Cheney High School
“A Commitment to Excellence”
Language Arts 12
Mr.Martin
Telephone: 559-4050
e-mail; jmartin@cheneysd.org
Course Description:
This course provides further experience in the backgrounds and modes of western literature,
dealing with social criticism and man’s search for personal identity. Students will be engaged in
increasingly complex writing activities, which call for mature development of ideas. Vocabulary,
spelling, sentence structure, and style will continue to be emphasized in this integrated program
of literature, language, and composition throughout the three trimesters. Language Arts 12
completion is subject to the student’s passing trimester writing competencies showing mastery of
the five-paragraph essay in organization, content, and style.
Throughout the course, emphasis will be placed on Washington State Essential Academic
Learnings in reading and writing:
Reading:
1.The student understands and uses different skills and strategies to read.
2.The student understands the meaning of what is read.
3.The student reads different materials for a variety of purposes.
4.The student sets goals and evaluates progress to improve reading.
Writing:
1.The student writes clearly and effectively.
2.The student writes in a variety of forms for different audiences.
3.The student understands and uses the steps of the writing process.
4.The student analyzes and evaluates the effectiveness of written work.
Course Content Strands:
Fall Trimester:
Structure of the essay: chapters 1-4, The Lively Art of Writing
Collection 1, “The Anglo-Saxons,” Elements of Literature
A Separate Peace, John Knowles; Antigone, Sophocles
Reading Emphasis
GLE 1.2.2 Apply strategies to comprehend words and ideas.
GLE 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text.
GLE 2.1.3 Apply comprehension monitoring strategies during and after reading.
GLE 2.2.4 Apply understanding of text organizational structures.
Writing Emphasis
Academic/Research: Argumentative Essay/contemporary topic
Literature based: Persuasive Essay A Separate Peace
Literature Based: Persuasive Essay/writing competency Antigone
Winter Trimester:
Fluency, Ideas, and Content: Chapters 5-8, The Lively Art of Writing
Drama: Selection from the Elizabethan Period, Hamlet/Macbeth, Shakespeare, paperbacks
Poetry: Collection 2, “The Middle Ages,” The Canterbury Tales, Elements of Literature
Informational Text, Collection 4, “The Restoration,” Elements of Literature
Lord of the Flies, William Golding
Reading Emphasis
GLE 2.1.5 Apply comprehension monitoring strategies for informational and technical materials,
complex narratives, and expositions: synthesize ideas from selections to make predictions and
inferences.
GLE 2.2.3 Analyze story elements.
GLE 2.2.4 Apply understanding of text organizational structures.
GLE 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and
differences and cause and effect relationships.
GLE 2.2.3 Evaluate the author’s use of literary devices to enhance comprehension.
GLE 2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions
and develop insights.
Writing Emphasis
Personal/Reflection: “Picture Frame” paragraphs
Personal/Reflection: Reflection Essay
Career Related: Reflection Essay-Career Focus/Senior Project
Literature Based: Paragraph(s) response to novel
Literature Based: Persuasive Essay/writing competency: Lord of the Flies
Spring Trimester:
Word Choice, Voice, Conventions, Fluency, Chapters 9,10,12 The Lively Art of Writing
Informational Text, Collection 7, “The Modern World,” Elements of Literature
Animal Farm, One Flew Over the Cuckoo’s Nest
Reading Emphasis
GLE 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and
differences and cause and effect relationships.
GLE 2.3.4 Synthesize information from a variety of sources.
GLE 2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions
and develop insight.
GLE 2.4.5 Analyze text to generalize, express insight, or respond by connection to other text or
situations.
Writing Emphasis
Personal/Reflection: Personal Essay
Literature Based: Compare/Contrast, Formal Essay Competency/Senior Project
The following assessment options will be utilized in this course:
* Pen and paper, using word processor as appropriate to the task
* Multiple-choice questions
* Short Answer questions
* Extended-response questions
* Writing assignments in which concept is explained in detail
* Group and individual projects
* Comprehensive assessments in which a variety of responses are used in combination to assess a
number of concepts
* Class discussion eliciting oral response
* Individual response to teacher’s questions
* Performance assessment writing competency showing mastery of concepts
Grade Scale: A 95%-100%
A- 92%-94%
B+ 89%-91%
B 85%-88%
B- 82%-84%
C+ 78%-81%
C 75%-77%
C- 70%-74%
D+ 68%-69%
D 60%-67%
Guidelines, Rules:
Makeup Work : Work should be made up within the number of days
absent. If the work is not made up within that period, you have lost the
opportunity to do so, and the grade for that assignment will be an F.
Exception: a reading test for a novel will be given the day you return.
For extended illness special arrangements can be made to extend the time
period. Reading points must be made up, and the same rules apply. Tests
are made up before school, at lunch, or after school. (See management
sheet.)
Pop Quiz:
A pop quiz must be made up immediately upon your return to school.
Locker or Bathroom
Pass:
Please don’t ask unless it is an emergency. Come prepared with your
brain open, your textbooks and pen in hand, your thirst quenched, and
your bladder empty.
Tardies:
The school tardy policy will be followed.
Other Details:
No liquids in the classroom except in a closed container.
Cell phones: turned off and out of sight in your backpack, please. No
Headsets! Assignments in ink, please. (Of course, scantron tests must be
done in pencil.) Please use MLA format heading on each assignment
Neatness counts.
HAVE A GOOD TRIMESTER. IF YOU HAVE ANY PROBLEMS OR CONCERNS, PLEASE
FEEL FREE TO TALK WITH ME ABOUT THEM.
Please sign below to indicate that you and your parents have read the above information.
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Student Signature
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