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eSchool Course Syllabus Syllabus for English 4, Semester 1

The Plano ISD eSchool Mission is to create a borderless classroom based on a positive student-teacher relationship that fosters independent, innovative critical thinking and empowers students to thrive, contribute, and compete in a global society.

Course Number: 03220400

Course Title: English 4 Semester 1

Communications

All communication with your teacher will be through the utilization of electronic tools such as email and discussion boards. Your assignments will be submitted directly into the Blackboard Learning Management System. You will receive a Welcome email from your teacher when your course is ready for you. You may email your teacher at any time with questions that you might have.

Course Description

English 4, Semester 1 consists of four units that explore human motivation throughout several centuries of representational British literature, culminating in a fifth unit that invites students to explore their own motivation. The pieces in this course range from the earliest known works in the English language to a 20th century novel. As students engage with the required literature, they will contemplate this question: What motivates humanity?

Characteristics evident in the literary genres of the epic, the short story, the comedy, the tragedy, and the novel will be analyzed and evaluated, along with the motivations of the characters and authors. In addition to these literary works, students will also analyze and evaluate contemporary film approaches to the works of Shakespeare, as well as contemporary fiction, nonfiction, and media. Interaction with these works of literature will enable the student to understand the development of the English language and literature, to appreciate the unique perspective of an author, to make connections among universal themes presented in works of fiction as revealed by the underlying motivations and behaviors of the characters, and to communicate effectively in various forms of writing.

Course Objectives and Student Learning Outcomes

Upon successful completion of this course, the student will be able to:

• analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts, and support understanding with text evidence;

• analyze and explain the development of the English language;

• comprehend selections using a variety of strategies;

• identify relevant details;

• express and support responses to various types of texts and media;

• analyze literary elements for their contributions to meaning;

• describe the development of plot;

• identify conflicts and their resolutions;

• identify theme;

• write in various forms including analytical, persuasive, and expository, as well as literary forms such as fiction, poetry, drama, and media scripts;

• write in appropriate voice and type for the audience and purpose;

• use the composing process to develop drafts which are refined for formal writing

Prerequisites

Basic computer skills are necessary to progress normally through your online course. It is not necessary to be an expert, but a student must know how to use the basic capabilities of a computer: e.g. using the keyboard and mouse, Internet browsing, and open/save files on your computer.

Hardware: Students must have a working, current computer available, with adequate storage to download and save large files. A display of at least 1024X768 resolution is preferred. A sound card and speakers will be required for most courses, and a microphone is required for language courses. The availability of a printer is recommended

Software/Applications: Microsoft Office (2007 or higher) or a similar word processing, spreadsheet and presentation manager is required. A current version of a web browser (such as Internet Explorer, Cortana, Firefox, Safari, Chrome), is required. Adobe Acrobat Reader (free download) is required in many courses.

Internet Connectivity: Students must have availability of a working Internet connection. Direct high-speed Internet connection is recommended.

Email: Students must have an active, functioning email account with an “appropriate” email address to use for communicating with your teacher throughout the course and for communications with the eSchool office.

Course Materials

No textbooks are required for this course. However, you will need to obtain a movie for Unit 3. The materials for Units 1, 2, and 4 are included in the course.

For Unit 3, you will choose one of two paths (tragedy or comedy) to pursue in your study of one of Shakespeare’s plays. You will need to acquire one of the following movies in a format that will allow you to view it multiple times during the course of completing the unit:

Tragedy:

● Hamlet (1990); Rating: PG; Director: Franco Zeffirelli; Starring: Mel Gibson, Glenn Close, Alan Bates

OR

● Hamlet (2009); Rating: PG; Director: Gregory Doran, Royal Shakespeare Company; Starring: David Tennant, Patrick Stewart, Penny Downie

OR

Comedy:

● Much Ado about Nothing (1993) Rating: PG-13; Director: Kenneth Branagh; Starring: Kenneth Branagh, Emma Thompson, Keanu Reeves

Course Management Policies

The instructor adapts to the district IEP whenever instructionally and technically possible.

Academic Integrity/Copyright Policy:

Academic integrity violations, plagiarism, and copyright violations will not be tolerated. The Introductory unit of your course will teach you the details of PISD’s expectations on such topics. Your teacher will utilize plagiarism check tools throughout the course.

Online Etiquette (“Netiquette”):

Netiquette is meant to help you communicate professionally and effectively in an online collaborative setting. Students will follow all guidelines relating to internet etiquette and will communicate respectfully with all people. The Introductory unit of your course will teach you the details of PISD’s expectations on such topics. Your course will contain discussion boards, journals, blogs and/or wikis where your “netiquette” is important.

Privacy Policy:

Plano ISD’s FERPA policy may be found at http://pol.tasb.org/Policy/Code/312?filter=FL

Grading and Evaluation

In order to earn credit for an online course, a student must:

1. complete all course work

and

2. in that process of completing all course work, earn a passing average of at least 70.

That average is determined by the number of points that a student earns divided by the total number of points available in the course.

For example, if you earn 1950 points in the course, your grade will be:

1950 ÷ 22.76 = 85.67 for a grade of 86.

A student or parent may check the course grade at any time. The first step is to log into the course. On the toolbar to the left, click the tab for Tools, and then click My Grades.

Teacher discretion may always be used when accepting and grading work. Please note that a teacher may deduct points for work submitted past the student’s specific due date/s. If all course work is not submitted before the specified course end date, the student will not be awarded credit for the course.

http://pol.tasb.org/Policy/Code/312?filter=FL

Assessments:

All courses contain a number of self-assessments (allowing the student to gauge their understanding of the material before proceeding to a graded assessment. Graded assessments include quizzes as well as exams. The student’s school district (known as the receiving district), is required to prove proctors for major exams.

Class Participation:

Every student will have a specific schedule for completing and submitting assignments and tests. Students are required to adhere to their schedule. Students must maintain consistent email communication with their teacher. Students must complete the discussion assignments and collaborative activities throughout the course. Students who are not adhering to their course schedule, or students who are not maintaining the basic requirements of participation, such as maintaining email communication with their teacher, may be dropped from the course.

Drop Policy:

Students may choose to drop the course within 15 days from their start date without penalty. Notify your school’s/district’s site coordinator to have them indicate such a drop situation to TxVSN.

Unit Course Content and Assignments

Introductory Unit Introductory Unit

Unit Objectives

Upon completion of this unit, the student will be able to:

• understand terms related to academic integrity such as plagiarism, cheating, paraphrasing, quoting, citing, public domain, fair use, academic dishonesty, copyright, self-plagiarism;

• identify guidelines for avoiding academic dishonesty;

• identify guidelines for Netiquette to be followed during this course;

• use basic Internet and software skills necessary to complete this course;

• use Discussion Boards in this course; and

• demonstrate mastery of the introductory unit objectives.

