ENGLISH DEPARTMENT CURRICULUM GUIDE
RATIONALE
The underlying goals of the English course of study are two-fold: first, to provide the
literacy skills necessary to function effectively and competitively in today’s world; and,
second, to enrich our students by introducing them to the moral, aesthetic and
philosophic values manifested by literature. Therefore, it is the intention of the English
Department to promote excellence in thinking, speaking, and writing, skills which are
essential to a successful experience in the work place or in an advanced academic
environment. As a skills-based discipline, the English curriculum at Everett High School
will encompass inferential reading, grammar and syntax awareness, oral speaking, and
the tools of research. Moreover, in alignment with the Massachusetts English Language
Arts Framework, the prescribed course of study will prepare each student for success on
the MCAS exam. Inherent in each grade level of English, as well as in the various
electives offered under the auspices of the English Department, is an emphasis on
abstract reasoning, analytical writing, independent reading, and, most importantly, an
understanding of literature not only as an art form but also as a product of a historical
age and as a philosophical discipline. Through the study of the various literary genres,
students will gain insight into the archetypal experiences of people of different cultures,
genders, and eras and will ponder the essential questions of the human experience
MISSION STATEMENT
The Mission of Everett High School is to meet the needs of every student in our
increasingly diverse community. Everett High School is committed to providing a safe,
nurturing, challenging environment that empowers students to become lifelong
learners and productive members of society.
EXPECTATIONS FOR STUDENT LEARNING
1. Everett High School students will read comprehensively and critically.
2. Everett High School students will write coherently, creatively, logically, and critically
3. Everett High School students will be able to reason and problem solve effectively from
both written and observed sources.
4. Everett High School students will be able to communicate coherently and logically.
5. Everett High School students will apply, and integrate technology into their learning
experience.
6. Everett High School students will maintain positive relationships with peers, adults, and
within the community.
COMMITMENT TO MISSION STATEMENT
It is the firm belief of the English Department that the skills fostered by a deep and
expansive study of literature and by a thorough understanding of the English language
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in both oral and written form will empower students to become life-long learners and
will enable them to pursue excellence in all disciplines or career endeavors.
MASSACHUSETTS CURRICULUM FRAMEWORKS (as of 2001)
Guiding Principles
The following principles are philosophical statements that underlie every strand and standard of this
curriculum framework. They should guide the construction and evaluation of English language arts
curricula.
Guiding Principle 1
An effective English language arts curriculum develops thinking and language together through interactive
learning.
Effective language use both requires and extends thinking. As learners listen to a speech, view a
documentary, discuss a poem, or write an essay, they engage in thinking. The standards in this framework
specify the intellectual processes that students draw on as they use language. Students develop their
ability to remember, understand, analyze, evaluate, and apply the ideas they encounter in the English
language arts and in all the other disciplines when they undertake increasingly challenging assignments
that require them to write or speak in response to what they are learning.
Guiding Principle 2
An effective English language arts curriculum develops students’ oral language and literacy through
appropriately challenging learning.
A well planned English language arts instructional program provides students with a variety of oral
language activities, high-quality and appropriate reading materials, and opportunities to work with others
who are reading and writing. In the primary grades, systematic phonics instruction and regular practice in
applying decoding skills to decodable materials are essential elements of the school program. Reading to
preschool and primary grade children plays an especially critical role in developing children’s vocabulary,
their knowledge of the natural world, and their appreciation for the power of the imagination. Beyond the
primary grades, students continue to refine their skills through speaking, listening, viewing, reading, and
writing.
An effective English language arts curriculum draws on literature from many genres, time periods, and
cultures, featuring works that reflect our common literary heritage.
American students need to become familiar with works that are part of a literary tradition going back
thousands of years. Students should read literature reflecting the literary and civic heritage of the Englishspeaking world. They also should gain broad exposure to works from the many communities that make up
contemporary America as well as from countries and cultures throughout the world. Appendix A of this
framework presents a list of suggested authors or works reflecting our common literary and cultural
heritage. Appendix B presents lists of suggested contemporary authors from the United States, as well as
past and present authors from other countries and cultures. A comprehensive literature curriculum
contains works from both appendices.
In order to foster a love of reading, English language arts teachers encourage independent reading within
and outside of class. School librarians play a key role in finding books to match students’ interests, and in
suggesting further resources in public libraries.
Guiding Principle 4
An effective English language arts curriculum emphasizes writing as an essential way to develop, clarify,
and communicate ideas in persuasive, expository, narrative, and expressive discourse.
At all levels, students’ writing records their imagination and exploration. As students attempt to write
clearly and coherently about increasingly complex ideas, their writing serves to propel intellectual growth.
Through writing, students develop their ability to think, to communicate ideas, and to create worlds
unseen.
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Guiding Principle 6
An effective English language arts curriculum provides for literacy in all forms of media.
Multimedia, television, radio, film, Internet, and videos are prominent modes of communication in the
modern world. Like literary genres, each of these media has its unique characteristics, and proficient
students apply the critical techniques learned in the study of literature and exposition to the evaluation of
multimedia, television, radio, film, Internet sites, and video.
Guiding Principle 6
An effective English language arts curriculum provides explicit skill instruction in reading and writing.
In some cases, explicit skill instruction is most effective when it precedes student need. Systematic
phonics lessons, in particular decoding skills, should be taught to students before they try to use them in
their subsequent reading. Systematic instruction is especially important for those students who have not
developed phonemic awareness - the ability to pay attention to the component sounds of language.
Effective instruction can take place in small groups, individually, or on a whole class basis. In other cases,
explicit skill instruction is most effective when it responds to specific problems students reveal in their
work. For example, a teacher should monitor students’ progress in using quotation marks to punctuate
dialogue in their stories, and then provide direct instruction when needed.
Guiding Principle 7
An effective English language arts curriculum teaches the strategies necessary for acquiring academic
knowledge, achieving common academic standards, and attaining independence in learning.
Students need to develop a repertoire of learning strategies that they consciously practice and apply in
increasingly diverse and demanding contexts. Skills become strategies for learning when they are
internalized and applied purposefully. For example, a research skill has become a strategy when a student
formulates his own questions and initiates a plan for locating information. A reading skill has become a
strategy when a student sounds out unfamiliar words, or automatically makes and confirms predictions
while reading. A writing skill has become a strategy when a student monitors her own writing by
spontaneously asking herself, “Does this organization work?” or “Are my punctuation and spelling
correct?” When students are able to articulate their own learning strategies, evaluate their effectiveness,
and use those that work best for them, they have become independent learners.
Guiding Principle 8
An effective English language arts curriculum builds on the language, experiences, and interests that
students bring to school.
Teachers recognize the importance of being able to respond effectively to the challenges of linguistic and
cultural differences in their classrooms. They recognize that sometimes students have learned ways of
talking, thinking, and interacting that are effective at home and in their neighborhood, but which may not
have the same meaning or usefulness in school. Teachers try to draw on these different ways of talking
and thinking as potential bridges to speaking and writing in standard English.
Guiding Principle 9
An effective English language arts curriculum develops each student’s distinctive writing or speaking voice.
A student’s writing and speaking voice is an expression of self. Students’ voices tell us who they are, how
they think, and what unique perspectives they bring to their learning. Students’ voices develop when
teachers provide opportunities for interaction, exploration, and communication. When students discuss
ideas and read one another’s writing, they learn to distinguish between formal and informal
communication. They also learn about their classmates as unique individuals who can contribute their
distinctive ideas, aspirations, and talents to the class, the school, the community, and the nation.
Guiding Principle 10
While encouraging respect for differences in home backgrounds, an effective
English language arts curriculum nurtures students’ sense of their common ground as present or future
American citizens in order to prepare them for responsible participation in our schools and in civic life.
Teachers instruct an increasingly diverse group of students in their classrooms each year. Students may
come from any country or continent in the world. Taking advantage of this diversity, teachers guide
discussions about the extraordinary variety of beliefs and traditions around the world. At the same time,
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they provide students with common ground through discussion of significant works in American cultural
history to help prepare them to become self-governing citizens of the United States of America. An
English language arts curriculum can serve as a unifying force in schools and society.
Language Strand
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ANGUAGE
GENERAL STANDARD 1: Discussion
Students will use agreed-upon rules for informal and formal discussions in small and large groups.
Group discussion is effective when students listen actively, stay on topic, consider the ideas of others,
avoid sarcasm and personal remarks, take turns, and gain the floor in appropriate ways. Following agreedupon rules promotes self-discipline and reflects respect for others.
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ANGUAGE
GENERAL STANDARD 2: Questioning, Listening, and Contributing
Students will pose questions, listen to the ideas of others, and contribute their own information or ideas
in group discussions or interviews in order to acquire new knowledge.
Group discussions may lead students to greater complexity of thought as they expand on the ideas of
others, refine initial ideas, pose hypotheses, and work toward solutions to intellectual problems. Group
work helps students gain a deeper understanding of themselves as they reflect upon and express orally
their own thinking in relation to that of others.
ANGUAGE
GENERAL STANDARD 3: Oral Presentation
Students will make oral presentations that demonstrate appropriate consideration of audience,
purpose, and the information to be conveyed.
Planning an effective presentation requires students to make an appropriate match between their
intended audience and the choice of presentation style, level of formality, and format. Frequent
opportunities to plan presentations for various purposes and to speak before different groups help
students learn how to gain and keep an audience’s attention, interest, and respect.
L
ANGUAGE
GENERAL STANDARD 4: Vocabulary and Concept Development
Students will understand and acquire new vocabulary and use it correctly in reading and writing.
Our ability to think clearly and communicate with precision depends on our individual store of words. A
rich vocabulary enables students to understand what they read, and to speak and write with flexibility and
control. As students employ a variety of strategies for acquiring new vocabulary, the delight in finding
and using that perfect word can heighten interest in vocabulary itself.
ANGUAGE
GENERAL STANDARD 5: Structure and Origins of Modern English
Students will analyze standard English grammar and usage and recognize how its vocabulary has
developed and been influenced by other languages.
The English language has changed through time and through contact with other languages. An
understanding of its history helps students appreciate the extraordinary richness of its vocabulary, which
continues to grow. The study of its grammar and usage gives students more control over the meaning
they intend in their writing and speaking.
GENERAL STANDARD 6: Formal and Informal English
Students will describe, analyze, and use appropriately formal and informal English.
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Study of different forms of the English language helps students to understand that people use different
levels of formality in their writing and speaking as well as a variety of regional and social dialects in their
conversational language.
Reading and Literature Strand
In effective English language arts classrooms at all grade levels, students are actively engaged in reading a
variety of literary and non-literary texts. By reading imaginative, expository, and informational texts of
increasing complexity, students gain an understanding of the elements and structure of different genres.
The standards of this strand outline the reading skills and strategies as well as the literary concepts and
vocabulary that enable students to comprehend and appreciate high quality reading materials. General
Standards 7 and 8 outline basic reading competencies. General Standard 9 focuses on an understanding of
the contemporary context and/or the historical background of literary works. General Standards 10–18
present the formal literary content of the English language arts curriculum.
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EADING AND L ITERA TURE
GENERAL STANDARD 7: Structure of Print and Words
Students will understand the nature of written English and the relationship of letters and spelling
patterns to the sounds of speech.
Phonemic awareness, knowledge of the relationships between sounds and letters, and an understanding
of the features of written English texts are essential to beginning reading, and should be taught,
continually practiced, and carefully monitored in the early grades. Students who gain a strong grounding
in these skills are ready to take on the concurrent tasks of comprehension and communication. (See
Standards 4, 8, 9, 19, and 22.)
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EADING AND L ITERA TURE
GENERAL STANDARD 8: Understanding a Text
Students will identify the basic facts and main ideas in a text and use them as the basis for
interpretation.
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GENERAL STANDARD 9: Making Connections
Students will deepen their understanding of a literary or non-literary work by relating it to its
contemporary context or historical background.
By including supplementary reading selections that provide relevant historical and artistic background,
teachers deepen students’ understanding of individual literary works and broaden their capacity to
connect literature to other manifestations of the creative impulse.
O
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EADING AND L ITERA TURE
GENERAL STANDARD 10: Genre
Students will identify, analyze, and apply knowledge of the characteristics of different genres.
We become better readers by understanding both the structure and the conventions of different genres.
A student who knows the formal qualities of a genre is able to anticipate how the text will evolve,
appreciate the nuances that make a given text unique, and rely on this knowledge to make a deeper and
subtler interpretation of the meaning of the text.
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GENERAL STANDARD 11: Theme
Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence
from the text to support their understanding.
Understanding and articulating theme is at the heart of the act of reading literature. Identification of
theme clarifies the student’s interpretation of the text. Providing evidence from the text to support an
understanding of theme is, like a proof in algebra or geometry, the most essential and elegant
demonstration of that understanding.
EADING AND L ITERA TURE
GENERAL STANDARD 12: Fiction
Students will identify, analyze, and apply knowledge of the structure and elements of fiction and
provide evidence from the text to support their understanding.
We learn from stories. They are vehicles for a student’s development of empathy, of moral sensibility, and
of understanding. The identification and analysis of elements of fiction—plot, conflict, setting, character
development, and foreshadowing—make it possible for students to think more critically about stories, to
respond to them in more complex ways, to reflect on their meanings, and to compare them to each other.
EADING AND L ITERA TURE
GENERAL STANDARD 13: Nonfiction
Students will identify, analyze, and apply knowledge of the purpose,
structure, and elements of nonfiction or informational materials and provide evidence from
the text to support their understanding.
Most students regularly read newspapers, magazines, journals, or textbooks. The identification and
understanding of common expository organizational structures help students to read challenging
nonfiction
material. Knowledge of the textual and graphic features of nonfiction extends a student’s control in
reading and writing informational texts.
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GENERAL STANDARD 14: Poetry
Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry
and provide evidence from the text to support their understanding. (See also Standard 15.)
From poetry we learn the language of heart and soul, with particular attention paid to rhythm and sound,
compression and precision, the power of images, and the appropriate use of figures of speech. And yet it
is also the genre that is most playful in its attention to language, where rhyme, pun, and hidden meanings
are constant surprises. The identification and analysis of the elements generally associated with poetry—
metaphor, simile, personification, and alliteration—have an enormous impact on student reading and
writing not only in poetry, but in other genres as well.
G RO
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GENERAL STANDARD 15: Style and Language
Students will identify and analyze how an author’s words appeal to the senses, create imagery, suggest
mood, and set tone and provide evidence from the text to support their understanding.
(See also Standard 14.)
Above all, authors are wordsmiths, plying their craft at the level of word and sentence—adding,
subtracting, and substituting, changing word order, even using punctuation to shift the rhythm and flow
of language. Much of a student’s delight in reading can come from identifying and analyzing how an
author shapes a text.
G RO
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EADING AND L ITERA TURE
GENERAL STANDARD 16: Myth, Traditional Narrative, and Classical Literature
Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths,
traditional narratives, and classical literature and provide evidence from the text to support their
understanding.
Young students enjoy the predictable patterns, excitement, and moral lessons of traditional stories. In the
middle grades, knowledge of the character types, themes, and structures of these stories enables
students to perceive similarities and differences when they compare traditional narratives from different
cultures. In the upper grades, students can describe how authors through the centuries have drawn on
traditional patterns and themes as archetypes in their writing, deepening their interpretations of these
authors’ works.
G RO
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EADING AND L ITERA TURE
GENERAL STANDARD 17: Dramatic Literature
Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama
and provide evidence from the text to support their understanding.
(See also Standards 12, 18, 27, and the Theatre Strand of the Arts Curriculum Framework.)
Since ancient times, drama has entertained, informed, entranced, and transformed us as we willingly
enter into the other worlds created on stage and screen. In reading dramatic literature, students learn to
analyze the techniques playwrights use to achieve their magic. By studying plays, as well as film, television
shows, and radio scripts, students learn to be more critical and selective readers, listeners, and viewers of
drama.
EADING AND L ITERA TURE
GENERAL STANDARD 18: Dramatic Reading and Performance*
Students will plan and present dramatic readings, recitations, and performances that demonstrate
appropriate consideration of audience and purpose.
(See also Standards 17, 19, 27, and the Theatre Strand of the Arts Curriculum Framework.)
Rehearsal and performance involve memorization and the use of expressive speech and gestures. Because
of their repetitive nature, they demand of student actors a level of active engagement that surpasses
that of reading. The excitement and satisfaction of performing in front of an audience should be part of
every student’s school experience.
Composition Strand
We write both to communicate with others and to focus our own thinking. When we write for an
audience, we try to judge each situation and compose an appropriate response for a particular purpose
and reader. For example, in informal letters we share experiences with family and friends, but our letters
to prospective employers are far more formal in tone. When we compose a poem, we attend to the
images, sounds, and rhythms of language. In contrast, when we write a research paper, we concentrate
on making our thesis clear, the development of our ideas logical, and our supporting detail pertinent and
accurate.
The seven General Standards in this strand present expectations for student writing, revision, and
research. In order to teach students to become versatile writers, teachers emphasize three kinds of
assignments: extended compositions, short pieces written on demand, and informal reflective writing. In
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addition, they teach students how to conduct research and how to use new technologies for obtaining
information.
Extended Composition Assignments
Students need to write frequently in a variety of forms and for a variety of purposes and audiences. Just
as they learn about the conventions demanded by different genres of literature, they also learn that
different aims of discourse, such as persuasion or narration, entail different modes of thinking and
expression. Students learn to write well when they are taught strategies for organizing
a first draft, writing successive versions, revising, and editing. They learn to polish their compositions by
reorganizing sentences or paragraphs for clarity, adding or deleting information, and finding precise
words. They learn to correct grammar, spelling, and mechanics. Collectively, these steps are sometimes
referred to as "the writing process" and often take place over several sessions or days. By critiquing one
another’s work, students discover how composing differs from conversing and how composing is a craft
that can become an art.
Writing on Demand
There is, of course, no single writing process used by every writer. Not every piece of writing needs to go
through several drafts and revisions or be exquisitely polished. Practice in writing on demand, without
benefit of time for extensive revision, prepares students for occasions when they are required to write
quickly, clearly, and succinctly in response to a question. In such instances students apply their
organizational and editing skills as they write, with the goal of producing a concise and comprehensible
first draft.
Informal Writing
Informal reflective writing can be an invaluable tool for exploring and clarifying ideas. Not intended
to be revised or polished, such writing is a link between thinking and speech. Students can use informal
reflective writing productively in all content areas to record their observations, experiences, and
classroom discussions, or to comment on their reading. Getting thoughts on paper informally in journals
and notes can also help students gain confidence in their abilities as writers.
Conducting Research
To become independent learners, students need to engage in research throughout their school years.
Expository writing becomes particularly important in middle and high school, and students are frequently
asked to generate questions, find answers, and evaluate the claims of others. Teachers of all disciplines in
a school should develop and use common guidelines for research papers, teach the research process
consistently, and evaluate students’ written work using the standards in the English Language Arts
Framework.
Using New Technologies in Composition and Research
The availability of computers offers teachers many opportunities to enhance the teaching of composition.
Because computers allow for easy manipulation of text, their use can motivate students to review their
work and make thoughtful revisions. When students are engaged in a research project, electronic media
provide easy access to multiple sources of information. Even the beginning user of the Internet and CDROM technology has access to the collections of major research libraries and museums, the full texts of
literary works and periodicals, scientific reports, databases, and primary source historical documents.
Indeed, the greatest challenge these electronic media present may be the sheer volume of data they
offer. Therefore, students need to learn criteria for evaluating the quality of on-line information as well as
standards for ethical use of the resources they find.
OMPOSITION
GENERAL STANDARD 19: Writing
Students will write with a clear focus, coherent organization, and sufficient detail.
We write to tell stories, to record actual and imagined sights, sounds, and experiences, to provide
information and opinion, to make connections, and to synthesize ideas. From their earliest years in
school, students learn to provide a clear purpose and sequence for their ideas in order to make their
writing coherent, logical, and expressive.
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GENERAL STANDARD 20: Consideration of Audience and Purpose
Students will write for different audiences and purposes. (See also Standards 3, 6, and 19.)
When students adapt their writing for a variety of purposes, they learn that different organizational
strategies, word choices, and tones are needed. They learn that this is also true when considering
audience.
Through this process students gain a deeper understanding of the world around them and grow in their
ability to influence it.
OMPOSITION
GENERAL STANDARD 21: Revising
Students will demonstrate improvement in organization, content, paragraph development, level of
detail, style, tone, and word choice (diction) in their compositions after revising them.
A flawless first draft is a rarity, even for the most gifted writer. Writing well requires two processes that
sometimes appear to be in opposition: creating and criticizing. As they expand their imaginative thinking
on paper, students must at the same time learn the patience and discipline required to reshape and polish
their final work. Revising to get thoughts and words just right can be the most difficult part of writing, and
also the most satisfying.
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OMPOSITION
OMPOSITION
GENERAL STANDARD 22: Standard English Conventions
Students will use knowledge of standard English conventions in their writing, revising, and editing.
We write to make connections with the larger world. A writer’s ideas are more likely to be taken seriously
when the words are spelled accurately and the sentences are grammatically correct. Use of standard
English conventions helps readers understand and follow the writer’s meaning, while errors can be
distracting and confusing. Standard English conventions are the “good manners” of writing and speaking
that make communication fluid.
GENERAL STANDARD 23: Organizing Ideas in Writing
Students will organize ideas in writing in a way that makes sense for their purpose.
When ideas are purposefully organized to advance the writer’s intentions, they have the greatest impact
on the writer’s audience. Writers who understand how to arrange their ideas in ways that suit their
purposes for writing will achieve greater coherence and clarity.
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OMPOSITION
GENERAL STANDARD 24: Research
Students will gather information from a variety of sources, analyze and evaluate the quality of the
information they obtain, and use it to answer their own questions.
As the amount and complexity of knowledge increases, students need to understand the features of the
many resources available to them and know how to conduct an efficient and successful search for
accurate
information.
OMPOSITION
GENERAL STANDARD 25: Evaluating Writing and Presentations*
Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final
versions of their compositions or research projects before presenting them to varied audiences.
Achieving a high standard of excellence in writing is a goal for all schools. It is important for students to
recognize the hallmarks of superior work so that they know what they need to do in order to improve and
polish their writing and speaking. Classrooms and schools that make standards of quality explicit help
students learn to become thoughtful critics of their own work.
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OMPOSITIO
Media Strand
The printed book, the Internet, computer software, television, film, video, and radio are media of mass
communication. While the written text rightly remains the central focus of the English language
arts classroom, the study of works in other media affords teachers opportunities to teach about the
distinctive characteristics of each medium and the dynamics of adaptation from one medium to another.
The experience of producing short films, radio or television programs, multimedia
presentations, or websites affords students opportunities to practice compositional skills of planning,
research, drafting, editing, and revising in a new context. Because the Media Strand builds upon the
previous standards in this framework, it has only two standards, media analysis and media production.
Media Analysis
Like a printed text, a work produced in an electronic medium can be analyzed in terms of the connections
among its purpose, audience, and form. In studying a printed text, teachers show students
how an author chooses words for particular rhetorical and aesthetic purposes. In studying a film,
television or radio program, CD ROM, or website, students become aware that a skilled director
or designer also thinks about her message and makes choices to heighten suspense, draw the listener’s or
viewer’s attention to a particular point, or suggest underlying themes. Unlike printed books, electronic
media use sound and moving images; therefore, teaching students to pay attention to these dimensions,
as well as to words, is crucial.
Students who are aware of the characteristics of individual media can benefit from analyzing how a work
changes when it is adapted from print to electronic media. What does a novel such as Pride and Prejudice
gain when we can see the actors and settings in a film? Conversely, what do we miss because the filmed
version does not present Jane Austen’s descriptions of her characters’ thoughts? Comparing differing
interpretations of the same work can stimulate discussion and reflection on points of emphasis and
artistic choice.
Media Production
When students create media presentations, they become aware that planning, defining central ideas or
themes, composing text, images, and sound, and editing and revising successive versions of their work are
often more demanding in media production than in individual writing. Professional media production is
almost always a collaborative effort, and the same should be true in the classroom. A team of students
might work as a group to establish the central idea and initial outline or storyboard of a project, then
work individually, depending on the content and complexity of the project, as researchers, scriptwriters,
interviewers, actors, designers, camera operators, or technicians. In the final phase of the project,
students reconvene as a team to compose, evaluate, edit, and revise their material to create a coherent
whole.
