CURRICULUM MAP: 10036.map
English III (ACP/SCP/GEN) 131, 132, 133
Reading
TIME FRAME: Throughout Semester
GRADE: 11
CONTACT:
MAP LEVEL: 4
23.1 LANGUAGE ARTS - READING AND RESPONDING
23.1.1.9.1
-- Students will activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
23.1.1.9.2
-- Students will determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.
23.1.1.9.3
-- Students will select and organize relevant information from text to summarize.
23.1.1.9.4
-- Students will identify, use and analyze text structures.
23.1.1.9.5
-- Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
23.1.1.9.6
-- Students will make and justify inferences from explicit and or implicit information.
23.1 LANGUAGE ARTS - READING AND RESPONDING
23.1.2.9.1
-- Students will generate and respond to questions.
23.1.2.9.2
-- Students will interpret information that is implied in a text.
23.1.2.9.4
-- Students will make, support and defend judgments about texts.
23.1.2.9.5
-- Students will discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
23.1.2.9.6
-- Students will identify and discuss the underlying theme or main idea in texts.
23.1.2.9.7
-- Students will choose a variety of genres to read for personal enjoyment.
23.1 LANGUAGE ARTS - READING AND RESPONDING
23.1.3.9.1
-- Students will use phonetic, structural, syntactical and contextual clues to read and understand words.
23.1.3.9.3
-- Students will analyze the meaning of words and phrases in context.
23.1.3.9.4
-- Students will develop vocabulary through listening, speaking, reading and writing.
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
23.2.1.9.1
-- Students will identify the various conventions within a genre and apply this understanding to the evaluation of the text.
23.2.1.9.2
-- Students will identify and analyze the differences between the structures of fiction and nonfiction.
23.2.1.9.3
-- Students will explain and explore their own and others’ aesthetic reactions to texts.
23.2.1.9.4
-- Students will analyze literary conventions and devices an author uses and how they contribute meaning and appeal.
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 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER
23.2.3.9.1
-- Students will discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.
23.2.3.9.2
-- Students will compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
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.
What skills and strategies are necessary for active reading?
What is good literature?
What effective devices, techniques, and organizational structures do authors' use to communicate their ideas?
What are the unique and shared qualities of the voices, cultures, and historical periods of American literature?
How does American literature connect to the real world?
Advanced College Preparatory 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 directed and self-directed journal entries, essay test questions, persuasive arguments, critical/thematic essays, and a researched paper.
Students are given the opportunity to explore career aptitudes and options through research, the interview process, and creation of a resume and cover letter.
READING
Students in Junior English will develop the ability to:
-- Use word attack skills and context clues to decode unfamiliar words while reading,
-- Use strategic reading skills and context clues to decode unfamiliar words while reading,
-- Understand and use the text structure and organization,
-- Use the process of reading, including prereading, questioning, and prediction to enhance comprehension,
-- Recall details of plot, characters, and setting from text,
-- Draw conclusions based on text,
-- Support stated theme with details drawn from text,
-- Support analysis with details drawn from text,
-- Make connections to life outside the text,
-- Think critically about the text through application of themes to life today and identification with characters,
-- Recognize various literary devices used in literature and understand their function in literature,
-- Recognize and articulate the author's purpose and intended audience,
-- Identify the author's perspective and bias and relate them to one's own interpretation,
-- Recognize the historical and cultural context in which a piece of literature is written, understanding the relationship between context and content.
-- Identify the unique and shared qualities of the voices, cultures, and historical periods of American literature,
-- Respond to the text that represents the literary tradition and the diversity of American cultural heritage
-- Examine the ways that readers and writers are influenced by personal, social, cultural, and historical context.
-- Use a variety of strategies to expand vocabulary.
All students will:
-- Read materials from the Core Selections,
-- Have the opportunity to respond to reading materials in both oral and written formats,
-- Be instructed in the vocabulary necessary for reading comprehension of various materials, especially in preparation for SATs,
-- Be instructed in the literary terms, devices, and structures necessary for reading comprehension of various materials,
-- Be guided in the reading skills of making predictions, making inferences, drawing conclusions, making connections, recognizing author's purpose, identifying author's bias, and historical/cultural contexts,
-- Be instructed in the unique and shared qualities of the voices, cultures, and historical periods of American literature,
-- Be introduced to literary criticism and instructed in the skills necessary for reading comprehension.
Assessment of reading skills will include such activities as oral and interpretative readings, literature circles, discussion circles, Socratic seminars, oral and written responses to assigned readings, and student- and teacher-generated questioning and discussion.
Core ACP texts:
-- The Adventures of Huckleberry Finn (Mark Twain)
-- The Great Gatsby (F. Scott Fitzgerald)
-- Their Eyes Were Watching God (Zora Neale Hurston)
-- Death of a Salesman OR The Crucible (Arthur Miller)
-- Poetry selections from Six American Poets or from Eight American Poets
-- In Our Time (Ernest Hemingway) OR Illustrated Man (Ray Bradbury) OR The Lottery and Other Stories (Shirley Jackson)
-- Assorted nonfiction and literary criticism
Supplemental ACP books include: Catcher in the Rye (J.D. Salinger), This Boy’s Life (Tobias Wolff), Of Mice and Men (John Steinbeck), Fences (August Wilson), A Streetcar Named Desire (Tennessee Williams), A Raisin in the Sun (Lorraine Hansberry), The Age of Innocence (Edith Wharton), The Secret Life of Bees (Sue Monk Kidd), I Know Why the Caged Bird Sings (Maya Angelou)
Core SCP texts:
-- The Adventures of Huckleberry Finn OR The Great Gatsby
-- The Crucible OR A Streetcar Named Desire OR Fences
-- Poetry selections from Six American Poets, or from Eight American Poets
-- In Our Time OR Illustrated Man OR The Lottery and Other Stories
-- This Boy's Life
Supplemental SCP books include: Catcher in the Rye,
Of Mice and Men, Death of A Salesman, A Raisin in the Sun, The Age of Innocence, Their Eyes Were Watching God, The Secret Life of Bees
Core GEN texts:
-- Of Mice and Men OR The Pearl OR Catcher in the Rye
-- A Streetcar Named Desire OR Fences
-- Poetry selections from Six American Poets, or from Eight American Poets
-- In Our Time OR Illustrated Man OR The Lottery and Other Stories
-- This Boy's Life
Supplemental GEN books include: The Adventures of Huckleberry Finn, The Great Gatsby, A Raisin in the Sun, Age of Innocence, Their Eyes Were Watching God, The Crucible, Wanda Hickey’s Night of Golden Memories (Jean Shepherd), The Secret Life of Bees