CURRICULUM MAP: 10035.map

English III (ACP/SCP/GEN) 131, 132, 133
Critical Viewing and Listening

TIME FRAME:
GRADE: 11
CONTACT:

         MAP LEVEL: 4

23.1 LANGUAGE ARTS - READING AND RESPONDING --- 23.1.1.9.2 --- 23.1.1.9.5 --- 23.1.1.9.6 --- 23.1.2.9.1 --- 23.1.2.9.2. --- 23.1.2.9.4
23.1 LANGUAGE ARTS - READING AND RESPONDING --- 23.1.2.9.5 --- 23.1.2.9.6 --- 23.1.4.9.1 --- 23.1.4.9.2
23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER --- 23.2.1.9.3
01.4 THE ARTS - VISUAL ART --- 01.4.1.0.2 --- 01.4.2.0.1 --- 01.4.2.9.1 --- 01.4.6.0.2
01.3 THE ARTS - THEATRE --- 01.3.6.0.4 --- 01.3.7.0.3




What are the elements necessary for effective visual communication?
What are effective strategies for reading and understanding visual communication?
What are appropriate decorum and responses as a member of an audience?




English 3 focuses on critical interpretation and analysis, emphasizes academic/expository writing, and investigates career aptitudes and options.

Literature study emphasizes analysis of complex elements, such as symbolism, style, tone, structure, and theme. Students are encouraged to examine, discuss, research, and write about the relevance of selected literary works to past and present American society. Life-long reading is encouraged through self-selected literary projects.

Writing instruction focuses on the effective use of the essay form as applicable to tests and other types of critical response to literature. The use and integration of literary criticism will be introduced. Writing experiences include teacher- and self-directed journal entries, essay test questions, persuasive arguments, critical/thematic essays, and a researched paper.








Students in Junior English will develop the ability to:
-- Evaluate live performances of a variety of visual experiences (i.e. plays, films, field trips, concerts, galleries),
-- Demonstrate appropriate decorum and response as a member of an audience,
-- Analyze and judge the aesthetic value of a film,
-- Compare and evaluate print and visual interpretations of a text,
-- Recognize bias in the media,
-- Identify the relevance of visual texts to the students' life experiences.




All students will:
-- View a live visual "performance" (i.e. plays, films, field trips, concerts, galleries),
-- Be instructed (as needed) on the skills and strategies necessary for interpreting, analyzing, and evaluating a visual communication,
-- Be instructed on audience decorum and appropriate responses (as needed).




Critical viewing of films and plays may be incorporated into the curriculum; they may be assessed using any of the following activities: journals, criterion-referenced essays, examinations, compositions, discussion circles, Socratic seminars, oral and written responses to viewings, student- and teacher-generated questioning, and discussion.

Audience behavior may or may not be formally assessed, or may be incorporated into a class participation grade.





Teachers may use film to compare to literature.

Teachers will, to the best of their abilities, and with consideration of appropriate and effective use of class time, attempt to arrange a fieldtrip for students.