Assignments

• Email Tips and Protocol Activity

• Introductory Journal/Video

• Goal Setting Activity

• Plagiarism and Netiquette – Notes and Activities

• Navigating Blackboard and Submitting Assignments Practice

• Evaluating Websites

• Databases/Video

• Academic Integrity Pledge

Discussion

• Netiquette Discussion Board

Unit 1 Unit 1 - Beowulf: Exploring Motivation through Heroism

Unit Objectives:


• read critically to analyze text;

• recognize and analyze the characteristics of the epic poem and epic hero;

• make real world and thematic connections to Anglo-Saxon poetry;

• compare and contrast universal themes across literary periods and genres as well as contemporary real-world events;

• analyze the development of the English language from its earliest roots;

• use the elements of the writing process to compose text;

• employ precise language to communicate ideas clearly and concisely;

• recognize, analyze, and utilize persuasive writing techniques;

Multimedia / Presentation

• Characteristics of the Epic 2 Video

• Characteristics of the Epic Presentation

• Beowulf Introduction Presentation

• The World of Beowulf

• The Story of Beowulf

• Persuasive Devices Presentation

• 1992 Earth Summit Rio de Janeiro Video

• Dead Poets Society Mr. Keating’s Walt Whitman Speech Video

• The Greatest Speech Ever – RFK Announcing the Death of Martin Luther King Video

Assignments

• Beowulf’s 1st Speech Post-Reading Questions

• Beowulf’s 2nd Speech Post-Reading Questions

• Beowulf’s 3rd Speech Post-Reading Questions

• Beowulf Vocabulary Study

• Language Study: Hyphen, Dash, Metaphor and Simile

Unit Course Content and Assignments • Identifying Persuasive Elements Activity

• Persuasive Essay Prewriting

• Persuasive Essay Final Draft

• Persuasive Speech Video

Readings

• Characteristics of the Epic Hero Handout

• Beowulf’s 1st Speech Reading

• Beowulf’s 2nd Speech Reading

• Beowulf’s 3rd Speech Reading

• Excerpt from John Gardner’s novel Grendel Discussion

• Beowulf’s 1st Speech Post-Reading Discussion Board

• Beowulf’s 2nd Speech Post-Reading Discussion Board

Wiki

• Human Motivations Wiki

Assessment

• Persuasive Essay First Draft Editing Submission and Quiz

Unit 2 Unit 2 - Canterbury Tales: Exploring Motivation through Satire

Unit Objectives:


• recognize, analyze, and utilize satirical devices

• analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters

• analyze, compare, and contrast universal themes across literary periods and genres as well as contemporary real-world events

• compare and contrast the effects of different forms of narration across various genres of fiction;

• evaluate how an issue is represented across various media to understand the notions of bias, audience, and purpose;

• identify conflicts and how they are addressed and resolved; and,

• write to formulate questions, refine topics, clarify ideas, discover, record, and learn.


• An Introduction to Chaucer’s Canterbury Tales Presentation

• Satire: An Introduction Presentation

• Take a Closer Look at Chaucer’s Pilgrims Presentation

Assignments

• Satire Introduction Vocabulary Activity

• “The Nuns’ Priest’s Tale” Reading Check Questions

• “The Wife of Bath’s Tale” Reading Check Questions

• “The Pardoner’s Tale” Reading Check Questions

• Canterbury Tales Reading Check Questions

• Canterbury Tales Choice Activity

• Canterbury Tales Crossword Puzzle

• Satirical Writing Choice Activity

• People Behaving Badly Essay Prewriting and First Draft

• People Behaving Badly Essay Final Draft

Readings

Unit Course Content and Assignments • Canterbury Tales Pilgrim Descriptions

• Canterbury Tales Readings

• The Canterbury Tales by Geoffrey Chaucer

• “Good Country People” by Flannery O’Connor

• “Where Are You Going? Where Have You Been?” by Joyce Carol Oates

• “Footfalls” by Wilbur Daniel Steele

• “The Life You Save May Be Your Own” by Flannery O’Connor

Blog

• Pilgrimage Blog

Discussion

• Personal Motivations discussion Board

Journal

• Modern Satire Journal

Wiki


Assessments

• People Behaving Badly Essay Prewriting and First Draft Editing Submission and Quiz

Unit 3 Unit 3 - Shakespeare: Exploring Motivation through Tragedy or Comedy

Unit Objectives:


• read and evaluate critically to analyze text;

• analyze development and purpose of five-act plot structure;

• understand elements of Shakespearean comedy/tragedy;

• identify conflicts and how they are addressed and resolved;

• recognize themes and connections both within and across text and media;

• analyze film in order to get the main idea or theme of the message’s content;

• make real world and personal connections to the world and literature of Shakespeare;

• analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters


• Choose Your Path: Comedy or Tragedy

• Hamlet or Much Ado About Nothing – Introduction to the Play • Hamlet or Much Ado About Nothing Preparing to View Act I • Hamlet or Much Ado About Nothing Preparing to View Act II • Hamlet or Much Ado About Nothing Preparing to View Act III • Hamlet or Much Ado About Nothing Preparing to View Act IV • Hamlet or Much Ado About Nothing Preparing to View Act V • Movies (acquiring and viewing one of the following movies is

required):

o Much Ado about Nothing (1993) Rating: PG-13; Director: Kenneth Branagh

o Hamlet (1990) - Rating: PG; Director: Franco Zeffirelli o Hamlet (2009) - Rating: PG; Director: Gregory Doran, Royal Shakespeare Company

Assignments

• Shakespeare Scavenger Hunt

Unit Course Content and Assignments • Choosing Your Path Ticket Permission Form

• Shakespearean Insults

• Hamlet or Much Ado About Nothing – Act I Post-Viewing Questions • Hamlet or Much Ado About Nothing Act I Enrichment Activity 1

• Hamlet or Much Ado About Nothing Act I Enrichment Activity 2

• Hamlet or Much Ado About Nothing – Act II Post-Viewing Questions • Hamlet or Much Ado About Nothing Act II Enrichment Activity • Hamlet or Much Ado About Nothing – Act III Post-Viewing

Questions • Hamlet or Much Ado About Nothing Act III Enrichment Activity • Hamlet or Much Ado About Nothing – Act IV Post-Viewing

Questions • Hamlet or Much Ado About Nothing Act IV Enrichment Activity • Hamlet or Much Ado About Nothing – Act V Post-Viewing Questions • Hamlet or Much Ado About Nothing Act V Enrichment Activity • Hamlet or Much Ado About Nothing Compose Your Own Soliloquy Readings

• Hamlet by William Shakespeare

• Much Ado about Nothing by William Shakespeare

Discussion

• Hamlet or Much Ado About Nothing Act I Discussion Board

• Hamlet or Much Ado About Nothing Act IV Discussion Board

Journal

• Hamlet or Much Ado About Nothing Act II Journal

• Hamlet or Much Ado About Nothing Act III Journal

• Hamlet or Much Ado About Nothing Act V Journal

Unit 4 Unit 4 - 1984: Exploring Motivation through the Lens of Oppression

Unit Objectives:


• make real world and personal connections to twentieth century literature;

• relate characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time;

• analyze how plot structures and devices function and advance the action in a work of fiction;

• analyze textual context to draw conclusions about the nuance in word meanings;

• analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters;

• recognize themes and connections both within and across texts and media;

• analyze, make inferences, and draw conclusions about expository text and media;

• organize and present information with analysis that supports and develops personal opinions;

• employ precise language to communicate ideas clearly and concisely


• 1984 Background Information Presenation

Assignments

• 1984 Vocabulary

• Reading/Writing Activity Passage 1






• What Does it Have to Do with the Real World?

