MT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY

Transcription

1 COURSE TITLE: ENGLISH IV HONORS COURSE NUMBER: 0215 DEPARTMENT: English / Language Arts GRADE LEVEL(S): 12 CREDITS PER SEMESTER: 5 LENGTH OF COURSE: One Year REQUIRED OR ELECTIVE: This course fulfills one year of the four-year English graduation requirement PREREQUISITES: English III or English III Honors and completion of application process.* (See Attached) BOARD OF EDUCATION ADOPTION: October 25, 2005 COURSE DESCRIPTION: English IV Honors is a one-year course for highly motivated students able to assume considerable responsibility for their progress and willing to pursue topics in depth. Students study works of world literature, a variety of nonfiction texts, and advanced forms of composition. COURSE OUTLINE: 1. MAJOR GOALS 1.1 To develop permanent habits of critical and appreciative reading 1.2 To develop the ability to listen critically and effectively 1.3 To speak clearly, fluently, and thoughtfully 1.4 To compose in an effective, well organized fashion, free from gross errors in mechanics and structure 1.5 To apply knowledge of how language works and develops to draw inferences concerning the meaning of words 1.6 To pursue topics, both assigned and self-selected, with rigor, depth, and breadth 1.7 To develop metacognition and self assessment as regular habits of mind 2. PERFORMANCE OBJECTIVES READING 2.1 Word analysis, fluency, and systematic vocabulary development Page 1 of 13

2 2.1.1 Trace the etymology and apply knowledge of Greek, Latin, and Anglo- Saxon roots and affixes to draw inferences concerning the meaning of words Identify different levels of language from formal to informal and analyze for effectiveness on the intended audience 2.2 Reading comprehension (Focus on Informational Materials) Comprehension and Analysis of Grade-Level-Appropriate Text: Verify and clarify facts presented in expository texts by accessing a variety of consumer, workplace, and public documents Analyze an author s implicit and explicit philosophical assumptions and beliefs about a subject Expository Critique Identify author s attitude and the techniques which reveal that attitude Identify examples of slant, bias, and propaganda Identify the following stylistic techniques which contribute to the total effect: diction dialogue literary and cultural allusions sentence structure characterization description narration irony Critique arguments found in a variety of expository texts Analyze the power, validity, and truthfulness of the logic Analyze the appeal to diverse audiences, both hostile and friendly Page 2 of 13

3 Identify the extent to which the arguments anticipate and address reader concerns and counter claims (appeal to reason, authority, pathos, and emotion) 2.3 Literary Response and Analysis Structural Features of Literature Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, the novel, the short story, the essay, and other basic genres Identify, define, use, and discuss in terms of a specific work of literature all aspects of each of the literary genres and perform each of the following critical reading tasks: Interpret ideas suggested through inference Identify and explain examples of symbolism Identify and explain examples of figurative language and other literary techniques Identify major themes which are common in world literature and demonstrate the ways in which these themes find expression in particular periods or cultures Identify conflicts in world literature and explain how various factors influence the ways in which these conflicts are resolved Identify sources of common world heritage as various aspects of this heritage are expressed in literature Narrative Analysis of Grade-Level-Appropriate Text: Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., the archetypes of banishment from an ideal world may be used to interpret Shakespeare s Macbeth; the archetype of the hero s journey found in works such as Beowulf or The Odyssey) Analyze recognized works of world literature, both traditional and contemporary, from a variety of authors Page 3 of 13

4 Literary Criticism WRITING Contrast the major literary forms, techniques, and characteristics of recognized literary periods (e.g., Homeric Greece, medieval period, romantic, neoclassic, modern, etc.) Relate literary works and authors to the major themes and issues of their eras; explain the influence of these themes and issues on the author and the literary work Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings Read a variety of works of recognized literary merit, outside the classroom, with a focus on works by recognized authors from around the world Analyze the philosophical arguments presented in literary works in light of the author s background and motivation Writing Strategies Determine whether the author s positions have contributed to the quality of the work and the credibility of its characters (e.g., Erich Remarque s WWI experience and its impact on All Quiet on the Western Front) 2.4 Write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students awareness of the audience and purpose and progression through the stages of the writing process. Organization and Focus Demonstrate effective use of rhetorical devices such as parallelism, repetition, and analogy Incorporate visual aids (graphs, tables, pictures) to enhance meaning and support arguments more effectively Research and Technology Incorporate clear research questions and methods, including electronic media, print media, and primary sources Page 4 of 13

