pen argyl area school district course of study for …

PEN ARGYL AREA SCHOOL DISTRICT

Course of Study

for

HONORS ENGLISH

Grade 12

Spring 2017

Development Team:

Cheryl Hance

Krista Campbell

1

TABLE OF CONTENTS

I. TITLE PAGE

II. TABLE OF CONTENTS

III. INTRODUCTION

IV. COURSE SCOPE AND SEQUENCE

V. PROGRAM SCOPE AND SEQUENCE

VI. INSTRUCTIONAL UNITS

Grammar & Usage

Narrative Poetry

Mythology

Romance

Novel

Drama

Composition

Vocabulary

Technology

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III. INTRODUCTION

General Statement:

English instruction in twelfth grade on the honors level involves integration of six

general areas: grammar, usage, vocabulary, literature, technology, and writing skills. The

literary focus is an examination of World Literature as well as a continued investigation

of the historical and cultural background of England through a survey of British literature

from the early Elizabethan era to the Contemporary period. The World Literature

component will acquaint students with ancient Greek literature and mythology. Students

will gain a basic understanding of Greek philosophers as well as myths and legends of

ancient Greece and Rome, as related by ancient authors. The following literary periods

of England are emphasized: Elizabethan Renaissance, Elizabethan Drama, Age of

Reason, Romanticism, Victorian, and Twentieth Century. Emphasis is placed on

exploration of drama, poetry, prose, and non-fiction texts. Through these texts, students

will be expected to make a connection between the literature of each literary period and

the social, historical, and philosophical context of the literature. Students should also

develop an understanding of various literary genres associated with each literary period

and an understanding of literary techniques and devices employed by all writers.

The content of the course is aligned to the PA Core Standards for English

Language Arts. Composition focuses on the Keystone Literature constructed responses as

well as the informative, persuasive, and narrative modes of writing.

Instruction focuses on coherent written communication, the rules for proper use of

the English language, the appreciation and value of good literature, vocabulary building,

discussion skills (listening and speaking), and critical and logical thinking skills.

Because good writing and critical thinking are indispensable skills, they are emphasized

and incorporated into all units.

All students are expected to learn the objective and content of each particular unit

in the course. Effort is made to offer choices in writing assignments. Each student will

be required to complete a research paper and participate in several research projects

culminating in a media and oral presentation.

Course Resources, Selected Readings, and Texts:

The study of formal grammar will be included in conjunction with writing assignments.

The grammar and usage components of the course will be taught using teacher-prepared

presentations and documents. Reference Texts: the Holt Handbook, Sixth Course,

copyright 2008 and Warriner’s English Grammar and Composition, Liberty Edition,

copyright 1986.

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Selected literature:

Students will be required to read a teacher-selected period novel, a teacher-selected

Shakespearean play, Greek tragedy, and selections from Geoffrey Chaucer’s Canterbury

Tales, the Iliad and/or Odyssey, and Greek and Roman Mythology.

Required reading will include pieces of nonfiction prose, poetry, fiction prose, and

drama. Suggested readings in each of the aforementioned categories are as follows:

Nonfiction Prose:

Teacher-selected readings from ancient philosophers (Socrates, Aristotle,

Plato).

Teacher-selected essays, letters, and editorials of Samuel Pepys, Joseph

Addison, Alexander Selkirk, Alexander Pope, Samuel Johnson, James

Boswell, Francis Bacon, or Daniel Defoe.

Poetry:

*Selections from The Canterbury Tales by Geoffrey Chaucer, Nevill

Coghill translation

Romance (Narrative Poetry):

*Sir Gawain and the Green Knight (Author Unknown) or

Idylls of the King by Alfred, Lord Tennyson

Selected poems of the Romantic poets: Robert Burns, William Blake,

William Wordsworth, Samuel Taylor Coleridge, Lord (George Gordon)

Byron, Percy Shelly, and John Keats

*Selections not read in Honors English 11

Fiction Prose:

Selections from Mythology by Edith Hamilton

Selections from The Illiad by Homer

The Odyssey by Homer

From Frankenstein by Mary Shelly

Teacher-selected novel by Charles Dickens

Lord of the Flies by William Golding

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Drama:

Oedipus by Sophocles

Antigone by Sophocles

Teacher selected tragedy or history play by William Shakespeare

A Man for All Seasons by Robert Bolt

Pygmalion by George Bernard Shaw

The Doll’s House by Katherine Mansfield

Selected Literature will be accessed online from various school-approved websites.

