teacher’s guide - shdscyberacademy · pdf fileand to determine a final course grade....

PLATO® Courses Teacher’s Guide—English 12A

Copyright © 2012 PLATO Learning, Inc. All rights reserved.

Engl

ish 1

0 A

PLATO® Course

Teacher’s Guide

Engl

ish 1

2 A

PLATO® Course

Teacher’s Guide


Copyright © 2012 PLATO Learning, Inc. All rights reserved.

Contents

English 12, Semester A Overview......................................................................................................................................... 3

Course Components ....................................................................................................................... 4

Course Implementation Models ...................................................................................................... 7

English 12, Semester A, Overview .................................................................................................. 8

English 12, Semester A, Curriculum Contents and Pacing Guide ................................................... 9

Unit 1: The Writing Process ........................................................................................................ 9

Unit 2: Early English Literature ................................................................................................... 9

Unit 3: Rhetoric and Persuasion ............................................................................................... 12

Unit 4: The English Renaissance ............................................................................................. 14

Unit 5: Poetry ........................................................................................................................... 29

Appendix....................................................................................................................................... 38


3

Overview

PLATO Courses are developed to give the instructor a variety of ways to engage different

learning modalities and to give the student an opportunity to experience a range of

standards and objectives to ensure academic success.

PLATO Courses integrate PLATO online curriculum, electronic learning activities, and

supporting interactive activities. An array of assessment tools allows the instructor to

correctly place students at the appropriate learning level, to evaluate strengths and needs,

to create individualized learning goals, and to determine proficiency. Reports assist the

student in understanding where he or she needs to focus to be academically successful as

measured against objectives. Guidelines and tools are provided to track student progress

and to determine a final course grade.

PLATO Courses give the instructor control over the instructional choices for individual

students as well as for the classroom. The instructor may use all of the components as

sequenced or select specific activities to support and enhance instruction. PLATO Courses

can be used in a variety of ways to increase student achievement.


4

Course Components

Learning Activities

Four types of learning activities are available in PLATO Courses:

Tutorials. The tutorials are modules with direct instruction and practice

interactions. Instruction is made engaging through the use of videos and

animations. Practice interactions that help students check their progress at

mastering new concepts include drag-and-drops, multiple-choice questions, and fill-

in-the blank questions. Some tutorials also include Web links to informational sites,

games, and videos, which are designed to broaden students’ access to information on

the topic.

Lesson Activities. The Lesson Activities are written assignments that allow the

student to develop new learning in a constructivist way or apply learning from the

direct instruction in a significant way. In either case, the Lesson Activities are

designed to be an authentic learning and assessment tool: doing something real to

develop new understanding while providing a subjective measure of that

understanding.

The Lesson Activities are embedded in the tutorials and supply a document for

offline use by students to record results. Some activities have an answer key that

provides answers for single-answer questions and sample answers for open-ended

questions. Other activities have objective rubrics. Students need to submit some of

these activities through the Digital Drop Box for instructor evaluation and feedback.

Other activities can be checked by students themselves using the answer key. Keep

in mind that some students may need guidance to successfully self-check open-ended

questions against a model.

Online Discussions. Online discussion with instructors and other students is a key

activity, based on twenty-first-century skills, that allows for higher-order thinking

about terminal objectives. An online threaded discussion mirrors the educational

experience of a classroom discussion. Instructors can initiate a discussion by asking

a complex, open-ended question. Students can engage in the discussion by

responding both to the question and to the thoughts of others. Each unit in a course

has one predefined discussion topic; instructors may include additional discussion

topics. A rubric for grading discussion responses is included in this guide.

Unit Activities. The culminating activity at the end of each unit aims to deepen

understanding of some key unit objectives and either tie them together or tie them

to other course concepts. The Unit Activities entail authentic performance and

support development of twenty-first-century skills. The student version includes a

simple rubric, if appropriate, while teacher versions may contain more complex

rubrics, answer keys, and modeled sample answers. Unit activities supply a

document that students can use offline to record results.


5

Learning aids assist students within the courseware activities. In English 12A, these

learning aids, or tools, include the following:

Assessment and Testing. Best practices in assessment and testing call for a

variety of activities to evaluate student learning. Multiple data points present

a more accurate evaluation of student strengths and needs. Some assessment

activities also serve as learning activities to provide authentic learning and

assessment opportunities. These activities are designed to encourage higher-

order cognitive thinking and most focus on real-world applications and/or

twenty-first-century skills. Note that assessment items are available for most

tutorials in PLATO Courses. In support of this model of evaluation, PLATO

Courses include the following:

o Lesson Activities are embedded in the tutorials. They are designed to

encourage investigation and to provide practice. Some activities have an

answer key that provides answers for single-answer questions and sample

answers for open-ended questions. Other activities have objective rubrics.

