grades: 9 subject: genres department: english division ... curriculum... · department: english...

Grades: 9 Subject: Genres Department: English Division: Upper School

LEARNING OBJECTIVES

SKILLS INSTRUCTIONAL

TECHNIQUES EVALUATION

Students will: ● To recognize the major

genres of literature

● To understand the nuanced distinctions between genres such as the novel, myths, legends, dramatic literature, comedy and tragedy, the short story, the epic, and various forms of poetry

● To identify literary terms and figurative language

● To express ideas and arguments through creative and expository writing

● To foster a love of

● Reading and appreciation for the craft of writing

Strategies for: ● Read various read

examples of each genre

● Identify the elements of a story: plot, character, theme, setting, language, and rhythm

● Write about their findings within various structures and guidelines

● Present work in class

● Participate in Lit Circles (Honors) in which groups of students choose a novel to read outside of class, and then gather together to discuss reactions in class workshops

Use of: ● Close examination of

author’s use of diction, syntax, imagery (Honors)

● Annotating the text

● Watching videos or listening to radio pieces that highlight or introduce the text

● Group discussions, small group work, partnering

● Small group projects which center on themes from the text or elements of a specific genre

● Reading/performing pieces of text as monologue or theatrical scene

● SAT vocabulary prep work

Use of: ● Four essays per year;

three academic, one personal narrative

● Literature Circles (Honors), guiding students through the process of verbalizing understanding of the texts in student-led groups

● Quizzes, tests, and oral presentations

● Creative projects, allowing students to display their understanding of the material by artistic and imaginative means, including reading/presenting scenes from dramatic literature, projects involving creating artwork to support their points, creative writing field trips, and assignments that ask students to

Grades: 9 Subject: Genres Department: English Division: Upper School

Texts/Authors include:

Absolutely True Diary of a Part-time Indian (Alexie), Greek myths/drama, Shakespeare, Homer; poets Yates, Shelley, Wheatley, Thomas, Dickinson; short stories by Jackson, Stockton, O’Henry, Benet, London, O’Flaherty. Biographies by Weisel and Yousafzai

connect texts to real-world events and scenarios

Grade: 10 Subject: American Literature Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


Students will:

● Examine the eclectic literary history of America, covering Puritanism, Romanticism, Transcendentalism, Realism, Modernism, and Postmodernism

● Develop an understanding of American literature’s relevance to the nation’s history, the modern world, and one’s self

● Refine their ability to write in a variety of genres

● Present ideas logically in class discussions, group work, and presentations

Strategies for: ● Analyzing American

literature for literary and poetic devices

● Understanding and following sequence, organization, and development of plot

● Critiquing literary criticism

● Reading and evaluating poetry, literature, drama, short stories, graphic novels, and non-fiction

● Identifying how grammar, spelling, and syntax contribute to the effectiveness of a work

● Developing SAT vocabulary and test-

Use of:

● Annotating texts

● Performing close readings of texts

● Implementing TPCASTT process for poetry

● Implementing SOAPSTone process for short stories

● Viewing informational clips and videos related to texts

● Reading aloud

● Participating in literature circles

● Researching background information

Use of: ● Vocabulary and reading

quizzes

● Unit tests: multiple choice, true/false, matching, quotation identification, short response, short essay

● Writing: creative, imitative, analytical, narrative, expository, persuasive, comparative, reflective, and responsive

● Informal journaling

● Group work and projects

● Informal and formal oral presentations

● Daily class discussion

Grade: 10 Subject: American Literature Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


● Develop critical reading

and writing skills

● Expand academic and college level vocabulary and test-taking skills

● Communicate ideas logically in oral and written expression

● Use technology to research and produce writing and multimedia projects

● Understand the role of literary criticism

taking skills

● Relating art, music, and politics of the times to literature movements

● Citing strong textual evidence to support inferences drawn

● Determining theme and character development

● Analyzing point of view

● Developing listening and speaking skills

● Gathering relevant information from digital and print sources

● Finding text-to-text, text-to-world, and text-to-self connections

● Collaborating in

pairs/small groups/large groups

● Practicing using SAT vocabulary

● Creating original writing pieces

Texts: “Sinners in the Hands of an Angry God”, The Crucible, Contemporary literature novels, “The Story of an Hour”, short stories and poetry by Bradstreet, Poe, Irving, Emerson, Thoreau, Hawthorne, Dickinson Hughes, and Angelou, The Adventures of Huckleberry Finn, The Great Gatsby, Of Mice and Men, Maus 1-2, Vocabulary PowerPlus for the New SAT: Book Two

