ACPS Twelfth Grade English Pacing Guide

Transcription

1 ACPS Twelfth Grade English Pacing Guide Philosophy: The philosophy of Amherst County English Department is that individual students will be appropriately challenged according to their instructional levels. The foundational component of this program is the students immersion in reading, writing, and oral communication. 1 st Nine Weeks Reading Page 1 of 12 Standards 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms, literary and classical allusions in text. e) Expand general and specialized vocabulary through speaking, reading, and writing. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts The student will read, comprehend, and analyze the development of British literature and literature of other cultures. a) Compare and contrast the development of British literature in its historical context. b) Recognize major literary forms and their elements. c) Recognize the characteristics of major chronological eras. d) Relate literary works and authors to major themes and issues of their eras. Possible Reading Selections The Anglo-Saxons and The Middle Ages Literature (from Collections 1 and 2) and novels including, but not limited to the following: AP/English Advanced 12: Anglo-Saxon riddles and poems (the elegy) Beowulf Dante s Inferno Everyman King Arthur literature Medieval Ballads Sir Gawain and the Green Knight Works from the Decameron Deus lo Volt Eragon Speak Meg The Strange Case of Dr. Jekyll & Mr. Hyde Pride and Prejudice and Zombies English 12: Anglo-Saxon riddles and poems (the elegy) Beowulf King Arthur literature Medieval Ballads

2 e) Analyze the social and cultural function of British literature. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Compare and contrast traditional and contemporary poems from many cultures. Sir Gawain and the Green Knight Works from the Decameron Ella Enchanted Eragon Meg The Strange Case of Dr. Jekyll & Mr. Hyde Speak Writing/Resea rch 12.8 The student will write documented research papers. a) Use technology as a tool to research, organize, evaluate, and communicate information. b) Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge. c) Critically evaluate the accuracy, quality, and validity of the information. d) Synthesize information to support the thesis and present information in a logical manner. e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). f) Revise writing for clarity, depth of information, and technique of presentation. g) Edit writing for language, spelling, punctuation, capitalization, syntax, and paragraphing as appropriate for standard English. h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. Advanced 12: Students will compose short analytical and expository papers, but the main focus of Nine Weeks One is the research paper. English 12: Students will compose an informational paper/research paper and a short expository paper. *MLA formatting With Emphasis on: Importance and purpose of thesis statement Crafting a thesis statement and argument Creating transitions between paragraphs Composing effective introduction and conclusion The research process Crafting a works cited page and using parenthetical references correctly Making note cards and source cards Page 2 of 12 English 12

3 Communicati on 12.1 The student will make a formal oral presentation in a group or individually. a) Choose the purpose of the presentation. b) Choose vocabulary, language, and tone appropriate to the audience, topic, and purpose. c) Use details, illustrations, statistics, comparisons, and analogies to support the presentation. d) Use media, visual literacy, and technology skills to create and support the presentation. e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Collaborate and report on small group learning activities. g) Evaluate formal presentations including personal, digital, visual, textual, and technological. h) Use a variety of listening strategies to analyze relationships among purpose, audience, and content of presentations. i) Critique effectiveness of presentations. Basic punctuation Capitalization Spelling Parts of Speech Advanced 12/AP 12 Use of 2 nd person Parts of Speech Commonly mistaken words Active and passive voice Subordinate clauses OWL Perdue University Writing Lab OWL Perdue University Writing Lab Topics to consider: Research Paper highlights on Anglo- Saxon and Middle Ages topics Presentation on King Arthur stories or middle ages cultural/social/religious customs Great artists, thinkers, and writers of the middle ages Page 3 of 12

4 2 nd Nine Weeks Reading Standards 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms, literary and classical allusions in text. e) Expand general and specialized vocabulary through speaking, reading, and writing. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts The student will read, comprehend, and analyze the development of British literature and literature of other cultures. a) Compare and contrast the development of British literature in its historical context. b) Recognize major literary forms and their elements. c) Recognize the characteristics of major chronological eras. d) Relate literary works and authors to major themes and issues of their eras. e) Analyze the social and cultural function of British literature. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Compare and contrast traditional and contemporary poems from many cultures. Possible Reading Selections The Renaissance Literature (from Collection 3) and Novels Including, but not limited to the following: AP/Advanced 12 Carpe diem poetry Sonnets Shakespearean drama (Othello, Macbeth, Much Ado about Nothing, The Taming of the Shrew) Shadowlands A Christmas Carol Heart of Darkness English 12: Carpe diem poetry Sonnets Shakespearean drama (Othello, Macbeth, Much Ado about Nothing, The Taming of the Shrew) Shadowlands Adapted novels of above work/poems as needed Body of Evidence Meg Eragon Page 4 of 12