Unit Course Content and Assignments • Dystopian Brochure

Readings

• Introduction to1984 by George Orwell

• 1984 by George Orwell

• Brave New World (excerpts) by Aldous Huxley

Discussion

• Reading/Writing Activity Passage 7 Discussion Board

Wiki


Assessments

• Language Study: Syntax Quiz

Unit 5: Culminating

Project

Unit 5 - Exploring Your Motivation

This unit consists two parts, both to be submitted to the teacher:

Assignments

• Culminating Assessment Part 1 - A preparatory assignment reviewing the characters from the preceding units

• Culminating Assessment Part 2 - Media Presentation

TEKS Alignment

§110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English IV, students will engage in

activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.

(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.

(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in English IV as described in subsection (b) of this section.

(4) To meet Texas Education Code, §28.002(h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(b) Knowledge and skills.

Source: The provisions of this §110.34 adopted to be effective September 4, 2008, 33 TexReg 7162.

TEKS Bloom’s Reqm’nt How / where addressed

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

Understand

First Semester: U1A24 - Persuasive Appeals and Devices (PPT), U2A3 - Satire Introduction (PPT); U2A4 - Satire Introduction Vocabulary Activity; U2A24 - Language Study - Canterbury Crossword (Part 1); U2A25 - Canterbury Language Study Crossword (Part 2); U306M - Introduction to the Play; U307M - Introduction to the Play Slides; 306H - Introduction to the Play; 307H - Introduction to the Play Slides

Second Semester: U1A5 - Dystopian Literature Google Slides; U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium: Activity; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film: Activities

(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

Analyze

First Semester: U1A22 - Beowulf Vocabulary Study; U1A24 - Persuasive Appeals and Devices (PPT); U2A3 - Satire Introduction (PPT); U2A24 - Language Study - Canterbury Crossword (Part 1); U2A25 - Canterbury Language Study Crossword (Part 2); ; U3A5 - Shakespearean Insults; U3A11 - Act I Enrichment Activity 1; U3A15 - Act II Enrichment Activity 1; U3A19 - Act III Enrichment Activity; U4A3 - 1984 Vocabulary Information (Part 1); U4A25 - 1984 Vocabulary Information (Part 2);

Second Semester: U1A7-9 - Short Stories Enrichment Activity (“Repent, Harlequin, Said the TickTock Man”);

(C) use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);

Apply

Second Semester: U1A6 - Language Lesson: Greek and Latin Roots in Analogies

(D) analyze and explain how the English language has developed and been influenced by other languages; and Analyze

First Semester: U2A1 - An Introduction to Chaucer’s The Canterbury Tales (PPT); U2A24 - Language Study - Canterbury Crossword (Part 1); U2A25 - Canterbury Language Study Crossword (Part 2); U3A5 - Shakespearean Insults;

(E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.

Apply

First Semester: U1A22 - Beowulf Vocabulary Study; U2A24 - Language Study - Canterbury Crossword (Part 1); U2A25 - Canterbury Language Study Crossword (Part 2); U3A5 - Shakespearean Insults; U3A11 - Act I Enrichment Activity 1; U3A15 - Act II Enrichment Activity 1; U3A19 - Act III Enrichment Activity;

Second Semester: U1A7-9 - Short Stories Enrichment Activity (“Repent, Harlequin, Said the TickTock Man”); U2A6 - Poetic Structure, Forms and Devices Google Slides; U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) compare and contrast works of literature that express a universal theme;

Analyze

First Semester: U1A8 - Pre-Reading Discussion Board Activity; U1A17 - Beowulf Speech 2 Post Reading Activity Part 1; U1A36 - Human Motivations Wiki Overview; U2A1 - An Introduction to Chaucer’s The Canterbury Tales (PPT); U2A5 - Introducing Chaucer’s Pilgrims (PPT); U2A23 - Canterbury Tales Analysis Choice Assignment; U2A30 - People Behaving Badly (Part 1) - Essay Overview and Short Story Summaries; U3A16 - Act II Journal; U4A1 - Unit 4 Introduction; U4A29 - Human Motivations Wiki Assignment 4; U5A1 - Semester 1 Culminating Assessment (Part 1)

Second Semester: U2A7d - Death Be Not Proud Guided Annotations; U2A8c - The World Is Too Much With Us Reading Self Check; U2A8d - The World Is Too Much With Us Guided Annotations; U2A9c - Ozymandias Reading Self Check; U2A9d - Ozymandias Guided Annotations; U2A10c - Porphyria’s Lover Reading Self Check; U2A10d - Porphyria’s Lover Guided Annotation; U2A11d - The Hollow Men Guided Annotations; U2A12c - Musee Des Beaux Arts Reading Self Check; U2A12d - Musee Des Beaux Arts Guided Annotations

(B) compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and

Analyze

First Semester: U307M - Introduction to the Play Slides; U306H - Introduction to the Play; U307H - Introduction to the Play Slides; U3A10 - Act I Discussion Board; U3A14 - Post-Viewing Questions Act II; U3A18 - Post-Viewing Questions Act III; U3A22 - Post-Viewing Questions Act IV; U3A23 - Act IV Discussion Board; U3A24 - Act IV Enrichment Activity; U3A26 - Post-Viewing Questions Act V; U3A27 - Act V Enrichment Activity; U4A1 - Unit 4 Introduction; U2A7 - Death Be Not Proud Reading Self Check;

(C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

Analyze

First Semester: U1A9 Beowulf Speech 1; U1A11 - Beowulf Speech 1 Reading Check; U1A14 - Beowulf Speech 2; U1A16 - Beowulf Speech 2 Reading Check; U1A19 - Beowulf Speech 3; U1A21 - Beowulf Speech 3 Reading Check; U2A1 - An Introduction to Chaucer’s The Canterbury Tales (PPT); U2A7 - The Knight Reading Questions; U2A8 - The Friar Reading Questions; U2A9 - The Wife of Bath Reading Questions; U2A10 - The Miller Reading Questions; U2A11 - The Parson Reading Questions; U2A13 - Canterbury Tales Reading Assignment; U2A14 - The Nun’s Priest Tale; U2A15 - The Nun’s Priest’s Tale Self Check Questions; U2A16 - The Nun’s Priest’s Tale Reading Check Questions; U2A17 - The Wife of Bath’s Tale; U2A18 - The Wife of Bath’s Tale Self Check Questions; U2A19 - The Wife of Bath’s Tale Reading Check Questions; U2A20 - The Pardoner’s Tale; U2A21 - The Pardoner’s Tale Self Check Questions; U2A22 - The Pardoner’s Tale Reading Check Questions; U3A11 - Act I Enrichment Activity 1; U3A14 - Post-Viewing Questions Act II; U3A15 - Act II Enrichment Activity 1; U3A18 - Post-Viewing Questions Act III; U3A19 - Act III Enrichment Activity; U3A22 - Post-Viewing Questions Act IV; U3A23 - Act IV Discussion