The vocabulary section of the course will use Vocabulary Workshop by Sadlier-Oxford,

2012 editions. Students will continue with and complete Level G, followed by selected

units from Level H.

Pen Argyl High School Common Research Model, Volume 1, September 2000.

Meeting Times and Length of Course:

This course is scheduled to meet for one period each day of the six day cycle.

Approximately 225 minutes per week is devoted to English instruction for the entire

school year.

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IV. COURSE SCOPE

Grammar

1. Review of Basic Punctuation

2. Review of Pronoun reference

3. Phrases and Clauses

5. Simple, Compound, Complex,

and Compound/Complex

sentences

6. Consistency of tense

Usage

1. Verb Tense and Voice

2. Verb Mood and Models

3. Subjects/Verb Agreement

4. Pronoun/Antecedent

Agreement

5. Plurals and possessives

6. Coordination/Subordination

7. Parallelism

8. Misplaced and Dangling

Modifiers

9. Frequently Confused Words

Literary Periods

1. Ancient Greece and Rome

2. Elizabethan England

3. England’s Age of Reason and

Romanticism

4. Victorian England

5. Contemporary England

Drama

1. Dramatic structure

2. Dramatic techniques

3. Reading Oedipus or Antigone

4. Shakespearean and British

Contemporary Plays

Composition

1. Exposition

2. Narration

3. Description

4. Persuasion

5. Research paper

6. Thesis Statement

Vocabulary

1. Basic definitions

6. Synonyms and antonyms

3. Parts of speech

4. Use in sentences

5. Connotation and denotation

6. Literal and figurative usage

7. Analogies

8. Root meanings

Novel/Romance

1. Basic elements of plot

2. Character development

3. Theme analysis

4. Relating character and theme

to self

Poetry

1. Rhythm

2. Rhyme Scheme

3. Tone/Mood

4. Figurative Language

5. Narrative Verse

6. Characterization

7. Satire

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V. PROGRAM SCOPE AND SEQUENCE

The senior high school English program is aligned to the Pennsylvania Common Core.

The program reviews skills learned in eleventh grade honors English and builds upon

them. This course is mandatory for the student who has completed ninth, tenth, and

eleventh grade English Honors, but who does not select Advanced Placement English and

Composition. It is not recommended for those students who have not taken eleventh

grade Honors English, as it uses British literature as its background.

Students will become extensively involved with organizational and conceptual

analysis and will demonstrate these skills as they engage in written and oral activities.

Analysis and critical thinking are expected in reading, writing, and oral activities which

revolve around selected works of World and British literature.

All high school students are expected to develop their reading, writing, speaking, and

critical thinking skills. Students will continue to write expository, narrative, descriptive,

and persuasive essays. They will be expected to work both in groups and individually and

be able to present their work to others both as a member of a group and individually.

All students will review the rules of grammar and how it affects their writing. Students

will also study vocabulary, since it is important in their writing, in preparation for the

SAT’s, other standardized tests, and in the workplace.

Students will read a variety of literature. They will learn the various genres as they

study World and British literature and Ancient Greek, Shakespearean, and Contemporary

drama. Students may be required to read other teacher-selected novels for outside

reading.

Students will develop critical thinking skills through both reading and writing. These

skills are integrated throughout each instructional unit. Students will be expected to

recognize different levels of meaning in the works they read. They must also organize

and support both their written and oral interpretations.

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VI. INSTRUCTIONAL UNITS

Grammar and Usage

Duration: Integrated with writing and literature throughout the year

Unit Outcomes:

Students will form and correctly use verb tenses: present, past, future, present

perfect, past perfect, future perfect.

Students will identify, form and correctly use verb tenses forms: progressive and

emphatic.

Students will distinguish between and effectively use active and passive voice.

Students will identify, form and correctly use moods of verbs: indicative,

imperative, present subjunctive, and past subjunctive.

Students will identify, form and correctly use verb models: can, could, may,

might, must, ought, shall, will, should, and would.

Students will be able to correctly conjugate verbs in both active and passive voice.

Students will be able to demonstrate consistency of voice and tense in speaking

and writing.