Together, these two standards offer students the opportunity to study and experiment with a craft.
Students benefit from understanding that media productions, like literary works, are the result of careful
consideration of audience, purpose, and form, and require the skillful application of a wide range of
techniques. An understanding of how media productions are created prepares students to view the
advertisements, movies, videos, web sites, and television shows that surround them with an appreciative
but discriminating eye.
EDIA
GENERAL STANDARD 26: Analysis of Media
Students will identify, analyze, and apply knowledge of the conventions,
elements, and techniques of film, radio, video, television, multimedia productions,
the Internet, and emerging technologies, and provide evidence
from the works to support their understanding.
(See also Standards 17, 18, 24, 27, and the Theatre Standards of the Arts Curriculum Framework.)
The electronic mass media developed during the twentieth century—radio, film, video, television,
multimedia, and the Internet— have the capacity to convey information, entertain, and persuade in ways
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that are distinctly different from print media. In English language arts classes, students have traditionally
learned to analyze how an author chooses words and manipulates language. Given the prevalence of
media in their lives, students also need to be able to analyze how images, sound, and text are used
together effectively in the hands of a skillful director or website designer.
EDIA
GENERAL STANDARD 27: Media Production
Students will design and create coherent media productions (audio, video,
television, multimedia, Internet, emerging technologies) with a clear controlling idea,
adequate detail, and appropriate consideration of audience, purpose, and medium.
(See also Standards 18, 24, 26, and the Theatre Standards of the Arts Curriculum Framework.)
Students grow up surrounded by television, movies, and the Internet. The availability in schools of
recording and editing equipment and computers offers students opportunities to combine text, images,
and sounds in their reports and creative works. Putting together an effective media production— whether
a relatively simple radio play or a complex film documentary—entails as much discipline and satisfaction
as writing a good essay. Both require clarity of purpose, selectivity in editing, and knowledge of the
expressive possibilities of the medium used.
ELA GRADE NINE
The purpose of this course is to enable students to develop control and use of the language by enhancing effective
communication skills through critical thinking and analysis, thereby demonstrating academic and social growth. All
English Level I courses are equal in both presentation and expectations. A survey of genre will be conducted with an
in-depth study and emphasis on elements of fiction, non-fiction, drama and poetry in order to expand student
repertoire of literary terms. Further focus will be on developing awareness of the types of writing, especially on
expository writing. Composition rubrics will center on topic and idea development, organization, details and syntax.
Vocabulary acquisition and development, spelling, structure of language, grammar and usage and mechanics are also
integral components of this course. Portfolio assessment will be incorporated to the standards based curriculum in
order for pupils and teachers to assess process-writing skills. Both required and various reading selections will be
analyzed to further develop critical reading skills and academic creativity. An introduction to the Everett High School
library facilities is required of all English I students to assist them in completing their research assignment. Emphasis
on the necessity and use of study skills for success is continuous. Summer work is required.
Pre-requisite (s): (summer assignment for Honors)
I.
Unit of Study: Short Stories
A. Essential Questions:
1. What are the elements that cause a piece of literature to
endure?
2. How do authors use the elements of short story writing to
create
interesting and meaningful stories?
3. How do our values impact our decisions?
4. How do our experiences impact how we think and act?
5. How does our love for others bring out the best and worst in
us?
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ENGLISH DEPARTMENT CURRICULUM GUIDE
6. How does being faced with a difficult decision reveal what is
important to us?
B. Thinking Level Objectives:
1. Analyze plot structure
2. Evaluate criteria for enduring stories
3. Evaluate author’s effective use of short story elements
4. Compose original short story demonstrating understanding of
short story elements
5. Relate personal experiences to text
C. Mastery Level Objectives:
1. Identify, define, and recognize the elements of a short story
a. exposition
b. rising action
c. conflict
i. internal v. external
ii. person v. person, person v. nature, person v.
society, person v. him/herself
d. climax
e. falling action
f. resolution
g. theme
h. setting
i. foreshadowing
j. suspense
k. irony
l. direct and indirect characterization
2. Define vocabulary in context
3. Read for comprehension
a. identify main ideas
b. sequence order of events
c. practice inferential reading skills
4. Write open responses to text selections
5. Identify specific traits of various characters
D. Instructional Strategies:
1. brainstorming
2. classroom conversations
3. comparing and contrasting characters
4. essays
5. open-response questions
6. rubrics
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7. graphic organizers
8. independent research
9. lectures
10. journal writing
11. learning logs
12. context clues
13. research project
14. literature circles
15. character maps
16. activators
17. summarizers
18. making predictions
19. PowerPoint presentations
20. dialectical journals
21. visualizing text
22. grouping
23. differentiated instruction
24. KWL
25. guided and assisted reading
26. film
27. audio recordings
E. Assessments:
1. objective tests/quizzes
2. research reports
3. oral questioning
4. expository essays
5. creative writing compositions
6. open-response questions
7. mock trial
8. alternative assessments
a. visual
b. oral
c. dramatic
d. technological
F. Texts and Resources:
1. Prentice Hall Literature 2010
a. textbook
b. worksheets
c. support materials
2. Internet resources
3. Film
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ENGLISH DEPARTMENT CURRICULUM GUIDE
4. Audio recordings
II.
Unit of Study: The Novel
A. Essential Questions:
1. What factor does social status play in determining whether or
not you will have a successful life?
2. What does it mean to be successful? Happy?
3. How does money impact who we are?
B. Thinking Level Objectives:
1. Analyze plot and subplots in a longer work of fiction
2. Evaluate the roles of protagonists/antagonists
3. Reflect on theme(s) of a novel
4. Classify characters as dynamic, static, foil, eccentric
5. Relate personal experiences to text
C. Mastery Level Objectives:
1. Identify the elements in a novel
a. plot
b. setting
c. suspense
d. foreshadowing
e. cliffhanger
f. subplot
g. characterization
2. Define vocabulary in context
3. Recall plot events which contribute to suspense
4. Write open responses to text selections
5. Identify direct quotation versus indirect quotation in the text
6. Explain the relationships between and among elements of
literature: characters, plot, setting, tone, point of view, theme,
conflict,
7. Recognize diction as it pertains to character development
D. Instructional Strategies:
1. brainstorming
2. classroom conversations
3. comparing and contrasting characters
4. essays
5. open-response questions
6. rubrics
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7. graphic organizers
8. independent research
9. lectures
10. journal writing
11. learning logs
12. context clues
13. research project
14. literature circles
15. character maps
16. activators
17. summarizers
18. making predictions
19. PowerPoint presentations
20. dialectical journals
21. visualizing text
22. grouping
23. differentiated instruction
24. KWL
25. guided and assisted reading
26. film
27. audio recordings
E. Assessments:
1. objective tests/quizzes
2. research reports
3. oral questioning
4. expository essays
5. open-response questions
6. alternative assessments
a. visual
b. oral
c. dramatic
d. technological
F. Texts and Resources:
1. Great Expectations, by Charles Dickens
2. A Separate Peace, by John Knowles
3. The War of the Worlds, by H.G. Wells
4. The Absolutely True Diary of a Part-Time Indian, by Sherman
Alexie
5. The Chocolate War, by Robert Cormier
6. The Outsiders, by S.E. Hinton
7. Various articles/websites for research of Victorian England
8. Film
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ENGLISH DEPARTMENT CURRICULUM GUIDE
9. Audio recordings
III.
Unit of Study: The Odyssey (epic poem)
A. Essential Questions:
1. Do heroes have responsibilities?
2. What are the elements that cause a piece of literature to
endure?
3. What is the role of the hero in an epic?
4. In the face of adversity, what causes some people to prevail
while others fail?
B. Thinking Level Objectives:
1. Analyze an epic poem
2. Evaluate the role of the hero
3. Relate personal experiences to text
C. Mastery Level Objectives:
1. Identify the elements in an epic poem
a. Homeric similes
b. dramatic irony
c. suspense
d. foreshadowing
e. epithet
2. Define vocabulary in context
3. Recall plot events which contribute to suspense
4. Write open responses to text selections
5. Identify specific traits of Odysseus’ character
6. Explain the relationships between and among elements of
literature: characters, plot, setting, tone, point of view, theme,
conflict
D. Instructional Strategies:
1. brainstorming
2. classroom conversations
3. comparing and contrasting characters
4. essays
5. open-response questions
6. rubrics
7. graphic organizers
8. independent research
9. lectures
10. journal writing
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ENGLISH DEPARTMENT CURRICULUM GUIDE
11. learning logs
12. context clues
13. research project
14. literature circles
15. character maps
16. activators
17. summarizers
18. making predictions
19. PowerPoint presentations
20. dialectical journals
21. visualizing text
22. grouping
23. differentiated instruction
24. KWL
25. guided and assisted reading
26. film
27. audio recordings
28. online activities
E. Assessments:
1. objective tests/quizzes
2. research reports
3. oral questioning
4. expository essays
5. open-response questions
6. alternative assessments
a. visual
b. oral
c. dramatic
d. technological
7. online submissions (Prentice Hall website)
F. Texts and Resources:
1. Literature – Prentice Hall
a. textbook
b. worksheets
c. support materials
d. online resources
2. various websites for Greek research
3. film
4. audio recordings
IV.
Unit of Study: Nonfiction
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ENGLISH DEPARTMENT CURRICULUM GUIDE
A. Essential Questions:
1. What is the difference between knowledge and
understanding?
B. Thinking Objectives:
1. Demonstrate understanding of purpose, tone, and style in
creative nonfiction writing
2. Write in the genre, using the techniques and approaches of
the studied authors
C. Mastery Objectives:
1. Recognize the use of the following literary techniques in
creative nonfiction writing: repetition, parallelism, emotional
appeals, rational appeals, humor, hyperbole, understatement,
similes, metaphors, diction
2. Identify purpose, main ideas, style, and tone in nonfiction
writing
3. Read for comprehension
D. Instructional Strategies:
1. Activators
2. Divided Page Notes
3. Brainstorming
4. Groupwork
5. Journal Writing
6. Audio Recordings
7. Video Recordings
8. PowerPoint Presentations
9. Interviews with the authors
10. Literary Analysis Questions
11. Discussion and Debate
12. Online Supplementary Materials
13. Vocabulary in Context
14. Summarizers
15. Illustrations
16. Graphic Organizers, Writing Templates
17. Text-to-Self Connections
18. Formative Assessments
E. Assessments:
1. Online reading comprehensive quizzes
2. Printed reading comprehension quizzes
3. Midterm Short Essay Questions
4. Creative Writing Alternative Assessment
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ENGLISH DEPARTMENT CURRICULUM GUIDE
5. Night Alternative Assessment Projects:
F. Texts and Resources:
1. Prentice Hall Literature 2010
a. Textbook
i. “Before Hip-Hop Was Hip-Hop,” by Rebecca
Walker
ii. “A Celebration of Grandfathers,” by Rudolfo
Anaya
iii. “On Summer,” by Lorraine Hansberry
iv. “I Have a Dream,” by Martin Luther King, Jr.
v. “Carry Your Own Skis,” by Lian Dolan
vi. “The Talk,” by Gary Soto
vii. “A Lincoln Preface,” by Carl Sandburg
viii. “Arthur Ashe Remembered,” by John McPhee
ix. “The News,” by Neil Postman
x. “Single Room, Earth View,” by Sally Ride
b. Worksheets
c. Support Materials
2. Night, by Elie Wiesel
3. Film and Internet Video
4. Audio Recordings
V. Unit of Study: Poetry
A. Essential Questions
1. How does communication change us?
2. How does a poet use figurative language to enhance a poem’s
meaning?
3. Why do the sound devices of a poem add to its overall impact?
B. Thinking Level Objectives
1. Analyze the use of figurative language and how it adds to
theme
2. Compose original poems using elements of poetry (figurative
language, sound devices, rhyme scheme, and rhythm)
3. Analyze use of sound devices and how it enhances meaning
4. Relate personal experiences to themes in poetry
5. Evaluate common themes throughout poetry
C. Mastery Level Objectives
1. Identify figurative language
a. Similes
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ENGLISH DEPARTMENT CURRICULUM GUIDE
2.
3.
4.
5.
b. Metaphors
c. Imagery
d. Personification
Identify sound devices
a. Alliteration
b. Assonance
c. Consonance
d. Onomatopoeia
Identify Rhyme and Rhythm
Identify different types of poems
a. Narrative
b. Haiku
c. Sonnet
Compare prose and verse
D. Instructional Strategies:
1. brainstorming
2. classroom conversations
3. comparing and contrasting characters
4. essays
5. open-response questions
6. rubrics
7. graphic organizers
8. independent research
9. lectures
10. journal writing
11. learning logs
12. context clues
13. research project
14. literature circles
15. character maps
16. activators
17. summarizers
18. making predictions
19. PowerPoint presentations
20. dialectical journals
21. visualizing text
22. grouping
23. differentiated instruction
24. KWL
25. guided and assisted reading
26. film
27. audio recordings
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ENGLISH DEPARTMENT CURRICULUM GUIDE
E. Assessments:
1. objective tests/quizzes
2. oral questioning
3. expository essays
4. original poems
5. open-response questions
6. alternative assessments
a. visual
b. oral
d. technological
F. Texts and Resources:
1. Prentice Hall Literature 2010
a. textbook
b. worksheets
c. support materials
2. Internet resources
a. pearsonsuccessnet.com
b. poetry.com
c. miscellaneous
VI.
Unit of Study: Romeo and Juliet (tragic play)
A. Essential Questions:
1. What are the elements that cause a piece of literature to
endure?
2. how do love and hate shape our actions and the world we live
in?
3. What role does destiny play in our lives and how much control
do we have?
4. How do the achievements of the Renaissance directly affect
us?
5. Why has Shakespeare’s writing endured through the centuries?
6. What does the play teach us about love? Hate? Youth? Destiny?
Choices?
B. Thinking Level Objectives:
1. Analyze and reflect on theme
2. Analyze how drama reflects the human condition
3. Relate personal experiences to text
C. Mastery Level Objectives:
1. Identify the elements of a Shakespearean drama
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ENGLISH DEPARTMENT CURRICULUM GUIDE
a. pun
b. aside
c. foil
d. allusion
e. analogy
f. soliloquy
g. monologue
h. iambic pentameter
i. rhyming couplets
2. Identify the structure of a Shakespearean drama
a. exposition
b. rising action
c. turning point
d. falling action
e. resolution
f. climax
2. Define vocabulary in context
3. Identify use of dramatic irony to enhance mood
4. Write open responses to text selections
5. Identify specific traits of Romeo and Juliet’s characters and
their relationship
6. Explain the relationships between and among elements of
literature: characters, plot, setting, tone, point of view, theme,
conflict
7. Identify types of figurative language
a. metaphor
b. simile
c. personification
8. Paraphrase Shakespearean language
9. Identify elements of Shakespearean sonnet
10. Identify themes from the play
D. Instructional Strategies:
1. brainstorming
2. classroom conversations
3. comparing and contrasting characters
4. essays
5. open-response questions
6. rubrics
7. graphic organizers
8. independent research
9. lectures
10. journal writing
11. learning logs
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ENGLISH DEPARTMENT CURRICULUM GUIDE
12. context clues
13. research project
14. literature circles
15. character maps
16. activators
17. summarizers
18. making predictions
19. PowerPoint presentations
20. dialectical journals
21. visualizing text
22. grouping
23. differentiated instruction
24. KWL
25. guided and assisted reading
26. film
27. audio recordings
E. Assessments:
1. objective tests/quizzes
2. research reports
3. oral questioning
4. expository essays
5. open-response questions
6. alternative assessments
a. visual
b. oral
c. dramatic
d. technological
F. Texts and Resources:
1. Prentice Hall Literature 2010
a. textbook
b. worksheets
c. support materials
2. Various websites for Renaissance research
3. Film
4. Audio recordings
VII.
Unit of Study: Research Skills
B. Essential Questions:
1. What is the purpose of research?
2. What can we learn from conducting research?
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ENGLISH DEPARTMENT CURRICULUM GUIDE
B. Thinking Level Objectives:
1. Analyze a variety of sources
2. Evaluate information
3. Differentiate between reliable and unreliable sources
4. Interpret text
C. Mastery Level Objectives:
1. Find information
2. List sources
3. Outline research
4. Read text
5. Recognize differences between reliable and unreliable sources
6. Select adequate sources for research
7. Write notes for each source
D. Instructional Strategies:
1. KWL
2. works cited (MLA format)
3. rubrics
4. graphic organizers
5. independent research
6. context clues
7. research project
8. library orientation
9. PowerPoint presentations
10. brainstorming
11. visualizing text
12. group work
13. film
14. audio recordings
15. note cards
E. Assessments:
1. notes
2. works cited page
3. oral questioning
4. expository essays
5. alternative assessments
a. visual
b. oral
c. dramatic
d. technological
6. PowerPoint presentations
7. comment cards
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ENGLISH DEPARTMENT CURRICULUM GUIDE
F. Texts and Resources:
1. encyclopedias
2. various websites
3. film
4. audio
5. newspapers
6. magazines
7. interviews
8. textbooks
VIII.
Unit of Study: Vocabulary (Textbook lessons and in context)
A. Essential Questions:
1. How does new vocabulary enhance our oral and written skills?
2. How does the enrichment of an individual’s vocabulary affect
the quality of his/her life?
B. Thinking Level Objectives:
1. apply knowledge of new vocabulary to concise writing and
clearer speech
2. use context clues to decipher unfamiliar vocabulary
C. Mastery Level Objectives:
1. define assigned vocabulary words for each lesson
2. define vocabulary in context from literature selections
3. write sentences and paragraphs demonstrating understanding
of new words
4. generate a list of vocabulary words during independent reading
5. select sophisticated vocabulary in place of simplistic language
6. use and pronounce words appropriately in both writing and
speech
D. Instructional Strategies:
1. predict meaning of word based on context clues
2. interpret words through visual images
3. write/produce sentences based on prediction
4. research denotative definitions
5. direct instruction/lecture
6. classroom discussions
7. compose original sentences
8. flashcards
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ENGLISH DEPARTMENT CURRICULUM GUIDE
9. crossword puzzles
10. accessing prior knowledge of suffixes, prefixes and roots
11. usage notes
12. memory clues
13. synonym and antonym usage
14. word origins
15. part of speech labels
16. activators
17. summarizers
18. word maps
19. drawing pictures to interpret word meaning
20. music (online website)
21. word study- prefix, root word, suffix
22. word associations
E. Assessments:
1. objective tests/quizzes
2. word/definition/picture
3. written work
a. sentence completion
4. textbook exercises
5. crossword puzzles
6. games
a. Vocabulary Jeopardy
b. Vocabulary Bingo
7. online submissions (Prentice Hall website)
a. Vocabulary Central
F. Texts and Resources:
1. Vocabulary for Achievement 3rd course
a. textbook
2. vocabulary in context from Literature text (Prentice Hall)
3. MCAS prep support materials
4. teacher generated materials
a. worksheets
IX.
Unit of Study – Grammar
A. Essential Questions:
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ENGLISH DEPARTMENT CURRICULUM GUIDE
1. How does the study of grammar improve oral and written
communication skills?
2. How does the use of correct punctuation promote clearer and
more concise writing?
3. How does the study of grammar and sentence structure
empower us to become better communicators?
4. How does the study of grammar and correct usage improve
understanding between the people of the world?
B. Thinking Level Objectives:
1. Incorporate understanding of grammar, usage, punctuation,
and capitalization to communicate with more concise and
sophisticated language.
C. Mastery Level Objectives:
1. Identify nouns in sentences and distinguish between the
different types of nouns
2. Identify pronouns and their antecedents in sentences
3. Identify and use correctly nominative, possessive, and
objective pronouns
4. Add adjectives to sentences and descriptive paragraphs
5. Use action and non-action verbs and verb phrases while
distinguishing between complete and incomplete predicates
6. Identify the principal parts of all verbs
7. Identify the voice , tense, and mood of verbs / recognize the
importance of tense consistency
8. Conjugate all verbs in the six main tenses
9. Identify, conjugate, and use correctly the six troublesome
verbs
10. Identify adverbs and use them appropriately to modify verbs,
adjectives, and other adverbs
11. Identify prepositions and revise sentences by adding
appropriate prepositional phrases
12. Identify coordinating and correlative conjunctions and use
each in a sentence
13. Use and punctuate interjections in a sentence
14. Identify the subject, verb, and complements in sentences and
note their placement in each sentence
15. Distinguish between predicate nominative/ predicate
adjective, direct / indirect objects
16. Identify, write, and distinguish varied sentence types
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ENGLISH DEPARTMENT CURRICULUM GUIDE
17. Distinguish between sentences, fragments, and run-ons while
making the necessary revisions
18. Use knowledge of the parts of speech and sentence structure
to write cohesive sentences/paragraphs
D. Instructional Strategies
1. Activators
2. Summarizers
3. Checking for Understanding
4. Note taking
5. Worksheets
6. Homework
7. Identifying Parts of Speech in Independent Writing
8. Identifying Parts of Speech and employing them in a group
generated paragraph
9. Apply the knowledge of the parts of speech to real life
situations
E. Assessments
1. Objective Test
2. Alternative Assessments
3. Parts of Speech Board Game
4. Correlation to literature / reading comprehension
F. Texts and Resources:
1. Prentice Hall Literature 2010
2. Elements of Writing, 3rd Course, Holt Rinehart
3. Internet Videos
X. Honors Freshman English Curriculum
In addition to the standard Freshman English curriculum, Honors class students are
required to complete a more rigorous program to include advanced study of literature,
accelerated writing assignments, and elevated public speaking/presentation skills. The
literature component is advanced by additional reading outside of the regular
classroom, through outside independent reading projects with student choice, and with
a stronger focus on author’s style, tone, and purpose as well as a deeper study of
theme, symbolism, characterization, and figurative language. Also, the textbook
selections designated as ‘more challenging’ are assigned. More and advanced
techniques in expository writing are a hallmark of the Honors program; students are
charged with developing voice and style as well as considering tone and audience in
literary analysis. Alternative assessments with a focus on speaking in front of class and
working in groups to present material developed outside of class further characterizes
the student experience in Honors Freshman English. Taken as a whole, the Freshman
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ENGLISH DEPARTMENT CURRICULUM GUIDE
English Honors Program is instrumental in mastering the reading, writing, and
presentation skills necessary for future success in the English Language Arts curriculum
at Everett High School.
ELA GRADE 10
The purpose of this course is to enable students to refine their control and use of the language by stressing effective
communication skills through critical thinking and analysis in order to further academic and social growth. Classroom
lessons will include individualized pupil instruction based on weak performance areas. Instruction will focus on testtaking strategies that need strengthening and content information that will be reviewed in order to prepare pupils for
taking the MCAS Test. All English Level II courses are equal in both presentation and expectations. A survey of genre
will be reviewed along with all of the literary terms. Emphasis will be placed on the short story and poetry along with
the identifying elements of fiction and non-fiction. Identifying and using parts of speech continues to be stressed
along with vocabulary acquisition and development, spelling, structure of the language and mechanics. The process
writing technique will also be emphasized through a survey of the types of writing and a continued instruction of
strategies to refine expository writing skills. Portfolio assessment will continue in order for students and teachers to
monitor performance in this standards based curriculum. Both required and various reading selections will be
analyzed to refine critical reading skills and academic creativity. The research process is continued and an assignment
is required. Emphasis on utilizing reading and study skills in order to be a successful student is continued. Summer
reading is required.
I. Unit of Study: Grammar – Parts of Speech Review
A. Essential Question: How can you use language to empower yourself?
B. Thinking Level Objectives
1. Produce independent writing demonstrating the correct use
of the parts of speech.
2. Differentiate between the multiple uses of one word as
various parts of speech.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
C. Mastery Level Objectives
1. Identify the parts of speech of words in sentences and in a
paragraph
2. Use the parts of speech correctly in writing
3. Revise and improve sentences using the eight parts of
speech
D. Instructional Strategies
1. Activators
2. Summarizers
3. Checking for Understanding
4. Note taking
5. Worksheets
6. Homework
7. Identifying Parts of Speech in Independent Writing
8. Identifying Parts of Speech and employing them in a group
generated paragraph
9. Apply the knowledge of the parts of speech to real life
situations
E. Assessments
1. Objective Test
2. Alternative Assessments
3. Parts of Speech Board Game
4. Identify Parts of Speech in Various Types of Literature
II. Unit of Study: Grammar: Agreement
A. Essential Question: How can you use language to empower yourself?
B. Thinking Level Objectives
1. Students will be able to generate independent sentences with
the correct use of subject-verb agreement and pronounantecedent agreement.
2. Students will be able to compose sentences that demonstrate
agreement.
C. Mastery Level Objectives
1. Identify verbs that agree with their subjects
2. Identify pronouns that agree with their antecedents
3. Revise and improve sentences using correct subject-verb
agreement and pronoun-antecedent agreement
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ENGLISH DEPARTMENT CURRICULUM GUIDE
D. Instructional Strategies
1. Activators
2. Summarizers
3. Checking for Understanding
4. Note taking
5. Worksheets
6. Homework
7. Identifying Agreement in Independent Writing
8. Identifying Agreement and employing it in a group generated
paragraph
9. Apply the knowledge of agreement to real life situations
E. Assessments
1. Objective Test
2. Alternative Assessments
3. Identify Agreement in Various Types of Literature
III. Unit of Study: Grammar - The Phrase
A. Essential Question: How can you use language to empower yourself?
B. Thinking Level Objectives
1. Students will be able to differentiate among the various
phrases and their usage.
2. Students will create original sentences using the four types of
phrases.
C. Mastery Level Objectives
1. To identify prepositional, participial, gerund and appositive
phrases in sentences and paragraphs.
2. To recognize the phrase as a part of speech.
D. Instructional Strategies
1. Activators
2. Summarizers
3. Checking for Understanding
4. Note taking
5. Worksheets
6. Homework
7. Identifying the Different Types of Phrases in Independent
Writing
8. Identifying the Different Types of Phrases and employing them
in a group generated paragraph
9. Apply the knowledge of the Phrase to real life situations
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ENGLISH DEPARTMENT CURRICULUM GUIDE
E. Assessments
1. Objective Test
2. Alternative Assessments
3. Identify Different Types of Phrases in Various Types of
Literature
IV. Unit of Study: Vocabulary
A. Essential Question: How does the enrichment of an individual’s
vocabulary affect the quality of his or her life?
B. Thinking Level Objectives: Apply new vocabulary to independent
writing.
C. Mastery Level Objectives
1. To define assigned vocabulary words for each particular unit
2. To write sentences and paragraphs utilizing vocabulary words
3. To generate a list of vocabulary words during independent
reading
4. To select sophisticated vocabulary in place of simplistic
language
D. Instructional Strategies
1. Predict Meaning of word based on context clues
2. Interpret words through visual images
3. Write or produce a sentence based on prediction
4. Research denotative definitions
E. Assessments
1. Objective Test
2. Power Point Presentations
3. Word/Definition/Picture
4. Writing utilizing vocabulary words
V. Unit of Study: MCAS Preparation
A. Essential Question: How does the preparation for a specific exam
improve study habits?
B. Thinking Level Objectives
1. Demonstrate reading comprehension, close reading,
annotation, and proper grammar and mechanics skills
2. Make inferences and draw conclusions
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ENGLISH DEPARTMENT CURRICULUM GUIDE
C. Mastery Level Objectives
1. Read, comprehend, infer and draw conclusions
2. Use proper note taking, including key words, quotations, etc.
and synthesis of material to generate sophisticated responses
to ORQs and the MCAS Long Composition
3. Use reference materials to increase comprehension and build
vocabulary
D. Instructional Strategies
1. Note taking on writing strategies
2. Writing a persuasive essay
3. Identification of topic sentences, thesis statements and
clinchers
4. Identification of key words and task verbs
5. Graphic Organizers for basic ORQ/Long Composition
Responses
6. Transitional Words and Phrases
7. Developing Supporting Paragraphs
8. Peer Editing/Revising
9. Power of Descriptive Language
10. Vocabulary Enrichment
11. Review of Literary Terms through literature
12. Identify meaning through context
13. Teacher Modeled writing
14. Class Generated writing
15. Individualized Instruction and Analysis of Writing
E. Assessments
1. Objective Test
2. Alternative Assessments
3. Parts of Speech Board Game
4. Identify Parts of Speech in Various Types of Literature
VI. Unit of Study - Short Stories
A. Essential Question: How do authors use the elements of a short story
to make literature
meaningful and interesting?
B. Thinking Level Objectives
1. Analyze characterization.
2. Evaluate the literary techniques of the author.
3. Analyze how theme relates to important events of the plot.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
4. Examine literary devices used within the novel.
5. Examine character’s internal and external conflicts from
selected short stories.
C. Mastery Level Objectives
1. Identify, analyze, and interpret plot, setting, characterization,
narration, diction, figurative language, imagery, symbolism,
and theme.
2. Identify and analyze conflict, climax and resolution.
3. Identify and analyze details of setting.
4. Identify vocabulary in context.
5. Identify literary elements such as irony, satire, and
foreshadowing in selected stories.
6. Evaluate elements of fiction used to express theme and create
tone and mood.
7. Write short stories independently using elements learned.
D. Instructional Strategies
1. Direct Instruction
2. Annotating the text
3. Independent Reading
4. Graphic Organizers
5. Cooperative learning
6. Writing
7. Internet Research
8. Note taking
E. Assessments
1. Homework
2. Objective Tests
3. Journal writing
4. Open-ended questions
5. Open-response questions
6. Worksheets
7. Alternative Assessments
F. Texts and Resources:
1. Adventures in Reading
2. “The Monkey’s Paw” by W.W. Jacobs
3. “Harrison Bergeron” by Kurt Vonnegut
4. Internet Resources
5. Variety of outside readings
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VII. Unit of Study: The Catcher in the Rye by J.D. Salinger
A. Essential Questions
1. What does it mean to be true to oneself?
2. What rules must people follow?
3. How does our environment affect us?
4. How does experience affect one’s observations?
B. Thinking Level Objectives
1. Analyze Holden Caulfield’s mental state throughout the novel
by studying what he says about himself, what he does, and
what others say about him.
