentence variety,
subtlety of meaning, and tone in considerations of questions being
addressed, purpose, audience, and genres
- Contrast use of language conventions of authors in different
time periods of British literature
- Analyze the power of standard usage over nonstandard usage in
formal settings such as job interviews, academic presentations,
or public speaking
- Write and discuss extensively about literature
A student should be a competent and thoughtful reader, listener,
and viewer of literature, technical materials, and a variety of
other information.
- Analyze the development of British literature and literature
of other cultures
- Recognize major literary forms and techniques
- Recognize the characteristics of major chronological eras
- Relate literary works and authors to major themes and issues
of their eras
- Deepen understanding of British literature through exploration
and extended engagement
- Recognize common themes that run through works, using evidence
from the texts to substantiate ideas
- Relate the cultural and historical contexts to the literature
and identify perceived ambiguities, prejudices, and complexities
- Make associations between historical and current viewpoints
- Understand how literary movements influence writers
- Observe how the imaginative experience of literature broadens
and enriches real life
- Relate style, meaning, and genre (including fiction, non-fiction,
drama, and poetry)
- Apply literary, grammatical, and rhetorical terms of literature
- Demonstrate in various print and non-print media the significance
of works
- Discern the effect of interpreting literature from various critical
perspective
- Read and critique a variety of poetry
- Explain how the choice of words in a poem fits the speaker
- Explain how the sound of a poem (rhyme, rhythm, onomatopoeia,
repetition, alliteration, assonance, and parallelism) supports
the subject and mood
- Explain how imagery and figures of speech (personification,
simile, metaphor) appeal to the reader’s senses and experiences
- Compare and contrast traditional and contemporary works of poets
from many cultures
- Read and critique dramatic selections from a variety of authors
- Describe the conflict, plot, climax, and setting
- Compare and contrast ways in which dialogue and staging contribute
to the theme
- Identify the most effective elements of selected plays
- Compare and contrast dramatic elements of plays from American,
British, and other cultures
A student should be able to identify and select from multiple
strategies in order to complete projects independently and cooperatively.
- Revise writing based on feedback from multiple audiences, such
as teachers, peers, family, and business and community members
- Use self-generated questions, note-taking, summarizing, and
outlining to enhance learning to learn in all content areas and
to write research papers
- Use speaking skills to assume leadership and participant roles
to complete projects
- Analyze the impact of readers’ experiences on their interpretations
of text
A student should be able to think logically and reflectively
in order to present and explain positions based on relevant and
reliable information.
- Make in-depth analyses of the validity and reliability of primary
source information and uses information accordingly in reporting
on a research topic
- Conducts research using data from in-depth field studies
- Synthesizes information from multiple research studies to draw
conclusions that go beyond those found in any of the individual
studies
- Determine the accuracy, currency, and reliability of materials
from different sources
A student should understand and respect the perspectives
of others in order to communicate effectively.
- Identifies and analyzes the philosophical assumptions and basic
beliefs underlying an author’s work
SENIOR ENGLISH
- (English 12)
- Grade Level: 12
- Length of Course: Semester
- Credit: 1/2
- Prerequisite: English 9, English 10,
- and American Literature
COURSE DESCRIPTION:
Students in Senior English will receive instruction in writing expository
prose, including generating topics as part of the writing process.
They will develop, organize, revise, and edit a variety of different
types and lengths of compositions so that they are competent and
confident communicators of the English language. In addition to
writing shorter papers, students will be required to write a ten
to twelve page research paper on a topic of their choice, using
the MLA (Modern Language Association) style documentation. This
class is required for seniors. A formal documented research paper
must be successfully completed.
A student should be able to speak and write well for a variety
of purposes and audiences.