Students need to submit some of these activities through PLE’s Digital Drop

Box for instructor evaluation and feedback. Other activities can be checked

by students themselves using the answer key. Keep in mind that some

students may need guidance to successfully self-check open-ended questions

against a model.

o Discussions encourage students to reflect on concepts, articulate their

thoughts, and respond to the views of others. Thus, discussions help assess

students’ critical-thinking skills. Each unit in a course has one predefined

discussion topic; instructors may include additional discussion topics. A

rubric for grading discussion responses is included in this guide.

o Unit pretests are provided for each course unit. The purpose of these

assessments is to determine the student’s existing knowledge. If the student

scores the prescribed percentage on a unit pretest, he or she may be

exempted from completing the related courseware. Note, however, that this

feature is primarily designed for credit recovery purposes. For first-time

credit, students are typically not allowed to “test out” of course lessons.

o Mastery tests at the end of each tutorial provide the instructor and the

student with clear indicators of areas of strength and weakness. These

multiple-choice tests are taken online.

o Unit Activities give students the opportunity to apply and integrate

concepts they have learned across lessons within a course unit and thereby

demonstrate higher-order thinking skills. Students can use the Digital Drop

Box to electronically submit their work for grading by the instructor.

o Unit posttests help instructors track how well students have mastered the

unit’s content. The tests are multiple-choice and are provided online and

offline.

o End-of-semester tests assess the major objectives covered in the course. By

combining the unit pretest and unit posttest information with the end-of-

semester test results, the instructor will gain a clear picture of student

progress.


6

Subjective Assessment

Of the assessment tools listed above, three are designed specifically to address higher-level

thinking skills and operations: Lesson Activities, Unit Activities, and Discussions. All of

these activities allow the instructor to score work either on a 4-point rubric or on a scale of

0 to 100.

Lesson Activities and Unit Activities employ the Digital Drop Box, which enables students

to submit work in a variety of electronic formats. This feature allows for a wide range of

authentic learning and assessment opportunities for courses. PLATO provides keys for

PLATO-designed Digital Drop Box activities. These keys range from simple rubrics to

detailed sample responses. Online discussions may use whatever rubric the instructor sets.

A suggested rubric is provided here for your reference.

Online Discussion Rubric

D/F 0–69

Below

Expectations

C 70–79

Basic

B 80–89

Proficient

A 90–100

Outstanding

Relevance of

Response

The responses

do not relate to

the discussion

topic or are

inappropriate

or irrelevant.

Some responses

are not on topic

or are too brief

or low level.

Responses may

be of little value

(e.g., yes or no

answers).

The responses

are typically

related to the

topic and

initiate further

discussion.

The responses

are consistently

on topic and

bring insight into

the discussion,

which initiates

additional

responses.

Content of

Response

Ideas are not

presented in a

coherent or

logical manner.

There are many

grammar or

spelling errors.

Presentation of

ideas is unclear,

with little

evidence to back

up ideas. There

are grammar or

spelling errors.

Ideas are

presented

coherently,

although there

is some lack of

connection to

the topic. There

are few

grammar or

spelling errors.

Ideas are

expressed clearly,

with an obvious

connection to the

topic. There are

rare instances of

grammar or

spelling errors.

Participation The student

does not make

any effort to

participate in

the discussion.

The student

participates in

some

discussions but

not on a regular

basis.

The student

participates in

most

discussions on a

regular basis

but may require

some prompting

to post.

The student

consistently

participates in

discussions on a

regular basis.


7

Course Implementation Models

PLATO Courses give instructors the flexibility to define implementation approaches that

address a variety of learning needs. Instructors can configure the courses to allow

individual students to work at their own pace or for group or class learning. Furthermore,

the courses can be delivered completely online (that is, using a virtual approach) or can

include both face-to-face and online components (that is, using a blended approach).

Depending on the learner grouping and learning approach, instructors can choose to take

advantage of peer-to-peer interaction through online discussions. Similarly, if students

have prior knowledge of the concepts taught in certain lessons, instructors can decide to

employ unit pretests to assess students’ prior knowledge and exempt them from taking the

lessons. Note, however, that this feature is primarily designed for credit recovery purposes.

For first-time credit, students are typically not allowed to “test out” of course lessons.

Following are two common implementation models for using PLATO Courses, along with

typical (but not definitive) implementation decisions.

Independent Learning

The student is taking the course online as a personal choice or as part of an

alternative learning program.

Learner grouping independent learning

Learning approach blended or virtual

Discussions remove from learning path

Unit pretests students do not take pretests

Group or Class Learning

The online course is offered for a group of students. These students may not be able

to schedule the specific course at their local school site, or they may simply want the

experience of taking an online course.

Learner grouping group interaction

Learning approach blended or virtual

Discussions use; additional discussion

questions may be added

Unit pretests students do not take pretests


8

English 12, Semester A, Overview

Instructional Approach

Each unit in English 12 uses a central theme to teach reading, writing, grammar, and

mechanics, thus providing learners with a cohesive and connected learning experience.

Research strongly supports the use of connections to increase learner achievement.

Each unit in the course includes a predefined discussion topic. These discussions provide an

opportunity for discourse on specific course concepts and their applications. In this way, the

course encourages the development of critical twenty-first-century skills.

To generate skills for lifelong learning, many of the lessons in this course use student-

driven, constructivist approaches for concept development. The remaining lessons employ

direct instruction approaches.