● Class participation and

attendance

● Literature circle discussions and projects

● Class work and homework assignments

● Study guides and reading questions

● Graphic organizers

● Rubrics

● Multimedia presentations

● Peer editing

Grade: 10 Subject: American Literature Honors Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


Students will:

● Examine the eclectic literary history of America, covering Puritanism, Romanticism, Transcendentalism, Realism, Modernism, and Postmodernism

● Develop an understanding of American literature’s relevance to the nation’s history, the modern world, and one’s self

● Refine their ability to write in a variety of genres

● Present ideas logically in class discussions, group work, and presentations

Strategies for: ● Analyzing American

literature for literary and poetic devices

● Understanding and following sequence, organization, and development of plot

● Critiquing literary criticism

● Reading and evaluating poetry, literature, drama, short stories, graphic novels, and non-fiction

● Identifying how grammar, spelling, and syntax contribute to the effectiveness of a work

● Developing SAT vocabulary and test-taking skills

Use of:

● Annotating texts

● Performing close readings of texts

● Implementing TPCASTT process for poetry

● Implementing SOAPSTone process for short stories

● Viewing informational clips and videos related to texts

● Reading aloud

● Participating in literature circles

● Researching background information

Use of:

● Vocabulary and reading quizzes







Grade: 10 Subject: American Literature Honors Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


● Develop critical reading and writing skills

● Expand academic and college level vocabulary and test-taking skills

● Use technology to research and produce writing and multimedia projects

● Understand the role of literary criticism

● Relating art, music, and politics of the times to literature movements

● Citing strong textual evidence to support inferences drawn

● Determining theme and character development

● Analyzing point of view

● Developing listening and speaking skills

● Gathering relevant information from digital and print sources

● Finding text-to-text, text-to-world, and text-to-self connections

● Collaborating in pairs/small groups/large groups

● Practicing using SAT vocabulary

● Creating original writing pieces

Texts: Sinners in the Hands of an Angry God, The Scarlet Letter, Contemporary literature novels, The Awakening, short stories and poetry by Bradstreet, Poe, Irving, Emerson, Thoreau, Hawthorne, Dickinson, Hughes, and Angelou, The Adventures of Huckleberry Finn, The Great Gatsby, The Worst Hard Time, Maus 1-2, Vocabulary PowerPlus for the New SAT: Book Two


attendance

● Literature circle discussions and projects


● Study guides and reading questions

● Graphic organizers

● Rubrics

● Multimedia presentations

● Peer editing

Grade: 11 Subject: British Literature Department: English Division: Upper School

LEARNING OBJECTIVES SKILLS INSTRUCTIONAL TECHNIQUES

EVALUATION

Students will:

● To examine the rich literary history of England, covering the Middle Ages, Renaissance, Enlightenment, Romanticism, Victorianism, and Modernism

● To journey through landmark works by British writers from the Anglo-Saxon era to the present

● To enrich critical thinking skills, expanding historical context, and refining ability to write in a variety of genres

Strategies for:

● To analyze British literature for theme, indirect and direct characterization, conflict, tone, setting, mood, diction, syntax, and point of view

● To identify and analyze style and voice.

● To identify and analyze figures of speech, literary devices, and poetic devices

● To understand and follow sequence, organization, and development of plot

● To understand and analyze dramatic

Use of:

● Annotate texts

● Perform close readings of texts

● Implement TPCASTT process for poetry

● Imitate author’s writing style

● View informational clips and videos

● View dramatic interpretations

● Read aloud

● Listen to audio versions of texts

Use of: ● Vocabulary and reading

quizzes






● Recitations

Grade: 11 Subject: British Literature Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


● To deepen understanding and appreciation of the various genres in English literature

● To develop critical reading and writing skills

● To expand academic and college level vocabulary

● To communicate ideas logically in oral and written expression

● To develop reading comprehension skills

● To understand the effect social, historical, cultural, political, scientific, and religious philosophies and movements have on writers and their works

techniques

● To analyze and critique literary criticism

● To understand and analyze poetry, literature, drama, short stories, satire, and non-fiction