Students will identify and correct problems of subject/ verb and pronoun

antecedent agreement.

Students will understand and correctly use phrase and clause modifiers (avoid

dangling and misplaced modifiers).

Students will demonstrate the correct use of basic punctuation skills: commas,

semicolons, colons, apostrophes, and italics.

Students will distinguish between and correctly use words whose spellings or

meanings are frequently confused.

Students will be able to recognize, correct, and avoid sentence structure errors,

particularly faulty parallelism and faulty parallelism and faulty coordination,

subordination of ideas.

Students will and choose appropriate connectives and subordinating conjunctions

to show time, cause, purpose, or condition.

Students will develop correct usage rules for speaking and writing through

instruction and example.

Students will apply correct usage rules to all oral and written communication.

Related Standards:

CC.1.4.11–12.E: 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

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while attending to the norms of the discipline in which they are

writing.

CC.1.4.11–12.F, L, R: Demonstrate a grade-appropriate command of the conventions

of standard English grammar, usage, capitalization, punctuation,

and spelling.

CC.1.4.11–12.H: Write with a sharp, distinct focus identifying topic, task, and

audience.

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.K: Write with an awareness of the stylistic aspects of composition. Use





writing.

CC.1.4.11–12.Q: Write with an awareness of the stylistic aspects of writing. Use

parallel structure. Use various types of phrases and clauses to

convey specific meanings and add variety and interest. Use



topic.

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.1.5.11–12E: Adapt speech to a variety of contexts and tasks.

CC.1.5.11–12.G: Demonstrate command of the conventions of standard English when

speaking based on Grades 11–12 level and content.

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Content and Instructional Activities:

Identify structural and grammatical elements in a variety of sentences.

Create original sentences that illustrate the concepts being learned.

Revise all sentence structure and grammar and usage errors in written work using

the techniques learned.

Reinforce grammar skills through varied techniques including writing, tests, and

quizzes.

Identify and correct errors in usage in practice sentences, students’ own work, and

in peer editing.

Remediation:

Identification of what needs to be reviewed and additional practice in a variety of

formats. Options for whole class, small group, or individual instruction depending

upon need. Lessons and practices based on individual students’ instructional

needs.

Enrichment:

Exercises of increasing difficulty including the application of the rules to peer

editing. Lessons and practices based on individual students’ instructional needs.

Assessment Criteria:

Teacher-made and publisher-supplied tests, worksheets and assignments

Use of correct grammar and varied sentence structure in written work

Use of correct grammar and varied sentence structure in oral presentations and

discussions.

Materials/Resources:

Teacher designed lessons, worksheets, and activities

Literature

Duration: Ongoing throughout the year

Unit Outcomes:

Students will improve reading and analytical skills in all types of readings that

make up this course.

Students will recognize and distinguish various Literary Periods: Ancient Greece

and Rome, Elizabethan Renaissance, Age of Reason, Romanticism, Victorian, and

Contemporary.

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Students will improve their ability to discuss, analyze, and write about their

reading.

Students will understand the conventions of the many types of literature studied in

the survey of World and British Literature: Greek tragedy, the epic, the romance,

Shakespearean drama, the essay, the lyric poem, the allegory, the novel, and

contemporary drama.

Students will recognize that literature is a product of the historical, social, and

philosophical content in which it was written.

Students will understand key historical, cultural, and literary features, as well as

selected representative works from World and British Literature.

Students will develop an appreciation for and understanding of nonfiction.

Students will define and recognize figurative language and literary devices in

literature.

Students will define and recognize literary terms: prose, poetry, theme,

symbolism, allegory, imagery, mood/tone, allusion, foreshadowing, satire, irony,

sarcasm, wit, and colloquial language (dialect).

Students will form critical opinions and observations about works from various

genres of literature.

Students will identify literary works for critical elements, such as plot

development, theme, point of view, conflict, characterization, and setting.

Students will respond creatively to literature through original stories, projects, or

music.

Students will respond orally and in writing to information and ideas gained by

reading narrative and informational texts and use the information to make

decisions and solve problems.

Students will write for a variety of purposes, including to narrate, inform, and

persuade.

Students will analyze and make critical judgments about all forms of

communication, separating fact from opinion, recognizing propaganda, stereotypes

and statements of bias, recognizing inconsistencies and judging the validity of

evidence.

