ENGLISH IV
Course of Study
Deborah Suchocki
September, 1998
TABLE OF CONTENTS
Page
Philosophy
1
Introduction
2
Core Curriculum Content Standards
3
Course of Study
4 - 13
Cultural Heritage
Journal Writing
Elizabethan Drama
Research Paper
Affirming Identity
Community Service Project
Vocabulary
Expository Writing
English Language Skills
Vocabulary
Bibliography
15-16
17
PHILOSOPHY
English IV is a multicultural program designed for students who seek
improvement in skills and are not looking for a College Preparatory program. It is
especially suited for students who are involved in apprenticeship employment, and who
plan to continue such training or employment upon graduation.
English IV recognizes a wide range of ability and a variety of learning styles,
including those who are being mainstreamed for the first time. It is with this in mind that
a multicultural approach has been selected to help us achieve our goals. English IV
develops the self-motivation and discipline that, when combined with the reading and
writing skills of the curriculum, will lead to success beyond high school
INTRODUCTION
English IV teaches skills of basic communication, especially those essential to
obtaining and maintaining employment. Students will study business communication,
public speaking and interviewing, basic advertising, and writing for and responding to the
media. Writing will include forms, letters, resumes, speeches, news articles, and personal
essays. Students will read and respond to literature and media which reflect pertinent
current issues and student interests.
Essay writing assignments will focus on critical thinking in response to current
issues. Students will be required to write themes, approximately four paragraphs in
length, in which they evaluate an issue and defend a particular point of view using a well
supported argument. Students will respond similarly to topics of contemporary film and
print media. Study of English grammar and usage skills will be integrated as necessary.
The oral interaction between students and teacher and between students
themselves is considered integral to the understanding of all material and to the
development of communication skills. Students will be required to maintain a high level
of participation and to advance appropriate questions and points of view.
Students will be expected to be prompt and prepared for class. All assignments
must be completed fully and in the time allotted. Students must maintain a notebook in
which adequate notes must be taken and previous assignments must be filed. Students
must respond satisfactorily to objective and subjective tests and quizzes covering all
material of the curse. Absence from class is discouraged and prompt make up of missed
work is the responsibility of the student.
Students of English IV are particularly receptive to a grading system that clearly
defines rewards for each successfully completed assignment. Point values are assigned
for each assignment and examination, as well as for such weekly grade items as
attendance, participation, and behavior. Present grade can be calculated at any time as a
percentage of total possible points.
COURSE: English IV
GOAL: To analyze writings that explore different ways people value their families’ cultural heritage.
OBJECTIVE
*CCS
SUGGESTED ACTIVITIES
SUGGESTED EVALUATION PROCEDURES
Students will be able to:
1. Identify themes in a selection.
3.1/3.4 1. Students read and discuss “from When
Heaven and Earth Changed Places.”
1. Check completion of review
2. To express ideas in a variety of
writing formats.
3.1/3.2 2. Create and complete a chart that examines
3.3
behavior expected of women and the
behavior of women in Bay Ly’s family.
2. Charts evaluated
3. To infer point of view
3.1/3.2 3. Write a journal entry from Bay Ly’s point
3.3/3.4
of view about her reaction to the story of
Phung Thi Chinh.
3. Journal entries evaluated and graded
4. Recall facts
3.1/3.2 4. Answer review questions.
3.3/3.4
4. Review test
5. To infer figurative language
3.1/3.2 5. Read the poems “The Way It Is” and
5. Evaluate charts
3.3/3.4
“Mother to Son.”
A. Review questions
B. Create a chart for interpreting metaphors
C. Create a graphic organizer to compare
the metaphors of each poem.
6. Analyze for differences in the
metaphors of the two poems.
3.1/3.2 6. Write an essay that analyzes the metaphors
3.3/3.4
of the two poems.
3.5
6. Review graphic organizers
7. Synthesize information and write
an analysis of the two poems.
3.3/3.4 7. Read and discuss “Lineage” and “Women.”
3.5
7. Evaluate and grade essays.
8. Respond to a pair of poems in
which speakers express admiration
for their female ancestors.
3.1/3.2 8. Write a biographical sketch:
3.4
A. have pairs act as peer reviewers
B. Share with the class in oral presentation
9. Write a biographical sketch.
3.1/3.2 9. Read “Everyday Use”.
3.3/3.4
A. create chart to compare Maggie and Dee
*Core Curriculum Standard
MATERIALS/RESOURCES:
8. Grade oral presentation.
COURSE: English IV
GOAL: II. To analyze the journal format of writing.