Instructional Strategies

Common instructional strategies include a structure that provides for both individual and

group learning. Learners are expected to respond to writing prompts, analyze both fiction

and nonfiction pieces, use the Internet to research, create presentations to share

information, and use grading rubrics to understand expectations.


9

English 12, Semester A, Curriculum Contents

and Pacing Guide

This section provides a brief summary of the course units in the semester. This

semester is divided into 5 units spread over 90 days. The Unit Pacing Guide provides

a general timeline for presenting each unit. This guide is designed to fit your class

schedule and is adjustable.

Unit 1: The Writing Process

Summary

This unit focuses on basic skills, sentence structure, and the steps of the writing

process. Learners experiment with sentence structure and work on the skills of peer

reviewing and revising their own writing.

Activity Matrix

Students who score the prescribed percentage on a unit pretest will be exempted from

completing the related lesson.

Day Activity/Objective Common Core State Standard Type

1 day:

1

Syllabus and Plato Student

Orientation

Review the Plato Student

Orientation and Course Syllabus

at the beginning of this course

Course

Orientation

1 day:

2

Transitional Devices in

Paragraphs

Identify sentences that do not

connect logically and use

effective sequences and

transitions to achieve coherence

and meaning

W.11-12.2c. Use appropriate and varied

transitions and syntax to link the major

sections of the text, create cohesion, and

clarify the relationships among complex ideas

and concepts.

Lesson

1 day:

3

Order of Sentences in

Paragraphs

Arrange a series of related

sentences in their logical order

and will identify sentences that

are not arranged in logical order





and concepts.

W.11-12.4. Produce clear and coherent

writing in which the development,

organization, and style are appropriate to

task, purpose, and audience. (Grade-specific

expectations for writing types are defined in

standards 1–3 above.)

Lesson


10

1 day:

4

Improving Structure in

Paragraphs

Identify and eliminate wordiness,

unclear meaning, and improper

use of voice in paragraphs and

to select improved structures

W.11-12.1c. Use words, phrases, and

clauses as well as varied syntax to link the

major sections of the text, create cohesion,

and clarify the relationships between claim(s)

and reasons, between reasons and evidence,

and between claim(s) and counterclaims.

W.11-12.2a. Introduce a topic; organize

complex ideas, concepts, and information so

that each new element builds on that which

precedes it to create a unified whole; include

formatting (e.g., headings), graphics (e.g.,

figures, tables), and multimedia when useful

to aiding comprehension.

W.11-12.2b. Develop 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.







Lesson

1 day:

5

Analyzing Sentence

Structures

Analyze complex sentence

structures











and concepts.

L.11-12.3a. Vary syntax for effect, consulting

references (e.g., Tufte’s Artful Sentences) for

guidance as needed; apply an understanding

of syntax to the study of complex texts when

reading.

Lesson


11

1 day:

6

Types of Sentences

Give and follow directions and

procedures

W.11-12.10. 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

tasks, purposes, and audiences.

Lesson

1 day:

7

Correcting Sentence

Errors

Identify and correct errors to fix

awkward sentences

L.11-12.1a. Apply the understanding that

usage is a matter of convention, can change

over time, and is sometimes contested.

L.11-12.1b. Resolve issues of complex or

contested usage, consulting references (e.g.,

Merriam-Webster’s Dictionary of English

Usage, Garner’s Modern American Usage) as

needed.

Lesson

1 day:

8

Highlighting Your

Individual Voice

Highlight elements of your

individual voice in your writing





and concepts.

W.11-12.2d. Use precise language, domain-

specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the

complexity of the topic.

Lesson

1 day:

9

Proofreading for College

Proofread using a

developmentally appropriate,

high-level checklist that they will

be encouraged to adapt to their

needs

W.11-12.5. 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.

Lesson

1 day:

10

Varying Your Sentence

Structures

Study creating emphasis and

dramatic effects by varying

conventional sentence structures

W.11-12.2e. Establish and maintain a formal

style and objective tone while attending to

the norms and conventions of the discipline

in which they are writing.

Lesson

1 day:

11

Approaching a Peer

Review

Adapt peer review comments to

reflect review of an early or

nearly completed draft

W.11-12.6. Use technology, including the

Internet, to produce, publish, and update

individual or shared writing products in

response to ongoing feedback, including new

arguments or information.

Lesson

1 day:

12

Reviewing Your Own

Work

Use your experience and skills as

effective peer reviewers to review

your own work






Lesson


12

1 day:

13

Stepping into the Writing

Process

Practice a set of strategies for

writing and refining comparative

literary essays

RL.11-12.10. By the end of grade 11, read

and comprehend literature, including stories,

dramas, and poems, in the grades 11-CCR

text complexity band proficiently, with

scaffolding as needed at the high end of the

range.

RI.11-12.2. Determine two or more central

ideas of a text and analyze their development

over the course of the text, including how

they interact and build on one another to

provide a complex analysis; provide an

objective summary of the text.

RI.11-12.10. By the end of grade 11, read

and comprehend literary nonfiction in the

grades 11–CCR text complexity band

proficiently, with scaffolding as needed at the

high end of the range.

