Course Description. English IV

Transcription

1 Course Description English IV

2 ENGLISH IV Course Rationale: English IV is a course designed to benefit students who are considering post-secondary education. Students must use critical thinking skills when researching and synthesizing information. Providing support for analysis, planning a paper, and providing proper documentation are covered. Course Description: This course consists of instruction in the process and specifications of writing research papers which follow the MLA style of documentation. Students will also read, respond, discuss, write and/or present on three novels. Students study the historical setting and culture of each novel. Enriching vocabulary will be stressed, as will the college application process and experience. Organization: The English IV curriculum is organized by using the Communication Arts Course Level Expectations. The strands and Big Ideas of the s are exhibited in the gray bands that cross all seven columns of the curriculum. The concepts are listed in the first column along with the learner objectives. 169

3 Resources: Adopted Text: Websites: Classroom Assessment Item Bank Abbreviations: Subjects Course Level Expectations BT Bloom s Taxonomy Depth of Knowledge CA Communication Arts Communication Arts Strands K Knowledge Level 1 Recall MA Mathematics R Reading C Comprehension Level 2 Skill/Concept SC Science W Writing plication Level 3 Strategic Thinking SS Social Studies LS Listening and Speaking An Analysis Level 4 Extended Thinking IL Information Literacy S Synthesis E Evaluation 170

4 English Reading 1. Develop and apply skills and strategies to the reading process C. Phonics ply decoding strategies to problem solve unknown words when reading when needed. CA 2 CA R.1.C 2 >The students will apply decoding strategies to problem solve unknown words when needed. model decoding strategies Students will apply decoding and record strategies. Integrated Skills: 171

5 Reading 1. Develop and apply skills and strategies to the reading process D. Fluency Read grade-level instructional text a. with fluency, accuracy and appropriate expression CA 2 CA R.1. D 2 >The students will read grade-level instructional text... a.-b. with fluency, accuracy and comprehension with expression and adjusting reading rate during classroom oral readings. model the correct form of expression and how to adjust reading rate during classroom oral reading Students will read grade-level instructional text with daily reading and teacher observation 85% b. adjusting reading rate to difficulty and type of text Integrated Skills: 172

6 Reading 1. Develop and apply skills and strategies to the reading process E. Vocabulary Develop vocabulary through text, using a. root and affixes CA 2 CA R.1.E C 1 >The students will develop vocabulary through text, by... a.-b. writing down vocabulary words during a reading to evaluate later and to create a crossword puzzle. use cooperative learning Students will develop vocabulary through text with a scoring guide b. context clues c. glossary, dictionary and thesaurus Attachment A Also : R.1.I.a Integrated Skills: 173

7 Reading 1. Develop and apply skills and strategies to the reading process F. Pre-Reading ply pre-reading strategies to aid comprehension a. access prior knowledge b. preview c. predict CA 2 CA R.1.F 2 >The students will apply prereading strategies to aid comprehension by... a.-d. accessing prior knowledge, previewing, predicting and setting a purpose for reading the novel The Great Gatsby by F. Scott Fitzgerald. Students will complete a pre-reading analysis sheet using the painting on the 1925 cover of the novel. use large group discussion Students will apply prereading strategies to aid comprehension with the analysis sheet from the student activity website. d. set a purpose and rate for reading Judging a Book by its Cover: The Art and Imagery of The Great Gatsby Also : R.1.H Integrated Skills: 174

8 Reading 1. Develop and apply skills and strategies to the reading process G. During Reading During reading, utilize strategies to a. self-question and correct b. infer c. visualize d. predict and check using cueing systems >meaning >structure >visual CA 2 CA R.1. G 2 >The students will utilize strategies during reading a.-d. Students will listen to, evaluate, compose and perform an audio broadcast. Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B use whole class and individual instruction. Students will utilize reading strategies with the audio broadcasting rubric from the student activity. Integrated Skills: 175