Students will exchange information orally, including understanding and giving

spoken instructions, asking and answering questions appropriately and promoting

effective group communication.

Students will compose and make written and oral presentations that are designed

to persuade, inform, or describe.

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Related Standards:

Standard Area - CC.1.2: Reading Informational Text: Students read, understand, and

respond to informational text – with emphasis on comprehension, vocabulary acquisition,

and making connections among ideas and between texts with focus on textual evidence.

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.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.1.2.11–12.C: Analyze the interaction and development of a complex set of ideas,

sequence of events, or specific individuals over the course 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.

CC.1.2.11–12.E: Analyze and evaluate the effectiveness of the structure an author

uses in his or her exposition or argument, including whether the

structure makes points clear, convincing, and engaging.

CC.1.2.11–12.F: Evaluate how words and phrases shape meaning and tone in texts.

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.H: Analyze seminal texts based upon reasoning, premises, purposes,

and arguments.

CC.1.2.11–12.I: Analyze foundational U.S. and world documents of historical,

political, and literary significance for their themes, purposes, and

rhetorical features.

CC.1.2.11–12.J: Acquire and use accurately general academic and domain specific

words and phrases, sufficient for reading, writing, speaking, and

listening at the college- and career-readiness level; demonstrate

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independence in gathering vocabulary knowledge when considering

a word or phrase important to comprehension or expression.

CC.1.2.11–12.K: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade-level reading and content,

choosing flexibly from a range of strategies and tools.

CC.1.2.11–12.L: Read and comprehend literary nonfiction and informational text on

grade level, reading independently and proficiently.

Standard Area CC.1.3: Reading Literature: Students read and respond to works of

literature with emphasis on comprehension, vocabulary acquisition, and making

connections among ideas and between texts with focus on textual evidence.

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.



based on and related to an author’s implicit and explicit

assumptions and beliefs.

CC.1.3.11–12.C: Analyze the impact of the author’s choices regarding how to

develop and relate elements of a story or drama.



CC.1.3.11–12.E: Evaluate the structure of texts including how specific sentences,

paragraphs, and larger portions of the texts relate to each other and

the whole.

CC.1.3.11–12.F: Evaluate how words and phrases shape meaning and tone in texts.

CC.1.3.11–12.G: Analyze multiple interpretations of a story, drama, or poem (e.g.,

recorded or live production of a play or recorded novel or poetry),

evaluating how each version interprets the source text. (Include at

least one play by Shakespeare and one play by either Sophocles or

a contemporary British author.)

13

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.

CC.1.3.11–12.I: Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade level reading and

content, choosing flexibly from a range of strategies and tools.

CC.1.3.11–12.J: Acquire and use accurately general academic and domain-specific


listening at the college- and career readiness level; demonstrate



CC.1.3.11–12.K: Read and comprehend literary fiction on grade level, reading

independently and proficiently.

Standard Area - CC.1.5: Speaking and Listening: Students present appropriately in

formal speaking situations, listen critically, and respond intelligently as individuals or in

group discussions.



others’ ideas and expressing their own clearly and persuasively.

CC.1.5.11–12.B: Evaluate how the speaker’s perspective, reasoning, and use of

evidence and rhetoric affect the credibility of an argument through

the author’s stance, premises, links among ideas, word choice,

points of emphasis, and tone.

CC.1.5.11–12.C: Integrate multiple sources of information presented in diverse

formats and media (e.g., visually, quantitative, orally) in order to

make informed decisions and solve problems, evaluating the

credibility and accuracy of each source and noting any

discrepancies among the data.

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.1.5.11–12E: Adapt speech to a variety of contexts and tasks.

14

CC.1.5.11–12.F: Make strategic use of digital media in presentations to add interest

and enhance understanding of findings, reasoning, and evidence.

CC.1.5.11–12.G: Demonstrate command of the conventions of standard English

when speaking based on Grades 11–12 level and content.