2. Examine symbolism throughout the novel.
3. Evaluate the novel in order to conclude whether or not
Holden is a reliable narrator.
4. Examine literary devices used within the novel.
5. Examine Holden Caulfield’s internal and external conflicts.
6. Determine whether or not The Catcher in the Rye should be
banned in schools.
C. Mastery Level Objectives
1. Identify all literary devices used within the novel.
2. Identify and discuss use of symbolism within the novel.
3. Identify and discuss Holden Caulfield’s conflicts.
4. Define vocabulary words from the novel.
5. Write a character sketch of Holden Caulfield, in which his
psychiatric state is determined.
6. Write a mock letter to a mock school board in which students
will support or oppose the banning of the novel.
D. Instructional Strategies
1. Direct Instruction
2. Annotating the text
3. Independent Reading
4. Graphic Organizers
5. Cooperative learning
6. Writing
7. Internet Research
8. Note taking
E. Assessments
1. Objective Tests
2. Visual Displays
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3.
4.
5.
6.
7.
8.
9.
F.
1950s mock cultural magazine project
Letter writing
Homework
Journal writing
Open-ended questions
Open-response questions
Worksheets
Texts and Resources
1. The Catcher in the Rye by J.D. Salinger
2. Internet Resources
3. Variety of outside readings
VIII. Unit of Study: Fahrenheit 451 by Ray Bradbury
A. Essential Questions
1. When is it appropriate to challenge the beliefs or values of a
society?
2. Does an institution/culture have a right to censor its artists,
and if so when is it appropriate?
3. To what extent does a culture or society shape an individual’s
understanding of the concept of happiness?
B. Thinking Level Objectives
1. Examine a variety of themes present in the novel and connect
them to real life situations.
2. Compile a list of allusions that are present within the novel.
3. Analyze each character in order to determine the role that
he/she plays in relationship to theme and plot.
4. Determine the author’s point of view when writing the novel.
5. Relate plot events, themes, and characters within the novel to
outside sources such as other literary works, current events,
and real life situations.
6. Analyze symbols within the novel.
7. Create visuals in order to represent symbols, allusions,
themes, plot events, and characters within the novel.
C. Mastery Level Objectives
1. Define all vocabulary words from the novel.
2. Identify symbols and explain their significance.
3. Read the text in search of information pertaining to plot,
theme, point of view, and characterization.
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4. Identify and explain use of literary devices within the novel.
5. Write responses to weekly open-response questions.
D. Instructional Strategies
1. Direct instruction
2. Annotating the text
3. Independent Reading
4. Graphic Organizers
5. Cooperative learning
6. Writing
7. Internet Research
8. Note taking
E. Assessments
1. Objectives Tests
2. Visual Displays
3. Remaking of the movie project
4. Homework
5. Journal writing
6. Open-ended questions
7. Open-response questions
8. Worksheets
F. Texts and Resources
1. Fahrenheit 451 by Ray Bradbury
2. Internet Resources
3. A variety of outside readings.
4. Francois Truffault’s Fahrenheit 451 movie
IX. Unit of Study: And Then There Were None by Agatha Christie
A. Essential Questions
1. How does guilt, both internally and externally, manifest itself
2. What is the most effective way of providing justice for a
crime?
3. How does it feel to be a suspect?
B. Thinking Level Objectives
1. Examine the theme of guilt and redemption by tracing how
each character experiences guilt throughout the novel.
2. Determine the best way of achieving justice for crimes
committed.
3. Examine the elements of the mystery genre
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4. Analyze how the author’s use of atmosphere helps to create
suspense within the novel.
5. Examine Agatha Christie’s life and determine how it affected
her writing.
6. Interpret clues from the story in order to predict the
murderer.
C. Mastery Level Objectives
0. Define vocabulary from the novel.
1. Discuss the best ways to achieve justice
2. Write about how each character experiences guilt within the
novel.
3. Identify examples of foreshadowing within the novel.
4. Discuss the effectiveness of the nursery rhyme, which foretells
the murder methods, as a vehicle to add suspense to the
story.
D. Instructional Strategies
1. Direct instruction
2. Annotating the text
3. Independent Reading
4. Graphic Organizers
5. Cooperative learning (Detective groups)
6. Writing
7. Word Splashes
8. Note taking
E. Assessments
1. Objectives Tests
2. Homework
3. Journal writing
4. Open-ended questions
5. Open-response questions
6. Worksheets
F. Texts and Resources
1. And Then There Were None by Agatha Christie
2. Internet Resources
3. Prestwick House Individual Learning Packet/Teaching Unit
X. Unit of Study: Poetry
A. Essential Questions
1. How can you use language to empower yourself?
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2. What is poetry supposed to do?
3. How does language influence the way we think, act, and
perceive the world?
B. Thinking Level Objectives
1. Analyze the poet’s use of figurative language to enhance
meaning and create theme.
2. Examine the poet’s choice of poetic form to create narrative
and poetic impact.
3. Analyze and evaluate the poet’s use of speaker, diction,
musical devices, tone, etc. to convey theme and enhance
poetic impact.
4. Examine the poet’s use of poetic license to break convention
and enhance meaning and mood.
5. Examine the reader’s response to different forms of poetry:
ballad, epic, sonnet, lyric, etc.
6. Identify the poet’s use of repetition, rhyme, alliteration to
enhance meaning and impact.
C. Mastery Level Objectives
1. Identify all poetic elements: speaker, diction, musical devices,
tone, etc.
2. Identify and examine the difference between narrative poetry
and lyric poetry.
3. Identify figurative language: metaphor, etc.
4. Identify the use of repetition, rhyme, alliteration, etc.
5. Identify poetic license.
6. Students will generate their own narrative and lyric poetry.
D. Instructional Strategies
1. Direct Instruction
2. Annotating the text
3. Independent Reading
4. Whole-class reading
5. Peer workshop
6. In-class writing
7. Internet Research
E. Assessments
1. Objective Tests
2. In-class writing assignments
3. Peer review
4. Homework
5. Journal writing
6. Open-ended questions
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7. Open-response questions
8. Poetry project
F. Texts and Resources
1. Adventures in Appreciation
2. Shelley, Hughes, Vesey, Shakur, St. Vincent Millay, Clifton,
Gardner, Olds, Brooks
XI. Unit of Study: The Glass Menagerie by Tennessee Williams
A. Essential Questions
1. Are we governed/guided by fate, free will, a greater power, or
do we fall somewhere on the spectrum between?
B. Thinking Level Objectives
1. Demonstrate comprehension of United States history in the
1930s, particularly the Great Depression, in order to situate
and comprehend the text.
2. Evaluate Williams’ use of the conventions/elements of
Modern Drama.
3. Develop a complex reading of the playwright’s use of Tom
Wingfield as both the narrator and as a main character.
4. Generate a complex reading of Amanda Wingfield within the
context of her socio-economic conditions.
5. Analyze the playwright’s use of figurative language to imbue
his characters with pathos and poetic meaning.
6. Develop a sophisticated interpretation of Williams’ theme of
hardship and loss in The Glass Menagerie. Is there a
protagonist or an antagonist in the play?
7. Develop a complex reading of the play in relation to its time
period
C. Mastery Level Objectives
1. Identify the structural elements of dramatic texts: stage
directions, etc.
2. Identify setting, plot, characterization, and the conventions of
Modern Drama (i.e. the monologue).
3. Define and identify theme.
4. Identify the playwright’s use of figurative language.
D. Instructional Strategies
1. Direct Instruction
2. Annotating the text
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3.
4.
5.
6.
7.
Independent Reading
Whole-class reading
Peer workshop
In-class writing
Internet Research
E. Assessments
1. Objective Tests
2. In-class writing assignments
3. Homework
4. Journal writing
5. Open-ended questions
6. Open-response questions
7. Five-page essay based on the Essential Question
F. Texts and Resources
1. The Glass Menagerie by Tennessee Williams
2. PPT presentation: America in the 1930s: The Crash, Great
Depression, Dustbowl, FDR and WWII
XII. Unit of Study: The Pearl by John Steinbeck
A. Essential Questions
1. How do we define who we are?
2. How can a person’s decisions/actions change his/her life?
3. What does it mean to be invisible?
4. What is oppression and what are the root causes?
B. Thinking Level Objectives
0. Demonstrate comprehension of the historical roots of
colonial oppression on native peoples of the Caribbean and
Latin America.
1. Examine the role oppression plays in dictating the choices,
dreams and even “fate” of oppressed people.
2. Examine Kino’s role in the tragedy that unfolds after he finds
the “Pearl of the World.” Does Kino have choices or is he
motivated solely by his desire to escape poverty and
oppression?
3. Analyze Juana’s role in the family, culture, and conflicts she
faces throughout the novel. Examine how/why Juana
succeeds in staying true to her beliefs/identity while Kino
loses his sense of self.
4. Analyze why Steinbeck wrote The Pearl as a parable. What
moral/lesson should the reader take from this novel?
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C. Mastery Level Objectives
1. Identify all literary devices used within the novel.
2. Identify and discuss the use of symbolism and imagery within
the novel.
3. Identify and discuss Kino and Juana’s conflicts.
4. Define vocabulary words from the novel.
5. Using Steinbeck’s use of imagery as a model, write a
description of Everett that evokes place and mood.
6. Paint an abstract painting of one of the chapters of the novel
in order to understand Steinbeck’s use of atmosphere in the
novel.
D. Instructional Strategies
1. Direct Instruction
2. Annotating the text
3. Independent Reading
4. Graphic Organizers
5. In-class writing
6. Whole-class reading
7. Internet Research
8. Note taking
E. Assessments
1. Objective Tests
2. Visual Display – expressionist painting
3. Creative writing assignments - imagery
4. Homework
5. Journal writing
6. Open-ended questions
7. Open-response questions
8. Worksheets
F. Texts and Resources
1. The Pearl by John Steinbeck
2. P.T: The History of Colonialism in the Caribbean and Latin
America
3. A variety of outside readings.
XIII. Unit of Study: A Raisin in the Sun by Lorraine Hansberry
A. Essential Questions:
1. What is meant by the American Dream?
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ENGLISH DEPARTMENT CURRICULUM GUIDE
2. What are the forces in contemporary American society that
affect our progress toward our dreams?
3. How do race, gender, religion, and age affect one’s
perspective of the American Dream?
B. Thinking Level Objectives:
1. Determine the definition of the American Dream.
2. Differentiate between static and dynamic characters within
the play.
3. Analyze each of the main characters’ search for identity and
self worth
4. Examine themes within the play such as stereotyping and
prejudice, Dreams and dreams deferred, the strength of
family, and conflicts between expectations.
5. Compare and contrast Langston Hughes’ poems with the play
6. Analyze symbols within the play
7. Analyze the importance of setting and atmosphere within the
play.
C. Mastery Level Objectives
1. Define and discuss the American Dream.
2. Define realism and discuss why the play is considered realism.
3. Discuss Hansberry’s use of dialect, biblical allusions,
hyperbole, caesura, humor, song lyrics, and irony.
4. Compare character’s responses to despair, desire, change, and
deprivation.
5. Discuss the source of the play’s title and the influence that
Langston Hughes’ poems had on the play.
6. Discuss the themes that are present within the novel.
D. Instructional Strategies
1. American Dream interviews
2. Annotating the text
3. Independent Reading
4. Graphic Organizers
5. Cooperative learning
6. Note taking
7. Literature circles
E. Assessments
1. Objectives Tests
2. Homework
3. Journal writing
4. Open-ended questions
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5. Open-response questions
6. Worksheets
F. Texts and Resources
1. A Raisin in the Sun by Lorraine Hansberry
2. Internet Resources
3. A Raisin in the Sun Movie
4. Various poems by Langston Hughes
XIV. Unit of Study: Of Mice and Men by John Steinbeck
A. Essential Questions
1. How do relationships support our lives?
2. Is the American Dream equally obtainable by all?
3. Is there a difference between murder and a mercy killing?
4. Why do people have a difficult time accepting differences in
others?
B. Thinking Level Objectives
1. Analyze the characterization of Lennie and George
2. Examine themes within the play such as loneliness,
discrimination and the American Dream
3. Analyze symbols within the play
4. Analyze the treatment of “the weak” within the novel.
5. Compare and contrast Lennie and George
6. Analyze Steinbeck’s portrayal of Curley’s wife
7. Analyze Robert Burns’s poem “To a Mouse” and discuss why
Steinbeck chose to use a line from the poem as the title to his
novel.
C. Mastery Level Objectives
1. Define and discuss the American Dream.
2. Define foils and identify characters throughout the novel as
foils.
3. Describe Lennie and George’s American Dream
4. Discuss whether or not Lennie and George’s American Dream
is obtainable.
5. Define and discuss the role of a migrant worker.
6. Discuss how the setting of the novel helps to develop themes.
7. Write about the symbolism of the death of Candy’s dog
8. Identify examples of foreshadowing within the novel
9. Discuss whether or not the killing of Lennie was justified.
10. Define vocabulary words from the novel.
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D. Instructional Strategies
1. Word Splashes
2. Internet research
3. Annotating the text
4. Independent Reading
5. Graphic Organizers
6. Cooperative learning
7. Note taking
8. Literature circles
E. Assessments
1. Objectives Tests
2. Homework
3. Journal writing
4. Open-ended questions
5. Open-response questions
6. Worksheets
F. Texts and Resources
1. Of Mice and Men by John Steinbeck
2. Internet Resources
3. Of Mice and Men Movie
4. “To a Mouse” by Robert Burns
XV. Unit of Study: To Kill a Mockingbird by Harper Lee
A. Essential Questions
1. How are prejudice and bias created?
2. What does it mean to grow up?
3. What can we learn about ourselves by studying the lives of
others?
4. Have you ever tried to stand in someone else’s shoes?
5. Can literature serve as a vehicle for social change?
B. Thinking Level Objectives
1. Analyze important events within the novel
2. Analyze quotations within the novel
3. Analyze themes within the novel
4. Understand plot development and characterization
C. Mastery Level Objectives
1. Define and discuss racism.
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2. Define foils and identify characters throughout the novel as
foils.
3. Describe how Boo Radley and Tom Robinson were both
mockingbirds.
4. Discuss how the setting of the novel helps to develop themes.
5. Write about the symbolism of the mockingbird
6. Identify examples of foreshadowing within the novel
7. Discuss whether or not the killing of Tom Robinson was
justified.
8. Define vocabulary words from the novel.
9. Identify characteristics of a novel.
10. Identify elements of fiction and literary devices.
11. Identify changes in characters as a result of their
surroundings.
12. Identify and explain internal and external conflicts.
13. Write essential questions about the novel.
D. Instructional Strategies
1. Word Splashes
2. Internet research
3. Annotating the text
4. Independent Reading
5. Graphic Organizers
6. Cooperative learning
7. Note taking
8. Literature circles
E. Assessments
1. Objectives Tests
2. Homework
3. Journal writing
4. Open-ended questions
5. Open-response questions
6. Worksheets
7. Alternative Assessments
F. Texts and Resources
1. To Kill a Mockingbird by Harper Lee
2. Internet Resources
3. To Kill a Mockingbird Movie
XVI. Unit of Study: Julius Caesar by William Shakespeare
A. Essential Questions
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ENGLISH DEPARTMENT CURRICULUM GUIDE
1. How are people transformed through their relationships with
others?
2. To what extent does power or lack of power affect
individuals?
3. What are the factors that create an imbalance of power within
a culture?
4. How do the decisions and actions of individuals reveal their
personalities?
5. Is betrayal ever justified?
6. Do people make decisions based more on emotion or logic?
B. Thinking Level Objectives
1. Students will analyze important events, quotations, and
themes in order to understand plot development and
characterization.
C. Mastery Level Objectives
1. Determine external and internal conflicts within the play
2. Identify and explain literary elements
3. Identify elements of drama
4. Identify main characters and settings
5. Discuss how the setting of the novel helps to develop themes.
6. Identify examples of foreshadowing within theplay.
7. Discuss whether or not the killing of Caesar was justified.
8. Define vocabulary words from the play.
9. Identify changes in characters as a result of their
surroundings.
10. Write essential questions about the play.
D. Instructional Strategies
1. Word Splashes
2. Internet research
3. Annotating the text
4. Independent Reading
5. Graphic Organizers
6. Cooperative learning
7. Note taking
8. Literature circles
E. Assessments
1. Objective Tests
2. Homework
3. Journal writing
4. Open-ended questions
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5.
6.
7.
8.
Open-response questions
Worksheets
Alternative Assessments
Dramatization of Scenes
F. Texts and Resources:
1. Julius Caesar by William Shakespeare
2. Internet Resources
3. Julius Caesar Movie
XVII. Unit of Study: Research Paper
A. Essential Questions
1. How can the selection and use of information lead to greater
understanding and broader perspectives on a variety of
information?
B. Thinking Level Objectives
1. To examine a variety of sources in order to determine
validity.
2. To examine and analyze a variety of sources in order to
formulate a controlling idea that makes a clear and
knowledgeable judgment of a chosen topic.
C. Mastery Level Objectives
1. Develop and effective thesis statement.
2. Organize information by creating bibliography cards and note
cards.
3. Develop an effective outline.
4. Use MLA documentation for both a work cited page and
parenthetical citations.
5. Develop supported arguments through use of detailed
evidence.
6. Use a variety of strategies to elaborate and persuade, such as
definitions, descriptions, evidence, and anecdotes.
7. Write an engaging 3-5 page research paper.
8. Evaluate writing through peer editing.
D. Instructional Strategies
1. Independent Reading
2. Direct Instruction
3. Graphic Organizers
4. Cooperative learning
5. Writing
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6. Peer Editing
7. Note taking
F. Assessments
1. Bibliography cards
2. Note cards
3. Outline
4. First Draft
5. Final Research Paper
G. Texts and Resources
1. MLA Handbook
2. Writer’s Inc – Write for College
3. Elements of Writing
4. Internet sources
ELA GRADE 10 HONORS
The purpose of the course is to enable students to refine their control and use of language by stressing
effective communication skills through critical thinking and analysis, in order to further academic and
social growth. Classroom lessons will include individualized pupil instruction based on weak performance
areas. In the Honors class, most class lessons are developed for the motivated independent learner;
however, there may be times when peer assisting and/or further individualized instruction will be
deemed appropriate in the Honors classroom. Instruction will focus on test-taking strategies that need
strengthening and content information that will be reviewed within an on-going basis in order to prepare
students for any high- stakes test, including the MCAS. The Honors course will begin with a thematic
approach to the Summer Reading requirements. These works will include a review of the genre along with
the many literary terms and elements needed for understanding the works and for the eventually
assigned Critical Analysis Paper at the end of the first quarter. At this time students are encouraged to
exchange their study habits for newer approaches; they are encouraged to modify their time
management skills and their note-taking skills. At the conclusion of a thorough analysis of their summer
reading, students will then examine the short story and poetry, along with identifying elements of fiction
and non-fiction. As their understanding of literature increases, their vocabulary increases as they generate
their own word list from their readings, and from the vocabulary text which provides the derivatives and
language of origin. Identifying and correctly using parts of speech continues to be stressed along with
vocabulary acquisition and development, spelling, structure of the language and mechanics. The process
writing technique will also be emphasized through a survey of the types of writing and a continued
instruction of strategies to refine expository writing skills. Portfolio assessment will continue in order for
students and teachers to monitor performance in this standards-based curriculum. All required reading
selections will be analyzed to refine critical thinking and critical reading skills, along with academic
creativity, which may become an alternative culminating assessment. The Research Paper and its process
continue with the study of The Arthurian Legend, a properly written/formatted assignment is required,
accompanied by a creative performance piece of the student’s choice. In addition to the grammar,
vocabulary, and literature units of the Grade 10 standard curriculum (see above), the following units are
implemented on the Grade 10 Honors Level.
I. Unit of Study: Siddhartha by Hermann Hesse
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A. Essential Questions
1. How does the study of great literature enhance our
understanding of quality information, and, thus, help us to be
aware in our decision-making.
2. Is the destination of life’s journey happiness?
3. Does materialism detract from spiritualism?
4. During life’s journey, how does our conscience awareness of
ourselves and our surroundings contribute to our destination?
5. Are we able to take time to reflect on our lives at any given
moment in contemporary society?
B. Thinking Level Objectives
1. Analyze the causes and effect relationship of Siddhartha’s
transformational journey to self-awareness.
2. Examine the literary elements of the novel.
3. Compare and Contrast the characterizations of the main
characters according to thematic discussion.
4. Differentiate between Siddhartha’s materialistic desires and
his spiritual desires/motivations within the context of his
conflicts.
5. Demonstrate an understanding of themes by examining
textual evidence.
6. Examine the Buddhist society in which Siddhartha lives.
7. Analyze symbols and motifs.
8. Create a critical analysis paper comparing the dream motifs in
Siddhartha and The Alchemist.
9. Create a Culminating Alternative Assessment symbolic visual
display of literary elements /themes within three readings:
Siddhartha, The Alchemist and Walden.
C. Mastery Level Objectives:
1. Research the author’s life and times.
2. Research the Buddhist philosophy.
3. Research the role of “Ego” in philosophy and psychology.
4. Create a cause and effect Graphic of Siddhartha’s quest for
self.
5. Define the literary elements of the novel and graphically plot
them.
6. Define the student-generated vocabulary list.
7. Outline the materialistic vs. spiritual desires in relation to
Siddhartha’s .
8. Extrapolate evidence to explain the themes found in the work.
9. Explain the dreams that are found within the plot.
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10. Give examples of symbols and motifs found within the work.
11. Using the writing process, write a critical analysis comparing
the significance of the dream motifs in Siddhartha and The
Alchemist.
12. Identify and describe literary elements/themes in a symbolic
visual display representing: Siddhartha, The Alchemist,
Walden.
D. Instructional Strategies:
1. Independent reading, including specified directions for note
taking.
2. Guided text questions.
3. Write a descriptive paragraph explaining each dream.
4. Record a list of repeated symbols and motifs found in the
work.
5. Internet research.
6. Character analysis with G. O.
7. Annotating the text.
8. Direct Instruction through questioning for clarification of
discussion and interpretation of events.
9. Write a critical analysis paper which analyzes by comparison
the dream motifs in Siddhartha and The Alchemist.
10. Modeling of Critical analysis writing.
11. Modeling of incorporating direct evidence within the body of
the paper .
12. Modeling the creation of an organized G.O.
13. Read examples of student literary analysis writing in the
Writing section of literature text.
14. Read explanations and examples of literary analysis in
Elements of Writing text.
15. Show examples of past students’ papers.
16. Present examples of superior visual displays created by
previous classes.
E. Assessments:
1. Objective tests
2. Notebook with class notes and guided text questions.
3. Open-response writing
4. Research
5. Critical analysis paper
6. Visual Display
F. Texts and Resources:
1. Siddhartha by Hermann Hesse
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2. Internet Sources
3. Adventures in Appreciation, Holt Rinehart
4. Elements of Writing, Holt Rinehart
II. Unit of Study: The Alchemist by Paulo Coelho
A. Essential Questions:
1. How are people transformed through their relationships with
others?
2. How does conflict influence a person’s decisions and actions?
3. During life’s journey, how does our conscientious awareness
of ourselves and our surroundings contribute to our
destinations?
4. What is the role of a mentor as we travel our life’s journey?
5. Does materialism and worldly concerns detract from
awareness of self?
6. Are we governed/guided by fate, free will, a greater power, or
do we fall somewhere on the spectrum between?
7. Are there universal themes in literature that are of interest to
all cultures and societies?
8. Why has nature inspired so many artists over time?
9. How are dreams important to the human condition?
10. What is my Personal Legend?
11. Do I have the courage to follow my Personal Legend?
B. Thinking Level Objectives
1. Examine the dream element in the novel.
2. Relate the significance of awareness of one’s self and
surroundings found in The Alchemist to this same awareness
in Siddhartha.
3. Examine Santiago’s journey to his Personal Legend through
plot, conflicts, characterizations, symbols and setting.
4. Analyze the fable’s themes.
5. Examine the terminology created by the author in relation to
the fable as literature.
6. Assess the role of Santiago’s mentors in his quest for the
treasure.
7. Create a critical analysis paper comparing the dream motif
found within The Alchemist and Siddhartha.
8. Create a visual display that symbolically represents literary
elements/themes within
9. The Alchemist, Siddhartha and Walden.
C. Mastery Level Objectives:
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ENGLISH DEPARTMENT CURRICULUM GUIDE
Research the author’s life and times.
Read the text with guided text questions.
Define a student –generated vocabulary list.
Define the author’s terminology, such as Universal Language,
Soul of the World, etc.
5. Identify Santiago’s mentors’ and their significance to his
journey.
6. Give examples from the text of Santiago’s self-awareness and
his awareness of his surroundings by citing evidence from the
plot, conflicts, characterization, symbols and settings.
7. Distinguish Santiago’s journey from Siddhartha’ s journey to
awareness by extrapolating evidence from each text.
8. Explain the significance of Santiago’s dreams throughout the
novel to his growth in his awareness.
9. Write a critical analysis paper which compares the significance
of the dream motifs found in The Alchemist and Siddhartha.
10. Recognize the theme of self-awareness while interpreting
other themes within the fable.
1.
2.
3.
4.
D. Instructional Strategies
1. Annotation of the test
2. Independent reading and note taking with guided text
questions.
3. Class discussion and note taking.
4. Oral questioning for understanding of the elements of the
fable.
5. Group recording of the events during Santiago’s journey which
lead to his fulfillment of his Personal Legend.
6. Peer discussion of the distinguishing elements between
Santiago’s journey and Siddhartha’s.
7. Class examination of, and interpretation of, the significance of
Santiago’s dreams.
8. Class discussion with evidence from the text to support
themes within the fable.
9. Review the author’s terminology and its significance to the
fable by oral questioning of students’ interpretation.
10. Modeling of critical analysis writing with student examples
E.
Assessments
1. Objective test
2. Open- response questions.
3. Notebook check: class notes and individual notes with
responses to guided text questions.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
4. Visual display of symbolic representation of themes/literary
elements in: Siddhartha, The Alchemist, Walden.
5. Critical Analysis Paper
F.
Texts and Resources
1. The Alchemist by Paulo Coelho
2. Siddhartha by Hermann Hesse
3. Internet Sources
4. Dictionary
III. Unit of Study: Walden; Or Life in the Woods by Henry David Thoreau:
“Where I Lived, and What I Lived For,” “Solitude,” and “Higher Laws”
A.
Essential Questions:
1. How does the study of a personal journal/nonfiction enhance
our recognition of the individual’s right/freedom to their
personalized perspective of life?
2. How do different world/ eras/societies views lead to different
views toward nature?
3. In what ways does the Industrial Revolution of the nineteenth
century affect our lives today?
4. Is time for self-reflection important to you?
5. Does our technology-driven contemporary society interfere
with our ability to reflect?
6. How does the journalist’s writing style influence our
perception of the ideas he offers?
B.
Thinking Level Objectives
1. Examine the three chapters from Walden to interpret the
universal messages within.
2. Demonstrate an understanding of the nineteenth century
journalist’s writing style.
3. Summarize the major ideas within each chapter.
4. Compare Thoreau’s experience at Walden Pond to
Siddhartha’s and Santiago’s journeys.
5. Examine Thoreau’s appreciation of the natural world.
6. Demonstrate an understanding of Industrialized America and
its relationship to Thoreau’s journal and contemporary
society’s culture.
7. Create a visual display that symbolically represents the literary
elements/themes within Walden, The Alchemist and
Siddhartha.
C.
Mastery Objectives
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ENGLISH DEPARTMENT CURRICULUM GUIDE
1. Research the author’s life and times.
2. Read the chapters noted with consideration of guided text
questions while note taking.
3. Define a student-generated vocabulary list.
4. Paraphrase a portion of each chapter for clarification of 19 th
century writing style.
5. Summarize each chapter in order to recognize possible
themes/universal messages.
6. Define and identify examples of the writing style/techniques
employed within the chapters, such as diction, figurative
language, punctuation, phrasing, tone, purpose, etc.
7. Discuss Thoreau’s experience at Walden Pond by comparing it
to Santiago’s and Siddhartha’s journeys.
8. Select examples of Thoreau’s affinity to nature from each
chapter.
9. Write an open-response relating Industrialized America’s
society to Thoreau’s journal and contemporary society’s
culture.
10. Create a visual display that symbolically represents the literary
elements/themes found in Walden, The Alchemist and
Siddhartha.
11. Define “self-reflection.
D.
Instructional Strategies:
1. Independent reading with guided text question note taking
2. Oral responses to class questioning for clarification of the text
3. Internet research.
4. Annotating the text
5. Selecting a favorite tree to observe its changes.
6. Class Activator for prior knowledge of the Industrial
Revolution
7. Share a favorite “Green” advertisement.
8. Three column G.O. to compare the experiences of Thoreau,
Santiago and Siddhartha
9. Using the “Literary Terms and Techniques” section of the
anthology and the “Introduction to the Essay” explain the
elements of a writer’s style.
10. Group exchange of examples of references to nature which
support the author’s appreciation of the natural world.
11. In preparation of a journal entry, select and share a
photograph or other image which you interpret as “selfreflection.”
12. Direct instruction and discussion of themes/universal
messages.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
E.
Assessments:
1. Objective test
2. Culminating Alternative Assessment/Visual display
3. Open-ended questions.
4. Journal entries
5. Notebook of class notes and all assignments.
F.
Texts and Resources:
1. Walden; Or Life in the Woods by Henry David Thoreau
a. “Where I Lived, and What I Lived For,” “Solitude” and
“Higher Laws”
2. Internet Sources
3. Adventures in Appreciation
4. Media/Magazine or Newspaper or Television
5. Dictionary
IV. Unit of Study: Jonathan Livingston Seagull by Richard Bach
A.
Essential Questions
1. Is individualism a necessary factor in fulfilling a dream/goal?
2. When is it appropriate to challenge the beliefs or values of a
society?
3. When a person’s individual choices are in direct conflict with
his society, what are the consequences?
4. How does conflict lead to change?
5. How do we form and shape our identities?
6. What do I want my future to be like?