9 Reading 1. Develop and apply skills and strategies to the reading process H. Post-Reading ply post-reading skills to comprehend and interpret text a. question to clarify b. reflect c. analyze CA 2 CA R.1. H 2 >The students will apply postreading skills to comprehend and interpret text by... a.-f. questioning, reflecting, analyzing, etc. after reading the novel The Great Gatsby by F. Scott Fitzgerald. Students will complete a post-reading analysis sheet using the painting on the cover of the novel. use technology and provide time for students to search the internet. Students will apply post-reading skills with the internet search to comprehend and interpret the text and a scoring guide from the activity website. 75% d. draw conclusions e. summarize f. paraphrase Judging a Book by its Cover: The Art and Imagery of The Great Gatsby : R.1.F Integrated Skills: Technology 176

10 Reading 1. Develop and apply skills and strategies to the reading process I. Making Connections Compare, contrast, analyze and evaluate connections between a. Information and relationships in various fiction and nonfiction works b. text ideas and own experiences c. text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture CA 2 CA 3 CA R.1.I 2 > Students will compare, contrast, analyze and evaluate connections between... a. two literature works The Moon is Down by John Steinbeck and Harrison Bergeron by Kurt Vonnegut. Students will reflect on both and write a letter to address the way the government is ruling society. Attachment A Also : R.1.E b.-c. text ideas and own experiences, and the world when analyzing and reviewing the Harlem Renaissance period and the poetry, art, and music of that era by creating an exhibit use cooperative learning instruction. Students will compare, contrast, analyze and evaluate connections of information with a scoring guide (rubric) from the student project website. A Harlem Renaissance Retrospective: Connecting Art, Music, Dance and Poetry om/activity2_text.html Drop Me Off In Harlem Integrated Skills: Technology, Equity 177

11 Reading 2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times A. Text Features Locate a. interpret and apply information in title, table of contents and glossary b. and recognize the text features of fiction, poetry and drama in grade-level text CA 2 CA R.2.A 2 >The students will locate a.-b. and recognize text features in the poem Blackberry Picking by Seamus Heaney. Students will create a graffiti page that summaries and evaluates the poem. Thinking Inductively: A Close Reading of Seamus Heaney s Blackberry Picking provide a copy of the poem and lead them through the process of inductive thinking (available in text by Robert Marzano) Students will locate, interpret, apply and recognize text features in fiction with the rubric from the student activity website. Integrated Skills: 178

12 Reading 2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times B. Literary Devices Analyze and evaluate author s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose Integrated Skills: Technology CA R.2.B An 4 >The students will analyze and evaluate author s use of situational irony in the novel All Quiet on the Western Front by Erich Remarque. Students will read the novel and then rewrite the ending, create a new title and design a new book cover. Exploring Irony in the Conclusion of All Quiet on the Western Front provide copies of the novel, rubric, and book covers. Students will analyze and evaluate author s use of figurative language and create a new ending to the novel that reflects the use of figurative language 75% 179

13 Reading 2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times C. Text Elements Use details from text to a. analyze character, plot, setting, point of view and development of theme b. evaluate proposed solutions c. analyze the development of a theme across genres d. evaluate the effect of author s style and complex literary techniques (including tone) Integrated Skills: CA R.2. C E 4 >The students will use details form the text to... a. use characters in two different literature works to analyze the characters and settings by placing chosen characters into contemporary settings and justifying reasoning. Weaving the Old into the New: Pairing The Odyssey with Contemporary Works c. analyze the development of theme across genres when studying a novel from a collegebound list and comparing to other works. All About Theme: A College- Bound Novel Project d. evaluate the effect of author s style in poetry by creating a parody of the poets style. Literary Parodies: Exploring a Writers Style Through Imitation use class discussion and modeling in class instruction Students will use details from text to analyze characters and place them into a contemporary setting and justify their reasoning through an presentation 180

14 Reading 3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times A. Text Features Evaluate the author s use of text features to clarify meaning in multiple primary and/or secondary sources Integrated Skills: CA R.3.A E 4 >The students will evaluate the author s use of text to clarify meaning by determining in feature stories of a newspaper. Students will work collaborative to create their own feature story about a classmate. The Feature Story Fifteen Minutes (and 500 Words) of Fame! model the use of newspapers Students will evaluate the author s use of text features with self and peer evaluations found in the student activity webpage 75% 181

