' 110.45 English Language Arts and Reading, English IV (Grade 12)
Introduction
(1) READING AND LITERATURE. In Grade 12 students will read increasingly demanding texts for a variety of purposes. They will study chronologically the development of various literary forms including short stories, novels, plays, essays, speeches; lyric and narrative poetry; essays and journals from notable British literature. They will analyze the stylistic techniques of authors and compare/contrast those techniques in similar pieces of literature. They will become familiar with college textbooks and technical journals by using previewing techniques. They will evaluate differing points of view and recognize slanted writing. They will utilize the library/media center frequently.
(2) GRAMMAR. In Grade 12 the students will demonstrate a refined style through sophisticated sentence structure and correct usage.
(3) COMPOSITION. In Grade 12 students will write many types of multi-paragraph compositions including a research paper in final, correct form. They will utilize informational materials which are found in the library/media center.
(4) SPELLING AND VOCABULARY. In Grade 12 students will learn the history of the English language. They will identify the spelling/meanings of at least 50 pairs of homophones. They will analyze unfamiliar words based on individual word elements, spell and use words from professional lists prepared for grade level. . They will add to their vocabulary new words that are found in literature selections. They will identify the spelling and different shades of meaning of at least 50 more pairs of words that are close in meaning.
Knowledge and Skills.
| Reading Comprehension and Fluency. The student analyzes various types of texts. |
The student is expected to:
(A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses.
(B) Recognize major literary forms and techniques, including ode, ballad, elegy, satire, and sonnet.
(C) Recognize characteristics of the major chronological eras.
(D) Relate literary works and authors to major themes and issues of their eras.
(E) Compare and contrast the style of various British authors who are contemporaries.
(F) Compare and contrast the style of various British authors from various periods of history.
(G) Identify a hypothesis to be confirmed, disproved, or modified.
(H) Evaluate the literary selection for structure.
(I) Research the accuracy of information presented by the author.
(J) Synthesize information gathered from a variety of sources and then present that information in written or oral presentations.
(K) Extend general and specialized vocabulary.
(L) Read and follow complex, multi-step directions.
(M) Work to determine the author's intent without imposing subjective interpretation.
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| Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable British literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present comprehensive narrative summary of the following notable literary selections:
(i) Anglo-Saxon -- Early English Period - works such as Beowulf, "The Dream of the Rood," "The Wanderer," "The Seafarer," The Anglo-Saxon Chronicle, riddles.
(ii) Early Middle Ages -- works such as The Canterbury Tales, Everyman, ballads.
(iii) Later Middle Ages -- works such as Le Morte D' Arthur, "Sir Gawain and the Green Knight"; works about the period such as Cathedral: The Story of Its Construction; modern works about Arthur such as The Once and Future King.
(iv) English Renaissance -- works such as pastoral poetry, sonnets, drama, Hamlet, Macbeth, Don Quixote de la Mancha.
(v) The 17th Century -- such as works from John Donne, Andrew Marvell, Ben Jonson, Robert Herrick, John Milton.
(vi) Restoration and the Eighteenth Century - such as works from Samuel Pepys, Daniel Defoe, Jonathan Swift, Joseph Addison, Richard Steele, Alexander Pope, Samuel Johnson.
(vii) Pre-Romantic Period -- such as works from Thomas Gray, Robert Burns, William Blake.
(viii) Early Romantic Period -- such as works from William Wordsworth, Samuel Taylor Coleridge.
(ix) Late Romantic Period -- such as works from George Gordon, Lord Byron, Percy Bysshe Shelley, John Keats, Mary Shelley, Jane Austen.
(x) Victorian Period -- works from Alfred Lord Tennyson, Robert Browning, Elizabeth Barrett Browning, Matthew Arnold, Thomas Hardy, Gerard Manley Hopkins, A. E. Housman, Dante Gabriel Rossetti, Christina Rossetti, Rudyard Kipling, Robert Louis Stevenson, Charles Dickens, Emily Bronte, Charlotte Bronte.
(xi) Modern Period -- such as works from William Butler Yeats, Siegfried Sassoon, Rupert Brooke, T.S. Eliot, Dylan Thomas, George Bernard Shaw.
(B) Read independently books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).
(E) Adjust reading rate based on the purposes for reading.
(F) Demonstrate understanding of literature which is read aloud by others.
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| (3) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
(A) Define the following terms: Anglo-Saxon poetry, carpe diem, begging the question, false analogy, comedy of manners, comic relief, closed couplet, circular reasoning, diary, dramatic monologue, emblematic image, epic convention, epiphany, exposition, kenning, in medias res, metaphysical conceit, metaphysical poetry, metonymy, miracle play, mock epic, morality play, motif, neoclassicism, psalm, Shakespearean sonnet, sonnet sequence.
(B) Identify examples of literary terms (mentioned above) in literary selections. |
| (4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques. |
The student is expected to:
(A) Locate information on various topics (e.g., British history and literature; British art, architecture, and music).
(B) Utilize previewing techniques of college textbooks and technical journals (e.g., marginal annotations, key terms, graphics, supplemental study helps).
(C) Use strategies for improving encoding, storage, and retrieval from his/her memory.
(D) Evaluate differing points of view and generalizations; weigh adequacy of data and evidence.
(E) Recognize persuasive language.
(F) Identify biased and slanted writing; evaluate arguments.
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| (5) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Demonstrate confident use of grammar and punctuation in producing increasingly more involved sentences which reflect the refining of style and the implementing of correct usage.
(B) Write with control of all grammatical elements.
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| (6) Composition. The student writes for a variety of audiences and purposes using various forms. |
The student is expected to:
(A) Write an informal outline (before writing the composition) and a formal outline (after writing the composition) which includes the thesis statement, introduction, body, and conclusion.
(B) Demonstrate competency in pre-writing, drafting, revising, and proofreading skills in writing an essay.
(C) Produce error-free writing in final draft.
(D) Update his/her r廥um?and the college admissions essay.
(E) Write a personal narrative.
(F) Write a literary critique.
(G) Write an analytical essay that compares the style of various British authors.
(H) Write a comparison/contrast essay.
(I) Write a descriptive essay.
(J) Write a persuasive essay with emphasis on tone, style, and diction.
(K) Write a research paper which demonstrates how to avoid plagiarism. The topic should be selected from British literature or British history.
(L) Utilize most types of informational materials which are found in the library/media center. |
| (7) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. |
The student is expected to:
(A) Trace through the use of dictionaries the spelling, pronunciation, and etymology of spelling/vocabulary words.
(B) Tell the differences in spelling/meaning between DE and AD, FIN and GEN, IN and EX, MAGNI and MICRO, MAL and BEN, MULTI and MONO, POST and PRE, SUPER and SUB, VIV and MORT, NEO and SEN.
(C) Delineate the history of the English language.
(D) Explain the spelling/meanings of at least 50 more pairs of homophones.
(E) Analyze the spelling/meanings of unfamiliar words based on the meanings of the individual word elements.
(F) Use words regularly and correctly from professional lists prepared for grade level.
(G) Identify the different shades of spelling/meaning of at least 50 more pairs of words that are close in spelling/meaning (e.g., imply/infer, ability/capacity, accomplice/cohort).
(H) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections |
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