Board; U3A26 - Post-Viewing Questions Act V; U3A27 - Act V Enrichment Activity; U4A2 - 1984 Background Information (PPT); U4A1 - Unit 4 Introduction; U3A10 - Act I Discussion Board; U5A1 - Semester 1 Culminating Assessment (Part 1)

Second Semester: U1A7-9 Short Stories: Short Story Readings, Short Story Self Checks; U1A7b - Short Story Choice 1 Study Questions; U1A7c - Short Story Choice 1 Dystopian Chart; U1A8b - Short Story Choice 2 Study Questions; U1A8c - Short Story Choice 2 Dystopian Chart; U1A9b - Short Story Choice 3 Study Questions; U1A9c - Short Story Choice 3 Dystopian Chart; U1A14 - Dystopian Novel Part 1 Reading Check; U2A7d - Death Be Not Proud Guided Annotations; U2A8d - The World Is Too Much With Us Guided Annotations; U2A9d - Ozymandias Guided Annotations; U2A10d - Porphyria’s Lover Guided Annotation; U2A11d - The Hollow Men Guided Annotations; U2A12d - Musee Des Beaux Arts Guided Annotations; U2A14 - Dystopian Novel Part 2 Reading Check; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U3A15 - Dystopian Novel Part 3 Reading Check

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:

(A) evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.

Evaluate

First Semester: U1A9 Beowulf Speech 1; U1A14 - Beowulf Speech 2; U1A19 - Beowulf Speech 3; U2A1 - An Introduction to Chaucer’s The Canterbury Tales (PPT); U2A7 - The Knight Reading Questions; U2A8 - The Friar Reading Questions; U2A9 - The Wife of Bath Reading Questions; U2A12 - The Pardoner Reading Questions;U2A10 - The Miller Reading Questions; U2A11 - The Parson Reading Questions;U2A12 - The Pardoner Reading Questions; U2A13 - Canterbury Tales Reading Assignment; U2A14 - The Nun’s Priest Tale; U2A15 - The Nun’s Priest’s Tale Self Check Questions; U2A16 - The Nun’s Priest’s Tale Reading Check Questions; U2A17 - The Wife of Bath’s Tale; U2A18 - The Wife of Bath’s Tale Self Check Questions; U2A19 - The Wife of Bath’s Tale Reading Check Questions; U2A20 - The Pardoner’s Tale; U2A21 - The Pardoner’s Tale Self Check Question; U2A22 - The Pardoner’s Tale Reading Check Questions; U3A11 - Act I Enrichment Activity 1; U3A15 - Act II Enrichment Activity 1; U3A19 - Act III Enrichment Activity

Second Semester: U1A10-11 - Poetry Readings; U1A10a - Poem Choice 1 Study Questions;

U1A11a - Poem Choice 2 Study Questions; U2A6 - Poetic Structure, Forms and Devices Google Slides; U2A7b - Death Be Not Proud - Reading; U2A7c - Death Be Not Proud Reading Self Check; U2A7d - Death Be Not Proud Guided Annotations; U2A8b - The World Is Too Much With Us Reading; U2A8c - The World Is Too Much With Us Reading Self Check; U2A8d - The World Is Too Much With Us Guided Annotations; U2A9b - Ozymandias Reading; U2A9c - Ozymandias Reading Self Check; U2A9d - Ozymandias Guided Annotations; U2A10b - Porphyria’s Lover Reading; U2A10c - Porphyria’s Lover Reading Self Check; U2A10d - Porphyria’s Lover Guided Annotation; U2A11b - The Hollow Men Reading; U2A11d - The Hollow Men Guided Annotations; U2A12b - Musee des Beaux Arts Reading; U2A12c - Musee des Beaux Arts Reading Self Check; U2A12d - Musee des Beaux Arts Guided Annotations

(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:

(A) evaluate how the structure and elements of drama change in the works of British dramatists across literary periods.

Evaluate First Semester: U306M - Introduction to the Play; U307M - Introduction to the Play Slides; U306H - Introduction to the Play; U307H - Introduction to the Play Slides; U3A10 - Act I Discussion Board; U3A11 - Act I Enrichment Activity 1; U3A14 - Post-Viewing Questions Act II; U3A15 - Act II Enrichment Activity 1; U3A18 - Post-Viewing Questions Act III; U3A22 - Post-Viewing Questions Act IV; U3A23 - Act IV Discussion Board; U3A24 - Act IV Enrichment Activity; U3A26 - Post-Viewing Questions Act V; U3A27 - Act V Enrichment Activity

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction;

Analyze First Semester: U1A3 Characteristics of an Epic Hero Handout; U1A11 - Beowulf Speech 1 Reading Check; U1A16 - Beowulf Speech 2 Reading Check; U1A21 - Beowulf Speech 3 Reading Check; U2A14 - The Nun’s Priest Tale; U2A16 - The Nun’s Priest’s Tale Reading Check Questions; U2A17 - The Wife of Bath’s Tale; U2A18 - The Wife of Bath’s Tale Self Check Questions; U2A19 - The Wife of Bath’s Tale Reading Check Questions; U2A20 - The Pardoner’s Tale; U2A22 - The Pardoner’s Tale Reading Check Questions; U2A23 - Canterbury Tales Analysis Choice Assignment; U2A30 - People Behaving Badly (Part 1) - Essay Overview and Short Story Summaries; U4A4 - 1984 Reading Passage 1; U4A6 - Passage 1 Reading/Writing Activity; U4A7 - 1984 Reading Passage 2; U4A9 - Passage 2 Reading/Writing Activity; U4A10 - 1984 Reading Passage 3; U4A12 - Passage 3 Reading/Writing Activity; U4A13 - 1984 Reading Passage 4; U4A16 - 1984 Reading Passage 5; U4A19 - 1984 Reading Passage 6; U4A22 - 1984 Reading Passage 7

Second Semester: U1A5 - Dystopian Literature Google Slides; U1A7-9 Short Stories: Short Story Readings, Short

Story Self Checks; U1A7b - Short Story Choice 1 Study Questions; U1A7c - Short Story Choice 1 Dystopian Chart; U1A8b - Short Story Choice 2 Study Questions; U1A8c - Short Story Choice 2 Dystopian Chart; U1A9b - Short Story Choice 3 Study Questions; U1A9c - Short Story Choice 3 Dystopian Chart; U1A14 - Dystopian Novel Part 1 Reading Check; U2A14 - Dystopian Novel Part 2 Reading Check; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film: Activities; U3A15 - Dystopian Novel Part 3 Reading Check

(B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters;