OBJECTIVE
Student will be able to:
*CCS
1. Recall facts
3.1/3.2/
3.4
1. Read Go Ask Alice
2. Respond in a journal to daily
topics.
3.1/3.2/
3.3/3.4
2. Students keep a journal for daily use.
3. Infer author’s purpose.
3.1/3.2/
3.4/3.3
3. Create an emotional response chart.
4. Infer theme
3.2/3.2/
3.3/3.4
4. Discuss dilemma worksheet
*Core Curriculum Standard
MATERIALS/RESOURCES: Go Ask Alice
SUGGESTED ACTIVITIES
SUGGESTED EVALUATION PROCEDURES
1. Check for up-dates of journal entries.
2. Evaluate emotional response charts.
3. Unit test
COURSE: English IV
GOAL: III. A. Analyze background of Elizabethan Drama
B. Explore and analyze the elements of literature central of Shakespearean drama as used in Merchant of Venice.
OBJECTIVE
Students will be able to:
*CCS
1. Recall facts
3.1/3.2/
3.4
1. Review Elizabethan drama:
A. physical theatre of the period
B. neo-classicism
2. Infer theme
3.1/3.2/
3.4
2. Students read the Merchant of Venice and
answer questions from worksheets, act by
act.
3. Infer characters’ motives through
oral presentations.
3.1/3.2/
3.3/3.4
3. Selected scenes will be re-enacted in
class.
A. Memorize a portion of Portia’s
“Quality of Mercy” monologue.
4. Write an essay from notes taken on
theme.
SUGGESTED ACTIVITIES
4. Essay on “…all that glitters is not gold.”
*Core Curriculum Standard
MATERIALS/RESOURCES: Parallel text Merchant of Venice model o9f Globe Theatre.
SUGGESTED EVALUATION PROCEDURES
1. Test on Shakespearean drama
2. Evaluate scene presentations
3. Evaluate student memorization of monologue
4. Evaluate essays
5. Test act by act
6. Unit review test
COURSE: English IV
GOAL: IV. Students will learn techniques of writing the research paper.
OBJECTIVE
*Core Curriculum Standard
MATERIALS/RESOURCES:
*CCS
SUGGESTED ACTIVITIES
SUGGESTED EVALUATION PROCEDURES
COURSE: English IV
GOAL: Read and analyze literature that affirms identity.
OBJECTIVE
Students will be able to:
*CCS
SUGGESTED ACTIVITIES
1. Respond to an essay that describes
the writers’ sense of self as a
unique individual.
3.1/3.2/
3.3/3.4
2. Examine tone and diction
3.1/3.2/
3.4
1. Read the literary pieces: “How if Feels to
be Colored Me,” “I Have a Dream,”
“Getting a Job,” “Barrio Bay,” “The
Secret Lion,” and “My Delicate Heart
Condition.”
A. Analyze and discuss each piece.
2. Present the oral interpretation of a
persuasive speech.
3. Analyze literary technique of
persuasion.
3.1/3.2/
3.3
3. Write an essay on the importance of
setting to a story.
*Core Curriculum Standard
MATERIALS/RESOURCES: Multicultural Perspectives
SUGGESTED EVALUATION PROCEDURES
1. Evaluate review questions
2. Review tests
3. Grade essays
4. Evaluate oral presentations
COURSE: English IV
GOAL: Integrate writing skills with the use of technology to elevate self-esteem in a community service project.
OBJECTIVE
Student will be able to:
*CCS
SUGGESTED ACTIVITIES
1. Improve research skills
3.3/3.4
1. Write a dressed animal story that has a
moral.
A. research habitat
B. research personal habits of animal
2. Synthesize information
3.3/3.4
2. Use Adobe pagemager
3. Understood concept of story with a 3.1/3.2/
moral.
3.4
3. Use the Internet for artwork and learn how
to download a text on the pagemaker
4. Improve self-esteem
3.1/3.2
4. Peer edit.
5. Perform a community service
3.1/3.2/
34
5. Share stories with second graders at Judd
School and establish “buddies.”
6. Communicate with “buddy.”
*Core Curriculum Standard
MATERIALS/RESOURCES: Internet, Adobe pagemaker, MRC.
SUGGESTED EVALUATION PROCEDURES
1. Evaluate research
2. Grade work habits in the computer lab, e.g.
meeting deadlines.
3. Evaluate stories
COURSE: English IV
GOAL: Students will be able to spell, define, and use vocabulary in context.
OBJECTIVE
Students will be able to:
*CCS
SUGGESTED ACTIVITIES
1. Students will be able to define,
spell, and use words in context.