Content and Related Activities:

Reading and interpreting selections from World and British literature:

Suggested Readings:

Ancient Greece

Selected Readings by Socrates and/or Plato

One of the following:

Oedipus by Sophocles

Antigone by Sophocles

Mythology

Selected excerpts from Edith Hamilton’s Mythology

One of the following in its entirety or excerpts from:

The Iliad by Homer

The Odyssey by Homer

Medieval Age


The Knight’s Tale by Geoffrey Chaucer

The Pardoners Prologue by Geoffrey Chaucer

The Pardoner’s Tale by Geoffrey Chaucer

The Nun’s Priest Tale by Geoffrey Chaucer

Sir Gawain and the Green Knight (Author Unknown)

Elizabethan Renaissance


Macbeth by William Shakespeare (if not read in Honors English 11)

Hamlet by William Shakespeare

Richard III by William Shakespeare

15

Age of Reason

One or more of the following:

From the Diary by Samuel Pepys

Will Wimble from The Spectator by Joseph Addison

From The Englishman by Alexander Selkirk

From An Essay on Man by Alexander Pope

From the Dictionary of the English Language by Samuel Johnson

From the The Life of Milton by Samuel Johnson

Johnson’s Letter to Chesterfield by Samuel Johnson

On the Death of Dr. Robert Levet by Samuel Johnson

From the The Life of Samuel Johnson by James Boswell

Of Studies by Francis Bacon

From A Journal of the Plague Year by Daniel Defoe.

Romanticism

Selected Poetry by the Romantic Poets: Robert Burns, William Blake,

William Wordsworth, Samuel Taylor Coleridge, Lord (George Gordon)

Byron, Percy Shelly, and John Keats

From Frankenstein by Mary Shelly

Victorian Age

One of the following novels by Charles Dickens:

A Christmas Carol

A Tale of Two Cities

Great Expectations

The Twentieth Century

One or more the following:

A Man for All Seasons by Robert Bolt

Pygmalion by George Bernard Shaw

A Doll’s House by Katherine Mansfield

My Oedipus Complex by Frank O’Connor

Lord of the Flies by Gordon Golding

16

Content and Related Activities:

Independent reading and exercises which focus on comprehension, application,

analysis, and evaluation of literature. Oral, written, and creative responses to

selections are emphasized.

Application of literary terms to selections read

Teacher- made assignments

Lecture

Remediation:

Study guides

Video/audio recordings

Reading strategies for comprehension and understanding

o Read aloud

o Paraphrase

o Break down long sentences into manageable pieces

o Small group work to write summaries of reading material



upon need. Lessons and practices based on individual students’ instructional

needs.

Enrichment:

Assignments requiring higher level thinking skills

Supplemental Reading: Literary selections of greater difficulty

Suggested readings:

Gulliver’s Travels by Jonathan Swift

The Once and Future King – novel by T. H. White

Angela’s Ashes by Frank McCourt

1984 by George Orwell

The Love Song of J. Alfred Prufrock by T. S. Eliot

The Waste Land by T.S. Eliot

Teacher Selected Titles for Written Analysis


Supplementary novels

Videos of various selections of British literature

Supplementary study guides and activity packets

Reference texts: Prentice Hall Literature: World Masterpieces, Prentice Hall

Literature: The British Experience, Oxford Companion to British Literature, Edith

Hamilton’s Mythology

17

Teacher designed worksheets and activities


Teacher-made tests, quizzes and activities

Supplementary tests, quizzes and activities from publishers

Essays

Creative projects

Small and large group discussion

Drama

Duration: One marking period

Unit Outcomes:

Students will recognize the elements of a Shakespearean tragedy.

Students will identify the literary elements of conflict, plot development,

characterization, setting, and theme in a play.

Students will analyze the use of the aside, set design, stage directions, imagery,

monologue, soliloquy and other dramatic conventions.

Students will compare Elizabethan theater to modern theater.

Related Standards:

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.



based on and related to an author’s implicit and explicit

assumptions and beliefs.

CC.1.3.11–12.C: Analyze the impact of the author’s choices regarding how to

develop and relate elements of a story or drama.



CC.1.3.11–12.E: Evaluate the structure of texts including how specific sentences,

paragraphs, and larger portions of the texts relate to each other and

the whole.

18

CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

CC.1.3.11–12.G: Analyze multiple interpretations of a story, drama, or poem (e.g.,

recorded or live production of a play or recorded novel or poetry),

evaluating how each version interprets the source text. (Include at

least one play by Shakespeare and one play by an American

dramatist.)

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.

CC.1.3.11–12.I: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade level reading and content,

choosing flexibly from a range of strategies and tools.