W.11-12.1b. 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.







W.11-12.1d. Establish and maintain a formal











Lesson


13









sections of the text, create

cohesion, and clarify the relationships among

complex ideas and concepts.

W.11-12.2d. Use precise language, domain-

specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the

complexity of the topic.





W.11-12.2f. Provide a concluding statement

or section that follows from and supports the

information or explanation presented (e.g.,

articulating implications or the significance of

the topic).

W.11-12.3e. Provide a conclusion that

follows from and reflects on what is

experienced, observed, or resolved over the

course of the narrative.













14






L.11-12.2b. Spell correctly.

4 days:

14-17

Unit Activity and

Discussion—Unit 1

Unit Activity

Discussion

1 day:

18

Posttest—Unit 1 Assessment

Unit 2: Early English Literature

Summary

This unit focuses on basic skills, such as word origins, and also introduces students to

themes found in literature, plot, and setting. Learners will experiment with logical

sequencing to understand directions, comparisons, and cause and effect. This symbol (**)

indicates that there are additional resource materials that must be downloaded for students

to complete the online courseware. These materials can be found on the PLATO Support

Site.

Activity Matrix




1 day:

19

Determining Meaning

from Word Origins

Explore word references and

search for etymological

information in order to

understand the meaning of

words

RL.11-12.1. Cite strong and thorough

textual evidence to support analysis of what

the text says explicitly as well as inferences

drawn from the text, including determining

where the text leaves matters uncertain.

RL.11-12.4. Determine the meaning of

words and phrases as they are used in the

text, including figurative and connotative

meanings; analyze the impact of specific word

choices on meaning and tone, including

words with multiple meanings or language

that is particularly fresh, engaging, or

beautiful. (Include Shakespeare as well as

other authors.)

Lesson


15

RI.11-12.4. Determine the meaning of

words and phrases as they are used in a text,

including figurative, connotative, and technical

meanings; analyze how an author uses and

refines the meaning of a key term or terms

over the course of a text (e.g., how Madison

defines faction in Federalist No. 10).

SL.11-12.1a. Come to discussions prepared,

having read and researched material under

study; explicitly draw on that preparation by

referring to evidence from texts and other

research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of ideas.

SL.11-12.1b. Work with peers to promote

civil, democratic discussions and decision-

making, set clear goals and deadlines, and

establish individual roles as needed.





needed.

L.11-12.4a. Use context (e.g., the overall

meaning of a sentence, paragraph, or text; a

word’s position or function in a sentence) as

a clue to the meaning of a word or phrase.

L.11-12.4b. Identify and correctly use

patterns of word changes that indicate

different meanings or parts

of speech (e.g., conceive, conception,

conceivable).

L.11-12.4c. Consult general and specialized

reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or

determine or clarify its precise meaning, its

part of speech, its etymology, or its standard

usage.


16

L.11-12.4d. Verify the preliminary

determination of the meaning of a word or

phrase (e.g., by checking the inferred meaning

in context or in a dictionary).

L.11-12.6. 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

independence in gathering vocabulary

knowledge when considering a word or

phrase important to comprehension or

expression.

1 day:

20

Following Steps in a

Sequence

Give and follow directions and

procedures






Lesson

1 day:

21

Understanding Logical

Relationships 1

Identify the proper sequence of

steps in directions and

comparisons and contrasts

RI.11-12.3. Analyze how the author unfolds

an analysis or series of ideas or events,

including the order in which the points are

made, how they are introduced and

developed, and the connections that are

drawn between them.

Lesson

1 day:

22

Understanding Logical

Relationships 2

Identify details implied by cause

and effect relationships and by

illustrations and examples






RI.11-12.1. Cite strong and thorough textual

evidence to support analysis of what the text

says explicitly as well as inferences drawn

from the text, including determining where

the text leaves matters uncertain.







Lesson


17

1 day:

23

Cause and Effect in

Reading Directions

Study how to find causes and

effects in directions






drawn between them.

Lesson

3 days:

24-26

Exploring Themes in

English Literature

Analyze and find evidence of

themes in English literary works






RL.11-12.2. Determine two or more

themes or central ideas of a text and analyze

their development over the course of the

text, including how they interact and build on

one another to produce a complex account;

provide an objective summary of the text.












RI.11-12.8. Delineate and evaluate the

reasoning in seminal U.S. texts, including the

application of constitutional principles and

use of legal reasoning (e.g., in U.S. Supreme

Court majority opinions and dissents) and the

premises, purposes, and arguments in works

of public advocacy (e.g., The Federalist,

presidential addresses).

Lesson

1 day:

27

More Than One Cause or

Effect

Use cause and effect to solve

problems






drawn between them.

Lesson


18

1 day:

28

Understanding Literature

Recognize examples of

contextual information and

themes as reflected in the

content of a literary passage







RL.11-12.3. Analyze the impact of the

author’s choices regarding how to develop

and relate elements of a story or drama (e.g.,

where a story is set, how the action is

ordered, how the characters are introduced

and developed).









Lesson

1 day:

29

A Strategy for Reading

Literature

Recognize examples of

contextual information and

themes as reflected in the

content of a literary passage

















and developed).