- Combine clusters of short sentences into longer ones by rearranging
sentences, using connectors, or adding ellipses; to develop persuasive
writing styles by applying sentence combining skills
- Uses adjective clauses and participial phrases to help combine
clusters of short sentences into longer ones; to develop a personal
narrative style
- Gathers information and draft plans for a research paper
- Creates a working outline and a thesis statement for a research
paper
- Drafts an initial version of a research paper by elaborating
on outlined points; organizing information; adding supporting
details to main ideas; synthesizing, analyzing, categorizing;
and evaluating
- Revises writing to enhance voice and style, sentence variety,
subtlety of meaning, and tone in considerations of questions being
addressed, purpose, audience, and genres
- Revises a research paper draft for word choice, transitions,
and effective presentation of ideas
- Uses effective communication skills creatively to express personal
thoughts and feelings on selected topics
- Writes with a command of the grammatical and mechanical conventions
of composition, including grammar, punctuation, spelling, and
capitalization
- Writes compositions that have few significant errors in the
use of italics, marginal notes, and footnotes
- Writes compositions that have no significant errors in the proper
use of commonly confused terms (e.g., affect and effect) and few
significant errors in the proper use of clichés
- Constructs a composition which contains the elements necessary
for an effective essay (thesis, introduction, well organized body
which supports the thesis, conclusion, transitions, style)
- Uses wide vocabulary which includes the descriptive and organizing
terminology of literary analysis
- Structures a logical argument which supports central ideas through
sustained use of supportive textual detail and textual reference
- Identifies the components of a logical argument; construct a
logical argument that persuades others to accept an idea, adopt
a pint of view, or take action
- Observes how a writer uses vivid, compelling scientific details
to draw readers into expository pieces
- Uses narration, description, exposition, and persuasion to develop
various modes of writing (e.g. notes, stories, poems, letters,
essays, critical analyses, logs)
A student should be a competent and thoughtful reader, listener,
and viewer of literature, technical materials, and a variety of
other information.
- Uses complex thinking and effective communication skills when
reading and analyzing a novel, short story, essay, play, or poem;
identifying and critiquing elements of theme, conflict, plot,
characters, point of view, and style; expressing their opinion
on these elements; and drawing conclusion about the author’s
craftsmanship in using these elements
- Analyzes and evaluates literature in oral and written form
- Understand that language usage may be correct or incorrect,
depending on the situation in which it is used
- Demonstrates a familiarity with a variety of classic American,
British, and world literature and their authors (e.g., through
literary allusions and literary criticism)
- Identifies the plots, characters, and significance of selected
works of ancient literature, including selected works of Greek
philosophers, poets, and dramatists
- Analyzes the effects of complex literary devices on the overall
quality of a work (e.g., foreshadowing, flashbacks, progressive
time, digressive time)
- Identifies four important elements of technical writing; to
compose an abstract of an article; to learn how to write clear,
meaningful directions
- Understands relatively uncommon technical terms used in informational
texts
A student should be able to identify and select from multiple
strategies in order to complete projects independently and cooperatively.
- Uses complex thinking to analyze the impact of technology on
communication, choose appropriate technology for completing projects,
and use proper technical writing skills
- Learns roles and procedures for group participation
- Compares and contrasts characteristics of interpersonal, small
group, and public communication
- Works effectively in group settings to solve specific problems
- Defends self-evaluations and critiques of the writing of others
- Appropriately challenges and responds to challenges of other
students
A student should be able to think logically and reflectively
in order to present and explain positions based on relevant and
reliable information.
- Makes in-depth analyses of the validity and reliability of primary
source information and uses information accordingly in reporting
on a research topic
- Conducts research using data from in-depth field studies
- Synthesizes information from multiple research studies to draw
conclusions that go beyond those found in any of the individual
studies
A student should understand and respect the perspectives
of others in order to communicate effectively.
- Analyzes the audience before making final choices on a speech
topic, format, e.g., listener values, needs, perspective, expectations
- Recognizes the influence physical and societal demographics
can have on the response of an audience, e.g., age, gender, religion;
racial, ethnic, and cultural backgrounds
- Identifies and analyzes the philosophical assumptions and basic
beliefs underlying an author’s work
- Recognizes prominent characteristics of the author’s use
of language and how the learner relates these distinctive aspects
to their own writing
- Writes in clear, concise, precise, and correct language which
reflects a controlled and fair subjectivity
DEVELOPMENTAL READING AND WRITING
- Grade Level: 9-12
- Length of Course: Year
- Credit: 1
- Prerequisite: HSGQE or Placement
COURSE DESCRIPTION:
A reading program has been designed to include developmental techniques,
such as word attack, comprehension, and speed. Emphasis is placed
upon improving and reinforcing reading skills and assisting students
in other related language area skills. In addition to improving
reading skills, students will also focus on techniques to improve
writing skills. Good writing skills will be developed through the
use of the writing process. As an individualized program, students
will informally and formally respond to reading selections, keep
a response journal, complete book reports/reviews, as well as conference
with the instructor about various pieces of writing. Reading and
writing improvement is for students who have not been successful
in passing the High School Graduation Qualifying Exams in Reading
and Writing.
MASTERY CORE OBJECTIVES
WRITING:
Write a coherent composition with a thesis statement that
is supported with evidence, well-developed paragraphs, transitions,
and a conclusion.