7. Is courage necessary to be a self-aware individual?
B.
Thinking Level Objectives
1. Interpret the story as an allegory.
2. Analyze the self-awakening theme in relation to a journey of
exploration.
3. Compare related ideas in other literature selections.
4. Interpret symbolic, figurative meaning of plot
C.
Mastery Objectives
1. Define “allegory.”
2. Summarize plot events
3. Extrapolate evidence to support the ideas of individualism and
self-discovery.
4. Select passages which infer the theme of self-awareness.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
5. Discuss similar ideas studied in previous readings (Siddhartha,
The Alchemist,Walden, Silas Marner, Julius Caesar, Fahrenheit
451, 1984, Arthurian Legend and Harrison Bergeron)
6. Write an essay to illustrate JLS’s conflicts, the consequences of
them and explain the importance of conflict in the journey of
self-discovery.
D.
Instructional Strategies
1. Independent reading
2. Guided text questions
3. Class discussion
4. Note-taking
5. Groupwork
6. Make lists of character conflicts and consequences.
7. Share textual evidence
E.
Assessments
1. Notebook with class notes and all assignments.
2. Essay
3. Class participation
4. Graphic of related ideas in previous readings.
V. Unit of Study: Silas Marner by George Eliot
A.
Essential Questions
1. How does the Industrial Revolution continue to affect
contemporary society?
2. How do individuals develop values and beliefs?
3. What factors shape our values and beliefs?
4. How do beliefs, ethics or values influence different people’s
behavior?
5. What role or purpose does spirituality serve in a society?
6. What is morality and what factors have an impact on the
development of our morality?
7. Do we have choices concerning fairness and justice?
8. What is alienation and isolation of an individual from his
society?
9. How do decisions, actions and consequences vary depending
on the different perspectives of the people involved?
10. Is the universe morally ordered? What part does Destiny play
in this universe?
B.
Thinking Level Objectives
1. Examine the elements of the Victorian novel.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
2. Examine the mores of the Victorian society and its impact on
the characters.
3. Examine a variety of themes in the novel.
4. Support thematic discussion with textual evidence.
5. Examine the literary devices used within the novel.
6. Analyze Silas Marner’s characterization changes throughout
the novel.
7. Analyze the list of characters in relation to their role in the
theme and/or plot development.
8. Examine the author’s point of view in relation to the
narrative’s commentary.
9. Determine the impact of the various settings on the
characterization, plot and themes.
10. Analyze symbols and motifs within the novel.
11. Create a visual to represent: themes ,plot, settings, symbols,
and/or characterization within the novel.
12. Produce a notebook of selected direct quotations and
interpretation of them in relation to the literary elements of
the work.
13. Analyze the transformation of Marner in a literary analysis
paper.
C.
Mastery Objectives
1. Paraphrase a selected portion of this nineteenth century
novel.
2. Research the author’s life and times.
3. Summarize the major elements of the Industrial Revolution in
a timeline.
4. Explain how the historical period influences the style of the
author’s prose and the ideas presented in the work.
5. Define all vocabulary words. Generate a personal vocabulary
list.
6. Identify the major literary elements in novel.
7. Identify the imagery and symbolism within the piece and
relate these to a themes.
D.
Instructional Strategies
1. Note taking with independent reading.
2. Guided text questions.
3. Oral responses to class questioning for understanding.
4. Group examination of a chapter’s character or theme.
5. Internet research
6. Annotating the test
7. Lecture
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ENGLISH DEPARTMENT CURRICULUM GUIDE
8. Character analysis with Graphic organizer
E.
Assessments
1. Open-ended questions
2. Critical Analysis paper
3. Objective test
4. Notebook with class notes and homework notes
5. Visual Display Alternative Assessment following specified
criteria
F.
Texts and Resources
1. Silas Marner by George Eliot
2. Internet Sources
VII. Unit of Study: 1984 by George Orwell
A.
Essential Questions
1. Does the present control the future? Does the past control
the present?
2. When should an individual take a stand in opposition to an
individual or group?
3. What purpose or function do ethics/philosophy have in
governing technological advances?
4. When a person’s choices are in direct conflict with his society,
what are the consequences?
5. What is morality, and what are the factors that have an
influence on our morality?
6. Can literature serve as a vehicle for social change? How?
7. What is the purpose and/or consequences of creating and
maintaining a dystopian society?
B.
Thinking Level Objectives
1. Examine the role oppression plays in dictating the choices,
dreams and fate of the oppressed people.
2. Examine the futuristic elements found within the novel and
compare /contrast to contemporary society.
3. Analyze the main characters’ behavior throughout the novel.
4. Examine the literary elements of the novel through a graphic
diagram.
5. Analyze important events, quotations and themes for
understanding of the impact of the novel.
6. Compare and contrast the work to F451.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
C.
Mastery Level Objectives
1. Research the author’s life and times influence on the work.
2. Read the text with guided text note taking questions to
enhance understanding of the work.
3. Identify plot events, themes, and characters in relation to
F451 and to contemporary society.
4. Define vocabulary.
5. Identify and explain literary devices within the novel.
6. Write interpretations of selected events in regards to personal
freedoms.
7. Identify utopian vs. dystopian ideas throughout the plot
development.
8. Rewrite the resolution of the novel in a plausible fashion.
D.
Instructional Strategies
1. Independent reading and note taking.
2. Lecture
3. Class discussion of major conflicts and resolutions.
4. Oral questioning for understanding of guided text questions.
5. Group examination of selected chapters and events within, in
relation to major conflicts and in support of major themes.
6. Group Presentations
7. Internet research, media research.
E.
Assessments
1. Open-response questions
2. Objective test
3. Notebook containing both guided question notes and class
notes.
4. Creative re-writing of the resolution.
F.
Texts and Resources
1. 1984 by George Orwell
2. Internet Sources
3. Media sources
4. Fahrenheit 451 by Ray Bradbury
VIII. Unit of Study: Arthurian Legend; The Research Paper
A.
Essential Questions
1. Have the forces of good and evil changed over time? How?
2. Do the attributes of a hero remain the same over time?
3. Why is it important for people and cultures to construct
narratives about their experiences?
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ENGLISH DEPARTMENT CURRICULUM GUIDE
4. What are the characteristics that cause a piece of literature to
endure?
5. What is the purpose of Medieval Romance?
6. How does literature reveal the values of a given culture or
time period?
7. How does the writing of a research paper improve our ability
to work independently, increase our ability to self- instruct
and , at the same time, improve our self-discipline?
B.
Thinking Level Questions
1. Demonstrate comprehension of the historical beginnings of
the Legend of Arthur.
2. Demonstrate an understanding of the medieval times and the
role of war therein.
3. Examine the elements of the legend.
4. Determine the role of Chivalry in the Medieval Romance.
5. Examine the elements of the Medieval Romance.
6. Demonstrate an understanding of the role of the Hero in the
medieval Romance.
7. Examine the theme of good vs. evil in the readings.
8. Compile a list of literary elements within the Medieval
Romance.
9. Examine the elements of Fantasy within the legend and
Romance genre.
10. Relate the plot events, characterizations, conflicts and themes
of the Medieval Romance to contemporary heroic films, such
as Star Wars.
11. Create a research paper on a topic from the Medieval
Romance or Arthurian Legend using specified criteria and
proper recognized form.
12. Create a performance piece of the research as a culminating
alternative assessment.
C.
Mastery Level Objectives
1. Outline the Introduction to The Legend of Arthur using proper
form.
2. Make a timeline of the major events of the Middle Ages.
3. Explain the meaning of legend.
4. Identify the major elements found in the Arthurian Legend
and their evolution.
5. Define vocabulary words form the readings.
6. Identify the elements of a Medieval Romance.
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7. Identify the events, characters, and conflicts which support
the good vs. evil theme.
8. Identify the elements of magic and fantasy in the readings.
9. Paraphrase, summarize and direct quote a selected portion of
the readings with proper documentation of the source.
10. Identify the Romance hero and his life of Chivalry.
11. Record source card information using proper form.
12. Record extrapolated research notes on note cards using
proper form.
13. Write a type-written 3-5 page research paper on a selected
topic from the readings, using proper documentation within
the text.
14. Identify the thesis statement.
15. Outline the research in proper from.
16. Recall all research sources on a properly formed Works Cited
page.
D.
Instructional Strategies
1. Lecture
2. Independent reading.
3. Guided questions answered.
4. Oral questioning.
5. Modeling of research note taking, source card information,
outlining, works cited page.
6. Examples of thesis statements.
7. Examples of past research work.
8. Library visits and assistance.
9. Internet research.
10. Cooperative learning and sharing of sources.
11. Rough Drafts in class.
12. Peer examination of proper form for all research material.
13. Modeling of Graphic Organizer for researched information.
E.
Assessments
1. Objective tests for readings.
2. Open-response questions for readings.
3. Research Paper
4. Note cards
5. Source Card
6. Proper Outline of research material
7. Alternative Assessment Performance piece of Research Topic.
F.
Text and Resources
1. Internet
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2.
3.
4.
5.
6.
Adventures in Appreciation
Arthur Becomes King by T.H. White from The Once and
Future King
The Tale of Sir Lancelot du Lake by Sir Thomas Malory retold
by Keith Baines: from The Passing of Arthur from Idylls of the
King by Alfred, Lord Tennyson
Elements of Writing
Library Research
ELA GRADE 11
The purpose of English III is to demonstrate refinement, control and use of the language by emphasizing
effective communication skills through critical thinking, analysis and application of information in order to
further academic and social growth. All English III courses are equal in presentation, scope and
expectations. American literature is the primary focus, with an in-depth analysis and concentration on
major work from the novel, drama, essay, poetry and the short story. A survey of literature relative to
current mainstreams of thought and interest are assigned. Equal emphasis on development and
enhancement of vocabulary, grammar use, writing techniques, public speaking, research skills and
manuscript form is maintained. Students will examine samples of writing in order to relate them to the
scoring rubric and will complete the portfolio process as a means of self-assessment. Reading a broad
base of literary selections will allow students to make connections based upon research of primary source
documents. Through the effective use of language and critical reading skills, students will learn to view
reading as the search for meaning through which they will be able to make valid inferences about
American society. Summer reading is required.
I. Unit of Study: American Literature
A. Essential Questions
1. How does literature reflect culture?
2. What does writing teach us about history?
3. How has literature changed and developed as America itself
progressed?
4. How does the American individual use literacy to connect with
society?
5. What are the defining characteristics of America?
6. Is the American dream a reality or a myth?
7. What is an author’s role in America?
8. Are societies against individuals?
9. Why do we follow orders?
10. What are the definitions of love?
11. What makes a hero?
12. What are ethics? How do ethics guide our decisions?
13. What are the natures and limits to our freedoms?
14. How does the American individual use literacy to change
society?
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ENGLISH DEPARTMENT CURRICULUM GUIDE
B. Thinking Level Objectives
1. Students will apply knowledge of the central themes to
explain and analyze in formal and informal writing the
connections to selected works of fiction, nonfiction, poetry,
and other media representations.
2. Students will make connections, analyze, and evaluate the
literature in terms of contemporary American issues.
3. Students will analyze, and apply knowledge of the
characteristics of different genres.
4. Students will examine and analyze how an author’s words
appeal to the senses, create imagery, suggest mood, and set
tone, and provide evidence from the text to support their
understanding.
C. Mastery Level Objectives
1. Summarize plots
2. Identify characters and characterization
3. Define new vocabulary
4. Identify and explain figurative language
5. Identify characteristics of a genre
6. Describe and give examples of theme
7. Recognize point of view
8. Distinguish between tone, mood and voice
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading (with or without audio)
4. Guided note taking
5. Highlighting, annotating and underlining – active reading
6. Formal and informal writing prompts
7. Small group discussions
8. Worksheets
9. Study guides
10. Graphic organizers
11. Free writes
12. Close reading
13. Web quests
14. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
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4. Dialectical journals
5. Classroom discussions
6. Open-ended questions
7. Open responses
8. Formal essays (in-class and take-home)
9. Informal essays
10. Creative alternative assessments, including visual depictions,
multimedia presentations and character portrayals
11. Oral presentations
12. Recitations
13. Activators
14. Summarizers
F. Texts and Resources
1. A Farewell to Arms
2. A Prayer for Owen Meany
3. As I Lay Dying
4. A Streetcar Named Desire* Required Text
5. Beloved
6. Black Boy
7. Catch-22
8. Death of a Salesman
9. East of Eden
10. Grapes of Wrath
11. My Antonia
12. One Flew Over the Cuckoo’s Nest
13. Our Town
14. Slaughterhouse-Five
15. The Awakening
16. The Bell Jar
17. The Crucible
18. The Great Gatsby* Required text
19. Their Eyes Were Watching God
20. The Scarlet Letter
21. The Sun Also Rises
22. Adventures in American Literature: Athena Edition Holt,
Rinehart, Winston, 1996.
a. “The Beginnings of the American Tradition” (1492-1760)
b. “The Revolutionary Period” (1760-1800)
c. “The First Harvest” (1800-1840)
d. “The Flowering of New England” (1840-1860)
e. “A House Divided and Restored” (1860-1890)
f. “Realism and Naturalism” (1890-1914)
g. “The Modern Era” (1914—)
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ENGLISH DEPARTMENT CURRICULUM GUIDE
II. Unit of Study: Poetry
A. Essential Questions
1. What is poetry?
2. How and why has it changed and developed in America?
3. Can poetry have an essential role in the modern world?
4. How does a poem have meaning?
5. How can published poetry help you express yourself?
B. Thinking Level Objectives
1. Students will respond to writing prompts in order to explain
and analyze the differences between traditional and modern
poetry.
2. Students will apply knowledge of poetic conventions and use
professional examples as models to compose a series of
original poems, and they will describe the composition
process.
C. Mastery Level Objectives
1. Write for different audiences and purposes
2. Describe choices of formal and informal English
3. Identify knowledge of the structure, elements, and theme of a
poem
4. Identify how an author uses style and language
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading (with or without audio)
4. Guided note taking
5. Highlighting, annotating and underlining – active reading
6. Formal and informal writing prompts
7. Small group discussions
8. Worksheets
9. Study guides
10. Graphic organizers
11. Free writes
12. Close reading
13. Web quests
14. Brainstorming
E. Assessments
1. Quizzes
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ENGLISH DEPARTMENT CURRICULUM GUIDE
2. Tests
3. Journal entries
4. Dialectical journals
5. Classroom discussions
6. Open-ended questions
7. Open responses
8. Formal essays (in-class and take-home)
9. Informal essays
10. Creative alternative assessments, including visual depictions,
multimedia presentations and character portrayals
11. Oral presentations
12. Recitations
13. Activators
14. Summarizers
F. Texts and Resources (from Adventures text and several online
resources)
1. Traditional Poets
a. Anne Bradstreet
b. Phyllis Wheatley
c. Edgar Allan Poe
d. Ralph Waldo Emerson
e. William Cullen Bryant
f. “Realism and Naturalism” (1890-1914)
g. “The Modern Era” (1914—)
2. Transitional Poets
a. Henry Wadsworth Longfellow
b. Emily Dickinson
c. Walt Whitman
d. Stephen Crane
e. Edwin Arlington Robinson
f. Edgar Lee Masters
g. W.E.B. Du Bois
h. Paul Laurence Dunbar
3. Modern Poets
a. Robert Frost
b. Carl Sandburg
c. Marianne Moore
d. T.S. Eliot
e. Wallace Stevens
f. Elizabeth Bishop
g. Denise Levertov
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ENGLISH DEPARTMENT CURRICULUM GUIDE
h. Rita Dove
i. Yusef Komunyakaa
j. Gwendolyn Brooks
k. William Carlos Williams
l. Langston Hughes
m. Countee Cullen
n. Robert Lowell
o. Anne Sexton
VIII. Unit of Study: Currents in Literature: American Volume
A. Essential Questions
1. What is freedom? What does it mean to be free?
2. How can vocabulary help effective communication?
3. What is identity? How is one’s identity shaped?
4. How does social class, gender, and race affect identity?
5. What is love? What is friendship?
6. How do friendship and love affect our lives?
B. Thinking Level Objectives
1. Explain the origins of our American freedoms today.
2. Analyze meaning in a text.
3. Diagram vocabulary words using sentences and visuals.
4. Apply knowledge of vocabulary to write original sentences.
5. Complete sentences with appropriate vocabulary words.
6. Plan an essay.
C. Mastery Level Objectives
1. Identify different genres, especially memoir, social
commentary, novel, nonfiction, poetry, essay, and speech.
2. Use context clues to define words.
3. Identify base words in vocabulary.
4. Add suffixes to form adverbs.
5. Identify audience, purpose, and task in writing.
6. Write complete sentences.
7. Gather ideas for writing.
8. Use correct subject-verb agreement.
9. Organize and write topic sentences.
10. Use consistent tense.
11. Change nouns into adjectives.
12. Identify point of view.
13. Properly fix run-on sentences.
14. Avoid clichés in writing.
15. Eliminate redundancies in writing.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
D. Instructional Strategies
1. Whole class reading
2. Independent reading
3. Small group reading
4. Workbook exercises
5. Class discussion
6. Graphic organizers/vocabulary maps/literature maps
7. Freewrites
8. Teacher modeling (think-aloud)
9. Guided note-taking
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
4. Rough drafts of essays
5. Final drafts of essays
6. Writing responses
7. Vocabulary maps with visuals
8. Writing original sentences
9. Book exercises
F. Texts and Resources
1. Currents in American Literature: American Volume. Amsco,
2007.
VI. Unit of Study: Writing (Mechanics, Grammar, Vocabulary)
A. Essential Questions
1. What are the elements of good writing?
2. Why is good writing important?
3. How do purpose and audience affect a writer’s style?
4. What role does writing have in the modern world?
5. How has writing both affected and reflected the culture?
B. Thinking Level Objectives
1. Students will write compositions with a clear focus, supported
by logically related ideas and sufficient detail
a. Narratives
b. Summaries
c. Essays
d. Letters
e. Descriptive papers
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2.
3.
4.
5.
6.
f. Argumentative papers
Students will utilize conventions of Standard Written English
Students will write for different audiences and purposes
Students will research, take notes, and organize information
before writing
Students will demonstrate improvement in organization,
content, development, style, tone, and word choice
Students will develop and utilize appropriate criteria for
assessing their compositions
C. Mastery Level Objectives
1. Recognize the difference between formal and informal writing
2. Recognize the differences between adverb and adjective
phrases
3. Recognize the difference between gerunds and participles
4. Recognize infinitives, appositives, and noun clauses
5. Recognize parallel structure
6. Choose appropriate verbs relating to mood and style
7. Rewrite awkward constructions
8. Define new words
D. Instructional Strategies
1. Modeling
a. Sentence models
b. Close reading of published work
2. Lecture and note taking
3. Reader responses
4. Formal and informal writing prompts
5. Cooperative writing
6. Peer editing
7. Worksheets
8. Study guides
9. Graphic organizers
10. Free writes
11. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
4. Dialectical journals
5. Open-ended questions
6. Open responses
7. Formal essays (in-class and take-home)
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8. Informal writing prompts
9. Timed writing
10. Rewriting
11. Activators
12. Summarizers
F. Texts and Resources
1. Elements of Writing: Fifth Course, Revised Edition Holt,
Rinehart, Winston 1998.
2. Adventures in American Literature: Athena Edition Holt,
Rinehart, Winston, 1996.
VII. Unit of Study: Research
A. Essential Questions
1. Why is research important?
2. How have can we contribute to real world learning,
applications, and debate?
3. What issues are important to society? To students?
B. Thinking Level Objectives
4. Students will use a variety of strategies to produce a polished
researched paper on a relevant topic
5. Students will utilize conventions of Standard Written English
6. Students will write for different audiences and purposes
7. Students will research, take notes, and organize information
before writing
8. Students will demonstrate improvement in organization,
content, development, style, tone, and word choice
9. Students will develop and utilize appropriate criteria for
assessing their compositions
C. Mastery Level Objectives
1. Select and narrow an appropriate topic
2. Find and use relevant sources from a variety of media
3. Take appropriate notes and cite sources
4. Develop an appropriate thesis statement
5. Organize notes into a formal outline
6. Rewrite and revise paragraphs and sentences
D. Instructional Strategies
1. Modeling
2. Worksheets
3. Webquests
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4.
5.
6.
7.
Lecture and note taking
Drafting
Peer editing
Revising
E. Assessments
1. Peer editing
2. Oral reports
3. Multi-media presentation
4. Student-generated rubrics
5. Revised, final drafts
F. Texts and Resources
1. Elements of Writing: Fifth Course, Revised Edition Holt,
Rinehart, Winston 1998.
2. Adventures in American Literature: Athena Edition Holt,
Rinehart, Winston, 1996.
3. The Purdue OWL. 26 Aug. 2008. The Writing Lab and OWL at
Purdue and Purdue University. 17 April 2009
<http://owl.english.purdue.edu>.
ELA Grade 11 Honors
This course offers students the English III curriculum at an advanced pace, which creates more
opportunities for deeper analysis and a broader range of sophisticated writing and research
assignments. Honors students complete more outside and independent readings, usually eight
to twelve major works in a year (including the summer), which is double the amount a typical
English III class will cover. In addition to reading The Great Gatsby and A Streetcar Named
Desire, Honors students also read a play by Arthur Miller (Death of a Salesman or The Crucible)
and a novel by John Steinbeck (East of Eden or The Grapes of Wrath). The summer assignment
requires a personal narrative, dialectical journals of two books from a provided list, and a
comparative essay, each with a different due date. Failure to complete the summer assignment
results in removal from the honors class, or from honors credit. Throughout the year, honors
students apply grammar and vocabulary skills as they develop their abilities to write effectively
for a variety of audiences and purposes. The research process is designed to foster
interpretation, analysis, criticism, and creative thinking processes on major issues within society
or a literary work. The writing portfolio showcases a student’s growing ability to analyze,
classify, compare, formulate hypotheses, make inferences and draw conclusions. Students not in
English II Honors should have a grade of B or higher and the recommendation of their English III
teacher, and they may be asked to take a test to determine if English III Honors is the
appropriate placement.
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Pre-requisite (s): A. Summer reading assignment: Failure to complete summer reading
assignments will result in removal of honors credit. B. A grade of B or higher in English 2
or the approval of the Principal’s designee.
I. Unit of Study: American Literature
A. Essential Questions
1. How does literature reflect culture?
2. What does writing teach us about history?
3. How has literature changed and developed as America itself
progressed?
4. How does the American individual use literacy to connect with
society?
5. What are the defining characteristics of America?
6. Is the American dream a reality or a myth?
7. What is an author’s role in America?
8. Are societies against individuals?
9. Why do we follow orders?
10. What are the definitions of love?
11. What makes a hero?
12. What are ethics? How do ethics guide our decisions?
13. What are the natures and limits to our freedoms?
14. How does the American individual use literacy to change
society?
B. Thinking Level Objectives
1. Students will apply knowledge of the central themes to
explain and analyze in formal and informal writing the
connections to selected works of fiction, nonfiction, poetry,
and other media representations.
2. Students will make connections, analyze, and evaluate the
literature in terms of contemporary American issues.
3. Students will analyze, and apply knowledge of the
characteristics of different genres.
4. Students will examine and analyze how an author’s words
appeal to the senses, create imagery, suggest mood, and set
tone, and provide evidence from the text to support their
understanding.
5. Students will pose questions, listen to the ideas of others, and
contribute their own information in group discussions in order
to acquire new knowledge
6. Students will identify the basic facts and essential ideas in a
text and use them as the basis for interpretation.
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7. Students will analyze and apply knowledge of the structure,
elements, and purpose of fiction writings and provide
evidence to support their understanding.
8. Students will write compositions, including summaries,
narratives, arguments, and interviews with a clear focus and
for different audiences and purposes.
9. Students will gather information from a variety of print and
electronic media, and evaluate, analyze, and utilize the
information to enhance their own writing.
10. Students will design and create coherent media productions
(audio, video, multimedia) with a clear controlling idea,
adequate detail, and consideration of audience, purpose, and
medium.
C. Mastery Level Objectives
1. Summarize plots
2. Identify characters and characterization
6. Define new vocabulary
7. Identify and explain figurative language
8. Identify characteristics of a genre
9. Describe and give examples of theme
10. Recognize point of view
11. Distinguish between tone, mood and voice
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading (with or without audio)
4. Guided note taking
5. Highlighting, annotating and underlining – active reading
6. Formal and informal writing prompts
7. Small group discussions
8. Worksheets
9. Study guides
10. Graphic organizers
11. Free writes
12. Close reading
13. Web quests
14. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
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4. Dialectical journals
5. Classroom discussions
6. Open-ended questions
7. Open responses
8. Formal essays (in-class and take-home)
9. Informal essays
10. Creative alternative assessments, including visual depictions,
multimedia presentations and character portrayals
11. Oral presentations
12. Recitations
13. Activators
14. Summarizers
F. Texts and Resources:
1. A Farewell to Arms
2. A Prayer for Owen Meany
3. As I Lay Dying
4. A Streetcar Named Desire* Required Text
5. Beloved
6. Black Boy
7. Catch-22
8. Death of a Salesman** OR The Crucible** Required Text
9. East of Eden** OR Grapes of Wrath** Required Text
10. My Antonia
11. One Flew Over the Cuckoo’s Nest
12. Our Town
13. Slaughterhouse-Five
14. The Awakening
15. The Bell Jar
16. The Great Gatsby* Required text
17. Their Eyes Were Watching God
18. The Scarlet Letter
19. The Sun Also Rises
20. Adventures in American Literature: Athena Edition Holt,
Rinehart, Winston, 1996.
II. Unit of Study: Poetry
A. Essential Questions
1. What is poetry?
2. How and why has it changed and developed in America?
3. Can poetry have an essential role in the modern world?
4. How does a poem have meaning?
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5. How can published poetry help you express yourself?
B. Thinking Level Objectives
1. Explain and analyze the differences between traditional and
modern poetry.
2. Apply knowledge of poetic conventions and use professional
examples as models to compose a series of original poems, and
they will describe the composition process.
C. Mastery Level Objectives
1. Write for different audiences and purposes
2. Describe choices of formal and informal English
3. Identify knowledge of the structure, elements, and theme of a
poem
4. Identify how an author uses style and language
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading (with or without audio)
4. Guided note taking
5. Highlighting, annotating and underlining
6. Formal and informal writing prompts
7. Small group discussions
8. Worksheets
9. Study guides
10. Graphic organizers
11. Free writes
12. Close reading
13. Web quests
14. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
4. Dialectical journals
5. Classroom discussions
6. Open-ended questions
7. Open responses
8. Formal essays (in-class and take-home)
9. Informal essays
10. Alternative assessments
11. Research
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12. Oral presentations
13. Recitations14.
14. Activators
15. Summarizers
F. Texts and Resources
1. Adventures in American Literature: Athena Edition Holt,
Rinehart, Winston, 1996.
2. Various supplemental readings available on line, through the
Department, or teacher resources
III. Unit of Study: Writing (Mechanics, Grammar, Vocabulary)
A. Essential Questions
1. What are the elements of good writing?
2. Why is good writing important?
3. How do purpose and audience affect a writer’s style?
4. What role does writing have in the modern world?
5. How has writing both affected and reflected the culture?
B. Thinking Level Objectives
1. Students will write compositions with a clear focus, supported
by logically related ideas and sufficient detail
a. Narratives
b. Summaries
c. Essays
d. Letters
e. Descriptive papers
f. Argumentative papers
2. Students will utilize conventions of Standard Written English
3. Students will write for different audiences and purposes
4. Students will research, take notes, and organize information
before writing
5. Students will demonstrate improvement in organization,
content, development, style, tone, and word choice
6. Students will develop and utilize appropriate criteria for
assessing their compositions
C. Mastery Level Objectives
1. Recognize the difference between formal and informal
writing
2. Recognize the differences between adverb and adjective
phrases
3. Recognize the difference between gerunds and participles
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4.
5.
6.
7.
8.
Recognize infinitives, appositives, and noun clauses
Recognize parallel structure
Choose appropriate verbs relating to mood and style
Rewrite awkward constructions
Define new words
D. Instructional Strategies
1. Modeling
a. Sentence models
b. Close reading of published work
2. Lecture and note taking
3. Reader responses
4. Formal and informal writing prompts
5. Cooperative writing
6. Peer editing
7. Worksheets
8. Study guides
9. Graphic organizers
10. Free writes
11. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
4. Dialectical journals
5. Open-ended questions
6. 6.Open responses
7. Formal essays (in-class and take-home)
8. Informal writing prompts
i. Timed writing
ii. Rewriting
iii. Activators
iv. Summarizers
F. Texts and Resources
1. Elements of Writing: Fifth Course, Revised Edition Holt,
Rinehart, Winston 1998.
2. Adventures in American Literature: Athena Edition Holt,
Rinehart, Winston, 1996.
VII. Unit of Study: Research
A. Essential Questions
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ENGLISH DEPARTMENT CURRICULUM GUIDE
1. Why is research important?
2. How have can we contribute to real world learning,
applications, and debate?
3. What issues are important to society? To students?
B. Thinking Level Objectives
1. Students will use a variety of strategies to produce a polished
researched paper on a relevant topic
2. Students will utilize conventions of Standard Written English
3. Students will write for different audiences and purposes
4. Students will research, take notes, and organize information