5 2.4.4 Integrate databases, graphics, and spreadsheets into word-processed documents Using advanced research and technology skills, explore a second career interest (other than the one researched in Level III) generated by this class and/or others Evaluation and Revision Use handbooks of usage and style independently to observe conventions of standard written English Plan and revise independently as a natural part of the writing process Revise text to improve and enhance the following: Individual voice Sentence variety and style Clarity of diction Distinction of tone Awareness of audience Logical coherence including transitional devices Appropriate use of active and passive voice Writing Applications (Genres and Their Characteristics) 2.5 Combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0 Using the writing strategies of grades eleven and twelve outlined in Writing Standard Write reflective compositions that: Explore the significance of personal experiences, events, conditions or concerns by using rhetorical strategies Draw comparisons between specific incidents and broader themes that illustrate the writer s beliefs or generalizations about life Page 5 of 13

6 Maintain a balance in describing individual incidents and relating those incidents to more general and abstract ideas Write applications and resumes that: Provide clear and purposeful information and address the intended audience appropriately Modify language and tone to achieve intended effects and aid comprehension Follow a conventional style appropriate for the type of document (e.g., resume, memorandum) Write technical documents, procedures, or process papers that: Focus on logic Give examples Anticipate reader s misunderstandings Write in-depth responses to literature that: Demonstrate a comprehensive understanding of the significant ideas in works or passages Analyze the use of imagery, language, universal themes, and unique aspects of text Support important ideas and viewpoints through accurate and detailed references to the text and to other works Demonstrate an understanding of the author s use of stylistic devices and an appreciation of the effects created Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text Write essays of literary criticism and analysis, using specific references to the primary text and to secondary sources where appropriate Write poems, narratives, reflective esays or other original works in response to fiction or non-fiction Write carefully crafted paraphrases and précis Page 6 of 13

7 2.5.8 Create a portfolio of writings which shows a range of writing types and growth over time Deliver multimedia presentations LISTENING AND SPEAKING Combine text, images, and sound, drawing information from many sources Select an appropriate medium for each element of the presentation Use selected media skillfully, editing appropriately and monitoring for quality Test audience s response and revise the presentation accordingly 2.6 Listening and Speaking Strategies Students form adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. Comprehension Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language) Analyze the impact of media on the democratic process (e.g., influencing elections, creating images of leaders, shaping attitudes) at the local, state, and national levels Interpret and evaluate the various ways in which events are presented and communicated by visual image makers (e.g., graphic artists, illustrators, documentary filmmakers, news photographers) Participate in class discussion, making points clearly, qualifying ideas, and synthesizing the development of a point made by one speaker and restated or elaborated upon by at least one other speaker. Organization and Delivery of Oral Communication Page 7 of 13

8 2.6.5 Use organizational devices for clarity, force, and aesthetic effect (e.g., rhetorical strategies, questions, parallel structures, concrete images, and figurative language) Select, read aloud, or recite and interpret a literary passage which fits into a theme or pattern discussed, to demonstrate an understanding of meaning (e.g., may include aesthetic effect using gesture, movement, vocalization, and artistic staging) Analysis and Evaluation of Oral Media Communication Analyze and critique the impact of a speaker, or the media on the audience. Consider diction, syntax, purpose, persuasion, and organization 2.7 Speaking Applications (Genres and Their Characteristics) Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Research and present informational or interpretive investigations, exposition, narration, description, persuasion, or some combination of these to support the main thesis (e.g., reports on author, literary and historical periods, in individual works of fiction and nonfiction on a variety of topics, including self-selected ones, based on primary and secondary sources) Deliver multimedia presentations Recite poems, selections from speeches or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of meaning 2.8 Students write and speak with a command of standard English conventions Address appropriate formal manuscript requirements in writing (e.g., Modern Language Association Handbook [MLA]) Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage Produce legible work that shows accurate spelling and correct punctuation and capitalization Page 8 of 13