Analyze First Semester: U1A2 Unit 1 Introduction; U1A12 - Beowulf Speech 1 Post-Reading Assignment (Part 1); U2A14 - The Nun’s Priest Tale; U2A16 - The Nun’s Priest’s Tale Reading Check Questions; U2A17 - The Wife of Bath’s Tale; U2A18 - The Wife of Bath’s Tale Self Check Questions; U2A19 - The Wife of Bath’s Tale Reading Check Questions; U2A20 - The Pardoner’s Tale;U2A21 - The Pardoner’s Tale Self Check Questions; U2A22 - The Pardoner’s Tale Reading Check Questions; U2A23 - Canterbury Tales Analysis Choice Assignment; U2A30 - People Behaving Badly (Part 1) - Essay Overview and Short Story Summaries; U3A16 - Act II Journal; U3A20 - Act III Journal; U4A9 - Passage 2 Reading/Writing Activity; U4A12 - Passage 3 Reading/Writing Activity; U4A29 - Human Motivations Wiki Assignment 4; U5A1 - Semester 1 Culminating Assessment (Part 1)

Second Semester: U1A5 - Dystopian Literature Google Slides; U1A7-9 Short Stories: Short Story Readings, Short Story Self Checks; U1A7b - Short Story Choice 1 Study Questions; U1A7c - Short Story Choice 1 Dystopian Chart; U1A8b - Short Story Choice 2 Study Questions; U1A8c - Short

Story Choice 2 Dystopian Chart; U1A9b - Short Story Choice 3 Study Questions; U1A9c - Short Story Choice 3 Dystopian Chart; U1A14 - Dystopian Novel Part 1 Reading Check; U2A14 - Dystopian Novel Part 2 Reading Check; U3A15 - Dystopian Novel Part 3 Reading Check

(C) compare and contrast the effects of different forms of narration across various genres of fiction; and

Analyze First Semester: U1A4 Characteristics of an Epic (PPT); U1A6 Beowulf Introduction Video; U2A23 - Canterbury Tales Analysis Choice Assignment; U4A9 - Passage 2 Reading/Writing Activity; U4A29 - Human Motivations Wiki Assignment 4; U5A1 - Semester 1 Culminating Assessment (Part 1)

Second Semester: U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium: Activity; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film: Activities

(D) demonstrate familiarity with works of fiction by British authors from each major literary period.

Understand First Semester: U1A5 Beowulf Introduction (PPT); U1A7 Summary of Beowulf Video; 1A10 Beowulf Speech 1 Self Check Questions; U1A15 Beowulf Speech 2 Self Check Questions; U1A20 - Beowulf Speech 3 Self Check Questions; U2A1 - An Introduction to Chaucer’s The Canterbury Tales (PPT); U2A5 - Introducing Chaucer’s Pilgrims (PPT); U2A14 - The Nun’s Priest Tale; U2A16 - The Nun’s Priest’s Tale Reading Check Questions; U2A17 - The Wife of Bath’s Tale; U2A19 - The Wife of Bath’s Tale Reading Check Questions; U2A20 - The Pardoner’s Tale; U2A22 - The Pardoner’s Tale Reading Check Questions; U2A23 - Canterbury Tales Analysis Choice Assignment; U2A30 - People Behaving Badly (Part 1) - Essay Overview and Short Story Summaries; U3A10 - Act I Discussion Board;U3A16 - Act II Journal; U3A20 - Act III Journal; U3A23 - Act IV Discussion Board; U4A4 - 1984 Reading Passage 1; U4A5 - Passage 1 Self Check Questions; U4A6 - Passage 1 Reading/Writing Activity; U4A7 - 1984 Reading Passage 2; U4A8 - Passage 2 Self Check Questions; U4A10 - 1984 Reading Passage 3; U4A11 - Passage 3 Self Check Questions; U4A12 - Passage 3 Reading/Writing Activity; U4A13 - 1984 Reading Passage 4;

U4A14 - Passage 4 Self Check Questions; U4A15 - Passage 4 Reading/Writing Activity; U4A19 - 1984 Reading Passage 6; U4A16 - 1984 Reading Passage 5; U4A20 - Passage 6 Self Check Questions; U4A17 - Passage 5 Self Check Questions; U4A22 - 1984 Reading Passage 7; U4A23 - Passage 7 Self Check Questions; U5A1 - Semester 1 Culminating Assessment (Part 1)

Second Semester: U1A10-11: U1A10-11 - Poetry Readings and Introductory Slides; U1A10a - Poem Choice 1 Study Questions; U1A11a - Poem Choice 2 Study Questions; U2A7a - Death Be Not Proud Google Slides; U2A8a - The World Is Too Much With Us Google Slides; U2A9a - Ozymandias Google Slides; U2A10a - Porphyria’s Lover Google Slides; U2A11a - The Hollow Men Google Slides; U2A12a - Musee Des Beaux Arts Google Slides

(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:

(A) analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.

Analyze First Semester: U1A24 - Persuasive Appeals and Devices (PPT); U1A36 - Human Motivations Wiki Overview; U2A3 - Satire Introduction (PPT); U2A4 - Satire Introduction Vocabulary Activity; U2A26 - iPhone Satire Activity (Part 1); U2A27 - iPhone Satire Activity (Part 2) - Journal; U2A29 - Satirical Writing Choice Activity

(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

(A) analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works.

Analyze First Semester: U3A11 - Act I Enrichment Activity 1; U3A15 - Act II Enrichment Activity 1; U3A19 - Act III Enrichment Activity; U4A4 - 1984 Reading Passage 1; U4A6 - Passage 1 Reading/Writing Activity; U4A7 - 1984 Reading Passage 2; U4A9 - Passage 2 Reading/Writing Activity; U4A10 - 1984 Reading Passage 3; U4A12 - Passage 3 Reading/Writing Activity; U4A13 - 1984 Reading Passage 4; U4A16 - 1984 Reading Passage 5; U4A19 - 1984 Reading Passage 6; U4A18 - Passage 5 Reading/Writing Activity; U4A22 - 1984 Reading Passage 7

Second Semester: U1A7-9 Short Stories: Short Story Readings; U1A10-11 - Poetry Readings; U1A10a - Poem Choice 1 Study Questions; U1A11a - Poem Choice 2 Study Questions; U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium: Activity; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film: Activities

(8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.