Lesson


19















3 days:

30-32

Analyzing Plot and Setting

in English Literature

Analyze the plot and setting of

literary works from the Anglo-

Saxon and Medieval periods












and developed).

RL.11-12.5. Analyze how an author’s

choices concerning how to structure specific

parts of a text (e.g., the choice of where to

begin or end a story, the choice to provide a

comedic or tragic resolution) contribute to

its overall structure and meaning as well as its

aesthetic impact.

RL.11-12.6. Analyze a case in which grasping

a point of view requires distinguishing what is

directly stated in a text from what is really

meant (e.g., satire, sarcasm, irony, or

understatement).



Lesson


20















drawn between them.

RI.11-12.5. 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.

RI.11-12.6. Determine an author’s point of

view or purpose in a text in which the

rhetoric is particularly effective, analyzing

how style and

content contribute to the power,

persuasiveness or beauty of the text.





4 days:

33-36

Unit Activity and

Discussion—Unit 2

Unit Activity

Discussion

1 day:

37



21

Unit 3: Rhetoric and Persuasion

Summary

This unit focuses on skills development in the areas of subject and predicate relationships,

connotation and denotation in word study, and elements of grammar. Learners will analyze

media tactics and persuasive elements in political speeches.

Activity Matrix




1 day:

38

Using Denotative and

Connotative Meanings

Examine the denotative and

connotative meanings of words

and explore how they can

enhance your writing









other authors.)


















L.11-12.5b. Analyze nuances in the meaning

of words with similar denotations.

Lesson


22









expression.

1 day:

39

Using Singular Verbs with

Subjects that Look Plural

Modify sentences so that nouns

with plural form but singular

meaning are treated as singular




in which they are writing. Lesson

1 day:

40

Using the Subjunctive

Verb Form “Were”

Modify sentences to include the

subjunctive verb form where

appropriate





Lesson

3 days:

41-43

Identifying Media Tactics

Analyze strategies used by the

media to influence audiences

RL.11-12.7. 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.)

RI.11-12.7. 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.

Lesson

1 day:

44

Avoiding Predicate-

Subject Mismatches

Modify sentences to avoid faulty

predication





Lesson

1 day:

45

Using If-Then-Else

Statements

Follow directions with if-then-else

statements





Lesson

2 days:

46-47

Analyzing Speeches

Analyze the structure of classical

speeches






Lesson


23

W.11-12.2f. Provide a concluding statement


information or explanation presented (e.g.,

articulating implications or the significance of

the topic).

SL.11-12.4. Present information, findings,

and supporting evidence, conveying a clear

and distinct perspective, such that listeners

can follow the line of reasoning, alternative or

opposing perspectives are addressed, and the

organization, development, substance, and

style are appropriate to purpose, audience,

and a range of formal and informal tasks.

SL.11-12.6. Adapt speech to a variety of

contexts and tasks, demonstrating a

command of formal English when indicated or

appropriate.

2 days:

48-49

Evaluating Persuasive

Speeches

Evaluate persuasive speeches

based on their efficacy and

impact on the audience




















other authors.)






Lesson


24



















W.11-12.1a. Introduce precise,

knowledgeable claim(s), establish the

significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims,

and create an organization that logically

sequences claim(s), counterclaims, reasons,

and evidence.

SL.11-12.3. Evaluate a speaker’s point of

view, reasoning, and use of evidence and

rhetoric, assessing the stance, premises, links

among ideas, word choice, points of

emphasis, and tone used.

SL.11-12.4. Present information, findings,

and supporting evidence, conveying a clear

and distinct perspective, such that listeners

can follow the line of reasoning, alternative or

opposing perspectives are addressed, and the

organization, development, substance, and

style are appropriate to purpose, audience,

and a range of formal and informal tasks.




25

4 days:

50-53

Unit Activity and

Discussion—Unit 3

Unit Activity

Discussion

1 day:

54


Unit 4: The English Renaissance

Summary

This unit focuses on grammar and language skills. Learners will develop their abilities to

write business letters and analyze information that is presented graphically. Learners will

analyze aspects of drama, culminating in an analysis of a play by Shakespeare. This symbol

(**) indicates that there are additional resource materials that must be downloaded for

students to complete the online courseware. These materials can be found on the PLATO

Support Site.

Activity Matrix




1 day:

55

Choosing the Best Linking

Word to Join Clauses

Modify sentences consisting of

two main clauses of unequal

importance so that they are

joined by a subordinating

conjunction

L.11-12.1. Demonstrate command of the

conventions of standard English grammar and

usage when writing or speaking.

Lesson

3 days:

56-58

Writing for Business

Practice writing a business letter,

a résumé, and a memorandum














Lesson


26






















and concepts.




















27



1 day:

59

Using Directions with

Maps and Floor Plans

Follow directions that include a

map or floor plan






Lesson

1 day:

60

Using Directions with

Diagrams

Study how to use a diagram as a

key to put something together






Lesson

1 day:

61

Literal Meaning of Drama

Identify characters in a play,

events in the action of a play,

and style and tone of a play






and developed).

