CURRICULUM MAP: 10025.map
English IV (ACP) 141
Writing
TIME FRAME: Throughtout Semester
GRADE: 12
CONTACT:
MAP LEVEL: 4
23.1 LANGUAGE ARTS - READING AND RESPONDING
23.1.2.9.1
-- Students will generate and respond to questions.
23.1.3.9.4
-- Students will develop vocabulary through listening, speaking, reading and writing.
23.1.3.9.5
-- Students will use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
23.1.4.9.1
-- Students will respond to the ideas of others and recognize the validity of differing views.
23.1.4.9.2
-- Students will persuade listeners about understandings and judgments of works read, written and viewed.
23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER
23.2.2.9.1
-- Students will develop and defend multiple responses to literature using individual connections and relevant text references.
23.2.2.9.2
-- Students will develop a critical stance and cite evidence to support the stance.
23.2.3.9.3
-- Students will create responses to texts and examine each work's contributions to an understanding of human experience across cultures.
23.2.4.9.4
-- Students will analyze and evaluate themes and connections that cross cultures.
23.2.4.9.5
-- Students will interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
23.2.4.9.6
-- Students will evaluate the effectiveness of the choices that authors, illustrators and filmmakers make to express political and social issues.
23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS
23.3.1.9.3
-- Students will use the appropriate features of persuasive, narrative, expository or poetic writing.
23.3.1.9.4
-- Students will write to delight in the imagination.
23.3.2.9.1
-- Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
23.3.2.9.2
-- Students will apply the most effective processes to create and present a written, oral or visual piece.
23.3.2.9.3
-- Students will revise texts for organization, elaboration, fluency and clarity.
23.3.2.9.6
-- Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.
23.4 LANGUAGE ARTS - ENGLISH LANG CONVENTIONS
23.4.2.9.1
-- Students will use sentence patterns typical of spoken and written language to produce text.
23.4.2.9.2
-- Students will evaluate the impact of language as related to audience and purpose.
23.4.3.9.1
-- Students will recognize the difference between standard and nonstandard English and use language appropriately.
23.4.3.9.2
-- Students will demonstrate proficient use of proper mechanics, usage and spelling skills.
23.4.3.9.3
-- Students will use resources for proofreading and editing.
04.2 LRIT - COMPUTER TECHNOLOGY
04.2.3.0.4
-- Students will use appropriate software (writing tools, hypermedia, drawing tools, etc.) to organize and present ideas
04.2.3.5.1
-- Students will use content-specific tools, software and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research
04.2.3.5.4
-- Students will use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom
04.2.3.9.3
-- Students will create written, oral, numeric and visual communications using appropriate applications (spreadsheet, database, hypermedia, etc.) to construct, organize, and analyze and interpret ideas and data, and present conclusion
What makes writing effective?
How are ideas clearly communicated?
What are effective ways to develop, support and organize literary analysis?
What approaches and components make AP essays effective?
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?
Students in ACP Senior English will:
-- Demonstrate an understanding of appropriate literary terminology through discourse and writing,
-- Use the structure of narrative, expository, persuasive, poetic, and visual text to interpret and extend meaning,
-- Explore and respond to the aesthetic elements of literature including spoken, visual, and written text,
-- Develop a written response that is appropriate for the purpose,
-- Demonstrate appropriate use of the conventions and mechanics of the English language, including grammatical constructions and spelling,
-- Use an appropriate level of language and choose words appropriately for the purpose of the writing,
-- Communicate effectively in a variety of writing modes,
-- Write response to literature papers that demonstrate critical literary reading strategies and skills, clear thesis writing, effective argumentation skills that support thesis, and effective integration of textual support (both indirect and direct),
diting,
-- Write papers in MLA format which include all steps of the writing process.
All students will:
-- Be instructed in the literary terms, devices, and structures necessary for writing literary analysis,
-- Be given the opportunity to respond to literature in various written formats and genres,
-- Be taught a variety of organizational strategies for writing, especially for response to literature mode,
-- Be taught the numerous skills required for successful response to literature writing,
-- Receive instruction on the appropriate use of conventions and mechanics of the English language, including grammar and spelling,
-- Be given instructions about various formats for various purposes and audiences,
-- Write papers in MLA format,
-- Write a minimum of 8-10 papers following the complete writing process,
-- Complete 40 pages of written material (excluding tests and journals) by the end of the semester.
Assessment of student writing will include such forms as criterion-referenced essays and examinations. Students completing the writing process may conference with the teacher (prior to due date) to determine the necessary steps for completion and correctness.
Unfinished writing may be used as an instructional step for other units, such as speeches, debates, class presentations, and discussions. Unfinished writing may be graded under different standards as finished writing.