- Clearly states a position, thesis statement, or topic
- Writes a strong introduction including grabbing opener (or hook),
transitions, and thesis statement
- Provide written support in the forms of specific example, illustration,
or quote for topic sentences
- Uses reasonably clear, relevant details
- Uses logical organization which may include an introduction,
well-developed paragraphs, transitions, and a conclusion
- Write concluding sentences with transitions for supporting paragraphs
in essays
- Write effective conclusions for compositions
- Demonstrate the ability to compose a variety of literary analysis
essays including character analysis, theme analysis, and comparison/contrast
Demonstrate understanding of elements of discourse (purpose,
speaker, audience, form), when completing expressive (creative,
narrative, descriptive), persuasive, researched-based, informational,
or analytic writing assignments.
- Writes narrative, informative, persuasive, essay answers, learning
logs, written responses to literature, and descriptive responses
- Writes compositions that are clearly focused for different audiences
including those informed about the topic, those uninformed about
the topic, those that are highly public, and those that are not
- Writes compositions that clearly fulfill different purposes,
including to entertain and stimulate emotion
- Demonstrates competence in the stylistic and rhetorical aspects
of writing, including entertaining, descriptive, and persuasive
writing
- Write directions or instructions to explain a process
- Write business letters (request, adjustment, application)
Use the conventions of Standard English independently and
consistently including grammar, sentence structure, paragraph structure,
punctuation, spelling and usage.
- Distinguish between clearly written sentences and sentences
that contain errors in expression or construction, e.g., fragments
and run-ons
- Demonstrate knowledge of a variety of different sentence beginnings
(adjective, adverb, infinitive, participle, etc.)
- Determine topic sentences, supporting details, and concluding
sentences
- Uses correct punctuation and capitalization in a variety of
types of writing, including
- Commas and semicolons in various sentence formats (simple, compound,
complex and compound-complex)
- Commas to set of phrases and items in a series
- Addresses and closings in business and personal letters
- Direct quotations
- Punctuate dialogue correctly
- Employ precise language and technical vocabulary to communicate
ideas clearly and concisely
- Use clauses, phrases, and sentence structure correctly, and
appropriately
- Demonstrate proficient use of grammar, diction, syntax and paragraph
structure
- Identifies and corrects errors in spelling, language, punctuation,
and capitalization in final copy
- Determines and uses the correct form of regular and irregular
verbs
- Identify sentences according to purpose (declarative, imperative,
interrogative, exclamatory)
- Write compositions that use a variety of transitional devices
(e.g., phrases, sentences, paragraphs)
- Writes with a command of the grammatical and mechanical conventions
of composition, including entertaining, grammar, punctuation,
spelling, and capitalization
- Writes compositions that have no significant errors in use of
coordinating and subordinating conjunctions
- Examine textual and classroom language for elements such as
idioms, denotation, and connotation to apply effectively in own
writing and speaking
Revise writing to improve style, word choice, sentence variety,
and subtlety of meaning in relation to the purpose and audience.
- Revise for ideas, paragraph structure, sentence structure, and
word choice
- Analyze and use appropriate organization based on the established
writing purpose and intended audience
- Analyze speaker, audience, purpose, and form when planning descriptive,
narrative, expository, and persuasive writing
- Develop literary, persona, and technical writing to inform,
explain, analyze, and entertain
- Write business correspondence acceptable for workplace or academics
- Make appropriate choices regarding voice, vocabulary, organization,
and level of detail based upon audience, purpose, and context
- Organize information to support the purpose of the writing
- Eliminates sentences that are off-topic
- Places sentence in a logical order
- Develop coherent paragraphs which stick to a core subtopic and
develop the subtopic
- Combine two simple sentences by rewriting them as a single complex
sentence and inserting a transition
- Conform to appropriate formats in writing, e.g., letters, memos,
reports, summaries, resumes, applications
- Read papers aloud (to small response groups, partners, parents,
or self) as part of revision process
Cite sources of information using a standard method of documentation.
- Distinguish one’s own ideas from information created or
discovered by others
- Present information and ideas from primary and secondary sources
accurately and clearly
- Use correct form when citing secondary sources, e.g., MLA, APA
- Credit the sources of both quoted and paraphrased ideas
- Use appropriate manuscripts requirements, e.g., title page,
source and support materials, in text citation, use of direct
quote, paraphrasing
- Evaluate the validity, relevancy, currency, and accuracy of
information and use reliable resources in research
- Use library: electronic catalog, indices/cross-referencing,
classification systems, encyclopedias, atlases, and online databases
and indexes
Compose and edit a composition with a word processing program.