Lesson

2 days:

62-63

Interpretation of Drama

Interpret a play






range.

Lesson

3 days:

64-66

Exploring Shakespeare

Explore drama as a literary

genre using Shakespeare’s works

as examples

















and developed).



Lesson


28





aesthetic impact.




















4 days:

67-70

Unit Activity and

Discussion—Unit 4

Unit Activity

Discussion

1 day:

71



29

Unit 5: Poetry

Summary

This unit focuses on poetry as students explore the uses of figurative language in this

genre. Learners examine the meanings and conventions of figurative language and

will develop language and grammar skills.

Activity Matrix




1 day:

72

Building Your Vocabulary

Study how to improve your

vocabulary









other authors.)


















needed.





Lesson


30

L.11-12.4c. Consult general and specialized

reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or

determine or clarify its precise meaning, its

part of speech, its etymology, or its standard

usage.









expression.

1 day:

73

Fixing Modifier-Subject

Mismatches

Identify a dangling modifier and

correct it by adding a subject to

the modifying phrase or by

revising the subject of the main

clause






Lesson

1 day:

74

Figurative Language

Identify figurative language in a

poem: simile, metaphor,

personification, alliteration, and

onomatopoeia

L.11-12.5a. Interpret figures of speech (e.g.,

hyperbole, paradox) in context and analyze

their role in the text.

Lesson

3 days:

75-77

Meaning in Figurative

Language

Explore the meaning of figurative

language and analyze its effect











and developed).






Lesson


31




other authors.)







aesthetic impact.

RL.11-12.9. Demonstrate knowledge of

eighteenth-, nineteenth- and early-twentieth-

century foundational works of American

literature, including how two or more texts

from the same period treat similar themes or

topics.






range.

















drawn between them.


32









how style and content contribute to the

power, persuasiveness or beauty of the text.









RI.11-12.9. Analyze seventeenth-,

eighteenth-, and nineteenth-century

foundational U.S. documents of historical and

literary significance (including The

Declaration of Independence, the Preamble

to the Constitution, the Bill of Rights, and

Lincoln’s Second Inaugural Address) for their

themes, purposes, and rhetorical features.














33

1 day:

78

Symbolic Meaning

Determine whether a topic--such

as night, forest, seasons, fire, or

journey--holds traditional

symbolic meaning






Lesson

4 days:

79-82

The Nature of Poetry

Explore the nature of poetry and

its distinctive features














other authors.)






range.

















Lesson


34





and concepts.





reading.




2 days:

83-84

Experimenting with

Poetry

Experiment with poetry

techniques in your own work and

employ techniques for reciting

poems and dramatic passages

effectively











and developed).









other authors.)







aesthetic impact.

Lesson


35

RL.11-12.9. Demonstrate knowledge of

eighteenth-, nineteenth- and early-twentieth-

century foundational works of American

literature, including how two or more texts

from the same period treat similar themes or

topics.






range.

















drawn between them.














36




how style and content contribute to the

power, persuasiveness or beauty of the text.









RI.11-12.9. Analyze seventeenth-,

eighteenth-, and nineteenth-century

foundational U.S. documents of historical and

literary significance (including The

Declaration of Independence, the Preamble

to the Constitution, the Bill of Rights, and

Lincoln’s Second Inaugural Address) for their

themes, purposes, and rhetorical features.






W.11-12.1a. Introduce precise,

knowledgeable claim(s), establish the

significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims,

and create an organization that logically

sequences claim(s), counterclaims, reasons,

and evidence.









37











W.11-12.1e. Provide a concluding statement


argument presented.





and concepts.





reading.






4 days:

85-88

Unit Activity and

Discussion—Unit 5

Unit Activity

Discussion

1 day:

89


1 day:

90

End-of-Semester Exam Assessment


38

Appendix

Unit 1: The Writing Process

Transitional Devices in Paragraphs (Tutorial)

Reading Passages

Tutorial

Untitled (Cars)

Untitled (Pets)

Untitled (Varied Topics)

Order of Sentences in Paragraphs (Tutorial)

Reading Passages

Tutorial

Untitled (Rain)

Untitled (New Building)

Untitled (Commander Byrd)

Untitled (Gray Cat)

Untitled (Electrical Wiring)

Untitled (Bread Dough)

Untitled (Bed)

Improving Structure in Paragraphs (Tutorial)

Reading Passages

Tutorial

Untitled (Train)

Untitled (Publication)

Untitled (Weary Band)

Types of Sentences (Tutorial)

Reading Passages

Tutorial

―Spark Plug Replacement‖

―Replacing A Receptacle‖

―Changing A Flat Tire‖

―Changing Fluorescent Tubes‖

Untitled (Sleep In)

―Hazardous Waste Inspection‖


39

―Assembling Your New Trimmer‖

―Soldering Two Pieces of Copper Pipe‖

―Assembling Your New Shop Vacuum‖

―Install the Ink Cartridge‖

―Installing the Air Cleaner‖

―Order Entry Instructions‖

―Tuck-Pointing Bricks‖

―Checking Power Steering Fluid Level‖

Untitled (Washer)