● Research background information

● Collaborate in pairs/small groups/large groups

● Recite sonnets

● Project-based learning activities

Texts: Beowulf, The Canterbury Tales, Shakespearean Sonnets, Macbeth, Pride and Prejudice, Poetry Unit: The Romantics, Dracula, Great Expectations, Brave New World, How to Read Literature Like a Professor, summer reading



attendance


● Study/reading questions

Grade: 11 Subject: British Literature Honors Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


Students will:

● To examine the rich literary history of England, covering the Middle Ages, Renaissance, Enlightenment, Romanticism, Victorianism, and Modernism

● To journey through landmark works by British writers from the Anglo-Saxon era to the present


Strategies for:

● To analyze British literature for theme, indirect and direct characterization, conflict, tone, setting, mood, diction, syntax, and point of view

● To identify and analyze style and voice



● To understand and analyze dramatic techniques

Use of: ● Annotate texts

● Perform close readings

of texts





● Read aloud



Use of:









● To deepen

understanding and appreciation of the various genres in English literature





● To understand the effect social, historical, cultural, political, scientific, and religious

● To analyze and critique

literary criticism

● To understand and analyze poetry, literature, drama, short stories, satire, and non-fiction

● Collaborate in


● Recite sonnets


Texts: Beowulf, The Canterbury Tales, Shakespearean Sonnets, Othello, A Modest Proposal, Frankenstein, Poetry Unit: The Romantics, Wuthering Heights, Jane Eyre, A Tale of Two Cities, Mrs. Dalloway, How to Read Literature Like a Professor, summer reading

● Recitations



attendance





philosophies and movements have on writers and their works

Grade: 12 Subject: World Literature Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


Students will:

● To read both classics and distinguished contemporary works of World Literature

● To discuss the texts and their authors in terms of literary achievement and cultural context

● To consider one’s own place in the world and to understand and appreciate others more fully

● To demonstrate college-level techniques for the critical evaluation of the human condition and of varied textual subject matter and themes, constructs, context, biography, and

Strategies for:

● To compare and contrast literature from different parts of the world

● To analyze World Literature for theme, indirect and direct characterization, conflict, tone, setting, mood, diction, syntax, and point of view




Use of:

● Annotate texts






● Read aloud



Use of:










current events


● To deepen understanding and appreciation of the various genres in World Literature




● To understand and

analyze dramatic techniques


● To understand and analyze poetry, literature, drama, short stories, parables, myths, folktales, and non-fiction

● Collaborate in


● Recite sonnets


Texts: World Myths, Japanese poetry, Chinese poetry, Epic of Gilgamesh, Oedipus Rex, Divine Comedy, Italian sonnets, Hamlet, The Metamorphosis, Things Fall Apart, Latin American short stories, Russian short stories, How to Read Literature Like a Professor, summer reading


attendance



● Recitations

Grade: 12 Subject: World Literature Honors Department: English Division: Upper School LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


Students will:

● To read both classics and distinguished contemporary works of World Literature

● To discuss the texts and their authors in terms of literary achievement and cultural context

● To consider one’s own place in the world and to understand and appreciate others more fully

● To demonstrate college-level techniques for the critical evaluation of the human condition and of varied textual subject matter and themes, constructs,

Strategies for:

● To compare and contrast literature from different parts of the world

● To analyze World Literature for theme, indirect and direct characterization, conflict, tone, setting, mood, diction, syntax, and point of view



● To understand and follow sequence, organization, and

Use of:

● Annotate texts






● Read aloud



Use of:









context, biography, and current events


● To deepen understanding and appreciation of the various genres in World Literature



● To communicate ideas logically in oral and

development of plot

● To understand and analyze dramatic techniques


● To understand and analyze poetry, literature, drama, short stories, parables, myths, folktales, and non-fiction

● Collaborate in


● Recite sonnets


Texts: World Myths, Japanese poetry, Chinese poetry, Epic of Gilgamesh, Oedipus Rex, Divine Comedy, Italian sonnets, Hamlet, The Stranger, Things Fall Apart, The God of Small Things, The Kite Runner, A Thousand Splendid Suns, Latin American short stories, Russian short stories, How to Read Literature Like a Professor, summer reading



attendance



● Recitations



written expression


Grade: 12 Subject: Senior Thesis Department: English Division: Upper School

LEARNING OBJECTIVES SKILLS INSTRUCTIONAL


Students will: ● Choose topics to research

and find supporting mentors who will recommend and verify content

● Create essential questions for research topics and research using scholarly search engines