3.1/3.2/
3.3/3.4
1. Students will be given twenty words each
week from Wordskills and must define and
use the words in original sentences.
2. Use related words by analyzing
word parts.
3.1/3.2/
3.3/3.4
2. Use a variety of different activities e.g.
crossword puzzles, practice of words with
multiple meanings, speeches with topics
from the word list.
3. Understand words in context.
3.1/3.2/
3.3/3.4
3. Create analogies from the weekly word
lists.
4. Infer word relationships
3.1/3.2/
3.3/3.4
*Core Curriculum Standard
MATERIALS/RESOURCES: Wordskills
SUGGESTED EVALUATION PROCEDURES
1. Check homework
2. Evaluate class review
3. Review test
4. Unit test every four weeks
COURSE: English IV
GOAL: Develop skills of writing expository essays based on literature for both the writing process and writing on demand.
OBJECTIVE
Students will be able to:
*CCS
1. Follow prescribed format for
writing.
3.1/3.2/
3.3/3.4
SUGGESTED ACTIVITIES
1. Discuss “the writing process.”
2. Write a clear, well-organized essay 3.1/3.2/
based on literature and/or
3.3/3.4
discussion.
2. Discuss characteristics of formal writing.
3. Recognize and edit errors in usage,
and mechanics.
3. Students write essays within each unit of
study.
4. Grammar worksheets
*Core Curriculum Standard
MATERIALS/RESOURCES:
SUGGESTED EVALUATION PROCEDURES
1. Evaluate essays
2. Peer editing
COURSE: English IV
GOAL: Develop standard English language skills.
OBJECTIVE
Students will be able to:
*CCS
SUGGESTED ACTIVITIES
1. Apply rules of standard written
English.
3.1/3.2/
3.3/3.4
1. Students complete drills on the following:
A. capitalization
B. punctuation
C. verb tenses
D. subject/verb agreement
E. pronoun/antecedent agreement
2. Proofread and edit for mechanical
errors.
*Core Curriculum Standard
MATERIALS/RESOURCES: Heath: Grammar and Composition
SUGGESTED EVALUATION PROCEDURES
1. Periodic quizzes on mechanical skills.
2. Mechanics grade will figure prominently in
writing evaluations.
ENGLISH IV VOCABULARY LIST – UNITS 1-15
UNIT 1
absurdly
acquiesce
ascent
beneficent
coerce
conference
contemplate
correspondent
distinction
dominate
UNIT 2
enable
fundamentally
impress
indifferent
oblige
plausible
plight
serenity
shroud
singular
UNIT 3
acculturation
ameliorate
articulate
aspiration
attainment
category
consensus
economic
ethnicity
heritage
lethal
magnitude
millennium
modify
radiation
relatively
sinister
species
universal
vegetation
UNIT 4
inequality
interpretation
median
mobilize
mundane
rectify
segment
tactic
unify
vociferous
UNIT 5
aristocratic
assertion
barbarian
civilized
contempt
cynical
deportment
extortion
extract
lethargy
abode
alter
contamination
counterpart
diversity
impetuous
initiate
interaction
irrecoverable
irreversible
aggregation
assimilate
augment
collision
comparatively
component
condensation
conjecture
deduction
eject
extrapolate
immerse
incipient
obscure
postulate
reconcile
simulate
solar
subsequently
volatile
UNIT 6
lyric
methodical
obstinately
polyglot
prose
provincial
pugnacious
seamy
synonymous
temperament
agitate
ardor
aspect
catastrophic
compose
convulsive
delineate
dreary
endeavor
endure
exceed
inanimate
infuse
lassitude
lustrous
luxuriance
moderation
shrivel
toil
traverse
UNIT 7
anguish
authoritative
falter
hauteur
insight
interrelated
intuitive
objective
omission
perception
UNIT 8
privation
provocative
ramify
ruminate
sympathetic
tamp
taut
utter
virtue
vitality
UNIT 9
contour
counterbalance
delinquency
deviousness
devise
duplicity
emancipation
escalate
faculty
idealism
perturbation
recur
seclusion
solemn
transition
vicariously
vindictive
vocation
warranty
whimsical
UNIT 10
integrity
mode
morality
neurosis
paternalistic
prerequisite
prevail
recompense
repress
strive
UNIT 11
advent
capital
desolation
domestic
foresight
gaunt
hale
manifest
misanthrope
peevish
apprehensiveness
ascribe
diabolical
embark
foreboding
incoherent
induce
issue
melancholy
peremptory
aloof
aphorism
austere
domestic
casual
demeanor
domain
elegance
enigmatic
exemplify
explicitly
impose
inscribe
resolution
obliterate
prime
profound
reactionary
rigor
tantamount
UNIT 12
perseverance
pious
reserved
resolution
sentiment
solicit
soliloquize
solitary
tumult
wince
archaism
bravado
cliché
congeal
ebullience
emanate
embodiment
embodiment
macho
maudlin
musty
naïve
redemption
repulsive
resonance
sheer
simplistic
simplistic
unworldliness
waif
GOAL: IV. Learner will explore and develop techniques for researching and writing the research paper.