Analyze First Semester: U1A9 Beowulf Speech 1; U1A11 - Beowulf Speech 1 Reading Check; U1A14 - Beowulf Speech 2; U1A16 - Beowulf Speech 2 Reading Check; U1A19 - Beowulf Speech 3; U1A21 - Beowulf Speech 3 Reading Check; U1A24 - Persuasive Appeals and Devices (PPT); U2A2 - Pilgrimage Blog; U2A5 - Introducing Chaucer’s Pilgrims (PPT); U2A26 - iPhone Satire Activity (Part 1); U2A27 - iPhone Satire Activity (Part 2) - Journal; U4A4 - 1984 Reading Passage 1; U4A6 - Passage 1 Reading/Writing Activity; U4A7 - 1984 Reading Passage 2; U4A9 - Passage 2 Reading/Writing Activity; U4A10 - 1984 Reading Passage 3; U4A12 - Passage 3 Reading/Writing Activity; U4A13 - 1984 Reading Passage 4; U4A16 - 1984 Reading Passage 5; U4A19 - 1984 Reading Passage 6; U4A22 - 1984 Reading Passage 7; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U1A5 - Dystopian Literature Google Slides; U1A7c - Short Story Choice 1 Dystopian Chart; U1A8c - Short Story Choice 2 Dystopian Chart; U1A9c - Short Story Choice 3 Dystopian Chart; U1A10-11 - Poetry Introductory Google Slides; U2A4 -

Introduction to Poetry Google Slides; U2A6 - Poetic Structure, Forms and Devices Google Slides; U2A7a - Death Be Not Proud Google Slides; U2A8a - The World Is Too Much With Us Google Slides; U2A9a - Ozymandias Google Slides; U2A10a - Porphyria’s Lover Google Slides; U2A11a - The Hollow Men Google Slides; U2A12a - Musee Des Beaux Arts Google Slides

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

Understand First Semester: U2A26 - iPhone Satire Activity (Part 1); U2A27 - iPhone Satire Activity (Part 2) - Journal; U4A6 - Passage 1 Reading/Writing Activity; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium: Activity; U4A1 - Dystopian Novel Book Review Pre Writing and Research

(B) explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints;

Understand First Semester: U2A26 - iPhone Satire Activity (Part 1); U2A27 - iPhone Satire Activity (Part 2) - Journal; U4A27 - 1984 / North Korea: What does it have to do with the real world?

Second Semester: U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium: Activity; U4A1 - Dystopian Novel Book Review Pre Writing and Research

(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

Evaluate First Semester: U2A26 - iPhone Satire Activity (Part 1); U2A27 - iPhone Satire Activity (Part 2) - Journal; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U4A1 - Dystopian Novel Book Review Pre Writing and Research

(D) synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

Create First Semester: U2A26 - iPhone Satire Activity (Part 1); U2A27 - iPhone Satire Activity (Part 2) - Journal; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U3A13 - Art Imitates Life Imitates Art Wiki; U4A1 - Dystopian Novel Book Review Pre Writing and Research

(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; and

Evaluate First Semester: U1A24 - Persuasive Appeals and Devices (PPT); U1A25 - Identifying Persuasive Elements Activity; U1A36 - Human Motivations Wiki Overview; U2A3 - Satire Introduction (PPT)


(B) draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language.

Evaluate First Semester: U1A25 - Identifying Persuasive Elements Activity


(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and

Evaluate First Semester: U4A27 - 1984 / North Korea: What does it have to do with the real world?

Second Semester: U2A4 - Poetic Structure, Forms and Devices Google Slides; U3A2 - Exploring Film as a Medium for Storytelling: Film Technique and Terminology; U4A1 - Dystopian Novel Book Review Pre Writing and Research

(B) evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations.


Second Semester: U1A5 - Dystopian Literature Google Slides; U2A6 - Poetic Structure, Forms and Devices Google Slides; U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U4A1 - Dystopian Novel Book Review Pre Writing and Research

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

Evaluate First Semester: U1A12 - Beowulf Speech 1 Post-Reading Assignment (Part 1); U1A13 - Beowulf Speech 1 Post-Reading Assignment (Part 2); U1A36 - Human Motivations Wiki Overview; U2A27 - iPhone Satire Activity (Part 2) - Journal; U2A34 - Human Motivations Wiki Assignment 2; U323H - Act IV Discussion Board; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A28 - Dystopian Brochure; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U1A7d-9d - Short Story Choice Enrichment Activities (“The Veldt,” “Harrison Bergeron,” “The Children’s Story”); U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium Activity; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film - Activities; U3A12 - While You Watch: Corresponding Activity

(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

Evaluate First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U2A34 - Human Motivations Wiki Assignment 2; U4A18 - First Semester: Passage 5 Reading/Writing Activity; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A28 - Dystopian Brochure;

Second Semester: U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium Activity; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film - Activities; U3A12 - While You Watch: Corresponding Activity

(C) evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and

Evaluate First Semester: U1A13 - Beowulf Speech 1 Post-Reading Assignment (Part 2); U1A18 - Beowulf Speech 2 Post Reading Activity Part 2; U2A27 - iPhone Satire Activity (Part 2) - Journal; U2A34 - Human Motivations Wiki Assignment 2; U323H - Act IV Discussion Board; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A28 - Dystopian Brochure; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium Activity; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film - Activities; U3A12 - While You Watch: Corresponding Activity; U3A8 - Exploring Film as Medium for Storytelling Wiki; U3A13 - Art Imitates Life Imitates Art Wiki

(D) evaluate changes in formality and tone across various media for different audiences and purposes.

Evaluate First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A28 - Dystopian Brochure

Second Semester: U3A4 - Exploring Film as a Medium for Storytelling Part I: Film Technique and Terminology; U3A5 - Exploring Film as a Medium Activity; U3A6 - Exploring Film as a Medium for Storytelling Part II: Literary Elements Applied to Film; U3A7 - Literary Elements in Film - Activities; U3A12 - While You Watch: Corresponding Activity; U3A8 - Exploring Film as Medium for Storytelling Wiki

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

Create First Semester: U1A32 - Persuasive Essay: Prewriting; U2A31 - People Behaving Badly (Part 2) - Prewriting Guide; U3A16 - Act II Journal; U3A20 - Act III Journal; U4A21 - Passage 6 Reading/Writing Activity; U4A28 - Dystopian Brochure

Second Semester: U3A13 - Art Imitates Life Imitates Art Wiki; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U4A2 - Dystopian Novel Book Review

(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;

Evaluate First Semester: U1A32 - Persuasive Essay: Prewriting; U2A31 - People Behaving Badly (Part 2) - Prewriting Guide; U4A28 - First Semester: Dystopian Brochure; U3A16 - Act II Journal; U3A20 - Act III Journal

Second Semester: U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U4A2 - Dystopian Novel Book Review

(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

Create First Semester: U1A23 - Beowulf Language Study - Hyphen, Dash, Metaphor, and Simile; U2A31 - People Behaving Badly (Part 2) - Prewriting Guide; U4A28 - Dystopian Brochure


(D) edit drafts for grammar, mechanics, and spelling; and

Apply First Semester: U2A31 - People Behaving Badly (Part 2) - Prewriting Guide; U2A33 - People Behaving Badly (Part 4) - Final Draft Assignment; U4A28 - Dystopian Brochure


(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

Create First Semester: U2A32 - People Behaving Badly (Part 3) - Checklist for Rough Draft; U2A33 - People Behaving Badly (Part 4) - Final Draft Assignment


(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(A) write an engaging story with a well-developed conflict and resolution

Create First Semester: U2A2 - Pilgrimage Blog; U4A9 - Passage 2 Reading/Writing Activity

Second Semester: U1A7-9d - Short Story Choice Enrichment Activity (“By the Waters of Babylon”); U5A4 - Personal Philosophy Statement (option)

(B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g.