9 3. CONTENT OUTLINE In general, this course is presented with either literature, non-fiction texts or composition as the organizing factors. Typical units of study use as the title and the unifying element the following: a literary concept such as genre, theme, historical period, author or title. Units of advanced composition are also incorporated as needed. Skill development areas such as grammar, usage, vocabulary, and listening and speaking skills are integrated throughout the major units of study. Representative units are as follows: 3.1 Reading Literary themes (this list is not exhaustive and can draw from a variety of genres) Poetry 3.2 Writing Individual and his/her place in society (e.g., Chinua Achebe Things Fall Apart; Henrik Ibsen A Doll s House) Fate and free will (e.g., Emily Bronte Wuthering Heights; Sophocles Oedipus Rex) The nature of justice (e.g., W. Shakespeare Hamlet, Macbeth; Sophocles Antigone Search for identity (e.g., Herman Hesse Siddhartha; Erich Remarque All Quiet on the Western Front) Poetry for the pleasure of language as well as for the close, critical reading that it requires Poems are selected from world literature and may represent poets of the past as well as poets in the present Writing process including pre-writing, multiple drafts, and revision Portfolio of representative works created throughout the year which shows a variety of writing types and demonstrates a range of writing Types of compositions may include Expository (reflective, analytical) Narrative Page 9 of 13

10 Descriptive Persuasive 3.3 Skill Development 4. TIME ESTIMATES Technical (resume, applications) Research-based Vocabulary Second career exploration Grammar and usage review Analysis and critical thinking Rhetoric 3.4 Listening and speaking skills Individual and group presentations (e.g., oral seminar report on an author or a work of literature including biographical information, references to secondary sources, and interpretive analysis with specific references to primary sources Discussion 4.1 Most literature units last from three to six weeks 4.2 Skill units may be intensive, lasting a week or two, or may be reviewed over a semester or a year 5. INSTRUCTIONAL MATERIALS 5.1 District-adopted tests 5.2 Supplementary materials 5.3 Multi-media technology and materials related to district curriculum 6. EVALUATION OF STUDENT PROGRESS 6.1 Classwork/homework Page 10 of 13

11 6.2 Quizzes 6.3 Tests 6.4 Class discussion 6.5 Compositions 6.6 Projects (individual/collaborative) 6.7 Oral presentations 6.8 Rubrics 6.9 Peer evaluations 6.10 Self evaluation 6.11 Portfolios Committee Members Jan Bergamini Teacher on post retirement contract Evie Groch Curriculum Specialist Dent Center Approved by High School English Language Arts Department Members Page 11 of 13

12 Mt. Diablo Unified School District Application for Advanced Placement or Honors Courses (One application per AP or Honors course requested) Name of AP or Honors course for which student is applying: Name of student: (print) Date Present (content area) teacher: By signing this application, both student and parent understand and agree to the following conditions: 1. Student agrees to stay in the course for the entire year. 2. Student commits to active participation in class discussions and class projects, including after school discussion groups as assigned by the instructor. 3. Enrollment in an AP or Honors course is not a guarantee of an A or B. 4. The work will be considerably more challenging than the work for a regular course. 5. If this is an AP course, student will be encouraged to take the AP test associated with it. (If cost is an issue, student may apply for reduced fees) 6. The prerequisites for this course include a grade of A or B in student s current (subject matter) course. Please have teacher of that course fill out grade requests and sign in box below. Course name First semester grade Third quarter grade Signature of teacher 7. Applications are due by on to. Applications submitted after the deadline will not be accepted. Student s signature: Parent s signature: Date Date If student does not meet prerequisite of A or B in prior course, but is still interested in taking the course, he or she must earn a C and read the other side of this sheet. Page 12 of 13

13 Students with a C in a course prior to the AP or Honors course they are interested in taking, need to review the information in the subject area of the course in question listed below. For AP or Honors course in English/Language Arts/Foreign Language (no lower than C in previous course): Contact your current English teacher to arrange to: submit a writing sample (on a predetermined prompt addressing a specific standard, to be scored on a rubric to be developed) take part in an interview (based on predetermined criteria) For AP or Honors course in History/Social Science (no lower than C in previous course): Contact your current History/Social Science teacher to arrange to: submit a writing sample (as above) receive a letter of recommendation For AP or Honors course in Math (no lower than C in pre-calculus): AP or Honors Calculus: Contact your current math teacher to arrange to: take a diagnostic test For AP or Honors course in Science: AP or Honors Biology (no lower than C in Biology and Chemistry) recommendation from current science teacher AP or Honors Chemistry (no lower than C in PCM III): recommendation from current science teacher Page 13 of 13