CURRICULUM MAP: 10037.map

English III (ACP/SCP/GEN) 131, 132, 133
Research and Research Writing

TIME FRAME:
GRADE: 11
CONTACT:

         MAP LEVEL: 4
23.1 LANGUAGE ARTS - READING AND RESPONDING

23.1.1.9.4 -- Students will identify, use and analyze text structures.

23.1.2.9.2 -- Students will interpret information that is implied in a text.

23.1.2.9.3 -- Students will distinguish between fact and opinion.

23.1.2.9.6 -- Students will identify and discuss the underlying theme or main idea in texts.

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.

23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER

23.2.1.9.3 -- Students will explain and explore their own and others’ aesthetic reactions to texts.

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.

23.2.3.9.2 -- 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.

23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS

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.

23.3.2.9.4 -- Students will research information from multiple sources for a specific purpose.

23.3.2.9.5 -- Students will evaluate the validity of primary and secondary sources of information to authenticate research.

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

04.2.4.9.2 -- Students will routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity

04.2.5.9.2 -- Students will routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity

04.2.5.9.3 -- Students will select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning

04.2.5.9.8 -- Students will independently select and use an appropriate search engine or directory related to a specific task

04.2.6.9.1 -- Students will routinely and efficiently use online information resources to meet needs for collaboration, research, publications communications and productivity

04.2.6.9.2 -- Students will investigate and apply expert systems, intelligent agents and simulations in real-world situations




What are the necessary steps to prepare and write a researched paper?
What makes a researched paper effective?
How are researched materials effectively integrated into a literary analytical paper?




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 sources for credibility and validity,
-- Record appropriate information from texts in note form,
-- Gather appropriate information for a works cited page,
-- Generate a works cited page that complies with the MLA format,
-- Paraphrase and summarize from text,
-- Understand the concept of plagiarism and its consequences,
-- Organize information to structure the final product,
-- Use appropriate format for citations,
-- Recognize and use appropriate types of resources for the task,
-- Demonstrate facility with a variety of source materials, including print, non-print, internet, and computer resources,
-- Sort and classify information,
-- Discern between fact and fiction,
-- Judge the quality of sources,
-- Demonstrate appropriate use of technology to accomplish tasks, including appropriate use of the Internet,
-- Use a variety of information evaluation and assessment strategies,
-- Choose appropriate format for presentation of the final product.




All students (as needed) will:
-- Be given guidelines for selecting resources,
-- Be assisted in utilizing technology effectively,
-- Be taught the difference between correct paraphrasing, incorrect paraphrasing, and plagiarism,
-- Be provided with a copy of the Academic Integrity policy and explained the consequences of the violations of it,
-- Be provided with suggested strategies for effective note taking,
-- Be given models and formulas for a works cited page in MLA format,
-- Be shown models of parenthetical documentation in MLA format,
-- Be instructed on effective organizations for materials in a final product,
-- Complete all the steps of the writing process.





Research will be evaluated both on completion of process and final product (with a heavier weight given to the final product). The final paper/product will be evaluated for completion, MLA format, effective use of resources, proper citation format, proper works cited format, effective organization strategy, diction, grammatical correctness, and fluency.









Bud's Research Manual, 5th edition




The research unit may be broken down into several class assignments. It may be used to create both an oral and/or a written product. The research unit may also be used to foster an effective debate unit. As upperclassman, teachers may expect a higher level of student independence during the research process.