CC.1.3.11–12.K: Read and comprehend literary fiction on grade level, reading

independently and proficiently.











credibility and accuracy of each source and noting any discrepancies

among the data.

19

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.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.

CC.1.5.11-12.F: Make strategic use of digital media in presentations to add interest


CC.1.5.11-12.G: Demonstrate command of the conventions of standard English when

speaking based on grade 11-12 level and content.

Activities:

Oral and independent reading and exercises which focus on comprehension,

application, analysis and evaluation of literature. Oral, written and creative

responses to selections are emphasized. Excerpts from various video

performances are watched to compare to the original.

Remediation:

No Fear Shakespeare

Study guides

Video/audio recordings

Reading strategies for comprehension and understanding

o Read aloud

o Paraphrase

o Break down long sentences into manageable pieces

o Small group work to write summaries of reading material

o Graphic organizers

Enrichment:

Research various historical aspects of text pertaining to the selection being studied

Perform and video-record assigned scenes from the selected drama

Assignments requiring higher level thinking skills


Oedipus or Antigone by Sophocles

Selected Plays by William Shakespeare and Contemporary British authors

Various film versions of Macbeth, Hamlet, Richard III, A Man for All Seasons, A

Doll’s House

Teacher-made and text book assignments

20

Assessments:

Teacher-made tests, quizzes, handouts

Supplementary tests from various publishers

Essays

Creative projects

Composition

Duration: Minimum one class period per week

Unit Outcomes:

Students will develop paragraphs of various types.

Students will continue to develop their understanding and use of proper sentence

structure.

Students will elaborate on an idea to produce multiple paragraph essays.

Students will continue to develop their understanding and use of the essential

components of expository composition: writing, coherence, development,

organization, clarity.

Students will research a topic and apply organizational skills to follow the research

process and prepare a research paper. Students will apply correct research

techniques and procedures, including choosing and limiting a topic, preparing a

preliminary bibliography, preparing source and note cards, preparing an outline,

composing a rough draft, revising a rough draft, composing a final copy, and

creating a “Works Cited” page.

Students will evaluate critical material relating to his/her topic.

Students will be able to use various library research tools, such as Power Library,

Gale databases, Access Pennsylvania, appropriate reference sources, and

electronic searches.

Students will be able to incorporate materials into a developed research paper

using proper paraphrasing and quoting techniques.

Students will be able to use appropriate documentation techniques.

Students will respond orally and in writing to information and ideas gained by

reading narrative and informational texts and use the information to make

decisions and solve problems.

Students will write for a variety of purposes, including to characterize, narrate,

inform, and persuade.

Students will analyze and make critical judgments about all forms of

communication, separating fact from opinion, recognizing propaganda, stereotypes

and statements of bias, recognizing inconsistencies and judging the validity of

evidence.

21

Related Standards:

Standard Area - CC.1.4: Writing: Students write for different purposes and audiences.

Students write clear and focused text to convey a well-defined perspective and

appropriate content.

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.B: Write with a sharp, distinct focus identifying topic, task, and

audience.

CC.1.4.11–12.C: Develop and analyze the topic thoroughly by selecting the most

significant and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the

audience’s knowledge of the topic; include graphics and multimedia

when useful to aiding comprehension.

CC.1.4.11–12.D: Organize complex ideas, concepts, and information so that each

new element builds on that which precedes it to create a whole; use

appropriate and varied transitions and syntax to link the major

sections of the text; provide a concluding statement or section that

supports the information presented; include formatting when useful

to aiding comprehension.

CC.1.4.11–12.E: Write with an awareness of the stylistic aspects of composition. Use





writing.

CC.1.4.11–12.F: Demonstrate a grade-appropriate command of the conventions


and spelling.

CC.1.4.11–12.G: Write arguments to support claims in an analysis of substantive

topics.

CC.1.4.11–12.H: Write with a sharp, distinct focus identifying topic, task, and

audience.

22

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.K: Write with an awareness of the stylistic aspects of composition. Use





writing.

CC.1.4.11–12.L: Demonstrate a grade-appropriate command of the conventions


and spelling.

CC.1.4.11–12.M: Write narratives to develop real or imagined experiences or events.

CC.1.4.11–12.N: Engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple points

of view, and introducing a narrator and/or characters.

