FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT
Middle and High School Course Outline
Date: March 2014
Course Title: Language and Literature HL
Proposed Grade Level(s): 11th and 12th
Course Length: 2 years
Grading: A-F
Subject Area/Credits: SS / 5 per semester
Prerequisite: “C” or better in English 2
Intent to Pursue College Prep Status through the UC System:
√ Yes  No
COURSE DESCRIPTION:
The language and literature course introduces the critical study and interpretation of written and spoken texts from
a wide range of literary and non literary genres. The formal analysis of texts is supplemented by awareness that
meaning is not fixed but can change in respect to contexts of production and consumption. The course is
organized into four parts, each focused on the study of either literary or non-literary texts. Together, the four parts
of the course allow the student to explore the English language through its cultural development and use, its media
forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability
to present their ideas effectively. A key aim is the development of critical literacy.
GENERAL GOALS/ESSENTIAL QUESTIONS:
The primary goal of IB Language and Literature HL is to prepare students to take the IB exams at the end of their
senior year. In order to do this, students will need detailed knowledge of the unit topics listed below, as well as a
sophisticated skill set that allows them to think, act, and write at the college level.
 Where does our language come from, how has it evolved, and what will be its influence in the future?
 How has oral literature formed our cultural beliefs and influenced our literary traditions?
 To what extent does pop culture reflect our society’s values?
 What is the impact of the gender roles that society creates and forces?
 How do the values of sports affect the way we view ourselves?
 What is our responsibility to nature?
 How are ideas and messages disseminated to the masses through various distribution channels?
 How is public opinion shaped through language?
 Why do we read literature?
 How should we approach literature?
CCSS READING COMPONENT:
Students will read, understand and analyze a variety of primary and secondary media. Students will learn to
recognize and cite specific textual evidence to support analysis of these sources; they will determine and
understand the central ideas of the sources, including author’s intent with regard to words and phrases; students
will analyze the structure of primary sources; students will read primary and secondary sources on the same
subject from different authors, evaluation competing and complementary opinions.
One of the primary means through which students will be introduced to the topics of this course is through the
reading, comprehension and analysis of a variety of texts which include a wide range of oral, written and visual
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materials present in society. These documents will vary in type and format allowing students to satisfy the reading
component of the Common Core State Standards.
CCSS WRITING COMPONENT:
Students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence. They will also be writing informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately through the elective selection, organization, and
analysis of content. Students will also write narratives to develop real or imagined experiences or events using
elective technique, well-chosen details, and well-structured event sequences (In adherence with the CCSS anchor
standards for 11-12).
 Written Task 1-4: Position Papers in which students will write a comparative analysis of two texts from
language and the cultural context. The average length varies between 800-1000 words.
 Papers 1 and 2: Students will write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning, and relevant and sufficient evidence.
CCSS SPEAKING AND LISTENING COMPONENTS:
Students engage in peer teaching, presentations of research findings, class panels, Socratic seminars, and debates.
DETAILED UNITS OF INSTRUCTION:
Year 11 Language and Literature
Students in year one are to study a comprehensive examination of how culture and context help shape the meaning
of texts and tell us more about the English speaking world. They will be able to use this depth of knowledge to
write high level analysis papers and participate in detailed discussions on the matters. In 11th grade students
study three major topics in depth over the course of the year. The topics are chosen by the teacher from options
provided by the International Baccalaureate Organization. Students study these topics through various media,
including primary and secondary sources, pictures, video clips, political and satirical cartoons, and popular
culture.
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History and Evolution of the Language
Language and Oral Tradition
Literature and Society
Gender and Society
Language and the Individual
Language and Knowledge/Nature
Language and Mass Communication
o Media
o Language of Persuasion
Year 12 Language and Literature
Students in year two will first explore several approaches to literature which will help us discover meaning.
Students will then look at some traditions of literary criticism. In order to make educated and insightful
interpretations of the literature studied, students will implement various forms of literary criticism and style
analysis to gain insight and deeper meaning of selected literary texts.
 Literature—critical study
o The Crucible
o Pride and Prejudice
o Canterbury Tales
 Literature—texts and contexts
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o Medea or The Stranger
o The Kite Runner or Brave New World
o Love Medicine or The Awakening
TEXTBOOKS AND RESOURCE MATERIALS:
English Language and Literature for the IB Diploma. Cambridge Edition.
The Language of Composition. Bedford St. Martins.
The Crucible by Arthur Miller
Pride and Prejudice by Jane Austen
Canterbury Tales by Geoffrey Chaucer
Medea by Euripedes
The Kite Runner by Khaled Husseini
Love Medicine by Louise Erdrich
Hamlet by William Shakespeare
The Stranger by Albert Canus
Resource Materials
Turnitin.com
Computer Labs
Microsoft Office Suite
Photocopies of various supplementary pieces
COMMON CORE STANDARDS to be ADDRESSED:
Reading 11-12:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key support
details and ideas
3. Analyze how and why individuals, events, and ideas develop interact over the course of a text
Writing 11-12:
Students will write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. They will also be writing informative/explanatory texts to
examine and convey complex ideas and information clearly and accurately through the elective selection,
organization, and analysis of content. Students will also write narratives to develop real or imagined experiences
or events using elective technique, well-chosen details, and well-structured event sequences.
Speaking and Listening 11-12:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Language 11-12:
1. Demonstrate command of the convention of Standard English grammar when writing or speaking.
2. Demonstrate commend of the conventions of Standard English capitalization, punctuation, and spelling when
writing.
DISTRICT ESLRs to be ADDRESSED:
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Students will be:
● Self-Directed Learners: Students will gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
● Effective Communicators: Students will communicate through discussion and written work.
● Quality Producers/Performers: Students will prepare for and participate in a range of
conversations and collaborations with diverse partners, building on others’ ideas, and
expressing their own clearly and persuasively.
● Constructive Thinkers: Students will participate in student seminars, debates, and classroom
discussions to develop in depth understanding of topics covered in Language and Literature.
● Collaborative Workers: Students will work together to understand the context and
significance of various aspects of our language its literature.
● Responsible Citizens: The course will support their work in CAS which requires students to
serve within their community.
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