CURRICULUM MAP: 10039.map

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

TIME FRAME: Throughout semester
GRADE: 11
CONTACT:

         MAP LEVEL: 4

23.1 LANGUAGE ARTS - READING AND RESPONDING --- 23.1.2.9.1 --- 23.1.3.9.4 --- 23.1.3.9.5 --- 23.1.4.9.1 --- 23.1.4.9.2
23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER --- 23.2.2.9.1 --- 23.2.2.9.2 --- 23.2.3.9.3 --- 23.2.4.9.4 --- 23.2.4.9.5 --- 23.2.4.9.6
23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS --- 23.3.1.9.3 --- 23.3.1.9.4 --- 23.3.2.9.1 --- 23.3.2.9.2 --- 23.3.2.9.3 --- 23.3.2.9.6
23.4 LANGUAGE ARTS - ENGLISH LANG CONVENTIONS --- 23.4.2.9.1 --- 23.4.2.9.2 --- 23.4.3.9.1 --- 23.4.3.92 --- 23.4.3.9.3
04.2 LRIT - COMPUTER TECHNOLOGY --- 04.2.3.0.4 --- 04.2.3.5.1 --- 04.2.3.5.4 --- 04.2.3.9.3




What makes writing effective?
How are ideas clearly communicated?
What are effective ways to develop, support and organize literary analysis?




English 3 focuses on critical interpretation/analysis of literature through classroom discussion as well as academic/expository writing at the college level.

Literature study emphasizes analysis of complex elements, such as symbolism, style, tone, structure, and theme, as well as other significant literary terminology. Students are encouraged to examine, discuss, research, and write about the relevance of selected literary works to past, present, and future 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 may include directed and self-directed journal entries, essay test questions, persuasive arguments, critical/thematic essays, and a researched paper.




Students in English 3 will develop the ability to:
-- 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,
-- Choose and employ an appropriate structure for written responses to test questions,
-- 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 theses writing, effective argumentation skills that support thesis, and effective integration of textual support (both indirect and direct),
-- Adjust voice to audience, purpose, and task,
-- Demonstrate appropriate use of the writing process,
-- Use an appropriate structure for genre and purpose,
-- Complete the steps of the writing process -- prewriting, drafting, conferencing, and editing,
-- Write papers in MLA format.





All students will:
-- Be instructed in the literary terms, devices, and structures necessary for writing literary analyses,
-- 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 of 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 papers (3 Gen, 4 SCP, 5 ACP) following the complete writing process,
-- Complete pages of written material, excluding tests and journals, (12 Gen, 15 SCP, 18 ACP) 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.