Grade 12 Language Arts – North Central Jr.-Sr. High School
CURRICULUM
Course Description
ENGLISH 12 AP
Prerequisite: English 11
English 12AP is a two-semester course intended to enhance the students’ further development
of their use of language as a tool for learning and thinking Emphasis is upon polishing skills for
the workplace and developing basic abilities for potential study at the vocational or collegiate
level. Through the integrated study of literature, composition, and oral communication, English
12 AP students further develop their use of language as a tool for learning and thinking and as a
source of pleasure. Students practice identifying, analyzing, and composing with different
elements, structures, and genres of written language. Literature instruction follows a
chronological path detailing the expansion and growth of literature from its earliest oral tradition
to the modern media-driven works read today. Students will identify and analyze the elements of
story structure, identify literature by genre, identify the author’s purpose and perspective,
recognize bias and propaganda, and identify and analyze elements of drama. Students develop
vocabulary through: decoding, studying Greek and Latin roots, working with literary terms and
the use of glossaries, deciphering contextual clues, and reading independently.
An Oral Communication (speech) component emphasizes effective listening and speaking
techniques and provides opportunities for students to integrate other reading and language arts
skills as they learn to express ideas verbally. Oral communication should incorporate correct
grammar, usage, vocabulary, reading, and composition skills. Student expectations emphasize
both making presentations and being critical participants and listeners. Students have
opportunities to deliver well-researched and coherently organized messages to a given audience,
which demonstrate effective delivery techniques. Students sharpen critical listening and
participant skills by actively contributing to group discussions, note taking, and collaborating
with peers to create written texts, speeches, and to make decisions.
Course Objectives/Demonstrated Competencies
Students will be able to analyze a wide range of texts, write with precision and clarity, and utilize
language to communicate their ideas to others.
Students will…
Analyze, evaluate, and make connections between and among a variety of texts, and relate those
texts to their lives and the lives of others.
Recognize literary and grammatical conventions and devices, and understand their critical roles in
the conveyance of meaning.
Make use of their writing to learn, to communicate ideas, to entertain, and to reflect.
Analyze, evaluate, and make connections between the various eras as language and literature
evolved and expanded.
Trace the changes and evolution of English and World literature from its oral beginnings to the
multi-media phenomenon of today.
Identify the effect of English literature upon the literature of our own country
Essential Questions
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How does knowledge of and sensitivity to various cultures impact an author and a reader?
English 12 AP Curriculum Page 2
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How does an understanding of advanced literary devices, grammar, and vocabulary
enhance one’s appreciation for and understanding of a text?
How has literature been affected by the role historical events play??
How does one facilitate the advanced literary devices, grammar, and vocabulary to
improve one’s written and oral communication?
What are the hallmarks of effective oral presentations?
What is required for effective collaboration in regard to learning, writing and presenting?
How does research broaden one’s perspective on a given text?
How does one’s thoughtful speaking and listening contribute to one’s critical stance
concerning a text?
What are the defining characteristics of various genres ?
What are the appropriate methods of literary analysis especially in regard to universal
literary themes ?
What are the methods used in characterization ?
Indiana State Standards
The standards describe a connected body of linguistic understandings and competencies and are a
comprehensive foundation that all students should learn. They describe the knowledge and skills that
students should acquire from kindergarten through high school.
Standard 1: READING: Word Recognition, Fluency, and Vocabulary Development
.Students apply their knowledge of word origins (words from other languages or from history or literature)
to determine the meaning of new words encountered in reading and use those words accurately.
Standard 2: READING: Comprehension and Analysis of Nonfiction and Informational Text *
Students read and understand grade-level appropriate material. At Grade 12, in addition to regular
classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books
in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical
documents, and online information.
Standard 3: READING: Comprehension and Analysis of Literary Text *
Students read and respond to grade-level appropriate historically or culturally significant works of
literature. At Grade 12, students read a a wide variety of fiction, such as classic and contemporary
literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, and dramas.
Standard 4: WRITING: Processes and Features
Students write coherent and focused texts that show a well-defined point of view and tightly reasoned
argument. The writing demonstrates students’ progression through the stages of the writing process ( prewriting, writing, editing, and revising ).
Standard 5: WRITING: Applications (Different Types of Writing and Their Characteristics)
At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and
description; to produce reflective compositions, historical investigation reports, and job applications and
resumes; and to deliver multimedia presentations. Student writing demonstrates a command of Standard
English and the research, organizational, and drafting strategies outlined in Standard 4 – Writing Processes
and features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
English 12 AP Curriculum Page 3
Standard 6: WRITING: English Language Conventions
Students write using Standard English conventions.
Standard 7: LISTENING AND SPEAKING: Skills, Strategies, and Applications
Students formulate thoughtful judgments about oral communication. They deliver focused and coherent
presentations that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver
polished formal and extemporaneous presentations that combine traditional speech strategies of narration,
persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and
purpose. Students use the same Standard English conventions for oral speech that they use in their writing.
Standard LITERATURE 1: Vocabulary and Concept Development
Students apply their knowledge of word origins (except words from other languages, from history or
literature, and from other fields) to determine the meanings of new words encountered in reading and use
those words accurately.
Standard LITERATURE 2: Analysis and Critique of Nonfiction *
Students read and understand grade-level appropriate material. Students read a variety of nonfiction. These
include: biographies, autobiographies, books in many different subject areas, essays, speeches, magazines,
newspapers, reference materials, technical documents, and online information.