5 h) Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. i) Compare and contrast dramatic elements of plays from American, British, and other cultures. Writing 12.6 The student will develop expository and informational, analyses, and persuasive/argumentative writings. a) Generate, gather, and organize ideas for writing to address a specific audience and purpose. b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions. c) Clarify and defend a position with precise and relevant evidence. d) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. e) Use a variety of rhetorical strategies to accomplish a specific purpose. f) Create arguments free of errors in logic and externally supported. g) Revise writing for clarity of content, depth of information and technique of presentation. h) Use computer technology to plan, draft, revise, edit, and publish writing. AP 12/Advanced 12: Complete resumes, employment forms, and other types of technical writings. Complete literary analysis paper. Complete a short informational paper. Emphasis on: Transition and flow Tone and voice Elaboration MLA citation Sentence clarity English 12: Complete resumes, employment forms, and other types of technical writings. Emphasis on: Transition and flow Tone and voice Elaboration Page 5 of The student will write, revise, and edit writing. a) Edit, proofread, and prepare writing for intended audience and purpose. b) Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization. AP 12/Advanced English 12/English 12 Avoiding idioms and slang Using academic tone Spelling Homophones

6 c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. OWL Perdue University Writing Lab Communicati on 12.1 The student will make a formal oral presentation in a group or individually. a) Choose the purpose of the presentation. b) Choose vocabulary, language, and tone appropriate to the audience, topic, and purpose. c) Use details, illustrations, statistics, comparisons, and analogies to support the presentation. d) Use media, visual literacy, and technology skills to create and support the presentation. e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Collaborate and report on small group learning activities. g) Evaluate formal presentations including personal, digital, visual, textual, and technological. h) Use a variety of listening strategies to analyze relationships among purpose, audience, and content of presentations. i) Critique effectiveness of presentations. Presentation topics; Topics in Renaissance history Shakespearean sonnets Shakespearean words and word choice 3 rd Nine Weeks Reading Standards 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and Possible Reading Selections Continue with the Renaissance Drama/Shakespearean Drama as needed Page 6 of 12

7 cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms, literary and classical allusions in text. e) Expand general and specialized vocabulary through speaking, reading, and writing. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts The student will read, comprehend, and analyze the development of British literature and literature of other cultures. a) Compare and contrast the development of British literature in its historical context. b) Recognize major literary forms and their elements. c) Recognize the characteristics of major chronological eras. d) Relate literary works and authors to major themes and issues of their eras. e) Analyze the social and cultural function of British literature. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Compare and contrast traditional and contemporary poems from many cultures The student will read and analyze a variety of nonfiction texts. a) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. b) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. c) Analyze two or more texts addressing the same topic to identify The Restoration and the Romantic Period Literature (from Collections 4 and 5) and Novels including but not limited to the following: AP/Advanced 12: Guns, Germs, and Steel Metaphysical poetry (from Collection 3) Satire: A Modest Proposal ; Top of the Food Chain ; selections from Candide Parody: from Don Quixote A Vindication on the Rights of Women To the Ladies The Education of Women From A Journal of the Plague Year From the Diary of Samuel Pepys Paradise Lost Romantic poets: Blake, Burns, Gray, Wordsworth, Coleridge, Byron, Keats, Shelley Tanka and haiku poems Frankenstein Novels of Jane Austen Gulliver s Travels English12 Gothic Classic Comics Metaphysical poetry (from Collection 3) Satire: A Modest Proposal ; Top of the Food Chain From A Journal of the Plague Year From the Diary of Samuel Pepys Romantic poets: Blake, Burns, Gray, Page 7 of 12