―To Do at Closing‖

―How to Report an Emergency‖

―How to Assemble Your New Shelves‖

―Checking for Heatstroke‖

―Sealing and Painting a Basement Wall‖

Highlighting Your Individual Voice (Tutorial)

Reading Passages

Tutorial

―Tai Chi Chuan‖

―Collaboration‖

―Abraham Lincoln‖

The Wonderful Wizard of Oz by L. Frank Baum (excerpt)

―Dreams‖

―Battling Prejudice‖

―En Garde: Inner-City Fencing‖

―Stage Manager‖

―Stonehenge‖

―Who Am I Really?‖

―The Pianist‖

Varying Your Sentence Structures (Tutorial)

Reading Passages

Tutorial

―A City Kid in a Country‖

―Tiger Woods: The Early Years‖

―Butchart Gardens: The Sunken Gardens‖

―Ollie‖

Approaching a Peer Review (Tutorial)

Reading Passages

Tutorial

―First Draft‖

―The Crazy Ride‖


40

―Revised Draft‖

―Hot Dog Hooray‖

―Running‖

Reviewing Your Own Work (Tutorial)

Reading Passages

Tutorial

―Biofeedback‖

―Meditation‖

―Mapungubwe‖

―The Acropolis‖

―My Grandmother‖

―My Kid Sister‖

―Stealing to Eat‖

―My Friend Cheated‖

Unit 2: Early English Literature

Determining Meaning from Word Origins (Tutorial)

Reading Passages

Lesson Activity

Crome Yellow by Aldous Huxley (excerpt)

Untitled ("On Accepting the Nobel Prize") by William Faulkner

Following Steps in a Sequence (Tutorial)

Reading Passages

Tutorial

―Assembling Store Display AKK-2‖

―Assembling the Model 12 Play Set‖

―Assembling the Model 14 Play Set‖

Untitled (Flood Lamps)

Untitled (Processing Machine)

Untitled (Employee)

Untitled (Water Whirl Sprinkler)

Untitled (Chris Jones)

Untitled (How to Make Copies)

―Directions for Line Painting‖

―Directions for Building the Storage Keeper 200‖


41

Understanding Logical Relationships 1 (Tutorial)

Reading Passages

Tutorial

Untitled (Cornmeal)

Untitled (Bowling Handbook)

―First Aid for Insect Bites‖

Untitled (Nineteenth-Century Gardeners)

―Hair-Drying Tips‖

Untitled (Cold Remedy)

Untitled (Vacation Resort)

Untitled (Bran Cereal)

Untitled (Razor)

Understanding Logical Relationships 2 (Tutorial)

Reading Passages

Tutorial

Untitled (Newborn Babies)

Untitled (Exercise)

Untitled (No Taxation…)

Untitled (Vitamin C)

Untitled (Federal Government)

Untitled (Lightening)

Untitled (Temporary Help)

Untitled (Litter)

Untitled (RVs)

Cause and Effect in Reading Directions (Tutorial)

Reading Passages

Tutorial

Untitled (Paint Walls)

Untitled (ACME Face Mask)

Untitled (Florey Construction)

Untitled (Icon)

Untitled (Memo)

Untitled (Machine)

Untitled (Espresso)

Untitled (Jump Starting)

Untitled (Nozzle)


42

Exploring Themes in English Literature (Tutorial)

Reading Passages

Lesson Activity

The Faerie Queene, book 1, by Edmund Spenser

Paradise Lost, book 2, by John Milton

Hyperion by John Keats

More Than One Cause or Effect (Tutorial)

Reading Passages

Tutorial

Untitled (Polly)

Untitled (Mold Injectors)

Untitled (Spell Checker)

Untitled (Paper Mill Memo)

Untitled (Allie)

Untitled (Crayfish)

Untitled (Professional)

Untitled (Safety)

Untitled (Troubleshooting)

Untitled (Copier)

Untitled (Computer)

Untitled (Air Conditioning)

Untitled (Laundry)

Untitled (Telephone)

Untitled (Printer)

Untitled (Cold Air)

Untitled (Kickbacks

Untitled (Refrigerator)

Untitled (Salary Benefits)

Understanding Literature (Tutorial)

Reading Passages

Tutorial

Mammon and the Archer by O. Henry (excerpt)

The Bride Comes to Yellow Sky by Stephen Crane (excerpt)

Analyzing Plot and Setting in English Literature (Tutorial)

Reading Passages

Tutorial

The Knight’s Tale by Geoffrey Chaucer


43

Lesson Activity

The Canterbury Tales (varied) by Geoffrey Chaucer

Unit 2 Unit Activity (Offline)

Reading Passages

Unit Activity

Le Morte d’Arthur, book 1, by Sir Thomas Malory

―The Dream of the Rood‖ by Anonymous

Unit 3: Rhetoric and Persuasion

Using Denotative and Connotative Meanings (Tutorial)

Reading Passages

Tutorial

―Tear Down this Wall‖ by Ronald Reagan

Lesson Activity

―Tear Down this Wall‖ by Ronald Reagan

―Mending Wall‖ by Robert Frost

Using Singular Verbs with Subjects that Look Plural (Tutorial)

Reading Passages

Tutorial

Untitled (Drama Queen)

Untitled (Cat’s Eyes)

Identifying Media Tactics (Tutorial)

Reading Passages

Lesson Activity

―Fake TV News: Widespread and Undisclosed‖ by Diane Farsetta, The Center for Media

and Democracy's PR Watch, March 16, 2006.

