100 10023 120 English IV (ACP) 141 130 Reading 140 Throughout Semester 150 12 160 170 4 180 210 23.1 Language Arts - Reading and Responding 211 1.9.1 212 1.9.2 213 1.9.3 214 1.9.4 215 1.9.5 216 1.9.6 220 23.1 Language Arts - Reading and Responding 221 2.9.1 222 2.9.2 223 2.9.4 224 2.9.5 225 2.9.6 226 2.9.7 230 23.1 Language Arts - Reading and Responding 231 3.9.1 232 3.9.3 233 3.9.4 234 4.9.1 235 4.9.2 236 240 23.2 Language Arts - Explore and Respond to Liter 241 1.9.1 242 1.9.2 243 1.9.3 244 1.9.4 245 2.9.1 246 2.9.2 250 23.2 Language Arts - Explore and Respond to Liter 251 3.9.1 252 3.9.2 253 3.9.3 254 4.9.4 255 4.9.5 256 4.9.6 300 300 How does literature portray humankind's search of meaning? 300 300 How are the uses and abuses of power revealed in literary works? 300 300 Throughout literary history, how have the quest and both its inherent dangers and transformative power played out in various world cultures? 300 300 What themes, archetypes, and ideas transcend time and cultures? 300 300 400 400 Literary analysis involves establishing a basic understanding of the cultural context of the work. This then allows for meaningful interpretation of cultural symbols, authorial tone, and transcendent themes. In this survey course of world literature, special emphasis is placed on exploring the following focus question: How does literature portray humankind's search of meaning? How are the uses and abuses of power revealed in literary works? Throughout literary history, how have the quest and both its inherent dangers and transformative power played out in various world cultures? 500 500 Students in ACP Senior English will: 500 -- Use a variety of strategies to expand vocabulary, 500 -- Understand and use the text structure and organization, 500 -- Use the process of reading, including prereading, questioning, and prediction, to enhance comprehension, 500 -- Make inferences about the ideas implicit in narrative, expository, persuasive, and poetic texts, 500 -- Support stated theme with details drawn from text, 500 -- Support analysis with details drawn from text, 500 -- Communicate effectively in a variety of modes, 500 -- Demonstrate an understanding that literature represents, recreates, shapes, and explores human experience through language and imagination, 500 -- Evaluate the merit of literary text on the basis of individual preference and established standards, 500 -- Identify, articulate, and write in a supported manner about larger thematic ideas 500 present in the works read, 500 -- Gather, select, organize, and analyze information from literary/critical sources to increase reading comprehension, 500 -- Think critically about the text through application of themes to life today and identification with characters, 500 -- Recognize various literary devices used in literature, and understand their function in literature, 500 -- Recognize and articulate the author's purpose and intended audience, 500 -- Identify the author's perspective and bias and relate them to one's own interpretation, 500 -- Articulate judgments about a text's meaning and quality written, understanding the relationship between context and content, 500 -- Explore and respond to traditional and contemporary literature, 500 -- Identify the unique and shared qualities of the voices, cultures, and historical periods of world literature, 500 -- Examine the ways that readers and writers are influenced by personal, social, cultural, and historical context, 500 -- Use literature as a resource to explore ideas, decisions, and social issues. 600 600 All students in ACP Senior English will: 600 600 -- Read British and world literature selections from the delineated scope and sequence, 600 -- Be instructed in the literary terms, devices, and structures necessary for reading comprehension of various materials, 600 -- Be given the opportunity to respond to literature both orally and in written formats, 600 -- Be instructed in the vocabulary necessary for reading comprehension of various materials, especially in preparation for SATs, 600 -- Be guided in the reading skills (as needed) of making predictions, making inferences, drawing conclusions, making connections, recognizing author's purpose, identifying author's bias, and identifying historical and cultural contexts, 600 -- Be instructed in the unique and shared qualities of the voices, cultures, historical periods of world literature, 600 -- Be introduced to literary criticism, and instructed in the skills necessary for reading comprehension. 700 700 Assessment of student performance will include such activities as in-depth essays, journal responses on teacher- and student-selected topics, objective and essay test questions, class discussions (Socratic seminar, circle discussion, fishbowl, etc.), independent research projects, and oral presentations. 820 820 Classroom texts will be selected from the following list: 820 820 -- Beowulf, trans. Seamus Heaney 820 -- Odyssey, Homer 820 -- Grendel, John Gardner 820 -- Selections from Elements of Literature silver edition, including Anglo Saxon Riddles, excerpts from The Canterbury Tales, Arthurian Legends, Shakespeare's Sonnets, and Romantic and Victorian Poetry 820 -- As You Like It , William Shakespeare 820 -- Othello, William Shakespeare 820 -- A Tale of Two Cities, Charles Dickens 820 -- Heart of Darkness, Joseph Conrad 820 -- The Kite Runner, Khaled Hosseini 820 -- House of Spirits, Isabel Allende 820 -- Selected contemporary poetry, short stories, and essays 840 840 The scope and sequence list identifies an extensive list of approved reading materials for the framework of the course of study. In keeping with the department philosophy, the role of English teacher is to address the needs of the particular group assigned to him/her. Additionally, instructors may provide the group with a course of study which is an extension of his/her personal identity and philosophy. In essence, each class, and teacher are allowed to develop an individual style and method of dealing with language arts needs while adhering to the basic framework of the curriculum. Continuity in the program is maintained through meetings of teachers assigned to identical courses and formal department meetings.