CC.1.4.11–12.O: Use narrative techniques such as dialogue, description, reflection,

multiple plotlines, and pacing to develop experiences, events,

and/or characters; use precise words and phrases, telling details,

and sensory language to convey a vivid picture of the experiences,

events, settings, and/or characters.

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.

23

CC.1.4.11–12.Q: Write with an awareness of the stylistic aspects of writing. Use

parallel structure. Use various types of phrases and clauses to

convey specific meanings and add variety and interest. Use



topic.

CC.1.4.11–12.R: Demonstrate a grade-appropriate command of the conventions


and spelling.

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.1.4.11–12.T: Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing

what is most significant for a specific purpose and audience.

CC.1.4.11–12.U: Use technology, including the Internet, to produce, publish, and

update individual or shared writing products in response to ongoing

feedback, including new arguments and information.

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 broaden 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.1.4.11–12.X: Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or

a day or two) for a range of discipline-specific tasks, purposes, and

audiences.

24












among the data.









Activities:

Write paragraphs on a variety of topics and in a variety of styles, including

narrative, expository, descriptive, and persuasive.

Prepare a research paper using source cards, note cards, and a works cited.

Edit the rough drafts of writing utilizing the RADAR strategy.

Students will research and determine reliability of sources and understand the

concept of plagiarism.

Remediation:

Options for whole class, small group, or individual instruction as needed

Enrichment:

Varied levels of difficulty and research

Allow more creativity in scope and topic

25


Reference texts: Warriner’s English Grammar and Composition, Complete

Course

The Common Research Model, prepared by the high school English Department

Instructional guides

Activity packets suggesting a variety of writing exercises


Student writing, including paragraphs, essays, and research paper

Peer editing

Vocabulary

Duration: Integrated throughout the year

Unit Outcomes:

Students will apply knowledge of vocabulary concepts in writing and speaking.

Students will decide on most appropriate word choice in a given context.

Students will be able to identify definitions, synonyms and antonyms for each

word.

Students will be able to complete analogies.

Students will be able to identify common root words, suffixes, and prefixes.

Students will use context clues to insert vocabulary words in sentences.

Students will identify and correctly use new words acquired through the use of

analogy.

Students will enhance their speaking and writing vocabulary and improve various

vocabulary skills: - roots, derivatives - denotative/connotative meanings - word

analogies

Related Standards:

CC.1.2.11-12.F: Evaluate how words and phrases shape meaning and tone in text.

CC.1.211-12.K: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade-level reading and content,

choosing flexibility from a range of strategies and tools.

CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in text.

CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade level reading and content,

choosing flexibility from a range of strategies and tools.

26




independence in gathering vocabulary knowledge when considering a

word or phrase important to comprehension or expression.







Activities:

Discuss words in context and multiple meanings.

Identify synonyms and antonyms of new words.

Solve analogies using vocabulary words.

Incorporate new vocabulary words into writing.

Complete exercises which focus on pronunciation, parts of speech, definitions,

synonyms, antonyms, sentence completion, and phrase completion illustrating

literal and figurative uses of words.

Remediation:

Supplemental online activities



upon need.

Enrichment:


Practice with Greek and Latin roots and additional practice for standardized test

preparation


Basic texts: Vocabulary Workshop, Level G, Enriched Edition; Vocabulary

Workshop, Level H, Enriched Edition (SadlierOxford, copyright 2012)


Teacher-made worksheets and activity sheets

Vocabulary development as prescribed by selected literary works

27


Teacher-made tests and quizzes

Publisher-supplied tests and quizzes

Student writing and speaking

Technology

Duration: Integrated throughout the year

Unit Outcomes:

Students will use technology, including the Internet, to produce, publish and

update individual or shared writing projects, power points, timelines, and other

creative products

Students will research online and determine reliability of sources and understand

the concept of plagiarism

Students will utilize supplemental online tools

Students will manage digital files

Related Standards:

CC.1.4.11–12.T: Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing

what is most significant for a specific purpose and audience.

CC.1.4.11–12.U: Use technology, including the Internet, to produce, publish, and

update individual or shared writing products in response to ongoing

feedback, including new arguments and information.

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 broaden 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.

28












among the data.









Activities:

Various projects and activities based on student and teacher need


Computers

Internet

Online tools (such as Citationmaker.com, etc.)

Online data bases (such as Gale, Salem Press, etc.)

pen argyl area school district course of study for …

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