- Use available technology for editing and revising
- Use word processing tools to edit and polish work
- Uses resources such as computers, word processing software,
dictionaries, and thesauruses to make choices when writing
- Use word processing and related programs/applications to prepare
and present projects, presentations, and papers
READING:
Apply knowledge of syntax, roots, and word origins, and use
context clues and reference materials, to determine the meaning
of new words and to comprehend text.
- Use etymology to determine meaning of words
- Identify and use the literal and figurative meanings of words
- Apply various context clues to determine word meaning
- Discern the relationship between word pairs in analogies, e.g.,
synonyms/antonyms, connotation/denotation
- Analyze how syntax and word choice in text influence understanding
- Use various pre-reading strategies to increase comprehension
of what is read, e.g., skimming, scanning, word-webbing, scaffolding,
questioning
- Confirm, reject, or revise predictions made about text
- Connect and synthesize main ideas and concepts to determine
relationships with other sources or topics
- Extend comprehension by combining new information with prior
knowledge
- Evaluate new information in relationship to past experience/knowledge
- Analyze how personal knowledge may affect interpretation of
text
Rehearse and read texts aloud to an audience, in performances
such as readers’ theater, reading to younger students or peers,
or as part of formal presentations including research reports and
literature responses.
- Use language effectively to create mood and tone
- Demonstrate competence in speaking and listening for a variety
of learning purposes
- Read with rhythm, punctuation, and line breaks in poetry
- Orally present speeches drawn from self-directed or teacher-directed
literature (dramatic readings or prepared speeches)
Summarize information or ideas from a text and make connections
between summarized information or sets of ideas and related topics
or information.
- Read and understand a variety of expository texts (pamphlets,
historical documents, essays, speeches, newspaper articles, and
editorials
- Writes a summary of events presented in a passage
- Identifies and describes an author’s position
- Connects elements and information from a variety of fiction
and non-fiction texts
- Identifies relevant details, main ideas, and summary sentences
in a passage
- Identifies an author’s viewpoint and applies it to related
situations
- Uses evidence to determine and support key ideas
- Reads and understands workplace documents
- Demonstrate comprehension (debating, writing, participating
in small and large group discussions)
- Identify bias and propaganda techniques in writing
- Distinguish between opinion and fact
- Analyze and respond to data encountered in the student’s
own reading
- Participate in focused discussions (questioning, paraphrasing,
clarifying, facilitating, analyzing, negotiating, managing time,
compromising, seminar, panel discussions)
- Explore relationships among sets of ideas that are not explicitly
connected to each other
Identify and assess the validity, accuracy, and adequacy
of evidence that supports an author’s main ideas.
- Demonstrate the ability to verbalize the main idea and the author’s
purpose in expository text
- Identify and explain the theme in a work of literature
- Demonstrate the ability to verbalize the main idea and the author’s
intent
- Use strategies such as webbing, predicting, or using graphic
organizer to locate evidence and support the student’s understanding
of theme
- Infer the meaning of written material
- Demonstrate the ability to connect events in the student’s
life or from history thematic ideas in literature (via discussion,
personal narrative, etc.)
- Infer main ideas and concepts when not overtly stated; restate
in their own words inferences and summaries
Critique the power, logic, reasonableness, and audience appeal
of arguments advanced in public documents.
- Locate evidence in texts to support main ideas
- Identifies and differentiates main ideas and secondary ideas
- Find evidence in text that supports an argument
- Differentiates between arguments based on emotions and arguments
based on facts
- Analyze and respond to data
- Develop and articulate personal opinions
- Demonstrate freedom of thought and the ability to think critically
when reading public documents
- Distinguish opinion from fact
Read and follow multi-step directions to complete complex
tasks.
- Reads and follows multi-step directions to complete a task
- Identifies and explains the reasons for using specific methods
to complete a task
- Accurately complete a variety of applications (job, college,
scholarship, military, etc.)
- Break down multi-step directions and in tests taking and access
a personal set of strategies to achieve success
Analyze the rules (conventions) of the four genres of fiction
(short story, drama, novel and poetry) and the techniques used in
these genres, and evaluate the effects of these conventions and
techniques on the audience.