before writing
5. Students will demonstrate improvement in organization,
content, development, style, tone, and word choice
6. Students will develop and utilize appropriate criteria for
assessing their compositions
C. Mastery Level Objectives
1. Select and narrow an appropriate topic
2. Find and use relevant sources from a variety of media
3. Take appropriate notes and cite sources
4. Develop an appropriate thesis statement
5. Organize notes into a formal outline
6. Rewrite and revise paragraphs and sentences
D. Instructional Strategies
1. Modeling
2. Worksheets
3. Webquests
4. Lecture and note taking
5. Drafting
6. Peer editing
7. Revising
E. Assessments
1. Peer editing
2. Oral reports
3. Multi-media presentation
4. Student-generated rubrics
5. Revised, final drafts
F. Texts and Resources
1. Elements of Writing: Fifth Course, Revised Edition Holt,
Rinehart, Winston 1998.
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2. The Purdue OWL. 26 Aug. 2008. The Writing Lab and OWL at
Purdue and Purdue University. 17 April 2009
<http://owl.english.purdue.edu>.
ELA GRADE 12
The purpose of English IV is to allow students to demonstrate refinement, control and
use of the language by emphasizing effective communication skills through critical
thinking, analysis and application of information in order to reason and to solve
problems effectively. All English IV courses are equal in presentation, scope and
expectations. British and World literature is the primary focus with an in-depth analysis
and concentration on major works from the novel, drama, essay, poetry and the short
story. A survey of literature relative to current mainstreams of thought and interest are
also assigned. By reading such a variety, students will develop comprehension and
appreciation of literature, thereby enhancing the ability to see the value of literature as
a reflection of humanity throughout time. Emphasis on varied use of vocabulary, and
writing techniques, public speaking, research skills, manuscript form and resumes
comprises the scope of this course. Students assess their work and monitor their
progress through the portfolio process where they will examine logical presentation of
ideas and effective writing techniques. Through the effective use of language and critical
reading skills, students will learn to view reading as the search for meaning through
which they will make valid inferences about humanity. Summer reading is required.
ELA GRADE 12 HONORS
The goal of Honors English IV is to provide accelerated preparation for college by
enhancing and mastering skills in critical writing, analyzing, reading, listening, and
speaking. Encouraged throughout the course will be assignments designed to foster
independent learning outside of in-class curriculum. Reading assignments will focus on
critical reading skills in mainly British literature as well as in numerous genres. The
literary selections will be presented thematically. This approach will require students to
evaluate and analyze literature as a tool to convey the values and beliefs of ancient and
modern societies. Students will then use this knowledge to answer essential questions
designed to cultivate and reflect on his or her values. Writing assignments will range
from a variety of papers such as extended literary interpretations, formal arguments,
creative writing, and documented research.
I. Unit of Study: Anglo-Saxon Literature
A. Essential Questions
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1. Do the values embedded in Anglo-Saxon literature present an
accurate depiction of Anglo-Saxon society?
2. Do the values represented in the modern media accurately
depict the core ethics and morals of American society today?
3. Does the desire for fame and glory diminish the good deed of
past and present heroes?
4. How are the themes in Beowulf (heroism, courage, leadership
and loyalty) still relevant in today’s world?
5. How did the authors of Beowulf reconcile the contrasting
ideals of Christianity and the Anglo-Saxon warrior code?
6. What significant changes in the world have decreased society’s
dependence and fascination with the Anglo-Saxon values of
courage and dying a glorious death?
7. Which aspects of today’s society still adheres to a fascination
with fame and glory?
8. What key differences distinguish how heroes were treated by
society in Anglo-Saxon times versus how modern society treats
ours?
9. Why did values of the Anglo-Saxon period transcend into
today’s society? Why will they continue into the future?
10. How does having courage in the face of danger help to create
an identity?
B. Thinking Level Objectives
1. Students will research the history and legends surrounding the
birth of Anglo-Saxon society. They will define the values that are
present in Anglo-Saxon society as revealed through the literature
of the time and define the religious influences prevalent in the
Middle Ages both in literature and society.
2. Students will compare the facts and fiction within Beowulf as
well as its path to the British Library. Throughout the epic, they
will discuss, analyze and write about Anglo-Saxon poetry, epic
poems and heroes.
3. Students will look at the transition from the Anglo-Saxon Pagan
culture where the scops related history through song to the rise of
the Christian cultures.
4. Understanding that Beowulf in considered a “snapshot” of
Anglo-Saxon life, students will complete a 25-30 minute sustained
silent writing assignment that describes what the perceived
“snapshot” of American culture is today.
5. Students will explain key events, themes and important
characters in Beowulf by answering questions about them
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individually, in groups or as a class. Creative writing assignments
will demonstrate student understanding of these elements.
6. Students will relate Beowulf to modern epics such as Superman
or Star Wars and analyze how each fits the specific epic criteria.
C. Mastery Level Objectives
1. Evaluate characteristics of Anglo-Saxon culture as reflected in
the writing of the period.
2. Compare the relationship between Old English and Modern
English.
3. Analyze the literary elements of Anglo-Saxon poetry.
4. Demonstrate an understanding of the Anglo-Saxon period and
literature by writing compositions of analysis and comparison.
5. Appreciate the dominant influence of the Church in the early
writings of the Anglo-Saxon period.
6. Comprehend the basic tenets of the Oral Tradition.
7. Evaluate the major components of an Epic Poem.
8. Write a properly formatted introduction, body and conclusion
of an essay that compares the major components of the AngloSaxon warriors to today’s world class athletes.
D. Instructional Strategies
1. Direct instruction
2. Use of technology
3. Cooperative learning
4. Academic discussion
E. Assessments
1. Objective tests (multiple-choice, matching, etc.)
2. Compositions, essays, oral presentations
a. Prompts:
i) Compare Beowulf to a world class athlete of
today. Describe the primary goals and motives of
each and detail how each is treated by his or her
society.
ii) What does a culture’s fascination with the
Warrior / Athlete say about
the values of the culture?
iii) What does an individual’s fascination with the
Warrior / Athlete say about the values of the
individual?
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iv) Explain how Anglo-Saxon society reconciled the
conflicting ideals of the early Christian Church with
the expectations of the Anglo-Saxon warrior code.
3. Alternative assessment: Students will create a theatrical
performance which compares and contrasts the ideals of the
Anglo-Saxon period to the ideals of today’s society. The play
should incorporate imagery, language and tradition of the AngloSaxon period which will be compared and contrasted with the
imagery, language and tradition of today’s society.
F. Texts and Resources
1. Beowulf translated by Burton Raffel
2. The Seafarer
3. Websites:
a) www.anglo-saxons.net
b)www.homepage.mac.com/mseffie/assignments/beowul
f/interlacing.html
II. Unit of Study: Sophocles / Oedipus Rex
A. Essential Questions:
1. To what extent does Oedipus embody the virtues and moral of
ancient Greek society?
2. What role does fate play in the lives of the ancient Greeks?
3. How is Aristotle’s’ definition of a tragic hero shaped around
Oedipus?
4. What role does fate play in the modern world?
5. Which of these values, if any, still find relevance in modern
American Society?
6. When does reputation become more important than life?
7. Is there ever a time when a parent should not forgive a child?
8. Should children put the wishes and wellbeing of their parents
above all other things?
B. Thinking Level Objective:
1. Determine what role the Oedipus cycle played in helping
Aristotle to develop his definition of a tragic hero?
2. Examine the elements that make a character a tragic hero?
3. Decide why Oedipus is a tragic hero?
4. Differentiate how a tragic hero differs from an epic hero?
C. Mastery Objectives:
1. Write a brief biography of Sophocles.
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2. Define tragedy and tragic hero according to Aristotle’s
teachings.
3. Discuss the significance of the chorus in ancient Greek
theatre?
4. Identify, discuss and write about the major themes in the
Theban Cycle.
5. Define and demonstrate understanding of key philosophical
concepts
6. Identify key elements of Ancient Greek drama
7. Identify key elements of an Ancient Greek theatre (i.e. the
physical and architectural elements of stage/ amphitheatre)
8. Compare and contrast the work of Sophocles to other Ancient
Greek playwrights.
9. determine connection between Ancient Greek drama and
modern drama
10. Define and demonstrate understanding of relevant
vocabulary.
D. Instructional Strategies:
1. objective and essay exams
2. research projects
3. cooperative learning groups
4. lecture and direct instruction
5. personal individual reading and research
6. reading journals
7. note taking
8. informal writing
9. formal writing
E. Assessment Strategies
1. Journal
a. Who is the Greek god identified with theatre?
b. What characteristics does he process?
2. Essay/journal:
a. What role did fate play in the lives to the ancient
Greeks?
b. What role does fate play in the lives of modern
society?
3. PowerPoint:
a. Who is Apollo? What characteristics does he process?
b. What are the components of an ancient Greek
amphitheatre
c. What are the elements of Ancient Greek drama?
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d. Who were the most influential gods surrounding
Ancient Greek theatre?
III. Unit of Study: Sophocles / Oedipus at Colonus
A. Essential Questions
1. What happens to a person forced to live on the outskirts of
society with limited ability to survive on their own? Do they
become thankful for the little things or resentful of the world?
2. How might a person change when they face the loss of their
material wealth?
B. Unit Thinking Level Objectives:
1. Explain how Oedipus has changed over the years of his
banishment and how has he stayed the same?
2. Examine how Creon has changed since taking the throne of
Thebes?
3. Compare Oedipus King of Thebes to Oedipus the prophet.
How has he changed how has he remained the same?
4. Oedipus makes a very strong comment on the gender roles of
ancient Greece. Examine how the actions of Antigone and
Ismene different from typical Greek expectations for women?
What did Oedipus expect of his sons?
C. Unit Mastery Level Objectives:
1. Define key themes (fate, trust, family, forgiveness)
2. Summarize major events
3. Describe Oedipus’s departure for the living world
4. Discuss the value of Oedipus’ burial place
D. Instructional Strategies:
1. objective and essay exams
2. research projects
3. cooperative learning groups
4. lecture and direct instruction
5. personal individual reading and research
6. reading journals
7. note taking
8. informal writing
9. formal writing
10. Respond to study and discussion questions
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ENGLISH DEPARTMENT CURRICULUM GUIDE
IV. Unit of Study: Sophocles / Antigone
A. Essential Questions:
1. How is Antigone different from the rest of her siblings?
2. What values does she hold most important?
3. What values do her brothers hold most important?
4. What values do you think the ancient Greeks felt were most
important?
5. Who’s laws should truly govern mankind those imposed by
religion or those created by man?
6. How is the character of Antigone in contrast to the acceptable
expectations of a woman’s behavior in ancient Greece?
7. How are the responsibilities of a king or president different
from the responsibilities of prince or vice president?
B. Unit Level Thinking Objectives:
1. Examine key events, themes and characters in Antigone.
2. Compare and contrast the central issues and theme found in
Antigone to the prior two plays in the Theban cycle
3. Compose an analytical essay that examines and scrutinizes the
key element of the play
4. Determine the key message and lessons intended by
Sophocles
C. Unit Level Mastery Objectives:
1. Define key terms in concepts
2. Identify and describe the major players
3. Summarize the plot and sub-plots
4. Discuss major themes, characters and element of Antigone
5. Paraphrase key monologues and explain their importance and
impact
D. Instructional Strategies:
1. objective and essay exams
2.research projects
3.cooperative learning groups
4. lecture and direct instruction
5. personal individual reading and research
6. reading journals
7. note taking
8. informal writing
9. formal writing
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10. Respond to study and discussion questions
E. Assessments:
1. Formal objective and essay examines
2. Class discussions and student lead informal presentations
3. From PowerPoint presentations
4. Essay/ Literary Analysis: Role of Women in Greek Society/ Role
Fate/ Topic yet to be determined
F. Text and Resources:
1. The Plays of Sophocles –Paul Roche translation
2. Adventures in English Literature (Athena Addition) –Holt,
Rinehart & Winston
3. Ancillary and Electronic Sources
V. Unit of Study: William Shakespeare –The Tragedy of Hamlet, Prince of Denmark
A. Essential Questions:
1. What difficulties does the notion of revenge present in modern
society and culture?
2. Does true love, as Hamlet in visions it, exist in Shakespeare’s
Denmark, the Elizabethan era or modern society?
3. Is the stage truly the most honest and unhindered vehicle for
exploring the values, morals, ethics, beliefs, laws, politics, and
teachings of the society in which it exists?
4. Does the fear of what lies beyond the living world really make
cowards of us all?
B. Thinking Level Objectives:
1. Interpret and analyze the text of Hamlet in its original form.
2. Determine how Shakespeare uses of language (syntax, diction,
literary devices, etc.) help him to tell Hamlet’s story.
3. Evaluate how Shakespeare uses language and dialogue to
create vivid scenes throughout the play.
4. Examine how Shakespeare’s uses language and dialogue to
create and express the mood, atmosphere and tone of Hamlet.
5. Compose a modern translation of key scenes of Hamlet.
6. Make connections between the themes in Hamlet and modern
society
C. Mastery Level Objectives:
1. Read and explain the text of Shakespeare’s Hamlet
2. Identify foils and discuss how they drive conflict
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3. Identify plot, sub-plots, conflicts, themes, language and imagery
4. Identify and discuss allusions made throughout the play
5. Identify examples of blank verse
6. Identify examples of iambic pentameter
7. Identify and discuss the protagonist and antagonist
8. Paraphrase key soliloquies from the play
9. Compose a characterization of the major characters
D. Instructional Strategies:
1. objective and essay exams
2. research projects
3. cooperative learning groups
4. lecture and direct instruction
5. personal individual reading and research
6. reading journals
7. note taking
8. informal writing
9. formal writing
10. Respond to study and discussion questions
11. Lecture
12. In-class reading (with or without audio)
13. Guided note taking
14. Highlighting, annotating and underlining – active reading
15. Formal and informal writing prompts
16. Small group discussions
17. Worksheets
18. Study guides
19. Graphic organizers
20. Free writes
21. Close reading
22. Web quests
23. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
4. Dialectical journals
5. Classroom discussions
6. Open-ended questions
7. Open responses
8. Formal essays (in-class and take-home)
9. Informal essays
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10. Creative alternative assessments, including visual depictions,
multimedia presentations and character portrayals
11. Oral presentations
12. Recitations
13. Activators
14. Summarizers
F. Texts and Resources
1. Shakespeare, William. Hamlet With Readers Guide. Boston:
Amsco School Pubns Inc, 1970.
2. Shakespeare, William. Hamlet (Folger Shakespeare Library).
New York: Washington Square, 2003.
3. Lidz, Theodore. Hamlet's enemy: madness and myth in
Hamlet. Madison, Conn: International Universities, 1990.
4. Shakespeare Set Free: teaching Hamlet, Henry IV, Part 1. New
York: Washington Square, 1994.
5. In Search of Shakespeare. By Michael Wood. Dir. Gregory
Doran. Prod. Rebecca Dobba. PBS Home Video, 2003. DVD.
6. William Shakespeare's Hamlet (Two-Disc Special Edition)
(1996). Dir. Kenneth Branaugh. Perf. Kenneth Branaugh, Julie
Christie, Billy Crystal, Gérard Depardieu, Kate Winslet. Warner
Home Video, 1996. DVD.
7. Hamlet. Dir. Franco Zeffirelli. Perf. Mel Gibson, Glenn Close,
Alan Bates, Paul Scofield, Ian Holm. Warner Home Video,
1991. DVD.
8. Hamlet. Dir. Michael Almereyda. Perf. Ethan Hawke, Kyle
MacLachlan, Diane Venora, Sam Shepard, Bill Murray.
Miramax, 2000. DVD.
9. "Hamlet." -Folger Shakespeare Library. Web. 12 Feb. 2010.
http://www.folger.edu/template.cfm?cid=916
10. The Complete Works of William Shakespeare. Web. 12 Feb.
2010. <http://shakespeare.mit.edu/>.
VI. Unit of Study: Modern Fiction – The Kite Runner
A. Essential Questions:
1. Is it ever appropriate to remain a silent bystander when
someone is being hurt emotionally or physically?
2. What is redemption?
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B. Thinking Level Objectives:
1. Students will explain key events, themes, and important
characters in The Kite Runner by answering questions about
them in discussion groups, as a class, or individually, or
completing creative writing assignments which test knowledge
of these elements (i.e. “Letter to Khaled Hosseini” and “Letter
from Amir’s conscience”).
2. Students will relate The Kite Runner to current events and
Middle Eastern political history and analyze how these events
influence the text as evidenced through a non-fiction reading
assignment and The Middle East Web Quest.
C. Mastery Level Objectives
1. Identify the meaning of guilt, courage, loyalty, and power (all
major themes of The Kite Runner).
2. Identify unknown, unfamiliar words from The Kite Runner (i.e.
atone, unrequited, affable, chagrin, guileless, etc.) as well as
examples of key literary elements (metaphor, diction,
symbolism) in the author’s writing style
3. Write and/or discuss aspects of Afghanistan culture – daily
life, values, & important invasions after viewing The History
Channel: The Taliban and Afghan Stories.
4. Read aloud and participate in large and small group
discussions to improve their public speaking and personal
interaction skills.
D. Instructional Strategies
1. direct instruction
2. use of technology
3. cooperative learning
4. academic discussion
5. Socratic questioning
E. Assessments
1. Multiple Choice & Matching, Reading Check Quizzes
2. Essay Exam (Answering Essential Question)
a. Is it ever appropriate to remain a silent bystander
when someone is being hurt emotionally or physically?
b. What is redemption?
3. Alternative Assessment : Students will examine aspects of
Afghanistan life and create a scrapbook representing
Afghanistan culture and important quotations and scenes
from The Kite Runner.
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F. Texts and Resources
1. The Kite Runner
2. Honors – outside reading choice A Thousand Splendid Suns
3. Websites:
a.http://www.pbs.org/weta/crossroads/?campaign=pbsh
omefeatures_1_americaatacrossroads_2007b.http://www.pbs.org/newshour/extra/teachers/lessonpl
ans/world/afghanistan_overview_10-06.html
c.http://www.zawaj.com/articles/sex_and_marriage_qand-a.html
VII. Unit of Study: Victorian Literature/ Ibsen and Dickens
A. Essential Questions
1. How does money influence individuals?
2. How do our values and beliefs shape who we are as individuals
and influence our behavior?
3. Why do people marry?
4. Does marriage inhibit a person’s individuality?
5. What roles do a husband and wife assume in marriage and are
these roles fairly distributed?
6. How does literature reflect culture?
7. What role does existentialism play in our society and in
literature?
8. Can literature serve as a vehicle for social change? What is
social justice?
9. What are the factors that create an imbalance of power within
a culture?
10. What does power have to do with fairness and justice?
11. To what extent do individuals have a duty to themselves?
12. What are our most sacred duties in life?
13. Which is more important: reputation or love?
14. Are children affected by the choices their parents make?
15. What is the difference between being real and being fake?
B. Thinking Level Objectives
1. Students will write a literary analysis of Ibsen’s plays on
theme.
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2. Students will be able to explain the titles of the plays and
novel.
3. Students will be able to evaluate an author’s attitude, tone,
purpose, and writing style.
4. Students will be able to analyze the gender roles of female
characters in Ibsen’s plays.
5. Students will be able to evaluate Dickens’s social commentary.
6. Students will be able to analyze the author’s use of
symbolism.
7. Students will be able to dramatize a scene from the play or
novel.
C. Mastery Level Objectives
1. Recall plot elements
2. Identify and explain figurative language
3. Identify characters and characterization
4. Explain an author’s use of tone, mood, and voice
5. Describe and give examples of theme
6. Paraphrase passages
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading
4. Guided note taking
5. Worksheets
6. Study Guides
7. Journal Entries
8. Active reading
9. Cooperative learning groups
10. Research projects
E. Assessments
1. Responses to journal entry topics
2. Quizzes
3. Tests
4. Dialectical journals
5. Class discussions
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6.
7.
8.
9.
Open-ended questions
Open response questions
Formal essays
Creative group projects including character portrayal,
multimedia presentations, and visual depictions
10. Activators
11. Summarizers
12. Literary analysis papers
F. Texts and Resources
1. Ibsen, Henrik. Four Major Plays Volume I: A Doll House, The
Wild Duck, Hedda Gabler, The Master Builder. Trans. Rolf
Fjelde. New York: Signet Classic, 1992.
2. Dickens, Charles. A Tale of Two Cities. New York: Amsco
School Publications, Inc., 1971.
VIII. Unit of Study: Poetry
A. Essential Questions
1. What is poetry?
2. How has poetry developed and changed throughout history
(Anglo-Saxon Era –Modern British)?
3. What role does poetry play in helping the modern world
decipher the values of past cultures?
4. How is poetry representative of the culture in which it was
written?
5. How are the values and ideal of the poet revealed in their
poetry?
6. How can published poetry help you express yourself?
B. Thinking Level Objectives
1. Students will respond to writing prompts in order to explain
and analyze what the poem teaches the modern world about
the values and ideals of the culture and time in which it was
written.
2. Students will apply knowledge of poetic conventions and use
professional examples as models to compose a series of
original poems, and they will describe the composition
process.
3. Students will use poems to shape in class Socratic discussions
about society, culture, art, history, religion and politics.
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C. Mastery Level Objectives
1. Write for different audiences and purposes
2. Describe choices of formal and informal English
3. Identify knowledge of the structure, elements, and theme of a
poem
4. Identify how an author uses style and language
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading (with or without audio)
4. Guided note taking
5. Highlighting, annotating and underlining – active reading
6. Formal and informal writing prompts
7. Small group discussions
8. Worksheets
9. Study guides
10. Graphic organizers
11. Free writes
12. Close reading
13. Web quests
14. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
4. Dialectical journals
5. Classroom discussions
6. Open-ended questions
7. Open responses
8. Formal essays (in-class and take-home)
9. Informal essays
10. Creative alternative assessments, including visual depictions,
multimedia presentations and character portrayals
11. Oral presentations
12. Recitations
13. Activators
14. Summarizers
F. Texts and Resources (from Adventures text and several online
resources)
1. The Anglo-Saxon Period (449-1066)
a. Beowulf
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b. Bede
c. the Seafarer
2. The Medieval Period (1066-1485)
a. Geoffrey Chaucer’s—selections from the Canterbury
Tales
3. The Elizabethan Age
a. Edmund Spencer
b. Christopher Marlow
c. William Shakespeare
4. The Jacobean Age
a. John Donne
b. Elizabeth I
c. Amelia Lanier
5. The Puritan Age
a. John Milton
6. The Restoration
a. John Dryden
b. Lady Mary Chudleigh
c. Lady Mary Wortley
d. Samuel Pepys
7. The Age of Pope
a. Daniel Defoe
b. Jonathan Swift
c. Alexander Pope
8. The Age of Johnson
a. Thomas Grey
b. Robert Burns
c. William Blake
9. The Romantic Age
a. William Wordsworth
b. Percy Bysshe Shelley
c. John Keats
10. Victorian Age
a. Alfred, Lord Tennyson
b. Robert Browning
c. Matthew Arnold
d. Thomas Hardey
e. Elizabeth Barrett Browning
f. Emily Bronte
11. Modern Poets
a. William Butler Yeats
b. D.H. Lawerence
c. Rupert Brook
d. T.S. Eliot
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IX. Unit of Study: Research Paper
A. Essential Questions:
1. How can researching a topic in depth tell us about ourselves
and others?
2. When is it appropriate to challenge the beliefs or values of
society?
3. How does the study of fiction and nonfiction texts help
individuals construct their understanding of reality?
4. In what ways are all narratives influenced by bias and
perspective?
B. Unit Thinking Level Objectives:
1. Distinguish a paraphrased passage from a plagiarized one.
2. Differentiate between a cited passage and a plagiarized one.
3. Synthesize paraphrased and quoted information into coherent
paragraphs.
4. Assemble information into logical paragraph order including
introduction, body, and conclusion.
5. Communicate his or her ideas clearly through writing using
standard English conventions
6. Evaluate his/her research and communicate how/why it was
meaningful to him/her.
C. Mastery Level Objectives:
1. Define the meaning of terms such as plagiarism, paraphrase,
quotation, thesis, parenthetical citation, and common
knowledge.
2. Recall real-life plagiarism examples and explain the
consequences.
3. Recognize what is considered a proper and reputable source.
4. Identify the parts of the research paper that need to be
present in its final form: title page, outline, introduction,
thesis statement, body paragraphs (with parenthetical
citations throughout), conclusion, and works cited page.
D. Instructional Strategies
1. Direct instruction
2. Use of technology
3. Peer editing circles
4. Academic discussion
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E. Assessments
1. EHS 6 trait writing rubric
2. EHS rubric: Examining Data Critically and Actively
F. Texts and Resources
1. Elements of Writing
2. Everett High School library and Mrs. Ells
3. Parlin Library and Stacy Debole
4. www.noblenet.org/everett
5. http://www.coedu.usf.edu/~dorn/Tutorials/plagiarism/plagiar
ism.htm
6. www.nmrls.org.
7. http://library.duke.edu/research/citing/workscited/index.html
8. http://owl.english.purdue.edu/owl/resource/545/01/
IX. Unit of Study: Vocabulary
A. Essential Questions:
1. What are the meanings of new vocabulary and how do I use
them appropriately?
2. What are the parts of speech of new vocabulary?
3. How can I use context clues to determine the meaning of a
word?
4. How do developing vocabulary skills make me a better
learner?
B. Unit Thinking Level Objective (measurable):
1. Understand connotative and denotative meanings of a word
2. Analyze vocabulary in context
3. Discern vocabulary meaning through context cues
4. Create meaningful sentences using vocabulary terms
5. Enhance cognitive development by learning new vocabulary
C. Mastery Objectives:
1. Define vocabulary words
2. Identify the part of speech of a vocabulary word
3. Write sentences using vocabulary words
4. Read the word within a meaningful story
5. Answer questions about the definition of the vocabulary
words
6. Relate the definition of the word to the context of the story
D. Instructional Strategies:
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1. Memorization of vocabulary words through flashcards, split
pages and copying into notebook
2. Multiple choice exercises in Currents book
3. Answering open response questions about the reading that
contains the vocabulary words
4. PowerPoint jeopardy games using the vocabulary words
5. Instruct students to write using the vocabulary words
E. Assessments:
1. Quizzes
2. Writing assignments
3. Speech
F. Text and Resources:
1. Currents – British Volume –Chapters 1-8
ELECTIVE COURSES
COLLEGE WRITING
This elective course is intended to hone students’ writing skills for college. It introduces
students to the practices, habits, and conventions of good writing. Students will learn to
articulate their own meaningful responses to the ideas and language of others through
their writing. The intent of the course is to teach strategies within the writing process.
Students will practice drafting, revision, conversation with other writers, re-reading,
editing and proofreading in a workshop setting. The course focuses on critical thinking
and research while reinforcing the conventions of the formal essay. Students will
develop topics, support ideas with research, edit for effective style and usage and learn
appropriate approaches for a variety of contexts, audiences and purposes. Writing
assignments emphasize rhetorical strategies and essay structure. Pre-requisite: Students
must have passed English II
1. Unit of Study: Traits of Writing
A. Essential Question
1. How does a writer shape an initial writing idea into an
effective essay?
B. Thinking Level Objectives
1. Students will analyze the steps to prewriting, planning,
writing, revising and editing an essay
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2. Students will examine the six traits of good writing
outlined in the text: ideas, organization, voice, word
choice, sentence fluency and conventions
3. Students will pose questions, listen to the ideas of others,
and contribute their own information in group discussions
in order to acquire new knowledge
C. Mastery Level Objectives
1. Record and recall the steps to prewriting
2. Record and recall the six traits of good writing
D. Instructional Strategies
1. Highlighting, annotating and underlining – active reading
2. Small group discussions
3. Worksheets
4. Graphic organizers
E. Assessments
1. Classroom discussions
2. Open-ended questions
3. Homework
F. Texts and Resources
1. Write for College
II. Unit of Study: Personal Writing
A. Essential Question
1. How can we use personal writing to explore who we are as
individuals?
B. Thinking Level Objectives
1. Students will examine who they are, where they have been
and where they hope to go
2. Students will relate their experiences to the reader
3. Students will pose questions, listen to the ideas of others, and
contribute their own information in group discussions in order
to acquire new knowledge
4. Students will demonstrate their knowledge of the writing
process, including: pre-writing, writing, revising and editing
C. Mastery Level Objectives
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1. Students will write for different audiences and purposes,
including a personal reminiscence and their college entrance
essay
2. Distinguish between formal and informal English
3. Identify how an author uses style and language
4. Recall the steps to pre-writing (outlining, etc)
5. Identify sections of their writing that need revision
D. Instructional Strategies
1. Highlighting, annotating and underlining – active reading
2. Formal and informal writing prompts
3. Small group discussions
4. Graphic organizers
5. Free writes
6. Brainstorming
7. Peer Editing
E. Assessments
1. Classroom discussions
2. Open-ended questions
3. Formal essays
4. Panel debates
5. Homework
6. Peer editing
F. Texts and Resources
1. Write for College
V. Report Writing
B. Essential Question
 How can we present information in a variety of ways?
A. Thinking Level Objectives
5. Students will analyze and differentiate between summary,
compiled, interview, observation and personal research
reports.
6. Students will integrate an interview and summary report into
their writing of a research paper
7. Students will pose questions, listen to the ideas of others, and
contribute their own information in group discussions in order
to acquire new knowledge
8. Students will demonstrate their knowledge of the writing
process, including: pre-writing, writing, revising and editing
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B. Mastery Level Objectives
 Students will write for different audiences and purposes, including a
summary report, compiled report, interview report, observation report,
personal research report
 Students will summarize a news article of their choice
 Students will record an interview with a teacher
 Students will apply proper interview etiquette
 Recall the steps to pre-writing (outlining, etc)
 Identify sections of their writing that need revision
D.