8 authors purpose and determine how authors reach similar or different conclusions. d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. e) Identify false premises in persuasive writing. f) Draw conclusions and make inferences on explicit and implied information using textual support. Wordsworth, Coleridge, Byron, Keats, Shelley Tanka and haiku poems Animal Farm Adapted novels: Frankenstein or Pride and Prejudice Writing 12.6 The student will develop expository and informational, analyses, and persuasive/argumentative writings. a) Generate, gather, and organize ideas for writing to address a specific audience and purpose. b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions. c) Clarify and defend a position with precise and relevant evidence. d) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. e) Use a variety of rhetorical strategies to accomplish a specific purpose. f) Create arguments free of errors in logic and externally supported. g) Revise writing for clarity of content, depth of information and technique of presentation. h) Use computer technology to plan, draft, revise, edit, and publish writing The student will write, revise, and edit writing. a) Edit, proofread, and prepare writing for intended audience and purpose. AP/Advanced 12/English 12: Students will complete a persuasive/argumentative paper. English12: Emphasis on: Thesis statements Transitions and flow Elaboration Providing detail and support Persuasive appeals and techniques Crafting logical arguments AP 12/Advanced English 12/English 12: Avoiding fragments and run-ons Pronoun agreement and reference issues Subject verb agreement Verb tenses MLA rules for punctuation and formatting direct quotations Page 8 of 12

9 c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. Communicati on 12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. a) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. b) Determine the author s purpose and intended effect on the audience for media messages. 4th Nine Weeks Reading Page 9 of 12 Standards 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms, literary and classical allusions in text. e) Expand general and specialized vocabulary through speaking, Possible Reading Selections The Victorian and Modern/Postmodern Periods Literature (from Collections 6 and 7) and Novels including but not limited to the following: AP/Advanced: Victorian poets: Tennyson, Browning, Arnold, Hardy, Hopkins, Housman,etc. Kipling (poetry and short stories) The poetry of the World Wars Readings from the Holocaust

10 reading, and writing. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts The student will read, comprehend, and analyze the development of British literature and literature of other cultures. a) Compare and contrast the development of British literature in its historical context. b) Recognize major literary forms and their elements. c) Recognize the characteristics of major chronological eras. d) Relate literary works and authors to major themes and issues of their eras. e) Analyze the social and cultural function of British literature. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Compare and contrast traditional and contemporary poems from many cultures. Poetry of Yeats, Auden, Thomas, and Neruda Animal Farm Dracula Brave New World Works of J.R.R. Tolkien Silas Marner Sons and Lovers Tess of the D Ubervilles The Wasteland Wuthering Heights A Tale of Two Cities Shadowlands English 12 Victorian poets: Tennyson, Browning, Arnold, Hardy, Hopkins, Housman,etc. Kipling (poetry and short stories) The poetry of the World Wars Readings from the Holocaust Poetry of Yeats, Auden, Thomas, and Neruda Speak A Tale of Two Cities Alice in Wonderland The Adventures of Sherlock Holmes Animal Farm Jane Eyre Skellig The Ocean at the End of the Lane Tarzan Wuthering Heights Page 10 of 12

11 Writing 12.7 The student will write, revise, and edit writing. a) Edit, proofread, and prepare writing for intended audience and purpose. b) Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization. c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations The student will develop expository and informational, analyses, and persuasive/argumentative writings. a) Generate, gather, and organize ideas for writing to address a specific audience and purpose. b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions. c) Clarify and defend a position with precise and relevant evidence. d) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. e) Use a variety of rhetorical strategies to accomplish a specific purpose. f) Create arguments free of errors in logic and externally supported. g) Revise writing for clarity of content, depth of information and technique of presentation. h) Use computer technology to plan, draft, revise, edit, and publish writing. AP 12: Students will compose a literary analysis and expository paper. Advanced 12: Students will compose an expository paper English 12: Students will compose an expository paper. AP/Advanced/English 12: Varied and sophisticated transitions Parallelism Gerunds Participles Page 11 of 12

12 Communicati on (Optional) 12.1 The student will make a formal oral presentation in a group or individually. a. Choose the purpose of the presentation. b. Choose vocabulary, language, and tone appropriate to the audience, topic, and purpose. c. Use details, illustrations, statistics, comparisons, and analogies to support the presentation. d. Use media, visual literacy, and technology skills to create and support the presentation. e. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Collaborate and report on small group learning activities. g) Evaluate formal presentations including personal, digital, visual, textual, and technological. h) Use a variety of listening strategies to analyze relationships among purpose, audience, and content of presentations. i) Critique effectiveness of presentations. Possible topics: Victorian Era Concerns as seen through literature Poetry of the world Comparing and contrasting literature in the Post Modern Era Colonization in the Modern and Postmodern World and Its Effect on Literature Art and Technology of the Modern Era and influence on literature Page 12 of 12