Create First Semester: U3A28 - Act V Journal Entry; U3A29 - Compose Your Own Soliloquy

Second Semester: U2A7f - Poetry Portfolio Part 1: Imitating Donne; U2A8f - Poetry Portfolio Part 2: Imitating Wordsworth; U2A9f - Poetry Portfolio Part 3: Imitating Shelley; U2A10f - Poetry Portfolio Part 4: Imitating Browning; U2A11f - Poetry Portfolio Part 4: Imitating Eliot; U2A12f - Poetry Portfolio Part 6: Imitating Auden; U2A13 - Poetry Portfolio Part 7: Original Composition; U5A4 - Personal Philosophy Statement (option)

(C) write a script with an explicit or implicit theme

Create First Semester: U3A12 - Act I Enrichment Activity 2

Second Semester: U5A4 - Personal Philosophy Statement (option); U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write an analytical essay of sufficient length that includes:

Create

First Semester: U1A33 - Persuasive Essay First Draft

Second Semester: U3A8 - Exploring Film as a Medium for Storytelling Wiki

(i) effective introductory and concluding paragraphs and a variety of sentence structures;


(ii) rhetorical devices, and transitions between paragraphs;


(iii) a clear thesis statement or controlling idea;


(iv) a clear organizational schema for conveying ideas;


(v) relevant and substantial evidence and well-chosen details;


(vi) information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and


(vii) an analysis of views and information that contradict the thesis statement and the evidence presented for it;


(B) write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

Create

Second Semester: U1A12 - Dystopian Literature Final Assessment Planning Sheet; U1A13 - Dystopian Literature Final Assessment;

(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;

Second Semester: U1A13 - Dystopian Literature Final Assessment

(ii) appropriate formatting structures (e.g., headings, graphics, white space);


(iii) relevant questions that engage readers and address their potential problems and misunderstandings;


(iv) accurate technical information in accessible language; and


(v) appropriate organizational structures supported by facts and details (documented if appropriate);

Second Semester: U1A12 - Dystopian Literature Final Assessment Planning Sheet; U1A13 - Dystopian Literature Final Assessment

(C) write an interpretation of an expository or a literary text that:

Create

First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U4A24 - Passage 7 Reading/Writing Activity

Second Semester: U1A10b - Poem Choice 1 Post-Reading Reflections; U1A11b - Poem Choice 2 Post-Reading Reflections; U1A15 - Dystopian Novel Part 1 Essay; U2A15 - Dystopian Novel Part 2 Essay; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U3A16 - Dystopian Novel Part 3 Essay

(i) advances a clear thesis statement;

First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U3A16 - Act II Journal; U3A20 - Act III Journal; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U1A10b - Poem Choice 1 Post-Reading Reflections; U1A15 - Dystopian Novel Part 1 Essay; U2A15 - Dystopian Novel Part 2 Essay; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U3A16 - Dystopian Novel Part 3 Essay

(ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text;

First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U3A16 - Act II Journal; U3A20 - Act III Journal; U4A29 - Human Motivations Wiki Assignment 4


(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U3A11 - Exploring Humanity’s Shortcomings through Film: Video Review Project

Second Semester: U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project

(iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and

First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U3A16 - Act II Journal; U3A20 - Act III Journal


(v) anticipates and responds to readers' questions and contradictory information; and

First Semester: U2A27 - iPhone Satire Activity (Part 2) - Journal; U2A29 - Satirical Writing Choice Activity

Second Semester: U1A15 - Dystopian Novel Part 1 Essay; U2A15 - Dystopian Novel Part 2 Essay; U3A16 - Dystopian Novel Part 3 Essay

(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.

Create

First Semester: U4A28 - Dystopian Brochure; U5A2 - Semester 1 Culminating Assessment (Part 2)

Second Semester: U1A13 - Dystopian Literature Final Assessment; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U5A4 - Personal Philosophy Statement (option)

(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:

(A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);

Create First Semester: U1A26 - Persuasive Essay and Speech Overview; U1A33 - Persuasive Essay First Draft; U4A9 - Passage 2 Reading/Writing Activity; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A28 - Dystopian Brochure; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U1A10b - Poem Choice 1 Post-Reading Reflections; U1A11b - Poem Choice 2 Post-Reading Reflections; U2A7e - Death Be Not Proud Journal Entry; U2A8e - The World Is Too Much With Us Discussion Board; U2A9e - Ozymandias Discussion Board; U2A10e - Porphyria’s Lover Journal Entry; U2A11e - The Hollow Men Journal Entry; U2A12e - Musee Des Beaux Arts Discussion Board; U3A13 - Art Imitates Life Imitates Art Wiki; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U5A4 - Personal Philosophy Statement

(B) accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);

Create First Semester: U1A26 - Persuasive Essay and Speech Overview; U1A33 - Persuasive Essay First Draft; U4A27 - 1984 / North Korea: What does it have to do with the real world?

Second Semester: U5A4 - Personal Philosophy Statement

(C) an organizing structure appropriate to the purpose, audience, and context;

Create First Semester: U1A26 - Persuasive Essay and Speech Overview; U1A33 - Persuasive Essay First Draft; U4A27 - 1984 / North Korea: What does it have to do with the real world? ; U4A28 - Dystopian Brochure

Second Semester: U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U5A3 - Personal Philosophy Statement Mind Map; U5A4 - Personal Philosophy Statement

(D) information on the complete range of relevant perspectives;

Create First Semester: U1A26 - Persuasive Essay and Speech Overview; U1A33 - Persuasive Essay First Draft


(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used;

Create First Semester: U1A26 - Persuasive Essay and Speech Overview; U1A33 - Persuasive Essay First Draft; U4A27 - 1984 / North Korea: What does it have to do with the real world?


(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and

Create First Semester: U1A26 - Persuasive Essay and Speech Overview; U1A33 - Persuasive Essay First Draft; U4A27 - 1984 / North Korea: What does it have to do with the real world?; U4A28 - Dystopian Brochure

Second Semester: U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U5A4 - Personal Philosophy Statement

(G) an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.

Create First Semester: U1A26 - Persuasive Essay and Speech Overview; U1A33 - Persuasive Essay First Draft; U4A28 - Dystopian Brochure

Second Semester: U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U5A4 - Personal Philosophy Statement

(17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of different types of clauses and phrases (e.g.

Apply First Semester: U1A34 - Persuasive Essay Final Draft; U4A26 - Language Study - Syntax; U4A28 - Dystopian Brochure

Second Semester: U1A15 - Dystopian Novel Part 1 Essay; U2A15 - Dystopian Novel Part 2 Essay; U3A16 - Dystopian Novel Part 3 Essay; U5A4 - Personal Philosophy Statement

(B) use a variety of correctly structured sentences (e.g.