● Write annotated bibliographies to assess the strengths and limitations of individual sources

● Build formal outlines to maintain the flow of ideas

● Produce clear and coherent rough and final drafts with appropriate task and purpose

Strategies for: ● Giving evidence

toward a self-generated essential question

● Narrowing or broadening inquiry when appropriate for chosen topics

● Avoiding plagiarism and overreliance on one source through proper MLA citation

● Drawing evidence from texts to support analysis

● Gathering pertinent information from print and digital sources

Use of:

● Participate in how-to sessions and meet with teacher for independent formatting and writing consultations

● Meet with mentor on a regular basis for research verification and source suggestions

● Gather relevant information through research using scholarly databases

● Synthesize multiple sources to demonstrate understanding of a subject

● Develop and strengthen writing through planning, revising, editing, and rewriting

Use of: ● Thesis statements,

topics, and essential questions

● How-to Sessions for formulating research and papers

● Annotated

bibliographies

● Formal outlines

● Participation in consultations with mentors and teacher

● Rough drafts

● Final drafts

Grades: 10-12 Subject: AP Language and Composition Department: English Division: Upper School


EVALUATION

Students will: ● Understand the history

and variety of the essay genre and develop an appreciation of it

● Read a wide variety of essays from the 1500s to the present

● Develop close reading and annotation skills

● Develop skills of critical analysis

● Develop skills to read a visual text

● Communicate ideas logically in written and oral expression

● Understand the rhetorical triangle in

Strategies for: ● Analyzing nonfiction for

speaker, audience message

● Close reading and annotation

● Identifying rhetorical devices used by writer

● Analysis of rhetorical devices and purpose to the rest of the piece

● Developing author’s craft

● Articulating analysis and expression of ideas in written and oral expression

● Generating essential questions

Use of: ● Close reading strategies,

such as SOAPSTone, Toulmin Analysis, OPTIC Analysis, and Says/Does Analysis

● Independent, pair, and small group work

● Writing to learn

● Writer’s workshops-response groups, teacher/student conferences

● Discussion-small group, whole class, Socratic Seminars

● Quotation analyses

● Practice AP exams

Use of: ● Daily class discussions

● Group work

● Timed AP exams-

multiple choice and essay

● Precise writing

● Essays-personal, analytical, argument, synthesis

● Presentations

● Socratic Seminar

● Quizzes-rhetorical devices, quotation analysis

● Rubrics for all assessments

Grades: 10-12 Subject: AP Language and Composition Department: English Division: Upper School


EVALUATION

written and oral expression

● Understand the function of rhetorical devices in oral and written expression

● Hone their own craft of writing to develop personal voice and style

● Expand knowledge of current events

● Leading discussion

● Analyzing and

interpreting a visual text

● Summarizing news stories through precis writing

● Video/audio

● Exemplar texts/essays

● Guest speakers

Texts: ● 100 Great Essays, They

Say/I Say: The Moves that Matter in Academic Writing, Princeton Review: Cracking the AP Language & Composition Exam, digital sources, variety of self-selected works from AP lists of works of merit

Grades: 9-12 Subject: Creative Writing Department: English Division: Upper School

LEARNING OBJECTIVES



Students will: ● To recognize that writing

is a process and to implement the steps of brainstorming, prewriting, outlining, drafting, revising, and editing

● To examine and explore the writing of personal narrative and memoir, fiction, poetry, short story and drama

● To foster a love of and appreciation for the craft of writing

● To gain confidence reading work aloud for classmates and invited guests, fully realizing the process, from first notes, to finished product

Strategies for: ● Read excerpts from texts

on writing such as Bird by Bird, On Writing, and The Writing Life

● Read their fellow classmates’ work

● Write at every meeting. They will produce several pieces of varying length over the course of the year

● Read their work aloud to classmates and invited guests

● Listen to their peers and collaborate with one another to revise and edit

Use of: ● Drawing/coloring, and

then examining artwork and the creative process Annotating the text

● Reacting to different

scents

● Interacting with various textures and writing response

● Sharing and discussing

meaningful objects brought from home

● Journaling from writing

prompts ● Outlining, drafting,

revising ● Videos or radio pieces

that highlight or introduce a style or writing genre

● Creative Writing field

trips outside

Use of: ● Four fully realized pieces

per year, one per semester ● Ability to listen

thoroughly and absorb the work of classmates

● Focused journal time ● Revision and

perseverance ● Effort put forth within

each draft ● Use of diction and syntax

● Constructive use of

feedback ● Growth in terms of

sharing feedback with fellow writers

● Critique groups and

storytelling circles

Grades: 9-12 Subject: Creative Writing Department: English Division: Upper School

