Course Description ENGLISH 12 Prerequisite: English 11

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1 Grade 12 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 12 Prerequisite: English 11 English 12 is a two-semester course intended to enhance the students further development of their use of language as a tool for learning and thinking Emphasis is upon polishing skills for the workplace and developing basic abilities for potential study at the vocational or collegiate level. Through the integrated study of literature, composition, and oral communication, English 12 students further develop their use of language as a tool for learning and thinking and as a source of pleasure. Students practice identifying, analyzing, and composing with different elements, structures, and genres of written language. Literature instruction follows a chronological path detailing the expansion and growth of literature from its earliest oral tradition to the modern media-driven works read today. Students will identify and analyze the elements of story structure, identify literature by genre, identify the author s purpose and perspective, recognize bias and propaganda, and identify and analyze elements of drama. Students develop vocabulary through: decoding, studying Greek and Latin roots, working with literary terms and the use of glossaries, deciphering contextual clues, and reading independently. The Composition component of language arts requires students to write for various audiences and purposes while strengthening skills in multi-paragraph writing. These include having a hierarchy of ideas such as, thesis, supporting points, and specific examples and understanding that composition (regardless of type) is an organized message from an author to a specific, identified audience. Composition also provides opportunities to create multiple types of writing, including expository essays of persuasion and literary analysis, and various technological styles needed in the fast-paced work place of today. Using technology, students receive instruction and practice in the writing process. Students attend to issues of spelling, grammar, punctuation, and style with particular attention to grammatically correct phrasing and construction. Oral Communication (speech) emphasizes effective listening and speaking techniques and provides opportunities for students to integrate other reading and language arts skills as they learn to express ideas verbally. Oral communication should incorporate correct grammar, usage, vocabulary, reading, and composition skills. Student expectations emphasize both making presentations and being critical participants and listeners. Students have opportunities to deliver well-researched and coherently organized messages to a given audience, which demonstrate effective delivery techniques. Students sharpen critical listening and participant skills by actively contributing to group discussions, note taking, and collaborating with peers to create written texts, speeches, and to make decisions. Course Objectives/Demonstrated Competencies Students will be able to analyze a wide range of texts, write with precision and clarity, and utilize language to communicate their ideas to others. Students will Analyze, evaluate, and make connections between and among a variety of texts, and relate those texts to their lives and the lives of others. Recognize literary and grammatical conventions and devices, and understand their critical roles in the conveyance of meaning. Make use of their writing to learn, to communicate ideas, to entertain, and to reflect.

2 English 12 page 2 Essential Questions What are the defining characteristics of various genres? How does knowledge of and sensitivity to various cultures impact an author and a reader? What is the impact of history on a given text, author, or reader? How does an understanding of advanced literary devices, grammar, and vocabulary enhance one s appreciation for and understanding of a text? What are the appropriate methods of literary analysis especially in regard to universal literary themes? What are the methods authors use in characterization? How does a facility with advanced literary devices, grammar, and vocabulary improve one s written and oral communication? What are the hallmarks of effective oral presentations? What is required for effective collaboration in regard to learning, writing and presenting? How does research broaden one s perspective on a given text? How does one s thoughtful speaking and listening contribute to one s critical stance concerning a text? Indiana State Standards The standards describe a connected body of linguistic understandings and competencies and are a comprehensive foundation that all students should learn. They describe the knowledge and skills that students should acquire from kindergarten through high school. Standard 1: READING: Word Recognition, Fluency, and Vocabulary Development.Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Standard 2: READING: Comprehension and Analysis of Nonfiction and Informational Text * Students read and understand grade-level appropriate material. At Grade 12, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Standard 3: READING: Comprehension and Analysis of Literary Text * Students read and respond to grade-level appropriate historically or culturally significant works of literature. At Grade 12, students read a a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, and dramas. Standard 4: WRITING: Processes and Features Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students progression through the stages of the writing process ( prewriting, writing, editing, and revising ). Standard 5: WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description; to produce reflective compositions, historical investigation reports, and job applications and resumes; and to deliver multimedia presentations. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 Writing Processes and features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

3 English 12 page 3 Standard 6: WRITING: English Language Conventions Students write using Standard English conventions. Standard 7: LISTENING AND SPEAKING: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. Standard LITERATURE 1: Vocabulary and Concept Development Students apply their knowledge of word origins (except words from other languages, from history or literature, and from other fields) to determine the meanings of new words encountered in reading and use those words accurately. Standard LITERATURE 2: Analysis and Critique of Nonfiction * Students read and understand grade-level appropriate material. Students read a variety of nonfiction. These include: biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information. Standard LITERATURE 3: Literary Analysis and Criticism of Fiction * Students read and respond to grade-level appropriate historically or culturally significant works of literature. Such literature includes: classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, and dramas. Standard COMPOSITION 1: Process Students write coherent and focused texts that show a well-defined point of view and a tightly reasoned argument. The writing demonstrates students progression through the stages of the writing process (prewriting, writing, editing, reviewing, and publishing). Standard COMPOSITION 2: Applications Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and resumes. Students deliver multi-media presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Standard COMPOSITION 3: English language Conventions Students write using Standard English conventions. * Selections in the illustrate the quality and complexity of the materials to be read by students. Areas of Instruction Short Stories and The Literary Analysis Essay (Comparison and Contrast) Epic Poetry Beowulf and Character Analysis Essay Arthurian Legend

