College Prep English 10 -Honors

Transcription

1 -Honors Instructional Unit Communications Communications The students will be -Utilize different strategies -prompts F-G, -note-taking able to communicate for active listening. -essays C, -wrap-around discussion effectively through -Plan writing through the -oral presentations A-D, -brainstorming writing, speaking, steps of the writing process. -practice exercises A-G, -prewriting and listening. -response group A-F -drafting -Incorporate strategies that activities -peer editing address purpose and -outlines -revising audience. -journals/writers' -editing -Organize writing for unity notebooks (optional) -publishing and coherence. -working portfolios -audience -Outline content for written (optional) -purpose and spoken compositions. -jigsaw (optional) -introductions -Compose varied sentence -tests/quizzes -conclusions structures, utilizing grammar (optional) -transitions concepts. -writing contests -outlining and organizing -Demonstrate a knowledge (optional) -organizational patterns of mechanics and usage in -collaborative learning -paragraph development writing. (optional) -phrases -Write essays. -clauses -Give presentations. -sentence opening variety -Participate in discussions. -sentence structure variety -Respond to literature orally -verbs and in writing. -sentence base (complements) -subject/verb/pronoun agreement -pronoun case Monday, August 18, 2003 Page 1 of 19

2 Instructional Unit Communications -punctuation Monday, August 18, 2003 Page 2 of 19

3 Instructional Unit History of the English Language History of the English The students will be -Recognize specific periods -dictionary skills A-B, Language able to evaluate the of the English language. (optional) D-F, -language terms changing role and -Recognize influences on -discussion of A-C -three periods of English (Old, influence of the the English language. language Middle, Modern) English language in -Determine the role of -practice exercises -three levels of English usage the world. English in the world today. -review of videos (formal, informal, substandard) -Distinguish different levels (optional) of English usage. -timelines (optional) -etymology of words -Differentiate levels of -creation of an ad or -connotation vs. denotation meanings and associations. commercial (optional) -influences on the English -Identify persuasive strategies in the media. -Recognize and give examples of language terms. -Differentiate between oral Monday, August 18, 2003 Page 3 of 19

4 Instructional Unit Literature 1: The Oral Tradition -Origins of Literature The students will be -Read a variety of Native -discussions various Native American able to examine American literature -reader response A-E, legends elements of -Determine the author's journals (optional) G.1-4, G.6, various narrative accounts of literature purpose and the relationship -essays (optional) H.1-5, European explorers represented in oral between the author's work -projects (optional) B.3, slave narrative (from The Life and the times in which he or -panels/presentation A-B, she composed. (optional) C.1-3, D, F, -Respond to literature. -analytical questions B.2, -Make connections between (optional) A.1, literary works and their own -study guides B.1-3, C.1-2, experiences, ideas, and (optional) D.2, feelings. -oral reading (optional) A.1-3, -Apply a variety of reading B.1-5, C.2, strategies. -tests and quizzes D.1-7, E.1, 6, -Recognize new vocabulary (optional) F.1, 3, in literature. -notetaking (optional) A -Recognize and apply terms of literary analysis. -critical viewing -Demonstrate appreciation of literature for social value. -Engage in discussions productively. -Listen to selections of literature (fiction or nonfiction) critically or (optional) -critical listening (optional) Monday, August 18, 2003 Page 4 of 19

5 Instructional Unit Literature 2: Puritan Influence -Unit Introduction The students will be -Read a variety of Puritan -discussions A-E, historic influences able to evaluate how works. -reader response G.1-7, H.1-5, literary perspectives the Puritan period -Determine the writer's journals (optional) B.3, echoes of Puritanism in impacted American purpose and the relationship -essays (optional) A-B, modern society society and culture. within the times he or she -projects (optional) C.1-3, D, F, -Puritan Work Ethic wrote. -panels/presentation B.2, -American Dream -Distinguish between the (optional) A.1, -attitudes toward poverty unique features of diverse -analytical questions B.1-3, C.1-2, -Contrast Between North and cultures of Northern and (optional) D.2, South Southern colonies. -study guides A.1-3, from The General History of -Examine themes such as (optional) B.1-5, C.2, Virginia John Smith the Puritan Work Ethic, -oral reading (optional) D.1-7, E.1, 6, -Materialism vs. spiritualism materialism vs. spiritualism, F.1, 3, from Of Plymouth Plantation the Divine Mission, and the -tests and quizzes A William Bradford American Dream. (optional) -City on the Hill -Respond to literature. -notetaking (optional) -Attitudes Toward Global -Make connections between Commitment literary works and their own -critical viewing To My Dear and Loving experiences, ideas, and (optional) Husband Anne Bradstreet feelings. -critical listening -Apply a variety of reading (optional) strategies. -Demonstrate appreciation of literature for social value. -Engage in discussions productively. -View a selection of literature (fiction or nonfiction) critically. -Engage in discussions productively. -Listen to selections of Monday, August 18, 2003 Page 5 of 19