Standard LITERATURE 3: Literary Analysis and Criticism of Fiction *
Students read and respond to grade-level appropriate historically or culturally significant works of
literature. Such literature includes: classic and contemporary literature, historical fiction, fantasy, science
fiction, folklore, mythology, poetry, short stories, and dramas.
Standard COMPOSITION 1: Process
Students write coherent and focused texts that show a well-defined point of view and a tightly reasoned
argument. The writing demonstrates students’ progression through the stages of the writing process
(prewriting, writing, editing, reviewing, and publishing).
Standard COMPOSITION 2: Applications
Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description
in texts. Students are introduced to writing reflective compositions and historical investigation reports and
become familiar with the forms of job applications and resumes. Students deliver multi-media presentations
on varied topics. Student writing demonstrates a command of Standard English and the research,
organizational, and drafting strategies outlined in Standard 4 – Writing Process. Writing demonstrates an
awareness of the audience (intended reader) and purpose for writing.
Standard COMPOSITION 3: English language Conventions
Students write using Standard English conventions.
* Selections in the www.doe.in./gov/standards/readinglist.html illustrate the quality and complexity
of the materials to be read by students.
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Areas of Instruction
Short Stories to develop The Literary Analysis Comparison and Contrast
Epic poetry Beowulf
Electronic Publishing /Power Point
Oral Presentations
Novel Unit – Jane Eyre
A Tale of Two Cities
Poetry and creative writing – Prologue to the Canterbury Tales
Elizabethan sonnets
Restoration poetry (theme of Carpe Diem)
Romantic poetry (Wordsworth and Coleridge
Nonfiction – diaries (Pepys) and journals (Defoe) and essays (Donne and Swift)
Drama – Macbeth
Pygmalion
Modern short stories (Orwell)
Practical exercises in vocabulary development through literature and supplements
Course Assessments
Participation in class discussions, note taking, and daily activities
Group and Individual Projects and Oral Presentations
Quizzes and Tests covering readings and vocabulary
Electronic Evaluations and Participation
Essays, analyses, and reviews
Mid-term and Final Exams
Course Syllabus (Units will be arranged by the instructor to accommodate the school and
department calendars. )
Week One: Students will:
 Introduce the Anglo-Saxon Era of Writing and Oral Tradition
 Review Writing strategies for analyses and
Weeks Two and Three: Students will:
 Read and Test Beowulf
 Study vocabulary utilizing the literature and supplemental materials
 Write an essay analyzing the main characters of Beowulf
Weeks Four and Five. Students will:
 Read and study the Prologue to the Canterbury Tales
 Read, analyze, and discuss some of Chaucer’s tales
 Analyze characters from the Prologue
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Write a character analysis from Chaucer
Study information concerning the Renaissance and Medieval Ages
Prepare expository essay for incoming freshmen (due at mid-term)
Weeks Six and Seven. Students will:
 Study the Elizabethan structure focusing on Rhyme scheme, meter, and rhythm
 Continue vocabulary studies from literature
 Read various speeches and essays from renaissance writers
Weeks Eight and Nine. Students will
 Read and study Macbeth
 analyze historical significance of the Renaissance(Elizabethan) time period
 identify rhetorical devices especially in historically significant speeches
 interpret informational concepts
 analyze author’s or character’s perspectives
 Midterm test of areas covered
 Finalize freshmen essay
Week Ten.
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Students will
Study materials relevant to the Restoration Period
View video Fire and Fever
Read excerpts from Pepys and Defoe
Analyze the relevance of diaries and journals
Study satirical works of Swift ( A Modest Proposal)
Study vocabulary materials from literature and supplemental materials
Begin preparation of narrative
Week Eleven and Twelve. Students will
 Read teacher selected material from Restoration poets
 Discuss/analyze poetry
 Discuss “Carpe Diem” theme in poetry
 View video “Dead Poets’ Society
 Write their own original poem for presentation to the class
Week Thirteen Students will
 Study and analyze material from the Romantic Age
 Read/Analyze/test the poem “Rime of the Ancient Mariner” by Coleridge
 Read/analyze/test various Romantic poems as selected by the teacher
Week Fourteen. Students will
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Review/discuss the historical influence of the Victorian Age
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View video concerning the life of Charles Dickens
Begin reading the novel A Tale of Two Cities
Weeks Fifteen, Sixteen, Seventeen, and Eighteen. Students will
+ Finish reading, analyze, and test the novel
+ Complete a narrative essay concerning an event relative to time in high school
+ Complete assignments in reviewing usage of Standard English
+ Study and test vocabulary lessons from literary and supplemental sources.
+ Prepare for Semester Final Test
Course Materials: Text, Novels, and Films
Key Text and Novels:
Prentice – Hall Literature: The British Tradition
Novel – A Tale of Two Cities Glencoe
(optional novel) Jane Eyre – McDougall - Littell
Various supplemental references and textbooks
Commercial Films and Videos:
Beowulf, Paramount Pictures, 2007
A Prologue to Chaucer, Glencoe Literature Library
Macbeth (Play), Glencoe Literature library
Fire and Fever, Glencoe Literature Library
Dead Poet’s Society, Touchstone Home Video
(optional) Pride and Prejudice, Warner Brothers, 1940
Biogeraphy: Charles Dickens, Glencoe Literature Library and Biography Channel
* Parents should contact the teacher or department chair to discuss concerns with texts. If required,
the teacher will provide a substitute text of comparable length that approximates the stated academic
purpose. Selected essays, short stories, poems, and articles will be used to teachers to augment
major units.