Instructional Strategies
Highlighting, annotating and underlining – active reading
Formal and informal writing prompts
Small group discussions
Graphic organizers
Free writes
Brainstorming
Peer Editing
E.





Assessments
Classroom discussions
Formal essays
Panel debates
Homework
Peer editing
F. Texts and Resources
 Write for College
VI. Persuasive Writing
A. Essential Question
 How can a writer persuade, rather to lecture to, his audience?
A. Thinking Level Objectives
9. Students will examine and analyze the fundamentals of
rhetoric and persuasion
10. Students will compare and contrast editorials that present
point and counterpoint of the same subject
11. Students will illustrate how to think through an argument
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12. Students will pose questions, listen to the ideas of others, and
contribute their own information in group discussions in order
to acquire new knowledge
13. Students will demonstrate their knowledge of the writing
process, including: pre-writing, writing, revising and editing
B. Mastery Level Objectives
 Students will write for different audiences and purposes, including an
editorial, personal commentary, essay of argumentation and position paper
 Students will state and then defend a thesis
 Recall the steps to pre-writing (outlining, etc)
 Recall the parts of an argument
 Identify sections of their writing that need revision
D. Instructional Strategies
 Highlighting, annotating and underlining – active reading
 Formal and informal writing prompts
 Small group discussions
 Graphic organizers
 Free writes
 Brainstorming
 Peer Editing
E. Assessments
 Classroom discussions
 Formal essays
 Panel debates
 Homework
 Peer editing
F. Texts and Resources
 Write for College
VII Writing About Literature
A. Essential Question
 How can we understand literature at a deeper level by reflecting on, and
writing about, our own thoughts and feelings?
A. Thinking Level Objectives
14. Students will interpret the meaning of a piece of literature
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15. Students will pose questions, listen to the ideas of others, and
contribute their own information in group discussions in order
to acquire new knowledge
16. Students will demonstrate their knowledge of the writing
process, including: pre-writing, writing, revising and editing
B. Mastery Level Objectives
 Students will write for different audiences and purposes, including a personal
response, a limited literary analysis, a book review and a film review
 Students will select a text to respond to
 Students will summarize each piece of literature/film
 Students will state and then defend a thesis
 Recall the steps to pre-writing (outlining, etc)
 Recall the parts of an argument
 Identify sections of their writing that need revision
D. Instructional Strategies
 Highlighting, annotating and underlining – active reading
 Formal and informal writing prompts
 Small group discussions
 Graphic organizers
 Free writes
 Brainstorming
 Peer Editing
E. Assessments
 Classroom discussions
 Formal essays
 Panel debates
 Homework
 Peer editing
F. Texts and Resources
 Write for College
 Film – from my personal collection
 Poetry from Anthology – Adventures in American Literature
VIII. Business Writing
A. Essential Question
 How can we communicate effectively in order to make a favorable
impression?
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A. Thinking Level Objectives
17. Students will demonstrate proper business etiquette in their
writing
18. Students will pose questions, listen to the ideas of others, and
contribute their own information in group discussions in order
to acquire new knowledge
19. Students will demonstrate their knowledge of the writing
process, including: pre-writing, writing, revising and editing
B. Mastery Level Objectives
 Students will write for different audiences and purposes, including a business
letter, resume, memo, email message and thank you note.
 Students will select a teacher to write a thank you note to
 Students will compile a “brag” list of activities, awards and employment
 Students will outline a resume
 Students will select a business letter to write from the following: letter of
inquiry or request, letter of complaint, letter of application or
recommendation request letter
 Students will prepare a letter for mailing
 Students will identify sections of their writing that need revision
D. Instructional Strategies
 Highlighting, annotating and underlining – active reading
 Formal and informal writing prompts
 Small group discussions
 Graphic organizers
 Free writes
 Brainstorming
 Peer Editing
E. Assessments
 Classroom discussions
 Formal letters and resume
 Homework
 Peer editing
F. Texts and Resources
 Write for College
 Sample thank you notes and resumes
WRITING ENRICHMENT
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ENGLISH DEPARTMENT CURRICULUM GUIDE
I. Course Description
This course is designed for ninth and tenth grade students who wish to improve their
general writing skills. The four major categories of writing will be addressed: Narrative,
Descriptive, Persuasive, and Expository. Reflective and free-writing exercises will be
utilized to initiate and inspire writing topics. Attention will also be paid to developing
clear syntax. This class will be conducted in a workshop format.
II. Pre-requisite
None
III. Unit of Study
F. Essential Questions
1. How do writers vary their writing for different audiences and different
purposes?
2. How does following the writing process help a writer craft an effective
piece of writing?
3. What role do grammar and mechanics play in crafting a solid piece of
writing?
4. Why is creative writing a powerful form of expression of ideas and
emotions?
5. How do persuasive pieces serve as a vehicle for social change?
6. How does good sentence structure improve the clarity of writing?
G. Thinking Level Objectives
Students will be able to identify the different types of writing, expository,
descriptive, narrative, and persuasive, and produce independent writing
demonstrating the correct use of the elements of each type of writing. Students
will also be able to use a variety of grammatical skills and sentence structures to
enhance their independent writing.
H. Mastery Level Objectives
1. Identify the different types of writing.
2. Identify the elements of expository writing.
3. Identify the elements of narrative writing.
4. Identify the elements of persuasive writing.
5. Identify the elements of descriptive writing.
6. Write effective expository, narrative, persuasive, and descriptive essays.
7. Revise and improve independent writing.
8. Revise and improve writing of peers.
9. Identify the eight parts of speech.
10. Identify the different types of sentences.
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ENGLISH DEPARTMENT CURRICULUM GUIDE
I. Instructional Strategies
1. Activators
2. Summarizers
3. Graphic Organizers
4. Outlines
5. Checking for Understanding
6. Note taking
7. Worksheets
8. Homework
9. Independent Writing
10. Journal Writing
11. Power Points
12. Peer-Editing
13. Writing Conferences
1.
2.
3.
4.
J. Assessments
Alternative Assessments
Informal and formal writing samples
Journals
Power Point Presentations
K. Texts and Resources:
4. Grammar Dimensions
5. Grammar and Usage for Better Writing
6. Mastering the MCAS
7. Internet Resources
JOURNALISM
I. Course Description
In this elective course, students will become familiar with the process of publishing –
from the interviewing stage to layout and publication. Students will practice writing and
editing skills while learning to write in various journalistic forms – news,
editorial/opinion, features and sports. This course is open to grades 9 – 12 students who
wish to further their knowledge of the world of journalism and who may also be on the
staff of the school newspaper – the Crimson Times.
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The purpose of the Journalism courses at Everett High School is to introduce students to
the study and creation of media. This is a course in which students at different levels of
ability, interest, and journalistic experience are grouped together in one class section.
The course encourages many individual choices of assignments and paths to attaining
mastery over the material. The course is writing-intensive, and offers students
instruction and support in fine-tuning their writing towards professional, journalistic
style.
II. Essential Questions