6 Instructional Unit Literature 2: Puritan Influence literature (fiction or nonfiction) critically or emotionally. -Recognize new vocabulary in literature. -Recognize and apply terms of literary analysis. -collaborative learning (optional) Monday, August 18, 2003 Page 6 of 19

7 Instructional Unit Literature 3: The Revolutionary Period -Unit Introduction The students will be -Read a variety of -discussions historic influences able to evaluate the Revolutionary works. -reader response A-E, classicism significance of the -Read a Greek tragedy. journals (optional) G.1-3, G.6, literary perspectives writing of the -Evaluate the influence of -essays (optional) H.1-5, political revolution Revolutionary Greek ideals on the -projects (optional) B.3, role of public writing Period and correlate Revolutionary Period. -panels/presentation A-B, role of persuasive writing the influence of -Determine the writer's (optional) C.1-3, D, F, -Impact of Classicism Greek classicism on purpose and the relationship -analytical questions B.2, Antigone Sophocles this period. within the times he or she (optional) A.1, -Rags to Riches wrote. -study guides B.1-3, C.1-2, from The Autobiography Ben -Analyze rhetoric for (optional) D.2, Franklin persuasion. -oral reading (optional) A.1-3, -Rhetoric for Persuasion -Examine themes such as B.1-5, C.2, from The Crisis, Number 1 the Work Ethic, materialism -tests and quizzes D.1-7, E.1, 6, Thomas Paine vs. spiritualism, the (optional) F.1, 3 Speech in the Virginia Enlightenment, the melting -notetaking (optional) Convention Patrick Henry pot theory, individualism, -The Melting Pot democracy, and the -critical viewing from Letters From an American Dream. (optional) American -Respond to literature. -critical listening FarmerMichel-Guillaume Jean -Make connections between (optional) de Crevecoeur literary works and their own experiences, ideas, and feelings. -Apply a variety of reading strategies. -Demonstrate appreciation of literature for political value. -Engage in discussions productively. -Listen to selections of literature (fiction or Monday, August 18, 2003 Page 7 of 19

8 Instructional Unit Literature 3: The Revolutionary Period nonfiction) critically or -collaborative learning emotionally. (optional) -Recognize new vocabulary in literature. -Recognize and apply terms of literary analysis. Monday, August 18, 2003 Page 8 of 19

9 Instructional Unit Literature 4: The Romantic Period -Unit Introduction The students will be -Read a variety of -discussions historic influences able to determine Romantic works. -reader response A-E, literary perspectives characteristics of -Determine the writer's journals (optional) G.1-3, G.6, -archetypes Romantic literature. purpose and the relationship -essays (optional) H.1-5, -gothic romance within the times he or she -projects (optional) B.3, cultural revolution wrote. -panels/presentation A-B, -New View of Man -Examine literature for (optional) C.1-3, D, F, The Devil and Tom Walker distinctive marks of -analytical questions B.2, Washington Irving authors' styles. (optional) A.1, Thanatopsis or To a -Examine concepts such as -study guides B.1-3, C.1-2, Waterfowl William Cullen the noble savage, (optional) D.2, Bryant materialism vs. spiritualism, -oral reading (optional) A.1-3, -New View of Nature and the new views of man, B.1-5, C.2, Human Nature nature, and society, -tests and quizzes D.1-7, E.1, 6, The Fall of the House of transcendentalism, and the (optional) F.1, 3 Usher (or an equivalent work) American Dream. -notetaking (optional) Edgar Allan Poe -Respond to literature. The Last of the Mohicans -Make connections between -critical viewing James Fenimore Cooper literary works and their own (optional) -New View of Society experiences, ideas, and -critical listening The Minister's Black Veil (or feelings. (optional) an equivalent work) Nathaniel -Apply a variety of reading Hawthorne strategies. or from Moby Dick (or an -Demonstrate appreciation equivalent work) Herman of literature for personal, Melville political, and social value. from Self-Reliance Ralph -Engage in discussions Waldo Emerson productively. from Walden Henry David -View a selection of Thoreau literature (fiction or from Civil Disobedience nonfiction) critically. Henry David Thoreau -Recognize new vocabulary various poems Emily in literature. Monday, August 18, 2003 Page 9 of 19