OBJECTIVES
Learner will be able to:
1.
Use the facilities of a library to
locate appropriate research
articles.
*CCS
SUGGESTED ACTIVITIES
1.
Provide students with a topic of list of topics.
Check thesis statements.
2.
Audio-visual presentation on selecting and
evaluating a topic.
Check appropriate use of notecards.
3.
Guided activity on selecting and narrowing a
topic.
Distribute rough draft self-check questionnaire.
4.
Orally present and defend a working thesis
statement.
Students evaluate rough drafts through selfevaluation and peer evaluation activities.
5.
Library orientation in which students are
guided through the use of the available
technology.
Evaluate and grade research papers.
6.
Distribute style guide.
7.
Students will read, take notes, and discuss
examples of correct embedded citation and
works cited form.
3.3/3.4
8.
Distribute worksheet and discuss types of
notes. Students will use four types of note
cards.
3.3/3.4/3.
5
9.
Students develop preliminary topic outline.
3.4/3.5
3.4/3.5
2.
3.
4.
5.
Use such technology as CDROM and Internet databases to
search for and retrieve research
materials.
Check preliminary outlines.
3.4/3.5
Use an on-line card catalogue to
locate published materials for
research.
3.4/3.5
Use media storage/retrieved
systems of a library (e.g.,
microfilm, microfiches, etc.)
3.4
Locate research sources in a
collection of articles (e.g., SIRS
looseleaf collection).
3.4/3.5
6.
Use a research “search engine”
to do subject searches and
Boolean searches.
7.
Given an assigned subject,
evaluate and narrow a topic.
SUGGESTED EVALUATION PROCEDURES
Evaluate participation in class discussion.
10. Revise topic outline as necessary through
8.
Do preliminary research to help
evaluate and narrow a topic.
3.3/3.4
9.
Write and refine an effective
thesis statement for a research
paper.
3.3/3.4
preliminary research.
11. Students organize notecards in a unified,
coherent fashion.
12. Students write rough draft using outline and
notecards.
10. A. Use note cards to write and
organize notes for a research
paper.
B. Define the four ways of
taking notes for a research
paper.
3.3/3.4
13. Students include appropriate embedded
citations and bibliography entries.
3.3/3.4
14. Revise rough draft through peer evaluation
and editing.
11. Write a preliminary topic outline
3.3/3.4
as an aid to writing notecard
slugs and for organization of
notes.
3.3/3.4
15. Turn in final research paper.
16. Discuss ways of evaluating the reliability of
Internet resources.
12. Organize note cards as an aid to
writing a unified, coherent paper. 3.3/3.4
13. Use an outline and notes to write
a rough draft of a research paper.
3.1/3.2/3.
3/3.4
14. Use appropriate embedded
citation and bibliography form.
3.3/3.4
15. Incorporate quotations smoothly
into a research paper.
16. Evaluate a research paper for
3.1/3.2/3.
3/3.4
strengths and weaknesses.
17. Write a clear, unified, coherent
3.1/3.2/3.
3/3.4
research paper in response to a
given topic or question.
18. Peer edit and help revise
student’s research paper.
19. Orally evaluate research thesis
statements.
Material Resources: Notecards (student provided); dittoes: research paper format, topic lists, rough draft self-check questionnaire; Xerox: Table
of types of notes (from Dwight and Speer), embedded citations/works cited; entries (from Dwight and Speer); quiz
(footnote/bibliography form).
BIBLIOGRAPHY
Anonymous. Go Ask Alice. New York: Prentice-Hall, Inc., 1971.
Cisneros, Sandra. House on Mango Street. USA: First Vintage Contemporaries
Edition, 1984.
Coyle, William. Research Papers: Tenth Edition. Massachusetts: Allyn and Bacon,
1997.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. USA: Modern
Language Association of America, 1995.
Heath Grammar and Composition. Massachusetts: D.C. Heath and Company, 1988.
Multicultural Perspectives. Evanston, Illinois: McDougal, Littell and Company, 1993.
Wordskills. Evanston, Illinois: McDougal, Littell and Company, 1991.