What is the purpose of media in society?

How does the media both reflect society as well as set the course of societal
interaction?

What is the importance of free speech and a free press in a democratic society?

How does one distinguish between fact and opinion?

What is truth? How do journalists report the truth?

What are ethical and unethical practices in the field of journalism?

How does one report a story without bias?

Why does the media appear to have bias? How do media members show their
objectivity?

What makes a good story? How does one tell a good story?

What are the inherent rules of mechanics that must be followed in journalistic
style?

What will be the future of a world dominated by electronic, web-based media?

How do we as journalists update our craft to the demands of a 21 st century
world?

How can journalists incorporate multimedia into producing dynamic storytelling?
III. Thinking Level Objectives
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
Analyze professional journalists’ editorial decisions regarding page layout,
design, story choice.

Evaluate and critique professional media’s handling of topics, reporting,
sourcing, and ethics.

Develop quality, high-interest story ideas for online and print editions of school
media.

Evaluate and discuss possible biases and levels of objectivity inherent in a story.

Analyze and discuss the First Amendment and specific freedom of the press
Supreme Court cases and principles.

Apply First Amendment principles to real-life problems and queries regarding
Constitutional rights of the press.

Critique the mass media through the analysis of film

Analyze the reporting, interviewing, and balancing of professional journalists and
compare and contrast the product of one media outlet to others.
IV. Mastery Level Objectives

Identify of major journalistic principles of ethics, and respond to ethical concerns
and issues.

Create questions and interview various subjects for inclusion in articles.

Write leads, “nut grafs,” headlines, sub-headlines, photo captions, sidebars, and
other aspects of a typical journalistic story.

Write a full-length, in-depth journalistic feature story for inclusion and
publication in a school newspaper, online or print edition.

Design layout, page placement, and story selection for online and print student
media.

Construct photojournalism galleries and choose appropriate pictures to enhance
stories.

Peer edit written work for content and style; adhere to Associated Press rules
according to the AP Stylebook; revise and edit sentences and paragraphs for
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ENGLISH DEPARTMENT CURRICULUM GUIDE
clarity, coherence, and conciseness; create and maintain an EHS Journalism
Stylebook for reference in writing future stories.
V. Instructional Strategies




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Lecture
PowerPoint Presentations
Student-centered research
Peer modeling
Group editing
Written peer feedback on work
Practice article writing
Graphic organizers
PolyVision Board – Media presentations
Field trips, student conferences
Timed writing on deadline
Press conferences with school administration
VI. Assessments
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Interview questions
Interview results
Reflection papers
Analysis papers
Rough drafts of articles
Peer assessment and feedback
Final drafts – published in print or online
Photo galleries
Oral presentations
Graphic design
VII. Resources


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Internet access to daily media organizations and other news sites
Films – Network, All the President’s Men, PBS: Frontline—News Wars.
Crimsontimes.org website, provided by highschooljournalism.com
AP Stylebook
Various other career and networking resources
VERBAL SAT PREPARATION
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This course is designed to help students master the vocabulary and verbal reasoning
skills tested on the SAT I. In addition, issues of grammar, usage, and writing skills will be
addressed to help students prepare for the SAT Essay.
Pre-requisite (s): None
Unit of Study: SAT
A. Essential Question: How can you use language to empower yourself?
B. Thinking Level Objectives
1. To examine the meaning, roots, and alternative forms of words for
improved vocabulary.
2. To analyze test strategies for answering sentence completion
questions.
3. To analyze test strategies for answering questions pertaining to both
short and long reading comprehension passages.
4. To examine context clues in order to better understand the meaning
of vocabulary words.
5. To examine Latin and Greek prefixes, suffixes, and roots.
6. To examine reading passages in order to make generalizations.
7. To examine reading passages in order to find the main idea and
supporting details.
8. To examine reading passages in order to draw inferences and
conclusions.
9. To evaluate author’s tone, attitude, purpose, and style.
10. To examine figurative language within reading passages.
11. To assess peer essays.
C. Mastery Level Objectives
1. To define a variety of typical SAT vocabulary words.
2. To write on a variety of topics in organized language for different
audiences and purposes.
3. To write sample essays in response to assigned writing prompts
4. To read carefully and think critically about assigned text.
5. To identify figurative language within reading passages.
D. Instructional Strategies
1. Direct instruction
2. Annotating the text
3. Independent Reading
4. Graphic Organizers
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5.
6.
7.
8.
Cooperative learning
Writing
Timed practice tests
Note taking
E. Assessments
1. Timed practice tests
2. Vocabulary picture books
3. Practice essays
4. Grammar worksheets
F. Texts and Resources:
1. Amsco’s Preparing for the SAT in Critical Reading and Writing
2. Internet Resources such as CollegeBoard.com
3. CollegeBoard the Official SAT Study Guide
4. A variety of outside readings
LITERATURE AND CULTURE
I. Course Description
This course allows students to study different cultures in the world through the
lens of literature. The objective of this course is to define culture and
investigate the interrelationships that exist within literature, art, music, history
and
popular culture. Readings will include the novel Mother to Mother by Sindiwe
Magona and many short stories and poetry. Poetry will be derived from a variety
of sources but especially from Trouble the Water – 250 Years of AfricanAmerican Poetry and Poetry from Women Around the World. This is a studentcentered, project-based class. Readings will be modified per interests of the
students. Pedagogy will mainly involve Socratic seminar, guided reading, journal
writing, and authentic assessment.
II. Pre-requisite
None
III. Unit of Study
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A. Essential Questions
 How is culture defined and represented?
 What is my culture?
 What does it mean to be American?
B. Thinking Level Objectives:
To analyze the interrelationships that exist within literature, art, music, history
and popular culture.
C. Mastery Level Objectives
 To define culture.
 To read and summarize various types of literature: short story, poem,
novel.
 To discuss culture and current events.
 To write a short story.
 To write a poem.
 To present research on a culture.
 To identify unknown, unfamiliar words from Mother to Mother as well as
examples of key literary elements (metaphor, diction, symbolism) in the
author’s writing style.
 To read aloud and participate in large and small group discussions to
improve their public speaking and personal interaction skills.
D. Instructional Strategies
 Direct Teach
 Integration of technology and media
 Whole group discussion
 Independent Writing
 Checking for Understanding
 Cooperative Learning
 Alternative Assessments
E. Assessments



Traditional Multiple Choice & Matching, Reading Check Quizzes
Essay Exam (Answering Essential Questions)
How is culture defined and represented?
What is my culture?
What does it mean to be American?
Culminating Project: Defining A Culture
Students will choose a culture other than their own to investigate.
They will represent this culture through visual art, music, and
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literature. They will bring in a piece of literature from this culture and
lead a class discussion.

Culminating Project: Oral History Project
Students will choose a decade of recent American history to investigate.
Scholarly research will be required from text sources and interviews.
Presentations must include lecture, a creative representation, and an
activity or discussion for the rest of the class.

Journal Writing
Students will write a series of thoughtful, reflective writing journals
during their study of Mother to Mother by Sindiwe Magona. Their writing
will show evidence of reading comprehension as well as literary analysis.
They will be asked to connect ideas from the text into their own lives.
LITERATURE AS FILM
I. Course Description
This course involves the critical study of literature and film as a means of conveying
narratives, primarily focusing on the development and variations in presenting literary
devices such as plot, characterization, symbolism and theme through the film medium.
Students will view several films (titles will vary depending on availability and currency) in
conjunction with literary works to assess directorial choices and technical nuances
utilized in conveying tone, mood, and theme. Script development and film production
will also be explored. In order to receive credit for the course, a final paper/project will
be completed in lieu of a final exam.
II. Essential Questions

How do filmmakers turn an idea into a script?
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How do directors and producers tell stories visually? How does a visual story
differ from a written story?
How does a director use visual details to convey setting?
How do films reflect culture as well as create culture?
How do directors and actors create characterization?
What makes a particular character great?
How do filmmakers use symbolism to create narrative effect?
How do visual storytellers use the different methods of irony to create effect?
How do filmmakers convey tone and mood in a film?
Why do filmmakers remake movies? How does a remake of a film compare or
contrast with the original version?
How is the ideal of heroism expressed in different cultures?
How do both mythology and archetypes influence filmmakers?
How do filmmakers incorporate universal themes from literature?
What is the nature of good and evil?
What is reality? How does perception influence people’s views of reality?
What is the relationship between mankind and technology?
How do filmmakers use visual special effects to contribute to storytelling?
How is the hero’s search for vengeance ironic?
What is the American Dream? How do different filmmakers present the
American Dream?
How does film influence the general public’s perceptions of the American
Dream?
III. Thinking Level Objectives
Students will…
 Analyze the effect of visual details on a film’s setting.
 Compare and contrast written stories with visual stories.
 Evaluate a director’s and actor’s collaboration in the creation of characterization.
 Interpret a short story and then creatively produce the same story using visual
storytelling.
 Analyze various symbols and uses of symbolism in a film.
 Analyze the uses of the different types of irony (including dramatic, verbal, and
situational) in a film.
 Compare and contrast the tone and mood across various films and analyze how
directors can create mood using visual and audio cues such as soundtrack and
lighting.
 Compare and contrast the original version of a film or piece of literature with
either a remake or a film version of the writing.
 Analyze the steps of the Hero’s Journey (as articulated by Joseph Campbell) and
apply those steps to a particular film.
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





Compare and contrast the vision of heroes as expressed in the Arthurian legends
with that expressed in more contemporary films and literature.
Analyze the universal themes present in contemporary mythology and discuss
the connections between them and historical pieces of Western and Eastern
civilizations, especially epic poetry and other hero-centric narratives.
Analyze connections between Plato’s Allegory of the Cave and various modern
films.
Compare and contrast allusions to Christianity, Greek culture, Eastern religion
and philosophy, modern works such as Alice’s Adventures in Wonderland and
The Wizard of Oz by creating a PowerPoint presentation.
Analyze the irony inherent in the concept of the hero’s desire for vengeance.
Evaluate the concept of the American Dream and various filmmakers’ beliefs as
to the attainability of the American Dream.
IV. Mastery Level Objectives
Students will…
 Identify pertinent visual details in a film through a close viewing.
 Identify the basic components of narrative, visual, and written storytelling.
 Describe various characters by using context hints of the director and actor(s).
 Write dialogue to correspond with a particular character’s personality traits.
 Identify theme in a particular film and across various films.
 Identify uses of irony in a film.
 Identify the tones and moods of various films and explain what visual elements
of a film contribute to tone/mood.
 Identify the various steps of Campbell’s Hero’s Journey.
 Identify various scenes in a contemporary film which reflect steps of a hero’s
journey.
 Identify the basic symbolic and metaphorical elements of Plato’s Allegory of the
Cave.
 Identify allusions in contemporary films to topics of Christianity, Eastern religion
and philosophy, and other modern works such as Alice’s Adventures in
Wonderland and The Wizard of Oz.
 Identify various heroes who are motivated by vengeance and explain the irony
inherent in each.
 Identify various components of the American Dream and describe elements of
them found in various films.
V. Instructional Strategies



Whole class lecture
Small group discussion
Whole class discussion
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

Presentation of original films
Presentation of documentaries/special features relevant to the making of films
PowerPoint Presentations on background topics
Group reading of various philosophical and historical concepts relevant to a
particular film
Student-centered research and presentations
Graphic organizers
PolyVision Board – Media presentations
In-class writing
VI. Assessments