- Recognizes literary terms and devices
- Identifies and interprets examples of figurative language
- Recognize rhythm and sound in poetry
- Define the structure of novels, short stories, and drama (exposition,
complication, rising action, climax, resolution)
- Identify the characteristic distinctions among the various periods
of literature
Analyze and evaluate how authors use narrative elements and
tone in fiction for specific purposes.
- Analyzes character traits
- Interprets the message conveyed by a character’s actions
- Evaluates an author’s tone and point of view
- Analyze the relationships among elements of literature, e.g.,
plot, setting, character, tone, point-of-view, theme
- Explain how voice, persona, and narrator affect tone, characterization,
plot, and credibility
- Analyze and trace an author’s development of time and sequence,
including the of complex literary devices such as foreshadowing
and flashbacks
- Contrast points-of-view in narrative text and how they affect
the overall body of work, e.g., first vs. third, limited vs. objective
- Evaluate the relationship between author’s style and literary
effect in works of poetry, drama, fiction, and non-fiction
- Compare/contrast similar themes across genres to determine how
the genre shapes the message
- Analyze the structural characteristics and functions of literary
forms and genres, e.g. satire, parody; poetry, drama
- Explain how the use of sound devices supports the subject and
mood, e.g., rhyme, rhythm, onomatopoeia
- Analyze the effect of figurative language in various genres,
e.g., personification, simile, metaphor
- Define how an author develops character (through what the character
does, says, thinks, looks like, and what others say about him/her)
- Analyze literary devices such as allusion, symbolism, figurative
language, flashback, dramatic irony, situational irony, and imagery
and explain their effect on the work of world literature
Express and support assertions, with evidence from the text
or experience, about the effectiveness of a text.
- Express the student’s own interpretations of literature
and understand and gain knowledge of the opinions of others
- Identify the impact of dictation, imagery, and tone in a work
of literature
- Writes clear assertions (statements, opinions, or interpretations)
- Identifies evidence and details from the text to support assertions
- Use research to support the student’s written assertions
(essays, journalism, etc.)
- Compares information from multiple sources
- Use specific rhetorical devices to support assertions (e.g.,
appeal to logic through reasoning; appeal to emotion or ethical
belief; relate a personal anecdote, case study, or analogy)
- Recognize the quality among works of literature through examination
of the elements of literature (character, setting, plot, theme,
voice, tone, point of view, irony, poetic devices)
Analyze and evaluate themes across a variety of texts, using
textual and experiential evidence.
- Analyzes, compares, and contrasts the themes of multiple reading
passages
- Identifies and interprets details that support the theme, short
story, or novel; find selections within passages which support
thematic analysis; discuss how the title of a short story may
relate to the theme
- Use specific references from texts to show how a theme is universal
- Examine how elements such as irony and symbolism impact theme
- Select and explore a wide range of works which relate to an
issue, author or theme
Analyze the effects of cultural and historical influences
on texts.
- Determine the quality of reading materials by analyzing texts
for their practical, informational, or aesthetic value, e.g.,
define the criteria that determines a classic literary work
- Examine literary selections from several critical and personal
perspectives
- Evaluate literary criticism for its accuracy, clarity, and insight
- Read and critique literary works from a variety of eras and
a variety of cultures, e.g. ancient, Renaissance, contemporary;
Greek, Native American, British
- Analyze how historical context influences the form style, and
point-of-view of a written work
- Recognize possible differences between author’s intent
and the reader’s interpretation
- Analyze an author’s explicit and implicit philosophical
beliefs and assumptions about a subject
- Analyze how a literary selection presents a view or comment
on life and supports or contradicts contemporary views
- Analyze and compare figurative language and imagery across significant
cross-cultural literary works
- Examine multicultural literature to include Alaskan literature,
styles, point of view, and conflict resolution
- Building on prior knowledge of the characteristics of literary
genres, including fiction, non-fiction, drama, and poetry, and
exploring how these characteristics apply to literature of world
cultures
COMMUNICATION:
Understand and respect the perspectives of others in order
to communicate effectively.
- Has a clear main point when speaking to others and adjusts the
message wording and delivery to the particular audience and context
- Engages in public speaking around issues of personal concern
- Makes well-informed and well-organized formal presentations
to the class
- Demonstrates competence in speaking and listening for a variety
of learning purposes
- Prepare and give four -two minute long formal speeches in front
of the class using appropriate posture, gestures, and enunciation
(content of speeches may come from assigned written reports)
- Give oral presentations with emphasis on preparation, organization,
content and presentation: use appropriate volume and intonation,
beware of nonverbal cues and body language, be aware of audience,
restate, respond, critique, and persuade
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