4 English 12 page 4 Novel Unit(s): A Christmas Carol (descriptive writing) A Tale of Two Cities (historical novel) Animal Farm Electronic Publishing /Power Point (career-college exploration) Oral Presentation(s) Drama Macbeth (Persuasive writing) Poetry and Creative Writing - Chaucer Elizabethan Sonnets Restoration (Carpe Diem theme) Romantic Poetry (Wordsworth, Coleridge, Blake) Victorian (Tennyson, the Brownings) Nonfiction (diaries, journals, satirical writing) Modern Short Stories Technical Writing (Resumes and application letters) Grammar Practices and Review Practical exercises in vocabulary development Course Assessments Participation in class discussions, note taking, and daily activities Group and Individual Projects and Oral Presentations Quizzes and Tests covering grammar, literature, and vocabulary Electronic Evaluations and Participation Essays and Technical Writing (Resume/Letters of Application Final Exams Course Syllabus (Units will be arranged by the instructor to accommodate the school and department calendars. ) Semester One Week One. Students will: Review grammatical abilities Write expository essay highlighting goals for the upcoming year Introduce the Anglo-Saxon Era of Writing and Oral Tradition Review Writing Process Weeks Two and Three and Four. Students will: Read and Test Beowulf Study vocabulary utilizing the literature and supplemental material Grammatical review of sentences (structure and style) Write an essay analyzing the main characters of Beowulf Weeks Four and Five. Students will: Study Medieval Literature and Tales of Chaucer Continue Grammatical Review Mechanics (Punctuation and Capitalization)

5 English 12 page 5 Review and study Arthurian legend Oral/Electronic presentation covering legend Weeks Six and Seven. Students will: Presentations covering career/college studies Prepare Resumes, job applications, and cover letters Continue Grammatical and Vocabulary exercises (literature/supplemental) Weeks Eight and Nine. Students will read nonfiction selections chosen by the instructor analyze historical significance of the Renaissance(Elizabethan) time period identify rhetorical devices especially in historically significant speeches interpret informational concepts analyze author s or character s perspectives Midterm test of areas covered Weeks Ten and Eleven. Students will: Read/analyze and discuss sonnets of the Renaissance study context vocabulary continue grammatical review Agreement in writing (use of pronouns) write or orally present personal responses to literature which analyze the themes, real world applications, literary devices, and characterization evident in the works in the Elizabethan Era Weeks Twelve, Thirteen, and Fourteen. Students will Read/analyze/ discuss/view/test Macbeth study context vocabulary continue grammatical reviews (Subject/Verb agreement) Weeks Fifteen and Sixteen. Students will: : Write a persuasive essay arguing character motives presented in Macbeth Review the following Grammatical strategies for their essays punctuation use of phrases and clauses bias and propaganda consistent verb tense word choice paragraph and essay structure (including the use and support of a thesis statement) Begin reading Dickens A Christmas Carol Weeks Seventeen and Eighteen. Students will:

6 English 12 page 6 compose and deliver oral presentations both individually and as a group over topics concerning relevant current events + Write a descriptive essay reflecting traditions of the holiday seasons + Prepare and study for the semester review and final test SEMESTER TWO Weeks One, Two, and Three. Students will: Study materials relevant to the Restoration Period View video Fire and Fever Read excerpts from Pepys and Defoe Study satirical works of Swift View video Gulliver s Travels Study vocabulary materials from literature and supplemental materials Weeks Four and Five. Students will: Prepare expository essay (due by mid-term) for incoming freshmen. Study strategies of audience-sensitive writing in detailing advice for incoming freshmen Continue exercises in grammatical review (Modifier usage) Continue vocabulary through literature and supplemental material Weeks Six, Seven, and Eight. Students will: Read teacher selected material from Restoration poets Discuss/analyze poetry Discuss Carpe Diem theme in poetry View video Dead Poets Society Write their own original poem for presentation to the class Week Nine. Students will Finalize essays for freshmen Recite poems before the class Test Mid-term Begin preparations for narrative essay Weeks Ten, Eleven and Twelve. Students will: Study and analyze material from the Romantic Age Read/Analyze/test the poem Rime of the Ancient Mariner by Coleridge Read/test Shelley s Introduction to Frankenstein View video Frankenstein Read/analyze/test various Romantic poems as selected by the teacher Weeks Thirteen and Fourteen Students will: Study and review elements of Standard English usage View video biography of Charles Dickens

7 English 12 page 7 + Review/discuss the historical influence of the Victorian Age + Read various poetry of the Victorian Age (such as the Brownings and Tennyson) + Read selections from Dickens and Charlotte Bronte Weeks Fifteen, Sixteen, Seventeen, and Eighteen. Students will + Investigate and read various writings of the Twentieth century + Complete a narrative essay concerning an event relative to time in high school + Read and test a novel of their choice from either Animal Farm or A Tale of Two Cities + Complete assignments in reviewing usage of Standard English + Study and test vocabulary lessons from literary and supplemental sources. + Prepare for Semester Final Test Course Materials: Text, Novels, and Films Key Text and Novels: Prentice Hall Literature: The British Tradition Novel Choice: A Christmas Carol Animal Farm A Separate Peace A Tale of Two Cities Supplemental References and Textbooks Commercial Films and Videos: Beowulf, Paramount Pictures, 2007 Le Morte d Arthur, Glencoe Literature Library A Prologue to Chaucer, Glencoe Literature Library Macbeth (Play), Glencoe Literature library Fire and Fever, Glencoe Literature Library Dead Poet s Society, Touchstone Home Video Gulliver s Travels, Genius Entertainment, 1995 Frankenstein, Universal-International, 1936 Pride and Prejudice, Warner Brothers, 1940 Biogeraphy: Charles Dickens, Glencoe Literature Library and Biography Channel Pygmalion, Glencoe and Monterrey Home Video * Parents should contact the teacher or department chair to discuss concerns with texts. If required, the teacher will provide a substitute text of comparable length that approximates the stated academic purpose. Selected essays, short stories, poems, and articles will be used to teachers to augment major units.