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Student discussion
Oral questioning and answering
Reflection papers
Analysis papers
Oral presentations
Graphic organizers
PowerPoint Presentations
Student-created web pages
Student-created films
VII. Resources – Films Used and Supplementary Materials
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
The Story of Movies – produced by The Film Foundation
Back to the Future Part 2 (1988) – excerpts
Swingers (1997) – excerpts
“The Rosa Parks Story” – produced by The Film Foundation
Charlie and the Chocolate Factory (2005) and Willy Wonka and the Chocolate
Factory (1972)
Citizen Kane (1941)
Mr. Smith Goes to Washington (1939)
The Grapes of Wrath (1940)
Joseph Campbell, The Hero with a Thousand Faces.
Film: The Power of Myth, Interviews with Joseph Campbell and George Lucas
Star Wars: A New Hope (1977), The Empire Strikes Back (1981), and Return of the
Jedi (1983)
Excerpts from La Morte D’Arthur
Plato, “The Allegory of the Cave,” from The Republic
The Truman Show (1998)
The Matrix (1999)
I, Robot (2004)
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Excerpts from various short stories by Isaac Asimov and other science-fiction
writers
War of the Worlds (2005)
Gladiator (2000)
The Dark Knight (2008)
Field of Dreams (1988)
Rocky (1976)
A Beautiful Mind (2001)
Stand and Deliver (1988)
The Great Gatsby (1974)
MYSTERY AND SUSPENSE
I.
Course Description:
Students will strengthen their reading, reasoning, and writing skills in a course dedicated
to the genre of mystery of suspense. Students will trace the historical development of
the detective story from Edgar Allan Poe to O. Henry to modern day masters like
Michael Connelly, Dennis Lehane, and Joyce Carol Oates. Students will analyze plot
devices, heroes and villains, and the psychological implications of mystery and suspense.
II. Content Outline
A. Essential Questions
1. How does literature reflect culture?
2. What are the defining characteristics of America?
3. Is the American dream a reality or a myth?
4. Are societies and individuals decide right and wrong?
5. Why do we follow orders?
6. What makes a hero? A villain?
7. What are ethics? How do ethics guide our decisions?
8. What are the natures and limits to our freedoms?
9. What is the difference between “Literature” and crime fiction?
10. How has the genre evolved?
B. Thinking Level Objectives
1. Students will apply knowledge of the central themes to explain and analyze
in formal and informal writing the connections to selected works of fiction,
nonfiction, poetry, and other media representations.
2. Students will make connections, analyze, and evaluate the literature in terms
of contemporary American issues.
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3. Students will analyze, and apply knowledge of the characteristics of different
genres.
4. Students will examine and analyze how an author’s words appeal to the
senses, create imagery, suggest mood, and set tone, and provide evidence
from the text to support their understanding.
5. Students will pose questions, listen to the ideas of others, and contribute
their own information in group discussions in order to acquire new
knowledge
6. Students will identify the basic facts and essential ideas in a text and use
them as the basis for interpretation.
7. Students will analyze and apply knowledge of the structure, elements, and
purpose of fiction writings and provide evidence to support their
understanding.
8. Students will write compositions, including summaries, narratives,
arguments, and interviews with a clear focus and for different audiences and
purposes.
9. Students will gather information from a variety of print and electronic media,
and evaluate, analyze, and utilize the information to enhance their own
writing.
10. Students will design and create coherent media productions (audio, video,
multimedia) with a clear controlling idea, adequate detail, and consideration
of audience, purpose, and medium.
C. Mastery Level Objectives
Students will:
1. Summarize plots
2. Identify characters and characterization
3. Define new vocabulary
4. Identify and explain figurative language
5. Identify characteristics of a genre
6. Describe and give examples of theme
7. Recognize point of view
8. Distinguish between tone, mood and voice
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading (with or without audio)
4. Guided note taking
5. Highlighting, annotating and underlining – active reading
6. Formal and informal writing prompts
7. Small group discussions
8. Worksheets
9. Study guides
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10. Graphic organizers
11. Free writes and journal prompts
12. Close reading
13. Web quests
14. Brainstorming
E. Assessments
1. Quizzes
2. Tests
3. Journal entries
4. Dialectical journals
5. Classroom discussions
6. Open-ended questions
7. Open responses
8. Formal essays (in-class and take-home)
9. Informal essays
10. Oral presentations
11. Recitations
12. Activators
13. Summarizers
14. Story time-lines
15. Panel debates
16. Report on author’s life
17. New ending for the book
18. New character for the book
19. Collages representing different characters
20. Letter recommending book to the acquisitions librarian
21. Impersonating character
22. Interview with author or character
23. News broadcast reporting events from book
24. Poster advertising the book
F. Texts and Resources
1. Adventures in American Literature: Athena Edition Holt, Rinehart, Winston,
1996.
2. Collected Works, Edgar Allan Poe
3. The Big Sleep, Raymond Chandler
4. The Maltese Falcon, Dashiell Hammett
5. The Best American Mystery Stories of the Century, Ed. Tony Hillerman
6. Outside Readings
1. These are determined by the individual teacher based
on the needs and abilities of students.
7. Library resources
8. Internet resources
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SPORTS WRITING
I. Course Description: This class combines natural passion with practical application.
Interested eleventh and twelfth grade students will sharpen their writing skills by
researching and reporting on local and national sporting events and sports personnel.
Students will collect and analyze data; conduct interviews; write, revise, and edit articles
and feature stories.
II. Content Outline
A. Essential Questions
1. What role do sports play in your life?
2. How do sports reflect culture?
3. What makes a hero?
4. What are ethics?
5. What are the qualities of good writing?
B. Thinking Level Objectives
1. Students will pose questions, listen to the ideas of others, and contribute
their own information in group discussions in order to acquire new
knowledge
2. Students will describe and analyze the grammatical structure and
vocabulary utilized in various sports-related writings.
3. Students will identify the basic facts and essential ideas in a text and use
them as the basis for interpretation.
4. Students will analyze and apply knowledge of the structure, elements,
and purpose of nonfiction writings and provide evidence to support their
understanding.
5. Students will examine and analyze how an author’s words appeal to the
senses, create imagery, suggest mood, and set tone, and provide
evidence from the text to support their understanding.
6. Students will write compositions, including summaries, narratives,
arguments, and interviews with a clear focus and for different audiences
and purposes.
7. Students will gather information from a variety of print and electronic
media, and evaluate, analyze, and utilize the information to enhance
their own writing.
8. Students will design and create coherent media productions (audio,
video, multimedia) with a clear controlling idea, adequate detail, and
consideration of audience, purpose, and medium.
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C. Mastery Level Objectives: Students will demonstrate mastery of the following:
1. Grammar
Parts of speech
Parts of a sentence
The phrase
The clause
Usage
Mechanics
2. The writing process
a. Writing and thinking
b. Writing paragraphs/portfolio writing
c. Expository
d. Descriptive
e. Narrative
f. Persuasive
3. Writing and revising sentences
a. Coordination and subordination
b. Clear reference
c. Placement of modifiers
d. Parallel structure
e. Sentence combining and revising
a.
b.
c.
d.
e.
f.
D. Instructional Strategies
1. Lecture
2. Independent reading
3. In-class reading (with or without audio)
4. Guided note taking
5. Highlighting, annotating and underlining – active reading
6. Formal and informal writing prompts
7. Small group discussions
8. Worksheets
9. Study guides
10. Graphic organizers
11. Free writes
12. Close reading
13. Modeling
14. Web quests
15. Brainstorming
16. Videos
E. Assessments
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1.
2.
3.
4.
5.
6.
7.
8.
9.
Quizzes
Journal entries
Classroom discussions
Open-ended questions
Open responses
Formal essays
Informal essays
Oral presentations
Interviews
F. Texts and Resources
1. Bruce Emra’s Sports in Literature, NTC Publishing, 1991.
2. Steve Craig’s Sports Writing: A Beginner’s Guide, Discover Writing Press, 2002.
3. Online and print sources, including The Boston Globe, The Boston Herald, and
Sports Illustrated.
INTRODUCTION TO ACTING
I. Course Description: This course is designed to introduce aspiring young actors to the
fundamentals of acting technique(s) and dramatic literature. During the first half of the
year students will focus on body and vocal work, improvisation, and theater games.
During the second half of the year, students will focus on Shakespearean monologues
and be introduced to a spectrum of acting techniques from Stanislavski to Uta Hagen.
(Grades 9-12)
II. Unit of Study: Introduction to Acting
G. Essential Question
1. Why is the body the actor’s instrument and how can you develop
your instrument through improvisation and “being in the moment”?
2. How can an actor utilize their life experiences as a foundation for a
career in theater arts?
H. Thinking Level Objectives
1. Analyze improvisational techniques for “being in the
moment.”
2. Examine and analyze different acting approaches from
representational acting to Strasberg’s “method.”
3. Analyze the role of memory and recall in the acting methods
of Stanislavsky, Hagen, and Strasberg.
4. Generate close readings of plays, focusing on the actualization of
these works from text to stage.
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5. Develop a personal acting practice incorporating various
techniques covered in the course.
I.
Instructional Strategies
1. Yoga: body alignment, breathing techniques
2. Vocal work: volume, timbre, projection, diction, dialect, tone, pitch
and articulation
3. Theater games
4. Cooperative learning
5. Journal writing
6. Whole-class critiques
7. Note taking and research on texts
J.
Assessments
1. Group and individual presentations: improvisation, voice, etc.
2. Shakespearean monologue
3. Journal writing
4. Written and verbal critiques
5. Homework
K. Texts and Resources:
1. An Actor Prepares by Constantin Stanislavski
2. Respect for Acting by Uta Hagen
3. On Acting by Stanford Meisner
Women’s Literature Elective
This is a reading intensive course designed to help students gain an awareness and
appreciation of the images, roles, and experiences of women in literature and life. This
course offers students a developmentally appropriate approach to understanding the
diversity of women writers and the range and complexity of their subjects. Students will
study poetry, short stories, novels, and essays written by both men and women
throughout history. Students will be encouraged to make comparisons between the
readings and their own lives. They will investigate and evaluate the language, style, and
content in order to develop an informed sense of the authentic female experience. The
course is thematically organized by the following topics: motherhood, marriage and
domesticity, beauty, violence, education, friendship, and love. Student engagement with
ideas and material will be assesses through reflection papers, original poetry, visual arts
projects, music, and expository writing. Appropriate and relevant films will be utilized
to enhance thematic connections and reinforce the significant portrayals of both
traditional and non-traditional female roles.
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I.
II.
Prerequisites: Sophomore class standing
Unit of Study: Women’s Literature
A. Essential Questions:
1. How does literature reflect culture?
2. What does writing teach us about history?
3. How does an individual use literacy to change a society?
4. What social and historical conditions have shaped women’s lives
and experiences?
5. How are women empowered by their own writing?
6. How are women empowered by the writing of other women?
7. How have women writers redefined women’s roles in literature
and society?
8. How does women’s writing validate women’s life experiences?
B. Thinking Level Objectives:
1. Students will apply knowledge of the central themes to explain
and analyze informal and formal writing the connections to selected
works of fiction, nonfiction, poetry, and other media
representation.
2. Students will make connections, analyze, and evaluate the
literature in terms of historical and contemporary women’s issues.
3. Students will pose questions, listen to the ideas of others, and
contribute their own information in group discussions in order to
acquire new knowledge.
4. Students will identify the basic facts and essential ideas in a text
and use them as a basis for interpretation.
C. Mastery Level Objectives:
1. Read texts for content and comprehension
2. Define new vocabulary
3. Recognize stereotypes and archetypes of women in literature
4. Recognize and recall significant female writers
5. List significant themes and topics in women’s literature
6. Explain the historical and social implications of women’s roles
and experiences
D. Instructional Strategies:
1. Lecture
2. Independent reading
3. In-class readings
4. Cooperative learning groups
5. Literature Circles
6. Guided note taking
7. Films
8. Active reading
E. Assessments:
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1. Free writes
2. Reflection papers
3. Activators
4. Summarizers
5. Response journals
6. Classroom discussions
7. Formal and informal writing
8. Presentations
9. Visual projects
F. Texts
1. Jayne Eyre
2. The Awakening
3. Memoirs of a Geisha
4. My Antonia
5. The Bean Trees
6. The Bell Jar
7. The Bluest Eye
8. White Oleander
G. Writers and Poets
1. Maya Angelou
2. Louisa May Alcott
3. Anne Bradstreet
4. Elizabeth Browning
5. Emily Dickinson
6. Betty Freidan
7. Charlotte Perkins Gilman
8. Edna St. Vincent Millay
9. Joyce Carol Oates
10. Grace Paley
11. Sylvia Plath
12. Mary Wollstonecraft
13. Virginia Woolf
Writer’s Workshop
I.
A.
1.
2.
3.
4.
Creative Writing
Essential Questions:
Which routines are most effective for inspiring creativity in writing?
How can a simple prompt inspire creative writing?
How can a simple prompt create limitations on creative writing?
What is essential to creating robust characters?
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5. How can characters with depth add to fiction?
6. How can a writer effectively convey his or her voice while creating
different characters?
7. What is learned from listening to other people’s writing?
8. How can creative writing enhance overall learning?
B. Thinking Level Objectives (measurable)
1. Students will discuss their writing with the group in order to build
confidence in their writing skills.
2. Students will analyze other students’ work in order to offer constructive
criticism.
3. Students will discuss writing strategies that help develop good fiction
writing.
4. Students will analyze published work in order to emulate the traits of
well-known writers.
C. Mastery Level Objectives (students will be able to…)
1. Identify routines that encourage daily writing.
2. Examine critical listening and reading techniques in order to foster an
exchange of ideas in the classroom without the fear of embarrassment.
3. Identify revising and editing techniques in order to maximize the peerediting process.
4. Examine the different levels of the writing process to ensure all steps
(pre-writing, writing and revising) have been properly followed.
5. Identify the elements of plot in fiction in order to appreciate the
intricacies of good writing.
6. Examine strategies that help in writing poetry.
7. Identify poets and poetry that students can relate to.
8. Identify elements of poetry that appeal to readers.
9. Identify strategies to constructively criticize student poetry.
10. Examine student poetry and actively discuss the work.
D.
1.
2.
3.
4.
Instructional Strategies
Journal writing
Free writing
Brainstorming
Lecture
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5. Clustering
6. Observing
7. Listening
8. Group sharing
9. Imagining
10. Asking questions
11. Reading published work
12. Reading with a focus
13. Listening with a focus
14. Writing with a focus
15. Cooperative reading and writing groups
16. Guest speakers
E.
1.
2.
3.
4.
5.
Assessments
Oral presentations
Formal writing assignments
Peer-Evaluations
Group writing projects
Group presentations
F. Texts and Resources
1. Fadiman, Clifton. The World of the Short Story. Boston: Houghton
Mifflin Company, 1986. Print.
2. Goldwater, Robert and Marco Treves. Artists on Art: From the XIV to the
XX Century. New York: Pantheon Books, 1972. Print.
3. Kinneavy, James L., and John E. Warriner. Elements of Writing. Austin:
Holt, Rinehart and Winston, 1998. Print.
4. McMichael, George, et al. Anthology of American Literature, Eighth
Edition, Vol. II. New Jersey: Pearson Prentice Hall, 2004. Print.
AP LITERATURE AND COMPOSITION
SYLLABUS
This complex sum of contradictory truths…constitutes the very substance of the human
condition. In today’s world, this totalizing and living knowledge of a human being
may be found only in literature.”
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“…fiction does not exist to investigate only a single precinct of experience. It exists to
enrich through the imagination the entirety of human life, which cannot be
dismembered, disarticulated, or reduced to a series of schemas or formulas without
disappearing.”
“…as a result of literature, life is better understood and better lived; and…living life
more fully necessitates living it and sharing it with others.”
All quotes taken from the essay, Why Literature? By Mario Vargas Llosa
Our literary journey this year will begin in the heart of Africa during the second half of
the 20th century but will soon take us back about 2500 years to ancient Greece. We will
then proceed on a tour of England, a side trip to America, a glimpse at various parts of
Europe with a brief visit to Russia, and will conclude on a boat in unknown waters. Time
will be pliable from our perspective. We will not follow a necessarily chronological path.
All of the wonderful and provocative literature detailed below will provide many
occasions for class discussion, written analyses, and creative assessment. The method
underlying my madness is to prepare you for the AP exam in May. I do not, however,
consider the objective of this course to be merely the achievement of a 5 on the AP test.
I want you to consider the above quotes from Vargas Llosa and to realize that literature
is foremost an enriching experience – one that will render us not only culturally literate
but also philosophically humane. We will touch upon numerous existential themes that
I hope will challenge and excite you.
GENERAL OVERVIEW
This is a reading and writing intensive class. Students will read approximately 15 major
literary works, a significant and varied selection of poetry and short stories, as well as
essays and some non-fiction. Each term, students will keep dialectical journals for all
major fiction, write analytical/interpretive essays, reflective essays, a number of in class
timed-writings, a research project, paraphrases of poetry selections, and one or two
creative/original pieces.
Direct writing instruction will be addressed with each assignment through teacher
feedback, individual writing conferences, focused areas of correction, grammar review,
and vocabulary enrichment.
SUMMER – PRE-TERM
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Mid-summer: Students will submit a 2-3 page thematic analysis of Robert Penn
Warren’s poem, “Evening Hawk” by August 4. The analysis must be supported with
textual evidence focusing on the use of diction to convey tone and meaning.
Required reading:How to Read Literature Like A Professor by Thomas Foster
The Poisonwood Bible by Barbara Kingsolver or
One Hundred Years of Solitude by Gabriel Garcia Marquez
(titles will alternate by year)
“Evening Hawk” by Robert Penn Warren (title will vary from year to
year)
Assignments: Students will keep a dialectical journal of at least 30 entries in which they
will respond to either novel on several levels, including reflective, interpretive, and
analytical (style, syntax, language). This journal will be submitted on the first day of
class. Also, students will submit a 4 – 6 page paper in which they will apply at least
three concepts from Foster’s book to an interpretation of either novel. Students will
devise a thesis to control the direction of the paper. This paper will be submitted on the
fourth day of the new term.
Students will be tested on summer reading at some point within the first two weeks of
the term.
TERM ONE
INDEPENDENT READING FOR THE TERM INCLUDES:
The Metamorphosis, Franz Kafka
The Stranger, Camus
Students will complete a dialectical journal for each independent reading.
Weeks 1-2
Class discussion will focus on the content of the AP course, the objectives and
expectations. A discussion of Foster’s book will provide a theoretical foundation for the
approach to literature we will take as the year proceeds with the caveat that other
critical theories will be introduced later in the term.
One class will be devoted to a review of the summer poetry assignment. Students will
reflect on their interpretation of the poem in an open discussion format. A critique of
some of the general writing problems found in their initial papers will ensue, focusing on
syntax, organization and usage issues that may have arisen.
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Two – three days will be devoted to a discussion of the novel. Using the Socratic
Seminar, students will introduce questions regarding the novel from the perspective of
characterization, style and thematic intentions.
As a transition from the summer reading discussions to the start of the first term, one
additional day will be devoted to a discussion of Gabriel Garcia Marquez’s short story
“The Very Old Man with Enormous Wings.” Students will be asked to conduct a close
reading of this story focusing on the use of symbol and satire. A brief, in-class timed
writing will be used to assess comprehension.
Weeks 3 – 7
GREEK TRAGEDY
ESSENTIAL QUESTION: From a Greek perspective, what is man’s place in the universe?
Background discussion will include:
o A brief look at mythology, its origins and anthropological connections
o A review of Jung’s theory of the collective unconscious and Joseph Campbell’s
commentary regarding myth and culture
o A history of Greek theater
o A focus on Apollo and Dionysus and the connection to id/ego/superego
o A look at the elements of tragedy as addressed in Aristotle’s Poetics
Students will read Sophocles’s Oedipus Rex, Oedipus at Colonus, and Antigone.
Oedipus Rex
o A focus on imagery and the use of irony will dominate class discussion of Oedipus
Rex.
o Student will participate in a Socratic Seminar to examine thematic issues
regarding the play. The controlling question: How does Sophocles’s philosophy
of universal harmony manifest itself in Oedipus Rex?
o Students will compose a four page analytical paper in which they respond to the
prompt: “The concept of human suffering loses all meaning if man does not
possess free will.” Textual evidence required. This paper, once assessed, will
be returned for a mandatory rewrite.
Oedipus at Colonus
o Students will read this play independently and will focus on the differences in
characterization of the protagonist Oedipus as he is portrayed in Oedipus Rex
and in this later play.
o A timed-writing will address the playwright’s intentions regarding the interrelationship between characterization and thematic intent. Prompt: How might
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Sophocles’s personal views on life, suffering and redemption be reflected in his
portrayal of Oedipus in his later play?
Antigone
o Students will preface their reading of the play with a reading and discussion of H.
D. Thoreau’s essay “On the Duty of Civil Disobedience”
o Students will apply Heraclitus’s theory of opposites to the structure,
characterization and language of the play
o Students will work in groups of 5. Each group will be assigned the task of staging
and performing an episode of the play. A rubric will be utilized by “audience”
members to assess the effectiveness of the interpretation.
The final writing assignment for this unit will be a reflective essay.
Prompt: Using Oedipus as the prototype, Aristotle provided us with the definitive
tragic protagonist – one by which all others would be measured. Using the criteria
established by Aristotle, is the concept of tragedy still applicable to our modern
world?
Examination: Independent reading #1 The Metamorphosis
Week 8 (3 days)
Text used: The Norton Introduction to Literature, Jerome Beatty and J. Paul Hunter
Critical Approaches (pp. A20-29)
To familiarize themselves with various schools of critical thought, students will be asked
to read the summaries of critical theory in the Norton Anthology and apply those
theories in an informal seminar fashion to the summer reading selection as well as to a
novel all students had read during junior year, The Great Gatsby. These theories will be
addressed in discussion throughout the remainder of the year.
Week 8 (2 days)
Intensive writing workshop: Focus areas will be use of subjunctive/conditional,
avoidance of passive voice, sentence combining and use of subordinate construction to
streamline the expression of ideas.
Weeks 9 – 10
POETRY – an eclectic introduction
Text used: Literature: An Introduction to Reading and Writing, Edgar V. Roberts and
Henry E. Jacobs
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This is a three-week unit that examines poetry of various styles and time periods,
focusing on the elements of poetry and the holistic confluence of those elements to
produce meaning. We will look at diction and tone, imagery and symbolism, figurative
language, musical devices, structure and style as seen in the work of Billy Collins, Robert
Herrick, Emily Dickinson, Thomas Hardy, Matthew Arnold, Louise Gluck, John Donne,
William Carlos Williams, Marge Peircy, William Shakespeare, Robert Pinsky, T. S. Eliot,
William Butler Yeats, Anne Sexton, Linda Pastan, and Sylvia Plath. Poetry may vary from
year to year. Students are also asked to bring in poetry or lyrics that are particularly
interesting to them.
In-class and homework assignments will include paraphrasing, reader
response/reflective papers, critical analyses determined by focus areas (diction,
imagery, structure, etc.), and reading through various critical lenses. All papers will be
subject to re-writes as necessary.
Sample writing assignment: View Vincent Van Gogh’s painting, Starry Night. Then
read Anne Sexton’s poem by the same name. Please explain how the diction in this
poem helps to create a sense of place and a topography of the mind. In effect,
consider how the poet gives shape and color to a place while, at the same time,
providing a map to her own consciousness.
Examination: Independent Reading #2 – The Stranger, Camus
Field Trip - Huntington Theatre Company’s production of Rabbit Hole
TERM TWO
INDEPENDENT READING: Students will select one from the following titles: Pride and
Prejudice, Austen; Sons and Lovers, Lawrence; Jude the Obscure, Hardy; Lord Jim, Conrad
Students will maintain a dialectical journal for the novel of choice,
Weeks 1 – 4
ESSENTIAL QUESTION: How does humanity respond to what is traditionally referred
to as the “force of evil”?
Introduction to the Anglo-Saxon Period
o Students will read Beowulf and The Wanderer
o Mini-research assignments will be given to groups of three students. Areas to be
examined will be: Anglo-Saxon society, the epic hero and the heroic code, the
role of women, aspects of Anglo-Saxon poetry, the history of the epic poem
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itself, and Tolkien’s view of Beowulf. Each group will be responsible for
presenting its findings to the class as a whole.
o Using Beowulf as a source, students will compose a “found poem” focusing on
the creation of tone.
o Examination – Anglo-Saxon Period
Weeks 5 - 8
Existential Interlude
In seminar fashion, students will discuss the history and philosophy of existentialism as a
warm-up for the novel Grendel. The novels read independently during the first term,
Metamorphosis and The Stranger, will become illustrations for the manifestation of
existentialism in literature.
Contemporary Fiction: John Gardner’s Grendel
o Students will read Gardner’s “prequel” to the Beowulf story
o Each student will be responsible for the teaching of a chapter from the novel,
focusing on Gardner’s use of the Zodiac, the heroic code featured within the
chapter, the philosophical movement woven into the chapter, and new
vocabulary.
o Reflective writing assignment: The character Grendel struggles with his
intuitive and emotional response to the art of the Shaper. Art/Poetry was seen
as a way of masking reality through the celebration of the heroic code.
Examine the role that art plays in your own life. Please consider any/all forms
of art that you find have made some impact on the conduct of your life. (i.e.
painting, sculpture, music, literature)
RESEARCH PAPER – independent project
The research component of the AP course will be an ongoing project over the course of
three months. Students are asked to choose a writer from a given list and to become
“experts” on that writer.
o They will begin by choosing one major work of the writer, or, in the case of a
poet or playwright, a body of significant work by that writer.
o Upon completion of the reading, students will compose a 4 – 5 page preliminary
analysis of the work. Choosing one major aspect of the work, student will devise
a thesis to control the focus of the paper and supply textual evidence to support
that thesis.
o Students will then begin to research the life and times of the writer, focusing on
influences which may have shaped that writer’s work. If a particular genre is
pertinent to the writer of choice, the student will be asked to examine the
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o
o
o
o
characteristics of that genre (i.e. magical realism, dystopian fiction). A working
bibliography and note cards will be submitted for evaluation.
In the next stage of research, students will examine critical responses to the
work of the writer, especially those remarks which are pertinent to the featured
novel, poetry, or play(s).
Students will schedule an appointment for a one-on-one writing conference with
the instructor
Students will submit a thesis statement, outline and rough draft for initial
review.
The final paper, organized by the internal logic of the paper’s thesis, will require
students to synthesize information, design and compose a unified, 16 – 20 page
treatment of the author’s work in relation to the historical, social, and personal
context that may have influenced that writer. Students will follow MLA
guidelines.
Weeks 9 – 10
In preparation for the mid-term, students will practice released AP exams. They will
utilize strategies for the multiple choice section, practice timed writings for the poetry
and prose passages, and write a free-response essay in class. A mock AP exam will be
used in lieu of a traditional midterm.
TERM THREE
INDEPENDENT READING: OTHELLO / BRAVE NEW WORLD
ESSENTIAL QUESTIONS:
 In light of man’s existential dilemma, how have the concept of tragedy and the
portrayal of the tragic figure evolved?
 How has dystopian fiction addressed the “human condition?”
Weeks 1 – 6
RENAISSANCE/ SHAKESPEARE
SONNETS
Students will examine the structure, language and theme of a selection of Shakespeare’s
sonnets. To assess understanding, students will be given an unfamiliar sonnet to
analyze in a timed writing according to a given prompt.
HAMLET
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This unit is an intense study of the language and meaning of Shakespeare’s most
enigmatic play. Students will read and hear the play performed, using the BBC radio
production directed by Kenneth Branaugh. Several scenes from filmed versions will be
shown for comparison of interpretation. In the course of the unit students will
o Paraphrase and discuss selected excerpts
o Maintain a primarily reflective dialectical journal for each act
o Be assigned to “imagery” groups to identify as many specific images, explore the
context of those images, and determine to what extent those images enhance
the meaning of the play. Groups will share their findings with the class.
o Perform two selected scenes from the play: Act III, scene iv and Act V, scene i.
Students will take the roles of actors, director, set designers, costume/prop
managers, and critics to determine just how they think Shakespeare would want
his play to be performed. Emphasis is on close-reading of text for interpretation
of mood, characterization, and motivation.
o Write three analytical papers.
o The first paper will be an analysis of the third soliloquy in performance.
Students will view Olivier, Gibson, and Branaugh deliver the famous
soliloquy and compare the directorial choices based on a close reading of
the text.
o The second paper will examine the death of Ophelia from the account
given by Gertrude as opposed to the remarks made by the gravediggers
in the following act. Students will be asked to determine which account
bears more truth and what motivations underlie each account.
o The third and final paper will be not only a culmination of the
Shakespeare unit but also an opportunity to go back to the concerns of
the first term and apply the Aristotelian theory of tragedy to the
“modern” vision of Shakespeare. [Prompt: We began the year with
Greek Drama. In the course of our examination of tragedy, we
examined the ideas of Aristotle regarding his criteria for a tragic
protagonist. Essentially, what you have experienced in our journey
through literature this year is that the concept of tragedy, in effect,
encompasses the human condition. Our application of this concept,
therefore, involves our viewing tragedy as a universal experience – one
which literature has portrayed for us many, many times. Your task is to
apply your understanding of the classical definition of a tragic
protagonist to a more modern experience using Hamlet and Othello as
examples.]
Weeks 7 - 9
AGE OF REASON transition to THE ROMANTIC PERIOD
Text used: Adventures in English Literature, William Bassell, et. al. Eds. Harcourt Brace
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This is a short unit designed to supplement the previous introductory unit on poetry, as
well as to focus on developing trends in literature. In both short, in-class writings and
longer expository/ analytical papers, as well as class discussion, students will
o look briefly at the work of Pope and Swift to determine the basic characteristics
of the Neoclassical age.
o read selected poetry of Blake, Wordsworth, Coleridge, Shelley and Keats to
identify trends and values of the period in reaction to the preceding age.
o identify Blake’s rejection of the destructive forces of reason and industrialization
as seen in his Songs of Innocence and Experience.
o assess the imaginative process in the Romantic Movement.
o apply Wordsworth’s definition of poetry as “powerful emotions recollected in
tranquility” to an analysis of several of his sonnets and “Lines Composed Above
Tintern Abbey.”
o examine Coleridge’s “suspension of disbelief” in light of his “The Rime of the
Ancient Mariner” and Kubla Khan.
o Identify Shelley’s political and revolutionary zeal as manifested in selected
poems
o Closely examine Keats’s Odes for structure, diction, synaesthesia, and theme.
TERM FOUR
INDEPENDENT READING: Crime and Punishment, Dostoevsky
ESSENTIAL QUESTION: In light of our journey through time and literature, how should
we respond to our initial question: What is man’s place in the universe?
Weeks 1 - 3
In the final few weeks of the year, students will read Crime and Punishment, an example
of an existential novel that takes the leap of faith. In class, pairs of students will
conduct class discussions of the novel, according to pre-determined chapters and
sections, utilizing various interpretive skills honed through the past three terms. They
will be asked to apply appropriate critical approaches to their discussions. Each pair will
submit a written analysis of the selected chapters with textual support to be shared with
the class as a whole.
Week 4
Final preparation for AP exam.
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Weeks 5 – 6
Rosencrantz and Guildenstern Are Dead, Tom Stoppard
o Students will read and perform scenes from the play in class focusing on the
comedic and tragic elements of Theatre of the Absurd.
o For their final reflective/analytical essay, students will respond to the following
prompt: “Rosencrantz and Guildenstern Are Dead proves to be an apt
expression of our dilemmas and doubts…Uncertainty is a sign not necessarily
of a weak and wavering mind but often of a venturous mind prying out truths
not simple to assess.” (Tom Prideaux, 1968) Discuss the above in relation to
the play.
TEXTS
Bassell, William, et. al. Eds. Adventures in English Literature. Pegasus Edition.
Orlando: Harcourt Brace, Jovanovich, 1989.
Beaty, Jerome and J. Paul Hunter. Eds. The Norton Introduction to Literature. 7th
Edition. New York: W. W. Norton & Company, 1998.
Beowulf. Seamus Heaney, trans. New York: W. W. Norton & Co., 2000.
Camus, Albert. The Stranger. New York: Vintage International, 1988.
Dostoevsky, Feodor. Crime and Punishment. Constance Garnett, trans. New York:
Amsco School Publications, 1970.
Foster, Thomas C. How to Read Literature Like a Professor: A Lively and Entertaining
Guide to Reading Between the Lines. New York: Harper Collins, 2003.
Garcia Marquez, Gabriel. One Hundred years of Solitude. New York: Harper, 1991.
Gardner, John. Grendel. New York: Random House, 1971.
Griffith, Kelley. Writing Essays about Literature: A Guide and Style Sheet. 5th Edition.
New York: Harcourt Brace, 1998.
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Kafka, Franz. The Metamorphosis. New York: Bantam Dell, 1972.
Kingsolver, Barbara. The Poisonwood Bible, New York: Harper Collins, 1998.
The Oedipus Plays of Sophocles. Paul Roche, trans. New York: Penguin Books, 1991.
Roberts, Edgar V. and Henry E. Jacobs. Literature: An Introduction to Reading and
Writing. 6th Edition. New Jersey:Prentice Hall, 2001.
Shakespeare, William. Othello. Norman Sanders, Ed. Cambridge: Cambridge
University Press, 1984.
Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. New York: Amsco
Schoo Publications, 1970.
Stoppard, Tom. Rosencrantz and Guildenstern Are Dead. New York: Grove Press, 1967.
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