15 Reading 3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times B. Literary Devices Analyze and evaluate author s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text CA Integrated Skills: Technology, Equity R.3.B An 4 >The students will analyze and evaluate author s use of figurative language when reading and analyzing a speech by Martin Luther King. Students will identify powerful words and create their own diamante poem. Exploring the Power of Martin Luther King, Jr. s Words through Diamante Poetry guide the class through lessons on powerful words. Students will be evaluated on their ability to analyze and evaluate an author s use of figurative language and create a diamante poem that contains figurative language. 75% 182

16 Reading 3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times C. Text Elements Use details from text to a. analyze and evaluate the logic, reasonableness, and audience appeal of arguments in texts b. identify and analyze faulty reasoning and unfounded inferences c. evaluate for accuracy and adequacy of evidence d. analyze and evaluate the author s use of information and logic to express his or her ideas through >word choice >comprehensiveness of detail selection >organizational patterns e. evaluate proposed solutions Integrated Skills: CA R.3. C E 4 >The students use details from the text to... a-e. analyze and evaluate the concepts and issues from the 1925 debate of evolution versus creationism in the Scopes Monkey Trial. Exploring Audience and Purpose with a Sin Issue provide time to access the internet. Students will use details from text when using the on-line tool Audience Analysis Inventory. 183

17 1. ply a writing process in composing text A. Writing Process Follow a writing process to a. independently create appropriate graphic organizers as needed b. apply writing process to write effectively in various forms and types of writing CA 1 CA W.1. A 3 Writing >The students will follow a writing process to... a.-b. use graphic organizers and apply writing process to write an autobiography and bring it together in a PowerPoint project that includes music that is chosen because it relates somehow to the student s life. It s My Life: Multimodal Autobiography Project provide a scoring guide for the students and guide them through the process. Students will be assessed on their ability to follow a writing process that includes use of a graphic organizer with a selfassessment and scoring guide provided in the student project. 75% Integrated Skills: Technology 184

18 Writing 2. Compose well-developed text using standard English conventions B. Capitalization Use conventions of capitalization in written text CA W.2, B 2 >The students will use conventions of capitalization when writing a satire on a fairy tale. Exploring Satire with Shrek Also : R.2.C.d provide guidance in the expectations of the newspaper. Allow time to research on the internet. Students will use conventions of capitalization in written text with the rubric Narrative Writing Rubric found in the student activity website. Integrated Skills: Technology 185

19 Writing 2. Compose well-developed text using standard English conventions D. Parts of Speech Use parts of speech correctly in written text CA W.2. D 2 >The students will use parts of speech correctly when playing a game much like Taboo Attachment B review the 8 parts of speech. Students will use parts of speech correctly in written text when creating lyrics to a song >The students will use subject-verb agreement correctly when exploring their use in newspapers and song lyrics. What s My Subject? A Subject- Verb Agreement Mini-lesson Integrated Skills: 186

20 Writing 2. Compose well-developed text using standard English conventions E. Spelling In writing, use dictionary, spell-check and other resources to spell correctly CA W.2. E 2 >The students will use the dictionary, spell-check and/or other resources to spell correctly when writing a satire on a fairy tale. Exploring Satire with Shrek Also : R.2.C.d demonstrate how to use resources to check spelling. Students will use the spell-check and other resources with the rubric Narrative Writing Rubric found in the student activity website. 90% Integrated Skills: Technology 187

21 Writing 2. Compose well-developed text using standard English conventions F. Sentence Construction In composing text, use a. a variety of sentence structures b. cohesive devices c. active voice CA W.2. F 2 >The students will compose text using... a.-b. Students will listen to, evaluate, compose and perform an audio broadcast. Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B model the use of different types of sentence structure. Students will compose text using a variety of sentence structures, cohesive devices and active voice and will present audio broadcast to the class 75% c. active and passive voice in a mini-lesson. Choosing the Best Verb: An Active and Passive Voice Minilesson Integrated Skills: 188