● Group discussions, small

group work, partnering Texts/Authors include: Six Word Memoirs, Anne Lamott, Annie Dillard, Natalie Goldberg, Steven King, Best Short Stories series

Grades: 9-12 Subject: Critical Reading Department: English Division: Upper School


EVALUATION

Students will: ● Develop an appreciation

for the written word

● Read widely and deeply

● Improve vocabulary

● Improve comprehension skills

● Develop close reading and annotation skills

● Summarize texts of varying lengths

● Desire to read for pleasure

● Develop skills of critical analysis

Strategies for: ● Analyzing nonfiction for

speaker, audience message

● Close reading and annotation

● Summarizing a text

● Memorizing SAT vocabulary words

● Generating working definition of vocabulary in context

● Making inferences

● Identifying purpose and tone

Use of: ● Close reading strategies,

such as SOAPSTone, Says/Does Analysis

● Independent, pair, and small group work

● Writing to learn

● Writer’s workshops-response groups, teacher/student conferences

● Quizlet for vocabulary acquisition

● Khan Academy SAT critical reading and vocabulary prep

● Discussion-small group,

Use of: ● Daily class discussions

● Group work

● Formative assessments-

polls, ticket out the door, exit slip, write to learn, reflections

● Essays-personal, analytical, argument, synthesis

● Presentations

● Quizzes-multiple choice, short answer, essay, practice SAT critical reading tests

● Rubrics for all assessments

Grades: 9-12 Subject: Critical Reading Department: English Division: Upper School


EVALUATION

● Communicate ideas

logically in written and oral expression

● Understand the rhetorical triangle in written and oral expression

● Understand the function of rhetorical devices in oral and written expression

● Hone their own craft of writing to develop personal voice and style

● Identifying rhetorical

devices used by writer

● Analysis of rhetorical devices and purpose to the rest of the piece

● Developing author’s craft

● Articulating analysis and expression of ideas in written and oral expression

whole class, Socratic Seminar

● Student created anchor posters

● Video/audio

● Exemplar texts/essays Texts: Ten Steps to Improving College Reading Skills, Barron’s SAT Critical Reading Workbook, digital sources, variety of self-selected nonfiction and fiction

Grades: 9-12 Subject: Slam Poetry/Poetic Justice Department: English Division: Upper School

LEARNING OBJECTIVES



Students will: ● To examine the meaning

of the phrase “poetic justice” with regard to issues like race, gender, class, sexuality, discrimination, war, religion

● To understand the history

of slam poetry, from oral tradition to spoken word

● To identify literary terms

and figurative language

● To express ideas and arguments through creative writing

● To foster a love of poetry and an appreciation for the experience the performance aspect of slam

Strategies for: ● Read various examples of

poetry

● Identify the elements of a slam poem: the set-up, the surprise, the climax, the resolution

● Write about their lives in journal exercises, poems and stories

● Present work in class

● Participate in theatrical workshops and presentations

Use of: ● Improvisation exercises

● Team building work

● Writing sessions:

journaling, drafting, revising, editing

● Partner writing (Back-and- forth)

● Group writing/group mind

● Videos of slam poems, TED talks, or listening to radio pieces that highlight or introduce relevant concepts and themes

● Group discussions, small group work, partnering

● Reading/performing pieces of text as monologue or theatrical scene

● Writing workshop and

Use of: ● Four poem collections per

year, one per semester

● Daily participation grade: motivation, effort, energy level

● Effective implementation of poetic devices and techniques introduced in class

● In-class presentations and critique circles

● Sharing original work/work of others in community setting

● Overall commitment to class in terms of personal integrity, respect for self and others, and desire to hone the craft of writing and presenting

Grades: 9-12 Subject: Slam Poetry/Poetic Justice Department: English Division: Upper School

critique sessions

Texts/Authors/videos include:

Shakespeare, Hughes, Yates, Shelley, Wheatley, Giovanni, Angelou, Thomas, Dickinson; Def Poetry, National Poetry Slams, TED talks, NPR broadcasts

grades: 9 subject: genres department: english division ... curriculum... · department: english...

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