10 Instructional Unit Literature 4: The Romantic Period Dickinson -Recognize and apply terms -collaborative learning various poems Walt of literary analysis. (optional) Whitman Monday, August 18, 2003 Page 10 of 19

11 Instructional Unit Literature 5: Realism and Naturalism -Unit Introduction The students will be -Read a variety of works of -discussions historic influences able to assess this period. -reader response A-E, literary perspectives distinguishing -Evaluate the influence of journals (optional) G.1-3, G.6, African American Perspective characteristics of Naturalism on works of the -essays (optional) H.1-5, from My Bondage and My Realism and Modern period -projects (optional) B.3, Freedom Frederick Douglass Naturalism in -Determine the writer's -panels/presentation A-B, -Literature from a Northern literature. purpose and the relationship (optional) C.1-3, D, F, Perspective of Civil War within the times he or she -analytical questions B.2, Various wrote. (optional) A.1, -Literature from a Southern -Analyze literature for -study guides B.1-3, C.1-2, Perspective of Civil War distinctive marks of (optional) D.2, Various authors' styles. -oral reading (optional) A.1-3, -Development of Realism -Examine concepts such as B.1-5, C.2, An Episode of War Stephen the voices of the Civil War -tests and quizzes D.1-7, E.1, 6, Crane - Northern, Southern, (optional) F.1, 3 or An Occurrence at Owl African-American, -notetaking (optional) Creek Bridge Ambrose Bierce regionalism, materialism vs. spiritualism, influences -critical viewing -The Western Experience of science and technology, (optional) from Life on the Mississippi and the American Dream. -critical listening Mark Twain -Appraise the responses of (optional) or The Outcasts of Poker Flat marginalized voices in Bret Harte society: distinctions of -Development of Naturalis To class, gender, and ethnicity. Build a Fire Jack London -Influence of Naturalism on -Respond to literature. Modern Period -Make connections between The Grapes of Wrath John Steinbeck literary works and their own experiences, ideas, and feelings. -Apply a variety of reading strategies. -Demonstrate appreciation Monday, August 18, 2003 Page 11 of 19

12 Instructional Unit Literature 5: Realism and Naturalism of literature for personal, -collaborative learning political, and social value. (optional) -Engage in discussions productively. -Listen to selections of literature (fiction or nonfiction) critically or emotionally. -Recognize new vocabulary in literature. -Recognize and apply terms of literary analysis. Monday, August 18, 2003 Page 12 of 19

13 Instructional Unit Literature 6: The Modern Period -Unit Introduction The students will be -Read a variety of works of -discussions historic influences able to evaluate this period. -reader response A-E, literary perspectives distinguishing -Determine the writer's journals (optional) G.1-3, G.6, -Disillusionment as theme features of the purpose and the relationship -essays (optional) H.1-5, Modern period. within the times he or she -projects (optional) B.3, The Great Gatsby F. Scott wrote. -panels/presentation A-B, Fitzgerald -Examine literature for (optional) C.1-3, D, E, In Another Country Ernest distinctive marks of -analytical questions F, B.2, Hemingway authors' styles. (optional) A.1, -Modern Conventions: Stream -Analyze literature for -study guides B.1-3, C.1-2, of Consciousness techniques such as stream (optional) D.2, The Love Song of J. Alfred of consciousness. -oral reading (optional) A.1-3, Prufrock T.S. Eliot -Examine literature for B.1-5, C.2, or The Jilting of Granny concepts such as alienation -tests and quizzes D.1-7, E.1, 6, Weatherall Katherine Anne and isolation, (optional) F.1, 3, Porter disillusionment, materialism -notetaking (optional) B -Connections to Earlier vs. spiritualism, influences Movements of science and technology, -critical viewing Race at Morning (or an and the American Dream. (optional) equivalent work) William -Identify literary -critical listening Faulkner movements within the (optional) or Nobel Prize Speech period such as the Harlem William Faulkner Renaissance and the -Isolation and Alienation as Southern Renaissance. themes -Appraise the reclamation of Mending Wall Robert Frost marginalized voices in or Stopping by Woods society. Robert Frost -Respond to literature. -Harlem Renaissance -Make connections between from Dust Tracks on the literary works and their own Road Zora Neale Hurston experiences, ideas, and or The Negro Speaks of feelings. Rivers Langston Hughes -Apply a variety of reading Monday, August 18, 2003 Page 13 of 19