Avoiding Predicate-Subject Mismatches (Tutorial)

Reading Passages

Tutorial

Untitled (Grandpa’s Garden)

―Installing a Ventilating Fan‖

―Getting a Prescription Filled‖

―Break Room Cleanup‖

Untitled (Flu Shots)


44

―Installing Fences‖

Untitled (Watch)

Analyzing Speeches (Tutorial)

Reading Passages

Tutorial

"Gettysburg Address" by Abraham Lincoln

"I Have a Dream" by Martin Luther King Jr.

Evaluating Persuasive Speeches (Tutorial)

Reading Passages

Tutorial

"A House of Many Mansions" by Winston Churchill

"You Do Your Worst—and We Will Do Our Best" by Winston Churchill

"The Few" by Winston Churchill

"Blood, Toil, Tears and Sweat" by Winston Churchill

Unit 4: The English Renaissance

Choosing the Best Linking Word to Join Clauses (Tutorial)

Reading Passages

Tutorial

Untitled (Jack)

Literal Meaning of Drama (Tutorial)

Reading Passages

Tutorial

Untitled (Eiffel Tower)

The Rivals by Richard Sheridan (excerpt)

Uncle Tom’s Cabin (dramatic version) by George Aiken (excerpt)

The Importance of Being Earnest by Oscar Wilde (excerpt)

A Doll’s House by Henrik Ibsen (excerpt)

Interpretation of Drama (Tutorial)

Reading Passages

Tutorial

Untitled (Headache)

Untitled (Cookie)

Untitled (Brown Skirt)

Untitled (Marlene and Dominique)


45

Untitled (Happy Anniversary)

A Man For All Seasons by Robert Bolt (excerpt)

A Doll’s House by Henrik Ibsen (excerpt)

Exploring Shakespeare (Tutorial)

Reading Passages

Lesson Activity

Plays by Shakespeare (varied)


Reading Passages

Unit Activity

Hamlet by William Shakespeare

Unit 5: Poetry

Building Your Vocabulary (Tutorial)

Reading Passages

Tutorial

―The Russian Revolution‖

―Genetic Engineering‖

Fixing Modifier-Subject Mismatches (Tutorial)

Reading Passages

Tutorial

Untitled (Garage Sale)

Figurative Language (Tutorial)

Reading Passages

Tutorial

―A Red, Red Rose‖ by Robert Burns (excerpt)

Untitled by Omar Khayyam (excerpt)

―Dream Deferred‖ by Langston Hughes (excerpt)

―My Life had stood—a Loaded Gun‖ by Emily Dickinson (excerpt)

―The Bells‖ by Edgar Allen Poe (excerpt)

The Tempest by William Shakespeare (excerpt)

―Fog‖ by Carl Sandburg (excerpt)

―Ulalume‖ by Edgar Allen Poe (excerpt)


46

Meaning in Figurative Language (Tutorial)

Reading Passages

Lesson Activity

―From you I have been absent in spring‖ (Sonnet 98) by William Shakespeare

―When in disgrace with fortune and men’s eyes‖ (Sonnet 29) by William Shakespeare

―When to the sessions of sweet silent thought‖ (Sonnet 30) by William Shakespeare

Symbolic Meaning (Tutorial)

Reading Passages

Tutorial

―Blow, Blow, Thou Winter Wind‖ by William Shakespeare (excerpt)

The Nature of Poetry (Tutorial)

Reading Passages

Tutorial

―A Litany in Time of Plague‖ by Thomas Nashe

Lesson Activity

―The Passionate Shepherd to His Love‖ by Christopher Marlowe

―The Nymph’s Reply to the Shepherd‖ by Sir Walter Raleigh

Experimenting with Poetry (Tutorial)

Reading Passages

Tutorial

―Shall I compare thee to a summer’s day‖ (Sonnet 18) by William Shakespeare


―When in disgrace with Fortune and men’s eyes‖ (Sonnet 29) by William Shakespeare

―The Rime of the Ancient Mariner‖ by Samuel Taylor Coleridge

―Death, be Not Proud‖ by John Donne

―My mistress’ eyes are nothing like the sun‖ (Sonnet 130) by William Shakespeare

Lesson Activity

―Spring, the Sweet Spring‖ by Thomas Nashe

―A Litany in the Time of Plague‖ by Thomas Nashe

―Psalm 58 Si Vere Utique‖ by Mary (Sidney) Herbert, Countess of Pembroke

―Leave Me, O Love which reaches but to dust‖ by Sir Philip Sidney


―The Nymph’s Reply to the Shepherd‖ by Sir Walter Raleigh


47


Reading Passages

Unit Activity

―Not marble, nor the gilded monument‖ (Sonnet 55)by William Shakespeare

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