22 3. Write effectively in various forms and types of writing A. Narrative and Descriptive Writing Write a personal narrative for real-life experiences (e.g., scholarships, applications and postsecondary/college essays). CA W.3. A 3 Writing >The students will write a personal narrative relating to events in their life-time for an imaginary (or real) scholarship application. provide the students with time to access the internet and provide examples of the best answers. Students will write a personal narrative for real-life experiences with the evaluation by a committee of teachers for scholarships. Integrated Skills: 189

23 3. Write effectively in various forms and types of writing C. Expository and Persuasive Writing Write d. an analysis and/or evaluation on the use of imagery, language, themes, stylistic devices and tone in literature CA 2 CA 3 CA W.3. C E 4 Writing >The students will write... d. evaluate the effect of style by using the movie Shrek to look at satire. Students will choose a fairy tale to satirize. Exploring Satire with Shrek Also : R.2.C.d model different types of writing styles. Students will write a persuasive writing paper with the rubric Narrative Writing Rubric found in the student activity website. Integrated Skills: Equity 190

24 3. Write effectively in various forms and types of writing E. Audiences and Purpose Compose text a. for a variety of career and workplace communications (e.g., job application, resume, cover letter, college application essay, thank-you note, forms, project proposal, brochure and/or concise directions) CA W.3. E 4 Writing > The students will compose text for... a. a variety of career workplace communication with a resume. Attachment C provide samples and model how to write a cover letter, resume and complaint letter. Students will compose text for a variety of career and workplace with a one-on-one critique of their resume. 75% b. for various audiences and purposes, selecting and applying appropriate format, style, tone and point of view Integrated Skills: Technology, Workplace Readiness 191

25 Listening and Speaking 1. Develop and apply effective listening skills and strategies A. Purpose for Listening Listen a. for enjoyment b. for information c. for directions d. critically to summarize and evaluate communications that inform, persuade and entertain CA 5 CA LS.1. A E 4 >The students will listen... a.,d.,e. Students will listen to, evaluate, compose and perform an audio broadcast. Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B model how to listen for a variety of purposes. Students will listen and evaluate peers and their own effectiveness through use of a presentation rubric. e. to evaluate own and other s effectiveness in presentations and group discussions, using provided criteria f. to evaluate the validity and reliability of speaker s message Integrated Skills: Workplace Readiness, Equity 192

26 Listening and Speaking 1. Develop and apply effective listening skills and strategies B. Listening Behavior Use active listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion) CA 5 CA LS.1. B 3 >The students will use active listening behaviors when listening to, evaluating, composing and performing an audio broadcast. Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B model the correct way to actively listen versus passively. Students will use active listening behaviors and evaluate with a rubric form the student lesson website. Integrated Skills: Workplace Readiness 193

27 Listening and Speaking 2. Develop and apply effective speaking skills and strategies for various audiences and purposes A. Discussion and Presentation In discussion and presentations, a. create concise presentations on a variety of topics b. incorporate appropriate media or technology c. respond to feedback d. defend ideas e. demonstrate poise and self-control Integrated Skills: Technology CA 1 CA LS.2. A An 4 >In discussions and presentations, students will... a.-e. create a presentation that plays off of the president s State of the Union Address. Students will create their State of My Union Address Attachment D use provide time for students to watch and evaluate the president s speech. Students will discuss and present a variety of topics to defend ideas and demonstrate poise through a presentation. Attachment E 75% 194

28 Information Literacy 1. Develop and apply effective research process skills to gather, analyze and evaluate information A. Research Plan Develop an appropriate research plan to guide investigation and research of focus questions Integrated Skills: Research CA 2 CA IL.1. A S 3 >The students will develop a research plan to guide investigation and research focus guide the students through the process of planning a research project Students will develop a research plan that reflects guidance and research criteria with a scoring guide. Attachment F 195

29 Information Literacy 1. Develop and apply effective research process skills to gather, analyze and evaluate information D. Sources Consulted Document sources of information using a standard citation format CA Integrated Skills: Technology, Research IL.1. D BT S 4 /Student Activities/ Resources >The students will document sources of information using a standard citation format guide the students through the process of citing sources Students will document sources of information using a citation format 196