Apply First Semester: U1A13 - Beowulf Speech 1 Post-Reading Assignment (Part 2); U1A18 - Beowulf Speech 2 Post Reading Activity Part 2; U1A34 - Persuasive Essay Final Draft; U4A26 - Language Study - Syntax; U4A28 - Dystopian Brochure; U5A8 - Personal Philosophy Statement

Second Semester: U1A15 - Dystopian Novel Part 1 Essay; U2A11e - The Hollow Men Journal Entry; U2A15 - Dystopian Novel Part 2 Essay; U3A16 - Dystopian Novel Part 3 Essay

(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to

(A) correctly and consistently use conventions of punctuation and capitalization.

Apply First Semester: U1A23 - Beowulf Language Study - Hyphen, Dash, Metaphor, and Simile; U3A10 - Act I Discussion Board; U3A23 - Act IV Discussion Board; U4A28 - Dystopian Brochure; U4A29 - Human Motivations Wiki Assignment 4; U5A2 - Semester 1 Culminating Assessment (Part 2)

Second Semester: U1A13 - Dystopian Literature Final Assessment; U1A15 - Dystopian Novel Part 1 Essay; U2A5 -Introduction to Poetry Discussion Board; U2A9e - Ozymandias Discussion Board; U2A11e - The Hollow Men Journal Entry; U2A12e - Musee Des Beaux Arts Discussion Board; U2A14 - Dystopian Novel Part 2 Essay; U3A11 - Choose Your Film: Director Discussion Board; U3A16 - Dystopian Novel Part 3 Essay; U5A4 - Personal Philosophy Statement

(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(A) spell correctly, including using various resources to determine and check correct spellings.

Apply First Semester: U1A34 - Persuasive Essay Final Draft; U4A28 - Dystopian Brochure; U3A10 - Act I Discussion Board;U3A23 - Act IV Discussion Board; U4A29 - Human Motivations Wiki Assignment 4; U5A2 - Semester 1 Culminating Assessment (Part 2)

Second Semester: U1A13 - Dystopian Literature Final Assessment; U1A15 - Dystopian Novel Part 1 Essay; U2A5 -Introduction to Poetry Discussion Board; U2A9e - Ozymandias Discussion Board; U2A11e - The Hollow Men Journal Entry; U2A12e - Musee Des Beaux Arts Discussion Board; U2A14 - Dystopian Novel Part 2 Essay; U3A11 - Choose Your Film: Director Discussion Board; U3A16 - Dystopian Novel Part 3 Essay; U5A4 - Personal Philosophy Statement

(20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm Create First Semester: U2A2 - Pilgrimage Blog

Second Semester: U4A3 - Dystopian Connections Research; U5A2 - Personal Philosophy Prewriting Activities

(B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic

Create Second Semester: U3A11 - Choose Your Film: Director Discussion Board; U4A3 - Dystopian Connections Research; U5A2 - Personal Philosophy Prewriting Activities

(21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field

Analyze First Semester: U3A1 - Shakespeare Scavenger Hunt

Second Semester: U3A8 - Choose Your Film: Director Discussion Board; U4A1 - Dystopian Book Review Part 1 - Pre-Writing and Research; U4A3 - Dystopian Connections Research

(B) systematically organize relevant and accurate information to support central ideas

Evaluate First Semester: U4A28 - Dystopian Brochure; U3A1 - Shakespeare Scavenger Hunt

Second Semester: U3A11 - Choose Your Film: Director Discussion Board; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U4A3 - Dystopian Connections Research

(C) paraphrase Understand First Semester: U3A1 - Shakespeare Scavenger Hunt; U3A5 - Shakespearean Insults; U3A10 - Act I Discussion Board; U3A11 - Act I Enrichment Activity 1; U3A15 - Act II Enrichment Activity 1; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U3A11 - Choose Your Film: Director Discussion Board; U3A13 - Art Imitates Life Imitates Art Wiki; U4A3 - Dystopian Connections Research

(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) modify the major research question as necessary to refocus the research plan;

Create First Semester: U4A27 - 1984 / North Korea: What does it have to do with the real world?

Second Semester: U4A3 - Dystopian Connections Research

(B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and

Analyze First Semester: U4A27 - 1984 / North Korea: What does it have to do with the real world?


(C) critique the research process at each step to implement changes as the need occurs and is identified.



(23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:

(A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

Analyze First Semester: U1A26 - Persuasive Essay and Speech Overview; U4A28 - Dystopian Brochure; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U1A13 - Dystopian Literature Final Assessment; U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project; U4A3 - Dystopian Connections Research; U5A2 - Personal Philosophy Prewriting Activities

(B) uses a variety of formats and rhetorical strategies to argue for the thesis;

Apply First Semester: U4A28 - Dystopian Brochure; U4A29 - Human Motivations Wiki Assignment 4;


(C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;

Create First Semester: U4A28 - Dystopian Brochure; U4A29 - Human Motivations Wiki Assignment 4


(D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and

Apply First Semester: U1A27 - A Guide to Quoting and Citing Sources; U1A28 - A Guide to Using EasyBib.com; U1A29 - A Guide to Using MLA Format on a PC; U1A30 - A Guide to Using MLA Format on a Mac; U1A31 - MLA Example; U5A2 - Semester 1 Culminating Assessment (Part 2)

Second Semester: U4A1 - Dystopian Novel Book Review Part 1: Pre Writing and Research; U4A3 - Dystopian Connections Research

(E) is of sufficient length and complexity to address the topic.

Create First Semester: U4A28 - Dystopian Brochure


(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and

Understand First Semester U1A12 - Beowulf Speech 1 Post-Reading Assignment (Part 1); U1A17 - Beowulf Speech 2 Post Reading Activity Part 1; U1A25 - Identifying Persuasive Elements Activity; U2A27 - iPhone Satire Activity (Part 2) - Journal

(B) assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.

Evaluate First Semester: U1A17 - Beowulf Speech 2 Post Reading Activity Part 1; U1A25 - Identifying Persuasive Elements Activity

(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

Create First Semester: U1A35 - Persuasive Speech Video; U3A29 - Compose Your Own Soliloquy; U4A24 - Passage 7 Reading/Writing Activity

Second Semester: U3A14 - Exploring Humanity’s Shortcomings through Film: Video Review Project

(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Evaluate First Semester: U1A13 - Beowulf Speech 1 Post-Reading Assignment (Part 2); U1A18 - Beowulf Speech 2 Post Reading Activity Part 2; U1A36 - Human Motivations Wiki Overview; U2A28 - iPhone Satire Activity (Part 3) - Personal Motivations Discussion Board; U2A34 - Human Motivations Wiki Assignment 2; U3A10 - Act I Discussion Board; U3A23 - Act IV Discussion Board; U4A24 - Passage 7 Reading/Writing Activity; U4A29 - Human Motivations Wiki Assignment 4

Second Semester: U2A5 -Introduction to Poetry Discussion Board; U2A8e - The World Is Too Much With Us Discussion Board; U2A9e - Ozymandias Discussion Board; U2A12e - Musee Des Beaux Arts Discussion Board; U3A8 - Exploring Film as a Medium for Storytelling Wiki; U3A11 - Choose Your Film: Director Discussion Board; U3A13 - Art Imitates Life Imitates Art Wiki

eschool course syllabus€¦ · english 4, semester 1 consists of four units that explore human...

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