14 Instructional Unit Literature 6: The Modern Period -Southern Renaissance strategies. -collaborative learning The Life You Save May Be -Respond to literature by (optional) Your Own Flannery O'Connor making connections to previous literary -Celebration of Literary movements. Diversity -Demonstrate appreciation Selections from Native of literature for personal, American, African American, political, and social value. Jewish, Asian, Hispanic, -Engage in discussions Feminist perspectives productively. -Modern Drama -Listen to selections of Death of a Salesman Arthur literature (fiction or Miller nonfiction) critically or emotionally. -Recognize new vocabulary in literature. -Recognize and apply terms Monday, August 18, 2003 Page 14 of 19

15 Instructional Unit Literature 6: The Modern Period -Unit Introduction The students will be -Integrate clues from roots -writing exercises C, historic influences able to formulate a and affixes to develop -practice exercises E-F literary perspectives more extensive vocabulary. (optional) -Disillusionment as theme working vocabulary. -Determine the logical -analogies (optional) relationships between words. -cartoons (optional) The Great Gatsby F. Scott -word games Fitzgerald -Demonstrate knowledge of (optional) In Another Country Ernest vocabulary terms through -tests and quizzes Hemingway use in context. -vocabulary project -Modern Conventions: Stream -Complete vocabulary of Consciousness exercises as assigned. The Love Song of J. Alfred -Utilize required vocabulary Prufrock T.S. Eliot in writing. or The Jilting of Granny -Develop and practice word Weatherall Katherine Anne analysis skills, fluency, and Porter systemic vocabulary. -Connections to Earlier Movements Race at Morning (or an equivalent work) William Faulkner or Nobel Prize Speech William Faulkner -Isolation and Alienation as themes Mending Wall Robert Frost or Stopping by Woods Robert Frost -Harlem Renaissance from Dust Tracks on the Road Zora Neale Hurston or The Negro Speaks of Rivers Langston Hughes Monday, August 18, 2003 Page 15 of 19

16 Instructional Unit Literature 6: The Modern Period -Southern Renaissance The Life You Save May Be Your Own Flannery O'Connor (optional) -Celebration of Literary Diversity Selections from Native American, African American, Jewish, Asian, Hispanic, Feminist perspectives -Modern Drama Death of a Salesman Arthur Miller Monday, August 18, 2003 Page 16 of 19

17 Instructional Unit Literature 7: Personal and Independent Reading Patterns of Personal and The students will be -Self select and read one or -discussions B-D, Independent Reading: able to value more works. -journals/writers' G-H, -self-selected and teacher patterns of personal -Independently read notebooks (optional) B, selected works and independent numerous teacher selected -reader response A-F, -classification of personal reading in their daily works. (optional) A, readings -Compare film to text. -essays B-F -a reading component to the -Reframe works to make -projects working portfolio individual connections -panels/presentations -comparison of film to text between reading and life. -tests and quizzes (optional) -analytical questions (optional) -study guides (optional) Monday, August 18, 2003 Page 17 of 19

18 Instructional Unit Research Research The students will be -Incorporate sources -note-taking A-B, -note-taking able to synthesize correctly to support an -research B, -paraphrasing information in order appropriate thesis -topic selection A, -direct quoting (long and short) to create a formal statement. -process writing D, research paper. -Distinguish between public -practice exercises F-G, -summary domain and copyrighted -use of technology A-G, -transition techniques material. -MLA format A-C -parenthetical documentation -Determine effective -research paper -works cited note-taking strategies. -tests/quizzes -bibliography -Assess validity of various -thesis statement sources. -research style of writing -Follow MLA format and -plagiarism standards as stated in the -use of technology DTSD Writing Style Guide. -evaluation of sources -Write research paper. -MLA style -final research paper Monday, August 18, 2003 Page 18 of 19

19 Instructional Unit Vocabulary Vocabulary Study -definitions and meanings -inflectional endings -analogies -roots and affixes -words often confused -homophones -contextual applications Monday, August 18, 2003 Page 19 of 19